ERIC Number: ED605991
Record Type: Non-Journal
Publication Date: 2020
Pages: 31
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-
EISSN: N/A
Using Motivational Interviewing to Improve Parenting Skills and Prevent Problem Behavior during the Transition to Kindergarten
Stormshak, Elizabeth A.; DeGarmo, David; Garbacz, S. Andrew; McIntyre, Laura Lee; Caruthers, Allison
Grantee Submission
In this study we examined the efficacy of a version of the Family Check-Up (FCU) adapted for kindergarten school entry with regard to parenting skills during the transition to school. We also examined whether improvements in parenting skills would mediate improvements in parent- and teacher-rated child behavior problems from kindergarten to second grade. The FCU is a motivational interviewing (MI) intervention designed to engage parents in treatment to improve parenting skills. Participants were parents of 365 children enrolled in one of five elementary schools in the Pacific Northwestern United States. Main and indirect effects were tested with structural equation path modeling using an intent-to-treat approach. The FCU was associated with improved change in parenting skills, and changes in parenting skills, in turn, predicted reductions in child behavior problems. Implications for embedding MI in family-centered interventions at kindergarten school entry are discussed. [This is the advance online version of an article published in "Prevention Science."]
Descriptors: Parenting Skills, Kindergarten, Parent Attitudes, Teacher Attitudes, Elementary School Students, Elementary School Teachers, Behavior Problems, Grade 1, Grade 2, Intervention, Motivation Techniques, Parent Education, Parent Child Relationship, Prediction, School Readiness, Structural Equation Models, Family Programs, Student Characteristics, Behavior Change
Publication Type: Reports - Research
Education Level: Early Childhood Education; Elementary Education; Kindergarten; Primary Education; Grade 1; Grade 2; Adult Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R305A140189