Telephone-Based Mental Health Interventions for Child Disruptive Behavior or Anxiety Disorders: Randomized Trials and Overall Analysis

McGrath, Patrick J.; Lingley-Pottie, Patricia; Thurston, Catherine; MacLean, Cathy; Cunningham, Charles; Waschbusch, Daniel A.; Watters, Carolyn; Stewart, Sherry H.; Bagnell, Alexa; Santor, Darcy A.; Chaplin, William F.

doi:10.1016/j.jaac.2011.07.013

Cited by 113 publications

(83 citation statements)

References 24 publications

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Section: Behavior Management (Bm)mentioning

confidence: 99%

“…With regard to outcomes, these six studies documented significant benefits on parent ratings of child symptoms and/or impairment for BPT when compared to a waitlist or routine care condition (Chacko et al, 2009;Fabiano et al, 2012;McGrath et al, 2011;Meyer & Kelley, 2008; van den Hoofdakker et al, 2007) and when compared to active alternative treatment conditions (e.g., Meyer & Kelley, 2007 …”

Section: Behavior Management (Bm)mentioning

confidence: 99%

“…In 4 of the 6 studies, BPT was conducted in groups with weekly sessions lasting between 2 and 2.5 hours, over 8 to 12 weeks (Chacko et al, 2009;Fabiano et al, 2009;Fabiano et al, 2012; van den Hoofdakker et al, 2007). The other two studies evaluated individual BPT sessions, with one study evaluating the efficacy of a single session of treatment (Meyer & Kelly, 2008) and the other providing 12 sessions (McGrath et al 2011).With regard to outcomes, these six studies documented significant benefits on parent ratings of child symptoms and/or impairment for BPT when compared to a waitlist or routine care condition (Chacko et al, 2009;Fabiano et al, 2012;McGrath et al, 2011;Meyer & Kelley, 2008; van den Hoofdakker et al, 2007) and when compared to active alternative treatment conditions (e.g., Meyer & Kelley, 2007 …”

mentioning

confidence: 99%

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Evidence-Based Psychosocial Treatments for Children and Adolescents With Attention Deficit/Hyperactivity Disorder

Evans

Owens

Wymbs

et al. 2017

Journal of Clinical Child & Adolescent Psychology

378

224

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Objective-The purpose of this research was to update the Pelham and Fabiano (2008) review of evidence-based practices for children and adolescents with Attention-Deficit/ Hyperactivity Disorder.Method-We completed a systematic review of the literature published between 2008 and 2013 to establish levels of evidence for psychosocial treatments for these youth. The review included the identification of relevant articles using criteria established by the Society of Clinical Child and Adolescent Psychology (see Southam-Gerow & Prinstein, in press) using keyword searches and a review of tables of contents.Results-We extend the conceptualization of treatment research by differentiating training interventions from behavior management and by reviewing the growing literature on training interventions. Consistent with the results of the previous review we concluded that behavioral parent training, behavioral classroom management and behavioral peer interventions were wellestablished treatments. In addition, organization training met the criteria for a well-established treatment. Combined training programs met criteria for Level 2 (Probably Efficacious), neurofeedback training met criteria for Level 3 (Possibly Efficacious), and cognitive training met criteria for Level 4 (Experimental Treatments). Conclusions-The distinction between behavior management and training interventions provides a method for considering meaningful differences in the methods and possible mechanisms of action for treatments for these youth. Characteristics of treatments, participants, and measures, as well as the variability in methods for classifying levels of evidence for treatments, are reviewed in relation to their potential effect on outcomes and conclusions about treatments. Implications of these findings for future science and practice are discussed.Correspondence should be addressed to Steven W. Evans, Center for Intervention Research in Schools, Department of Psychology, Ohio University, Porter Hall, Athens, Ohio 45701. evanss3@ohio.edu.. Numerous studies document that children and adolescents with Attention-Deficit/ Hyperactivity Disorder (ADHD) experience poor outcomes across several domains of functioning, including education, vocation, interpersonal relations, and health risk. These problems lead to substantial impairment (Wehmeier, Schacht & Barkley, 2010), parent distress (Wymbs, Pelham, Molina & Gnagy, 2008), and extensive costs to society (Pelham, Foster & Robb, 2007;Robb et al., 2011). Research on the development and evaluation of psychosocial treatments 1 for children and adolescents (hereafter 'children') with ADHD has been focused on improving these outcomes for almost 40 years (see Antshel & Barkley, 2011 for a historical review). Reports of progress in this work have been highlighted in two special issues of the Journal of Clinical Child and Adolescent Psychology (JCCAP). In 1998, Pelham, Wheeler and Chronis published the first in this series of literature reviews of psychosocial treatments for ADHD, and Pelham and Fa...

