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Chicago Parent Program (CPP)

Topic Areas
Scientific Rating
Child Welfare Relevance
Parent Training Programs that Address Behavior Problems in Children and Adolescents
2  — Supported by Research Evidence
Medium

About This Program

Target Population: Parents of young children 2-5 years old; may be used with parents/caregivers of children 6-8 years old

For parents/caregivers of children ages: 2 – 5

Program Overview

The Chicago Parent Program (CPP) is designed to strengthen parenting confidence and skills and prevent, reduce, and treat behavior problems in children 2-5 years old. Created in collaboration with an advisory board of African American and Hispanic parents raising young children in low-income neighborhoods, CPP is focused on filling a gap in the availability of evidence-based parenting programs that specifically address the needs of diverse populations of families. CPP is implemented in 12 two-hour group sessions facilitated by two trained group leaders using a trauma-informed approach. CPP uses video vignettes depicting parent-child interactions at home and in public (e.g., grocery stores, Laundromats, etc.) to stimulate discussion and problem solving related to managing children’s behavior in challenging situations. Parents are guided in clarifying their goals and tailoring strategies to help meet their goals. In this way, the CPP is designed to be culturally and contextually relevant for a diverse population of families. Sessions focus on building positive relationships with children (e.g., child-centered time, family routines and traditions, praise and encouragement), child behavior management skills (setting clear expectations, following through with consequences, effective discipline strategies), stress management, and problem-solving skills. Following each session, parents complete practice assignments to help them apply the skills they are learning.

Program Goals

The goals of the Chicago Parent Program (CPP) are:

  • Improve relationship with your child
  • Reduce reliance on harsh and inconsistent discipline strategies
  • Increase your parenting skills and confidence
  • Strengthen and expand your support network
  • Reduce the frequency and intensity of your child’s behavior problems

Logic Model

View the Logic Model for Chicago Parent Program (CPP).

Essential Components

The essential components of the Chicago Parent Program (CPP) include:

  • Developed in collaboration with an advisory board of African American and Hispanic parents from low-income communities which helps frame the CPP parenting strategies to better address the needs of a culturally diverse population of families raising young children in under-resourced communities
  • Uses multiple strategies to help parents learn:
    • Over 130 brief vignettes of parents and children engaged in challenging situations at home and in public settings (over 75% of the videos include families of color) used to stimulate discussion and problem-solving among parents. All videos are paired with a list of discussion questions designed to highlight key principles and strategies relevant to the session topic.
    • Role play and group activities designed to help parents try out new skills and receive feedback and support
    • List making activities intended to help parents clarify their goals and values relevant to the session topic.
    • Weekly handouts summarizing key messages from each session
    • Weekly practice assignments designed to help parents apply the new skills with their children
  • Offered in a group format with a recommended 10-15 parents led by two trained group leaders
  • CPP content is grounded in:
    • Social learning theory and the coercive process model which posits that parents are powerful models and reinforcers of their children’s behavior (both positive and negative behavior)
    • Attachment theory which highlights the centrality of stable, supportive, and nurturing parent-child relationships.
  • CPP content includes:
    • Strategies for building a positive relationship with your child:
      • Spending child-centered time each day which can be woven into everyday activities (e.g., in the grocery store, while riding on the bus, during bath time)
      • Use of descriptive commenting to support children’s language skills and build children’s social-emotional learning
      • Building routines into everyday family life and honoring family traditions
      • Identifying child behaviors parents value and practicing different ways to reinforce those valued behaviors
    • Strategies for setting clear expectations for children:
      • How to state clear expectations and follow through consistently on those expectations
      • Effective use of if/then statements (natural and logical consequences), when/then statements
      • Effective use of ignoring, distraction, and time-out techniques
      • The 8 Keys to Effective Discipline
    • Strategies for strengthening communication and relationships with other caregivers involved in the child’s life
    • Stress Management Techniques for parents and children
    • Problem-Solving Skills
  • Group leaders trained to honor parents as the experts on their children and to facilitate problem-solving and mutual support among parents
  • Parents identify their childrearing goals and group leaders support parents in tailoring program strategies to achieve those goals
  • Group norms for creating a safe space for parents to share ideas and experiences are explicit and reviewed by group leaders at the start of each session.

