Trial reportThe British journal of educational psychology2020
Educating parents to improve parent-child interactions: Fostering the development of attentional control and executive functioning.
Trial report in The British journal of educational psychology, 2020. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 10 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
10 citing papers in PubMed.
- Cochlear implantation before age one or after: cognitive flexibility, planning, and problem-solving in pediatric recipients.European archives of oto-rhino-laryngology : official journal of the European Federation of Oto-Rhino-Laryngological Societies (EUFOS) : affiliated with the German Society for Oto-Rhino-Laryngology - Head and Neck Surgery · 2026Article
- Psychological Interventions for Children with Neurodevelopmental Disabilities in the Context of Neurodiversity: A Systematic Review.Children (Basel, Switzerland) · 2026Review
- Mediational Role of Executive Functions on Parental Style and Anxiety and Depression Symptoms in Adolescents From Different Vulnerability Environments: A Cross-Sectional Study.Depression and anxiety · 2026Article
- Evaluation of the Early Years South Australia mobile application.BMC public health · 2025Article
- Development of the Culturally Affirming and Responsive Experiences (CARE) Measure: Observing Responsiveness and Ethnic-Racial Cultural Socialization in Mother-Child Interactions.Journal of family issues · 2024Article
- Preschool Programs that Help Families Promote Child Social-Emotional School Readiness: Promising New Strategies.Clinical child and family psychology review · 2023Review
- Prospective associations between child screen time and parenting stress and later inattention symptoms in preschoolers during the COVID-19 pandemic.Frontiers in psychology · 2023Article
- Parenting Programme Structure, Potential Barriers, and Facilitators: A Scoping Review.International journal of environmental research and public health · 2022Article
- Parental interaction style, child engagement, and emerging executive function in fetal alcohol spectrum disorders (FASD).Child neuropsychology : a journal on normal and abnormal development in childhood and adolescence · 2022Article
- A Pilot Study of a Parent Emotion Socialization Intervention: Impact on Parent Behavior, Child Self-Regulation, and Adjustment.Frontiers in psychology · 2021Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
4 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundParent-child interaction is essential in the development of attentional control (AC) and executive functioning (EF). Educating parents in AC and EF development may help them to respond more adaptively to their child's developmental needs.
aimThis study aimed to investigate whether parents can be educated to improve interactions with their child through a compact psycho-educational programme that focuses on fostering the development of AC and EF. SAMPLE: Parents and their children in a low-risk sample of four- to eight-year-olds were randomly assigned to either the educational programme condition (N = 34) or the control condition (N = 36).
methodsParental supportive presence and intrusiveness were observed during home visits, and children's performance-based AC and EF were assessed before and after the four-session programme.
resultParents in the educational programme improved significantly in support (
conclusionParent-child interaction can be enhanced in a low-risk sample of four- to eight-year-olds using a compact educational group programme within the school community. Future studies should aim at examining variations in programme responsiveness and assessing associations between parent-child interaction and AC and EF over time.
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