Reductions In Antisocial Behavior Research Articles

Juvenile drug court: Enhancing outcomes by integrating evidence-based treatments.

Evaluated the effectiveness of juvenile drug court for 161 juvenile offenders meeting diagnostic criteria for substance abuse or dependence and determined whether the integration of evidence-based practices enhanced the outcomes of juvenile drug court. Over a 1-year period, a four-condition randomized design evaluated outcomes for family court with usual community services, drug court with usual community services, drug court with multisystemic therapy, and drug court with multisystemic therapy enhanced with contingency management for adolescent substance use, criminal behavior, symptomatology, and days in out-of-home placement. In general, findings supported the view that drug court was more effective than family court services in decreasing rates of adolescent substance use and criminal behavior. Possibly due to the greatly increased surveillance of youths in drug court, however, these relative reductions in antisocial behavior did not translate to corresponding decreases in rearrest or incarceration. In addition, findings supported the view that the use of evidence-based treatments within the drug court context improved youth substance-related outcomes. Clinical and policy implications of these findings are discussed.

Understanding Mechanisms of Change in the Development of Antisocial Behavior: The Impact of a Universal Intervention

The association between the development of antisocial behavior, affiliation with deviant friends, and peer rejection was tested with a preventive intervention; 664 boys and girls were randomly assigned to a universal classroom-based intervention targeting disruptive behavior or a control condition. Peer nominations of antisocial behavior, friends' antisocial behavior, and peer rejection were assessed annually for 4 years. A high, a moderate, and a stable low antisocial behavior trajectory were identified. Large reductions in antisocial behavior were found among intervention children who followed the high trajectory. These reductions coincided with affiliations with nondeviant peers and with decreases in peer rejection. The affiliation between deviant and nondeviant peers was initiated by nondeviant children. The results support a causal role of deviant friends and peer rejection in the development of antisocial behavior. The implications for our understanding of the mechanisms leading to reductions in antisocial behavior are discussed.

Putting the Pieces Together: Preliminary Efficacy of a Web-Based Family Intervention for Children with Traumatic Brain Injury

To report preliminary efficacy data from a Web-based family problem-solving intervention to improve parent and child adaptation. Eight parents and six children with moderate to severe traumatic brain injury (TBI) who were injured more than 15 months earlier (M = 16 months) participated in the intervention. Families were given computers, Web cameras, and high-speed Internet access. Weekly videoconferences with the therapist were conducted after they completed self-guided Web exercises on problem-solving, communication, and antecedent behavior management strategies. Paired t tests comparing pre- and post-intervention scores revealed significant improvements in injury-related burden, parental psychiatric symptoms, depression, and parenting stress. There were also significant reductions in antisocial behaviors in the injured child, but not in self-reported depressive symptoms. These findings suggest that a computer-based intervention may successfully be used to improve both parent and child outcomes following TBI in children.

The Effects of Social Skills Instruction on the Social Behaviors of Students at Risk for Emotional or Behavioral Disorders

The authors examined the effects of pullout small-group and teacher-directed classroom-based social skills instruction on the social behaviors of five third- and fourth-grade students at risk for emotional or behavioral disorders. A multiple-baseline across-subjects design was conducted to determine whether the combination of small-group and classroom-based social skills instruction would reduce the frequency of antisocial behaviors across two settings (i.e., classroom, lunchroom). Results of the study indicated moderate reductions in antisocial behaviors during small-group social skills instruction. The positive changes either further declined or were maintained after classroom social skills instruction commenced. Training variables are discussed.

Multicentre controlled trial of parenting groups for childhood antisocial behaviour in clinical practice

Objective: To see whether a behaviourally based group parenting programme, delivered in regular clinical practice, is an effective treatment for antisocial behaviour in children.Design: Controlled trial with permuted block design...