Program Delivery

Parent/Caregiver Services

Chicago Parent Program (CPP) directly provides services to parents/caregivers and addresses the following:

  • Parent of a young child who may be experiencing noncompliant, aggressive, destructive, or uncooperative behavior or emotion dysregulation such as excessive crying, extreme anger, physical aggression, excessive tantrums, yelling, or impulsivity/risk taking
Services Involve Family/Support Structures:

This program involves the family or other support systems in the individual's treatment: The Chicago Parent Program directly targets parents and primary caregivers; parents are encouraged to bring other family members to the groups if they are involved in caring for the child or are an important support person for the parent (e.g., partners, grandparents).

Recommended Intensity:

Weekly group sessions, 1.5-2.0 hours/week for 11 weeks followed by a 12th booster/celebration session one month later

Recommended Duration:

Approximately 4 months (11 weeks plus one booster session 4 weeks after the 11th week)

Delivery Settings

This program is typically conducted in a(n):

  • Outpatient Clinic
  • Community-based Agency / Organization / Provider
  • School Setting (Including: Day Care, Day Treatment Programs, etc.)
  • Shelter (Domestic Violence, Homeless, etc.)
  • Virtual (Online, Telephone, Video, Zoom, etc.)

Homework

Chicago Parent Program (CPP) includes a homework component:

After each session, parents receive a “practice assignment” designed to help the parent practice the new skill with their child(ren) during the week. Practice assignments are reviewed at the beginning of each session and preparation for practice is discussed at the end of each session. Parents submit a practice checklist noting which and how much of the assignment they were able to complete.

Languages

Chicago Parent Program (CPP) has materials available in a language other than English:

Spanish

For information on which materials are available in this language, please check on the program's website or contact the program representative (contact information is listed at the bottom of this page).

Resources Needed to Run Program

The typical resources for implementing the program are:

  • Chicago Parent Program Group Leader Manual (3rd ed.)
  • Chicago Parent Program videos
  • Equipment to play and project the CPP videos (e.g., computer, projector, monitor)
  • Room large enough for 12-20 adults with chairs that can be moved to form a circle for discussion
  • A white board or large paper for making and displaying lists during group discussions
  • Two trained group leaders
  • Binders for parents to organize parent handouts
  • Refreshments for parents during the group sessions
  • High quality digital recorder for audio recording group sessions for independent fidelity assessments
  • Childcare is highly recommended to encourage parent attendance
  • Strong support from agency leadership
  • Access to secure, password-protected virtual meeting software if offering the Chicago Parent Program virtually

Manuals and Training

Prerequisite/Minimum Provider Qualifications

Qualifications for training to become a Chicago Parent Program group leader include at least a high school diploma, excellent interpersonal skills, and experience working with adults and families. A mental health background is preferred but not required.

Manual Information

There is a manual that describes how to deliver this program.

Program Manual(s)

There is a manual and an implementation guide:

  • Gross, D., Breitenstein, S. M., Bettencourt, A., Julion, W., & Garvey, C. (2021). The Chicago Parent Program group leader manual (3rd ed). Johns Hopkins University, The Ohio State University, and Rush University Medical Center. Available to individuals completing the Chicago Parent Program training. Contact: CPPinfo@chicagoparentprogram.org
  • The Chicago Parent Program implementation guide: What you need to know for successful implementation. (2021). Available for purchase and to all group leaders who have completed the Chicago Parent Program training. Contact: CPPinfo@chicagoparentprogram.org

Training Information

There is training available for this program.

Training Contact:
Training Type/Location:

Training offered regularly in Baltimore, MD, in person, virtually, or at agency site

Number of days/hours:

In person training: 2 days for 14 hours total

Virtual training: 4 half days for 14 hours total

Implementation Information

Pre-Implementation Materials

There are pre-implementation materials to measure organizational or provider readiness for Chicago Parent Program (CPP) as listed below:

The Chicago Parent Program Group Leader Manual (3rd ed.) and the Chicago Parent Program Implementation Guide include a Readiness Checklist to assess agency readiness to offer the Chicago Parent Program. The Chicago Parent Program Implementation Guide is available from the program office or on the website for those trained in the Chicago Parent Program (http://www.chicagoparentprogram.org). Contact: CPPinfo@chicagoparentprogram.org

The Chicago Parent Program (CPP) website (http://www.chicagoparentprogram.org/agencies) has a FAQ document to assist organizations in assessing whether they have sufficient resources to implement the CPP with quality and whether the goals of the program are compatible with the needs of the agency. Organizations interested in implementing the CPP are encouraged to contact program developers to discuss organizational readiness and availability of resources for sustaining the CPP.

