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Manfred Döpfner - One of the best experts on this subject based on the ideXlab platform.
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effectiveness of the prevention program for Externalizing Problem behavior pep in preschoolers with severe and no or mild adhd symptoms
Zeitschrift Fur Kinder-und Jugendpsychiatrie Und Psychotherapie, 2016Co-Authors: Ilka Eichelberger, Christopher Hautmann, Charlotte Hanisch, Julia Plucka, Manfred DöpfnerAbstract:Abstract. Zusammenfassung: Fragestellung: Das Praventionsprogramm fur Expansives Problemverhalten (PEP), entwickelt fur Eltern (EL) und ErzieherInnen (ER) von Vorschulkindern, zeigte in beiden Modulen (PEP-EL und PEP-ER) in der Routineversorgung positive Effekte. Das Ziel dieser Sekundaranalyse war die Untersuchung der Effekte beider Module bezogen auf Vorschulkinder mit hoch ausgepragter ADHS-Symptomatik im Vergleich zu Kindern mit keiner oder wenig ausgepragter ADHS-Symptomatik. Methodik: In einem Eigenkontrollgruppendesign werden die Veranderungen der Symptomatik und des Problemverhaltens der Kinder in spezifischen Situationen zu Hause und in der Schule in einer Wartephase mit den Veranderungen in einer Interventionsphase verglichen (jeweils 3 Monate). Ergebnisse: Durch das Elterntraining reduzieren sich fur Kinder mit hoch ausgepragter ADHS-Symptomatik die spezifischen Problemsituationen zu Hause (HSQ-D) und durch das ErzieherInnentraining zeigen sich signifikante Effekte fur oppositionell-agg...
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the prevention program for Externalizing Problem behavior pep improves child behavior by reducing negative parenting analysis of mediating processes in a randomized controlled trial
Journal of Child Psychology and Psychiatry, 2014Co-Authors: Charlotte Hanisch, Christopher Hautmann, Ilka Eichelberger, Julia Plück, Manfred DöpfnerAbstract:Background: Our indicated Prevention program for preschool children with Externalizing Problem behavior (PEP) demonstrated improved parenting and child Problem behavior in a randomized controlled efficacy trial and in a study with an effectiveness design. The aim of the present analysis of data from the randomized controlled trial was to identify the mediating processes that account for these positive treatment effects. We hypothesized that a decrease in negative parenting and increases in positive parenting and parental warmth would mediate the relationship between treatment and child improvement. Method: Parents of 155 children were randomly assigned to the PEP intervention group (n = 91) or a nontreated control group (n = 64). Parents rated their child’s Problem behavior and their own parenting practices before and after PEP training. Parental warmth was assessed during standardized play situations. Four mediation models were tested using structural equation modeling. Trial registration number ISRCTN12686222; http://www.controlled-trials.com/isrctn/pf/12686222. Results: Changes in child Externalizing Problem behavior were most strongly mediated by reductions of negative parenting in difficult parenting situations. Increases in positive parenting also served as a mediator. Changes in parental warmth, parents’ feeling of self-efficacy, and parental mental health did not play a mediating role in the association between PEP treatment and child behavior. Conclusions: In our program, the most important component was to teach parents how to reduce dysfunctional parenting strategies in conflict situations. Keywords: Parenting, conduct Problems, randomized trial, mediator.
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Effectiveness of telephone-assisted parent-administered behavioural family intervention for preschool children with Externalizing Problem behaviour: a randomized controlled trial
European Child & Adolescent Psychiatry, 2013Co-Authors: Frauke Kierfeld, Charlotte Hanisch, Elena Ise, Anja Görtz-dorten, Manfred DöpfnerAbstract:Externalizing Problem behaviour is one of the most common childhood disorders. Parent training is an effective treatment for these children and there is growing interest in the effects of parent-administered interventions with minimal therapist contact. This randomized controlled study examined the efficacy of a telephone-assisted parent-administered behavioural intervention (bibliotherapy) in families with preschool children with Externalizing Problem behaviour. Families were randomly assigned to a treatment group ( n = 26) and an untreated waitlist control group ( n = 22). The intervention comprised the reading of an 11 chapter self-help book and 11 weekly telephone consultations. Compared to the control group, the treatment group demonstrated significant decreases in parent-reported Externalizing and internalizing child Problem behaviour and dysfunctional parenting practices. Moreover, treated parents reported less parenting-related strains and decreases in parental depression, anxiety, and stress. The results suggest that telephone-assisted self-administered parent training is an effective alternative to more intensive forms of behavioural family intervention for preschool children with Externalizing Problem behaviour.
