Child Behavior Clinical Trial
Official title:
Comparison of Collaborative Problem Solving (CPS) and Positive Solutions for Families Groups for Parents of Head Start Preschoolers
The main objectives of this study are to evaluate the feasibility, acceptability, and effects of a CPS parent group on outcomes for a sample of parents of children ages 3 to 5 compared to outcomes after attending a parenting group that promotes behavioral (operant) parenting. We hypothesize that guardians in the CPS group will report a better understanding of how neurocognitive skills relate to children's behaviors, greater improvements in child functioning and behavior, and greater reductions in parents' stress than those in the comparison group.
Collaborative Problem Solving (CPS) is an evidence-based approach for treating children with
behavioral challenges. Unlike traditional models of discipline that use power, control and
incentives to facilitate compliance, CPS does not assume that a challenging child lacks
motivation for compliance, but instead that the child is motivated to behave well, but simply
cannot consistently do so, due to lagging skills in one or more critical neurocognitive
domains, such as those related to language and communication skills, attention and working
memory skills, emotion- and self-regulation skills, cognitive flexibility skills, and/or
social thinking skills. The goal of the intervention is to improve these lagging
neurocognitive skills by helping adults and children work toward mutually satisfactory
solutions to problems, thereby enhancing flexibility and frustration tolerance in both
interaction partners. Any caregiver can use CPS with any child, and CPS can be taught to
mental health providers (e.g., therapists, direct care staff), educators (e.g., teachers,
administrators), or parents. Common ways to teach CPS to parents include family therapy (one
provider teaching one family) or in parent group training (one provider teaching six to ten
parents).
Although preschool-aged children have been included in past CPS-related research, they have
not been studied separately, and research has not assessed the appropriateness of the current
CPS approach for very young children. To address this gap in research, this study will
support the development of a parent group curriculum specifically targeting guardians of
preschool-aged children, as well as a randomized efficacy trial to evaluate the feasibility,
acceptability, and effects of a CPS parent group. Outcome measures from the CPS group will be
compared with those from a group that promotes operant behavioral parenting.
Approximately sixty participating guardians will be randomly assigned to attend one of two
types of weekly 2-hour groups, each lasting six weeks: either a Collaborative Problem Solving
group (N=30; 3 groups) or a Positive Solutions for Families group, a group routinely offered
at Head Start programs (N=30; 3 groups). Participants will complete surveys prior to
beginning the groups (baseline), upon completion of the group sessions (discharge), and six
months after the conclusion of the groups (follow up). Results from these surveys will be
compared between groups.
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