Formal Support for Implementation

There is formal support available for implementation of Chicago Parent Program (CPP) as listed below:

The Chicago Parent Program group leader training includes approximately 6 hours of content on facilitation and implementation strategies. All trainees participate in a 2-hour mock CPP parent group to gain experience with using the manual and videos and facilitating parent group discussion and receive feedback and suggestions from trainers and peers. Participation in this mock group experience is required for all trainees. In addition, all Chicago Parent Program group leaders receive access to the e-pub Chicago Parent Program Implementation Guide providing step-by-step planning and logistical support (see below). Consultation with program staff is provided through teleconferencing or email. Consultation includes logistical planning guidance, coaching, problem-solving implementation challenges, and recommendations for suitable evaluation measures to assess program effectiveness depending on agency goals. Fidelity monitoring is provided and required for CPP group leaders seeking to become certified. All group leaders are encouraged to become certified though it is not required at this time.

Fidelity Measures

There are fidelity measures for Chicago Parent Program (CPP) as listed below:

Fidelity of audio-recorded parent group sessions is assessed by independent raters using the Chicago Parent Program Fidelity Checklists. Chicago Parent Program group leaders submit digital recordings of their parent group sessions through the CPP’s secure website and receive written detailed feedback and numeric ratings on their group leader skill and adherence to program components. Group leaders interested in becoming certified are required to lead two full CPP groups, submit a minimum of 3 audio-recorded group sessions for fidelity ratings, and achieve protocol adherence of at least 80% and skill ratings of 2.5 (range = 1-3) on each group session. A mechanism for submitting digitally recorded sessions online and explanation of the certification process is described on the CPP website at www.chicagoparentprogram.org or they may contact program staff at CPPinfo@chicagoparentprogram.org. Group leader self-assessment of fidelity is encouraged using the Chicago Parent Program Fidelity Checklists included in the Chicago Parent Program Group Leader Manual (3rd ed.).

Established Psychometrics:

The Chicago Parent Program Fidelity Checklist is used to assess group leader skill and adherence. Its reliability, validity, and implementation in real world settings is reported in the following peer-reviewed articles:

  • Breitenstein, S. M., Fogg, L., Garvey, C., Hill, C., Resnick, B., & Gross, D. (2010). Measuring implementation fidelity in a community-based parenting intervention. Nursing Research, 59(3), 158-165. https://doi.org/10.1097/NNR.0b013e3181dbb2e2
  • Bettencourt AF, Gross D, & Breitenstein S. (2019). Evaluating implementation fidelity of a school-based parenting program for low-income families. Journal of School Nursing, 35(5), 325-336. https://doi.org/10.1177/1059840518786995

Implementation Guides or Manuals

There are implementation guides or manuals for Chicago Parent Program (CPP) as listed below:

The Chicago Parent Program Implementation Guide: What You Need to Know for Successful Implementation is an electronic guide available through the Chicago Parent Program (CPP) website for purchase or at no cost to CPP group leaders. The guide provides step-by-step support for launching CPP, planning program logistics, implementing CPP group sessions, and planning for sustainability. The Guide also includes 1) a CPP budget planning worksheet, 2) sample job descriptions for CPP coordinators and CPP group leaders, 3) an agency agreement form, 4) CPP information sheets for parents and providers, 5) standardized parent recruitment flyers, 6) a sample parent agreement form, and 7) childcare considerations for agencies offering childcare during CPP parent group sessions. This Guide is available through the website at www.chicagoparentprogram.org or contact CPPinfo@chicagoparentprogram.org.