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detecting effects of the indicated prevention programme for Externalizing Problem behaviour pep on child symptoms parenting and parental quality of life in a randomized controlled trial
Behavioural and Cognitive Psychotherapy, 2010Co-Authors: Charlotte Hanisch, Christopher Hautmann, Ilka Eichelberger, Julia Plück, Inez Freundbraier, Nicola Janen, Gabriele Brix, Manfred DöpfnerAbstract:BACKGROUND: Behavioural parent training is effective in improving child disruptive behavioural Problems in preschool children by increasing parenting competence. The indicated Prevention Programme for Externalizing Problem behaviour (PEP) is a group training programme for parents and kindergarten teachers of children aged 3-6 years with Externalizing behavioural Problems. AIMS: To evaluate the effects of PEP on child Problem behaviour, parenting practices, parent-child interactions, and parental quality of life. METHOD: Parents and kindergarten teachers of 155 children were randomly assigned to an intervention group (n = 91) and a nontreated control group (n = 64). They rated children's Problem behaviour before and after PEP training; parents also reported on their parenting practices and quality of life. Standardized play situations were video-taped and rated for parent-child interactions, e.g. parental warmth. RESULTS: In the intention to treat analysis, mothers of the intervention group described less disruptive child behaviour and better parenting strategies, and showed more parental warmth during a standardized parent-child interaction. Dosage analyses confirmed these results for parents who attended at least five training sessions. Children were also rated to show less behaviour Problems by their kindergarten teachers. CONCLUSIONS: Training effects were especially positive for parents who attended at least half of the training sessions. ABBREVIATIONS: CBCL: Child Behaviour Checklist; CII: Coder Impressions Inventory; DASS: Depression anxiety Stress Scale; HSQ: Home-situation Questionnaire; LSS: Life Satisfaction Scale; OBDT: observed behaviour during the test; PCL: Problem Checklist; PEP: prevention programme for Externalizing Problem behaviour; PPC: Parent Problem Checklist; PPS: Parent Practices Scale; PS: Parenting Scale; PSBC: Problem Setting and Behaviour checklist; QJPS: Questionnaire on Judging Parental Strains; SEFS: Self-Efficacy Scale; SSC: Social Support Scale; TRF: Caregiver-Teacher Report Form. Language: en
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The severely impaired do profit most: short-term and long-term predictors of therapeutic change for a parent management training under routine care conditions for children with Externalizing Problem behavior
European child & adolescent psychiatry, 2009Co-Authors: Christopher Hautmann, Charlotte Hanisch, Ilka Eichelberger, Julia Plück, Daniel Walter, Manfred DöpfnerAbstract:Short-term and long-term predictors of therapeutic change due to parent management training were investigated. Therapeutic change was defined as the change in outcome measures [Externalizing Problem behavior and parenting self-efficacy (PSE)] from before treatment to afterward. Three different types of predictors were analyzed: child variables (gender, age, and initial Externalizing and internalizing behavior), parent variables (age, initial PSE and parental psychopathology) and socioeconomic status and other sociodemographic characteristics of the family (parental school education, employment, family status, language). The parent management training was part of the Prevention Program for Externalizing Problem Behavior, which was evaluated as an effectiveness trial under routine care conditions using a within-subject control group design. Between 78 and 270 families were included in the analysis, which investigated therapeutic change over two time intervals: (1) immediate change from the pre-treatment to the post-treatment assessments, and (2) long-term-change from pre-treatment to 1-year follow-up. Throughout several analyses, the only predictor of therapeutic change that was consistently significant over the two time periods for the Externalizing Problem behavior of the child was the initial Externalizing Problem behavior. More impaired children improved more. Similarly, the only predictor of therapeutic change for the two time periods in PSE was the initial level of PSE. Parents with less PSE gained more during the course of the training.
Charlotte Hanisch - One of the best experts on this subject based on the ideXlab platform.
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effectiveness of the prevention program for Externalizing Problem behavior pep in preschoolers with severe and no or mild adhd symptoms
Zeitschrift Fur Kinder-und Jugendpsychiatrie Und Psychotherapie, 2016Co-Authors: Ilka Eichelberger, Christopher Hautmann, Charlotte Hanisch, Julia Plucka, Manfred DöpfnerAbstract:Abstract. Zusammenfassung: Fragestellung: Das Praventionsprogramm fur Expansives Problemverhalten (PEP), entwickelt fur Eltern (EL) und ErzieherInnen (ER) von Vorschulkindern, zeigte in beiden Modulen (PEP-EL und PEP-ER) in der Routineversorgung positive Effekte. Das Ziel dieser Sekundaranalyse war die Untersuchung der Effekte beider Module bezogen auf Vorschulkinder mit hoch ausgepragter ADHS-Symptomatik im Vergleich zu Kindern mit keiner oder wenig ausgepragter ADHS-Symptomatik. Methodik: In einem Eigenkontrollgruppendesign werden die Veranderungen der Symptomatik und des Problemverhaltens der Kinder in spezifischen Situationen zu Hause und in der Schule in einer Wartephase mit den Veranderungen in einer Interventionsphase verglichen (jeweils 3 Monate). Ergebnisse: Durch das Elterntraining reduzieren sich fur Kinder mit hoch ausgepragter ADHS-Symptomatik die spezifischen Problemsituationen zu Hause (HSQ-D) und durch das ErzieherInnentraining zeigen sich signifikante Effekte fur oppositionell-agg...
