Skip to main content Accessibility help
×
Hostname: page-component-68945f75b7-76l5x Total loading time: 0 Render date: 2024-08-06T00:23:47.176Z Has data issue: false hasContentIssue false

Chapter 17 - Early Interventions in Conduct Disorder and Oppositional Defiant Disorder

from Section 5 - Therapeutic Approaches

Published online by Cambridge University Press:  04 May 2017

Susan Bailey
Affiliation:
Academy of Medical Royal Colleges (AOMRC), London
Paul Tarbuck
Affiliation:
University of Central Lancashire, Preston
Prathiba Chitsabesan
Affiliation:
Stepping Hill Hospital, Stockport
Get access
Type
Chapter
Information
Forensic Child and Adolescent Mental Health
Meeting the Needs of Young Offenders
, pp. 239 - 253
Publisher: Cambridge University Press
Print publication year: 2017

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Achenbach, T. M. and Rescorla, L. A. (2001). Manual for the ASEBA School-aged Forms and Profiles. Burlington: University of Vermont, Department of Psychiatry.Google Scholar
Aman, M. G., De Smedt, G., Derivan, A., Lyons, B. and Findling, R. L., and the Risperidone Disruptive Behavior Study Group. (2002). Double-blind, placebo-controlled study of risperidone for the treatment of disruptive behaviors in children with subaverage intelligence. American Journal of Psychiatry, 159, 13371346.CrossRefGoogle ScholarPubMed
American Academy of Child and Adolescent Psychiatry. (1997). Practice parameters for the assessment and treatment of children and adolescents with conduct disorder. Journal of the American Academy of Child and Adolescent Psychiatry, 36, 122S139S.Google Scholar
American Psychiatric Association. (2013). Diagnostic and Statistical Manual of Mental Disorders. 5th Edition. Arlington, VA: American Psychiatric Publishing.Google Scholar
Arseneault, L., Kim-Cohen, J., Taylor, A., Caspi, A. and Moffitt, T. E. (2005). Psychometric evaluation of 5- and 7-year-old children’s self-reports of conduct problems. Journal of Abnormal Child Psychology, 33, 537550.Google Scholar
Attride-Stirling, J., Davis, H., Farrell, L., Groark, C. and Day, C. (2004). Factors influencing parental engagement in a community child and adolescent mental health service: a qualitative comparison of completers and non-completers. Clinical Child Psychology and Psychiatry, 9, 347361.Google Scholar
Augimeri, L. K., Enebrink, P., Walsh, M. and Jiang, D. (2010a). Gender-specific childhood risk assessment tools: early Assessment Risk Lists for Boys (EARL-20B) and Girls (EARL-21 G). In Otto, R. K. and Douglas, K. S. Editors. Handbook of Violence Risk Assessment (pp. 4362). Oxford, UK: Routledge, Taylor and Francis.Google Scholar
Augimeri, L. K., Farrington, D. P., Koegl, C. J. and Day, D. M. (2007). The under 12 outreach project: Effects of a community based program for children with conduct problems. Journal of Child and Family Studies, 16, 799807. [Online] doi: 10.1007/s10826-006-9126-x. Accessed 10 January 2007.CrossRefGoogle Scholar
Augimeri, L. K., Jiang, D., Koegl, C. J. and Carey, J. (2006). Differential Effects of the SNAP® Under 12 Outreach Project (SNAP ORP) Associated with Client Risk and Treatment Intensity. Program Evaluation Report Submitted to the Centre of Excellence for Child and Youth Mental Health at CHEO.Google Scholar
Augimeri, L. K., Koegl, C. J., Webster, C. D. and Levene, K. (2001). Early Assessment Risk List for Boys: EARL-20B, Version 2. Toronto: Earlscourt Child and Family Centre.Google Scholar
Augimeri, L. K., Pepler, D., Walsh, M. M., Jiang, D., and Dassinger, C. (2010b). Aggressive and antisocial young children: Risk prediction, assessment and clinical risk management. Program Evaluation Report submitted to The Provincial Centre of Excellence for Child and Youth Mental Health at CHEO (Grant: # RG-976).Google Scholar
