Effects of Parent Management Training and Problem‐solving Skills Training Combined in the Treatment of Antisocial Child Behavior

Kazdin, Alan E.; Esveldt‐Dawson, Karen; French, Nancy H.; Unis, Alan S.

doi:10.1097/00004583-198705000-00024

Cited by 174 publications

(75 citation statements)

References 10 publications

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“…The Confident Kids Program as a stand alone program appears to achieve effects comparable to the multi-component ETP (Hemphill & Littlefield, 2001;Littlefield et al, 2000). These results are also consistent with data reported in previous studies that demonstrate children's social problem solving and emotion management training result in significantly reduced behavioural and emotional problems across time (Kazdin et al, 1987;Shure, 1993;Spivack & Shure, 1989). Some reviews do not support the efficacy of training children in social skills and problem solving alone to reduce children's behavioural and emotional problems over the long term (Gresham, 1998;Taylor et al, 1999).…”

Section: Discussionsupporting

confidence: 87%

“…Research has shown that the most effective interventions include parent training programs (Brestan & Eyberg, 1998;Sanders, Ralph, Thompson et al, 2007;Taylor & Biglan, 1998;Webster-Stratton & Hammond, 1997), children's social problem solving and emotion management training (Kazdin, Esveldt-Dawson, French & Unis, 1987;Shure, 1993;Spivack & Shure, 1989), parent-child interaction therapy (Eyeberg, Boggs & Algina, 1995) and a combination of these components (Hemphill & Littlefield, 2001;Webster-Stratton & Reid, 2003). …”

Section: Introductionmentioning

confidence: 99%

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A preliminary evaluation of the Confident Kids Program – a stand alone component of the Exploring Together Program

Trinder¹,

Soltys²,

Burke³

2008

Australian e-Journal for the Advancement of Mental Health

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This study was designed to evaluate the effectiveness of the Confident Kids Program, as a separate component of the multi-group Exploring Together Program (ETP). Confident Kids aims to reduce children's behavioural and emotional difficulties through a group program for primary school children that meets once weekly for 10 weeks. This report presents an analysis of pre-post data collected from 39 parents whose children attended the Confident Kids programs and 48 teachers in the state of Victoria. Following the program, significant improvements were noted in parent reports of children's internalising and externalising difficulties, levels of parenting satisfaction and parenting styles. Teachers also reported a significant improvement in children's internalising behaviour from pre-to post-program. The benefits of offering both multi-group and single component interventions in school and community settings are also discussed.

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Section: Discussionsupporting

confidence: 87%

Section: Introductionmentioning

confidence: 99%

A preliminary evaluation of the Confident Kids Program – a stand alone component of the Exploring Together Program

Trinder¹,

Soltys²,

Burke³

2008

Australian e-Journal for the Advancement of Mental Health

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“…Problem-solving skills training is an example of such a program used to treat children with ODD and CD [87]. Problem-solving skills training is delivered with children individually while a parent participates in BPT, maximizing both efficiency of skill mastery and generalization to a child's day-to-day interactions.…”

Section: Cognitive and Social Skills Trainingmentioning

confidence: 99%

Evidence-Based Psychological Treatments of Pediatric Mental Disorders

Hamblin

Storch

2015

Advances in Pediatrics

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“…These findings suggest that parenting interventions can begin at an early age. Although some parenting programs are efficacious with toddlers (Incredible Years Parents and Toddlers Program, Webster-Stratton, 2008; Parent Child Interaction Therapy, Eyberg, Boggs, & Algina, 1995;Triple P, Sanders, 1999), most are not intended for children in this age range (e.g., Kazdin, Esveldt-Dawson, French, & Unis, 1987;Wiltz & Patterson, 1974). Identifying strategies that are effective with young children might help increase the applicability of parent training to toddlers.…”

Section: Implications For Research Policy and Practicementioning

confidence: 99%

The Association of Promised Consequences With Child Compliance to Maternal Directives

Owen

Heyman

2009

Journal of Clinical Child & Adolescent Psychology

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Noncompliance is a primary reason parents seek services for their young children. Research on socialization suggests that warning children about consequences is associated with greater compliance. In the current study, we test whether promised consequences (i.e., promises of parental responses to subsequent child behavior), compared with directives alone, were more strongly associated with compliance. We also tested whether some types of promised consequences were more strongly associated with compliance than others. Forty White mother-toddler (age 17-36 months) dyads were video recorded in a 30-min behavioral analogue situation. Interactions were coded using a derived coding scheme. Promised consequences were not found to be more strongly associated with compliance than were directives alone using sequential analyses; however, negative and immediate promised consequences were more strongly associated with compliance. Findings suggest that promising negative and immediate consequences for noncompliance may encourage compliance.

show abstract

Effects of Parent Management Training and Problem‐solving Skills Training Combined in the Treatment of Antisocial Child Behavior

Cited by 174 publications

References 10 publications

A preliminary evaluation of the Confident Kids Program – a stand alone component of the Exploring Together Program

A preliminary evaluation of the Confident Kids Program – a stand alone component of the Exploring Together Program

Evidence-Based Psychological Treatments of Pediatric Mental Disorders

The Association of Promised Consequences With Child Compliance to Maternal Directives

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