Treating Oppositional Defiant Disorder in primary care: A comparison of three models
Lavigne, J. V., LeBailly, S. A., Gouze, K. R., Cicchetti, C., Pochyly, J., Arend, R., et al. (2008). Treating oppositional defiant disorder in primary care: A comparison of three models. Journal of Pediatric Psychology, 33(5), 449-461.
Objective: To determine if a nurse-led or psychologist-led parent-training program was more successful than a minimal intervention in treating early childhood Oppositional Defiant Disorder (ODD) in pediatric primary care.
Methods: Twenty-four practices were randomized to conditions in which parents of 117, 3- to 6.11-year-olds with ODD received the 12-session Webster-Stratton Incredible Years program led by primary care nurses or clinical psychologists, or to a minimal intervention group in which parents received only the companion book to the treatment program.
Results: There was improvement across posttreatment and 12-month follow-up for all groups, but no overall treatment group effects. There was a dose effect, with a reliable, clinically significant gain after seven sessions on the Eyberg intensity scale, and nine sessions on the Child Behavior Checklist externalizing scale.
Conclusions: There is little advantage to the therapist-led treatment over bibliotherapy unless parents attend a significant number of sessions.
The present study compared three models of intervention: an office model, with primary care nurses providing a moderately intensive parent training program; a referral model, with clinical child psychologists providing the same parent training, and a minimal intervention treatment without therapist contact. The Webster-Stratton parent training program we used has considerable empirical support and its videotape-based program seemed suitable for use by nonmental health professionals.
Recent Post
SEL Programs: How Incredible Years Training Sets the Standard
The Value of Early SEL Strategies in Childhood Development
How Teacher Training Programs Help School Districts Boost Student Outcomes
Effective Behavior Interventions to Establish Expectations at School
Transforming Education: Scalable Educational Interventions
Posts by Tag
- Research Library (311)
- Program (295)
- Key (293)
- Audience (289)
- Parent Training (252)
- All (251)
- Agencies and Administrators (193)
- Treatment (184)
- Prevention (145)
- Implementation and Dissemination (104)
- Therapists and Group Leaders (104)
- Implementation and Dissemination (84)
- All (73)
- Parents (63)
- Independent Replication (60)
- Teacher Training (55)
- Child Training (45)
- Assessment (41)
- Independent Replication (39)
- Agencies and Administrators (38)
- Teachers (37)
- Skill Development (36)
- Assessment (35)
- treatment (35)
- Therapists and Group Leaders (34)
- RCT (31)
- Teacher Training (27)
- Review (26)
- evidence-based (26)
- review (23)
- Prevention (21)
- At risk (20)
- child training (16)
- Books (15)
- Parenting Program (15)
- Randomized control trial (14)
- Parenting (12)
- Autism (11)
- Implementation (11)
- Programs (11)
- behavior problems (11)
- Incredible Years (9)
- Preschoolers (9)
- ADHD (8)
- Social Emotional Learning (8)
- conduct problems (8)
- intervention (8)
- Classroom (7)
- News (7)
- randomized control group trial (7)
- Early Intervention (6)
- Self-regulation (6)
- child development (6)
- parent training program (6)
- Key (5)
- Parenting Intervention (5)
- Program (5)
- Universal (5)
- conduct disorder (5)
- meta-analysis (5)
- Baby Program (4)
- Child behavior (4)
- Classroom Dinosaur (4)
- Fidelity (4)
- School (4)
- emotion regulation (4)
- Behavioral Health (3)
- Filipino (3)
- High-risk (3)
- News (3)
- Social competence (3)
- child protective services (3)
- cost effectiveness (3)
- cultural adaptation (3)
- dissemination (3)
- effectiveness (3)
- parent involvement (3)
- parent-teacher relations (3)
- positive behavior management (3)
- teacher perception (3)
- trauma (3)
- Aggressive Behavior (2)
- Basic Parent Program (2)
- CPS (2)
- Children (2)
- Developmental Disability (2)