Augimeri, L. K. and Walsh, M. (2013). School-based interventions: Commentary. In Pepler, D. and Ferguson, B. Editors. Understanding and Addressing Girls’ Aggressive Behaviour Problems (A Focus on Relationships). Waterloo: Wilfred Laurier University Press.Google Scholar
Augimeri, L. K., Walsh, M., Jiang, D. and Woods, S. (2012). Risk-assessment and clinical risk management for young antisocial children: The forgotten group. Universitas Psychologica, 11(4), 11471156.Google Scholar
Augimeri, L. K., Walsh, M., Levene, K., Sewell, K. and Rajca, E. (2014). Stop Now And Plan (SNAP) model. Encyclopedia of Criminology and Criminal Justice, 50535063. New York, NY: Springer Science – Business Media.Google Scholar
Augimeri, L. K., Walsh, M., Levene, K., and Slater, N. (2015). Scaling Deeper: SNAP® model and implementation frameworks. In Corrado, R., Leschied, A., Lussier, P. and Watley, J. Editors. Serious and Violent Young Offenders and Youth Criminal Justice: A Canadian Perspective. British Columbia: Simon Fraser University Press.Google Scholar
Augimeri, L. K., Walsh, M. M., Liddon, A. D. and Dassinger, C. R. (2011). From risk identification to risk management: a comprehensive strategy for young children engaged in antisocial behavior. In Springer, D. W. and Roberts, A. Editors. Juvenile Justice and Delinquency (pp. 117140). United States: Jones and Bartlett.Google Scholar
Baker, K. (2012). Conduct disorders in children and adolescents. Paediatrics and Child Health, 23(1), 2429.CrossRefGoogle Scholar
Barton, C. and Alexander, J. F. (1981). Functional family therapy. In Gurman, A. S. and Kniskern, D. P. Editors. Handbook of Family Therapy (pp. 403443). New York: Brunner/Mazel.Google Scholar
Bor, W., Sanders, M. R., and Markie-Dadds, C. (2002). The effects of the Triple P-Positive Parenting Program on preschool children with co-occurring disruptive behavior and attentional/hyperactive difficulties. Journal of Abnormal Child Psychology, 30, 571587.CrossRefGoogle ScholarPubMed
Borum, R., Bartel, P. and Forth, A. (2002). Manual for the Structured Assessment of Violence Risk in Youth (SAVRY), Version 1 Consultation Edition. Tampa: University of South Florida.Google Scholar
Burke, J. and Loeber, R. (2015). The effectiveness of the Stop Now and Plan (SNAP) Program for boys at risk for violence and delinquency. Prevention Science, 16(2), 242253 [Online] doi: 10.1007/s11121-014–0490-2. Accessed 24 April 2014.Google Scholar
Burke, J. and Loeber, R. (2016). Mechanisms of behavioral and affective treatment outcomes in a cognitive behavioral intervention for boys. Journal of Abnormal Child Psychology, 44, 179189 [Online] doi: 10.1007/s10802-015–9975-0. Accessed 27 January 2015.CrossRefGoogle Scholar
Campbell, M., Adams, P. B., Small, A. M., Kafantaris, V., Silva, R. R., Shell, J., Perry, R., and Overall, J. E. (1995). Lithium in hospitalized aggressive children with conduct disorder: a double-blind and placebo-controlled study. Journal of the American Academy of Child & Adolescent Psychiatry, 34, 445453.Google Scholar
Christenson, S. L. and Buerkle, K. (1999). Families as educational partners for childrens’ school success: Suggestions for school psychologists. In Reynolds, C. R. and Gutkin, T. B. Editors. The Handbook of School Psychology. 3rd Edition. (pp. 709744). New York: Wiley.Google Scholar
Cohen, M. A. and Piquero, A. R. (2009). New evidence on the monetary value of saving a high risk youth. Journal of Quantitative Criminology, 25(1), 2549.Google Scholar
