Preventing Child Behavior Problems Brotman, LM, Calzada, E, Kingston, S, Huang, KY, Dawson-McClure, S, Kamboukos, D, Rosenfelt, A, Schwab, A, Petkova, E. Promoting effective parenting practices and preventing child behavior problems in school among ethnically diverse families from underserved, urban communities. Child Development , in press.
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Preventing Child Behavior Problems
Brotman, LM, Calzada, E, Kingston, S, Huang, KY, Dawson-McClure, S, Kamboukos, D, Rosenfelt, A, Schwab, A, Petkova, E. Promoting effective parenting practices and preventing child behavior
problems in school among ethnically diverse families from underserved, urban communities. Child Development, in press.
Preventing Child Behavior Problems
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Promoting Effective Parenting Practices and Preventing Child Behavior Problems in
School among Ethnically Diverse Families from Underserved, Urban Communities
This study examines the efficacy of a family intervention among 171 children enrolled in Pre-
Kindergarten in eight public elementary schools in a large urban school district serving an
ethnically diverse population. The universal preventive intervention, ParentCorps, includes a
series of 13 group sessions for parents and children held at the school during early evening hours
and facilitated by trained school staff and mental health professionals. ParentCorps resulted in
statistically significant and medium-size effects on effective parenting practices and child
behavior problems in school. The intervention effects were of similar magnitude for families at
different levels of risk at baseline and for Black and Latino families. Attendance at intervention
sessions by families at higher risk was similar to that by families at lower risk and the number of
sessions attended was meaningfully related to improvements in effective parenting practices.
Study findings will help refine models of healthy development and inform prevention science
studies, including further development and evaluation of universal family and school
interventions for raising healthy children from underserved, urban communities.
Preventing Child Behavior Problems
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The negative association between socioeconomic disadvantage and healthy child
development has been clearly documented. Social causation theory posits a gene-environment
interaction to explain the effect of poverty on child behavior. According to this theory, genetic
risk for problems remains latent unless children are exposed to the stress of poverty, often under
circumstances or situations beyond the parents’ or child’s control. A quasi-experimental,
longitudinal study (Costello, Compton, Keeler & Angold, 2003) found support for social
causation theory linking poverty and child behavior problems. In a sample of ethnic minority
children, the causal influence of poverty was specific to behavior problems (as compared to
anxiety and depression) and this relation was partially mediated through the lack of effective
parenting practices. Findings from the study raised the possibility that financial stress constrains
parents’ ability to devote scarce time resources to parenting. Unfortunately, most families of
young children dealing with the multiple stressors of living in disadvantaged, urban communities
do not receive adequate support for raising healthy children or in anticipating or addressing
common behavior problems. Importantly, when parenting programs or preventive services are
available to families living in poverty, they are unlikely to be evidence-based (Sanders, 2008).
Widely available and easily accessible empirically-supported parenting interventions for
young children could have an enormous public health impact given that approximately half of
children with significant behavior problems at school entry are expected to show more serious
behavioral and academic difficulties throughout elementary school and into adolescence
(Campbell, 1995; Lavigne et al., 1998; McGee, Silva, & Williams, 1984). A large body of
developmental research suggests that interventions that successfully alter trajectories of behavior
problems in school settings among ethnically diverse youth from disadvantaged, urban
communities may result in reduced disparities across a range of important educational, mental
health and physical health outcomes (Arnold et al., 1999; Bowman, Donovan, & Burns, 2001;
Parent Involvement in Education 70.97 21.62 73.40 20.89 66.11 22.47
Test of Child School Readiness 46.18 16.23 45.65 16.33 47.44 16.11
Note. M and SD are based on non- imputed data. All parenting and child outcomes were rescaled
to 0-100 scale. P values were >.15 for all baseline measures, with the exception of % male (p=
.03) . This difference reflects differences within the intervention and controls schools and not a
difference in recruitment rates for boys relative to girls.
Preventing Child Behavior Problems
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Table 3
School-level Characteristics for the Total Sample and by Intervention Condition
Total Sample
N=8
Intervention
N=4
Control
N=4
% % %
% students eligible for free lunch 74 76 73
% students below math standards 10 8 11
% student stability 92 92 92
% of Black students 52 46 58
Note. School-level information was obtained for 2003-2004 school year, the year of
randomization. p values > .50 for all measures.
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Table 4
Intervention Effects on Effective Parenting Practices and Child Behavior Problems
Parenting Practices1 Child Behavior Problems2
Intent-to-Treat Analyses Estimate SE Estimate SE
Intercept 51.62*** 1.95 19.00*** 1.86
Gender .61 1.68 1.03 1.01
T1 Outcome Measure .41*** .08 .53*** .06
Intervention 4.90* 2.18 -4.76* 2.17
Effect Size .50 .56
Note. In the multivariate analyses, all parenting and child outcome measures were rescaled to 0 -
100. Analyses were conducted first by including 5 predictors: gender, T1 outcome measure,
intervention status, domain, and the domain-by- intervention interaction. Because the domain-by-
intervention interaction was not significant across analyses, we eliminated this term and reran the
analyses. This table shows results from this reduced model. The model also included domain(s)
as control variable(s) (estimates for the domains are not shown).
* p <.05; *** p <.001.
1 Effective Parenting Practices consists of two domains: Parent self- report of practices and Test
on parenting knowledge.
2 Child Behavior Problems consists of three domains: Externalizing, Internalizing and Adaptive
Behavior.
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Figure Caption
Figure 1
Intervention Effect on Observed Parenting Practices Moderated by Baseline Levels
0
10
20
30
40
50
60
70
80
Low (below median) High (above median)
Pare
nti
ng
Eff
ecti
ven
ess
Control Intervention
Note. Low and high groups are based on a median split of baseline parenting effectiveness
scores. For the parents with low T1 effectiveness, the effect size was 1.80 (very large effect); for
parents with high T1 effectiveness, the effect size was 0.15.
Preventing Child Behavior Problems
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