Selected (Seminars) Stepping Stones Triple P is a low-intensity parenting support and education intervention for parents who are interested in general information about supporting a child between 2 and 10 years with a developmental disability. It is delivered by practitioners to large groups of parents in a series of one to three seminars.
The information above is as offered/supported by the intervention provider.
2 to 10 years old
Promotion-plus, Group
Selected Seminars Stones Triple P is part of the Triple P multilevel system of family support, developed specifically for parents who are interested in general information for supporting a child between 0 and 12 years with a developmental disability. The content is suitable for families with a child who has Down’s Syndrome or Autistic Spectrum Disorder, as well as moderate or severe behavioural problems.
Selected (Seminars) Stepping Stones Triple P is delivered in three sessions of 1.5 hours’ duration each, by one practitioner to 20–200 parents. Parents may attend one or more seminars. In addition, parents may access a brief individual consultation (up to 20 minutes) following the seminar.
Seminar topics are as follows:
During each seminar, providers use a range of learning methods with parents, including selecting examples to illustrate teaching points and using live demonstrations. Parents also receive a tip sheet covering the content of the seminar they attend. Parents can also access individual consultations with the presenter.
0 to 12 years
Children aged 0 to 12 with a developmental disability, such as Down’s Syndrome or Autistic Spectrum Disorder (ASD), as well as moderate or severe behavioural problems
Disclaimer: The information in this section is as offered/supported by the intervention provider.
Science-based assumption
Children with ASD and Down’s Syndrome typically have more difficulty regulating their emotions and behaviour.
Science-based assumption
Parents are influential in supporting the self-regulatory development of ASD, Down’s Syndrome, and other disorders associated with child behavioural problems.
Science-based assumption
Parents with a child diagnosed with ASD, Down’s Syndrome, or serious behaviour problems.
Intervention
Parents learn strategies for:
Encouraging positive child behaviour
Discouraging problematic child behaviour
Supporting children’s communication skills
Encouraging emotional self-regulation
Increasing child independence.
Short-term
Reductions in parental stress
Improved parental confidence
Improved parenting behaviours.
Medium-term
Improved child behavioural regulation
Improved child emotion regulation
Improved child communication skills.
Long-term
Children are better able to self-regulate in contexts outside of the home, including school and other social situations.
Children aged between 0 to 12 years. Children with a developmental disability with moderate to severe behavioural problems.
Selected (Seminars) Stepping Stones Triple P is delivered in three sessions of 1.5 hours’ duration each to 20–200 parents. It is delivered by one practitioner. Parents may attend one or more seminars.
In addition, parents may access a brief individual consultation (up to 20 minutes) following the seminar.
In the most robust study on which this rating is based, the intervention involved two longer seminars attended by 29 parents rather than the typical three shorter seminars, which between 20 and 200 people can attend. The opportunity for individual consultation is not part of the intervention description in the most robust study.
In the first seminar, parents are introduced to Triple P’s seven core principles of positive parenting. In the second seminar, parents are taught new skills and behaviours to support their child’s development. In the final seminar, parents are taught strategies to understand and manage challenging behaviour.
The practitioner who delivers this intervention typically has a background in education, disability services, health services, or voluntary organisations.
Practitioners attend two days’ training, a one-day pre-accreditation workshop, and a half-day accreditation session. It is recommended that they spend four to six hours on individual preparation before accreditation. Booster training of practitioners is not required.
It is recommended that practitioners are supervised by one host agency supervisor. Supervisors do not have intervention training.
Intervention fidelity is maintained through the following processes:
A quality assurance checklist is available for organisations to use when planning for quality assurance of Triple P. There are three standard fidelity protocols built into the Triple P Implementation Framework (1) Practitioner Accreditation, (2) Intervention Fidelity using Session Checklists, (3) Supervision and Practitioner Support Standards using the Peer Support Network. Triple P UK offers trainer facilitated PASS sessions or a Flexibility & Fidelity workshop for professional development.
Organisation: Triple P UK
Email address: contact@triplep.uk.net
Websites: http://www.triplep.net/
www.triplep-parenting.net
www.pfsc.uq.edu.au/research/evidence/
*Please note that this information may not be up to date. In this case, please visit the listed intervention website for up to date contact details.
Selected (Seminar) Stepping Stones Triple P’s most rigorous evidence comes from single RCT conducted in Australia consistent with Foundations’ Level 3 evidence strength criteria.
