ORCID Profile
0000-0001-9240-3111
Current Organisation
The University of Auckland
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Publisher: Cambridge University Press (CUP)
Date: 13-05-2022
DOI: 10.1017/BEC.2022.1
Abstract: The study was a randomised controlled trial evaluating the effectiveness of the Group Triple P Program for Chinese immigrant parents living in New Zealand. Sixty-seven Chinese immigrant parents of a 5- to 9-year-old child with disruptive behaviour problems were randomly allocated to either an intervention or a waitlist group. Parents completed measures of child adjustment problems, general parenting practices, parenting practices in children's academic lives, parental adjustment, parental teamwork, and family relationships at pre-, post-, and 4-month follow-up. Intervention group ratings of programme satisfaction were collected following programme completion. Significant short-term intervention effects were found for improvements in child behaviour, parenting practices, parental teamwork, and parenting in the child academic context. All intervention effects, except for parental teamwork, were maintained at 4-month follow-up. There were no significant intervention effects for parental adjustment, however, medium effect sizes were found at post-intervention and follow-up. A high level of programme satisfaction was reported.
Publisher: Wiley
Date: 03-02-2021
DOI: 10.1111/APA.15763
Abstract: To examine the contributions of specific neurocognitive skills to behaviour problems in children born very preterm. We assessed children born weeks’ gestation or g at age 7 years using subtests of the Wechsler Intelligence Scale for Children Fourth Edition, performance and questionnaire‐based measures of executive function, and Child Behavior Checklist and Teacher Rating Form. We evaluated the contributions of IQ and executive function to behaviour problems and the moderating effect of sex using multiple regression. The 129 children (mean age = 7.2 years) had lower IQ, inferior executive function and increased internalising problems compared with normative s les. Verbal comprehension skills and working memory were associated with total, internalising and externalising problems at school. Performance‐based and questionnaire‐based executive function were associated with total and externalising behaviour problems both at home and school. Sex moderated the relationships between information processing and parent‐reported total problems, and between teacher‐rated executive function and total problems. Both IQ and executive function are related to behaviour problems in children born very preterm, but the relationships are different in boys and girls. Executive function may be a useful target for intervention.
Publisher: Elsevier BV
Date: 11-2021
DOI: 10.1016/J.BRAT.2021.103951
Abstract: Online delivery of parenting support is steadily increasing, yet the factors that influence program engagement and efficacy are still understudied. This study used an integrated data analysis approach to identify family and program-related factors that influence outcomes. We combined in idual data from seven published efficacy trials of the web-based version of the Triple P-Positive Parenting Program. Data were analyzed for 985 families with children aged between 2 and 12 years (M = 4.87 SD = 2.14) using a Latent Change Score approach. At post-intervention, sociodemographic factors were not predictive of changes in child behavior problems, while parents of boys and those with higher education showed greater improvements in dysfunctional parenting. Parents who were initially more confident in their parenting showed more overall gains while parents with more initial adjustment difficulties showed less improvement. Only the effect of baseline child behavior problems on changes in dysfunctional parenting was moderated by treatment condition. At follow-up, program variant and completion were the primary outcome predictors, with completion found to be related to initial parenting confidence, internet usage and program variant. The implications of these findings for reaching and retaining parents in online programs across all phases of the engagement process are discussed.
No related grants have been discovered for Nike Franke.