Follow-up of children who received the incredible years intervention for oppositional-defiant disorder: Maintenance and prediction of 2-year outcome

Behavior Therapy

Volumn 34, Issue 4, 2003, Pages 471-491

  Reid, M Jamila ^a   Webster Stratton, Carolyn ^a   Hammond, Mary ^a  

^a UNIVERSITY OF WASHINGTON   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

ARTICLE; BEHAVIOR DISORDER; BEHAVIOR THERAPY; CHILD; CHILD BEHAVIOR; CHILD PARENT RELATION; CLINICAL TRIAL; CONTROLLED CLINICAL TRIAL; CONTROLLED STUDY; FOLLOW UP; HOME; HUMAN; LONG TERM CARE; OPPOSITIONAL DEFIANT DISORDER; PARENT; RANDOMIZED CONTROLLED TRIAL; SCHOOL; TEACHER; TRAINING; TREATMENT OUTCOME;

EID: 2442695129     PISSN: 00057894     EISSN: None     Source Type: Journal    
DOI: 10.1016/S0005-7894(03)80031-X     Document Type: Article

References (39)

1. Achenbach, T. M. (1991). Manual for the Child Behavior Checklist/14-18 and 1991 Profile. Burlington, VT: University of Vermont, Department of Psychiatry.
2. Beck, A. T., Steer, R. A., & Garbin, M. G. (1988). Psychometric properties of the Beck Depression Inventory: Twenty-five years of evaluation. Clinical Psychology Review, 8, 77-100.
3. Bierman, K. L., Miller, C. M., & Stabb, S. (1987). Improving the social behavior and peer acceptance of rejected boys: Effects of social skills training with instructions and prohibitions. Journal of Consulting and Clinical Psychology, 55, 194-200.
4. Brestan, E. V., & Eyberg, S. M. (1998). Effective psychosocial treatments of conduct-disordered children and adolescents: 29 years, 82 studies, and 5,272 kids. Journal of Clinical Child Psychology, 27, 180-189.
5. Burke, J. D., Loeber, R., Mutchka, J. S., & Lahey, B. B. (2002). A question for DSM-V: Which better predicts persistent conduct disorder-delinquent acts or conduct symptoms. Criminal Behaviour and Mental Health, 12, 37-52.
6. Cassidy, J., & Asher, S. R. (1992). Loneliness and peer relations in young children. Child Development, 63,350-365.
7. Coie, J. D. (1990a). Adapting interventions to the problems of aggressive and disruptive rejected children. In S. R. Asher & J. D. Coie (Eds.), Peer rejection in childhood (pp. 309-337). Cambridge: Cambridge University Press.
8. Coie, J. D. (1990b). Toward a theory of peer rejection. In S. R. Asher & J. D. Coie (Eds.), Peer rejection in childhood (pp. 365-398). Cambridge: Cambridge University Press.
9. Dishion, T. J., Patterson, G. R., Stoolmiller, M., & Skinner, M. L. (1991). Family, school, and behavioral antecedents to early adolescent involvement with antisocial peers. Developmental Psychology, 27, 172-180.
10. Dodge, K. A., Pettit, G. S., & Bates, J. E. (1984). Socialization mediators of the relation between socioeconomic status and child conduct problems. Child Development, 65, 649-665.
11. Harter, S., & Pike, R. (1984). The pictorial scale of perceived competence and social acceptance for young children. Child Development, 55, 1969-1982.
12. Hollingshead, A. B., & Redlich, F. C. (1958). Social class and mental illness. New York: Wiley Press.
13. Kazdin, A. E. (1987). Conduct disorders in childhood and adolescence. Newbury Park, CA: Sage.
14. Kellam, S. G., Werthamer-Larsson, L., Lawrence, J., & Brown, C. H. (1991). Developmental epidemiologically based preventive trials: Baseline modeling of early target behaviors and depressive symptoms. American Journal of Community Psychology, 19, 563-584.
15. Laird, R. D., Jordan, K. Y., Dodge, K. A., Pettit, G. S., & Bates, J. E. (2001). Peer rejection in childhood, involvement with antisocial peers in early adolescence, and the development of extemalizing behavior problems. Development and Psychopathology, 13, 337-354.
16. Moffitt, T. E. (1990). Juvenile delinquency and attention deficit disorder. Boys' developmental trajectories from age 3 to 15. Child Development, 61, 893-910.
17. Patterson, G. R., Reid, J. B., & Dishion, T. J. (1992). A social interactional approach: Antisocial boys (Vol. 4). Eugene, OR: Castalia.
18. Reid, J. B., Eddy, J. M., Fetrow, R. A., & Stoolmiller, M. (1999). Description and immediate impacts of a preventive intervention for conduct problems. American Journal of Community Psychology, 27, 483-517.
