Maintenance of treatment effects: Some considerations concerning family systems and follow-up data

Patterson, Gerald R.; Fleischman, Matthew J.

doi:10.1016/s0005-7894(79)80034-9

Cited by 200 publications

(75 citation statements)

References 22 publications

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“…Parents have effectively implemented reinforcement and punishment techniques and taught prosocial behaviors to their children with externalizing behaviors (e.g., Kazdin, 1985;Patterson, 1982). Parent programs have resulted in decreases in maternal depression and increases in family cohesion (e.g., Eyberg & Robinson, 1982;Forehand, Wells, & Griest, 1980;Karoly & Rosenthal, 1977;Patterson & Fleischman, 1979).…”

Section: Tablesmentioning

confidence: 99%

Depression in Children and Adolescents: Identification, Assessment, and Treatment

Maag¹,

Forness²

1991

focusXchild

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Section: Tablesmentioning

confidence: 99%

Depression in Children and Adolescents: Identification, Assessment, and Treatment

Maag¹,

Forness²

1991

focusXchild

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“…However, he emphasised that appropriate use of punishment is effective, particularly if time out, work detail or loss of privilege procedures are used. It has typically been found that children referred to clinics tend to be members of families which are characterised by coercive behavioural patterns (Patterson & Fleischman, 1979;Wahler, 1976). Patterson (1982) has contended that there are four "family management rules" which determine variations between children in their rates of antisocial behaviour, namely "house-rules", "monitoring", "contingencies" and "problem-solving".…”

Section: Definition and Rationalementioning

confidence: 99%

“…Patterson and Fleischman (1979), for example, reported that 41% of families participating in their treatment programme dropped out during the 12-month follow-up period, although such a rate may be capable of being reduced if a straightforward elucidation of developmental and learning principles is presented to clients (Herbert, 1981).…”

Section: General Efjicacymentioning

confidence: 99%

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

Blair

1991

Counselling Psychology Quarterly

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Conduct-disordered behaviour in children has long been recognised as an area of particular concern for counsellors, clinical and educational psychologists and other professionals, especially given its widespread incidence and poor long-term prognosis. In response to this concern, one recent development in the field has been the use of an applied social learning theory approach, utilising a triadic model of intervention. Such a model, rather than working directly with the child, firmly locates the parent or other caregiver as the agent of change. This paper reviews critically the work which has been carried out under the broad rubric of the m'adic model, addressing specifcally the short-and longer-term eflcacy of such interventions. In addition, certain shortcomings and limitations in existing practice are identifed. It is argued that, in order to optimise the eflectiveness of interventions, this will in many instances require a consideration of and work on parental well-being and self-esteem, the role of family dynamics and the influence of the social context.Conduct-disordered behaviour in children has long been recognised as an area of particular concern for clinical psychologists and other professionals, especially given its widespread incidence and poor long-term prognosis. Historically, however, lasting therapeutic change has proved difficult to facilitate. A recent development has been the use of a triadic model as a mode of intervention. This model, rather than working directly with the child, firmly locates the parent or other caregiver as the agent of change.This paper seeks to identify the theoretical rationale underlying the use of the triadic model as a therapeutic strategy with conduct-disordered children. It then considers the types of interventions which have been used under the rubric of such a model and the efficacy, both short-and long-term, of such interventions. Finally, it considers some limitations of this approach, particularly if used narrowly. Specifically, it is argued that to optimise the effectiveness of interventions, many cases may require a consideration of, and work on, parental well-being and self-esteem, the role of family dynamics and the influence of the social context.

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“…The long-term negative effects of problem behavior displayed by young children are well documented (Dodge 1993;Dunlap et al 2006;Kazdin 1985). Children ages three to six who display challenging behavior are more likely to experience persistent peer rejection and negative family interactions (Coie and Dodge 1998;Patterson and Fleishman 1979), be disciplined by school professionals (Strain et al 1983), experience school failure and drop out (Kazdin 1993;Tremblay 2000), and encounter the juvenile justice system (Dishion et al 1995;Reid 1993). Across the lifespan, young children with challenging behavior are also at a higher risk for substance abuse, fatal accidents, divorce, unemployment, psychiatric illness, and early death (Coie and Dodge 1998;Kazdin 1985).…”

Section: Introductionmentioning

confidence: 99%

Class-wide Positive Behavior Support in Preschool: Improving Teacher Implementation Through Consultation

Carter

Norman

2010

Early Childhood Educ J

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As the number of young children displaying challenging behavior in early childhood grows, so too does the need to implement evidence-based practices that prevent challenging behavior. Positive Behavior Support (PBS) provides a framework of tiered interventions focused on promoting social-emotional development and preventing challenging behavior. This study investigated the effects of consultation on teachers' implementation of universal PBS practices and children's academic engagement. A multiplebaseline design was applied across four preschool classrooms serving children from 33 to 63 months of age. A strong relationship was documented between consultation and teachers' implementation of PBS skills. High levels of academic engagement were maintained following consultation. Implications of the results are provided for applications of universal PBS practices in early childhood settings.

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Maintenance of treatment effects: Some considerations concerning family systems and follow-up data

Cited by 200 publications

References 22 publications

Depression in Children and Adolescents: Identification, Assessment, and Treatment

Depression in Children and Adolescents: Identification, Assessment, and Treatment

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

Class-wide Positive Behavior Support in Preschool: Improving Teacher Implementation Through Consultation

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