A Meta-Analysis of Group-Based Parenting Programs for Preschoolers: Are Programs Improving Over Time?

• In Event: Parenting Programs for Young Children Around the Globe: Advances in Modalities, Culturally Sensitive Content, and Effects

Abstract

Background: Although early adversity has long-term consequences for both mental and physical health, positive caregiving can protect against these effects (Gunnar & Sullivan, 2017). Group-based parenting programs have been researched and implemented with families for over 50 years as a meaningful way to promote child health and well-being, but some evidence suggests that their effects are limited and can be inconsistent (Barlow et al., 2016; Buchanan-Pascall et al., 2018; Furlong et al., 2012).
Objective: To inform the next steps in program development, more information is needed regarding the efficacy of such programs during specific developmental time periods (i.e., 3-5 years) along with examinations for whom programs work best and the extent to which intervention components affect program efficacy. Additionally, we aim to determine the extent to which program efficacy is changing over time.
Methods: To answer these questions, a systematic review and meta-analysis of randomized-controlled-trials for group-based parenting programs in preschool aged children was conducted from 2000 to 2020. Sixty-five articles evaluating group-based parenting programs for preschoolers were included.
Results: Meta-analytic results indicated that programs had small effects on improving parenting quality, g = 0.33, 95% CI [0.26, 0.39], and child behaviours, g = 0.29, 95% CI [0.22, 0.37]. However, results showed significant heterogeneity, suggesting that effect sizes are inconsistent across studies (parenting quality, Q = 152.34, p < 0.001, I2 = 66.5%; child behaviours, Q = 265.40, p < 0.001, I2 = 77.8%). Moderator analyses found that studies with a higher mean parental education level, Q (1) = 4.78, p = 0.029, and a greater percentage of children with clinically significant disruptive behaviour problems, F (1, 19) = 7.91, p = 0.011, had significantly greater effect sizes for parenting quality. Studies with non-clinically trained group facilitators had significantly greater effect sizes for child behaviour, Q (1) = 5.23, p = 0.022. Notably, there were also significant effects of publication year on child behaviour outcomes, F (1, 58) = 4.72, p = 0.034, suggesting that program effects have been improving over time.
Conclusion: On average, group-based parenting programs have small but meaningful effects on child outcomes during the preschool age. Given the convenience and cost-efficiency of group-based parenting programs, their significant effects on parenting quality and child behaviour are notable. However, the results of our analyses highlight that innovation in program development is needed to increase efficacy and continue to examine which families need additional services or alternative treatment approaches. Several recent innovative approaches in intervention sciences, such as the Research Domain Criteria (Bickman et al., 2016), translational neuroscience methods (Roos et al., 2018), or sequential multiple assignment randomized trial (SMART) design for RCTs (Almirall & Chronis-Tuscano, 2016) offer promise in improving parenting program outcomes beyond small effect sizes.

Authors

• Lara Penner-Goeke, University of Winnipeg
  Presenting Author

• Lauren Kaminski, University of Manitoba
  Non-Presenting Author

• Julia Sulymka, University of Manitoba
  Non-Presenting Author

• Braeden Mitchell, University of Manitoba
  Non-Presenting Author

• Sherry Peters, University of Manitoba
  Non-Presenting Author

• Leslie E. Roos, University of Manitoba
  Non-Presenting Author