Graduate Neuroscience Program, McMaster University, Hamilton, ON, L8S 4K1, Canada.
Offord Centre for Child Studies, McMaster University, Hamilton, ON, L8S 4K1, Canada.
Prev Sci. 2020 Jul;21(5):714-727. doi: 10.1007/s11121-020-01128-0.
Technology-assisted interventions have been identified as a means to increase accessibility and enhance engagement of parenting programs. The current meta-analytic review examines the effectiveness of these interventions in families experiencing social disadvantage. A literature search was conducted spanning March 2007-June 2019. Nine studies met inclusion criteria (total of 864 participants) which included an evaluation of a parenting intervention for families with at least one of the following demographic challenges, low socioeconomic status, single parenthood, and/or young parenthood. Interventions (or a component of the intervention) were delivered by computer, cell phone, smartphone, and/or tablet. Data were organized into three categories: parental psychological well-being (e.g., self-esteem, social support), parenting (e.g., observed or self-reported parenting behavior), and child behavior (e.g., disruptive behavior). Effect sizes (Hedges' g) were calculated and moderators (i.e., contact with an interventionist, intervention length, publication year, % female parents, mean parent age, parental education, % minority, and child age) were examined through Q-statistics and meta-regression, as appropriate. Intervention showed a near-significant impact on parental psychological well-being (g = .35, p = .051). Furthermore, interventions that did not include direct contact with an interventionist showed no evidence of effectiveness (g = - .02); interventions that incorporated contact were significantly more effective (g = .68). In addition, intervention length moderated intervention effectiveness; shorter interventions yielded greater improvements in well-being, compared with longer interventions. Interventions were also associated with significant improvements in parenting (g = .38) and child behavior (g = .39). These findings provide support for the use of technology-assisted parenting interventions in populations experiencing social disadvantage.
技术辅助干预措施已被确定为增加育儿计划可及性和提高参与度的一种手段。目前的元分析审查了这些干预措施在社会劣势家庭中的有效性。进行了一次文献检索，时间跨度为 2007 年 3 月至 2019 年 6 月。九项研究符合纳入标准（共有 864 名参与者），其中包括对至少面临以下一个人口统计学挑战的家庭进行育儿干预的评估：低社会经济地位、单亲家庭和/或年轻父母。干预措施（或干预措施的一部分）通过计算机、手机、智能手机和/或平板电脑提供。数据分为三类：父母的心理健康（例如，自尊、社会支持）、育儿（例如，观察到或自我报告的育儿行为）和儿童行为（例如，破坏性行为）。计算了效应大小（Hedges'g），并通过 Q 统计量和适当的元回归检查了调节变量（即与干预者的接触、干预时间、出版年份、女性父母的百分比、父母的平均年龄、父母的教育程度、少数民族的百分比和儿童年龄）。干预对父母心理健康有接近显著的影响（g=0.35，p=0.051）。此外，不包括与干预者直接接触的干预措施没有显示出有效性的证据（g=-0.02）；包含接触的干预措施则更为有效（g=0.68）。此外，干预时间调节了干预的有效性；与较长的干预相比，较短的干预在幸福感方面产生了更大的改善。干预还与育儿（g=0.38）和儿童行为（g=0.39）的显著改善相关。这些发现为在社会劣势人群中使用技术辅助育儿干预措施提供了支持。