19. Reid, M. J., Baydar, N., & Webster-Stratton, C. (2003). Halting the development of externalizing behaviors in Head Start children: The effects of preventive parent training. Manuscript submitted for publication.
20. Rinaldi, J. A. (2001). Long-term outcomes of parent training and predictors of adolescent adjustment. Unpublished manuscript.
21. Robinson, E. A., & Eyberg, S. M. (1981). The dyadic parent-child interaction coding system: Standardization and validation. Journal of Consulting and Clinical Psychology, 49, 245-250.
22. Robinson, E. A., Eyberg, S. M., & Ross, A. W. (1980). The standardization of an inventory of child conduct problem behaviors. Journal of Clinical Child Psychology, 9, 22-28.
23. Rosenthal, R., & Rownow, R. L. (1991). Essentials of behavioral research, methods and data analysis. San Francisco: McGraw-Hill.
24. Sarason, I. G., Johnson, J. H., & Siegel, M. (1978). Assessing the impact of life changes: Development of the Life Experiences Survey. Journal of Consulting and Clinical Psychology, 46, 932-946.
25. Schmaling, K. B., & Jacobson, N. S. (1987, November). The clinical significance of treatment gains resulting from parent training interventions for children with conduct problems: An analysis of outcome data. Paper presented at the annual meeting of the Association for Advancement of Behavior Therapy, Boston.
26. Schrepferman, L., & Snyder, J. (2002). Coercion: The link between treatment mechanisms in behavioral parent training and risk reduction in child antisocial behavior. Behavior Therapy, 33,339-359.
27. Snyder, H. (2001). Epidemiology of official offending. In R. Loeber & D. Farrington (Eds.), Child delinquents: Development, intervention, and service needs (pp. 25-46). Thousand Oaks, CA: Sage.
28. Spanier, G. B. (1976). Measuring dyadic adjustment: New scales for assessing the quality of marriage and similar dyads. Journal of Marriage and the Family, 38, 15-28.
29. Tapp, J. T., Wehby, J. H., & Ellis, D. N. (1993). MOOSES: A multiple option observation system for experimental studies. Behavioral Research Methods, Instruments, & Computers, 25, 53-56.
30. Task Force on Promotion and Dissemination of Psychosocial Procedures. (1995). Training in and dissemination of empirically-validated psychological treatments: Report and recommendations. The Clinical Psychologist, 48, 3-23.
31. Webster-Stratton, C. (1985a). Comparison of abusive and nonabusive families with conductdisordered children. American Journal of Orthopsychiatry, 55, 59-69.
32. Webster-Stratton, C. (1985b). Dyadic parent-child interactive coding system-revised (DPICS-R): Manual. Unpublished manual, University of Washington.
33. Webster-Stratton, C. (1990). Long-term follow-up of families with young conduct-problem children: From preschool to grade school. Journal of Consulting and Clinical Psychology, 19, 1344-1349.
34. Webster-Stratton, C., & Hammond, M. (1997). Treating children with early-onset conduct problems: A comparison of child and parent training interventions. Journal of Consulting and Clinical Psychology, 65, 93-109.
35. Webster-Stratton, C., Hollinsworth, T., & Rogers, K. (1991). Peer Problem-Solving Interaction Communication Affect Rating Coding System (PPS-I-CARE). Unpublished manuscript, University of Washington.
36. Webster-Stratton, C., & Lindsay, D. W. (1999). Social competence and conduct problems in young children: Issues in assessment. Journal of Clinical Child Psychology, 28, 25-43.
37. Webster-Stratton, C., Reid, M. J., & Hammond, M. (in press). Treating children with earlyonset conduct problems: Intervention outcomes for parent, child, and teacher training. Journal of Clinical Child and Adolescent Psychology.
38. Webster-Stratton, C., & Spitzer, A. (1991). Development, reliability, and validity of the Daily Telephone Discipline Interview. Behavioral Assessment, 13, 221-239.
39. Werthamer-Larsson, L., Kellam, S. G., & Oveson-McGregor, K. E. (Eds.). (1990). Teacher interview: Teacher observation of classroom adaptation-revised (TOCA-R). Baltimore: Johns Hopkins University.