Self-administered videotape therapy for families with conduct-problem children: Comparison with two cost-effective treatments and a control group.

Parents of 114 conduct-problem children, aged 3–8 years, were randomly assigned to one of four groups: an individually administered videotape modeling treatment (IVM), a group discussion videotape modeling treatment (GDVM), a group discussion treatment (GD), and a waiting-list control group. Compared with the control group, all three treatment groups of mothers reported significantly fewer child behavior problems, more prosocial behaviors, and less spanking. Fathers in the GDVM and IVM conditions and teachers of children whose parents were in the GDVM and GD conditions also reported significant reductions in behavior problems compared with control subjects. Home visit data indicated that all treatment groups of mothers, fathers, and children exhibited significant behavioral changes. There were relatively few differences between treatment groups on most outcome measures, although the differences found consistently favored the GDVM treatment. However, cost effectiveness was the major advantage of the IVM treatment. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Advancing videotape parent training: A comparison study.

This study examines the specific effects of adding a broader based, videotape treatment component (ADVANCE) to a basic videotape parent skills training program (GDVM). ADVANCE treatment trains parents to cope with interpersonal distress through improved communication, problem solving, and self-control skills. 78 families with a child diagnosed as oppositional-defiant or conduct-disordered were randomly assigned to either GDVM alone or GDVM plus ADVANCE. Parent reports of child adjustment and parent distress, assessment of child's knowledge of social skills, as well as independent observations of mother– and father–child interactions and communication and of problem solving between parents were obtained at pre- and post-GDVM and at post-ADVANCE. Both groups significantly improved at short-term follow-up. ADVANCE produced additional significant improvements in parents' communication, problem-solving skills, and consumer satisfaction, as well as children's increased knowledge of prosocial solutions. The clinical significance of these findings is discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The impact of parent behavior-management training on child depressive symptoms.

The present study tested the impact of a parent behavior-management intervention on child depressive and internalizing symptoms. One hundred eighty-one children were randomly assigned to receive a videotape modeling parenting intervention, the Incredible Years, or to a wait-list control group. Children who received the intervention were more likely to have lower mother-rated mood and internalizing symptoms at post-treatment, compared with children in a wait-list control group. The effect sizes observed in the present intervention fell in the small-to-medium range for the sample as a whole, and some evidence supported the authors' hypothesis that effects would be strongest for children with baseline internalizing symptoms in the clinical range. Subsequent analyses also revealed that perceived changes in parenting effectiveness mediated the effect of treatment on children's post-treatment internalizing symptoms. The finding was consistent with study hypotheses and social learning explanations of child internalizing symptoms that guided selection of putative mechanisms. Implications for counseling psychologists and for designing interventions and prevention strategies for children with internalizing symptoms are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Mediators, Moderators, and Predictors of 1-Year Outcomes Among Children Treated for Early-Onset Conduct Problems: A Latent Growth Curve Analysis.

Several child conduct problem interventions have been classified as either efficacious or well established. Nevertheless, much remains to be learned about predictors of treatment response and mechanisms of behavioral change. In this study, the authors combine data from 6 randomized clinical trials and 514 children, ages 3.0-8.5 years, to evaluate moderators, mediators, and predictors of outcome. Among other findings, latent growth curve models of mother-report and observational measures of child externalizing behaviors suggested that marital adjustment, maternal depression, paternal substance abuse, and child comorbid anxiety/depression each moderated treatment response. Moreover, critical, harsh, and ineffective parenting both predicted and mediated outcome, with the most favorable responses observed when parents scored relatively low on each construct at intake yet improved during treatment. Implications for treatment nonresponders are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The impact of the Incredible Years parent, child, and teacher training programs on children's co-occurring internalizing symptoms.

The Incredible Years (IY) Series includes separate group interventions to improve parenting interactions, teacher classroom management, and child social-emotional regulation. Although originally developed to treat early onset conduct problems, IY targets many of the proposed mechanisms and risk factors for internalizing distress in early childhood. Prior studies have demonstrated the effects of the IY parent intervention on co-occurring depressive symptoms. We attempted to extend these findings by examining the unique and combined effects of IY interventions on children's co-occurring internalizing symptoms. One-hundred and fifty-nine families with children ages 4- to 8-years-old 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 group. Children who received any of the intervention components were more likely to have lower mother-rated internalizing symptoms at posttreatment compared to children in a wait-list control group. Implications for future research and for designing interventions and prevention strategies for children with internalizing symptoms are discussed. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Parent training of toddlers in day care in low-income urban communities.

