Changes in social competence in young children treated because of conduct problems as viewed by multiple informants

Drugli, May Britt; Larsson, Bo; Clifford, Graham

doi:10.1007/s00787-007-0609-0

Cited by 34 publications

(18 citation statements)

References 40 publications

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“…The consistently lower overall effects based on fathers' compared to other sources' (mainly mothers') assessments except for relationship quality mirrors informant discrepancies frequently previously observed in the assessment of children (De Los Reyes and Kazdin 2005) and in evaluations of other parenting programs (e.g., Drugli et al 2007). The discussion of reasons for mothers reporting remarkably greater improvements is beyond the scope of this article.…”

Section: Sourcesupporting

confidence: 59%

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A Comprehensive Meta-Analysis of Triple P-Positive Parenting Program Using Hierarchical Linear Modeling: Effectiveness and Moderating Variables

Nowak¹,

Heinrichs

2008

Clin Child Fam Psychol Rev

544

340

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A meta-analysis encompassing all studies evaluating the impact of the Triple P-Positive Parenting Program on parent and child outcome measures was conducted in an effort to identify variables that moderate the program's effectiveness. Hierarchical linear models (HLM) with three levels of data were employed to analyze effect sizes. The results (N=55 studies) indicate that Triple P causes positive changes in parenting skills, child problem behavior and parental well-being in the small to moderate range, varying as a function of the intensity of the intervention. The most salient findings of variables moderating the interventions' impact were larger effects found on parent report as compared to observational measures and more improvement associated with more intensive formats and initially more distressed families. Sample characteristics (e.g., child's age, being a boy) and methodological features (e.g., study quality) exhibited different degrees of predictive power. The analysis clearly identified several strengths of the Triple P system, most importantly its ability to effect meaningful improvement in parents and children. Some limitations pertain to the small evidence-base of certain formats of Triple P and the lack of follow-up data beyond 3 years after the intervention. Many of the present findings may be relevant to other evidence-based parenting programs.

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Section: Sourcesupporting

confidence: 59%

“…Discrepancies between different raters of child outcome are reported in many studies (De Los Reyes and Kazdin 2005;Drugli et al 2007) warranting the comparison between mothers, fathers, teachers, and behavioral observation by clinicians as sources of evaluation.…”

Section: Introductionmentioning

confidence: 96%

A Comprehensive Meta-Analysis of Triple P-Positive Parenting Program Using Hierarchical Linear Modeling: Effectiveness and Moderating Variables

Nowak¹,

Heinrichs

2008

Clin Child Fam Psychol Rev

544

340

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“…Research evaluating the IY Program has found a greater change in the opinions of fathers participating in parent and child training regarding the social competence of the child than the mothers (Drugli, Larsson, & Clifford, 2007). Significant increases have been found in the social competence levels of Portuguese (Homem, Gaspar, Seabra-Santos, Canavarro, & Azevedo, 2014) and Norwegian children (Mørch et al, 2004).…”

Section: Discussionmentioning

confidence: 99%

Adaptation of the “Incredible Years Child Training Program” and Investigation of the Effectiveness of the Program