Implementation Cost

There have been studies of the costs of implementing Chicago Parent Program (CPP) which are listed below:

Gross, D., Johnson, R., Ridge, A., Garvey, C., Julion, W., Brusius Treysman, A., & Fogg, L. (2011). Cost-effectiveness of childcare discounts on parent participation in preventive parent training in low-income communities. Journal of Primary Prevention, 32, 283–298. https://doi.org/10.1007/s10935-011-0255-7

Gross, D., Belcher, H. M. E., Budhathoki, C., Ofonedu, M. E., Dutrow, D., Uveges, M. K., & Slade, E. (2019). Reducing preschool behavior problems in an urban mental health clinic: A pragmatic, non-inferiority trial. Journal of the American Academy of Child & Adolescent Psychiatry, 58(6), 572–581. https://doi.org/10.1016/j.jaac.2018.08.013

Slade, E. P., Bettencourt, A. F., & Gross, D. A. (2023). Cost-effectiveness a parenting skills program implemented in public PreK schools in disadvantaged urban communities. Administration and Policy in Mental Health and Mental Health Services Research, 50(6), 888–900. https://doi.org/10.1007/s10488-023-01287-6

Research on How to Implement the Program

Research has been conducted on how to implement Chicago Parent Program (CPP) as listed below:

  • Bettencourt, A. F., Gross, D., & Breitenstein, S. (2019). Evaluating implementation fidelity of a school-based parenting program for low-income families. Journal of School Nursing, 35(5), 325–336. https://doi.org/10.1177/1059840518786995
  • Breitenstein, S., Gross, D., & Bettencourt, A. (2019). The Chicago Parent Program. In E. T. Gershoff, & S. J. Lee (Eds.), Effective approaches to reducing physical punishment and teaching disciplinary alternatives. American Psychological Association Publishing. https://www.apa.org/pubs/books/4317534?tab=3
  • Gross, D., Belcher, H. M. E., Budhathoki, C., Ofonedu, M. E., & Uveges, M. K. (2018). Does parent training format affect treatment engagement? A randomized study of families at social risk. Journal of Child & Family Studies, 27, 1579–1593. https://doi.org/10.1007/s10826-017-0984-1
  • Gross, D., Belcher, H. M. E, Ofonedu, M. E., Breitenstein, S., Frick, K. D., & Budhathoki, C. (2014). Study protocol for a comparative effectiveness trial of two parent training programs in a fee-for-service mental health clinic: Can we improve mental health services to low-income families? Trials, 15, Article number 70. https://doi.org/10.1186/1745-6215-15-70
  • Gross, D., & Bettencourt, A. F. (2019). Financial incentives for promoting participation in a school-based parenting program in low-income communities. Prevention Science, 20, 585–597. https://doi.org/10.1007/s11121-019-0977-y
  • Gross, D., Breitenstein, S., Eisbach, S., Hoppe, E., & Harrison, J. (2014). Promoting mental health in early childhood programs: Serving low-income ethnic minority families. In M. Weist, N. Lever, C. Bradshaw, & J. Owens (Eds.), Handbook of school mental health (2nd ed., pp. 109–130). Springer.
  • Gross, D., Johnson, T., Ridge, A., Garvey, C., Julion, W., Brusius, A., Breitenstein, S., & Fogg, L. (2011). Cost-effectiveness of childcare discounts on parent participation in preventive parent training in low-income communities. Journal of Primary Prevention, 32, 283-298. https://doi.org/10.1007/s10935-011-0255-7
  • Gross, D., Garvey, C., Julion, W., & Fogg, L. (2007). Preventive parent training with low-income ethnic minority parents of preschoolers. In J. M. Briesmeister & C. E. Schaefer (Eds.), Handbook of parent training: Helping parents prevent and solve problem behaviors (3rd ed., pp. 5–24). John Wiley & Sons.
  • Garvey, C., Julion, W., Fogg, L., Kratovil, A., & Gross, D. (2006). Measuring participation in a prevention trial with parents of young children. Research in Nursing & Health, 29(3), 212–222. https://doi.org/10.1002/nur.20127
  • Cincinnati Children’s Hospital report on impact of their Chicago Parent Program initiative (called Parents on Point) on child and parent wellbeing and implementation in community agencies serving low-income families. Available through program contact at bottom of page.

