Modification to a Systematically Braided Parent-support Curriculum: Results from a Feasibility Pilot

• Published in: Journal of child and family studies Vol. 28; no. 7; pp. 1780 - 1789
• Main Authors: Guastaferro, Kate, Miller, Katy, Lai, Betty S., Shanley, Jenelle, Kemner, Allison, Whitaker, Daniel J., Lutzker, John R.
• Format: Journal Article
• Language: English
• Published: New York Springer US 01.07.2019; Springer Nature B.V
• Subjects: Behavioral Science and Psychology; Child and School Psychology; Child Health; Child Rearing; Curricula; Efficacy; Feasibility; Feedback; Fidelity; Original Paper; Parents & parenting; Parents as Teachers; Personal safety; Psychology; Safety behaviour; Social Sciences; Sociology; Teachers; Well being; Intervention; Parenting; Modification; Child maltreatment; Systematic braiding; child maltreatment; systematic braiding; intervention; modification; parenting
• ISSN: 1062-1024; 1573-2843
• DOI: 10.1007/s10826-019-01369-w

Objectives There are a variety of parent-support programs designed to improve parenting and, thereby, the safety and well-being of children. Providers trained in multiple programs are likely to select components of interventions they feel will meet the needs of the families they serve leaving out aspects they deem unnecessary or redundant. In so doing, the fidelity of the evidence-based program is at risk. A potential solution is systematic braiding in which evidence-based programs are combined such that the fidelity to each original model and its implementation are maintained. Methods Drawing on qualitative feedback from a prior iteration, this paper discusses results of a feasibility and acceptability pilot of a modified version of the systematically braided Parents as Teachers and SafeCare at Home (PATSCH) curriculum. This modification removed a provider-perceived “redundant” portion from the original PATSCH curriculum. A pre-post design ( N =  18) was used to evaluate the efficacy of the modified curriculum. Results Significant improvements were seen in trained parent behaviors surrounding home safety and child health. There was also improvement in self-reported parenting behaviors, the portion of the braided curriculum removed, suggesting that the PAT curriculum adequately teaches these skills. Providers and parents were highly satisfied with the modified curriculum. Conclusions If a curriculum is modified to reflect provider and parent preferences, then the potential for delivery without fidelity is minimized.