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Section: Behavior Management (Bm)mentioning

confidence: 99%

Section: Behavior Management (Bm)mentioning

confidence: 99%

mentioning

confidence: 99%

See 1 more Smart Citation

Evidence-Based Psychosocial Treatments for Children and Adolescents With Attention Deficit/Hyperactivity Disorder

Evans

Owens

Wymbs

et al. 2017

Journal of Clinical Child & Adolescent Psychology

378

224

View full text Add to dashboard Cite

show abstract

“…Several factors such as stigma, availability and cost of services, and logistical barriers such as child care, transportation time, work schedules, or discomfort with services delivered in groups prevent many parents from enrolling in or completing child mental health programs. Furthermore, low income, limited education, maternal stress, and parental depression or other parental psychiatric disorders can prevent enrollment or interfere with program completion [18][19][20][21][22][23][24]. There is a need of European research initiatives to find new solutions to enroll families and children at risk in interventions.…”

mentioning

confidence: 99%

“…Furthermore, new solutions are required to both identify children at risk early and to provide the respective families with evidence based low threshold interventions. One venue may be to use new technology (e.g., web, smart phones) and remote intervention approaches at the population level to deliver some of the interventions [18,19]. Finally, this needs to be done in a feasible manner and with budgets that are realistic in the current economical situation.…”

mentioning

confidence: 99%

Challenges in children’s enrolment to psychosocial services

Sourander¹

2015

Eur Child Adolesc Psychiatry

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Internet-Assisted Parent Training Intervention for Disruptive Behavior in 4-Year-Old Children

et al. 2016

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IMPORTANCE There is a large gap worldwide in the provision of evidence-based early treatment of children with disruptive behavioral problems. OBJECTIVE To determine whether an Internet-assisted intervention using whole-population screening that targets the most symptomatic 4-year-old children is effective at 6 and 12 months after the start of treatment. DESIGN, SETTING, AND PARTICIPANTS This 2-parallel-group randomized clinical trial was performed from October 1, 2011, through November 30, 2013, at a primary health care clinic in Southwest Finland. Data analysis was performed from August 6, 2015, to December 11, 2015. Of a screened population of 4656 children, 730 met the screening criteria indicating a high level of disruptive behavioral problems. A total of 464 parents of 4-year-old children were randomized into the Strongest Families Smart Website (SFSW) intervention group (n = 232) or an education control (EC) group (n = 232). INTERVENTIONS The SFSW intervention, an 11-session Internet-assisted parent training program that included weekly telephone coaching. MAIN OUTCOMES AND MEASURES Child Behavior Checklist version for preschool children (CBCL/1.5-5) externalizing scale (primary outcome), other CBCL/1.5-5 scales and subscores, Parenting Scale, Inventory of Callous-Unemotional Traits, and the 21-item Depression, Anxiety, and Stress Scale. All data were analyzed by intention to treat and per protocol. The assessments were made before randomization and 6 and 12 months after randomization. RESULTS Of the children randomized, 287 (61.9%) were male and 79 (17.1%) lived in other than a family with 2 biological parents. At 12-month follow-up, improvement in the SFSW intervention group was significantly greater compared with the control group on the following measures: CBCL/1.

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Telephone-Based Mental Health Interventions for Child Disruptive Behavior or Anxiety Disorders: Randomized Trials and Overall Analysis

Cited by 113 publications

References 24 publications

Evidence-Based Psychosocial Treatments for Children and Adolescents With Attention Deficit/Hyperactivity Disorder

Evidence-Based Psychosocial Treatments for Children and Adolescents With Attention Deficit/Hyperactivity Disorder

Challenges in children’s enrolment to psychosocial services

Internet-Assisted Parent Training Intervention for Disruptive Behavior in 4-Year-Old Children

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