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Effectiveness of a Teacher-Based Indicated Prevention Program for Preschool Children with Externalizing Problem Behavior
Prevention Science, 2015Co-Authors: Julia Plueck, Christopher Hautmann, Charlotte Hanisch, Ilka Eichelberger, Nicola Jaenen, Manfred DoepfnerAbstract:Externalizing behavior is common in preschool children and shows stability over the lifespan implying that strategies for early intervention and prevention are needed. Improving parenting reduces child behavior Problems but it is unproven whether the effects transfer to kindergarten. Strategies implemented directly by teachers in the kindergarten may be a promising approach. The effectiveness of the teacher’s module of the Prevention Program for Externalizing Problem Behavior (PEP-TE) was investigated in a study using a within-subject control group design. Each of the 144 teachers enrolled identified one child with Externalizing Problem behavior (aged 3–6 years) and rated that child’s behavior Problems [broadband Externalizing, attention-deficit/hyperactivity disorder (ADHD), oppositional defiant disorder] as well as their own behavior (attending skills) and burden by the child. Changes in child symptoms and teacher behavior or burden during the 3-month waiting period (control) and 3-month treatment period were compared. Stability of treatment effects at both 3- and 12-months follow-up after treatment was examined. Multilevel modeling analyses showed that, despite a reduction in Externalizing behavior and ADHD scores during the waiting period, all child Problem behavior scores decreased during the treatment period compared with the waiting period. The teacher’s behavior also improved and their burden decreased. These treatment effects were stable during follow-up for the subsample remaining in the kindergarten for up to 1 year. This study shows that a teacher-based intervention alone is associated with improvements in both the Externalizing behavior of preschoolers and teacher behavior and burden. Indications of long-term stability of effects were found.
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the prevention program for Externalizing Problem behavior pep improves child behavior by reducing negative parenting analysis of mediating processes in a randomized controlled trial
Journal of Child Psychology and Psychiatry, 2014Co-Authors: Charlotte Hanisch, Christopher Hautmann, Ilka Eichelberger, Julia Plück, Manfred DöpfnerAbstract:Background: Our indicated Prevention program for preschool children with Externalizing Problem behavior (PEP) demonstrated improved parenting and child Problem behavior in a randomized controlled efficacy trial and in a study with an effectiveness design. The aim of the present analysis of data from the randomized controlled trial was to identify the mediating processes that account for these positive treatment effects. We hypothesized that a decrease in negative parenting and increases in positive parenting and parental warmth would mediate the relationship between treatment and child improvement. Method: Parents of 155 children were randomly assigned to the PEP intervention group (n = 91) or a nontreated control group (n = 64). Parents rated their child’s Problem behavior and their own parenting practices before and after PEP training. Parental warmth was assessed during standardized play situations. Four mediation models were tested using structural equation modeling. Trial registration number ISRCTN12686222; http://www.controlled-trials.com/isrctn/pf/12686222. Results: Changes in child Externalizing Problem behavior were most strongly mediated by reductions of negative parenting in difficult parenting situations. Increases in positive parenting also served as a mediator. Changes in parental warmth, parents’ feeling of self-efficacy, and parental mental health did not play a mediating role in the association between PEP treatment and child behavior. Conclusions: In our program, the most important component was to teach parents how to reduce dysfunctional parenting strategies in conflict situations. Keywords: Parenting, conduct Problems, randomized trial, mediator.
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Effectiveness of telephone-assisted parent-administered behavioural family intervention for preschool children with Externalizing Problem behaviour: a randomized controlled trial
European Child & Adolescent Psychiatry, 2013Co-Authors: Frauke Kierfeld, Charlotte Hanisch, Elena Ise, Anja Görtz-dorten, Manfred DöpfnerAbstract:Externalizing Problem behaviour is one of the most common childhood disorders. Parent training is an effective treatment for these children and there is growing interest in the effects of parent-administered interventions with minimal therapist contact. This randomized controlled study examined the efficacy of a telephone-assisted parent-administered behavioural intervention (bibliotherapy) in families with preschool children with Externalizing Problem behaviour. Families were randomly assigned to a treatment group ( n = 26) and an untreated waitlist control group ( n = 22). The intervention comprised the reading of an 11 chapter self-help book and 11 weekly telephone consultations. Compared to the control group, the treatment group demonstrated significant decreases in parent-reported Externalizing and internalizing child Problem behaviour and dysfunctional parenting practices. Moreover, treated parents reported less parenting-related strains and decreases in parental depression, anxiety, and stress. The results suggest that telephone-assisted self-administered parent training is an effective alternative to more intensive forms of behavioural family intervention for preschool children with Externalizing Problem behaviour.
