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Marshall T, Hoey T, Rao N, Taylor J, George P, Ghose SS, Cosgrove J, Patel NA. Reducing Disruptive and Distracting Behaviors in the Classroom: Assessing the Evidence Base. Psychiatr Serv 2024:appips20230543. [PMID: 38736360 DOI: 10.1176/appi.ps.20230543] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 05/14/2024]
Abstract
OBJECTIVE Disruptive and distracting behaviors in the classroom, from off-task to aggressive behaviors, negatively affect academic engagement and achievement and can lead to more serious problems, including mental health conditions and substance use disorders. The goals of this systematic review were to assess the level of evidence, using established rating criteria, for interventions aimed at preventing or reducing disruptive and distracting classroom behaviors; identify program components common to multiple interventions; synthesize the evidence in regard to students from different racial-ethnic groups; and conduct an economic analysis of these interventions. METHODS A search of major databases, gray literature, and evidence base registries was conducted to identify studies published between 2008 and 2022. The authors rated interventions as having high, moderate, or low levels of evidence of effectiveness on the basis of the number and rigor of studies with positive outcomes. RESULTS Of the 27 interventions identified across 65 studies (N=73 articles), six interventions received a high or moderate evidence rating. The Good Behavior Game was the most frequently studied intervention. Many interventions shared similar program components, including behavioral management, classroom management, emotional-cognitive processes, and skills acquisition. Most articles (86%) were focused on elementary school students. The four interventions rated as having high evidence of effectiveness also showed generally positive outcomes in studies conducted in school settings with racial-ethnic diversity. No studies met the criteria for inclusion in an economic analysis. CONCLUSIONS With greater use and more research, interventions focusing on reducing disruptive and distracting behaviors have the potential to promote student well-being and prevent mental health conditions.
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Affiliation(s)
- Tina Marshall
- Westat, Rockville, Maryland (Marshall, Hoey, Rao, Taylor, George, Ghose, Cosgrove); Substance Abuse and Mental Health Services Administration (SAMHSA), Rockville, Maryland (Patel)
| | - Tabitha Hoey
- Westat, Rockville, Maryland (Marshall, Hoey, Rao, Taylor, George, Ghose, Cosgrove); Substance Abuse and Mental Health Services Administration (SAMHSA), Rockville, Maryland (Patel)
| | - Neha Rao
- Westat, Rockville, Maryland (Marshall, Hoey, Rao, Taylor, George, Ghose, Cosgrove); Substance Abuse and Mental Health Services Administration (SAMHSA), Rockville, Maryland (Patel)
| | - Jeffrey Taylor
- Westat, Rockville, Maryland (Marshall, Hoey, Rao, Taylor, George, Ghose, Cosgrove); Substance Abuse and Mental Health Services Administration (SAMHSA), Rockville, Maryland (Patel)
| | - Preethy George
- Westat, Rockville, Maryland (Marshall, Hoey, Rao, Taylor, George, Ghose, Cosgrove); Substance Abuse and Mental Health Services Administration (SAMHSA), Rockville, Maryland (Patel)
| | - Sushmita Shoma Ghose
- Westat, Rockville, Maryland (Marshall, Hoey, Rao, Taylor, George, Ghose, Cosgrove); Substance Abuse and Mental Health Services Administration (SAMHSA), Rockville, Maryland (Patel)
| | - John Cosgrove
- Westat, Rockville, Maryland (Marshall, Hoey, Rao, Taylor, George, Ghose, Cosgrove); Substance Abuse and Mental Health Services Administration (SAMHSA), Rockville, Maryland (Patel)
| | - Nikhil A Patel
- Westat, Rockville, Maryland (Marshall, Hoey, Rao, Taylor, George, Ghose, Cosgrove); Substance Abuse and Mental Health Services Administration (SAMHSA), Rockville, Maryland (Patel)
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Alsem SC, van Dijk A, Verhulp EE, Dekkers TJ, De Castro BO. Treating children's aggressive behavior problems using cognitive behavior therapy with virtual reality: A multicenter randomized controlled trial. Child Dev 2023; 94:e344-e361. [PMID: 37459452 DOI: 10.1111/cdev.13966] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/01/2022] [Revised: 05/01/2023] [Accepted: 05/18/2023] [Indexed: 12/05/2023]
Abstract
This multicenter randomized controlled trial investigated whether interactive virtual reality enhanced effectiveness of Cognitive Behavioral Therapy (CBT) to reduce children's aggressive behavior problems. Boys with aggressive behavior problems (N = 115; Mage = 10.58, SD = 1.48; 95.7% born in Netherlands) were randomized into three groups: CBT with virtual reality, CBT with roleplays, or care-as-usual. Bayesian analyses showed that CBT with virtual reality more likely reduced aggressive behavior compared to care-as-usual for six of seven outcomes (ds 0.19-0.95), and compared to CBT with roleplays for four outcomes (ds 0.14-0.68). Moreover, compared to roleplays, virtual reality more likely enhanced children's emotional engagement, practice immersion, and treatment appreciation. Thus, virtual reality may be a promising tool to enhance CBT effectiveness for children with aggressive behavior problems.
