The DOI matches its Crossref record; 2 of the 2 references it cites were found in a registry or an index.
Treating Children With Early-Onset Conduct Problems: Intervention Outcomes for Parent, Child, and Teacher Training
Abstract
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.
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Citations
Cites
Hawkins, J. D., Catalano, R. F., & Miller, J. Y. (1992) · Psychological Bulletin · doi:10.1037/0033-2909.112.1.64 · Cited by 5,428
Webster-Stratton, C., & Hammond, M. (1997) · Journal of Consulting and Clinical Psychology · doi:10.1037/0022-006x.65.1.93 · Cited by 1,029
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Cited by
(2009) · Cited by 2,013
Evidence-Based Psychosocial Treatments for Children and Adolescents With Disruptive Behavior
Eyberg, S. M., Nelson, M. M., & Boggs, S. R. (2008) · Journal of Clinical Child & Adolescent Psychology · doi:10.1080/15374410701820117 · Cited by 1,335
Evidence-based psychosocial treatments for attention-deficit/hyperactivity disorder
Pelham, W. E., & Fabiano, G. A. (2008) · Journal of Clinical Child & Adolescent Psychology · doi:10.1080/15374410701818681 · Cited by 917
Weisz, J. R., Kuppens, S., Ng, M. Y., Eckshtain, D., Ugueto, A. M., Vaughn-Coaxum, R., Jensen-Doss, A., Hawley, K. M., Krumholz Marchette, L. S., Chu, B. C., et al. (2017) · American Psychologist · doi:10.1037/a0040360 · Cited by 862
Promoting Academic and Social-Emotional School Readiness: The Head Start REDI Program
Bierman, K. L., Domitrovich, C. E., Nix, R. L., Gest, S. D., Welsh, J. A., Greenberg, M. T., Blair, C., Nelson, K. E., & Gill, S. (2008) · Child Development · doi:10.1111/j.1467-8624.2008.01227.x · Cited by 884
Metadata
- Authors
- Webster-Stratton, C., Reid, M. J., & Hammond, M.
- Venue
- Journal of Clinical Child & Adolescent Psychology
- Publisher
- Informa UK Limited
- Published
- 2004-02
- Volume
- 33
- Issue
- 1
- Pages
- 105-124
- ISSN
- 1537-4416 (ISSN-L)
- 1537-4424
- OpenAlex
- W2024494964
- Cited by
- 899
- References
- 2
- FWCI
- 32.24
- Type
- journal article
- Language
- en
- Open access
- closed
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- Webster-Stratton, C., Reid, M. J., & Hammond, M. (2004). Treating Children With Early-Onset Conduct Problems: Intervention Outcomes for Parent, Child, and Teacher Training. Journal of Clinical Child & Adolescent Psychology. https://doi.org/10.1207/s15374424jccp3301_11
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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
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