Structured Review: Moderators of the Effectiveness of Digital Parent Training Interventions Targeting Child Disruptive Behavior

Abstract

Introduction: Disruptive behaviors, along with related issues such as aggression and non-compliance, represent some of the most prevalent psychiatric challenges encountered by children. Although there is evidence indicating that parent training generally has a positive impact on disruptive behavioral issues, a notable number of children whose parents participate in this training do not exhibit a favorable response to the treatment. Therefore, it is essential to investigate the factors that may contribute to differences in treatment effectiveness among participants. There have not been any prior reviews focused on research that investigates the factors influencing parent training provided through digital channels like online platforms.

Method: A structured review was conducted from May 14th to June 10th, 2025, to identify the most relevant articles on the topic, utilizing the Scopus, APA Psych Info, and Pub Med databases. Boolean operators “AND” and “OR” were implemented to broaden and narrow the research parameters. Initially, 16 articles were identified. Subsequently, 4 most relevant articles were selected.

Results: In the four studies we analyzed, we examined various child-related factors (such as age, gender, initial symptom severity, and ADHD symptoms), parental influences (including parent’s psychological distress, parents’ ADHD symptoms, and educational background), family dynamics (like socioeconomic status, family conflict, and crowding), and pandemic-related variables to identify potential moderators. Overall, across all four studies, socio-demographic factors (such as age, gender, and socioeconomic status) did not influence the effectiveness of the interventions. The severity of disruptive behavior at baseline was a moderating factor for treatment outcomes in the study conducted by Day et al. (2021). Pandemic-related stressors did not consistently diminish the effectiveness of the interventions on addressing child conduct issues.

Conclusion: The results of this review highlight the advantages of digital interventions while also stressing the necessity for more well-structured studies with larger sample sizes that examine moderating factors. Investigating this field is crucial for improving the effectiveness of digital parent training programs and tailoring these therapies to meet the specific requirements of different families and developmental situations.