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detecting effects of the indicated prevention programme for Externalizing Problem behaviour pep on child symptoms parenting and parental quality of life in a randomized controlled trial
Behavioural and Cognitive Psychotherapy, 2010Co-Authors: Charlotte Hanisch, Christopher Hautmann, Ilka Eichelberger, Julia Plück, Inez Freundbraier, Nicola Janen, Gabriele Brix, Manfred DöpfnerAbstract:BACKGROUND: Behavioural parent training is effective in improving child disruptive behavioural Problems in preschool children by increasing parenting competence. The indicated Prevention Programme for Externalizing Problem behaviour (PEP) is a group training programme for parents and kindergarten teachers of children aged 3-6 years with Externalizing behavioural Problems. AIMS: To evaluate the effects of PEP on child Problem behaviour, parenting practices, parent-child interactions, and parental quality of life. METHOD: Parents and kindergarten teachers of 155 children were randomly assigned to an intervention group (n = 91) and a nontreated control group (n = 64). They rated children's Problem behaviour before and after PEP training; parents also reported on their parenting practices and quality of life. Standardized play situations were video-taped and rated for parent-child interactions, e.g. parental warmth. RESULTS: In the intention to treat analysis, mothers of the intervention group described less disruptive child behaviour and better parenting strategies, and showed more parental warmth during a standardized parent-child interaction. Dosage analyses confirmed these results for parents who attended at least five training sessions. Children were also rated to show less behaviour Problems by their kindergarten teachers. CONCLUSIONS: Training effects were especially positive for parents who attended at least half of the training sessions. ABBREVIATIONS: CBCL: Child Behaviour Checklist; CII: Coder Impressions Inventory; DASS: Depression anxiety Stress Scale; HSQ: Home-situation Questionnaire; LSS: Life Satisfaction Scale; OBDT: observed behaviour during the test; PCL: Problem Checklist; PEP: prevention programme for Externalizing Problem behaviour; PPC: Parent Problem Checklist; PPS: Parent Practices Scale; PS: Parenting Scale; PSBC: Problem Setting and Behaviour checklist; QJPS: Questionnaire on Judging Parental Strains; SEFS: Self-Efficacy Scale; SSC: Social Support Scale; TRF: Caregiver-Teacher Report Form. Language: en
Christopher Hautmann - One of the best experts on this subject based on the ideXlab platform.
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effectiveness of the prevention program for Externalizing Problem behavior pep in preschoolers with severe and no or mild adhd symptoms
Zeitschrift Fur Kinder-und Jugendpsychiatrie Und Psychotherapie, 2016Co-Authors: Ilka Eichelberger, Christopher Hautmann, Charlotte Hanisch, Julia Plucka, Manfred DöpfnerAbstract:Abstract. Zusammenfassung: Fragestellung: Das Praventionsprogramm fur Expansives Problemverhalten (PEP), entwickelt fur Eltern (EL) und ErzieherInnen (ER) von Vorschulkindern, zeigte in beiden Modulen (PEP-EL und PEP-ER) in der Routineversorgung positive Effekte. Das Ziel dieser Sekundaranalyse war die Untersuchung der Effekte beider Module bezogen auf Vorschulkinder mit hoch ausgepragter ADHS-Symptomatik im Vergleich zu Kindern mit keiner oder wenig ausgepragter ADHS-Symptomatik. Methodik: In einem Eigenkontrollgruppendesign werden die Veranderungen der Symptomatik und des Problemverhaltens der Kinder in spezifischen Situationen zu Hause und in der Schule in einer Wartephase mit den Veranderungen in einer Interventionsphase verglichen (jeweils 3 Monate). Ergebnisse: Durch das Elterntraining reduzieren sich fur Kinder mit hoch ausgepragter ADHS-Symptomatik die spezifischen Problemsituationen zu Hause (HSQ-D) und durch das ErzieherInnentraining zeigen sich signifikante Effekte fur oppositionell-agg...
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Effectiveness of a Teacher-Based Indicated Prevention Program for Preschool Children with Externalizing Problem Behavior
Prevention Science, 2015Co-Authors: Julia Plueck, Christopher Hautmann, Charlotte Hanisch, Ilka Eichelberger, Nicola Jaenen, Manfred DoepfnerAbstract:Externalizing behavior is common in preschool children and shows stability over the lifespan implying that strategies for early intervention and prevention are needed. Improving parenting reduces child behavior Problems but it is unproven whether the effects transfer to kindergarten. Strategies implemented directly by teachers in the kindergarten may be a promising approach. The effectiveness of the teacher’s module of the Prevention Program for Externalizing Problem Behavior (PEP-TE) was investigated in a study using a within-subject control group design. Each of the 144 teachers enrolled identified one child with Externalizing Problem behavior (aged 3–6 years) and rated that child’s behavior Problems [broadband Externalizing, attention-deficit/hyperactivity disorder (ADHD), oppositional defiant disorder] as well as their own behavior (attending skills) and burden by the child. Changes in child symptoms and teacher behavior or burden during the 3-month waiting period (control) and 3-month treatment period were compared. Stability of treatment effects at both 3- and 12-months follow-up after treatment was examined. Multilevel modeling analyses showed that, despite a reduction in Externalizing behavior and ADHD scores during the waiting period, all child Problem behavior scores decreased during the treatment period compared with the waiting period. The teacher’s behavior also improved and their burden decreased. These treatment effects were stable during follow-up for the subsample remaining in the kindergarten for up to 1 year. This study shows that a teacher-based intervention alone is associated with improvements in both the Externalizing behavior of preschoolers and teacher behavior and burden. Indications of long-term stability of effects were found.
