Variation in Response to Evidence-Based Group Preventive Intervention for Disruptive Behavior Problems: A View from 938 Coping Power Sessions
- 499 Downloads
Prior research suggests that under some conditions, interventions that aggregate high-risk youth may be less effective, or at worse, iatrogenic. However, group formats have considerable practical utility for delivery of preventive interventions, and thus it is crucial to understand child and therapist factors that predict which aggressive children can profit from group intervention and which do not. To address these questions we video-recorded group Coping Power intervention sessions (938 sessions), coded both leader and participant behavior, and analyzed both leader and children’s behaviors in the sessions that predicted changes in teacher and parent, reports of problem behavior at 1-year follow up. The sample included 180 high-risk children (69% male) who received intervention in 30 separate Coping Power intervention groups (six children assigned per group). The evidence-based Coping Power prevention program consists of 32 sessions delivered during the 4th and 5th grade years; only the child component was used in this study. The behavioral coding system used in the analyses included two clusters of behaviors for children (positive; negative) and two for the primary group leaders (group management; clinical skills). Growth spline models suggest that high levels of children’s negative behaviors predicted increases in teacher and parent rated aggressive and conduct problem behaviors during the follow-up period in the three of the four models. Therapist use of clinical skills (e.g., warmth, nonreactive) predicted less increase in children’s teacher-rated conduct problems. These findings suggest the importance of clinical training in the effective delivery of evidence-based practices, particularly when working with high-risk youth in groups.
KeywordsAggressive behavior Group process Clinical skills Preventive intervention
This paper has been supported by grants from the National Institute of Drug Abuse (R01 DA023156) and the National Institute of Child Health & Human Development (R01 HD079273).
Compliance with Ethical Standards
Conflict of Interest
John Lochman is the co-developer of the Coping Power program, and he receives royalties from Oxford University Press for the implementation guides for this program.
All procedures performed in studies involving human participants were in accordance with the ethical standards of the institutional and/or national research committee and with the 1964 Helsinki declaration and its later amendments or comparable ethical standards.
Informed consent was obtained from all individual participants included in the study.
- Boxmeyer, C., Powell, N. P., Lochman, J. E., Dishion, T. J., Wojnaroski, M., & Winter, C. (2015). Cognitive-behavioral group coding system . Tuscaloosa: University of Alabama.Unpublished manuscriptGoogle Scholar
- Brabender, V. (2002). Introduction to group therapy. New York: Wiley.Google Scholar
- Dishion, T. J., & Dodge, K. A. (2006). Deviant peer contagion in interventions and programs: an ecological framework for understanding influence mechanisms. In K. A. Dodge, T. J. Dishion, & J. E. Lansford (Eds.), Deviant peer influences in programs for youth: problems and solutions (pp. 14–43). Guilford: New York.Google Scholar
- Dishion, T. J., & Patterson, G. R. (2016). The development and ecology of antisocial behavior: linking etiology, prevention, and treatment. In D. Cicchetti (Ed.), Developmental psychopathology, volume 3, maladaptation and psychopathology (3rd ed., pp. 647–678). Hoboken, New Jersey: Wiley.Google Scholar
- Dodge, K. A., Dishion, T. J., & Lansford, J. E. (2006). Deviant peer influences in intervention and public policy for youth. Social Policy Report, 20, 1–19.Google Scholar
- Lansford, J. E., Criss, M. M., Laird, R. D., Shaw, D. S., Pettit, G. S., Bates, J. E., & Dodge, K. A. (2011). Reciprocal relations between parents’ physical discipline and children’s externalizing behavior during middle childhood and adolescence. Development and Psychopathology, 23, 225–238.CrossRefPubMedPubMedCentralGoogle Scholar
- Lochman, J. E., Baden, R. E., Boxmeyer, C. L., Powell, N. P., Qu, L., Salekin, K. L., & Windle, M. (2014). Does a booster intervention augment the preventive effects of an abbreviated version of the coping power program for aggressive children? Journal of Abnormal Child Psychology, 42, 367–381.CrossRefPubMedPubMedCentralGoogle Scholar
- Lochman, J. E., Dishion, T. J., Powell, N. P., Boxmeyer, C. L., Qu, L., & Sallee, M. (2015). Evidence-based child preventive intervention for antisocial behavior: a randomized study of the effects of group versus individual delivery. Journal of Consulting and Clinical Psychology, 83, 728–735.CrossRefPubMedPubMedCentralGoogle Scholar
- Muratori, P., Milone, A., Manfredi, A., Polidori, L., Ruglioni, L., Lambruschi, F., Masi, G., & Lochman, J.E. (in press). Evaluation of improvement in externalizing behaviors and callous-unemotional traits in children with Disruptive Behavior Disorder: A 1-year follow up clinic-based study. Administration and Policy in Mental Health and Mental Health Services. Google Scholar
- Raudenbush, S. W., & Bryk, A. S. (2002). Hierarchical linear models: applications and data analysis methods (2nd ed.). Thousand Oaks: Sage Publications.Google Scholar
- Reynolds, C. R., & Kamphaus, R. W. (1992). Behavior assessment system for children: manual. Circle Pines: American Guidance Service.Google Scholar
- Schuelke, M., Terry, R., & Day, E. (2013). Growth spline modeling. Cary: SAS http://support.sas.com/resources/papers/proceedings.Google Scholar
- Snyder, J. J., Schrepferman, L. P., Bullard, L., McEachern, A. D., & Patterson, G. R. (2012). Covert antisocial behavior, peer deviancy training, parenting processes, and sex differences in the development of antisocial behavior during childhood. Development and Psychopathology, 24, 1117–1138.CrossRefPubMedGoogle Scholar
- Stewart, J. L., Christner, R. W., & Freeman, A. (2007). An introduction to cognitive-behavior group therapy with youth. In R. W. Christner, J. L. Stewart, & A. Freeman (Eds.), Cognitive-behavior group therapy with children and adolescents (pp. 3–21). New York: Routledge.Google Scholar