2018

EDUC SCI-THEOR PRACT

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The purpose of this research is to examine the effect of the "Incredible Years (IY) Child Training Program" on behavioral problems, social competence, and social problem-solving skills. The research was performed using a pretest-posttest experimental design with a control group to determine the effects of the IY program on the level of behavioral problems among children. The study group comprised children aged 48-66 months, attending early childhood education institutions affiliated with the Ministry of National Education (MoNE) in Ankara, recruited through a staged sampling method. To collect data, the study used a personal information form, the Social Competence and Behavior Evaluation (SCBE) scale, the Child Behavior Assessment (CBA) scale and the Wally Social Problem Solving (WSPS) test. The pretest and posttest scores for the experimental and control groups on the SCBE and CBA scales, and the WSPS scale, as well as the permanence measures, were analyzed using the Friedman test and the Wilcoxon signed rank test. Moreover, for the post hoc test statistics, Bonferroni correction was applied to the comparison test to determine the significance of differences between the groups.Following the experimental study covering 18 sessions, significant differences were determined in the scores for behavioral problems and social problem-solving between children who had and had not participated in the program. When the permanence measurements were examined, significant differences were determined in the social problem-solving scores between the experimental groups and control groups. The early childhood period is critical in terms of determining the developmental trajectory of children (Baydar, Küntay, Gökşen, Yağmurlu, & Cemalcılar, 2010). The social and emotional skills of children aged 3-6 develop step by step, influencing every stage of their lives (Webster-Stratton, Reid, & Stoolmiller, 2008). In the progress of children's social and emotional development, social competence, social problem-solving skills, and behavioral problems exert an effect. In developmental and clinical studies performed in the early childhood period, a permanence rate of negative behavioral patterns in the childhood period points to more significant behavioral problems, and causes disruption in terms of social competence and academic functionality; such behavioral problems include aggression, negative affect, and non-adaptation (Heller, Baker, Henker, & Hinshaw 1996;Moffitt, 1993;Shaw, Gilliom, Ingoldsby, & Nagin, 2003). Social competence is defined as the ability to consider facts relevant to a condition from the perspective of others, deriving lessons from past experiences and applying these lessons to the changing social sphere (Semrud-Clikeman, 2007). Social problem solving is a cognitive process aimed at discovering and defining acceptable and satisfactory solutions to conflicts for both parties (D'Zurilla, Nezu, & Maydeu-Olivares, 2004). KeywordsIn early childhood, the behaviors of children are flexible, their cognitive process alt...

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“…Low levels of social competence, broadly defined as compliance with peers, positive affect, the ability to engage in prosocial interactions and correctly read and interpret social situations, is a risk factor for conduct problems (Brotman et al, 2005; Drugli et al, 2007). CD youth have more difficulty interpreting the emotional states of others, such as facial expressions (Fairchild et al, 2009), are more likely to interpret the intentions of others in neutral or ambiguous social situations as hostile or aggressive (Crick & Dodge, 1994), and sometimes exhibit anger, frustration and poor self regulation of attention and behavior (Caspi et al, 1996; Campbell et al, 1992).…”

Section: Introductionmentioning

confidence: 99%

Test of association between 10 single nucleotide polymorphisms in the oxytocin receptor gene and conduct disorder

Sakai

Crowley

Stallings

et al. 2012

Psychiatric Genetics

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Animal and human studies have implicated oxytocin (OXT) in affiliative and prosocial behaviors. We tested whether genetic variation in the OXT receptor (OXTR) gene is associated with conduct disorder (CD). Methods Utilizing a family-based sample of adolescent probands recruited from an adolescent substance abuse treatment program, control probands and their families (total sample n=1,750), we conducted three tests of association with CD and 10 SNPs (single nucleotide polymorphisms) in the OXTR gene: (1) family-based comparison utilizing the entire sample; (2) within-Whites, case-control comparison of adolescent patients with CD and controls without CD; and (3) within-Whites case-control comparison of parents of patients and parents of controls. Results Family-based association tests failed to show significant results (no results p<0.05). While strictly correcting for the number of tests (α=0.002), adolescent patients with CD did not differ significantly from adolescent controls in genotype frequency for the OXTR SNPs tested; similarly, comparison of OXTR genotype frequencies for parents failed to differentiate patient and control family type, except a trend association for rs237889 (p=0.004). Conclusions In this sample, 10 SNPs in the OXTR gene were not significantly associated with CD.

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Changes in social competence in young children treated because of conduct problems as viewed by multiple informants

Cited by 34 publications

References 40 publications

A Comprehensive Meta-Analysis of Triple P-Positive Parenting Program Using Hierarchical Linear Modeling: Effectiveness and Moderating Variables

A Comprehensive Meta-Analysis of Triple P-Positive Parenting Program Using Hierarchical Linear Modeling: Effectiveness and Moderating Variables

Adaptation of the “Incredible Years Child Training Program” and Investigation of the Effectiveness of the Program

Test of association between 10 single nucleotide polymorphisms in the oxytocin receptor gene and conduct disorder

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