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the prevention program for Externalizing Problem behavior pep improves child behavior by reducing negative parenting analysis of mediating processes in a randomized controlled trial
Journal of Child Psychology and Psychiatry, 2014Co-Authors: Charlotte Hanisch, Christopher Hautmann, Ilka Eichelberger, Julia Plück, Manfred DöpfnerAbstract:Background: Our indicated Prevention program for preschool children with Externalizing Problem behavior (PEP) demonstrated improved parenting and child Problem behavior in a randomized controlled efficacy trial and in a study with an effectiveness design. The aim of the present analysis of data from the randomized controlled trial was to identify the mediating processes that account for these positive treatment effects. We hypothesized that a decrease in negative parenting and increases in positive parenting and parental warmth would mediate the relationship between treatment and child improvement. Method: Parents of 155 children were randomly assigned to the PEP intervention group (n = 91) or a nontreated control group (n = 64). Parents rated their child’s Problem behavior and their own parenting practices before and after PEP training. Parental warmth was assessed during standardized play situations. Four mediation models were tested using structural equation modeling. Trial registration number ISRCTN12686222; http://www.controlled-trials.com/isrctn/pf/12686222. Results: Changes in child Externalizing Problem behavior were most strongly mediated by reductions of negative parenting in difficult parenting situations. Increases in positive parenting also served as a mediator. Changes in parental warmth, parents’ feeling of self-efficacy, and parental mental health did not play a mediating role in the association between PEP treatment and child behavior. Conclusions: In our program, the most important component was to teach parents how to reduce dysfunctional parenting strategies in conflict situations. Keywords: Parenting, conduct Problems, randomized trial, mediator.
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detecting effects of the indicated prevention programme for Externalizing Problem behaviour pep on child symptoms parenting and parental quality of life in a randomized controlled trial
Behavioural and Cognitive Psychotherapy, 2010Co-Authors: Charlotte Hanisch, Christopher Hautmann, Ilka Eichelberger, Julia Plück, Inez Freundbraier, Nicola Janen, Gabriele Brix, Manfred DöpfnerAbstract:BACKGROUND: Behavioural parent training is effective in improving child disruptive behavioural Problems in preschool children by increasing parenting competence. The indicated Prevention Programme for Externalizing Problem behaviour (PEP) is a group training programme for parents and kindergarten teachers of children aged 3-6 years with Externalizing behavioural Problems. AIMS: To evaluate the effects of PEP on child Problem behaviour, parenting practices, parent-child interactions, and parental quality of life. METHOD: Parents and kindergarten teachers of 155 children were randomly assigned to an intervention group (n = 91) and a nontreated control group (n = 64). They rated children's Problem behaviour before and after PEP training; parents also reported on their parenting practices and quality of life. Standardized play situations were video-taped and rated for parent-child interactions, e.g. parental warmth. RESULTS: In the intention to treat analysis, mothers of the intervention group described less disruptive child behaviour and better parenting strategies, and showed more parental warmth during a standardized parent-child interaction. Dosage analyses confirmed these results for parents who attended at least five training sessions. Children were also rated to show less behaviour Problems by their kindergarten teachers. CONCLUSIONS: Training effects were especially positive for parents who attended at least half of the training sessions. ABBREVIATIONS: CBCL: Child Behaviour Checklist; CII: Coder Impressions Inventory; DASS: Depression anxiety Stress Scale; HSQ: Home-situation Questionnaire; LSS: Life Satisfaction Scale; OBDT: observed behaviour during the test; PCL: Problem Checklist; PEP: prevention programme for Externalizing Problem behaviour; PPC: Parent Problem Checklist; PPS: Parent Practices Scale; PS: Parenting Scale; PSBC: Problem Setting and Behaviour checklist; QJPS: Questionnaire on Judging Parental Strains; SEFS: Self-Efficacy Scale; SSC: Social Support Scale; TRF: Caregiver-Teacher Report Form. Language: en
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The severely impaired do profit most: short-term and long-term predictors of therapeutic change for a parent management training under routine care conditions for children with Externalizing Problem behavior
European child & adolescent psychiatry, 2009Co-Authors: Christopher Hautmann, Charlotte Hanisch, Ilka Eichelberger, Julia Plück, Daniel Walter, Manfred DöpfnerAbstract:Short-term and long-term predictors of therapeutic change due to parent management training were investigated. Therapeutic change was defined as the change in outcome measures [Externalizing Problem behavior and parenting self-efficacy (PSE)] from before treatment to afterward. Three different types of predictors were analyzed: child variables (gender, age, and initial Externalizing and internalizing behavior), parent variables (age, initial PSE and parental psychopathology) and socioeconomic status and other sociodemographic characteristics of the family (parental school education, employment, family status, language). The parent management training was part of the Prevention Program for Externalizing Problem Behavior, which was evaluated as an effectiveness trial under routine care conditions using a within-subject control group design. Between 78 and 270 families were included in the analysis, which investigated therapeutic change over two time intervals: (1) immediate change from the pre-treatment to the post-treatment assessments, and (2) long-term-change from pre-treatment to 1-year follow-up. Throughout several analyses, the only predictor of therapeutic change that was consistently significant over the two time periods for the Externalizing Problem behavior of the child was the initial Externalizing Problem behavior. More impaired children improved more. Similarly, the only predictor of therapeutic change for the two time periods in PSE was the initial level of PSE. Parents with less PSE gained more during the course of the training.
Julia Plück - One of the best experts on this subject based on the ideXlab platform.
