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Parent–Child Interaction Therapy: A Comparison of Standard and Abbreviated Treatments for Oppositional Defiant Preschoolers
"... Families of 54 behaviorally disturbed preschool-aged children (3 to 5 years) were randomly assigned to 1 of 3 treatment conditions: standard parent–child interaction therapy (PCIT; STD); modified PCIT that used didactic videotapes, telephone consultations, and face-to-face sessions to abbreviate tre ..."
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Families of 54 behaviorally disturbed preschool-aged children (3 to 5 years) were randomly assigned to 1 of 3 treatment conditions: standard parent–child interaction therapy (PCIT; STD); modified PCIT that used didactic videotapes, telephone consultations, and face-to-face sessions to abbreviate treatment; and a no-treatment waitlist control group (WL). Twenty-one nondisturbed preschoolers were recruited as a social validation comparison condition. Posttreatment assessment indicated significant differences in parent-reported externalizing behavior in children, and parental stress and discipline practices from both treatment groups on most measures compared with the WL group. Clinical significance testing suggested a superior effect for the STD immediately after intervention, but by 6-month follow-up, the two groups were comparable. The findings indicate that abbreviated PCIT may be of benefit for families with young conduct problem children. The majority of intervention studies for children with conduct problems have focused on children ages 7 or older, when it is likely that the problems have become increasingly entrenched, especially by late adolescence (e.g., Coie & Koeppl, 1990; Dumas,
A School-Family Partnership: Addressing Multiple Risk Factors to Improve School Readiness and Prevent Conduct Problems in Young Children Overview
"... Curricula and summarize research on the effectiveness of these three programs for reducing risk factors and strengthening protective factors associated with children’s social emotional development and school success. The chapter will include a focus on the role of home-school partnerships in prevent ..."
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Curricula and summarize research on the effectiveness of these three programs for reducing risk factors and strengthening protective factors associated with children’s social emotional development and school success. The chapter will include a focus on the role of home-school partnerships in preventing and treating children’s behavior problems and improving their school readiness as well as practical tips for engaging schools in the prevention and intervention process. Background While researchers have long considered intelligence to be a key predictor of success in school, recent studies indicate that the social and emotional adjustment of young children are strong predictors of early academic achievement even after controlling for variations in children’s cognitive abilities and family resources (Grolnick & Slowiaczek, 1994; Raver & Zigler, 1997). Children with emotional difficulties such as Oppositional Defiant Disorder (ODD), Attention Deficit Hyperactivity Disorder (ADHD) and “early onset ” conduct problems (CPs) (defined as high rates of aggression, noncompliance, and oppositional behaviors) are at high risk for underachievement, school absences, and eventual school drop out (Moffitt, 1993; Tremblay, Mass, Pagani, & Vitaro, 1996). Data from the National Center for Education Statistics survey of kindergarten teachers indicate that teachers ’ predominant concern is for regulatory and emotional aspects of children’s behavior (West, Denton, & Reaney, 2001). In particular, 84 % of
Reliability Validity
, 2010
"... Ó The Author(s) 2010. This article is published with open access at Springerlink.com Abstract Since its development, the Strengths and Difficulties Questionnaire (SDQ) has been widely used in both research and practice. The SDQ screens for positive and negative psychological attributes. This review ..."
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Ó The Author(s) 2010. This article is published with open access at Springerlink.com Abstract Since its development, the Strengths and Difficulties Questionnaire (SDQ) has been widely used in both research and practice. The SDQ screens for positive and negative psychological attributes. This review aims to provide an overview of the psychometric properties of the SDQ for 4- to 12-year-olds. Results from 48 studies (N = 131,223) on reliability and validity of the parent and teacher SDQ are summarized quantitatively and descriptively. Internal consistency, test–retest reliability, and inter-rater agreement are satisfactory for the parent and teacher versions. At subscale level, the reliability of the teacher version seemed stronger compared to that of the parent version. Concerning validity, 15 out of 18 studies confirmed the five-factor structure. Correlations with other measures of psychopathology as well as the screening ability of the SDQ are sufficient. This review shows that the psychometric properties of the SDQ are strong, particularly for the teacher version. For practice, this implies that the use of the SDQ as a screening instrument should be continued. Longitudinal research studies should investigate predictive validity. For both practice and research, we emphasize the use of a multi-informant approach.
Prevent Conduct Problems in Young Children
"... While researchers have long considered intelligence to be a key predictor of success in school, recent studies indicate that the social and emotional adjustment of young children are strong predictors ofearly academic achievement even after controlling for variations in children's cognitive abi ..."
