Forty-eight child psychotherapy outcome studies offering direct comparisons of an individual child treatment group to a combined parent-child/family therapy treatment group were included in this meta-analytic review. Results indicate that combined treatments produced a moderate effect beyond the outcomes achieved by individual child treatments, with an average weighted effect size that is within the medium range (d = 0.27). Moderator analysis indicated that, compared to non-cognitive-behavioral individual child treatments, cognitive-behavioral individual child treatments were closer in effectiveness to the overall more effective treatments that included parent participation. Results suggest that including parents in the psychotherapeutic treatment of children adds benefits beyond the outcomes achieved by individual child therapies. More research is needed on factors affecting parents' engagement and consistent participation in child psychotherapy treatment and on clinician's utilization of parents as therapy coparticipants.
Recent reports have called for integrating quantitative reasoning into biology courses to prepare students for careers in research and medicine. This article describes the development, implementation, and assessment of modules designed to incorporate quantitative reasoning and skill development into introductory biology courses.
We examined the validity and reliability of a self-report outcome measure for children between the ages of 8 and 11. The Ohio Scales Problem Severity scale is a brief, practical outcome measure available in three parallel forms: Parent, Youth, and Agency Worker. The Youth Self-Report form is currently validated for children ages 12 and older. The Ohio Scales Problem Severity scale was administered to a clinical and comparison sample of children, ages 8-11, then readministered 1 week later to a subsample of children in order to examine test-retest reliability. The Ohio Scales demonstrated acceptable internal consistency and reliability. The Ohio Scales was significantly correlated with the Behavior Assessment System for Children (BASC) across both samples, providing evidence for concurrent validity. Children of the clinical sample reporting higher scores (i.e., more symptomatic) than the children of the comparison sample on the Ohio Scales, thereby demonstrating construct validity.
Wraparound approaches are being implemented with children in many mental health systems around the country. Evidence for the effectiveness of the wraparound approach, however, is limited. In addition, the degree to which wraparound interventions adhere to the principles of wraparound has rarely been assessed. We examined the influence of adherence to wraparound principles and outcome feedback within the wraparound approach. Children participating in family team meetings were enrolled in a feedback or no feedback condition. Teams receiving feedback were given a brief report regarding outcome progress four times over a three-month period. In addition, adherence to wraparound principles was assessed in the initial team meeting and examined in relationship to outcome at three months and nine months. Although youth in both feedback and nonfeedback groups improved with intervention, there were few differences between the groups based on outcome feedback. Similarly, adherence was uniformly high and did not influence the outcome for individual cases. Although the wraparound approach was helpful for youth in our sample, outcome feedback and adherence to wraparound principles had limited influence on these effects.
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