Preliminary Findings from an Evidence-Based Parent Training Program Adapted for Delivery on an Android Tablet: Effects on Parenting and Participation

Introduction

Considerable evidence shows that behavioral parent training interventions are effective in preventing child behavior problems. However, program efficacy – when delivered in face-to-face formats – is reduced due to low enrollment and attendance. Developing innovative approaches to service delivery are needed to overcome time and logistic barriers to in-person participation. The electronic Chicago Parent Program (eCPP) – an adaptation of the group delivered CPP – was developed to address participation barriers to face-to-face delivery models. The eCPP is an interactive, self-administered program delivered on an android tablet. The eCPP consists of 6 learning modules that include: descriptions of parenting strategies, video examples, reflection questions, module activities, knowledge questions, and practice assignments. The purpose of this presentation is to present preliminary findings from a RCT testing the efficacy and participation in the web based delivery model.

Method

Low-income parents of children age 2-5 (n = 80), recruited from an urban, pediatric primary care setting, are randomly assigned to a tablet control or eCPP intervention group. Intervention parents will complete the eCPP over a period of 12 weeks (approximately 2 weeks/module). Survey data is collected at baseline, 12 and 24 weeks. This presentation will report findings from baseline to post intervention follow up (12-week) on parent report of parenting self efficacy, discipline, and parenting stress. Intervention participation is measured via digital usage tracking of the eCPP on the tablet.

Results

A two-way repeated measures ANOVA will be used to determine if there are significant intervention effects of the outcome measures from baseline to post intervention (12-week). Digital tracking will provide the dose (% of completed eCPP modules), amount of time parents interact with the program, and completion of practice assignments. In addition, we will present parent reports of satisfaction, facilitators, and barriers to use of the eCPP.

Conclusion

Implementing and testing innovative delivery models for evidence-based programs is critical to establish efficacy of the delivery model. The use of technology has great potential to expand the reach, sustainability, and parent participation in evidence based prevention programs.