Evaluation of a Computer-Based Version of Child Planned Activities Training

Abstract

Challenges to implementation, such as engagement in intervention activities and maintaining implementation fidelity, exist within traditional delivery systems of evidenced-based parenting programs that can impact either the effectiveness of or the wide-spread adaptation and use of an intervention. Given these challenges, research is needed to explore and identify additional delivery methods, and examine their impact on feasibility, acceptability, and effectiveness. Researchers have looked to technology as a promising supplement or alternative to traditional methods of delivery. Two studies examined the effects of a computer-based version of Child Planned Activities Training (cPAT), an evidence-based home visitation program that focuses on improving parent-child interactions, on parent’s use of intervention strategies, parent-child interaction skills, and child behavior. The program combined computer-based tutorials with in-home coaching. Parent satisfaction, engagement during home visits, parental stress, and depressive symptoms were measured. Seven mothers and their children aged 3 to 5 years participated. Study 1 evaluated the pilot presentation of the intervention with one family as a means of understanding program feasibility and usability using an A-B design. Feedback from Study 1 informed revisions to the computer-based presentation and intervention procedures used in Study 2. Study 2 evaluated the effects of the revised computer-based intervention on parent and child outcomes using a multiple baseline design with six families, divided into two cohorts. The computer-based cPAT intervention was feasible to implement and parents reported high rates of satisfaction and usability. Results from Study 2 support the use of the computer-based cPAT intervention in improving parent use of cPAT strategies. Parent-child interaction skills and appropriate child behavior increased for all parents who completed the post-intervention observation (n = 5). Additionally, parent engagement in intervention activities increased or remained high across all participants (n = 6). Changes in parent stress and depressive symptoms were observed in some but not all families. These findings contribute to the existing body of literature on the use of technology-based interventions for teaching positive parenting skills to families from low-income backgrounds with preschool-aged children. Additionally, the findings expand upon the body of research evaluating technology-based versions of cPAT by incorporating computer-based delivery of the intervention. Limitations and implications for future research are discussed.