There are no pre-implementation materials to measure organizational or provider readiness for Helping the Noncompliant Child (HNC).

There is formal support available for implementation of Helping the Noncompliant Child (HNC) as listed below:

A minimum of 4 one-day booster sessions (i.e., 4, 10, 16-18, and 22-24 months after the initial training) are recommended. Consultation for case review and problem solving is also available (e.g., every 3 weeks for the first 4 months or until first booster).

There are fidelity measures for Helping the Noncompliant Child (HNC) as listed below:

There are fidelity measures available for each session of HNC that are comprised of a checklist of the key content and process issues for that session. The checklists can be completed by the therapist or by a supervisor or someone else who observes the session. They are available by request from the program contact listed at the end of this entry.

There are no implementation guides or manuals for Helping the Noncompliant Child (HNC).

Research has been conducted on how to implement Helping the Noncompliant Child (HNC) as listed below:

Jones, D. J., Forehand, R. L., Cuellar, J., Parent, J., & Honeycutt, A. A. (2014). Technology-enhanced program for child disruptive behavior disorders: Development and pilot randomized control trial. Journal of Clinical Child and Adolescent Psychology, 43, 88–101. https://doi.org/10.1080/15374416.2013.822308

Jones, D. J., Loiselle, R., Zachary, C., Georgeson, A. R., Highlander, A., Turner, P., Youngstrom, J. K., Khavjou, O., Anton, M. T., Gonzalez, M., Bresland, N. L., & Forehand, R. (2021). Optimizing engagement in behavioral parent training: Progress toward a technology-enhanced treatment model. Behavior Therapy, 52(2), 508–521. https://doi.org/10.1016/j.beth.2020.07.001

Kaehler, L., Jacobs, M., & Jones, D. J. (2016). Distilling common history and practice elements to inform dissemination: Hanf-Model BPT programs as an example. Clinical Child and Family Psychology Review, 19, 236–258. https://doi.org/10.1007/s10567-016-0210-5

McCall, M. P., Anton, M. T., Highlander, A., Loiselle, R., Forehand, R., Khavjou, O., & Jones, D. J. (2023). Technology-enhanced behavioral parent training: The relationship between technology use and efficiency of service delivery. Behavior Modification, 47(5), 1094–1114. https://doi.org/10.1177/01454455231165937

McMahon, R. J., Forehand, R., & Griest, D. L. (1981). Effects of knowledge of social learning principles on enhancing treatment outcome and generalization in a parent training program. Journal of Consulting and Clinical Psychology, 49, 526–532. https://doi.org/10.1037/0022-006X.49.4.526

Parent, J., Highlander, A. Loiselle, R., Yang, Y., McKee, L. G., Forehand, R., & Jones, D. J. (2023). Technology-enhanced BPT for early-onset behavior disorders: Improved outcomes for children with co-occurring internalizing symptoms. Journal of Clinical Child and Adolescent Psychology. Advance online publication. https://doi.org/10.1080/15374416.2023.2222391

Parent, J., Jones, D. J., DiMarzio, K., Yang, Y., Wright, K., Sullivan, A. D. W., & Forehand, R. (2023). The effects of young children’s callous-unemotional traits on behaviorally observed outcomes in a standard and technology-enhanced behavioral parent training. Research on Child & Adolescent Psychopathology, 51, 165–175. https://doi.org/10.1007/s10802-022-00979-1

Parent, J., Anton, M., Loiselle, R., Highlander, A., Breslend, N., Forehand, R., Hare, M., Youngstrom, J., A., & Jones, D. J. (2022). A randomized controlled trial of technology-enhanced behavioral parent training: Sustained parent skill use and child outcomes at follow-up. Journal of Child Psychology and Psychiatry, 63, 992–1001. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9177891/

Wells, K. C., Griest, D. L., & Forehand, R. (1980). The use of a self-control package to enhance temporal generality of a parent training program. Behaviour Research and Therapy, 18, 347–358. https://doi.org/10.1016/0005-7967(80)90094-7