Considerable attention has recently been focused on intervention techniques designed to alter cognitive processes in an attempt to modify clinically relevant child behaviors. Studies in which children have been taught cognitive mediating strategies (methods collectively known as cognitive behavior therapy) were evaluated in terms of subject populations, adequacy of outcome measures, experimental and statistical methodology, and consistency of findings. In general, deficiencies were found on all dimensions. Although some studies have reported promising results that merit further investigation, methodological improvements are necessary before the clinical utility of cognitive behavior therapy with children can be documented.

No abstract