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Affiliation(s)
- Sophie C Alsem
- Department of Developmental Psychology, Utrecht University, Utrecht, The Netherlands
- Research Institute of Child Development and Education, University of Amsterdam, Amsterdam, The Netherlands
| | - Anouk van Dijk
- Research Institute of Child Development and Education, University of Amsterdam, Amsterdam, The Netherlands
| | - Esmée E Verhulp
- Department of Developmental Psychology, Utrecht University, Utrecht, The Netherlands
| | - Tycho J Dekkers
- Department of Psychology, University of Amsterdam, Amsterdam, The Netherlands
- Levvel, Academic Center for Child and Adolescent Psychiatry, Amsterdam, The Netherlands
- Department of Child and Adolescent Psychiatry, University Medical Center Groningen, University of Groningen, Groningen, The Netherlands
- Accare Child Study Center, Groningen, The Netherlands
- Department of Child and Adolescent Psychiatry, Amsterdam University Medical Center (AUMC), Amsterdam, The Netherlands
| | - Bram O De Castro
- Research Institute of Child Development and Education, University of Amsterdam, Amsterdam, The Netherlands
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3
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McDaniel HL, Saavedra LM, Morgan-López AA, Bradshaw CP, Lochman JE, Kaihoi CA, Powell NP, Qu L, Yaros AC. Harmonizing Social, Emotional, and Behavioral Constructs in Prevention Science: Digging into the Weeds of Aligning Disparate Measures. PREVENTION SCIENCE : THE OFFICIAL JOURNAL OF THE SOCIETY FOR PREVENTION RESEARCH 2023; 24:1581-1594. [PMID: 36753042 DOI: 10.1007/s11121-022-01467-0] [Citation(s) in RCA: 5] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 11/08/2022] [Indexed: 02/09/2023]
Abstract
While integrative data analysis (IDA) presents great opportunity, it also necessitates a myriad of methodological decisions related to harmonizing disparate measures collected across multiple studies. There is a lack of step-by-step methodological guidance for harmonizing disparate measures of latent constructs differently conceptualized or operationalized across studies, such as social, emotional, and behavioral constructs often utilized in prevention science. The current paper addressed this gap by providing methodological guidance and a case illustration focused on harmonizing measures of disparately conceptualized and operationalized constructs. We do so by outlining a five-phased harmonization approach paired with an illustrative example of the approach as applied to harmonization of broadband latent emotional and behavioral health constructs assessed with different measures across studies. This approach builds on and expands upon procedures currently recommended in the IDA literature with parallels to best practices in test development procedures. The illustrative example of our phased approach is drawn from an IDA study of 11 randomized controlled trials of Coping Power (Lochman & Wells, 2004), an evidence-based preventive intervention. We demonstrate the harmonization of two constructs, internalizing and externalizing problems, as harmonized across the teacher-reported scales of the Achenbach System of Empirically Based Assessment (Achenbach, 1991a) and the Behavior Assessment System for Children (Reynolds & Kamphaus, 2004). Finally, we consider the potential strengths and limitations of this phased approach, underscoring areas for future methodological research and conclude with some recommendations.
