Addressing Early Childhood Disruptive Behavior and Parenting Stress Through Group Behavioral Parent Training: Effects of Socioeconomic Risk and Homework Completion

Abstract

Behavioral parent training (BPT) interventions are an efficacious method to improve child disruptive behaviors and reduce parenting stress by teaching caregivers evidence-based techniques to address challenging behaviors across natural routines. Some evidence suggests BPT is less efficacious among families with significant socioeconomic (SE) stressors. The aim of the current study was to examine relationships among cumulative SE risk and BPT homework completion, child challenging behaviors, and parenting stress after a group BPT known as HOT DOCS. Hypotheses were (1) SE risk would be negatively associated with participant homework completion and (2) SE risk would be negatively associated with child disruptive behaviors and parenting stress after intervention. The sample included 254 caregivers in the Southeastern U.S. who participated in a group BPT for caregivers of birth-to-5-year-old children. Caregivers self-reported on their homework engagement, their child’s disruptive behavior, and their parenting stress. Results revealed a negative association between SE risk and homework completion and no association between SE Risk and child behavior or parenting stress outcomes. The findings suggest HOT DOCS may be efficacious for families across SE backgrounds, including those experiencing challenges completing active homework practice sessions.

Keywords

early childhood challenging behavior parent training positive behavior supports

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