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The effectiveness of parenting program components on disruptive and delinquent behaviors during early and middle childhood: a component network meta-analysis

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Abstract

Objectives

The present study tested the efficacy of parenting program components in reducing disruptive or delinquent child behaviors at first post-treatment for families with children in early versus middle childhood.

Methods

Eighty-five studies were identified, containing five parenting components (Psychoeducation [PE], Behavior management [BM], Relationship enhancement [RE], Parental self-management [SM], and Parent as a coach [PC]).

Results

For both early and middle childhood, four parenting program components were effective, namely (1) BM, (2) BM with RE, (3) BM with SM, and (4) BM with PE and RE and SM and PC. However, BM with RE and SM, as well as BM with PE and RE and SM, were effective during early childhood. BM with RE appeared to be the most beneficial intervention during early childhood, while BM was most effective during middle childhood.

Conclusion

The evidence highlights the need to implement different programmatic components developmentally, during early versus middle childhood.

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Notes

  1. In the present study, the term of primary studies was employed against secondary studies. Data are generated in a primary study, whereas secondary studies (e.g., meta-analysis) use primary research information as a source of data for analysis (Okoli & Schabram, 2010; Tehrani & Yamini, 2022b).

  2. Previous meta-analyses of the effect of parenting training programs on preventing child behavior problems in families with children in early childhood were focused primarily on families with children under the age of five or on samples with a mean age of approximately five years (Piquero et al., 2009; Piquero et al., 2016).

  3. SDRs is also known as standardized deleted residuals or rstudents.

  4. Little et al. (2012) incorporated two independent intervention and control groups for early and middle childhood to assess the effect of parenting programs on disruptive child behaviors regarding the current study’s objectives.

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  1. University of Kentucky, Lexington, KY, USA

    Hossein Dabiriyan Tehrani, Sara Yamini & Alexander T. Vazsonyi

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  1. Hossein Dabiriyan Tehrani
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Appendices

Appendix 1 PRISMA flow diagram

Figure  2

Fig. 2
figure 2

Flow diagram showing the study selection process

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Appendix 2 Forest plots for individual components compared with the control group

Figure  3

Fig. 3
figure 3

Forest plots to show the effects of individual components compared with the control group in reducing disruptive child behavior. Note. The results of individual components compared with control group in reducing disruptive child behavior at the first post-treatment measurement for early childhood (I) and middle childhood (II); PE is psychoeducation; BM is behavior management; RE is relationship enhancement; SM is parental self-management; PC is the parent as coach; 95%-CIs is 95% confidence intervals; additive CNMA used the random-effects model to display the effects of individual components of parenting programs compared with control group based on the standardized mean difference (Cohen’s d); SMD is the standardized mean difference

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Appendix 3 Comparing the additive CNMAs’ effects in early and middle childhood

Figure  4

Fig4
figure 4

Comparing results of the additive CNMAs for early and middle childhood. Note. Components of parenting programs showed eligible individual and combined components of parenting programs used in meta-analyses; PE is psychoeducation; BM is behavior management; RE is relationship enhancement; SM is parental self-management; PC is the parent as a coach; CNMA is additive component network meta-analysis; 95%-CIs is 95% confidence intervals; CNMA used the random-effects model to display the parenting program component effects based on the standardized mean difference (Cohen’s d). The current study employed both 95%-CIs to assess differences. To identify differences between effect sizes, we used overlapping 95%-CIs. If neither of the 95%-CIs covered the average effect size for another effect size (non-overlapping), the two effect sizes were considered distinct. On the contrary, overlapping 95%-CIs indicated that the interpretation of the pooled effect size did not significantly differ

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Tehrani, H.D., Yamini, S. & Vazsonyi, A.T. The effectiveness of parenting program components on disruptive and delinquent behaviors during early and middle childhood: a component network meta-analysis. J Exp Criminol (2023). https://doi.org/10.1007/s11292-023-09562-0

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