Conduct Problems Prevention Group. (1999). Initial impact of the fast track prevention trial for conduct problems: I. The high risk sample. Journal of Consulting and Clinical Psychology, 67(5), 631647.CrossRefGoogle Scholar
Connor, D. F., Glatt, S. J., Lopez, I. D., Jackson, D., and Melloni, R. H. (2002). Psychopharmacology and aggression. I: a meta-analysis of stimulant effects on overt/covert aggression-related behaviors in ADHD. Journal of the American Academy of Child & Adolescent Psychiatry, 41, 253261.Google Scholar
Costello, E. J., Angold, A., Burns, B. J., Stangl, D., Tweed, D. L., and Erkanli, A. (1996). The Great Smoky Mountains Study of youth: goals, designs, methods, and the prevalence of DSM-III-R disorders. Archives of General Psychiatry, 53(12), 11291136.Google Scholar
Cueva, J. E., Overall, J. E. Small, A. M., Armenteros, J. L., Perry, R., and Campbell, M. (1996). Carbamazepine in aggressive children with conduct disorder: a double-blind and placebo-controlled study. Journal of the American Academy of Child & Adolescent Psychiatry, 35, 480490.CrossRefGoogle ScholarPubMed
Curtis, N. M., Ronan, K. R., and Borduin, C. M. (2004). Multisystemic therapy: a meta-analysis of outcome studies. Journal of Family Psychology, 18, 411419.CrossRefGoogle ScholarPubMed
Deater-Deckard, K., Dodge, K. A., Bates, J. E. and Pettit, G. S. (1998). Multiple risk factors in the development of externalizing behavior problems: group and individual differences. Developmental Psychopathology, 10, 469493.Google Scholar
Dishion, T. J., McCord, J. and Poulin, F. (1999). When interventions harm: peer groups and problem behavior. American Psychologist, 54, 755764.Google Scholar
Enebrink, P., Långström, N. and Gumpert, C. H. (2006). Predicting aggressive and disruptive behavior in referred 6- to 12-year-old boys: prospective validation of the EARL-20B risk/needs checklist. Assessment, 13, 356367.CrossRefGoogle ScholarPubMed
Eyberg, S. M. (1988). Parent-child interaction therapy: integration of traditional and behavioral concerns. Child and Family Behavior Therapy, 10, 3348.CrossRefGoogle Scholar
Eyberg, S. M., Nelson, M. N. and Boggs, S. R. (2008). Evidence-based psychosocial treatments for children and adolescents with disruptive behavior. Journal of Clinical Child & Adolescent Psychology, 37(1), 215237.Google Scholar
Farmer, C. A. and Aman, M. G. (2011). Aggressive behavior in a sample of children with autism spectrum disorders. Research in Autism Spectrum Disorders, 5(1), 317323.Google Scholar
Farrington, D. (2011). Family influences on delinquency. In Springer, D. W. and Roberts, A. R. Editors. Juvenile Justice and Delinquency (pp. 203222). United States: Jones and Bartlett.Google Scholar
Farrington, D. P. and Koegl, C. J. (2015). Monetary benefits and costs of the stop now and plan program for boys aged 6–11, based on the prevention of later offending. Journal of Quantitative Criminology, 31(2), 263287. [Online] doi: 10.1007/s10940-014–9240-7.Google Scholar
Findling, R. L., McNamara, N. K., Branicky, L. A., Schluchter, M. D., Lemon, E., and Blumer, J. L. (2000). A double-blind pilot study of risperidone in the treatment of conduct disorder. Journal of the American Academy of Child & Adolescent Psychiatry, 39, 509516.Google Scholar
Fonagy, P. and Target, M. (1993). The efficacy of psychoanalysis for children with disruptive disorders. Journal of American Academy of Child & Adolescent Psychiatry, 33(1), 4555.Google Scholar
Furlong, M., McGilloway, S., Bywater, T., Hutchings, J., Smith, S.M. and Donnelly, M. (2012). Behavioural and cognitive-behavioural group-based parenting programmes for early-onset conduct problems in children aged 3 to 12 years. Cochrane Database of Systematic Reviews, 2, CD008225. doi: 10.1002/14651858.CD008225.pub2.Google Scholar