This study observed statistically significant reductions in Stepping Stones Triple P parents’ reports of problematic child behaviour compared to parents not attending the seminar series. Additionally, Triple P parents were significantly more likely to report reductions in dysfunctional parenting behaviours and parental conflict.
Selected (Seminar) Stepping Stones Triple P can be described as evidence-based: it has evidence from at least one rigorously conducted RCT or QED demonstrating a statistically significant positive impact on at least one child outcome.
Improved child behaviour and adjustment
Improvement index
Interpretation
Study
| Identified in search | 1 |
| Studies reviewed | 1 |
| Meeting the L2 threshold | 0 |
| Meeting the L3 threshold | 1 |
| Contributing to the L4 threshold | 0 |
| Ineligible | 0 |
| Study design | RCT |
| Country | Australia |
| Sample characteristics | 70 families with a child aged between 2 to 10 years old with a developmental disability |
| Race, ethnicities, and nationalities | Not reported |
| Population risk factors |
|
| Timing |
|
| Child outcomes | Disruptive behaviour – frequency and type (parent report) |
| Other outcomes |
|
| Study rating | 3 |
| Citations | Sofronoff, K., Jahnel, D. & Sanders, M. (2011) Stepping Stones Triple P seminars for parents of a child with a disability: A randomized controlled trial. Research in Developmental Disabilities. 32, 2253–2262. |
No other studies were identified for this intervention.
Note on provider involvement: This provider has agreed to Foundations’ terms of reference (or the Early Intervention Foundation's terms of reference), and the assessment has been conducted and published with the full cooperation of the intervention provider.
Rated 1: Set up and delivery is low cost, equivalent to an estimated unit cost of less than £100.
Rated 2: Set up and delivery is medium-low cost, equivalent to an estimated unit cost of £100–£499.
Rated 3: Set up and delivery is medium cost, equivalent to an estimated unit cost of £500–£999.
Rated 4: Set up and delivery is medium-high cost, equivalent to an estimated unit cost of £1,000–£2,000.
Rating 5: Set up and delivery is high cost. Equivalent to an estimated unit cost of more than £2,000.
Set up and delivery cost is not applicable, not available, or has not been calculated.
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Supporting children’s mental health and wellbeing: Lorem ipsum dolor sit amet, consectetuer adipiscing elit. Aenean commodo ligula eget dolor. Aenean massa. Cum sociis natoque penatibus et magnis dis parturient.
Preventing child maltreatment: Lorem ipsum dolor sit amet, consectetuer adipiscing elit. Aenean commodo ligula eget dolor. Aenean massa. Cum sociis natoque penatibus et magnis dis parturient.
Enhancing school achievement & employment: Lorem ipsum dolor sit amet, consectetuer adipiscing elit. Aenean commodo ligula eget dolor. Aenean massa. Cum sociis natoque penatibus et magnis dis parturient.
Preventing crime, violence and antisocial behaviour: Lorem ipsum dolor sit amet, consectetuer adipiscing elit. Aenean commodo ligula eget dolor. Aenean massa. Cum sociis natoque penatibus et magnis dis parturient.
Preventing substance abuse: Lorem ipsum dolor sit amet, consectetuer adipiscing elit. Aenean commodo ligula eget dolor. Aenean massa. Cum sociis natoque penatibus et magnis dis parturient.
Preventing risky sexual behaviour & teen pregnancy: Lorem ipsum dolor sit amet, consectetuer adipiscing elit. Aenean commodo ligula eget dolor. Aenean massa. Cum sociis natoque penatibus et magnis dis parturient.
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Rated 2: Has preliminary evidence of improving a child outcome from a quantitative impact study, but there is not yet evidence of causal impact.
Rated 2+: Meets the level 2 rating and the best available evidence is based on a study which is more rigorous than a level 2 standard but does not meet the level 3 standard.
Rated 3: Has evidence of a short-term positive impact from at least one rigorous study.
Rated 3+: Meets the level 3 rating and has evidence from other studies with a comparison group at level 2 or higher.
Rated 4: Has evidence of a long-term positive impact through at least two rigorous studies.
Rated 4+: Meets the level 4 rating and has at least a third study contributing to the Level 4 rating, with at least one of the studies conducted independently of the intervention provider.
Rating has a *: The evidence base includes mixed findings i.e., studies suggesting positive impact alongside studies, which on balance, indicate no effect or negative impact.
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