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Affiliation(s)
- Heather L McDaniel
- School of Education and Human Development, University of Virginia, Charlottesville, VA, USA.
| | - Lissette M Saavedra
- Community Health Research Division, RTI International, Research Triangle Park, NC, USA
| | | | - Catherine P Bradshaw
- School of Education and Human Development, University of Virginia, Charlottesville, VA, USA
| | - John E Lochman
- Center for Youth Development and Intervention, University of Alabama, Tuscaloosa, AL, USA
| | - Chelsea A Kaihoi
- School of Education and Human Development, University of Virginia, Charlottesville, VA, USA
| | - Nicole P Powell
- Center for Youth Development and Intervention, University of Alabama, Tuscaloosa, AL, USA
| | - Lixin Qu
- Center for Youth Development and Intervention, University of Alabama, Tuscaloosa, AL, USA
| | - Anna C Yaros
- Community Health Research Division, RTI International, Research Triangle Park, NC, USA
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4
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Boxmeyer CL, Stager CG, Miller S, Lochman JE, Romero DE, Powell NP, Bui C, Qu L. Mindful Coping Power Effects on Children's Autonomic Nervous System Functioning and Long-Term Behavioral Outcomes. J Clin Med 2023; 12:jcm12113621. [PMID: 37297817 DOI: 10.3390/jcm12113621] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/22/2023] [Revised: 05/18/2023] [Accepted: 05/20/2023] [Indexed: 06/12/2023] Open
Abstract
Mindful Coping Power (MCP) was developed to enhance the effects of the Coping Power (CP) preventive intervention on children's reactive aggression by integrating mindfulness training into CP. In prior pre-post analyses in a randomized trial of 102 children, MCP improved children's self-reported anger modulation, self-regulation, and embodied awareness relative to CP but had fewer comparative effects on parent- and teacher-reported observable behavioral outcomes, including reactive aggression. It was hypothesized that MCP-produced improvements in children's internal awareness and self-regulation, if maintained or strengthened over time with ongoing mindfulness practice, would yield improvements in children's observable prosocial and reactive aggressive behavior at later time points. To appraise this hypothesis, the current study examined teacher-reported child behavioral outcomes at a one-year follow-up. In the current subsample of 80 children with one-year follow-up data, MCP produced a significant improvement in children's social skills and a statistical trend for a reduction in reactive aggression compared with CP. Further, MCP produced improvements in children's autonomic nervous system functioning compared with CP from pre- to post-intervention, with a significant effect on children's skin conductance reactivity during an arousal task. Mediation analyses found that MCP-produced improvements in inhibitory control at post-intervention mediated program effects on reactive aggression at the one-year follow-up. Within-person analyses with the full sample (MCP and CP) found that improvements in respiratory sinus arrhythmia reactivity were associated with improvements in reactive aggression at the one-year follow-up. Together, these findings indicate that MCP is an important new preventive tool to improve embodied awareness, self-regulation, stress physiology, and observable long-term behavioral outcomes in at-risk youth. Further, children's inhibitory control and autonomic nervous system functioning emerged as key targets for preventive intervention.