Gadow, K. S., Arnold, L. E., Monlina, B. S. G., Finding, R. L., Bukstein, O. G. and Brown, N. V. (2014). Risperidone Added to Parent Training and Stimulant Medication: Effects on Attention-Deficit/Hyperactivity Disorder, Oppositional Defiant Disorder, Conduct Disorder, and Peer Aggression. Journal of American Academy of Child Adolescent Psychiatry, 53(9), 948959.e1. doi: 10.1016/j.jaac.2014.05.008.Google Scholar
Gerardin, P., Cohen, D., Mazet, P., and Flament, M. F. (2002). Drug treatment of conduct disorder in young people. European Neuropsychopharmacology, 12, 361370.Google Scholar
Gilmour, J., Hill, B., Place, M., and Skuse, D. H. (2004). Social communication deficits in conduct disorder: A Clinical and community survey. Journal of Child Psychology & Psychiatry, 45, 967978.CrossRefGoogle ScholarPubMed
Goodman, R., Ford, T., Richards, H., Gatward, R., and Meltzer, H. (2000). The development and well-being assessment: Description and initial validation of an integrated assessment of child and adolescent psychopathology. Journal of Child Psychology and Psychiatry, 41(5), 645655.Google Scholar
Granic, I. (2014). The role of anxiety in the development, maintenance, and treatment of childhood aggression. Development and Psychopathology, 26, 15151530. [Online] doi: 10.1017/S0954579414001175.CrossRefGoogle ScholarPubMed
Granic, I., O’Hara, A., Pepler, D., and Lewis, M. (2007). A dynamic system analysis of parent-child changes associated with successful ‘real-world’ interventions for aggressive children. Journal of Abnormal Child Psychology, 35(5), 845857. [Online] doi: 10.1007/s10802-007–9133-4.Google Scholar
Hawkins, D., Kosterman, R., Catalano, R. F., Hill, K. G. and Abbot, R. D. (2005). Promoting positive adult functioning through social development intervention in childhood: long term effects from the Seattle social development project. Archives of Pediatric and Adolescent Medicine, 159, 2531.Google Scholar
Hazell, P. L. and Stuart, J. E. (2003). A randomized controlled trial of clonidine added to psychostimulant medication for hyperactive and aggressive children. Journal of the American Academy of Child & Adolescent Psychiatry, 42, 886894.CrossRefGoogle ScholarPubMed
Hood, K. and Eyberg, S. M. (2003). Outcomes of parent-child interaction therapy: mothers’ reports on maintenance three to six years after treatment. Journal of Clinical Child and Adolescent Psychology, 32, 419429.Google Scholar
Howell, J. C. (2001). Juvenile justice: programs and strategies. In Loeber, R. and Farrington, D. P. Editors. Child Delinquents: Development, Intervention and Service Needs (pp. 305321). Thousand Oaks, CA: Sage Publications.CrossRefGoogle Scholar
Howell, J. C., Lipsey, M. W. and Wilson, J. J. (2014). A Handbook for Evidence-Based Juvenile Justice Systems. London, UK: Lexington Books.Google Scholar
Hutchings, J., Lane, E., Owen, R. E. and Gwyn, R. (2004). The introduction of the Webster-Stratton incredible years classroom dinosaur school programme in Gwynedd, North Wales: a pilot study. Educational and Child Psychology, 21, 415.Google Scholar
Impicciatore, P., Choonara, I., Clarkson, A., Provasi, D., Pandolfini, C. and Bonati, M. (2001). Incidence of adverse drug reactions in paediatric in/out-patients: a systematic review and meta-analysis of prospective studies. British Journal of Clinical Pharmacology, 52(1), 7783.Google Scholar
Johnson, E., Mellor, D. and Brann, P. (2008). Differences in dropout between diagnoses in child and adolescent mental health services. Clinical Child Psychology and Psychiatry, 13(4), 515530.Google Scholar
Kazdin, A. E. (1996a). Dropping out of child therapy: issues for research and implications for practice. Clinical Child Psychology and Psychiatry, 1, 133156.Google Scholar