The authors tested a 12-week parent training program with parents (n=208) and teachers (n=77) of 2-3-year-olds in day care centers serving low-income families of color in Chicago. Eleven centers were randomly assigned to 1 of 4 conditions: (a) parent and teacher training (PT + TT), (b) parent training (PT), (c) teacher training (TT), and (d) waiting list control (C). After controlling for parent stress, PT and PT + TT parents reported higher self-efficacy and less coercive discipline and were observed to have more positive behaviors than C and TT parents. Among toddlers in high-risk behavior problem groups, toddlers in the experimental conditions showed greater improvement than controls. Most effects were retained 1 year later. Benefits were greatest when parents directly received training. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Randomized trial of two parent-training programs for families with conduct-disordered children.

Assigned mothers (mean age 30 yrs) of 35 3–8 yr old conduct-disordered children to 1 of 3 groups. Group 1 was a waiting list control; Group 2 had 9 wks of individual therapy; and Group 3 had 9 wks of therapist-led group therapy based on a standardized videotape modeling program. Ss and their children were assessed at baseline, immediately after treatment, and 1 yr later using home visits, twice per week telephone reports, and questionnaires. Results show that 1-mo after treatment Ss in Groups 2 and 3 showed significant attitudinal and behavioral improvements that were maintained at 1-yr follow-up. Children of Ss in these groups showed reduction in child noncompliance and deviant behavior that continued in reduction at 1-yr follow-up. It is concluded that although both treatments offered equivalent and sustained improvements, the therapeutic efficiency of the videotape modeling group format was more cost-effective. (28 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Early onset conduct problems: Does gender make a difference?

Baseline assessments of 64 girls and 158 boys (aged 4–7 yrs) diagnosed with oppositional defiant disorder or early-onset conduct problems, or both, were examined for gender-linked differences in behavioral symptoms. Child variables, parenting variables, and family variables were correlated with teacher reports of externalizing problems at school and independent observations of externalizing problems at home before treatment to determine whether there were any gender-specific differences in risk factors. Follow-up data (1–2 yrs posttreatment) were also examined for any gender differences in predictors of treatment outcome. Results indicated significant gender differences in behavioral symptoms according to independent home observations. However, reports of gender differences in behavioral symptoms were influenced by the gender of the reporting agent. The only gender-specific risk factor found was father "negativity" which was correlated with boys' behavior at home but not girls' behavior. Concerning differences in treatment outcome, variables regarding parents' psychological states and parenting style were the best predictors for girls but not for boys. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Correction to Gross et al. (2003).

Reports an error in the original article by D. Gross et al (Journal of Consulting and Clinical Psychology, 2003[Apr], Vol 71[2], pp. 261-278). The article was mistitled. The correct title is "Parent Training with Multi-Ethnic Families of Toddlers in Day Care in Low-Income Urban Communities". (The following abstract of the article originally appeared in record 2003-02091-006.) The authors tested a 12-week parent training program with parents (n=208) and teachers (n=77) of 2-3-year-olds in day care centers serving low-income families of color in Chicago. Eleven centers were randomly assigned to 1 of 4 conditions: (a) parent and teacher training (PT + TT), (b) parent training (PT), (c) teacher training (TT), and (d) waiting list control (C). After controlling for parent stress, PT and PT + TT parents reported higher self-efficacy and less coercive discipline and were observed to have more positive behaviors than C and TT parents. Among toddlers in high-risk behavior problem groups, toddlers in the experimental conditions showed greater improvement than controls. Most effects were retained 1 year later. Benefits were greatest when parents directly received training. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Preventing conduct problems in Head Start children: strengthening parenting competencies

The effectiveness of a parenting program with 394 Head Start mothers was examined. Nine Head Start centers were randomly assigned to either an experimental condition in which parents, teachers, and family service workers participated in the intervention or a control condition in which the regular Head Start program was offered. Mothers in the intervention group were observed at home to have significantly fewer critical remarks and commands, to use less harsh discipline, and to be more positive and competent in their parenting when compared with control mothers. Teachers reported that intervention mothers were more involved in their children's education and that their children were more socially competent. Intervention children were observed to exhibit significantly fewer conduct problems, less noncompliance, less negative affect, and more positive affect than control children. One year later most of the improvements were maintained.