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Affiliation(s)
- Caroline L Boxmeyer
- Department of Psychiatry and Behavioral Medicine, College of Community Health Sciences, The University of Alabama, Tuscaloosa, AL 35487, USA
- Center for Youth Development and Intervention, The University of Alabama, Tuscaloosa, AL 35487, USA
| | - Catanya G Stager
- Division of Preventive Medicine, Heersink School of Medicine, The University of Alabama at Birmingham, Birmingham, AL 35294, USA
| | - Shari Miller
- Frank Porter Graham Child Development Institute, University of North Carolina, Chapel Hill, NC 27516, USA
| | - John E Lochman
- Center for Youth Development and Intervention, The University of Alabama, Tuscaloosa, AL 35487, USA
- Department of Psychology, College of Arts and Sciences, The University of Alabam, Tuscaloosa, AL 35487, USA
| | - Devon E Romero
- Department of Counseling, University of Texas at San Antonio, San Antonio, TX 78249, USA
| | - Nicole P Powell
- Center for Youth Development and Intervention, The University of Alabama, Tuscaloosa, AL 35487, USA
| | - Chuong Bui
- Center for Youth Development and Intervention, The University of Alabama, Tuscaloosa, AL 35487, USA
- Alabama Life Research Institute, The University of Alabama, Tuscaloosa, AL 35487, USA
| | - Lixin Qu
- Carolina Population Center, University of North Carolina, Chapel Hill, NC 27516, USA
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5
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Morgan-López AA, McDaniel HL, Bradshaw CP, Saavedra LM, Lochman JE, Kaihoi CA, Powell NP, Qu L, Yaros AC. Design and methodology for an integrative data analysis of coping power: Direct and indirect effects on adolescent suicidality. Contemp Clin Trials 2022; 115:106705. [PMID: 35176503 PMCID: PMC9018598 DOI: 10.1016/j.cct.2022.106705] [Citation(s) in RCA: 7] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/21/2021] [Revised: 02/08/2022] [Accepted: 02/08/2022] [Indexed: 01/02/2023]
Abstract
As suicide rates have risen in the last decade, there has been greater emphasis on targeting early risk conditions for suicidality among youth and adolescents as a form of suicide "inoculation". Two particular needs that have been raised in this nascent literature are a) the dearth of examination of early intervention effects on distal suicide risk that target externalizing behaviors and b) the need to harmonize multiple existing intervention datasets for greater precision in modeling intervention effects on low base rate outcomes such as suicidal behaviors. This project, entitled "Integrative Data Analysis of Coping Power (CP): Effects on Adolescent Suicidality", funded by the National Institute of Mental Health (NIMH), will harmonize and analyze data from 11 randomized controlled trials of CP (total individual-level N = 3183, total school-level N = 189). CP is an empirically-supported, child- and family-focused preventive intervention that focuses on reducing externalizing more broadly among youth who exhibit early aggression, which makes it ideally suited to targeting externalizing pathways to suicidality. The project utilizes three measurement and data analysis frameworks that have emerged across multiple independent disciplines: integrative data analysis (IDA), random treatment effects multilevel modeling (RTE-MLM), and propensity score weighting (PSW). If successful, the project will a) provide initial evidence that CP would have gender-specific indirect effects on suicidality through reductions in externalizing for boys and reductions in internalizing for girls and b) identify optimal conditions under which CP is delivered (e.g., groups, individuals, online) across participants on reductions in suicidality and other key intermediate endpoints.
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Affiliation(s)
- Antonio A Morgan-López
- RTI International, Community Health Research Division, Research Triangle Park, NC, United States of America.
| | - Heather L McDaniel
- School of Education and Human Development, University of Virginia, Charlottesville, VA, United States of America
| | - Catherine P Bradshaw
- School of Education and Human Development, University of Virginia, Charlottesville, VA, United States of America
| | - Lissette M Saavedra
- RTI International, Community Health Research Division, Research Triangle Park, NC, United States of America
| | - John E Lochman
- Center for Youth Development and Intervention, University of Alabama, Tuscaloosa, AL, United States of America
| | - Chelsea A Kaihoi
- School of Education and Human Development, University of Virginia, Charlottesville, VA, United States of America
| | - Nicole P Powell
- Center for Youth Development and Intervention, University of Alabama, Tuscaloosa, AL, United States of America
| | - Lixin Qu
- Center for Youth Development and Intervention, University of Alabama, Tuscaloosa, AL, United States of America
| | - Anna C Yaros
- RTI International, Community Health Research Division, Research Triangle Park, NC, United States of America
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6
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Alsem SC, van Dijk A, Verhulp EE, De Castro BO. Using virtual reality to treat aggressive behavior problems in children: A feasibility study. Clin Child Psychol Psychiatry 2021; 26:1062-1075. [PMID: 34151602 PMCID: PMC8593284 DOI: 10.1177/13591045211026160] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Abstract
Evidence-based cognitive behavioral therapies (CBTs) for children with aggressive behavior problems have only modest effects. Research is needed into new methods to enhance CBT effectiveness. The aims of the present study were to (1) examine whether interactive virtual reality is a feasible treatment method for children with aggressive behavior problems; (2) investigate children's appreciation of the method; and (3) explore whether children's aggression decreased during the ten-session treatment. Six boys (8-12 years) participated at two clinical centers in the Netherlands. Newly developed weekly reports were collected on treatment feasibility (therapist-report), treatment appreciation (child report), and children's aggression (child/parent report). Results supported treatment feasibility: therapists delivered on average 98% of the session content, provided more than the recommended practice time in virtual reality, experienced few technical issues, and were satisfied with their treatment delivery. Children highly appreciated the treatment. Parents reported decreases in children's aggression over the treatment period (i.e., between week 1 and week 10), but children did not. The promising findings of this feasibility study warrant randomized controlled trials to determine whether interactive virtual reality enhances CBT effectiveness for children with aggressive behavior problems.
