Self-statement modification in the treatment of child behavior disorders: A meta-analysis.

Dush, David M.; Hirt, Michael; Schrøeder, Harold E.

doi:10.1037/0033-2909.106.1.97

Cited by 145 publications

(102 citation statements)

References 63 publications

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“…The underlying assumptions are that overt behavior is mediated by cognitive events and that people can learn to influence cognitive events to change their own behavior. Literature reviews and meta-analyses (Abikoff, 1991;Dush, Hirt, & Schroeder, 1989;Robinson et al, 1999;Smith, Lochman, & Daunic, 2005) have substantiated CBI's usefulness for the prevention and remediation of specific behavioral deficits and the maintenance of appropriate behavior for mainstream students. Teaching students cognitive strategies has been found to decrease hyperactivity/impulsivity and disruption/aggression, strengthen pro-social behavior, increase social cognition, and improve peer relations (cf.…”

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confidence: 99%

Classroom-based cognitive–behavioral intervention to prevent aggression: Efficacy and social validity

Daunic

Smith

Brank

et al. 2006

Journal of School Psychology

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Classroom teachers need effective, efficient strategies to prevent and/or ameliorate destructive student behaviors and increase socially appropriate ones. During the past two decades, researchers have found that cognitive strategies can decrease student disruption/aggression and strengthen pro-social behavior. Following preliminary pilot work, we conducted a study to determine whether a classwide, social problem-solving curriculum affected measures of knowledge and behavior for 165 4th and 5th grade students at risk for behavior problems. We found significant positive treatment effects on knowledge of problem-solving concepts and teacher ratings of aggression. Outcomes differed across teachers/classrooms, and there was no evidence that booster lessons affected treatment efficacy. Teacher ratings of social validity were generally positive. We discuss issues about classroom-based prevention research and future research directions.Keywords: At risk populations; Cognitive-behavioral intervention; Externalization; Aggressive behavior problems; Elementary school students; Prevention.The proactive assurance of safe and productive school environments is a critical objective for education policy makers. Implementing preventive interventions may be particularly challenging in schools with a high proportion of children at risk for academic failure and conduct problems (Bierman, Greenberg, & CPPRG, 1996). The pressure to improve student academic performance and standardized test scores creates significant demands that compete with social programs for instructional time. Moreover, school administrators and classroom teachers need access to evidenced-based practices to avoid adopting prevention programs that are intuitively appealing but unsubstantiated by empirical research (see e.g., Vaughn & Dammann, 2001 Cullinan (2002) describes universal prevention as the application of interventions to a broadly defined group (e.g., classroom) to reduce risk and maintain student health and safety. Selective prevention involves activities designed for groups of students who may share characteristics that put them at risk for developing mental disorders or a school diagnosis of emotional or behavioral disorders (EBD). Thus, classroom-based interventions can act as both universal and selective prevention. Walker, Colvin, and Ramsey (1995) maintain that universally implemented (e.g., classwide) interventions are especially effective for students who are "on the margins," or beginning to behave in ways that compromise their future school success, noting that such interventions allow children with or at risk for EBD to learn effective coping strategies with support from socially appropriate peers.One approach to the prevention of behavior disorders is the classwide application of a cognitive-behavioral intervention (CBI). A research-based approach to teaching students positive coping strategies (e.g., Kendall & Braswell, 1985;Lochman, Whidby, & FitzGerald, 2000;Robinson, Smith, Miller, & Brownell, 1999), CBIs incorporate behavior th...

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confidence: 99%

Classroom-based cognitive–behavioral intervention to prevent aggression: Efficacy and social validity

Daunic

Smith

Brank

et al. 2006

Journal of School Psychology

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“…The findings suggested that in order to obtain optimal treatment effects from VSI training, the cultural and sub-cultural affiliation or status of the target group may be studied. Manning (1990), Dush et al (1989) had suggested the role or contribution of cultural factors, subject variables, developmental status and mental maturity etc. Which may act as catalyst in moderating the treatment efficacy of VSI.…”

Section: Discussionmentioning

confidence: 99%

“…In general, although it is evident from theoretical perspective and empirical research findings that VSI is an effective method in modifying varieties of childhood problems, there have been several unsuccessful attempts to achieve positive results (i.e., Dulcan 1986). Several theoretical and methodological issues have also been raised in addition to failure to replicate the positive effects of VSI (i.e., Dush, Hirt, & Schroeder, 1989;Rath, 1995). The VSI training consists of multifaceted intervention techniques including modeling, overt and covert rehearsal, prompts, feedback, reinforcement and/or response cost in addition to training the specific task strategies.…”

