Effects of a Parenting Skills Training Program on Executive Function in Children Two to Five Years: A Quasi-Experimental Study

Abstract

Executive function is essential for child development; however, few parenting programs focus on enhancing executive function skills in early childhood. This quasi-experimental study evaluated the effects of a parenting skills training program on parents’ attitudes, subjective norms, perceived behavioral controls, intention, and behaviors in promoting children’s executive function, as well as on the executive function skills of children aged 2 to 5. Two child development centers in a single province near Bangkok, Thailand, were randomly assigned to experimental and control groups, with 38 parent-child dyads selected based on inclusion criteria. Data were collected through a parent questionnaire on promoting children’s executive function and assessments of children’s executive function skills using the Behavior Rating Inventory of Executive Function–Preschool Version (BRIEF-P). Statistical analyses comprised chi-square tests, independent t-tests, descriptive statistics, and generalized estimating equations. The study found that children in the experimental group showed significantly higher executive function skills immediately and one month later than the control group. Parents in the experimental group exhibited higher attitudes, perceived behavioral control, intentions, and behaviors related to promoting executive function immediately after completing the intervention. However, after one month, only attitudes and perceived behavioral control remained significantly higher, with no changes in subjective norms at either time. This study indicated the effectiveness of a parenting skills training program in enhancing children’s executive function. It suggests that it can be implemented by nurses, teachers, or other personnel working in early childhood health and education. However, further study for booster activities is recommended to determine the program’s sustainability.