Teaching game-playing social skills using a self-monitoring treatment package

We examined an alternative model to social skills and social competence training through conceptualizing social skills deficits according to a dichotomous model of either (a) not possessing the necessary skill in the behavioral repertoire or (b) possessing the skill but not using it appropriately. We hypothesized that many skills deficits could be explained by the latter interpretation. Using an ABAC design we compared the use of two behavioral monitoring systems: self-monitoring and group monitoring of social skills while playing board games. The data suggest substantial increases in prosocial behaviors along with concomitant reductions in antisocial behaviors as a result of the two monitoring procedures. Data also show generalization across gaming situations and maintenance over time. Suggestions are presented for further research to isolate the role of self-regulation in social skills research. © 2000 John Wiley & Sons, Inc.

Children Who Have Attentional Disorders: Interventions

The treatment of attentional disorders (ADs) has been the subject of much controversy. Sound treatment programs must address a myriad of issues other than the three core symptoms of AD: inattention, impulsivity, and hyperactivity. Intervention programs purportedly leading to positive long-term outcomes have been studied inadequately. The few treatment plans shown to result in long-term improvement in outcome for children and families have used multiple modalities. Such plans integrate medical, psychological, psychosocial, and educational interventions; provide for case management; and educate and empower families as advocates. Very little actually is known about how treatments for ADs interact with each other, and it has been quite difficult to document the advantages of adding psychosocial treatments to psychopharmacologic treatments, although studies are under way to address these issues. Some of the few studies assessing the long-term efficacy of multimodality treatment programs have shown that although drug treatment alone leads to little measurable change, a combination of medication, psychological treatments, and appropriate classroom interventions leads to improved long-term outcomes. These outcomes include a reduction in antisocial behavior, improved social relationships, enhanced academic performance, improved self-esteem, and decreased delinquent behavior. The treatment team for children who have AD should consist of a partnership that includes the child, family, significant school personnel, and the physician.

Children Who Have Attentional Disorders: Interventions

The treatment of attentional disorders (ADs) has been the subject of much controversy. Sound treatment programs must address a myriad of issues other than the three core symptoms of AD: inattention, impulsivity, and hyperactivity. Intervention programs purportedly leading to positive long-term outcomes have been studied inadequately. The few treatment plans shown to result in long-term improvement in outcome for children and families have used multiple modalities. Such plans integrate medical, psychological, psychosocial, and educational interventions; provide for case management; and educate and empower families as advocates. Very little actually is known about how treatments for ADs interact with each other, and it has been quite difficult to document the advantages of adding psychosocial treatments to psychopharmacologic treatments, although studies are under way to address these issues. Some of the few studies assessing the long-term efficacy of multimodality treatment programs have shown that although drug treatment alone leads to little measurable change, a combination of medication, psychological treatments, and appropriate classroom interventions leads to improved long-term outcomes. These outcomes include a reduction in antisocial behavior, improved social relationships, enhanced academic performance, improved self-esteem, and decreased delinquent behavior. The treatment team for children who have AD should consist of a partnership that includes the child, family, significant school personnel, and the physician.

Behavioral analysis and treatment of poor diabetic self-care and antisocial behavior: A single-subject experimental study

A 14-year-old male adolescent who evidenced both inconsistent diabetic self-care and antisocial behavior was treated using behavioral family therapy. An extended baseline assessment of self-care, antisocial behavior and mother-child conflict indicated a cyclic coercion-countercoercion process in which the mother's attempts to discipline the son's antisocial behavior resulted in the son's deliberate poor self-care until a diabetic episode occurred, terminating his mother's disciplinary actions. Treatment sequentially focused on self-care, antisocial behavior, mother-child conflict, and school attendance and behavior. Self-monitoring and a reinforcement salary were insufficient to alter self-care; the addition of a potent punishment for poor self-care led to improved self-care and less frequent diabetic crises but increased antisocial behavior. Maternal monitoring of the son's activities and peer associates, a behavioral contract, and communication/problem-solving training resulted in a reduction in antisocial behavior and conflict, and in increased school attendance. Treatment gains were maintained at a two-month follow-up.