Kazdin, A. E. (1996b). Problem solving and parent management in treating aggressive and antisocial behavior. In Hibbs, E. S. and Jensen, P. S. Editors. Psychosocial Treatments for Child and Adolescent Disorders: Empirically-based Strategies for Clinical Practice (pp. 377408). Washington, DC: American Psychological Association.Google Scholar
Kazdin, A. E. (2005). Parent Management Training. New York: Oxford University Press.Google Scholar
Kazdin, A. E., Bass, D., Siegel, T. and Thomas, C. (1989). Cognitive-behavioural treatment and relationship therapy in the treatment of children referred for antisocial behaviour. Journal of Consulting and Clinical Psychology, 57, 522535.CrossRefGoogle Scholar
Kazdin, A. E., Esveldt-Dawson, K., French, N. H. and Unis, A. S. (1987). Problem-solving skills training and relationship therapy in the treatment of antisocial child behavior. Journal of Consulting and Clinical Psychology, 55, 7685.CrossRefGoogle ScholarPubMed
Kim-Cohen, J., Arseneault, L., Caspi, A., Taylor, A., Polo-Tomas, M. and Moffitt, T. E. (2005). Validity of DSM-IV conduct disorder in 4.5–5 year old children: A longitudinal epidemiological study. American Journal of Psychiatry, 162, 11081117.Google Scholar
Kimonis, E. R. and Frick, P. J. (2010). Oppositional defiant disorder and conduct disorder grown-up. Journal of Developmental & Behavioral Pediatrics, 31(3), 244254.Google Scholar
Klein, R. (1991). Preliminary results: lithium effects in conduct disorders. In: CME Syllabus and Proceedings Summary, 144th Annual Meeting of the American Psychiatric Association, New Orleans, pp. 119120.Google Scholar
Koegl, C. J. (2011). High-risk antisocial children: predicting future criminal and health outcomes. Unpublished doctoral dissertation, University of Cambridge.Google Scholar
Lavigne, J. V., Cicchetti, C., Gibbons, R. D., Binns, H. J., Larsen, L. and Devito, C. (2001). Oppositional defiant disorder with onset in preschool years: longitudinal stability and pathways to other disorders. Journal of American Child and Adolescent Psychiatry, 40(12), 13931400.Google Scholar
Levendoski, L. S. and Cartledge, G. (2000). Self-monitoring for elementary school children with serious emotional disturbances: Classsroom applications for increased academic responding. Behavioral Disorders, 25, 211224.Google Scholar
Levene, K. S., Augimeri, L. K., Pepler, D. J., Walsh, M. M., Webster, C. D. and Koegl, C. J. (2001). Early Assessment Risk List for Girls: EARL-21 G, Version 1, Consultation Edition. Toronto: Earlscourt Child and Family Centre.Google Scholar
Lewis, M. D., Granic, I., Lamm, C., Zelazo, P. D., Stieben, J., Todd, R. M., Moadab, I. and Pepler, D. (2008). Changes in the neural bases of emotion regulation associate with clinical improvement in children with behaviour problems. Development and Psychopathology, 20, 913939.Google Scholar
Lochman, J. E. and Wells, K. C. (1996). A social-cognitive intervention with aggressive children: Prevention effects and contextual implementation issues. In Peters, R. and McMahon, R. J. Editors. Prevention and Early Intervention: Childhood Disorders, Substance Use and Delinquency (pp. 111143). Thousand Oaks, CA: Sage Publications.Google Scholar
Lochman, J. E. and Wells, K. C. (2004). The coping power program for preadolescent aggressive boys and their parents: outcome effects at the 1-year follow-up. Journal of Consulting & Clinical Psychology, 72, 571578.CrossRefGoogle Scholar
Loeber, R. and Farrington, D. P. (1998). Never too early, never too late: risk factors and successful interventions for serious and violent juvenile offenders. Studies on Crime and Crime Prevention, 7(1), 730.Google Scholar
