Predictors of child noncompliant behavior in the home

A Comparison of Models for Interstate Wars and for Individual Violence

It is assumed that violence is functional at both individual and societal levels. A model developed for violent individuals is compared with a proposed model for interstate wars. In both domains, the data are consistent with the assumption that violence is functional. At the societal level, the contingencies of training are provided by official staff and require reasonably well-socialized soldiers. At the individual level, reinforcers are provided by victims, and aggressors are usually socially incompetent. In the societal model, decision makers receive rein-forcers for initiating and winning wars. The combat soldiers' behavior is somewhat paradoxical. Soldiers are thought to remain in harm's way out of love for their buddies. The actual reinforcers for their combat behavior are unknown.

Interactions between maternal parenting and children's early disruptive behavior: bidirectional associations across the transition from preschool to school entry

This study was a prospective 2-year longitudinal investigation of associations between negative maternal parenting and disruptive child behavior across the preschool to school transition. Our main goals were to 1) determine the direction of association between early maternal negativity and child disruptive behaviors across this important developmental transition and 2) examine whether there would be different patterns of associations for boys and girls. Participants were 235 children (111 girls; T1; M = 37.7 months, T2; M = 63.4 months) and their mothers and teachers. Observational and multi-informant ratings of child disruptive behavior showed differential patterns of stability and associations with measures of parenting risk. Results indicated bidirectional and interactive contributions of externalizing behavior and negative parenting across time. Results also indicated that risk mechanisms operate similarly for both sexes. Findings support transactional models of disruptive child behavior that highlight the joint contributions of parents and children.

The association of promised consequences with child compliance to maternal directives

Noncompliance is a primary reason parents seek services for their young children. Research on socialization suggests that warning children about consequences is associated with greater compliance. In the current study, we test whether promised consequences (i.e., promises of parental responses to subsequent child behavior), compared with directives alone, were more strongly associated with compliance. We also tested whether some types of promised consequences were more strongly associated with compliance than others. Forty White mother-toddler (age 17-36 months) dyads were video recorded in a 30-min behavioral analogue situation. Interactions were coded using a derived coding scheme. Promised consequences were not found to be more strongly associated with compliance than were directives alone using sequential analyses; however, negative and immediate promised consequences were more strongly associated with compliance. Findings suggest that promising negative and immediate consequences for noncompliance may encourage compliance.

An affective-cognitive model of mother-child aggression

This article reviews literature that explains the development and maintenance of aggressive mother-child interactions using operant learning theory, highlighting limitations in its explanatory power. We also review research on the association between perceptions and the maintenance of aggressive interactions. An integrative, multipathway model of mother-child aggression is presented in which the affective-cognitive biases of mothers and children and measures of their coerciveness help explain and predict subsequent coercive interactions. We conclude with implications for intervention.

Conduct disorder and antisocial behavior: Some thoughts about processes

“Whether we form habits of one kind or of another from our very youth…makes a very great difference, or rather all the difference,” claimed Aristotle, wrestling with notions of conduct disorder (CD) and antisocial behavior two thousand years ago (Bk. II, chap. 1). As I respond to the invitation of John Richters and Dante Cicchetti to reflect on “where research on antisocial behavior has been, is now, and is going,” I think about the implications of Aristotle's claim. On the one hand, Aristotle points to the training received during childhood as key to understanding subsequent misbehavior. On the other, he believed that individuals must be responsible for their behavior and that, therefore, they must be able to make choices regarding how to act.

Integrative module-based family therapy: application and training

The field of marriage and family therapy is currently at a crossroads. The challenge for contemporary therapists is how to incorporate the wisdom of previous models with the accountability that comes from evidence-based practice. The Integrative Module-Based Family Therapy treatment model provides a formalized series of steps that clinicians can use in their case planning and implementation. It is based on nine clinically relevant modules for assessment and intervention that are consistent with current best practices and empirically supported treatments. It thus meets the need for a structured family therapy practice and training approach that is respectful of the "art" of family therapy while still adhering to the principles of the "science" of evidence-based treatment.

The use of laboratory and performance-based measures in the assessment of children and adolescents with conduct disorders

Provides a review of laboratory and performance-based assessment techniques that have been used in research with children who have severe conduct problems. Many of these techniques have proven useful for monitoring the effects of interventions, which seems to be their most immediate clinical use. With further development, several of these techniques have the potential for assessing clinically important processes that may be involved in the development and maintenance of conduct problems in youth, especially processes that may differ across subgroups of children with conduct disorders (CDs). The assessment of such processes could contribute to the development of individualized treatment plans for children and adolescents with CDs. However, a number of theoretical, methodological, and ethical issues limit the clinical utility of these laboratory and performance-based techniques in their current stages of development, especially in their contribution to making initial diagnoses of CDs. These limitations lead to very cautious recommendations for their clinical use.

Methodological issues in the direct observation of parent-child interaction: do observational findings reflect the natural behavior of participants?

This review examines evidence for the utility and validity of direct observational techniques for answering particular research and clinical questions. Observational techniques often involve recording behavior in settings that are relatively unnatural for families. However, it is argued that construct validity of observational methods depends partly on whether the findings are representative of participants' typical everyday behavior. Evidence is reviewed concerning whether observational findings are affected by the presence of the observer, and by two factors which have been neglected in the literature, namely the type of task imposed by the observer (e.g., directing parent and child to play rather than observing spontaneous interaction) and the location of the observations (e.g., clinic or laboratory rather than home). The review suggests that the presence of an observer does not necessarily distort the nature of interactions. However, the small number of studies in this area suggest that interactions in structured or artificial settings are not necessarily representative of those normally taking place at home.

Longitudinal assessment of the low-end specificity of maternal reports of depressive symptoms

Recent studies have raised concerns about the specificity of self-report measures of depression with respect to low-end scores. Because of the high face validity of measures such as the Beck Depression Inventory, it is suspected that extremely low scores may reflect individuals who may harbor depressive symptoms or other psychological abnormalities, yet are inclined to 'fake-good', or respond in a socially desirable manner on the BDI. The presence of this phenomenon was tested in a sample of adolescent mothers who were assessed at four time points over 8 years. It was hypothesized that low-scoring mothers (compared with medium- and high-scoring mothers) would have more negative outcomes on a variety of self-report and observational measures of parenting, as well as have children with more negative outcomes on adjustment and behavior. This study employed multiple assessments, multiple informants and multiple domains of functioning. The analyses controlled for the possible effects of social desirability and demographic differences between the depression groups. The hypotheses were not supported. The majority of analyses found no differences between the groups; where differences did exist, there were no indications that the low-scoring group was at a disadvantage to the medium or high scoring groups.

Positive interaction between mothers and conduct-problem children: is there training for harmony as well as fighting?

Child behavior therapists have concentrated largely on the study of family conflict in conduct-problem children. Positive interactions, such as play and conversation, and the impact these might have on problem behavior have been neglected in theoretical work, although some therapists (e.g., Sanders & Dadds, 1982) have paid attention to alternative family activities. In this study a sample of preschool conduct-problem children not only fought more with their mothers but also were quite deficient in all kinds of positive activities, compared to their normal counterparts. This result supports the notion that young conduct-problem children may be missing out on certain forms of harmonious experience with their mothers, which might otherwise help to prevent conflict. It is argued that the quality of these positive processes, like the better-known coercive ones (Patterson, 1982), demands further study, to broaden our theories and therapies for conduct problems.