Individual Participant Data Meta-Analysis: Individual Differences in Mediators of Parenting Program Effects on Disruptive Behavior - 28/04/25
, G.J. Melendez-Torres, DPhil, MPH, RN b, Sophia Backhaus, DPhil a, Frances Gardner, DPhil c, Stephen Scott, PhD, FRCPsych d, European Parenting Program Research Consortium
Abstract |
Objective |
Although parenting programs are the most widely used approach to reduce disruptive behavior in children, there is a notable lack of understanding of the exact changes in parenting that underlie their effects. Challenges include the frequent use of composite measures of parenting behavior and insufficient power to detect mediation effects and individual differences in these in individual trials.
Method |
Individual participant data from 14 European randomized controlled trials of social learning–based parenting programs were pooled to examine which specific parenting behaviors best explain program effects. Participants included 3,252 families with children ages 1 to 13 years. Parental use of praise, tangible rewards, physical discipline, harsh verbal discipline, and not following through on discipline were included as putative mediators. Additionally, the study explored whether subgroups of families showing different mediational pathways exist.
Results |
Changes in parenting partially mediated program effects, with all included parenting behaviors except parental use of praise serving as unique mediators. Less harsh verbal discipline and increased following through on discipline were the strongest mediators. The study identified 3 subgroups with distinct responses to parenting programs. Most families benefited, partly through increased following through on discipline; families with the least or most difficulties were more likely to benefit less or not at all.
Conclusion |
These findings offer insight into the specific parenting behavior changes key to reducing disruptive child behavior, while highlighting the need for innovative research methodologies to gain a deeper understanding of individual differences in parenting program benefits and mechanisms.
Plain language summary |
Parenting programs are the most widely used strategy to reduce children’s disruptive behavior. In this analysis of individual data of 3,252 families that participated in 14 European randomized controlled trials, the authors examined which specific changes in parenting behaviors best explain the effects of parenting programs on children’s behavior, and whether these changes might differ across different types of families. The authors found that changes in parenting behavior partially explained program effects on disruptive behavior. Reduced harsh verbal discipline and increased following through on discipline seemed the most important parenting behaviors. While most families benefited from parenting programs, those facing the most or the least difficulties benefited less.
Study preregistration information |
Study Preregistration: Individual Participant Data Meta-analysis: Individual Differences in Mediators of Parenting Program Effects on Disruptive Behavior; j.jaac.2023.11.005.
Le texte complet de cet article est disponible en PDF.Key words : disruptive behavior, individual participant data meta-analysis, mediators, parenting programs
Plan
| The study is supported by a Dutch Research Council Vidi grant (NWO #VI.Vidi.201.065) awarded to P.L. and a grant from the National Institute for Health Research (NIHR) Public Health Research (grant 12-3070-04) awarded to F.G. The views expressed are those of the authors and not necessarily those of the National Health Service, the NIHR, or the UK Department of Health. The funding source had no role in the design and conduct of the study; preparation, review, or approval of the manuscript; or the decision to submit it for publication. |
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| The research was performed with permission from the Internal Review Board of the Faculty of Social and Behavioural Sciences of the University of Amsterdam. |
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| This work has been prospectively registered: j.jaac.2023.11.005. |
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| G.J. Melendez-Torres served as the statistical expert for this research. |
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| The authors would like to thank the members of the European Parenting Program Research Consortium for contributing their data to the project. |
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| Members of the consortium are, in alphabetical order: Guy Bodenmann, PhD, of the University of Zurich; Ana Catarina Canário, PhD, of the University of Porto; Manfred Döpfner, PhD, of the University of Cologne; Manuel Eisner, PhD, of the University of Cambridge and the University of Zurich; Suzanne de Jong, PhD, of the VU Amsterdam; John Kjøbli, PhD, of the University of Oslo; Ankie Menting, PhD, of Utrecht University; Geertjan Overbeek, PhD, of the University of Amsterdam; Julia Plück, PhD, of the University of Cologne; Raziye Salari, PhD, of Uppsala University; Eva Smallegange, PhD, of War Child Holland; Jolien van Aar, PhD, of VanMontfoort; and Floor van Rooij, PhD, of the University of Amsterdam. In addition, the authors gratefully acknowledge the researchers, practitioners, and families who participated in each of the original trials, and the funders of the original trials. |
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| Disclosure: Julia Plück, of the European Parenting Program Research Consortium, has disclosed interest in relation to co-authorship of the parenting program “the Prevention program for preschool children with Externalizing Problems (PEP).” The other members of the consortium have reported no biomedical financial interests or potential conflicts of interest. Liina Bjöorg Laas Sigurðardóttir, G.J. Melendez-Torres, Sophia Backhaus, Frances Gardner, Stephen Scott, European Parenting Program Research Consortium, and Patty Leijten have reported no biomedical financial interests or potential conflicts of interest. |
Vol 64 - N° 5
P. 564-576 - mai 2025 Retour au numéro
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