Loeber, R., Farrington, D. and Petechuk, D. (2003). Child Delinquency: Early Intervention and Prevention. Child Delinquency Bulletin Series. Washington, DC: US Department of Justice, Office of Juvenile Justice and Delinquency Prevention.Google Scholar
Malone, R. P., Delaney, M. A., Luebbert, J. F., Cater, J. and Campbell, M. (2000). A double-blind placebo-controlled study of lithium in hospitalized aggressive children and adolescents with conduct disorder. Archives of General Psychiatry, 57, 649654.CrossRefGoogle ScholarPubMed
McMahon, R. J. and Forehand, R. L. (2003). Helping the Noncompliant Child Family-based treatment for Oppositional Behavior. Second Edition. New York: The Guilford Press.Google Scholar
McMahon, R. J. and Frick, P. J. (2005). Evidence-based assessment of conduct problems in children and adolescents. Journal of Clinical & Adolescent Psychology, 34(3), 477505.Google Scholar
Minuchin, S. (1974). Families and Family Therapy. Cambridge, MA: Harvard University Press.Google Scholar
Moffitt, T. E., Arseneault, L., Belsky, D., Dickson, N., Hancox, R. J., Harrington, H., Houts, R., Poulton, R., Roberts, B. W., Ross, S., Sears, M. R., Thomson, W. M. and Caspi, A. (2011). A gradient of childhood self-control predicts health, wealth, and public safety. Proceedings of the National Academy of Sciences of the United States of America, 108(7), 26932698. [Online] doi: 10.1073PNAS1010076108.Google Scholar
Moffitt, T., Caspi, A., Harrington, H. and Milne, B. (2002). Males on the life-course-persistent and adolescence-limited antisocial pathways: follow-up at age 26 years. Development and Psychopathology, 14, 179207.CrossRefGoogle ScholarPubMed
Moretti, M., Holland, R. and Peterson, S. (1994). Long-term outcome of an attachment-based program for conduct disorder. Canadian Journal of Psychiatry, 39(6), 360370.Google Scholar
Murray, J., Phil, M. and Farrington, D. P. (2010). Risk factors for conduct disorders and delinquency: key findings from longitudinal studies. Canadian Journal of Psychiatry, 55(10), 633642.Google Scholar
National Institute of Health and Care Excellence. (2006). Heath Technology Appraisal: Parent Training and Education Programmes for Childhood Conduct Disorder. London: NICE.Google Scholar
National Institute for Health and Care Excellence. (2013). Antisocial Behaviour and Conduct Disorders in Children and Young People: Recognition, Intervention and Management. London: NICE.Google Scholar
Nelson, J. R., Smith, D. J., Young, R. K. and Dodd, J. M. (1991). A review of self-management outcome research conducted with students who exhibit behavioral disorders. Behavioral Disorders, 16, 168179.Google Scholar
Nixon, R. D., Sweeney, L., Erickson, D. B., and Touyz, S. W. (2003). Parent-child interaction therapy: a comparison of standard and abbreviated treatments for oppositional defiant preschoolers. Journal of Consulting & Clinical Psychology, 71, 251260.Google Scholar
O’Connor, T., Deater-Deckard, K., Fulker, D., Rutter, M., and Plomin, R. (1998). Genotype-environment correlations in late childhood and early adolescence: Antisocial behavioural problems and coercive parenting. Developmental Psychology, 34, 970981.Google Scholar
Ogden, T., Amlund Hagen, K., Askeland, E. and Christensen, B. (2009). Implementing and evaluating evidence-based treatments of conduct problems in children and youth in Norway. Research on Social Work Practice, 19(5), 582591.Google Scholar
Pappadopoulos, E., Woolston, S., Chait, A., Perkins, M., Connor, D. F. and Jensen, P. S. (2006). Pharmacotherapy of aggression in children and adolescents: efficacy and effect size. Journal of the Canadian Academy of Child and Adolescent Psychiatry, 15, 2739.Google Scholar
