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The problem
Intervention: School-based delivery of Triple P-Positive Parenting Program (seminar version), designed to promote parental self-regulation
Who it was tested with: 912 parents of children attending 160 primary schools across three Australian states.
Children or communities are compared with a group that did not receive the intervention, or followed over years. This is the design that best separates what the intervention did from everything else that changed.
"Following a Random Intercept Cross-lagged Panel Model (RI-CLPM) approach, bidirectional within-participant effects between parental self-regulation and parent-teacher communication were found, while unidirectional within-participant effects were found for parent school-based involvement." This longitudinal panel design with cross-lagged analysis allows for examination of temporal relationships and mechanisms of change, meeting the criteria for experimental evidence tier through its quasi-experimental structure and within-participant modeling approach.
The study was limited to Australian primary schools, which may affect generalizability. The home-school partnership was not a primary target of the intervention, limiting the ability to assess direct program effects.
Across countries and designs
1 study · 1 country
