A community setting replication of a social learning treatment for aggressive children

Fleischman, Matthew J.; Szykula, Steven A.

doi:10.1016/s0005-7894(81)80112-8

Cited by 22 publications

(4 citation statements)

References 10 publications

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“…Yet the issue is difficult to resolve within the design. It is important to note, however, the maintenance of effects suggested in the study is consistent with other studies that have shown sustained gains one year after treatment (e.g., Fleischman & Szykula, 1981) or even longer (e.g., 4.5 and 10.5 years; Baum & Forehand, 1981; Forehand & Long, in press). Social learning approache that consider family issues as in this study and others (e.g., Dadds, Schwartz, & Sanders, 1987) appear to be more effective in sustaining treatment gains than studies with other treatments or those that do not integrate family issues.…”

Section: Evaluation Of the Studysupporting

confidence: 90%

Social learning family therapy with aggressive children: A commentary.

Kazdin¹

1988

Journal of Family Psychology

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Section: Evaluation Of the Studysupporting

confidence: 90%

Social learning family therapy with aggressive children: A commentary.

Kazdin¹

1988

Journal of Family Psychology

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“…This initiated a series of case studies focused on children with behavior problems. Over the next decade, the studies became more ambitious, with pre/post and follow-up data, larger samples, replications, and randomized controlled trials (Arnold, Levine, & Patterson, 1975; Fleischman & Szykula, 1981; Forgatch & Toobert, 1979; Patterson, 1974; Patterson et al, 1982; Patterson & Reid, 1970). Success in treating aggressive behavior in children fueled new efforts to apply the same behavioral principles to family intervention to treat multiple offender adolescents (Bank, Marlowe, Reid, Patterson, & Weinrott, 1991; Reid, 1976) and families referred for child abuse (Reid, 1986).…”

Section: Oregon Studies Of Child Aggressionmentioning

confidence: 99%

The Oregon Model of Behavior Family Therapy: From Intervention Design to Promoting Large-Scale System Change

et al. 2016

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This paper reviews the evolution of the Oregon model of family behavior therapy over the past four decades. Inspired by basic research on family interaction and innovation in behavior change theory, a set of intervention strategies were developed that were effective for reducing multiple forms of problem behavior in children (e.g., Patterson, Chamberlain, & Reid, 1982). Over the ensuing decades, the behavior family therapy principles were applied and adapted to promote children’s adjustment to address family formation and adaptation (Family Check-Up model), family disruption and maladaptation (Parent Management Training–Oregon model), and family attenuation and dissolution (Treatment Foster Care–Oregon model). We provide a brief overview of each intervention model and summarize randomized trials of intervention effectiveness. We review evidence on the viability of effective implementation, as well as barriers and solutions to adopting these evidence-based practices. We conclude by proposing an integrated family support system for the three models applied to the goal of reducing the prevalence of severe problem behavior, addiction, and mental problems for children and families, as well as reducing the need for costly and largely ineffective residential placements.

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“…PMT has brought the problematic behaviors of treated children within normative levels of their peers who are functioning adequately (Eyberg & Johnson, 1974; Patterson, 1974; Wells, Forehand, & Griest, 1980). Improvements often remain evident 1 year after treatment (e.g., Fleischman & Szykula, 1981); the continued benefits of treatment have been evident with noncompliant children up to 4.5 years later (Baum & Forehand, 1981).…”

Section: Current Treatmentsmentioning

confidence: 99%

Treatment of antisocial behavior in children: Current status and future directions.

Kazdin¹

1987

Psychological Bulletin

806

490

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Antisocial behavior in children represents a serious and pervasive clinical problem. To date, progress in identifying effective treatments has been relatively slow. The purpose of the present article is to characterize the current status of treatment for antisocial child behavior, to identify promising approaches based on contemporary outcome research, and to note limitations and emergent methodological issues. A central purpose is to identify alternative models of treatment application and evaluation, including the high-strength intervention, amenability-to-treatment, broad-based treatment, and chronic-disease models. These models are designed to integrate findings regarding characteristics and prognosis of antisocial behavior with outcome research and to accelerate the identification and development of effective treatments.Antisocial behaviors include a broad range of activities, such as aggressive acts, theft, vandalism, fire setting, lying, truancy, and running away. Many terms-including acting out, externalizing behaviors, conduct disorder or conduct problems, and delinquency-denote antisocial behaviors. Two of the terms are worth delineating at the outset. For present purposes, antisocial behavior is used to refer broadly to any behaviors that reflect social-rule violations or acts against others. In this usage, antisocial behavior refers to such acts as fighting, lying, and other behaviors whether or not they are necessarily severe. Such behaviors are evident in clinically referred youths, but they are also seen in varying degrees in most children over the course of normal development. The term conduct disorder is used to refer to instances when the children evince a pattern of antisocial behavior, when there is significant impairment in everyday functioning at home or school, or when the behaviors are regarded as unmanageable by significant others. Thus, conduct disorder is reserved here for antisocial behavior that is clinically significant and clearly beyond the realm of "normal" functioning.The significance of conduct disorder as a clinical and social problem can be punctuated by highlighting major characteristics.Prevalence. The prevalence of conduct disorder is difficult to estimate, given different denning criteria and variations in rates for children of different ages, sexes, socioeconomic classes, and geographical locales. Nevertheless, estimates of the rate of conduct disorder among children have ranged from approximately

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A community setting replication of a social learning treatment for aggressive children

Cited by 22 publications

References 10 publications

Social learning family therapy with aggressive children: A commentary.

Social learning family therapy with aggressive children: A commentary.

The Oregon Model of Behavior Family Therapy: From Intervention Design to Promoting Large-Scale System Change

Treatment of antisocial behavior in children: Current status and future directions.

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