Relevant Published, Peer-Reviewed Research

Child Welfare Outcome: Child/Family Well-Being

Gross, D., Garvey, C., Julion, W., Fogg, L., Tucker, S., & Mokros, H. (2009). Efficacy of the Chicago Parent Program with low-income African-American and Latino parents of young children. Prevention Science, 10(1), 54–65. https://doi.org/10.1007/s11121-008-0116-7

Type of Study: Randomized controlled trial
Number of Participants: 253

Population:

  • Age — Children: 2–4 years, Caregivers: Not specified
  • Race/Ethnicity — Children: Not specified; Caregivers: 59% African American, 33% Latino, and 8% Other
  • Gender — Children: 141 Male and 112 Female; Caregivers: 225 Female, 17 Male, and 11 Not specified
  • Status — Participants were parents and children from seven day care centers serving low-income families.

Location/Institution: Chicago, Illinois

Summary: (To include basic study design, measures, results, and notable limitations)
The purpose of the study was to test the efficacy of the Chicago Parent Program (CPP). Participants were matched and randomly assigned to the CPP or non-treatment control condition. Measures utilized include the Eyberg Child Behavior Inventory (ECBI), the Toddler Care Questionnaire (TCQ), the Parenting Questionnaire (PQ) and the Dyadic Parent–Child Interactive Coding System-Revised (DPICSR).  Results indicate that at 1-year follow-up, CPP parents used less corporal punishment and issued fewer commands with their children compared to control group parents, while CPP children exhibited fewer behavior problems during observed play and clean-up sessions than controls, but no differences on the ECBI. Among parents who participated in at least 50% of CPP sessions, there was greater improvement in parenting self-efficacy, more consistent discipline, greater warmth, and a decline in child behavior problems when compared to reports from controls. CPP children exhibited fewer behavior problems during observed sessions than controls, but there was no difference between the two groups on the ECBI. Limitations include parents were not randomly assigned to dose level, high attrition, and lack of generalizability to other ethnic populations.

Length of controlled postintervention follow-up: 6 months and 1 year.

Breitenstein, S., Gross, D., Fogg, L., Ridge, A., Garvey, C., Julion, W., & Tucker, S. (2012). The Chicago Parent Program: Comparing 1-year outcomes for African American and Latino parents of young children. Research in Nursing & Health, 35(5), 475–489. https://doi.org/10.1002/nur.21489

Type of Study: Randomized controlled trial
Number of Participants: 504 parents and children

Population:

  • Age — Children: Mean=2.81 years; Parents: Mean=30.9 years
  • Race/Ethnicity — Children: Not specified; Parents: 291 African American and 213 Latino
  • Gender — Children: 274 Male and 230 Female; Parents: 452 Female, 33 Male, and 17 Not specified
  • Status — Participants were parents and children from day care centers serving low-income families.

Location/Institution: Chicago, Illinois

Summary: (To include basic study design, measures, results, and notable limitations)
This study used the same sample as Gross, et al. (2009, 2011). The purpose of the study was to merge data from two prevention randomized trials testing 1-year outcomes of a parenting skills program, the Chicago Parent Program (CPP) and compare its effects for African American versus Latino parents and their preschool children. In Study 1 (2001–2006), [Gross, et al. (2009)] the day care centers were randomly assigned to non-treatment control or CPP conditions. In Study 2 (2006–2011), [Gross, et al. (2011)] the focus was on the effects of financial incentives on parent attendance in CPP; half of the centers were randomized to offer a discount on day care costs for attending CPP. After 1 year, participants were recruited from new parents in the same centers. In both studies, participants in the control condition completed all measures but did not receive the intervention. Measures utilized include the Eyberg Child Behavior Inventory (ECBI), the Toddler Care Questionnaire (TCQ), the Parenting Questionnaire (PQ), the Caregiver-Teacher Report Form (C-TRF) and the Dyadic Parent–Child Interactive Coding System-Revised (DPICSR). Results indicate that compared to controls, CPP parents had improved self-efficacy, used less corporal punishment and more consistent discipline, and demonstrated more positive parenting. Intervention children had greater reductions in behavior problems based on parent-report, teacher-report, and observation. Although improvements from the CPP were evident for parents in both racial/ethnic groups, Latino parents reported greater improvements in their children’s behavior and in parenting self-efficacy but exhibited greater decreases in praise. Limitations include lack of generalizability to other ethnic and sociodemographic populations, and that different teachers provided child behavior ratings as children moved to different childcare classrooms or from childcare to kindergarten.

Length of controlled postintervention follow-up: 1 year.

