Assessment and Treatment of Stealing

Barth, Richard P.

doi:10.1007/978-1-4613-9826-4_4

Cited by 3 publications

(2 citation statements)

References 35 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Standard parent management training interventions targeting covert conduct problems like recurrent stealing emphasize parents ' careful monitoring of rule -violating behavior, labeling the behavior as rule-violating ('''That's stealing. "), and punishing the behavior without queries (i.e., not testing word-behavior correspondence) to reduce children's opportunity to deny or fabricate (Barth, 1987). However, relatively little empirical attention has been paid to the efficacy with which these parenting strategies reduce covert conduct problems (McMahon & Wells, 1998).…”

Section: Rule-go Vernance and Wo Rd-behavior Correspondencementioning

confidence: 99%

Rule-governance, correspondence training, and discrimination learning: A developmental analysis of covert conduct problems.

Snyder¹,

McEachern²,

Schrepferman³

et al. 2006

The Journal of Speech and Language Pathology – Applied Behavior

View full text Add to dashboard Cite

A developmental model of covert conduct problems is described. Three social processes increase risk for early covert conduct problems. First, parents and other social agents fa il to reinforce children 's compliance to explicit commands and instructions. Second, there is a fa ilure to transfer rule -giving and rule -following from extemal verbal stimuli and contingencies to children's self-description of behavior-consequence relationships. Third, correspondence between children's words and future (promise keeping) or past (truth-telling) behavior is inadequately established. Early covert conduct problems may also result fr om the acquisition and rehearsal of non-normative, deviant rules in family and peer settings. As such, covert conduct problems reflect acquisition of non-normative rules as a result of active deviancy training and deficits in rule govemance and word-behavior correspondence.

show abstract

Section: Rule-go Vernance and Wo Rd-behavior Correspondencementioning

confidence: 99%

Rule-governance, correspondence training, and discrimination learning: A developmental analysis of covert conduct problems.

Snyder¹,

McEachern²,

Schrepferman³

et al. 2006

The Journal of Speech and Language Pathology – Applied Behavior

View full text Add to dashboard Cite

show abstract

“…Although parent training programs frequently advise parents to carefully monitor behavior that involves rule violations, label them as such (e.g. "That's cheating") and punish the behavior without asking questions(to remove the opportunity to cover up or deny; Barth, 1987), such procedures have not been empirically tested (McMahon & Wells, 1998). The establishment of word-behavior correspondence begins in the toddler and pre-school years with monitoring and reinforcement by parents (Dishion & McMahon, 1998) and is much more likely to be easily developed in early childhood (Burton, 1963).…”

mentioning

confidence: 99%

Children with behavioral and emotional problems: Is their behavior explained only by complex learning? Or do internal motives have a role?

Golden¹

2007

International Journal of Behavioral Consultation and Therapy

View full text Add to dashboard Cite

Researchers have identified a subset of children with behavioral and emotional problems who do not respond to empirically supported behavioral interventions. Although there is disagreement about the diagnosis, some professionals label these children with reactive attachment disorder. There is ongoing debate about whether the behavior problems in these children, which seem to be related to emotions and morality, are strictly due to complex learning histories or whether internal motives and emotions have a casual effect on those behaviors. Behaviorists claim that all behavior is explained by external stimuli and learning history whereas traditionalists consider the casual role of internal motivational and emotional forces. This makes a difference in terms of treatment recommendations and methods for promoting 'generalization' and 'internalization'. The authors in the issue that follows will represent various positions in this debate and offer suggestions for treatment accordingly.

show abstract

An Intervention for Childhood Stealing

Tremblay

Drabman

1997

Child & Family Behavior Therapy

View full text Add to dashboard Cite

Assessment and Treatment of Stealing

Cited by 3 publications

References 35 publications

Rule-governance, correspondence training, and discrimination learning: A developmental analysis of covert conduct problems.

Rule-governance, correspondence training, and discrimination learning: A developmental analysis of covert conduct problems.

Children with behavioral and emotional problems: Is their behavior explained only by complex learning? Or do internal motives have a role?

An Intervention for Childhood Stealing

Contact Info

Product

Resources

About