Treating children with early-onset conduct problems: A comparison of child and parent training interventions.
Abstract
Families of 97 children with early-onset conduct problems, 4 to 8 years old, were randomly assigned to 1 of 4 conditions: a parent training treatment group (PT), a child training group (CT), a combined child and parent training group (CT + PT), or a waiting-list control group (CON). Posttreatment assessments indicated that all 3 treatment conditions had resulted in significant improvements in comparison with controls. Comparisons of the 3 treatment conditions indicated that CT and CT + PT children showed significant improvements in problem solving as well as conflict management skills, as measured by observations of their interactions with a best friend; differences among treatment conditions on these measures consistently favored the CT condition over the PT condition. As for parent and child behavior at home, PT and CT + PT parents and children had significantly more positive interactions, compared with CT parents and children. One-year follow-up assessments indicated that all the significant changes noted immediately posttreatment had been maintained over time. Moreover, child conduct problems at home had significantly lessened over time. Analyses of the clinical significance of the results suggested that the combined CT + PT condition produced the most significant improvements in child behavior at 1-year follow-up.
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Minimal transfer of new skills by children to settings outside the intervention context is a limitation.
“Minimal transfer of new skills by children to settings outside the intervention context is a limitation (Webster-Stratton and Hammond 1997)”
From Intervention to Strengthen Emotional Self-Regulation in Children with Emerging Mental Health Problems: Proximal Impact on School Behavior (2010) · cites this paper as Webster-Stratton and Hammond 1997
Many skill-focused interventions reduce problems including depression and disruptive behavior problems.
“Many such interventions reduce problems including depression (Asarnow et al. 2002) and disruptive behavior problems (Lochman et al. 1993; Webster-Stratton and Hammond 1997).”
From Intervention to Strengthen Emotional Self-Regulation in Children with Emerging Mental Health Problems: Proximal Impact on School Behavior (2010) · cites this paper as Webster-Stratton and Hammond 1997
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- Authors
- Webster-Stratton, C., & Hammond, M.
- Venue
- Journal of Consulting and Clinical Psychology
- Published
- 1997
- Volume
- 65
- Issue
- 1
- Pages
- 93-109
- ISSN
- 1939-2117
- 0022-006X
- Cited by
- 649
- References
- 0
- Language
- en
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