Patterson, G. R., Chamberlain, P. and Reid, J. B. (1982). A comparative evaluation of a parent training program. Behavior Therapy, 13, 638650.Google Scholar
Patterson, G. R., Forgatch, M. S. and DeGarmo, D. S. (2010). Cascading effects following intervention. Development and Psychopathology, 22, 949970.Google Scholar
Pepler, D., Walsh, M., Yuile, A., Levene, K., Vaughan, A. and Webber, J. (2011). Bridging the gender gap: interventions with aggressive girls and their parents. Prevention Science, 11, 229238. [Online] doi: 10.1007/s11121-009–0167-4.Google Scholar
Piquero, A. R., Jennings, W. G. and Farrington, D. P. (2010). Self-control interventions for children under age 10 for improving self-control and delinquency and problem behaviors. Campbell Systematic Reviews, 2. doi: 10.4073/csr.2010.2.Google Scholar
Piquero, A. R., Jennings, W. G., Farrington, D. P., Diamond, B. and Reingle Gonzalez, J. M. (2016). A meta-analysis update on the effectiveness of early self-control improvement programs to improve self-control and reduce delinquency. Journal of Experimental Criminology, 12(2) 249264.Google Scholar
Prinz, R. J. and Miller, G. E. (1994). Family-based treatment for childhood antisocial behavior: Experimental influences on dropout and engagement. Journal of Consulting and Clinical Psychology, 62(3), 645650.Google Scholar
Reid, M. J., Webster-Stratton, C. and Hammond, M. (2003). Follow-up of children who received the incredible years intervention for oppositional-defiant disorder: Maintenance and prediction of 2-year outcome. Behavior Therapy, 34, 471491.Google Scholar
Rifkin, A., Karajgi, B., Dicker, R., Perl, E., Boppana, V., Hasan, N. and Pollack, S. (1997). Lithium treatment of conduct disorders in adolescents. American Journal of Psychiatry, 154, 554555.Google Scholar
Rutter, M., Tizard, J. and Whitemore, K. (1970). Education, Health, and Behaviour. New York: Wiley.Google Scholar
Sanders, M. R., Markie-Dadds, C., Tully, L. A. and Bor, W. (2000). The Triple P-Positive Parenting Program: a comparison of enhanced, standard, and self-directed behavioral family intervention for parents of children with early onset conduct problems. Journal of Consulting and Clinical Psychology, 68, 624640.Google Scholar
Scott, S. (2008). Parenting programs. In Rutter, M., Bishop, D., Pine, D., Scott, S., Taylor, E., Stevenson, J. and Thapar, A. Editors. Rutter’s Child and Adolescent Psychiatry (pp. 10461051). Oxford: Blackwell.Google Scholar
Scott, S. (2015). Oppositional and conduct disorders. In Thapar, A., Pine, D., Leckman, J., Scott, S., Snowling, M. and Taylor, E. Editors. Rutter’s Child and Adolescent’s Psychiatry. New York: Wiley.Google Scholar
Scott, S. and Dadds, M. (2009). When parent training doesn’t work: theory-driven clinical strategies. Journal of Child Psychology and Psychiatry, 50, 14411450.Google Scholar
Scott, S., Spender, Q., Doolan, M., Jacobs, B. and Aspland, H. (2001). Multicentre controlled trial of parenting groups for childhood antisocial behaviour in clinical practice. British Medical Journal, 323, 17.CrossRefGoogle ScholarPubMed
Scott, S., Sylva, K., Doolan, M., Price, J., Jacobs, B., Crook, C. and Landau, S. (2010). Randomized controlled trial of parent groups for child antisocial behaviour targeting multiple risk factors: the SPOKES project. Journal of Child Psychology and Psychiatry 51, 4857.Google Scholar
Shirk, S. R. and Carver, M. (2003). Prediction of treatment outcome from relationship variables in child and adolescent therapy: a meta-analytic review. Journal of Consulting & Clinical Psychology, 71, 452464.Google Scholar