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Affiliation(s)
- Sophie C Alsem
- Department of Developmental Psychology, Utrecht University, The Netherlands
| | - Anouk van Dijk
- Department of Developmental Psychology, Utrecht University, The Netherlands
- Research Institute of Child Development and Education, University of Amsterdam, The Netherlands
| | - Esmée E Verhulp
- Department of Developmental Psychology, Utrecht University, The Netherlands
| | - Bram O De Castro
- Department of Developmental Psychology, Utrecht University, The Netherlands
- Research Institute of Child Development and Education, University of Amsterdam, The Netherlands
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7
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Mindful Coping Power: Comparative Effects on Children's Reactive Aggression and Self-Regulation. Brain Sci 2021; 11:brainsci11091119. [PMID: 34573141 PMCID: PMC8465015 DOI: 10.3390/brainsci11091119] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/11/2021] [Revised: 08/17/2021] [Accepted: 08/19/2021] [Indexed: 11/17/2022] Open
Abstract
Coping Power (CP) is an evidence-based preventive intervention for youth with disruptive behavior problems. This study examined whether Mindful Coping Power (MCP), a novel adaptation which integrates mindfulness into CP, enhances program effects on children’s reactive aggression and self-regulation. A pilot randomized design was utilized to estimate the effect sizes for MCP versus CP in a sample of 102 child participants (fifth grade students, predominantly low-middle income, 87% Black). MCP produced significantly greater improvement in children’s self-reported dysregulation (emotional, behavioral, cognitive) than CP, including children’s perceived anger modulation. Small to moderate effects favoring MCP were also observed for improvements in child-reported inhibitory control and breath awareness and parent-reported child attentional capacity and social skills. MCP did not yield a differential effect on teacher-rated reactive aggression. CP produced a stronger effect than MCP on parent-reported externalizing behavior problems. Although MCP did not enhance program effects on children’s reactive aggression as expected, it did have enhancing effects on children’s internal, embodied experiences (self-regulation, anger modulation, breath awareness). Future studies are needed to compare MCP and CP in a large scale, controlled efficacy trial and to examine whether MCP-produced improvements in children’s internal experiences lead to improvements in their observable behavior over time.
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8
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Verhoef REJ, van Dijk A, Verhulp EE, de Castro BO. Interactive virtual reality assessment of aggressive social information processing in boys with behaviour problems: A pilot study. Clin Psychol Psychother 2021; 28:489-499. [PMID: 34048619 PMCID: PMC8361679 DOI: 10.1002/cpp.2620] [Citation(s) in RCA: 13] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/05/2021] [Revised: 04/29/2021] [Accepted: 05/21/2021] [Indexed: 11/11/2022]
Abstract
Children's aggressive behaviour is partly determined by how they process social information (e.g., making hostile interpretations or aiming to seek revenge). Such aggressive social information processing (SIP) may be most evident if children are emotionally engaged in actual social interactions. Current methods to assess aggressive SIP, however, often ask children to reflect on hypothetical vignettes. This pilot study therefore examined a new method that actually involves children in emotionally engaging social interactions: interactive virtual reality (VR). We developed a virtual classroom where children could play games with virtual peers. A sample of boys (N = 32; ages 8-13) from regular and special education reported on their SIP in distinct VR contexts (i.e., neutral, instrumental gain and provocation). They also completed a standard vignette-based assessment of SIP. Results demonstrated good convergent validity of interactive VR assessment of SIP, as indicated by significant moderate to large correlations of VR-assessed SIP with vignette-assessed SIP for all SIP variables except anger. Interactive VR showed improved measurement sensitivity (i.e., larger variances in SIP compared to vignettes) for aggressive responding, but not for other SIP variables. Discriminant validity (i.e., distinct SIP patterns across contexts) of interactive VR was supported for provocation contexts, but not for instrumental gain contexts. Last, children were more enthusiastic about the VR assessment compared to the vignette-based assessment. These findings suggest that interactive VR may be a promising tool, allowing for the assessment of children's aggressive SIP in standardized yet emotionally engaging social interactions.