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While researchers have long considered intelligence to be a key predictor of success in school, recent studies indicate that the social and emotional adjustment of young children are strong predictors ofearly academic achievement even after controlling for variations in children's cognitive abilities and family resources (Grolnick &Slowiaczek, 1994; Raver & Zigler, 1997). Children with emotional difficulties such as Oppositional Defiant Disorder (ODD), Attention Deficit Hyperactivity Disorder (ADHD) and "early onset " conduct problems (CPs) (defined as high rates of aggression, noncompliance, and oppositional behaviors) are at high risk for underachievement, school absences, and eventual school drop out (Moffitt, 1993; Tremblay, Mass, Pagani, & Vitaro, 1996). Data from the National Center for Education Statistics sut:vey ofkindergarten teachers indicate that teachers ' predominant concern is for regulatory and emotional aspects of children's behavior (West, Denton, & Reaney, 2001). In particular, 84 % of teachers endorsed that children need to be able to communicate wants, needs, and thoughts verbally and 60 % endorsed that children need to be able to follow directions, not be disruptive in class, and be sensitive to other children's feelings in order to succeed in
BEHAVIOR THERAPY 34,471-491,2003 Follow-Up of Children Who Received the Incredible Years Intervention for OppositionaI-Defiant Disorder: Maintenance and Prediction of 2-Year Outcome
"... This paper presents 2-year follow-up data for a sample of 159, 4- to 7-year-old chil-dren with oppositional-defiant disorder (ODD) who were randomly assigned to: parent training (PT), parent plus teacher training (PT + TT), child training (CT), child plus teacher training (CT + TT), parent plus chil ..."
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This paper presents 2-year follow-up data for a sample of 159, 4- to 7-year-old chil-dren with oppositional-defiant disorder (ODD) who were randomly assigned to: parent training (PT), parent plus teacher training (PT + TT), child training (CT), child plus teacher training (CT + TT), parent plus child plus teacher training (PT + CT + TT). At the 2-year follow-up, approximately 75 % of children were functioning in the normal range according to parent and teacher reports. Twenty-five percent of children were classified as treatment nonresponders at home and/or at school. Teacher training added significantly to long-term school outcomes for children who had pervasive behavior problems. Baseline, post, and 1-year follow-up parenting practices distin-guished between home treatment responders and nonresponders (parents of non-responders were more critical and less positive). For children with baseline perva-sive home-school problems, baseline maternal parenting and posttreatment marital discord were associated with poor treatment response at home at the 2-year follow-up. In addition, 80 % of pervasive children whose mothers were highly critical immedi-ately posttreatment were classified as school nonresponders atthe 2-year follow-up.
1 THE EFFECT OF PERCEIVED SOCIAL STATUS ON PRESCHOOL CHILDREN'S EVALUATIONS OF BEHAVIOUR
"... The extent to which a preschool child's social status or reputation, once established, affects peer perception of his or her subsequent behaviour was investigated. Of additional interest were possible sex differences in social information processing. Sixty-two preschool children rated both a po ..."
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The extent to which a preschool child's social status or reputation, once established, affects peer perception of his or her subsequent behaviour was investigated. Of additional interest were possible sex differences in social information processing. Sixty-two preschool children rated both a popular and an unpopular hypothetical peer's involvement in negative interactions along the dimensions of locus of control, intent, and stability. Results indicated that preschool children's evaluations of their peers varied as a function of the target child's reputation. Overall, children made significant distinctions between popular and unpopular peers both when making dispositional evaluations of the target peer and situational attributions about the target peer's involvement in hypothetical events. Sex differences in the use of reputational information were evident. Results are discussed in terms of the implications for intervention programs and research into children's peer relations. Walker, Susan and Irving, Kym (1998) The effect of perceived social status on preschool children's
10.1177/1541204003262224ARTICLEYouth Violence and Juvenile JusticeVazsony et al. / EVALUATION OF A VIOLENCE PREVENTION PROGRAM EVALUATION OF A SCHOOL-BASED, UNIVERSAL VIOLENCE PREVENTION PROGRAM:
"... The current investigation examined the differential effectiveness of PeaceBuilders, a large-scale, universal violence prevention program, on male and female youth identi-fied as low, medium, or high risk for future violence. It included eight urban schools ran-domly assigned to intensive interventio ..."
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The current investigation examined the differential effectiveness of PeaceBuilders, a large-scale, universal violence prevention program, on male and female youth identi-fied as low, medium, or high risk for future violence. It included eight urban schools ran-domly assigned to intensive intervention and wait-list control conditions. The current sample included N = 2,380 predominantly minority children in kindergarten through fifth grade. Results indicated differential effectiveness of the intervention, by level of risk; high-risk children reported more decreases in aggression and more increases in social competence in comparison to children at medium and low levels of risk. Findings add to a growing number of promising science-based prevention efforts that seek to reduce aggression and increase social competence; they provide encouraging evidence that relatively low-cost, schoolwide efforts have the potential to save society millions in victim, adjudication, and incarceration costs.
