Social skills and problem-solving training for children with early-onset conduct problems: Who benefits?
Social skills and problem-solving training for children with early-onset conduct problems: Who benefits?
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DOI：
10.1111/1469-7610.00790
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发表时间：
2001-10-01
期刊：
影响因子：
--
通讯作者：
Hammond, M
中科院分区：
文献类型：
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作者：
Webster-Stratton, C;Reid, J;Hammond, M
99个有早发性行为问题的4-8岁儿童的家庭被随机分配到一个儿童训练治疗组（CT），使用不可思议的恐龙社会技能和解决问题课程，或者一个等候名单对照组（CON）。治疗后的CT儿童在家里的外化问题显著减少，在学校的攻击性减少，与同伴的亲社会行为更多，并且比CON儿童有更多积极的冲突管理策略。与对照组相比，更多的CT儿童在报告和独立观察中表现出明显的临床改善。根据儿童与注意缺陷多动障碍（ADHD）的合并症、父母管教做法和家庭危险因素对差异治疗反应进行评估。治疗后未能改善儿童行为问题的唯一风险因素是消极的养育方式（即母亲的批评言论和暴力）。1年后的长期随访表明，大多数显著的治疗后变化得以维持。
Families of 99 children with early-onset conduct problems, aged 4-8 years, were randomly assigned to a child training treatment group (CT) utilizing the Incredible Years Dinosaur Social Skills and Problem Solving Curriculum or a waiting-list control group (CON). Posttreatment CT children had significantly fewer externalizing problems at home, less aggression at school, more prosocial behavior with peers, and more positive conflict management strategies than CON children. Significantly more CT than CON children showed clinically significantly improvements on reports and independent observations of aggressive and noncompliant behavior. The differential treatment response was evaluated according to child comorbidity with attention deficit hyperactivity disorder (ADHD), parenting discipline practices, and family risk factors. The only risk factor related to failure to make improvements in child conduct problems after treatment was negative parenting (i.e., maternal critical statements and physical force). The long-term follow-up I year later indicated that most of the significant post-treatment changes were maintained.