@article{ref1,
title="A comparison of 2 online parent skills training interventions for early childhood brain injury: improvements in internalizing and executive function behaviors",
journal="Journal of head trauma rehabilitation",
year="2019",
author="Aguilar, Jessica M. and Cassedy, Amy E. and Shultz, Emily L. and Kirkwood, Michael W. and Stancin, Terry and Yeates, Keith Owen and Taylor, H. Gerry and Wade, Shari L.",
volume="34",
number="2",
pages="65-76",
abstract="OBJECTIVE: To examine the effectiveness of a web-based parenting intervention (Internet-Based Interacting Together Everyday: Recovery After Childhood TBI [I-InTERACT]) and an abbreviated version (Express) in reducing executive dysfunction and internalizing problems among young children following traumatic brain injury (TBI). <br><br>METHOD: Parents of 113 children (ages 3-9 years) who had sustained a TBI were randomized to 1 of 3 treatment groups: I-InTERACT, Express, or an Internet Resource Comparison (IRC) group. Parents who participated in either I-InTERACT or Express completed self-guided web sessions and received live coaching of their parenting skills via videoconferencing with a therapist. I-InTERACT included additional psychoeducation, stress management, and family communication skills (eg, marriage, grief, pain, and sleep). Analyses of covariance were utilized to compare the groups on parent-reported executive function behaviors (ie, Behavior Rating Inventory of Executive Function) and internalizing symptoms (ie, Child Behavior Checklist) at baseline and 6 months. <br><br>RESULTS: Parents who participated in Express reported significantly lower levels of executive dysfunction than those in I-InTERACT, β = -0.49; t(2, 73) = -2.47, P =.048, and significantly lower levels of withdrawal than those in the IRC group, β = -0.44; t(2, 74) = -2.22, P =.03. The Express group did not significantly differ from the IRC group on executive function behaviors or the I-InTERACT group on internalizing problems, all P >.05. Children with more problems at baseline, families with lower education levels, and parents with more symptoms of depression benefited most. <br><br>CONCLUSION: A brief, online parent training intervention may be efficacious in improving executive dysfunction and internalizing problems following early TBI, particularly among children of lower socioeconomic status or with existing behavioral concerns.<p /> <p>Language: en</p>",
language="en",
issn="0885-9701",
doi="10.1097/HTR.0000000000000443",
url="http://dx.doi.org/10.1097/HTR.0000000000000443"
}