<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2007-4832</journal-id>
<journal-title><![CDATA[Acta de investigación psicológica]]></journal-title>
<abbrev-journal-title><![CDATA[Acta de investigación psicol]]></abbrev-journal-title>
<issn>2007-4832</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional Autónoma de México, Facultad de Psicología]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2007-48322019000100068</article-id>
<article-id pub-id-type="doi">10.22201/fpsi.20074719e.2019.1.07</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Mensajes de Texto en el Entrenamiento a Padres sobre Prácticas de Crianza]]></article-title>
<article-title xml:lang="en"><![CDATA[Text Messages in the Parent Training for Raising Practices]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Morales Chainé]]></surname>
<given-names><![CDATA[Silvia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cortés Larios]]></surname>
<given-names><![CDATA[Luz María]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cuevas Renaud]]></surname>
<given-names><![CDATA[Corina Margarita]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lira Mandujano]]></surname>
<given-names><![CDATA[Jennifer]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Nacional Autónoma de México Facultad de Psicología ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Nacional Autónoma de México Facultad de Estudios Superiores Iztacala ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2019</year>
</pub-date>
<volume>9</volume>
<numero>1</numero>
<fpage>68</fpage>
<lpage>85</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-48322019000100068&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-48322019000100068&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-48322019000100068&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El entrenamiento conductual a padres promueve la adquisición de habilidades de crianza para la reducción de problemas de conducta infantil. El objetivo de este estudio fue evaluar el aprendizaje y mantenimiento de las habilidades de crianza y reducción de la conducta infantil, reportada por los padres, en función del entrenamiento conductual y el uso de sus mensajes de texto. Se trabajó con 62 padres de familia con un promedio de 40 años de edad. El promedio de edad de los niños fue de 9 años. Se trabajó con un diseño cuasi experimental con un grupo de comparación: presencial contra presencial con mensajes de texto, donde se llevaron a cabo cuatro fases: evaluación al inicio, al final del entrenamiento, al seguimiento (sesiones de 60 minutos) y entrenamiento conductual (cuatro sesiones de 120 minutos cada una). Se utilizaron el Inventario de Prácticas de Crianza, el Cuestionario de Habilidades de Manejo Conductual Infantil y el Inventario de Conducta Infantil. En la condición de comparación se agregaron 84 mensajes de texto sobre: análisis funcional de la conducta, elogio, ganancias, interacción social positiva, instrucciones claras, corrección del comportamiento, ignorar conducta inadecuada, actividades planeadas, establecimiento de reglas y solución de problemas. Los resultados mostraron problemas moderados de conducta, que se redujeron y mantuvieron 11% en promedio por debajo de la evaluación inicial, durante el seguimiento, en función del entrenamiento conductual con y sin mensajes; Pero el uso de mensajes de texto es una herramienta eficaz para promover un mayor cambio mantenido y reportado de la conducta oposicionista (9.57%) y del uso del castigo (22.05%, respecto a la primera evaluación). Estudios adicionales deberán indicar el papel mediador de los mensajes de texto entre las prácticas de crianza y la reducción de problemas de conducta infantil.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Parent behavioral training promotes raising skills acquisition for the children behavior problems reduction. The goal of this work was to assess learning and maintenance of the raising skills and the reduction of the children behavior, reported by the parents, because of behavioral training and the use of texting messages. We worked with 62 family´ parents of 40 years old. The mean age of the children was 9 years old. We worked with a quasiexperimental design with a comparison group: presence based modality against and presence plus text messages modality, where we run four phases: beginning, final and following assessments (60 minutes&#8217; sessions) and behavioral training (four 120 minutes sessions). We used the Raising Practices Inventory, Managing Skills for Children Behavior Questionnaire and Children Behavior Inventory. On the comparison condition we added 84 texting messages about: behavior functional analysis, praise, gains, positive social interaction, alpha commands, behavioral correction, inadequate behavior ignoring, planned activities, rules establishment, and problem solution. Results showed moderated behavior problems that were reduced and maintained 11%, on average, underneath of the beginning assessment, throughout following assessment, because of behavioral training with or without messages; But, the use of texting messages appears to be an efficient tool to promote a reported maintained mayor changing of the oppositional behavior (9.57%) and of the punishment using (22.05%, with regard to beginning assessment). Additional studies should indicate the mediator role of the texting messages between raising practices and the children behavior problems reduction.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Mensajes de texto]]></kwd>
<kwd lng="es"><![CDATA[Entrenamiento a padres]]></kwd>
<kwd lng="es"><![CDATA[Mantenimiento]]></kwd>
<kwd lng="en"><![CDATA[Text messages]]></kwd>
<kwd lng="en"><![CDATA[Parent training]]></kwd>
<kwd lng="en"><![CDATA[Maintenance]]></kwd>
</kwd-group>
</article-meta>
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