“…A child with conduct disorder might benefit from (a) ecological interventions that pro-mote opportunity for reinforcement of prosocial behaviors already in the repertoire (such as joining an after-school adventure club) (see O'Donnell & Tharp, 1990, for a discussion of community from an assets' perspective), (b) the teaching of alternative skills that have the same function as fighting and destructiveness (such as communicating feelings; e.g., Durand, 1990), (c) the development of empathy as an antidote to negative behaviors (Strayer, 1989), and (d) noncontingent love and affection from parents and teachers to alter the motivational-cognitive set that feeling good about oneself comes from being the center of peer attention (Bowlby, 1988). Note that these are not alternative intervention strategies, but they are required in parallel (Evans, 1989). Widely promoted interventions such as parent training focusing only on contingency management would clearly be undesirable (Kazdin, 1987).…”