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the prevention program for Externalizing Problem behavior pep improves child behavior by reducing negative parenting analysis of mediating processes in a randomized controlled trial
Journal of Child Psychology and Psychiatry, 2014Co-Authors: Charlotte Hanisch, Christopher Hautmann, Ilka Eichelberger, Julia Plück, Manfred DöpfnerAbstract:Background: Our indicated Prevention program for preschool children with Externalizing Problem behavior (PEP) demonstrated improved parenting and child Problem behavior in a randomized controlled efficacy trial and in a study with an effectiveness design. The aim of the present analysis of data from the randomized controlled trial was to identify the mediating processes that account for these positive treatment effects. We hypothesized that a decrease in negative parenting and increases in positive parenting and parental warmth would mediate the relationship between treatment and child improvement. Method: Parents of 155 children were randomly assigned to the PEP intervention group (n = 91) or a nontreated control group (n = 64). Parents rated their child’s Problem behavior and their own parenting practices before and after PEP training. Parental warmth was assessed during standardized play situations. Four mediation models were tested using structural equation modeling. Trial registration number ISRCTN12686222; http://www.controlled-trials.com/isrctn/pf/12686222. Results: Changes in child Externalizing Problem behavior were most strongly mediated by reductions of negative parenting in difficult parenting situations. Increases in positive parenting also served as a mediator. Changes in parental warmth, parents’ feeling of self-efficacy, and parental mental health did not play a mediating role in the association between PEP treatment and child behavior. Conclusions: In our program, the most important component was to teach parents how to reduce dysfunctional parenting strategies in conflict situations. Keywords: Parenting, conduct Problems, randomized trial, mediator.
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detecting effects of the indicated prevention programme for Externalizing Problem behaviour pep on child symptoms parenting and parental quality of life in a randomized controlled trial
Behavioural and Cognitive Psychotherapy, 2010Co-Authors: Charlotte Hanisch, Christopher Hautmann, Ilka Eichelberger, Julia Plück, Inez Freundbraier, Nicola Janen, Gabriele Brix, Manfred DöpfnerAbstract:BACKGROUND: Behavioural parent training is effective in improving child disruptive behavioural Problems in preschool children by increasing parenting competence. The indicated Prevention Programme for Externalizing Problem behaviour (PEP) is a group training programme for parents and kindergarten teachers of children aged 3-6 years with Externalizing behavioural Problems. AIMS: To evaluate the effects of PEP on child Problem behaviour, parenting practices, parent-child interactions, and parental quality of life. METHOD: Parents and kindergarten teachers of 155 children were randomly assigned to an intervention group (n = 91) and a nontreated control group (n = 64). They rated children's Problem behaviour before and after PEP training; parents also reported on their parenting practices and quality of life. Standardized play situations were video-taped and rated for parent-child interactions, e.g. parental warmth. RESULTS: In the intention to treat analysis, mothers of the intervention group described less disruptive child behaviour and better parenting strategies, and showed more parental warmth during a standardized parent-child interaction. Dosage analyses confirmed these results for parents who attended at least five training sessions. Children were also rated to show less behaviour Problems by their kindergarten teachers. CONCLUSIONS: Training effects were especially positive for parents who attended at least half of the training sessions. ABBREVIATIONS: CBCL: Child Behaviour Checklist; CII: Coder Impressions Inventory; DASS: Depression anxiety Stress Scale; HSQ: Home-situation Questionnaire; LSS: Life Satisfaction Scale; OBDT: observed behaviour during the test; PCL: Problem Checklist; PEP: prevention programme for Externalizing Problem behaviour; PPC: Parent Problem Checklist; PPS: Parent Practices Scale; PS: Parenting Scale; PSBC: Problem Setting and Behaviour checklist; QJPS: Questionnaire on Judging Parental Strains; SEFS: Self-Efficacy Scale; SSC: Social Support Scale; TRF: Caregiver-Teacher Report Form. Language: en
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The severely impaired do profit most: short-term and long-term predictors of therapeutic change for a parent management training under routine care conditions for children with Externalizing Problem behavior
European child & adolescent psychiatry, 2009Co-Authors: Christopher Hautmann, Charlotte Hanisch, Ilka Eichelberger, Julia Plück, Daniel Walter, Manfred DöpfnerAbstract:Short-term and long-term predictors of therapeutic change due to parent management training were investigated. Therapeutic change was defined as the change in outcome measures [Externalizing Problem behavior and parenting self-efficacy (PSE)] from before treatment to afterward. Three different types of predictors were analyzed: child variables (gender, age, and initial Externalizing and internalizing behavior), parent variables (age, initial PSE and parental psychopathology) and socioeconomic status and other sociodemographic characteristics of the family (parental school education, employment, family status, language). The parent management training was part of the Prevention Program for Externalizing Problem Behavior, which was evaluated as an effectiveness trial under routine care conditions using a within-subject control group design. Between 78 and 270 families were included in the analysis, which investigated therapeutic change over two time intervals: (1) immediate change from the pre-treatment to the post-treatment assessments, and (2) long-term-change from pre-treatment to 1-year follow-up. Throughout several analyses, the only predictor of therapeutic change that was consistently significant over the two time periods for the Externalizing Problem behavior of the child was the initial Externalizing Problem behavior. More impaired children improved more. Similarly, the only predictor of therapeutic change for the two time periods in PSE was the initial level of PSE. Parents with less PSE gained more during the course of the training.
