Social skills training with parent generalization: Treatment effects for children with attention deficit disorder.

Abstract

The effectiveness of brief social skills training (SST) was evaluated in a controlled outcome study with 27 children meeting criteria of the Diagnostic and Statistical Manual of Mental Disorders (3rd ed., revised; American Psychiatric Association, 1987) for an attention deficit disorder. Children were randomly assigned to either SST with parent-mediated generalization (SST-PG), child-only SST, or a wait-list control group. SST consisted of 8 group sessions in which skill modules were taught sequentially. Parents of children in the SST-PG group simultaneously participated in group generalization training designed to support their children's transfer of skills. Significant improvement in children's skill knowledge and in parent reports of social skills and disruptive behavior occurred for both treatment groups relative to the wait-list control group and maintained at a 4-month follow-up. More modest evidence was found for generalization of SST to the school setting.

The efficacy of conjoint behavioral consultation in the home setting: Outcomes and mechanisms in rural communities

“…For each student, consultants introduced a number of empirically-based behavioral strategies that were responsive to the unique function of each student's target behavior, identified through information gleaned from interviews. Intervention strategies were characterized as being part of one of four intervention classes with evidence of empirical support for reducing disruptive behaviors: (a) positive consequences/reinforcement (e.g., attention and rewards; Moore, Waguespack, Wickstrom, Witt, & Gaydos, 1994); (b) environmental structuring and antecedent control (e.g., structured prompts and checklists, precision requests, and rules; Musser, Bray, Kehle, & Jenson, 2001); (c) skills training (e.g., social skills training and behavioral rehearsal; Pfiffner & McBurnett, 1997); and (d) reductive techniques (e.g., removing privileges and response cost; McMahon & Forehand, 2003). All of the interventions also contained a home-school communication component such as homeschool notes (McCain & Kelley, 1994).…”

The efficacy of conjoint behavioral consultation on parents and children in the home setting: Results of a randomized controlled trial

“…For each student, consultants introduced a number of behavioral strategies that had empirical support and were responsive to the unique function of the specific disruptive behaviors exhibited by individual students. Specifically, four intervention classes with evidence of empirical support for reducing disruptive behaviors constituted the primary intervention strategies: (a) positive reinforcement and other consequences (e.g., attention and rewards; Moore, Waguespack, Wickstrom, Witt, & Gaydon, 1994); (b) environmental structuring and antecedent control (e.g., structured prompts and checklists, precision requests, and rules; Musser, Bray, Kehle, & Jenson, 2001); (c) skills training (e.g., social skills training and behavioral rehearsal; Pfiffner & McBurnett, 1997); and (d) reductive techniques (e.g., removing privileges and response cost; McMahon & Forehand, 2003). Additionally, all of the interventions contained a home-school communication component such as home-school notes (McCain & Kelley, 1994).…”

Treatment of Attention-Deficit/Hyperactivity Disorder: Overview of the Evidence

“…After excluding case reports and general review articles, the subcommittee formally reviewed 28 articles and included 12 articles of relevance that had not been cited previously in other reviews. 45,47,51,[72][73][74][75][76][77][78][79] Table 1 summarizes the evidence of these reviews. The subcommittee assessed the additional evidence obtained from this review and noted an imbalance in the quality of evidence available for drugs versus behavioral interventions.…”