Some Considerations in Evaluating the Clinical Utility of Cognitive Behavior Therapy with Children

Social Validity in the Assessment of Children's Social Skills: Establishing Standards for Social Competency

Social validity is a concept that, in part, deals with the social or applied importance of the effects of intervention programs. Given the importance of assessing social competence in school-age children and youth, it is critical that these measures be socially valid. That is, these measures should reflect outcomes that social systems such as the schools consider important. Various assessment methods were classified as Type I, Type II, and Type III measures based on their social validity. Conclusions focused on the increased use of Type I measures, the establishment of appropriate normative groups for these measures, the adoption of a competence-correlates definition of social skills, and the increased use of multivariate research methods in the area of social skills assessment.

Cognitive Processes Underlying the Behavior Change in Cognitive Behavior Therapy with Childhood Disorders: A Review of Experimental Evidence

While Cognitive Behavior Therapy (CBT) has been widely used for treatment of childhood disorders, the process underlying the success of CBT in this area is still unclear. This paper attempts to examine empirically the above issue, using the literature from 1974 to 1989 to see whether there is support for the underlying changes in cognitive processes that are assumed to mediate the therapy. The results show that while CBT is relatively effective in treating some childhood disorders, there is little empirical evidence to support the underlying cognitive models of childhood disorders.

Social skills training and cognitive restructuring for adolescents on hemodialysis

The purpose of this study was to test a social skills and cognitive restructuring intervention designed for adolescents undergoing hemodialysis. A single-case experimental design with multiple baselines across subjects was used. Cognitive restructuring and assertive skills training were incorporated into eight weekly instructional modules. A convenience sample of 6 adolescents entered the program; 3 subjects completed the program. Data were analyzed using visual analysis. Although no striking changes could be seen between pre- and post-intervention phases for self-efficacy and self-report of assertive behaviors, there was a trend toward growth in overall social skills for 2 subjects. Another subject made some obvious increases in all areas of self-efficacy in comparison to other subjects. This study points out the merit of identifying depression as a factor in cognitive impairment and the exercise of personal efficacy.

Utility of cognitive-behavioral procedures for social skills training with children: a critical review

Thirty-three studies that have used cognitive-behavioral social skills training procedures were critically reviewed. These studies were classified under four broad categories: modeling, coaching, treatment packages, and social problem solving. Seven criteria were used to critically evaluate these studies: subject characteristics, treatment specification, outcome measures, statistical analyses, experimental design, generalization, and cost effectiveness.

The efficacy of relaxation training with children

This paper reviews studies that have examined the efficacy of relaxation training techniques in the treatment of childhood disorders. Methodological problems encountered in doing research in this area resemble those found in working with an adult population: imprecise definitions of subject populations and use of a variety of dependent variables from one study to another. Findings suggest that relaxation training is at least as effective as other treatment approaches for a variety of learning, behavioral, and physiological disorders when it is continued over an extended period of time and is augmented by other supportive measures. Needs for future research include better follow-up studies and further investigations with a behaviorally disruptive population.