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Affiliation(s)
| | - Anouk van Dijk
- Department of Developmental PsychologyUtrecht UniversityUtrechtThe Netherlands
- Research Institute of Child Development and EducationUniversity of AmsterdamAmsterdamThe Netherlands
| | - Esmée E. Verhulp
- Department of Developmental PsychologyUtrecht UniversityUtrechtThe Netherlands
| | - Bram O. de Castro
- Department of Developmental PsychologyUtrecht UniversityUtrechtThe Netherlands
- Research Institute of Child Development and EducationUniversity of AmsterdamAmsterdamThe Netherlands
- Centre for Urban Mental HealthUniversity of AmsterdamAmsterdamThe Netherlands
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9
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Gadke DL, Kratochwill TR, Gettinger M. Incorporating feasibility protocols in intervention research. J Sch Psychol 2020; 84:1-18. [PMID: 33581765 DOI: 10.1016/j.jsp.2020.11.004] [Citation(s) in RCA: 9] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/24/2020] [Revised: 09/01/2020] [Accepted: 11/18/2020] [Indexed: 02/07/2023]
Abstract
In this paper, we review some dimensions of feasibility research. Feasibility research focuses on the intervention process and addresses questions about whether and how an intervention can be evaluated and implemented. Feasibility studies are implemented prior to conducting an outcome-focused pilot study or full-scale evaluation to test the effectiveness of an intervention. We propose a feasibility framework that includes 10 possible dimensions to evaluate in a feasibility trial, including (a) recruitment capability, (b) data collection procedures, (c) design procedures, (d) social validity, (e) practicality, (f) integration into existing systems, (g) adaptability, (h) implementation, (i) effectiveness, and (j) generalizability. Among these dimensions we offer some priorities that researchers can consider in establishing feasibility. Although feasibility investigations can advance evidence-based practice in psychology and education, we review current challenges for researchers to consider when incorporating a feasibility protocol into their intervention research agenda.
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Affiliation(s)
- Daniel L Gadke
- Department of Counseling, Educational Psychology, and Foundations, Mississippi State University, United States.
| | - Thomas R Kratochwill
- Department of Educational Psychology, University of Wisconsin, Madison, United States
| | - Maribeth Gettinger
- Department of Educational Psychology, University of Wisconsin, Madison, United States
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10
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Sajadi S, Raheb G, Maarefvand M, Alhosseini KA, Ghasemi A. The deficits of the Iranian educational system in teaching children with conduct disorders. JOURNAL OF EDUCATION AND HEALTH PROMOTION 2020; 9:230. [PMID: 33209922 PMCID: PMC7652084 DOI: 10.4103/jehp.jehp_440_20] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 04/29/2020] [Accepted: 05/31/2020] [Indexed: 06/11/2023]
Abstract
BACKGROUND One of the serious issues in the field of children's social and mental health globally, is conduct disorder. Concerning the special problems of these children, their need for appropriate education seems vital. Thus, this study aimed to identify the educational deficiencies in the Iranian education system in terms of educating children with conduct disorder. SUBJECTS AND METHODS This was a qualitative content analysis study of the directed type. The population was in Tehran City, Iran. This research was performed on 23 individuals using a triangulation sampling technique and in-depth interviewing. The study subjects were children with conduct disorder, their parents, teachers, and social workers, and psychology experts. The study participants were selected using a purposive sampling method, and the tool used for data collection was a checklist of questions that has been approved by 4 experts. MAXQDA (version 12) software was used for data analysis in this study. RESULTS The obtained data suggested that the deficits of the educational system in Iran are classified into four categories, including the lack of knowledge and skills of school staff, the lack of necessary workforce, the lack of appropriate hardware facilities, and the lack of coordination and cooperation between individuals and systems. CONCLUSION Considering the present study results, to improve the educational status of children with conduct disorder and reduce their problems, it is necessary to resolve the identified educational deficiencies as soon as possible by the government, policymakers, and educators.
