The Moderating Effects of Group and Provider Variables on Child, Parent, and Family Barriers to Intervention Participation

Although research on barriers to parents’ participation in interventions primarily focuses on child, parent, and family characteristics, conceptual models posit that provider and intervention group features may offset the influence of child, parent, and family barriers or augment the deterrent effect of these barriers (Staudt, 2007). However, this hypothesis has not been tested empirically. Moreover, conceptual models of participation are based on child mental health treatment research with mostly Caucasian families. Because barriers are nested in several ecological contexts (Brofenbrenner, 1979), including culture (Snell-Johns et al. 2004), these models may not generalize to Latino families. This study examines whether child, parent, and family variables interact with provider and intervention group variables to affect participation among Mexican American mothers (n=292) enrolled in a universal parenting program (Gonzales et al., 2012).

Previous research with this sample examined how child, parent, and family variables were related to attendance trajectories across sessions (no attendance, early dropout, mid-program dropout, consistent attendance). Parent report of child behavior, parenting efficacy, parental depression, family stress, and cultural factors (acculturation, familism) predicted probability of trajectory group membership. The current study extends this work by examining how these variables as well as family sociodemographics (low-income, single parent status, > 40 weekly work hours) interact with provider characteristics (ethnicity, age, professional experience, fidelity) and intervention group size to predict probability of trajectory group membership.

We hypothesize provider and group variables interact with child behavior and parenting efficacy, conceptualized as parents’ perceived program need (Winslow et al., 2009), parental depression and family stress, conceptualized as parents’ psychological resources, and cultural factors to affect likelihood of attendance. Specifically:1) parents with a high perceived need attend if provider skill (fidelity, experience) is high, 2) parents low in psychological resources attend if providers are flexible in fidelity and group size is small, to accommodate off-script concerns and need for social support as well as facilitate group member connections, and 3) parents high on “personalismo” attend if providers are Latino, similar age to parents, and flexible in fidelity and if group size is small. We hypothesize sociodemographics, which link to logistical barriers such as lack of time or transportation, will not interact with provider and group variables; it is unlikely provider skill in program delivery or rapport building affects inability to attend due to lack of transportation.