Effects of the incredible years parenting program on children's interpersonal conflict: An integrative data analysis.

Behavioral parenting programs, such as Incredible Years (IY), reduce conduct problems in children. However, conduct problems encompass many different behaviors, and little is known about the effects of parenting programs on specific aspects of children's conduct problems, such as children's relationships with others. The aim of this study was to examine, for the first time, the effects of the IY parenting program on children's levels of conflict with their parents, siblings, and peers.

The process in-between: Parents' perceptions about how practitioners promote the outcomes of the Incredible Years Basic program.

Practitioners are recognized as one of the key components that make parenting interventions meaningful and helpful to families, and the impact of practitioners' skills on the outcomes of parenting interventions has been consistently recognized in research. However, the mechanisms and ongoing processes through which the practitioners' actions and skills may impact parental engagement and other outcomes remain unknown. This qualitative study explored parents' perceptions about the processes through which specific practitioners' skills contribute to the outcomes of the Incredible Years Basic Parent Program (IYPP).

Disruptive child behavior severity and parenting program session attendance: Individual participant data meta-analysis.

Objective: We tested if baseline disruptive child behavior problem severity predicts parental attendance at sessions of a parenting group program.

Method: We used a database of randomized trials of the Incredible Years parenting program in Europe and restricted the sample to participants randomized to the intervention arm. Using baseline Eyberg Child Behavior Inventory scores, we distinguished between trial-level problem severity and child-level problem severity, compared linear and quadratic functional forms at both levels, and considered cross-level interactions, all in a multilevel Poisson regression framework.

BRIEF-A: Factor structure and measurement invariance across self-report and informant forms.

Objective: This study analyzes the psychometric properties of the two forms (self-report and informant) of the Behavior Rating Inventory of Executive Function-Adult version (BRIEF-A) in a sample of healthy Portuguese adults.

Method: The participants were 608 adults, 304 of whom answered the self-report form (ages 18-59; 137 male and 167 female) and 304 who answered the informant form (ages 18-70; 110 male and 194 female).

Results: The internal consistency for the indexes and the Global Executive Composite was very good (≥.

Factor structure and measurement invariance of the BRIEF2 Parent Form across gender in a Portuguese sample.

This study aimed to investigate the factor structure and the measurement invariance across gender of the BRIEF2 Parent Form in Portuguese typically developing children. Participants were 700 typically developing children ( = 352 girls and  = 348 boys) aged 6-16 years. Confirmatory factor analysis was used to test five competing factor models.

Do Parents Perceive Practitioners to Have a Specific Role in Change? A Longitudinal Study Following Participation in an Evidence-Based Program.

Little attention has been given to the role of practitioners in evidence-based parenting programs and to the evaluation that parents make of their importance in the process of change. This study aims to explore the role that parents assign to the facilitators of the Incredible Years (IY) program in enabling long-term life changes, as well as the association between parents' evaluation of the practitioners' skills and specific changes perceived after the intervention. In this longitudinal study, we applied 1 survey to 80 community parents who had participated in an IY group 2 years before, and we retrieved archival data to assess changes in parents' ratings of sense of competence and in children's behaviors immediately after the end of the intervention.

Therapist Factors Matter: A Systematic Review of Parent Interventions Directed at Children's Behavior Problems.

The present review systematically explored research examining the relationship between therapist-related factors and the outcomes of parent interventions directed at children's behavior problems. A systematic search of the literature was conducted with online scientific databases, parenting programs, web sites, and bibliographic references of the selected articles, according to PRISMA guidelines. A total of 24 quantitative studies met the inclusion criteria.

Equity effects of parenting interventions for child conduct problems: a pan-European individual participant data meta-analysis.

Background: Childhood conduct problems are a costly public health problem and are five times more common in socially disadvantaged groups than they are in advantaged groups. Untreated, conduct problems have a poor prognosis, with increasing gaps between socioeconomic groups, and high rates of subsequent criminality. Incredible Years is a high quality parenting programme for reducing conduct problems and is widely disseminated in Europe.

Factor Structure and Measurement Invariance of the Coimbra Neuropsychological Assessment Battery (BANC).

Objective: This study aimed to investigate the factor structure of the Coimbra Neuropsychological Assessment Battery (BANC), which is an individually administered battery designed to assess a wide range of neurocognitive functions in children.

Method: Using the standardization sample of the BANC, a confirmatory factor analysis and a multiple-group analysis were conducted to examine the factor structure and the measurement invariance of three main domains (Memory, Language, and Attention/Executive Functions) in 833 children aged 7-15 years.

Results: Consistent with the BANC's conceptualization, the three-correlated-factor model demonstrated the most adequate fit to the data.

Validating the Preschool and Kindergarten Behavior Scales-2: Preschoolers with autism spectrum disorders.

Social skills deficits and some behavior problems are a well-established issue in preschoolers with autism spectrum disorder (ASD). However, most of the studies available analyze social skills or behavior problems of children with ASD, but not both. The present study intends to compare the social skills and behavior problems of 32 preschoolers with ASD paired with 32 typically developing preschoolers, as evidence of validity of the Portuguese version of the Preschool and Kindergarten Behavior Scales - Second Edition (PKBS-2).

A parent-based intervention programme involving preschoolers with AD/HD behaviours: are children's and mothers' effects sustained over time?

To evaluate the 12-month efficacy of a parent-based intervention programme on children's and mothers' outcomes in a sample of Portuguese preschoolers displaying early hyperactive and inattentive behaviours (AD/HD behaviours), 52 preschool children whose mothers had received the Incredible Years basic parent training (IY) were followed from baseline to 12 months of follow-up. Reported and observational measures were used. Effects were found in the children's reported AD/HD behaviours at home and at school after 12 months.