Interventions For Disruptive Disorders

Front 1

Owens et al (2012)

Back 1

Incremental benefits of DRC over time with youth with disruptive disorders

66 students at risk for disruptive disorders, over 4 months

72% had all target behaviors improved, 20% more had at least one improved

Will generalize across a variety of target behaviors

Most benefited a lot in the first month, maintained through month 3, and had another incremental benefit in month 4

Should go at least 2 months to see effects (if child shows a sustained positive response during month 3 there is a high prob that it will continue to improve)

reduces target behaviors by nearly half

Front 2

Fabiano et al (2010)

Back 2

Enhancing effectiveness of sped programming for children with ADHD using DRC

with addition of DRC, teachers rated children as exhibiting improved classroom behavior and be more academically productive and successful

students were more likely to attain IEP goals

no impact on academic achievement, ratings of ADHD symptoms, or ratings of student-teacher relationships

Front 3

ADHD interventions

Back 3

contingent positive reinforcement

response cost

Front 4

Class-wide peer tutoring

Back 4

1. dividing class into 2 teams
2. classmates form tutoring pairs
3. students take turns tutoring
4. tutors are given scripts
5. praise and points contingent on correctness
6. errors are corrected immediately
7. teacher monitors tutoring pairs and gives bonus points for correct procedures
8. points are tallied for each student

Dupaul and collegues found that this increased student's with ADHD engagement from 21.6% to 82.3%

Front 5

Enebrink et al (2012)

Back 5

2 groups, intervention and control, randomly assigned to either the internet PMT or a waitlist

On the Eyeberg Child Behavior Inventory (ECBI), parents in the intervention group reported lower levels conduct problems and hyperactivity after treatment

Intervention group had significantly more positive discipline behaviors after treatment (on the parenting practices interview)

Front 6

Pfiffner et al (2013)

Back 6

educational outcomes for a collaborative school-home intervention for ADHD

involved DRC, parent training, and social/classroom skills training for the kids

57 kids from 2nd to 5th grade

large effect sizes for ADHD symptoms (Child symptom inventory), organizational skills (Children's organizational skills scale), and homework problems (parent completed homework problem checklist)

medium to large for teacher rated academic skills (academic competence evaluation scale), grades, WJ scores, and engagement (Behavioral observation of students in schools)