Evaluates the effectiveness of the Spillover intervention to mothers on the children Developmental Assert and externalized behavioral problems

Document Type : Original Article

Authors

1 MA, Dept. of Psychology and Education of Children with Special Needs, University of Isfahan, Isfahan, Iran.

2 Associate Professor, Department of Psychology of People with Special Needs, Faculty of Educational Sciences and Psychology, University of Isfahan, Isfahan, Iran.

10.22034/ceciranj.2024.412020.1798

Abstract

The present study evaluates the effectiveness of a spillover intervention on the developmental assets and externalized behavioral issues of children in the city of Isfahan. Employing a quasi-experimental design encompassing pretest, posttest, and follow-up phases, the study selected thirty mothers of 10-13-year-old students exhibiting externalized behavioral problems in Isfahan through convenience sampling, allocating them into experimental and control groups. The experimental cohort participated in eight 90-minute sessions of the spillover intervention, while the control group received no intervention. Research instruments included Achenbach’s Child Behavior Checklist-Parent Form (CBCL) and developmental asset profiles (DAP). Data analysis utilized univariate and multivariate analysis of covariance (ANCOVA) tests conducted via SPSS 26 software. The results indicate that while the effect of the group on internal developmental assets is insignificant, the effects of time and time-group interaction are significant (P≤0.05). Similarly, for external developmental assets, the group effect is insignificant, with significant effects observed for time and time-group interaction (P≤0.05). In terms of total developmental assets, all factors—group, time, and time-group interaction—are significant (P≤0.05). Concerning total scores of externalized behavioral problems and the aggressive behavior component, significant effects are noted for time, group, and time-group interaction (P≤0.05). However, for law-breaking behavior, the effects of group and time-group interaction are significant, while the effect of time is insignificant (P≤0.05). Moreover, these results are consistent during the follow-up phase (α=0.05). Based on the findings, it can be concluded that spillover intervention yields consequences and holds educational and psychological implications for mothers of students exhibiting externalized behavioral problems.

Keywords

References

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History

  • Receive Date: 23 April 2023
  • Revise Date: 04 May 2023
  • Accept Date: 22 June 2023

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