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confidence: 99%

“…The effectiveness of VSI may very well depend upon such factors as the developmental status of the child (such as age, cognitive stage, etc.) type of child being trained, cultural and sub-cultural affiliation, cognitive style and attributional status of the child (Dush et aL, 1989;. Copeland (1982) and Duriak, Fuhrman, and Lampman (1991) argued that understanding the characteristics of responders vs. non-responders to different treatment variations would allow us to prescribe treatments differentially and thus help children more effectively.…”

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confidence: 99%

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Verbal self-instructional training: An examination of its efficacy, maintenance, and generalisation

Rath

1998

Eur J Psychol Educ

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The study examined the differential efficacy, maintenance and generalisation effects of verbal self-instructional (VSI) training on reading disabled children, Type of sub-clliture (Tribal Vs. Non-tribal) is crossed with type of cognitive stage (concrete Vs. formal operation) to produce four training grollps with 15 slIbjects per cell. The subjects were trained for 10 weeks and retested for post-test and follow-lip data. While VSI training was beneficial to non-tribals and children offormal operational stage, it failed in case of tribals and children of concrete operational stage. VSI effects were maintained over fOllr months time and evidenced clear generalisation effects.Verbal Self-Instructional (VSI) therapy is one of the most promising cognitive--behavioural treatment approaches in the remediation of childhood cognitive and behaviour disorders. This therapeutic approach stems from the theoretical rationale of verbally mediated self-control of non-verbal behaviour advocated by the Soviet Psychologists namely Luria (1961) and Vygotsky (1962). They proposed a stage theory of development in which a child's overt and covert self verbalizations ("Second signal system") gradually gain control over non--verbal behaviour. In the final stage of speech development, the semantic content of the child's speech-for-self becomes dominant, directive and internalized. For Luria (1961) self--control is a matter of the internalization of speech. In describing the developmental progression (of speech in the direction of self-control, it is stated that, "the regulatory function (of speech) is steadily transformed from the impulse side of speech to the analytic system of elective significative connections which are produced by speech. Moreover, it simultaneously shifts from the external to the internal speech of the child" (p. 92). During this developmental course of speech the content of self-verbalization is transformed from self-stimulatory language with no task solving or planning function to self-guiding language with problem--solving goal oriented functions. The growing internalizations of speech can alter perception, can facilitate or allow more intelligent interaction with the World and can initiate and inhibit action. Although the age-related developmental stages laid down by Luria had been challenged by many western psychologists (e.g., Meichenbaum, 1977), the underlying theory and developmental model provided a practical and very useful sequence for conceptualizing and designing cognitive self-guidance and self-instructional treatment programmes. Meichenbaurn (1977); Kendall (1985) and Kendall, Panichelli, and Susan (1995) were the

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“…However, studies investigating other treatment models for children with ED have examined the relationship between the child's demographic (age, gender, ethnicity, living status) and clinical profiles (type and severity of diagnosis) and treatment effects. For example, studies have demonstrated that a child's age at intake influences treatment outcomes in contradictory ways, with some studies showing improvement in cognitive-behavioral treatment response for older youth with behavioral problems (Durlack, Fuhrman, & Lampman, 1991;Dush, Hirt, & Schroeder, 1989;Jayson, Wood, Kroll, Fraser, & Harrington, 1998;Kazdin & Crowley, 1997), while other studies favored improvement in younger children (Dishion & Patterson, 1992;Emslie, Mayes, Laptook, & Batt, 2003;Ruma, Burke, & Thompson, 1996, Southam-Gerow, Kendall, & Weersing, 2001). In addition, ambiguous results have been found in studies examining the impact of the child's gender on treatment outcomes (Dalsgaard, Mortensen, Frydenberg, & Thomsen, 2002;Southam-Gerow et al, 2001;Walrath, Mandell, & Leaf, 2001).…”

Section: Child Characteristics and Treatment Outcomesmentioning

confidence: 99%

A preliminary evaluation: Demographic and clinical profiles and changes in functioning in children receiving psychosocial rehabilitation

Kenaley

Williams

2011

Children and Youth Services Review

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Self-statement modification in the treatment of child behavior disorders: A meta-analysis.

Cited by 145 publications

References 63 publications

Classroom-based cognitive–behavioral intervention to prevent aggression: Efficacy and social validity

Classroom-based cognitive–behavioral intervention to prevent aggression: Efficacy and social validity

Verbal self-instructional training: An examination of its efficacy, maintenance, and generalisation

A preliminary evaluation: Demographic and clinical profiles and changes in functioning in children receiving psychosocial rehabilitation

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