Behavioural Disorder, Disruptive Behavior Disorder, Attention Deficit Hyperactivity Disorder, Conduct Disorder, Oppositional Defiant Disorder, Emotional Disorder
Conditions
Keywords
Disruptive Behaviour Disorder, Attention Deficit Hyperactivity Disorder, Conduct Disorder, Oppositional Defiant Disorder, Parenting Skills, Behavioural Parenting Training
Brief summary
This study will develop and test whether personalized profiles of children with Disruptive Behaviour Disorder (DBD) and their parents based on important psychological, emotional, and neuropsychological indicators predict their response to child cognitive behavioral treatment and Behavioral Parent Training (BPT).
Detailed description
To accomplish these goals, the investigators will collect psychological, emotional, and neuropsychological measures before and following cognitive behavioural therapy (CBT) for both children and parents. The investigators will use statistical modeling to determine profiles of parents of children and children aged 6-12 years with DBD based on key domains of mental health, emotion regulation, cognition, and parent-child behaviour, and observe whether these profiles allow the study team to predict which sub-groups of parents and children are most and least likely to benefit from child CBT and Behavioural Parent Training (BPT).
Interventions
BEHAVIORALBehavioral Parent Training
Two 15-session multi-component cognitive-behavioral group treatments for children with disruptive behavior and their parents (i.e., one program for children aged 6-8 years and their parents and another for children aged 9-12 years and their parents. The programs have a child and parent group that are implemented concurrently.
Sponsors
Centre for Addiction and Mental Health
Study design
Allocation
NA
Intervention model
SINGLE_GROUP
Primary purpose
TREATMENT
Masking
NONE
Eligibility
Sex/Gender
ALL
Age
6 Years to 12 Years
Healthy volunteers
No
Inclusion criteria
* Diagnosis of Oppositional Defiant Disorder (ODD), Conduct Disorder (CD) or Attention Deficit Hyperactivity Disorder (ADHD) determined by the supervising Clinical Psychologist based on DSM-5 diagnostic criteria on the C-DISC; and/or clinically at risk symptoms on the Child Behavior Checklist/Teacher Report Form (t score \> 60) * Clinically severe impairment in social, family, peer functioning demonstrated by the parent- and teacher-completed Impairment Rating Scale (IRS) or the virtually administered Columbia Impairment Scale (CIS) * No evidence of Autism Spectrum Disorder (based on parent and teacher report) or Intellectual Disability (based on the Kaufman Brief Intelligence Task-II OR school reports or psychoeducational assessments).
Exclusion criteria
* Presence of Autism or Intellectual Disability * Evidence of cognitive delays or an intellectual disability (based on the Kaufman Brief Intelligence Test-2 (KBIT-2), verbal and/or IQ composite standard score below 80 or collateral information) * Child behaviour or emotional functioning that make group participation not possible * Child preference for individual treatment. * Parent behaviour or emotional functioning that make group participation not possible * Parent preference for individual treatment.
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Changes in child emotional and behavioral problems between baseline, post-treatment, and follow-up | Baseline (prior to treatment), post-treatment (within 30 days post-intervention completion) and follow-up (1 year post-treatment completion) | Changes in child emotional and behavioral problems are assessed using the Strengths and Difficulties Questionnaire (SDQ). It asks parents to indicate how true a statement is with regards to their child's emotions or behaviours in the last 6 months: 'not true', 'somewhat true', or 'certainly true'. |
| Changes in parenting skills between baseline, post-treatment, and follow-up | Baseline (prior to treatment), post-treatment (within 30 days of treatment completion) and follow-up (1 year after treatment completion) | Parenting skills are assessed using the Alabama Parenting Questionnaire (APQ). Parents indicate how often an item typically occurs in their home: 'never', 'almost never', 'sometimes', 'often', or 'always'. Each answer corresponds to a score: never = 1, almost never = 2, sometimes = 3, often = 4, and always = 5. The APQ has 3 subscales: positive parenting, inconsistent discipline, and poor supervision. Higher scores on the positive parenting subscale means greater positive parenting skills. Higher scores on the inconsistent discipline subscale means greater instances of inconsistent discipline. Higher scores on the poor supervision subscale means greater instances of poor supervision. |
| Changes in parenting competencies between baseline, post-treatment, and follow-up | Baseline (prior to treatment), post-treatment (within 30 days of treatment completion) and follow-up (1 year after treatment completion) | Parenting competencies are assessed using the Parenting Sense of Competence (PSOC). Parents indicate how much they agree with statements: 'strongly disagree', 'disagree', 'slightly disagree', 'slightly agree', 'agree', or 'strongly agree'. Higher scores on the PSOC indicate higher parenting sense of competence with scores ranging from a minimum of 17 and a maximum of 102. |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| Changes in child emotional and behavioural challenges between baseline, post-treatment, and follow-up | Baseline (prior to treatment), post-treatment (within 30 days of treatment completion) and follow-up (1 year after treatment completion) | This will be assessed using the Behavior and Feelings Scale (BFS) which asks parents to indicate how big of a problem a behaviour or feeling has been for a child in the last two weeks from '0 - not a problem' to '4 - a very big problem'. |
| Changes in child emotional and behavioural challenges between baseline, post-treatment, and follow up | Baseline (prior to treatment), post-treatment (within 30 days of treatment completion) and follow-up (1 year after treatment completion) | This will be assessed using the Child Behavior Checklist (CBCL) which asks parents to indicate how relevant the listed challenges are to their child from '0 - not true', '1 - somewhat or sometime true', and '2 - very or often true'. |
Contacts
PRINCIPAL_INVESTIGATORBrendan F. Andrade, Dr.
Centre for Addiction and Mental Health
Outcome results
None listed