Snyder, R., Turgay, A., Aman, M., Binder, C., Fisman, S. and Carroll, A., and the Risperidone Conduct Study Group. (2002). Effects of risperidone on conduct and disruptive behavior disorders in children with subaverage IQs. Journal of the American Academy of Child and Adolescent Psychiatry, 41, 10261036.Google Scholar
Stattin, H. and Magnusson, D. (1995). Onset of official delinquency: its co-occurrence in time with educational, behavioural, and interpersonal problems. British Journal of Criminology, 35, 417449.Google Scholar
Steiner, H., Saxena, K. and Chang, K. (2003). Psychopharmacologic strategies for the treatment of aggression in juveniles. CNS Spectrums, 8, 298308.Google Scholar
Stern, S. B., Walsh, M., Mercado, M., Levene, K., Pepler, D. J., Carr, A., Heppell, A. and Lowe, E. (2015). When they call, will they come? A contextually responsive approach for engaging multistressed families in an urban child mental health center: a randomized clinical trial. Research on Social Work Practice, 25(5), 549563.Google Scholar
Striepling, S. H. (1997). The low-aggression classroom: A teacher’s view. In Goldstein, A. P. and Conoley, J. C. Editors. School Violence Intervention: A Practical Handbook (pp. 2345). New York: Guilford Press.Google Scholar
Tremblay, R. E. and Nagin, D. S. (2005). The developmental origins of physical aggression in humans. In Tremblay, R. E., Hartup, W. W. and Archer, J. Editors. Developmental Origins of Aggression (pp. 83106). New York: Guilford Press.Google Scholar
Trzesniewski, K., Moffitt, T. E., Caspi, A., Taylor, A., and Maughan, B. (2006). Revisiting the association between reading achievement and antisocial behavior. Child Development, 77, 7288.Google Scholar
Turgay, A. (2004). Aggression and disruptive behavior disorders in children and adolescents. Expert Review of Neurotherapeutics, 4, 623632.Google Scholar
van Yperen, T. and Boendermaker, L. (2008). Interventions. In Loeber, R., Wim Slot, N., van der Laan, P. and Hoeve, M. Editors. Tomorrow’s Criminals: The Development of Child Delinquency and Effective Interventions (pp. 197214). Burlington, VT: Ashgate Publishing Company.Google Scholar
Viljoen, J. L., Nicholls, T. L., Cruise, K. R., Desmarais, S. L. and Webster, C. D. (2014). Short-Term Assessment of Risk and Treatablity: Adolescent Version (START:AV) User Guide. Vancouver, BC: ProActive ReSolutions Inc.Google Scholar
Webster-Stratton, C. (1981). Modification of mothers’ behaviors and attitudes through a videotape modeling group discussion program. Behavior Therapy, 12, 634642.Google Scholar
Webster-Stratton, C., Reid, M. J. and Hammond, M. (2004). Treating children with early-onset conduct problems: intervention outcomes for parent, child, and teacher training. Journal of Clinical Child and Adolescent Psychology, 33, 105124.Google Scholar
Weisz, J. R., Hawley, K. M. and Doss, A. J. (2004). Empirically-tested psychotherapies for youth internalizing and externalizing problems and disorders. Child and Adolescent Psychiatric Clinics of North America, 13, 729815.Google Scholar
Woltering, S., Granic, I., Lamm, C. and Lewis, M. D. (2011). Neural changes associated with treatment outcome in children with externalizing problems. Journal of Biological Psychiatry, 70, 873879.Google Scholar
Woltering, S. and Lewis, M. D. (2013). Changing the neural mechanism of emotion regulation in children with behavior problems. In Hermans, D., Rime, B. and Mesquita, B. Editors. Changing Emotions (pp. 3743). New York, NY: Psychology Press.Google Scholar
World Health Organization. (1996). Multiaxial Classification of Child and Adolescent Psychiatry Disorders. Cambridge, UK: Cambridge University Press.Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure coreplatform@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×