An Experimental Study of Parent Engagement Methods in a Low-Income, Mexican American Sample

Introduction:

Parenting programs given to low-income, urban parents have been shown to help prevent substance use and mental health disorders. However, their population-level impact, which is a function of both effect size and participation rate, has been severely limited because few parents engage in them under natural service delivery conditions (<1%-25%). Moreover, low participation threatens the sustainability of evidence-based preventive interventions.

We developed and tested a theory-based, parent engagement package (PEP) to address the problem of low participation. Engagement strategies were chosen through literature reviews of relevant disciplines (e.g., child services research, motivational and social psychology). The PEP includes four components: 1) brochure; 2) family testimonial flyer; 3) teacher endorsement; and 4) group leader engagement call.

Methods:

Families were randomly selected from kindergarten and 3^rd grade rosters. The sample (N=122) was low-income (M=$16,732 for family of four), 53% Spanish-speaking and 95% Hispanic. Pre-test data were collected through 1-hour, in-person interviews with mothers in their preferred language and teacher reports of child behaviors. Families were then randomly assigned to an engagement condition. The experimental group received the PEP. The control group received a brochure and an attention-control, 30-minute phone interview similar to the pre-test. All parents were offered the Triple P parenting program. Parents who enrolled in Triple P received a confirmation letter. The experimental group also received weekly reminder calls. The 8-week, Triple P program was delivered at the school in separate Spanish and English groups with free childcare and food provided. GLs recorded attendance.

Results:

Parents in the experimental condition were significantly more likely to engage (i.e., attend at least one session) (48%) compared to the control condition (25%). Although there were large disparities in the control condition between English- vs. Spanish-speaking (14% vs. 34%) and single- vs. two-parent families (10% vs. 32%), in the experimental condition, engagement was similar across these subgroups (45%-52% engaged). Also, parents in the experimental condition were more likely to engage if teachers reported high behavior problems.

Conclusions:

The PEP nearly doubled engagement rates compared to the control condition, reduced disparities for single mothers and English-speaking MAs and increased engagement for parents of children with high teacher-reported behavior problems. These findings show the PEP could help bridge the gap between research and practice by addressing low participation, a critical barrier to the implementation, sustainability and public health impact of evidence-based preventive interventions.