Adapting a Parenting Intervention to Promote Healthy Screen Time Habits in Young Children With Behavior Problems

NCT05287685 | Completed Results

• 1 other identifier: 1R21HD104367-01A1
• Study Type: interventional
• Target: 44
• Locations: 1 country
• Sites: 1

Brief Summary

This project is a study funded by the National Institute of Child Health and Human Development to develop and pilot test an adapted parenting intervention to decrease excessive/inappropriate screen media use in young children with externalizing behavior problems.

Conditions

Behavior Problem; Parenting

Keywords

child screen media use; behavior; parenting

Outcome Measures

Primary Outcomes (5)

• Child Screen Media Use (Time)

  Child screen media use will be measured with parent-reported data on screen use duration (including TV and other screen devices) and content. The outcome variable will be total screen use per weekend day.

  Change from baseline (week 0) to posttest (week 8) and follow-up (week 16)

• Child Screen Media Use (Proportion Educational)

  The proportion of child screen media use that parents report is educational.

  Change from baseline (week 0) to posttest (week 8) and follow-up (week 16)

• Treatment Attitude Inventory (TAI)

  The TAI is a parent-report measure that assesses parent satisfaction with treatment. Test-retest reliability over 4 months and correlations between the TAI and both parent-rating scales and observational measures of treatment change have been demonstrated. The TAI total score will be administered to assess parent satisfaction with the intervention. The minimum value is 0 and the maximum is 50, with higher scores indicating better satisfaction.

  Posttest (Week 8)

• Perceived Parental Efficacy Scale

  Parents' perceived efficacy in managing children's screen time will be assessed using the Perceived Parental Efficacy subscale of the Parent Perceptions of Technology Scale (PPTS), which assesses parents' self-efficacy in using electronic media and managing children's screen time (e.g., "I won't bother setting parental controls or passwords because my kids will "hack" around them."). The 5 items are rated on a Likert scale from 1 (strongly disagree) to 5 (strongly agree). Items were reverse scored and averaged to create the overall scale score, with higher scores meaning better perceived efficacy.

  Change from baseline (week 0) to posttest (week 8) and follow-up (week 16).

• Technology-related Parenting Scale

  The Technology-related Parenting Scale is an 8-item self-report survey assessing parents' use of rules (e.g., "I set limits on the amount of time") and enforcement strategies ("I use passwords on these devices") for children's technology use on a 3-point scale from 0 (not true) to 2 (very true). Items will be averaged to create an overall score, with higher scores meaning more limit setting.

  Change from baseline (week 0) to posttest (week 8) and follow-up (week 16)

Study Arms (2)

Screen media adapted School Readiness Parenting Program

EXPERIMENTAL

Screen media adapted School Readiness Parenting Program (Once weekly session of 1.5 hours for 8 weeks)

Behavioral: Screen media adapted School Readiness Parenting Program

Original School Readiness Parenting Program

ACTIVE COMPARATOR

Original School Readiness Parenting Program (Once weekly session of 1.5 hours for 8 weeks)

Behavioral: School Readiness Parenting Program

Interventions

Screen media adapted School Readiness Parenting Program BEHAVIORAL

For the screen time adapted parenting intervention, screen time intervention components will be infused into the SRPP (described below) to address three primary areas shown in research to play an important role in healthy screen media use: (1) reducing and managing screen time use; (2) maximizing benefits of screen time content; and (3) promoting positive parent-child interactions during co-use of screen media. Psychoeducation and practice of these strategies will be incorporated into sessions of the SRPP in which relevant behavioral concepts are addressed.The screen time adapted parenting intervention will utilize the same format (large group, 8 weekly 1.5 hour sessions) as the SRPP.

Screen media adapted School Readiness Parenting Program

School Readiness Parenting Program BEHAVIORAL

The SRPP is an 8-week parenting program for parents of preschool aged children with externalizing behavior problems. The SRPP targets child externalizing behavior problems specifically, as well as to help parents promote children's school readiness skills. The SRPP follows a group Parent-Child Interaction Therapy (PCIT) model and also uses motivational interviewing and modelling problem solving approaches. The SRPP utilizes a large group format (10-15 parents) with weekly sessions lasting 1.5 hours. The SRPP curriculum contains traditional aspects of behavioral management strategies (e.g., improving parenting skills and the parent-child relationship; discipline strategies such as time out). Specific sessions of the SRPP also directly target parental interactions during children's learning activities and setting up homework and household structure and routines. In its original form, SRPP does not address children's screen time.

Original School Readiness Parenting Program

Eligibility Criteria

• Age: 54 Months - 66 Months
• Sex: all
• Healthy Volunteers: Yes
• Age Groups: Child (0-17)

You may qualify if:

• eligible child who is 54 to 66 months old at Spring intake (i.e. will be entering Kindergarten after the summer)
• parent-reported externalizing behavior problems on the Kiddie-Disruptive Behavior Disorder Schedule (parent report) or the Disruptive Behavior Disorder Rating Scale (teacher report) that meet criteria for a disruptive behavior disorder diagnosis
• child general cognitive ability score 70 or above on the Differential Abilities Scales-II, - caregiver willing and able to attend weekly parent groups conducted in English.

You may not qualify if:

• Families with children with major sensory impairments (e.g., deafness, blindness) or severe problems that impair mobility (e.g., cerebral palsy)are excluded.

Sponsors & Collaborators

• Florida International University: lead
• Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD): collaborator

Study Sites (1)

Florida International University

Miami, Florida, 33199, United States

Location

MeSH Terms

Conditions

Mental Disorders; Behavior

Results Point of Contact

• Title: Shayl Griffith, PhD
• Organization: Florida International University

shagriff@fiu.edu

305-348-9891

Publication Agreements

• PI is Sponsor Employee: Yes
• Restrictive Agreement: No

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: SINGLE
• Who Masked: OUTCOMES ASSESSOR
• Masking Details: Teachers rating behavior and independent coders assessing parent-child interactions will be masked to condition.
• Purpose: TREATMENT
• Intervention Model: PARALLEL
• Sponsor Type: OTHER
• Responsible Party: SPONSOR

Study Record Dates

• First Submitted: February 22, 2022
• First Posted: March 18, 2022
• Study Start: April 28, 2022
• Primary Completion: November 28, 2023
• Study Completion: November 28, 2023
• Last Updated: November 15, 2024
• Results First Posted: November 15, 2024

Record last verified: 2024-11

Data Sharing

• IPD Sharing: Will share
• Shared Documents: STUDY PROTOCOL
• Time Frame: Deidentified data for the entire database will be made available for data sharing after the main findings from the final dataset have been accepted for publication.
• Access Criteria: Users will be provided with the data under a data-sharing agreement which specifies that: (1) data will be used only for research purposes; (2) data will be stored confidentially and securely; and (3) data will be destroyed after analyses are completed. PI Bagner and collaborators will identify where the data will be available and how to access the data in any publications and presentations using these data.

Locations

US (1)