A Behavioral Perspective on Conduct Disorders

Abstract

THIS paper provides a selective overview of behavioral approaches for conduct-disordered behavior. Although no definitive statement can be made regarding etiology, some empirical support exists for behavioral strategies. Assessment approaches discussed include the behavioral interview, behavioral observations, and behavioral checklists. Decisions regarding types of behavioral interventions to be employed directly follow from assessment data. Assessment information can be formulated in terms of a behavioral excess/skill deficit model. Hence, conduct-disordered behavior can be a function of excessive disruptive behavior and/or a lack of requisite skills necessary to obtain satisfaction. Parental training strategies in contingency management and contingency contracting are discussed regarding behavioral excesses. Relative to skill deficits, contingency procedures along with skills training in communication, problem-solving and self-control are reviewed, using parental training and cognitive-behavioral frameworks. In general, these interventions have empirically demonstrated efficacy. However, future research is required to identify specific factors that account for successful treatment, and attention should be directed toward preventive issues. Important data could be obtained from the identification of high-risk environmental situations. A predictive understanding of high-risk populations could result in the development of early intervention programs, which might to some extent obviate the occurrence of conduct disorders.

The triadic model as applied to the treatment of conduct-disordered children: A review and critique

“…Where approaches using the triadic model are successful, it is often unclear which modes of intervention or components of programmes are necessary or sufficient to promote change (Moreland et al, 1982;Webster-Stratton, 1985;Horton, 1987;Faulstich et al, 1988). In a review of the literature, O'Dell (1985) has suggested that the method of training accounts for only a small proportion of the outcome variance in changing parental knowledge and behaviour.…”

“…Baumrind, 1978;Faulstich et al, 1988). Patterson (1982) has argued that "if they choose to, adults can set the level at which aggression will occur in young children" and that "training parents in child management skills is a necessary component for providing long-term changes in extremely antisocial children".…”

“…All three of the basic parent training formats outlined by Ollendick and Cerny (1981) have been effectively employed to improve parenting skill and/or to facilitate positive change in the conduct-disordered child and there are several valuable reviews which document this (e.g. Berkowitz & Graziano, 1972;Johnson & Katz, 1973;Forehand & Atkeson, 1977;Moreland et al, 1982;Faulstich et al, 1988). Patterson's group training format, for example, is reported to be "successful" with between 67% and 75% of families (Patterson, 1982).…”