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Does Parent Management Training for Children with Externalizing Problem Behavior in Routine Care Result in Clinically Significant Changes
Psychotherapy Research, 2009Co-Authors: Christopher Hautmann, Petra Stein, Charlotte Hanisch, Ilka Eichelberger, Julia Plück, Daniel Walter, Manfred DöpfnerAbstract:The clinical significance of a parent management training that is part of the Prevention Program for Externalizing Problem Behavior (PEP) was assessed in an effectiveness trial. Parent management training was offered under routine care conditions in a setting where a high proportion of children were expected to show clinically relevant symptoms of Externalizing Problem behavior. At the beginning of the study, 32.6% to 60.7% of children were classified as clinical cases (dysfunctional) on three outcome measures of child behavior Problems. Three months after treatment, 24.8% to 60.4% of children were judged to be recovered. Parent management training can result in clinically significant changes in children with Externalizing behavior Problems.
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effectiveness of the prevention program for Externalizing Problem behaviour pep in children with symptoms of attention deficit hyperactivity disorder and oppositional defiant disorder generalization to the real world
Journal of Neural Transmission, 2008Co-Authors: Christopher Hautmann, Charlotte Hanisch, Julia Plück, I Mayer, Manfred DöpfnerAbstract:The aim of the present study was to test the effectiveness of the Prevention Program for Externalizing Problem Behaviour (PEP). PEP has already been evaluated as an efficacy study, i.e., with high internal validity. The main concern of the current study was to test the effects of PEP under conditions of high external validity. 58 child therapists of 37 local institutions of the public health system held PEP trainings. The intervention was evaluated by a within-subject control group design with three assessment points, two before (pre1 and pre2) and one immediately after (post) the PEP training. Depending on the type of analysis, 198 up to 277 families with children aged 3–10 years were included. Data were collected by questionnaires and comprised symptomatology of the child and the mother as well as parenting. For parenting and child behaviour Problems, changes after treatment were greater than changes during the waiting period. PEP produced effect sizes in the small to moderate range. The results suggest that PEP can be delivered under routine care settings without loss of positive treatment effects. As worse results are often obtained in effectiveness trials, these findings have to be regarded as particularly promising.
Ilka Eichelberger - One of the best experts on this subject based on the ideXlab platform.
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effectiveness of the prevention program for Externalizing Problem behavior pep in preschoolers with severe and no or mild adhd symptoms
Zeitschrift Fur Kinder-und Jugendpsychiatrie Und Psychotherapie, 2016Co-Authors: Ilka Eichelberger, Christopher Hautmann, Charlotte Hanisch, Julia Plucka, Manfred DöpfnerAbstract:Abstract. Zusammenfassung: Fragestellung: Das Praventionsprogramm fur Expansives Problemverhalten (PEP), entwickelt fur Eltern (EL) und ErzieherInnen (ER) von Vorschulkindern, zeigte in beiden Modulen (PEP-EL und PEP-ER) in der Routineversorgung positive Effekte. Das Ziel dieser Sekundaranalyse war die Untersuchung der Effekte beider Module bezogen auf Vorschulkinder mit hoch ausgepragter ADHS-Symptomatik im Vergleich zu Kindern mit keiner oder wenig ausgepragter ADHS-Symptomatik. Methodik: In einem Eigenkontrollgruppendesign werden die Veranderungen der Symptomatik und des Problemverhaltens der Kinder in spezifischen Situationen zu Hause und in der Schule in einer Wartephase mit den Veranderungen in einer Interventionsphase verglichen (jeweils 3 Monate). Ergebnisse: Durch das Elterntraining reduzieren sich fur Kinder mit hoch ausgepragter ADHS-Symptomatik die spezifischen Problemsituationen zu Hause (HSQ-D) und durch das ErzieherInnentraining zeigen sich signifikante Effekte fur oppositionell-agg...
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Effectiveness of a Teacher-Based Indicated Prevention Program for Preschool Children with Externalizing Problem Behavior
Prevention Science, 2015Co-Authors: Julia Plueck, Christopher Hautmann, Charlotte Hanisch, Ilka Eichelberger, Nicola Jaenen, Manfred DoepfnerAbstract:Externalizing behavior is common in preschool children and shows stability over the lifespan implying that strategies for early intervention and prevention are needed. Improving parenting reduces child behavior Problems but it is unproven whether the effects transfer to kindergarten. Strategies implemented directly by teachers in the kindergarten may be a promising approach. The effectiveness of the teacher’s module of the Prevention Program for Externalizing Problem Behavior (PEP-TE) was investigated in a study using a within-subject control group design. Each of the 144 teachers enrolled identified one child with Externalizing Problem behavior (aged 3–6 years) and rated that child’s behavior Problems [broadband Externalizing, attention-deficit/hyperactivity disorder (ADHD), oppositional defiant disorder] as well as their own behavior (attending skills) and burden by the child. Changes in child symptoms and teacher behavior or burden during the 3-month waiting period (control) and 3-month treatment period were compared. Stability of treatment effects at both 3- and 12-months follow-up after treatment was examined. Multilevel modeling analyses showed that, despite a reduction in Externalizing behavior and ADHD scores during the waiting period, all child Problem behavior scores decreased during the treatment period compared with the waiting period. The teacher’s behavior also improved and their burden decreased. These treatment effects were stable during follow-up for the subsample remaining in the kindergarten for up to 1 year. This study shows that a teacher-based intervention alone is associated with improvements in both the Externalizing behavior of preschoolers and teacher behavior and burden. Indications of long-term stability of effects were found.
