Table 2.

How parents' interview responses were used in the development of the intervention.

Topic	How the information was used in intervention development
Common misbehaviours and reasons for slapping child	• Practice activities were designed to demonstrate and practice how to teach desired skills to children (e.g., how to pack up toys, how to put toothpaste on a toothbrush, how to put dirty clothes in the wash basket). • Common misbehaviours were used in a problem-solving activity to encourage parents to consider why children misbehave (e.g., why do children climb the grill, use the mother's lotion, and use bad words). • Role-plays were designed to encourage parents to problem-solve how to use the strategies to manage child misbehavior (e.g., role play of a child having a tantrum, jumping on the bed, child non-compliance). Parents discuss potential solutions and then role play how to implement them. • The information was used to design visual aids depicting children exhibiting common misbehaviours that will resonate with the parents (e.g., jumping on the bed, climbing up the grill, marking on the wall with crayon, hitting their sibling).
Instructions given to child repeatedly	• The phrases reported by parents were used to design role-plays to help parents to give clear instructions. The role plays involved the facilitator using common ineffective instructions (e.g., “Behave yourself,” “settle down,” “relax yourself,” “stop doing that”) and the parents would problem-solve how to change the ineffective to an effective instruction.
Typical games/toys children play with	• The parental responses informed the play materials that would be used in the program. These included coloring, blocks, cars, animals, kitchen set, and picture books. • The responses were also used to help parents think about what activities can be done in Irie Time.
Words used to praise and to reprimand child	• These words were used in the dialogue for role-plays. This ensures the content was relatable to parents.
Household routines, common activities and common issues	• Visual aids were developed to depict everyday routines of children and parents (e.g., eating breakfast, bathing, brushing teeth, getting dressed) and common household chores (e.g., washing clothes, making dumplings, sweeping). These visual aids were used to encourage parents to think about (1) what they can say to their child, (2) what they can praise their child for, (3) what skills they can teach their child, (4) how they can involve their child, and (5) how they can promote choice and independence.