scholarly journals Tailoring of evidence-based group intervention with children with disruptive behavior: Implications for therapists and researchers

Salud Mental ◽  
2021 ◽  
Vol 44 (6) ◽  
pp. 257-260
Author(s):  
John E. Lochman
Keyword(s):  
Disruptive Behavior ◽  
Group Intervention ◽  
Evidence Based

Small Group Intervention for Children With Attention Disorders

2002 ◽  
Vol 18 (4) ◽  
pp. 196-200 ◽  
Author(s):  
Gail M. Houck ◽  
Mary Catherine King ◽  
Bill Tomlinson ◽  
Ann Vrabel ◽  
Kathleen Wecks
Keyword(s):  
Disruptive Behavior ◽  
Group Intervention ◽  
Social Problem Solving ◽  
Self Control ◽  
School Age Children ◽  
School Age ◽  
Long Term Effects ◽  
Attention Disorders ◽  
Vocational Success ◽  
Group Experiences

Children with attention disorders can experience adverse long-term effects on academic performance, vocational success, and socioemotional development. They experience some level of functional impairment that extends across settings, including the home and school. In combination with medication, group interventions with school-age children were found to be effective for enhancing social behavior. This article describes two practice improvement projects that provided group experiences for children with attention-deficit/hyperactivity disorder (ADHD) symptoms, including disruptive behavior. Four skill domains were addressed: communication, friendship, self-control, and social problem solving. One project provided activities for early school-age children with ADHD who were treated with medication only. Another provided a support group on self-management for freshman boys with ADHD who were also treated with medication only. In both projects, the disruptive behavior of the participants decreased by the end of the group sessions.

Increasing In-Service Teacher Implementation of Classroom Management Practices Through Consultation, Implementation Planning, and Participant Modeling

2017 ◽  
Vol 20 (1) ◽  
pp. 43-59 ◽  
Author(s):  
Lisa M. Hagermoser Sanetti ◽  
Kathleen M. Williamson ◽  
Anna C. J. Long ◽  
Thomas R. Kratochwill
Keyword(s):  
Classroom Management ◽  
Disruptive Behavior ◽  
Management Practices ◽  
Implementation Fidelity ◽  
Future Research ◽  
Evidence Based ◽  
Baseline Design ◽  
Implementation Planning

Numerous evidence-based classroom management strategies to prevent and respond to problem behavior have been identified, but research consistently indicates teachers rarely implement them with sufficient implementation fidelity. The purpose of this study was to evaluate the effectiveness of implementation planning, a strategy involving logistical intervention implementation planning and identification of implementation barriers, and participant modeling, a strategy involving didactic and in vivo intervention training, on teachers’ implementation of an evidence-based classroom management plan. A randomized multiple treatment embedded within a multiple baseline design across participants was used to assess (a) teachers’ adherence to the classroom management plans and quality of implementation and (b) student disruptive behavior in the classroom immediately and at follow-up. Results indicated that teachers’ adherence and quality increased with both implementation planning and participant modeling, but these improvements were not fully maintained at 1- and 2-month follow-up. A similar pattern in student disruptive behavior was also observed. These findings highlight the need for ongoing implementation support for behavioral interventions in schools. Implications for future research and practice are discussed.

Determining Evidence-Based Outcomes in School-Aged Youth: Free-Access Instruments for School Counselor Use

2019 ◽  
Vol 22 (1b) ◽  
pp. 2156759X1983443 ◽  
Author(s):  
Gerta Bardhoshi ◽  
Nicole Cobb ◽  
Bradley T. Erford
Keyword(s):  
School Counselors ◽  
Disruptive Behavior ◽  
School Counselor ◽  
Cost Effective ◽  
Counseling Services ◽  
Free Access ◽  
Assessment Instruments ◽  
Evidence Based ◽  
Group Interventions ◽  
Effective Manner

School counselors must demonstrate effectiveness of counseling services in a cost-effective manner. This article reviews and applies commonly used, free-access assessment instruments for use with school-aged youth to provide evidence of effective individual, small-group, and large-group interventions. We present instruments assessing depression, anxiety, disruptive behavior, and trauma, so that school counselors can learn basic administration, scoring, interpretation procedures, and psychometric utility to allow immediate use with diverse students.

Comprehensive and Integrated Treatment of Disruptive Behavior Disorders

2017 ◽  
Author(s):  
Steiner Hans ◽  
Daniels Whitney ◽  
Kelly Michael ◽  
Stadler Christina
Keyword(s):  
Disruptive Behavior ◽  
Behavior Disorders ◽  
Disruptive Behavior Disorders ◽  
Integrated Treatment ◽  
Current Evidence ◽  
Evidence Based ◽  
Community Based Interventions ◽  
New Findings ◽  
Criminological Perspective ◽  
High Degree

This chapter maps evidence-based interventions on the biopsychosocial model of causation suggested by the current evidence. Medications and biological treatments are still second-line interventions, which should be considered only if there is insufficient progress with psychological and social-familial treatments. There is very little progress in the past decade in testing medication interventions. New findings from neuroscience suggest another subtype of disruptive behavior disorders (DBDs), which holds considerable promise to improve outcomes in this treatment category. Psychological treatments are best supported by the evidence, especially when delivered in manualized form with a high degree of treatment fidelity. Familial and community-based interventions are also well supported, especially in complex, severe and chronic cases. There is a dearth of intervention studies targeting the different phenotypes of antisocial and aggressive behavior and studies of integrated treatment However, many studies are now available that approach treatment from a medical evidence–based rather than criminological perspective.

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