Treating Children With Early-Onset Conduct Problems: Intervention Outcomes for Parent, Child, and Teacher Training

Families of 159, 4- to 8-year-old children with oppositional defiant disorder (ODD) were randomly assigned to parent training (PT); parent plus teacher training (PT + TT); child training (CT); child plus teacher training (CT + TT); parent, child, plus teacher training (PT + CT + TT); or a waiting list control. Reports and independent observations were collected at home and school. Following the 6-month intervention, all treatments resulted in significantly fewer conduct problems with mothers, teachers, and peers compared to controls. Children's negative behavior with fathers was lower in the 3 PT conditions than in control. Children showed more prosocial skills with peers in the CT conditions than in control. All PT conditions resulted in less negative and more positive parenting for mothers and less negative parenting for fathers than in control. Mothers and teachers were also less negative than controls when children received CT. Adding TT to PT or CT improved treatment outcome in terms of teacher behavior management in the classroom and in reports of behavior problems.

[1]  C. Webster-Stratton.  Comparison of abusive and nonabusive families with conduct-disordered children. , 1985, The American journal of orthopsychiatry.

[2]  David P. Farrington,et al.  Child Delinquents: Development, Intervention, and Service Needs , 2000 .

[3]  J. Lochman,et al.  Effects of social problem-solving training and self-instruction training with aggressive boys. , 1986 .

[4]  C. Webster-Stratton,et al.  Treating children with early-onset conduct problems: a comparison of child and parent training interventions. , 1997, Journal of consulting and clinical psychology.

[5]  F. Gresham.  Social Skills Training: Should We Raze, Remodel, or Rebuild? , 1998 .

[6]  S. Stage,et al.  A Meta-Analysis of Interventions To Decrease Disruptive Classroom Behavior in Public Education Settings. , 1997 .

[7]  K. Kerns,et al.  Individual differences in friendship quality: Links to child–mother attachment. , 1996 .

[8]  S Harter,et al.  The pictorial scale of perceived competence and social acceptance for young children. , 1984, Child development.

[9]  C. Webster-Stratton.  Systematic comparison of consumer satisfaction of three cost-effective parent training programs for conduct problem children , 1989 .

[10]  C. Webster-Stratton,et al.  Advancing videotape parent training: a comparison study. , 1994, Journal of consulting and clinical psychology.

[11]  M. Stoolmiller,et al.  Description and Immediate Impacts of a Preventive Intervention for Conduct Problems , 1999, American journal of community psychology.

[12]  R. Tremblay,et al.  Parent and child training to prevent early onset of delinquency: The Montréal longitudinal–experimental study. , 1992 .

[13]  S. Asher,et al.  Peer rejection and loneliness in childhood. , 1990 .

[14]  C. Brown,et al.  The effect of the level of aggression in the first grade classroom on the course and malleability of aggressive behavior into middle school , 1998, Development and Psychopathology.

[15]  R. Spoth.  Barriers to Participation in Family Skills Preventive Interventions and Their Evaluations. , 1996 .

[16]  S. Eyberg,et al.  Effective psychosocial treatments of conduct-disordered children and adolescents: 29 years, 82 studies, and 5,272 kids. , 1998, Journal of clinical child psychology.

[17]  P. Kendall.  Cognitive-behavioral therapies with youth: guiding theory, current status, and emerging developments. , 1993, Journal of consulting and clinical psychology.

[18]  A. Biglan,et al.  Behavioral Family Interventions for Improving Child-rearing: A Review of the Literature for Clinicians and Policy Makers , 1998, Clinical child and family psychology review.

[19]  J. Eddy,et al.  The prevention of antisocial behavior: Some considerations in the search for effective interventions. , 1997 .

[20]  T. Dishion,et al.  CONTRIBUTIONS OF FAMILIES AND PEERS TO DELINQUENCY , 1985 .

[21]  S. Eyberg,et al.  The dyadic parent-child interaction coding system: standardization and validation. , 1981, Journal of consulting and clinical psychology.

[22]  G. S. Pettit,et al.  Peer status and aggression in boys' groups: developmental and contextual analyses. , 1990, Child development.

[23]  H. Snyder.  Epidemiology of Official Offending , 2001 .

[24]  C. Webster-Stratton.  Mother Perceptions and Mother-Child Interactions: Comparison of a Clinic-referred and a Nonclinic Group , 1985 .

[25]  I. Sigel,et al.  HANDBOOK OF CHILD PSYCHOLOGY , 2006 .

[26]  Thomas J. Dishion,et al.  Family, School, and Behavioral Antecedents to Early Adolescent Involvement with Antisocial Peers. , 1991 .

[27]  J. Cassidy,et al.  Loneliness and peer relations in young children. , 1992, Child development.

[28]  P. Trower.  Social skills training. , 1987, British medical journal.

[29]  J. Durant.  Understanding aggression , 1988, Nature.

[30]  A. Kazdin,et al.  Cognitive problem-solving skills training and parent management training in the treatment of antisocial behavior in children. , 1992, Journal of consulting and clinical psychology.

[31]  L. Behar,et al.  The Preschool Behavior Questionnaire , 1977, Journal of abnormal child psychology.

[32]  Jon Tapp,et al.  A multiple option observation system for experimental studies: MOOSES , 1995 .

[33]  R. Wahler,et al.  Predictors of treatment outcome in parent training: Mother insularity and socioeconomic disadvantage. , 1983 .

[34]  Brian C. McKevitt,et al.  Best Practices in School Psychology IV , 1990 .

[35]  K. Bierman.  Evaluation of the First 3 Years of the Fast Track Prevention Trial with Children at High Risk for Adolescent Conduct Problems , 2002, Journal of abnormal child psychology.

[36]  Dc Washington.  Diagnostic and Statistical Manual of Mental Disorders, 4th Ed. , 1994 .

[37]  C. Webster-Stratton.  Long-Term Follow-Up of Families with Young Conduct Problem Children: From Preschool to Grade School , 1990 .

[38]  D P Farrington,et al.  Young children who commit crime: Epidemiology, developmental origins, risk factors, early interventions, and policy implications , 2000, Development and Psychopathology.

[39]  K. Dodge,et al.  Issues in social cognition and sociometric status. , 1990 .

[40]  C. Webster-Stratton,et al.  Development, reliability, and validity of the daily telephone discipline interview. , 1991 .

[41]  Sheila M. Eyberg,et al.  DYADIC PARENT-CHILD INTERACTION CODING SYSTEM: , 2000 .

[42]  A. Kazdin,et al.  Effects of parent management training and problem-solving skills training combined in the treatment of antisocial child behavior. , 1987, Journal of the American Academy of Child and Adolescent Psychiatry.

[43]  C Webster-Stratton.  Preventing conduct problems in Head Start children: strengthening parenting competencies. , 1998, Journal of consulting and clinical psychology.

[44]  M. Reid,et al.  Preventing Conduct Problems, Promoting Social Competence: A Parent and Teacher Training Partnership in Head Start , 2001, Journal of clinical child psychology.

[45]  J. Wilson.  The Incredible Years Training Series Webster-Stratton , 2000 .

[46]  R. Catalano,et al.  Risk and protective factors for alcohol and other drug problems in adolescence and early adulthood: implications for substance abuse prevention. , 1992, Psychological bulletin.

[47]  S. Eyberg,et al.  The standardization of an inventory of child conduct problem behaviors , 1980 .

[48]  Friedrich Lösel,et al.  Effects of training social competence in children: A meta-analysis of recent evaluation studies , 1994 .

[49]  T. Achenbach.  Manual for the child behavior checklist/4-18 and 1991 profile , 1991 .