Parent Training on an Android Tablet: Development and Demonstration

Introduction: There is a gap between the theoretical potential of evidence-based programs (EBPs) designed to prevent emotional and behavioral problems of children, and the actual impact these EBPs have in society. One reason for this gap are issues related to delivery platforms, the ability to reach families, and sustain and maintain intervention fidelity and dose as interventions are implemented in real world settings. Adaptations to existing models of delivery like self-directed and technologically enhanced delivery have the potential to address these barriers. The purpose of this technology demonstration is to (a) describe the development of the electronic Chicago Parent Program (eCPP; a web based adaptation of the group-based CPP) and (b) demonstrate the full curriculum of the eCPP on an Android tablet.

Methods: The eCPP was developed in partnership with three key groups – the designers of the group based program, a team of multimedia designers, and an advisory panel of parents. The designers, Klein Buendel, are experts in the development and use of technology to enhance learning. The parent advisory panel, consisting of urban, low income parents of young children, provided information and guidance related to design, content presentation, and acceptability of the model to parents like themselves. The designers of the CPP provided direction and feedback regarding translation of content to maintain the conceptual base of the intervention and adherence to the key intervention components. In an iterative process, feedback from the key informant groups were shared until consensus was reached on a final version of the eCPP.

Results: Each of the 6 modules in the eCPP program include: descriptions of parenting strategies, video examples, reflection questions, module activities, knowledge questions, and practice assignments. The content presentation is through video, audio, and text. The program is downloaded as an “app” from the web, password protected, and structured for linear progression through the modules. The reflection questions, the written descriptions of skills, activities, and the practice assignments were constructed to actively engage parent participation by integrating the philosophical ideals of the group-based program of valuing the parents’ knowledge and experience with their child, providing a range of strategies to choose, and providing feedback and support. Parents are awarded badges as they complete the eCPP activities and modules.

Conclusions: The eCPP is an innovative system of delivering parent training to maximize parent participation, intervention fidelity and dose, and reach and sustainability of an evidence-based parent training intervention.