Abstract
Prevention studies typically focus on outcome variables such as reductions in problem behavior, rather than targeted factors (e.g., cognitions), or the relation between change in targeted factors and outcomes. Therefore, the current study examined the effect of a targeted prevention program for childhood disruptive behavior on targeted factors (i.e., perspective taking and self-control) and associations between change in targeted factors and outcomes (i.e., aspects of disruptive behavior). The sample consisted of 173 children (Mage = 10.2 years) who were randomly assigned to an intervention condition (n = 70) or waitlist control condition (n = 103). Assessment took place at pre-, post- and follow-up measurements. For ethical considerations, follow-up data was not available for children on the waitlist. Findings revealed a direct intervention effect on self-control. From pre-test to follow-up, children who received the intervention improved in perspective taking and self-control. Moreover, improvements in self-control were associated with and predicted reductions in teacher-reported symptoms of oppositional defiant disorder. No associations were found between changes in perspective taking and disruptive behavior. These findings suggest that self-control may be an important target factor in reducing childhood disruptive behavior in targeted prevention.
Highlights
Elementary school children with disruptive behavior problems are at increased risk for antisocial behavior and crime involvement (Kassing et al 2019)
The current study elaborated on these findings by examining the effects of the intervention on the targeted factors perspective taking and self-control, and whether changes in these targeted factors were related to changes in disruptive behavior
From pre-test to follow-up, children who received the intervention improved in perspective taking and self-control and reduced in disruptive behavior
Summary
Elementary school children with disruptive behavior problems are at increased risk for antisocial behavior and crime involvement (Kassing et al 2019). Little is known about the specific factors that need to be targeted to effectively reduce childhood disruptive behavior (Dodge et al 2013). Many cognitive behavioral treatments for childhood disruptive behavior are based on Crick and Dodge’s (1994) social information processing theory. 4) response decision, 5) enactment and 6) evaluation of enactment (Crick and Dodge 1994) Deficiencies in these steps may lead to impaired information-processing, which in turn may result in disruptive behavior (Crick and Dodge 1994; Arsenio 2010). A first factor that is often targeted in interventions for childhood disruptive behavior is perspective taking, which refers to the ability to understand others’ feelings and thoughts (Van Manen et al 2009). Targeting perspective taking can enhance the first two information-processing steps
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