Gross, D., Belcher, H. M., Budhathoki, C., Ofonedu, M. E., Dutrow, D., Uveges, M. K., & Slade, E. (2019). Reducing preschool behavior problems in an urban mental health clinic: A pragmatic, non-inferiority trial. Journal of the American Academy of Child & Adolescent Psychiatry, 58(6), 572–581. https://doi.org/10.1016/j.jaac.2018.08.013

Type of Study: Randomized controlled trial
Number of Participants: 158

Population:

  • Age — Parents: Not specified; Children: 2–5 years (Mean=3.6 years)
  • Race/Ethnicity — Parents: CPP: 94% Non-Hispanic; 67% Black/AfrAm/Non-Hispanic, 20% White/Non-Hispanic, 13% Other, and 6% Hispanic/Latino; PCIT: 98% Non-Hispanic; 73% Black/AfrAm/Non-Hispanic, 23% White/Non-Hispanic, 4% Other, and 3% Hispanic/Latino; Children: Not spec.
  • Gender — Parents: Not specified; Children: 58% Male
  • Status — Participants were parents seeking treatment for their children’s behavior problems.

Location/Institution: An urban fee-for-service child mental health clinic in the US mid-Atlantic region

Summary: (To include basic study design, measures, results, and notable limitations)
The purpose of the study was to compare the effectiveness and cost of group-based parent management training (Chicago Parent Program (CPP)) with mastery-based individual coaching parent management training (Parent–Child Interaction Therapy (PCIT)). Participants were randomly assigned to CPP or PCIT. Measures utilized include the Child Behavior Checklist (CBCL), and the Center for Epidemiologic Studies Depression Scale-Revised (CESDR). Results indicate that based on CBCL scores, behavior problems improved in both conditions. CPP was not inferior to PCIT at follow-up, even after controlling for differences in treatment length. Average per-participant treatment cost was higher for PCIT than for CPP. Limitations include lack of generalizability due to trial being conducted at a single fee-for-service clinic located in the US mid-Atlantic region, only one parent-reported indicator of treatment outcome was used, potential bias due to inability to blind treatment assignment, and lack of follow-up.

Length of controlled postintervention follow-up: None.

Bettencourt, A. F., Gross, D., Schock, N., Ferro, R., & Perrin, N. (2024). Embedding a parenting skills program in public PreK: Outcomes of a quasi-experimental mixed methods study. Early Education and Development, 35(7), 1614–1637. https://doi.org/10.1080/10409289.2023.2247954

Type of Study: Other quasi-experimental
Number of Participants: 11,996

Population:

  • Age — Mean=4.5 years
  • Race/Ethnicity — 82% African American, 16% White, 11% Hispanic, and 3% Other
  • Gender — 50% Male and 50% Female
  • Status — Participants were PreK children and their parents.

Location/Institution: Baltimore, Maryland

Summary: (To include basic study design, measures, results, and notable limitations)
The purpose of the study was to evaluate the impact of the Chicago Parent Program (CPP) in 12 Baltimore Title I PreK programs on parent engagement and student outcomes from kindergarten through 2nd grade. Phase 1 compared PreK students whose parents enrolled in CPP with those whose parents did not enroll in CPP on measures of kindergarten readiness, chronic absenteeism, suspensions/ expulsions, and grade retention. Phase 2 explored the perceptions of school-based staff, principals, and district and community leaders on CPP’s impact on parents, students, and parent engagement, and why they sought to continue CPP in the schools. Participants within schools were assigned to either CPP, a non-treatment within school comparison group, or to a non-treatment external comparison group. Measures utilized include the Kindergarten Readiness Assessment (KRA), school attendance records, school administrative data measuring grade retention and suspensions/expulsions, and qualitative interviews. Results indicate that no effects on student outcomes were found using administrative data. However, all of those interviewed described observed improvements in parent and student behavior and parent engagement and all schools continued implementing CPP. Limitations include lack of randomization, social desirability bias, and lack of administrative data available on parent-level outcomes.

Length of controlled postintervention follow-up: 3 years.

The following studies were not included in rating CPP on the Scientific Rating Scale...