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Affiliation(s)
- Sajad Sajadi
- Department of Social Work, University of Social Welfare and Rehabilitation Sciences, Tehran, Iran
| | - Ghoncheh Raheb
- Department of Social Work, University of Social Welfare and Rehabilitation Sciences, Tehran, Iran
| | - Masoumeh Maarefvand
- Department of Social Work, University of Social Welfare and Rehabilitation Sciences, Tehran, Iran
| | - Khadijeh Abolmaali Alhosseini
- Department of Psychology, Faculty of Psychology and Social Science, Roudehen Branch of Islamic Azad University, Tehran, Iran
| | - Abolfazl Ghasemi
- Department of Psychology, Faculty of Psychology and Social Science, Roudehen Branch of Islamic Azad University, Tehran, Iran
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11
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Group versus individual format of intervention for aggressive children: Moderators and predictors of outcomes through 4 years after intervention. Dev Psychopathol 2020; 31:1757-1775. [PMID: 31452486 DOI: 10.1017/s0954579419000968] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
Abstract
This study originated in collaboration with Thomas Dishion because of concerns that a group format for aggressive children might dampen the effects of cognitive-behavioral intervention. Three hundred sixty aggressive preadolescent children were screened through teacher and parent ratings. Schools were randomized to receive either an individual or a group format of the child component of the same evidence-based program. The results indicate that there is variability in how group-based cognitive-behavioral intervention can affect aggressive children through a long 4-year follow-up after the end of the intervention. Aggressive children who have higher skin conductance reactivity (potentially an indicator of poorer emotion regulation) and who have a variant of the oxytocin receptor gene that may be associated with being hyperinvolved in social bonding have better outcomes in their teacher-rated externalizing behavior outcomes over time if they were seen individually rather than in groups. Analyses also indicated that higher levels of the group leaders' clinical skills predicted reduced externalizing behavior problems. Implications for group versus individual format of cognitive-behavioral interventions for aggressive children, and for intensive training for group therapists, informed by these results, are discussed.
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12
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Miller S, Boxmeyer C, Romero D, Powell N, Jones S, Lochman J. Theoretical Model of Mindful Coping Power: Optimizing a Cognitive Behavioral Program for High-Risk Children and Their Parents by Integrating Mindfulness. Clin Child Fam Psychol Rev 2020; 23:393-406. [PMID: 32086629 DOI: 10.1007/s10567-020-00312-6] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
Abstract
This paper describes a theoretical model of Mindful Coping Power, a preventive intervention targeting high-risk children and their parents. Mindful Coping Power integrated mindfulness into Coping Power, an evidence-based cognitive behavioral intervention. Reactive aggression is emotionally driven, impulsive, and often referred to as being "hot-blooded." It has been resistant to change, given the high level of emotional arousal and impulsive angry outbursts. Our premise is that mindfulness impacts the mechanisms of reactive aggression-attentional, cognitive, behavioral, and emotional dysregulation. Also in the model are parents who exhibit emotionally charged interactions with their child. Mindful parenting focuses on parents' own emotional self-regulation and being fully present with their child. Our model sets the stage for incorporating mindfulness into existing interventions, thereby optimizing programs and maximizing effects.
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Affiliation(s)
- Shari Miller
- School of Nursing, University of North Carolina, Chapel Hill, NC, 27299, USA.
