Parental Awareness of Services and Severity of Children’s Emotional and Behavioural Difficulties (EBD)
Référence bibliographique 
Zinck, Lana C., Finn, Cindy A., Whitley, Jessica L. et Heath, Nancy Lee. 2005. «Parental Awareness of Services and Severity of Children’s Emotional and Behavioural Difficulties (EBD) ». Exceptionality Education Canada, vol. 15, no 1, p. 61-75.
Intentions : « The goals of the present study were to examine: the types of services received by a sample of children displaying emotional and behavioural difficulties (EBD), parents’ awareness of the services received by their children, and the association between the severity of the children’s EBD and parental awareness of services. » (p. 61)
Échantillon/Matériau : « Participants included a sample of 139 children, ages 6 to 12, who displayed EBD as well as their parents and teachers. » (p. 61)
Types de traitement des données : Analyse statistique
« Results indicated that children received primarily academic services and that only two thirds of parents were aware that their children were receiving services. Surprisingly, the lowest level of parental awareness was demonstrated for services children received most often (i.e., academic resources). Finally, parents of children displaying more severe EBD demonstrated a greater awareness about whether their children received services compared to parents of children displaying less severe EBD. These findings have important implications for parental involvement in schools. » (p. 61)
Remediating Behavior Problems of Young Children: the Impact of Parent Treatment Acceptability and the Efficacy of Conjoint Behavioral Consultation and Videotape Therapy
Référence bibliographique 
Finn, Cindy A. 2000. «Remediating Behavior Problems of Young Children: the Impact of Parent Treatment Acceptability and the Efficacy of Conjoint Behavioral Consultation and Videotape Therapy». Thèse de doctorat, Montréal, Université McGill, Département de l’éducation.
Intentions : « The present study represents a preliminary and exploratory analysis of the effectiveness and acceptability of these intervention approaches as rated by parents » (p. 60)
Questions/Hypothèses : « 1) It was predicted that children in all three intervention conditions would demonstrate positive improvements in the behaviors targeted for change 2) It was predicted that children in the GVT condition would evidence greater positive changes in behavior than children in either the BC or VT groups. 3) It was hypothesized that a positive relationship exists between treatment outcome and parental perceptions of acceptability and satisfaction. 4) It was hypothesized that intervention condition has an impact on parent ratings of treatment acceptability and satifaction. 5) It was hypothesized that a positive relationship exists between parental perceptions of parenting competence and problem-solving abilities and parent treatment acceptability ratings. » (pp. 60-62)
Échantillon/Matériau : « A total of 36 male children between the ages of 3 and 10 years old » (p. 64) « A total of 37 parents (29 mothers, 7 fathers, 1 grandmother) participated in the delivery of intervention services over an 8 to 10 week period. » (p. 3) « Within the BC and GVT conditions, 17 and 6 teachers acted as consultees, respectively. Withing the VT group, 7 teachers participated. » (p. 68)
Instruments : - The Teacher’s Report Form (TRF; Achenbach, 1991b) - The Social Skills Rating System (SSRS; Gresham & Elliott, 1990) - The Behavior Intervention Rating Scale (BIRS; Von Brock & Elliot, 1987) - The Parent/Teacher Consultation Services Questionnaire (PTCSQ) - The Parenting Sense of Competence Scale (PSOC; Gibaud-Wallston & Wandersman, 1978) - The Problem Solving Inventory (PSI; Heppner, 1988)
Type de traitement des données : Analyse statistique et analyse de contenu
« The present study was an exploratory investigation of the efficacy and acceptability of a parent-teacher mediated intervention program for young boys demonstrating externalizing behavior problems. A primary purpose of the study was to compare the efficacy of three indirect models of service delivery: a highly individualized behavioral consultation model (BC); group videotape therapy with minimal consultation (GVT); and a self-administered videotape therapy (VT) program. A second purpose was to investigate the acceptability and satisfaction with these programs as evaluated by parents. More specifically, the relationships between treatment acceptability and outcome as well as factors influencing parent treatment acceptability were examined. Thirty preschool and elementary school children, their parents, and teachers were assigned to one of three intervention conditions (BC, VT, and GVT). A total of 37 parents (29 mothers, 7 fathers, 1 grandmother) participated in the delivery of intervention services over an 8 to 10 week period. An A-B research design was used to analyze the effectiveness of consultation. Outcome variables included parent and teacher ratings of social skills and problem behaviors as well as direct observations. Results indicated that children’s target behaviors improved from baseline to treatment in all three intervention conditions. Pretest and posttest parent treatment acceptability was assessed via rating scales, and at the end of the program parents also completed a satisfaction questionnaire. During the intervention phase, a brief semi-structured interview was used to assess parental perceptions of acceptability. High acceptability and satisfaction ratings were reported by parents in all three intervention conditions. There was partial support indicating a relationship between treatment effectiveness and acceptability but there was little evidence of an association between parental perceptions of problem-solving skill, parenting competence, and acceptability. The original contributions as well as the implications of this research are discussed. » (p. 3)