Childhood antisocial behaviour/oppositional defiant disorder Mental and Behavioural Disorders Conduct disorders
Conditions
Interventions
Intervention arm:
Overall Package. This comprised a 12 week behaviour course in the fall term, a 10 week literacy course in the spring term, and a 6 week course with both elements in the summer term.
McNaughton, Glynn & Robinson 1987) approach to reading with a ?whole language? approach which focused on discussion of the book and also on language ?play? with sounds and letters. In the PPP parents
Sponsors
King's College London (UK)
Eligibility
Sex/Gender
All
Inclusion criteria
Inclusion criteria: First, children had to score above the cutoff on the screening questionnaire, set at one standard deviation above the population mean on conduct symptoms summing parent and teacher ratings (thus putting them at high risk of Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition [DSM IV] oppositional defiant disorder). Second, their parents were then contacted to assess further eligibility criteria: 1. Ability to understand English 2. Ability to attend at group times 3. Interest in attending 4. Acceptance of RCT study 5. Index child free of clinically apparent generalized developmental delay (mental retardation)
Exclusion criteria
Exclusion criteria: Opposite of inclusion criteria above, hence children below the cutoff on the screening questionnaire, set at one standard deviation above the population mean on conduct symptoms summing parent and teacher ratings (thus putting them at low risk of DSM IV oppositional defiant disorder). Second, their parents were then contacted to assess further eligibility criteria, and were excluded for: 1. Inability to understand English 2. Inability to attend at group times 3. No interest in attending 4. Did not accept RCT study 5. Index child has clinically apparent generalized developmental delay (mental retardation)
Design outcomes
Primary
| Measure | Time frame |
|---|---|
| Parent Account of Child Symptoms (PACS: Taylor et al 1986, 1991); this was the primary outcome of the trial. This is an investigator-based interview similar in format and scoring to the Child and Adolescent Psychiatric Assessment (Angold et al 2001). It is shorter and covers 8 oppositional symptoms/antisocial behaviours scored 0-3 for severity and frequency. It has been used in surveys of over 10,000 children (Taylor et al 1991). | — |
Secondary
| Measure | Time frame |
|---|---|
| Parenting: 1. Interview. This was a modified form of the semi-structured interview devised by Quinton et al (1988). It covered three parenting practices taught in the intervention known to be associated with prosocial child behaviour (time spent playing with the child, use of praise, strategic use of rewards); two disciplinary practices shown to diminish antisocial behaviour (the giving of logical consequences, time out); and inappropriate discipline associated with more antisocial behaviour (spanking and exclusion for over ten minutes). 2. Expressed emotion (EE). This is a measure of parental warmth and criticism expressed towards the child during the whole interview, and was rated globally on a 5 point scale using Camberwell Family Interview criteria (Vaughn and Leff 1986). 3. Direct observation. This is the ?gold standard? in the sense that it is what actually happens, rather than an account. The procedure of the Conduct Problems Research Group (1999) was used, with videotaping of parent-child interaction across three tasks: i. Child directed play, in which the child is allowed to play with any of several toys provided (five minutes) ii. Parent directed task, in which the child is told by parent to copy a complex Lego toy brick construction (five minutes) iii. Clean-up segment in which the child is instructed to tidy away the toys (three minutes) Scoring was frequency counts by three raters blind to intervention allocated; coders used a slightly modified version of the CPRG scheme (PBCS, Aspland and Gardner 2003). Child: 1. ADHD symptoms. PACS interview. Intraclass correlation was 0.81 (CI 0.71-0.91). 2. Child reading ability. British Ability Scale Word Reading (BAS II: Elliot, Smith and McCullough 1996). This is an individually administered standardized test of the child?s ability to read single words. | — |
Countries
United Kingdom
Outcome results
None listed