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13
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Lochman JE, Boxmeyer CL, Kassing FL, Powell NP, Stromeyer SL. Cognitive Behavioral Intervention for Youth at Risk for Conduct Problems: Future Directions. JOURNAL OF CLINICAL CHILD AND ADOLESCENT PSYCHOLOGY : THE OFFICIAL JOURNAL FOR THE SOCIETY OF CLINICAL CHILD AND ADOLESCENT PSYCHOLOGY, AMERICAN PSYCHOLOGICAL ASSOCIATION, DIVISION 53 2019; 48:799-810. [PMID: 30892949 PMCID: PMC6710135 DOI: 10.1080/15374416.2019.1567349] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
Abstract
This article briefly overviews the history of cognitive behavioral intervention (CBI) for children displaying early signs, or actual diagnoses, of conduct disorders. A series of randomized control trials have identified evidence-based CBI programs for children with these behavior problems at various developmental stages from preschool through adolescence. Although it is critically important for the field to disseminate these existing programs as developed, we argue that it is important to also move beyond the existing evidence-based programs. Research should continue to test new comprehensive, multicomponent interventions, fueled by our evolving understanding of active mechanisms that contribute to children's externalizing behavior problems. The future of research in this area can also benefit from a focus on four central issues. First, research can address how single interventions can have meaningful impact on a range of transdiagnostic outcomes because the intervention mechanisms may affect those various outcomes. Second, rooted in implementation science, we are beginning to understand better how evidence-based programs can be disseminated in the real world, examining key issues such as the adequacy of training approaches and the role of therapist and organizational characteristics. Third, a major focus of research can be on how to optimize intervention outcomes, including a focus on microtrials, on tailoring of interventions, on examining rigorously how interventions are delivered, and on the integration of technology and of other approaches such as mindfulness training into CBI. Fourth, research can explore how the therapeutic relationship and the therapists' characteristics can play substantial roles in effective CBI with conduct problem children.
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Affiliation(s)
- John E. Lochman
- The University of Alabama, 348 Gorddon Palmer Hall, Tuscaloosa, Alabama 35487
| | | | | | - Nicole P. Powell
- The University of Alabama, 348 Gorddon Palmer Hall, Tuscaloosa, Alabama 35487
| | - Sara L. Stromeyer
- The University of Alabama, 348 Gorddon Palmer Hall, Tuscaloosa, Alabama 35487
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Glenn AL. Using biological factors to individualize interventions for youth with conduct problems: Current state and ethical issues. INTERNATIONAL JOURNAL OF LAW AND PSYCHIATRY 2019; 65:101348. [PMID: 29673560 DOI: 10.1016/j.ijlp.2018.04.008] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/22/2017] [Accepted: 04/05/2018] [Indexed: 06/08/2023]
Abstract
A growing body of evidence suggests that biological factors such as genes, hormone levels, brain structure, and brain functioning influence the development and trajectory of conduct problems in youth. In addition, biological factors affect how individuals respond to the environment, including how individuals respond to programs designed to prevent or treat conduct problems. Programs designed to reduce behavior problems in youth would have the greatest impact if they were targeted toward youth who need it the most (e.g., who are mostly likely to demonstrate persistent behavior problems) as well as youth who may benefit the most from the program. Biological information may improve our ability to make decisions about which type or level of intervention is best for a particular child, thus maximizing overall effectiveness, but it also raises a number of ethical concerns. These include the idea that we may be providing fewer services to some youth based on biological factors, and that information about biological risk could potentially lead to discrimination or labeling. In this article, I discuss the risks and benefits of using biological information to individualize interventions for youth with conduct problems.
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Affiliation(s)
- Andrea L Glenn
- Center for the Prevention of Youth Behavior Problems, Department of Psychology, The University of Alabama, Box 870348, Tuscaloosa, AL 35487, USA.
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Demaray MK. The Journal of School Psychology: Promoting science at JSP: Focus on special content and current status of the journal. J Sch Psychol 2018; 66:1-3. [PMID: 29429491 DOI: 10.1016/j.jsp.2018.01.001] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
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