Gross, D., Johnson, T., Ridge, A., Garvey, C., Julion, W., Brusius Treysman, A., Breitenstein, S. & Fogg, L. (2011). Cost-effectiveness of childcare discounts on parent participation in preventive parent training in low-income communities. Journal of Primary Prevention, 32, 283–298. https://doi.org/10.1007/s10935-011-0255-7

The purpose of the study was to test the cost-effectiveness of giving low-income parents childcare discounts contingent on their participation in the Chicago Parent Program (CPP). Participants were matched and randomly assigned to an experimental condition in which parents received a discount on their child care bill or a control group with no financial incentive. Measures utilized include the Participation Motivation Form and the Child Behavior Checklist (CBCL). Results indicate that parents in the discount condition were 15.4% more likely to enroll than control parents, though this difference was not significant. There were no differences in parent training attendance, parents’ motivations for enrolling, or the degree to which parents were actively engaged in parent training sessions by condition. Despite the added cost of the discounts, there was no difference in group costs by condition. Limitations include data should have been analyzed as a group randomized trial using random effects multi-level models since randomization occurred at the site level, did not compare the effects of different discount amounts on parent participation, and lack of follow-up. Note: This article was not used in the rating process since it did not look at direct outcomes for Chicago Parent Program (CPP).

Gross, D., Belcher, H. M., Budhathoki, C., Ofonedu, M. E., & Uveges, M. K. (2018). Does parent training format affect treatment engagement? A randomized study of families at social risk. Journal of Child and Family Studies, 27(5), 1579–1593. https://doi.org/10.1007/s10826-017-0984-1

The purpose of the study was to examine whether parent engagement in parent training (PT) differed based on PT format; parent group-based with video [now called Chicago Parent Program (CPP)] versus mastery-based individual coaching with child (PCIT). Parents were randomly assigned to CPP or PCIT. Measures utilized include the Center for Epidemiologic Studies Depression Scale Revised (CESDR), and the Child Behavior Checklist 1½-5 (CBCL). Results indicate that no significant differences were found in PT attendance or completion rates by format. Clinicians rated parents’ engagement higher in PCIT than in CPP while satisfaction with PT was rated higher by parents in CPP compared to PCIT. Never attending PT was associated with more psychosocial adversity and externalizing behavior problems for CPP and with higher baseline depression for PCIT. Parents with more psychosocial adversities and higher baseline depression were less likely to complete PCIT. None of the risk factors differentiated CPP completers from non-completers. Delay to treatment start was longer for PCIT than CPP. Limitations include differences in treatment length between CPP and PCIT, lack of generalizability of the findings due to study being conducted in a single fee-for-service mental health clinic, study was underpowered to fully test many of the subgroup analyses, and lack of follow-up. Note: This article was not used in the rating process since it did not look at direct outcomes for Chicago Parent Program (CPP).

Additional References

Breitenstein, S., Gross, D., & Bettencourt, A. (2020). The Chicago Parent Program. In E. T. Gershoff, & S. J. Lee (Eds.), Effective approaches to reducing physical punishment and teaching disciplinary alternatives (pp. 109-120). American Psychological Association Publishing. https://www.apa.org/pubs/books/4317534?tab=3

Gross, D., Breitenstein, S., Eisbach, S., Hoppe, E., & Harrison, J. (2014). Promoting mental health in early childhood programs: Serving low-income ethnic minority families. In M. Weist, N. Lever, C. Bradshaw, & J. Owens (Eds.), Handbook of school mental health (2nd ed., pp. 109-130). Springer.

Gross, D., Garvey, C., Julion, W., & Fogg, L. (2007). Preventive parent training with low-income ethnic minority parents of preschoolers. In J. M. Briesmeister & C. E. Schaefer (Eds.), Handbook of parent training: Helping parents prevent and solve problem behaviors (3rd ed., pp. 5-24). John Wiley & Sons.

Contact Information

Deborah Gross, DNSc, RN
Agency/Affiliation: Johns Hopkins University
Department: School of Nursing
Website: www.chicagoparentprogram.com
Email:
Phone: (410) 614-5311
Monique Daniels
Agency/Affiliation: Chicago Parent Program Director of Community Partnerships
Department: Johns Hopkins School of Nursing
Email:

Date Research Evidence Last Reviewed by CEBC: October 2024

Date Program Content Last Reviewed by Program Staff: November 2024

Date Program Originally Loaded onto CEBC: July 2016