The Family Check-Up Online Program for Parents of Middle School Students: Protocol for a Randomized Controlled Trial

Brian G Danaher, John R Seeley, Elizabeth A Stormshak, Milagra S Tyler, Allison S Caruthers, Kevin J Moore, Lucia Cardenas, Brian G Danaher, John R Seeley, Elizabeth A Stormshak, Milagra S Tyler, Allison S Caruthers, Kevin J Moore, Lucia Cardenas

Abstract

Background: Research has established that skillful family management during adolescence protects youth from a variety of mental health and behavioral problems. Interventions associated with this research have focused on parenting skills as the mediator that links early risk factors with a profile of later behavioral risk, including problem behavior, substance use, and school failure. Fortunately, positive changes in family management skills have been linked to meaningful improvements in adolescent behavior, and these improvements have been significant across a variety of cultural groups.

Objective: We describe the background, research design, and intervention components of an electronic health version of the Family Check-Up program that is targeting middle school children and is being evaluated in a randomized controlled trial for its usability, feasibility, and efficacy.

Methods: We used an iterative formative research process to develop an electronic health version of the Family Check-Up program. In our ongoing randomized controlled trial, eligible families are randomly assigned to 1 of 3 conditions: Family Check-Up Online-only (n≈100), Family Check-Up Online + Coach (n≈100), and a waitlist control condition (middle school as usual; n≈100). We are conducting assessments at baseline, 3 months following randomization (posttest), and at follow-ups scheduled for 6 months and 12 months.

Results: This randomized controlled trial project was funded in 2015. Participant recruitment was completed in spring 2018 and enrollment is ongoing. Follow-up assessments will be completed in 2019.

Conclusions: The innovative Family Check-Up Online program has the potential to help address many of the barriers that more traditional school-based behavioral mental health implementation strategies have yet to solve, including staffing and resources to implement family-centered support within schools.

Trial registration: ClinicalTrials.gov NCT03060291; https://ichgcp.net/clinical-trials-registry/NCT03060291 (Archived by WebCite at http://www.webcitation.org/70f8keeN4).

Trial registration: RR1-10.2196/11106.

Keywords: eHealth intervention; family relations; family treatment; internet intervention; mental health services; parent-child relations; parent-child treatment; prevention science; preventive health services; preventive psychiatry; school health services; school mental health; telehealth.

Conflict of interest statement

Conflicts of Interest: None declared.

©Brian G Danaher, John R Seeley, Elizabeth A Stormshak, Milagra S Tyler, Allison S Caruthers, Kevin J Moore, Lucia Cardenas. Originally published in JMIR Research Protocols (http://www.researchprotocols.org), 18.07.2018.

Figures

Figure 1
Figure 1
Conceptual schematic highlighting 3 Family Check-Up (FCU) Online components: the parent website, the administration website for managing administration (Admin) and staff, coaches, and guests, and the randomized controlled trial (RCT) assessment website that parents access to complete assessments.
Figure 2
Figure 2
The Family Check-Up Online skills session for participants on positive parenting. Image shows top menu, left navigation, list activity for choosing skills, text messaging opt-in, video model, and additional information features (helpful tip and research says).
Figure 3
Figure 3
The Family Check-Up Online role-playing activity located in the participants’ set limits skills session. Image shows a role-playing activity after the participant has typed in content adjacent to the “You say” box, which triggers display of a recommended response.
Figure 4
Figure 4
The Family Check-Up Online sorting activity located in the participants’ positive parenting skills session. Audio and written messages ask participants to drag the highlighted sample direction to a box indicating whether it is helpful or unhelpful. The program provides detailed audio feedback until all sample directions have been addressed.
Figure 5
Figure 5
Example of both the animated bear video and the more traditional video model located on the participants’ Family Check-Up Online open communication skills session.
Figure 6
Figure 6
The Family Check-Up Online tracking tool that excerpts strategies (list items) that participants choose to change in each of the 4 skills sessions. It displays an opt-in checkbox for receiving text messages (chosen by type of skill), stars for rating value or helpfulness of each type of skill, and daily practice indicators. Participants can edit and update the contents of this form at any time.
Figure 7
Figure 7
The Family Check-Up (FCU) Online check-up summary report available to participants by clicking on a button located on the FCU home page. A similar report is available to coaches in their administration website. This image shows child behavior scores displayed by color of calculated importance. It also shows drill-down detail (accessed by clicking on the blue text link labeled “See more detail”) listing check-up items and related responses that contributed to the scores.
Figure 8
Figure 8
The Family Check-Up Online administration website form used by coaches to describe participant details. It includes fields at bottom of page for jotting down freeform notes and keeping track of key dates and times for coach calls and the check-up results call. ID: identifier; PC: parent caretaker; TC: target child.
Figure 9
Figure 9
The Family Check-Up Online administration website form for coaches and administrative staff to review measures of participant engagement in using the program, showing data that are collected unobtrusively.
Figure 10
Figure 10
Consolidated Standards of Reporting Trials (CONSORT) diagram of study participants (projected). FCU: Family Check-Up.

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Source: PubMed

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