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the prevention program for Externalizing Problem behavior pep improves child behavior by reducing negative parenting analysis of mediating processes in a randomized controlled trial
Journal of Child Psychology and Psychiatry, 2014Co-Authors: Charlotte Hanisch, Christopher Hautmann, Ilka Eichelberger, Julia Plück, Manfred DöpfnerAbstract:Background: Our indicated Prevention program for preschool children with Externalizing Problem behavior (PEP) demonstrated improved parenting and child Problem behavior in a randomized controlled efficacy trial and in a study with an effectiveness design. The aim of the present analysis of data from the randomized controlled trial was to identify the mediating processes that account for these positive treatment effects. We hypothesized that a decrease in negative parenting and increases in positive parenting and parental warmth would mediate the relationship between treatment and child improvement. Method: Parents of 155 children were randomly assigned to the PEP intervention group (n = 91) or a nontreated control group (n = 64). Parents rated their child’s Problem behavior and their own parenting practices before and after PEP training. Parental warmth was assessed during standardized play situations. Four mediation models were tested using structural equation modeling. Trial registration number ISRCTN12686222; http://www.controlled-trials.com/isrctn/pf/12686222. Results: Changes in child Externalizing Problem behavior were most strongly mediated by reductions of negative parenting in difficult parenting situations. Increases in positive parenting also served as a mediator. Changes in parental warmth, parents’ feeling of self-efficacy, and parental mental health did not play a mediating role in the association between PEP treatment and child behavior. Conclusions: In our program, the most important component was to teach parents how to reduce dysfunctional parenting strategies in conflict situations. Keywords: Parenting, conduct Problems, randomized trial, mediator.
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detecting effects of the indicated prevention programme for Externalizing Problem behaviour pep on child symptoms parenting and parental quality of life in a randomized controlled trial
Behavioural and Cognitive Psychotherapy, 2010Co-Authors: Charlotte Hanisch, Christopher Hautmann, Ilka Eichelberger, Julia Plück, Inez Freundbraier, Nicola Janen, Gabriele Brix, Manfred DöpfnerAbstract:BACKGROUND: Behavioural parent training is effective in improving child disruptive behavioural Problems in preschool children by increasing parenting competence. The indicated Prevention Programme for Externalizing Problem behaviour (PEP) is a group training programme for parents and kindergarten teachers of children aged 3-6 years with Externalizing behavioural Problems. AIMS: To evaluate the effects of PEP on child Problem behaviour, parenting practices, parent-child interactions, and parental quality of life. METHOD: Parents and kindergarten teachers of 155 children were randomly assigned to an intervention group (n = 91) and a nontreated control group (n = 64). They rated children's Problem behaviour before and after PEP training; parents also reported on their parenting practices and quality of life. Standardized play situations were video-taped and rated for parent-child interactions, e.g. parental warmth. RESULTS: In the intention to treat analysis, mothers of the intervention group described less disruptive child behaviour and better parenting strategies, and showed more parental warmth during a standardized parent-child interaction. Dosage analyses confirmed these results for parents who attended at least five training sessions. Children were also rated to show less behaviour Problems by their kindergarten teachers. CONCLUSIONS: Training effects were especially positive for parents who attended at least half of the training sessions. ABBREVIATIONS: CBCL: Child Behaviour Checklist; CII: Coder Impressions Inventory; DASS: Depression anxiety Stress Scale; HSQ: Home-situation Questionnaire; LSS: Life Satisfaction Scale; OBDT: observed behaviour during the test; PCL: Problem Checklist; PEP: prevention programme for Externalizing Problem behaviour; PPC: Parent Problem Checklist; PPS: Parent Practices Scale; PS: Parenting Scale; PSBC: Problem Setting and Behaviour checklist; QJPS: Questionnaire on Judging Parental Strains; SEFS: Self-Efficacy Scale; SSC: Social Support Scale; TRF: Caregiver-Teacher Report Form. Language: en
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The severely impaired do profit most: short-term and long-term predictors of therapeutic change for a parent management training under routine care conditions for children with Externalizing Problem behavior
European child & adolescent psychiatry, 2009Co-Authors: Christopher Hautmann, Charlotte Hanisch, Ilka Eichelberger, Julia Plück, Daniel Walter, Manfred DöpfnerAbstract:Short-term and long-term predictors of therapeutic change due to parent management training were investigated. Therapeutic change was defined as the change in outcome measures [Externalizing Problem behavior and parenting self-efficacy (PSE)] from before treatment to afterward. Three different types of predictors were analyzed: child variables (gender, age, and initial Externalizing and internalizing behavior), parent variables (age, initial PSE and parental psychopathology) and socioeconomic status and other sociodemographic characteristics of the family (parental school education, employment, family status, language). The parent management training was part of the Prevention Program for Externalizing Problem Behavior, which was evaluated as an effectiveness trial under routine care conditions using a within-subject control group design. Between 78 and 270 families were included in the analysis, which investigated therapeutic change over two time intervals: (1) immediate change from the pre-treatment to the post-treatment assessments, and (2) long-term-change from pre-treatment to 1-year follow-up. Throughout several analyses, the only predictor of therapeutic change that was consistently significant over the two time periods for the Externalizing Problem behavior of the child was the initial Externalizing Problem behavior. More impaired children improved more. Similarly, the only predictor of therapeutic change for the two time periods in PSE was the initial level of PSE. Parents with less PSE gained more during the course of the training.