- Disruptive behavior (2)
- Early childhood (2)
- Feasibility (2)
- Home Coaching (2)
- Hyperactivity (2)
- Infant (2)
- International (2)
- Mental Health (2)
- Parent Home Coaching (2)
- Research (2)
- STARS (2)
- STEER (2)
- School readiness (2)
- TCM (2)
- behavioral difficulties (2)
- behavioral problems (2)
- child behavior problems (2)
- child maltreatment (2)
- classroom intervention (2)
- collaborative (2)
- consultation (2)
- culturally tailored (2)
- economically disadvantaged (2)
- emotional difficulties (2)
- foster care (2)
- goals (2)
- group based (2)
- mediation (2)
- objectives (2)
- residential care (2)
- review of literature (2)
- school aged (2)
- social and emotional competence (2)
- social development (2)
- sustainability (2)
- teacher change (2)
- theoretical foundation (2)
- Attentive Parenting (1)
- Behavior Management (1)
- Caregivers (1)
- Child Welfare (1)
- Child-Directed Play (1)
- Child–teacher relationship (1)
- Classroom climate (1)
- Coping (1)
- Denmark (1)
- Evidence-Based Practices (1)
- Families (1)
- Family (1)
- Flying Start (1)
- Foucault (1)
- Gipuzkoa (1)
- Hmong (1)
- Home learning environment (1)
- IY TCM (1)
- Implantación (1)
- Innovation (1)
- Kindergarten (1)
- Māori (1)
- News (1)
- ODD (1)
- Parent stress (1)
- Parenting interventions (1)
- Preschool Children (1)
- Programas basados en la evidencia (1)
- Protección infantil (1)
- Public Health (1)
- Rural schools (1)
- Scaling up (1)
- Small Group Treatment (1)
- Social-emotional well being (1)
- Spain (1)
- Sure Start (1)
- Time Out (1)
- Toddler parenting Program (1)
- Trauma-informed (1)
- Wales (1)
- abuse (1)
- academic achievement (1)
- academic competence (1)
- academic problems (1)
- activity (1)
- age effects (1)
- attachment (1)
- attendance (1)
- behavior regulation (1)
- behavioral intervention (1)
- behavioral interventions (1)
- central nervous system (1)
- child behavior program (1)
- child care (1)
- child experience (1)
- child program (1)
- child training program (1)
- childcare (1)
- childhood (1)
- childhood conduct problems (1)
- classroom conduct (1)
- clinically significant improvement (1)
- collaborating (1)
- collaborative processes (1)
- content (1)
- cost-effective (1)
- costing (1)
- cultural adaptations (1)
- cultural responsiveness (1)
- early education (1)
- economic disadvantage (1)
- education (1)
- elementary (1)
- elementary school (1)
- emotional development (1)
- emotional health (1)
- emotional problems (1)
- engagement (1)
- evaluation (1)
- evidence-based parenting group (1)
- externalizing (1)
- externalizing behavior (1)
- fidélité (1)
- health (1)
- health disparities (1)
- healthy life style (1)
- home parent support (1)
- home visiting (1)
- home-based (1)
- implantation (1)
- independent research (1)
- independent review (1)
- internalizing (1)
- interpersonal competence (1)
- language delays (1)
- language development (1)
- latent transition analysis (1)
- malnutrition (1)
- maltreatment (1)
- maternal depression (1)
- mental health care (1)
- methods (1)
- neglect (1)
- nutrition (1)
- obesity (1)
- oppositional defiant disorder (1)
- parent perception (1)
- parent practices (1)
- participation (1)
- peer problems (1)
- pilot (1)
- post-colonisation (1)
- post-structuralism (1)
- primary care (1)
- primary school (1)
- problem solving (1)
- processes (1)
- professional development (1)
- program evaluation (1)
- prosocial behavior (1)
- qualitative analysis (1)
- rationale (1)
- residential child care (1)
- satisfaction (1)
- scaling (1)
- self-efficacy (1)
- single parents (1)
- social behavior (1)
- social communication (1)
- social problem solving (1)
- socioemotional and behavioural difficulties (1)
- special educational needs (1)
- staff training (1)
- stress (1)
- student outcomes (1)
- student-teacher relationship (1)
- teacher behaviour (1)
- teacher self-efficacy (1)
- teacher stress (1)
- teacher wellbeing (1)
- therapist (1)
- therapists (1)
- therapy (1)
- transportability (1)
- video-based modeling (1)
- well-being (1)