Empirical Support for a Treatment Program for Families of Young Children With Externalizing Problems

Behavioral Family Intervention for Children With Developmental Disabilities and Behavioral Problems

“…These results support the findings of single-participant studies of BFI with young children with disabilities that have reported reductions in child behavior problems and enhancement of positive parenting behaviors (Gavidia-Payne & Hudson, 2002;Roberts et al, 2003), and they support studies of typically developing preschool children (Bryant et al 1999;Feinfield & Baker, 2004;Reid et al, 2004;. They indicate that parents and children were able to apply their skills to new situations and to continue using them after the formal intervention had ceased.…”

“…Reviews and randomized control trials with preschool children have reported reductions in child behavior problems, critical parenting, and parental stress, plus more positive parenting (Bryant, Vizzard, Willoughby, & Kupersmidt, 1999;Feinfield & Baker, 2004;Reid, Webster-Stratton, & Baydar, 2004;Webster-Stratton, Reid, & Hammond, 2004).…”

“Family matters:” Fetal alcohol spectrum disorders and the family

“…The APQ is an instrument used to assess empirically-identified positive and negative parenting styles important to the emergence of conduct problems in children. Reference data were available from literature for children with typical development in a community sample [caregivers of children aged 4-9 years; Dadds et al, 2003], and children with disruptive behavior disorders assessed after treatment [aged 4-8 years; Finefield and Baker, 2004]. Even though they were raising challenging children with FASD, and data were collected before receiving treatment, parents in the current study on average reported parenting behavior similar in many ways to reference parents.…”

Starting Strong: A School-Based Indicated Prevention Program During the Transition to Kindergarten

“…Content and techniques are derived in part from evidence-based, behaviourally oriented parent and teacher training programmes (e.g. Anastopoulos and Farley 2003;Barkley 1997;Feinfield and Baker 2004;Kazdin 2010;Lochman et al 2011;Webster-Stratton and Reid 2010;Zisser and Eyberg 2010) and are also informed by research on predictors of early STR quality and on the developmental tasks relevant to the transition to kindergarten. While existing programmes have rarely focused directly on building STRs, but rather on improving behavioural or social adjustment, Starting Strong directly addresses both STRs and child behavioural adjustment.…”

“…Feinfield and Baker 2004;Webster-Stratton and Reid 2010), sessions take a coping modelling approach, in which parents view a video or role-play of a parent-child or parent-teacher scenario and discuss and/or role-play ways to handle the situation. Weekly home activities involve practicing new strategies with children.…”