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Abstract

This bulletin describes state-of-the-art universal and selective prevention programs designed to promote parent and teacher competencies and to prevent conduct problems. In addition, it describes indicated interventions designed for children who already have been diagnosed with oppositional defiant disorder and/or conduct disorder. Emphasis is placed on empirically supported programs that have identified key malleable risk factors in children, families, and schools, which have been shown in longitudinal research to be related to later development of substance abuse, delinquency, and violence. We have targeted preschool and primary grade children, ages 0-8 years, in this review because research suggests that the most effective interventions can nip in the bud risk behaviors in the early years, before antisocial behaviors become crystallized. Guidelines for selecting effective interventions are provided.

Cognitive Abilities, Adjustment and Parenting Practices in Preschoolers with Disruptive Conduct Problems

“…Traditionally, earlier studies have highlighted aspects such as the family's socioeconomic status as a risk factor for the development of conduct problems (e.g. Webster-Stratton & Taylor, 2001). Specifically, poverty has been associated with a significant increase in the likelihood of behavioral alterations in the children.…”

“…One such risk factor mentioned repeatedly in specialized studies is parenting practices, in the widest sense of the term (Webster-Stratton & Taylor, 2001). Accordingly, in recent years researchers have stressed the importance of studying the behavior of the parents in relation to their children, and the manner in which the children develop from both a socioemotional and a behavioral point of view (Hardaway, Wilson, Shaw, & Dishion, 2012).…”

Mental Health and the Juvenile Justice System: Issues Related to Treatment and Rehabilitation

“…Their analysis showed substance abuse with or without co-occurring disorders placed juveniles at greater risk for offense escalation, a finding consistent with other studies on recidivism Schubert, Mulvey, Glasheen, 2011). Webster-Stratton andTaylor (2001) found that substance abuse in juveniles often exists simultaneously with CD, undesirable behaviors, and delinquency. Therefore, it is important for children/youth with mental health issues who encounter the juvenile justice system to receive screening for substance abuse and, if needed, referral for treatment (Welch-Brewer et al, 2011).…”

The Role of a Temperament Intervention in Kindergarten Children’s Standardized Academic Achievement

“…High-quality early childhood interventions can serve as an antecedent for children's later academic development (Maier, Vitiello, & Greenfield, 2012;Duncan et al, 2007;DiPerna, Volpe, & Elliot, 2005;Rimm-Kaufman, Pianta, & Cox, 2000;Shonkoff & Phillips, 2000). Given the importance of early academic success, numerous interventions focus on children's early development (Furlong, McGilloway, Bywater, Hutchings, Smith, & Donnelly, 2012;Fuchs, Fuchs, Thompson, Otaiba, Yen, McMaster, Svenson, & Yang, 2001;Webster-Stratton & Taylor, 2001;Domitrovich & Greenberg, 2000). A growing body of research finds temperament-based interventions instrumental in children's social, emotional, and academic development (Collins, O'Connor, McClowry, in progress, McClowry & Collins, 2012).…”