Stability of the effects of a social competence training program for children with oppositional defiant disorder/conduct disorder: a 10-month follow-up
Teresa Del GiudiceTimo LindenschmidtMartin HellmichChristopher HautmannManfred DöpfnerAnja Görtz‐Dorten
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Abstract:
The stability and effectiveness of the Treatment Program for Children with Aggressive Behavior (THAV) in terms of reducing behavioral problems in children with oppositional defiant disorder (ODD) and conduct disorder (CD) were examined at a 10-month follow-up (FU). A total of 76 families and their children (boys aged 6-12 years), who previously participated in a randomized controlled trial comparing THAV with an active control group, took part in the 10-month FU assessment. Outcome measures were rated by parents and included the evaluation of child aggressive behavior, prosocial behavior, problem-maintaining and problem-moderating factors, and comorbid symptoms. Linear mixed models for repeated measures (MMRM) were conducted. The results revealed that THAV effects remained stable (problem-maintaining and problem-moderating factors; comorbid symptoms) and even partially improved (aggressive behavior; ADHD symptoms) over the FU period. Additionally, the differences between the THAV intervention group and the control group, which were apparent at the end of the treatment (post), mainly also remained at the FU assessment. It can be concluded that THAV is an effective and stable intervention for boys aged 6-12 years with ODD/CD.Keywords:
Conduct disorder
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Crowdfunding research that investigates funding success factors has been increasing. However, existing research shows inconsistent evidence regarding how a prosocial project description affects funding success and largely ignores the issue of matching/mismatching among different factors in affecting funding success. By conducting two experiments, we provide evidence for matching/mismatching effects among funders, project prosocial descriptions, and platform types (donation-based vs. reward-based). While there are no differences for participants with high prosocial motivation across conditions, we find that participants with low prosocial motivation are more likely to contribute higher funding amounts to a project that has a high prosocial description on a donation-based platform, or to a project that has a low prosocial description on a reward-based platform. Thus, this research sheds light on the crowdfunding and prosocial motivation literature.
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To scale up evidence-based treatment of conduct problems, parent management training, Oregon model (PMTO) has been disseminated throughout Norway. This study examined whether Attention Deficit Hyperactivity Disorder (ADHD) predicted the outcomes of PMTO. Of 253 children and families, 97 were reported to have an ADHD diagnosis. Although different at intake, the groups with and without ADHD had close to an equal change in behavioral status following treatment. Maternal depression and family income predicted the combined group's behavior following PMTO. The study indicates that reductions in conduct problems following PMTO are of the same magnitude in children with or without ADHD. However, some characteristics may differentially predict outcomes for children with combined problems.
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Psychosocial family-based interventions--family therapy, cognitive-behavioral parent training and family-based treatment protocols--are empirically supported treatments for children with attention deficit hyperactivity disorder (ADHD), oppositional defiant disorder, and conduct disorder. Well-researched interventions such as remote and group-based parent training programs relate to improvements in parenting quality, positive parenting, and the child's decreased ADHD and conduct behavioral problems, whereas individual family-based treatments are sometimes required, depending on symptom severity. Specific family-based treatment protocols are tailored for older children and adolescents with severe behavioral and emotional problems. Considering the above, empirically supported programs are used more in Finland, compared to licensed Anglo-American treatment protocols.
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Although parent management training (PMT) is generally considered the treatment of choice for children with conduct problems, some specific adaptations might be essential for various subgroups of parents or children to benefit well from PMT. The aim of this study was to examine the influence of child callous-unemotional (CU) traits on the outcome of an Internet-based PMT program for parents of children with conduct problems (n = 57; mean age 6.65). Within a randomized controlled trial of PMT, children assigned to the intervention group were categorized and compared as either "high-CU" (n = 8) or "low-CU" (n = 49) based on a cut-off score on the CU subscale of the Antisocial Process Screening Device (APSD; Frick & Hare, 2001). CU traits in children were associated with more severe conduct problems at baseline, as well as more hyperactivity and peer-related problems. Treatment outcome, in terms of conduct-problem reduction, was poor in the high-CU group compared with the low-CU group, despite the fact that parents in both groups improved equally in parenting skills. The same pattern of results emerged after controlling for initial difficulties of conduct problems and other pretreatment differences between the groups. Elevated levels of CU traits in children seem to contribute to an inferior treatment response in PMT. These findings call for more attention on empathy and emotional patterns in the assessment of children with conduct problems.
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This study examined how people evaluate ordinary and extraordinary prosocial behaviors, especially their predictions of the likelihood of future prosocial behaviors of ordinary and extraordinary prosocial actors (Study 1). Further, it examined the individual effects of ordinary and extraordinary prosocial behaviors of an actor on the evaluation of his/her trait by considering the cases where the actor engages in and does not engage in the other behavior (Study 2). Study 1 revealed that the likelihood of future prosocial behaviors of ordinary and extraordinary prosocial actors was perceived asymmetrically. Specifically, while the likelihood of ordinary prosocial actors to engage in ordinary prosocial behaviors was perceived as high, the same perception was not observed for extraordinary prosocial behaviors. On the other hand, extraordinary prosocial actors were perceived as highly likely to engage in both ordinary and extraordinary prosocial behaviors. Study 2 revealed that the evaluation of actors who engaged in extraordinary prosocial behaviors but not ordinary prosocial behaviors did not exceed the evaluation of actors who engaged in ordinary prosocial behaviors but not extraordinary prosocial behaviors. Additionally, the effect of extraordinary prosocial behaviors was more when the actor also engaged in ordinary prosocial behaviors. These results suggest that extraordinary prosocial actors are evaluated highly when they also engage in ordinary prosocial behaviors.
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I. PROSOCIAL GUIDANCE. 1. What Is Prosocial Guidance? 2. Children and Prosocial Behavior. 3. Teachers and Prosocial Guidance. II. PROVIDING PROSOCIAL GUIDANCE. 4. Creating a Prosocial Physical Environment. 5. Using Positive Prevention to Manage Inappropriate Behavior. 6. Using Positive Intervention to Help Children Manage Their Own Behavior. 7. Using Positive Reinforcement to Help Children Learn Prosocial Behaviors. III. SPECIFIC STRATEGIES TO PROMOTE PROSOCIAL BEHAVIOR. 8. Promoting Children's Self-Esteem. 9. Using Other-Esteem Conflict Conversion. 10. Promoting Positive Communication Among Children and Adults. 11. Promoting Family Involvement in Prosocial Guidance. Topical Children's Book Index. Index. Author Profile.
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