Helping the Noncompliant Child: Family-Based Treatment for Oppositional Behavior (2nd Ed.) Robert J. McMahon, Rex L. Forehand. New York: Guilford Press (www.guilford.com). 2003, 313 pp., $38.00 (softcover). Ever since its publication in 1981, Helping the Noncompliant Child: Family-Based Treatment for Oppositional Behavior has been viewed as the gold standard of treatment manuals aimed at training parents to manage noncompliance in children. The long-awaited second edition greatly expands upon this classic text, maintaining its status as the premier guide for clinicians and trainees working with families of children with externalizing disorder. The text has numerous strengths, including its articulate presentation of the theoretical framework underlying the proposed interventions, a clear step-by-step outline of the implementation of treatment strategies, and a rich description of empirical support for the techniques proposed. The authors commence the second edition with a greatly expanded description, from a developmental psychopathology perspective, of the normal development of both compliance and noncompliance. By placing the theoretical framework within a developmental framework, the authors allow clinicians to answer the key question within the field of developmental psychopathology: What are the factors that lead normal development to go awry and consequently trigger the emergence of problem behavior? The authors discuss the developmental unfolding of problem behavior over time from initial oppositional behavior in early childhood to aggressive and delinquent behavior in adolescence, highlighting the importance of treating externalizing disorders in their early stages in order to prevent the emergence of more severe forms of psychopathology later in adolescence. The model they propose is thorough in its coverage, rich in detail, and firmly grounded in decades of empirical work examining the developmental trajectories of externalizing behaviors. For proponents of a case formulation approach toward intervention, the text provides a rich framework from which to conceptualize cases in a manner that will facilitate the choice and timing of implementation of effective treatment strategies. In the second and third chapters, the authors present an overview of parent training as an intervention for treating noncompliance in children drawing heavily upon the model devised by Dr. Constance Hanf. Basic issues such as the sequence of instructional procedures for teaching each parenting skill, skills taught in different phases of the parent training program, and session structure are clearly outlined. The authors also address methods for engaging families in the intervention and developing a sound therapeutic alliance. These chapters provide a thorough overview of the framework within which the techniques presented in subsequent chapters should be implemented and are likely to be particularly valuable to therapists and trainees in the early stages of commencing work with families. In the fourth chapter, the authors provide a rich outline to guide the assessment process. The approach is presented with great detail and is brought to life by transcripts demonstrating session content, forms to use during the interview process to ensure that all relevant avenues of inquiry are covered, self-report forms for parents to complete, and score sheets to use in observing parent-child interactions. …

Helping the Noncompliant Child: Family-Based Treatment for Oppositional Behavior (2Nd Ed.)

This quantitative synthesis of 448 independent studies including 480,830 families revealed small positive associations (rs = .13 to .23) between parents' naturally occurring involvement in children's schooling and children's academic adjustment (i.e., achievement, engagement, and motivation) that were maintained over time. Parents' involvement was also positively related to children's social (r = .12) and emotional adjustment (r = .17) and negatively related to their delinquency (r = -.15), concurrently. Analyses focusing on children's academic adjustment revealed that different types of involvement (e.g., parents' participation in school events and discussion of school with children) were similarly positively associated with such adjustment. The only exception was that parents' homework assistance was negatively associated with children's achievement (r = -.15), but not engagement (r = .07) or motivation (r = .05). There was little variation due to age, ethnicity, or socioeconomic status in the links between different types of involvement and children's academic adjustment. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

The relation between parents' involvement in children's schooling and children's adjustment: A meta-analysis.

Family engagement in education and intervention: Implementation and evaluation to maximize family, school, and student outcomes.

Introduction Defining EBD You as a teacher Your teaching room EBD pupils' learning Your basic skills Your place in the whole school structure Communicating with parents Managing major challenges Conclusion

Emotional and Behavioural Difficulties

In social policy evaluations, the multiple testing problem occurs due to the many hypothesis tests typically conducted across multiple outcomes and subgroups, which can lead to spurious impact findings. This article discusses a framework that balances Types I and II errors for addressing this problem.

An Approach for Addressing the Multiple Testing Problem in Social Policy Impact Evaluations

https://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1107&context=cyfsfacpub

A randomized trial examining the effects of Conjoint Behavioral Consultation in rural schools: Student outcomes and the mediating role of the teacher-parent relationship.

The results of a large-scale randomized controlled trial of Conjoint Behavioral Consultation (CBC) on student outcomes and teacher-parent relationships in rural schools are presented. CBC is an indirect service delivery model that addresses concerns shared by teachers and parents about students. In the present study, the intervention was aimed at promoting positive school-related social-behavioral skills and strengthening teacher-parent relationships in rural schools. Participants were 267 students in grades K-3, their parents, and 152 teachers in 45 Midwest rural schools. Results revealed that, on average, improvement among students whose parents and teachers experienced CBC significantly outpaced that of control students in their teacher-reported school problems and observational measures of their inappropriate (off-task and motor activity) and appropriate (on-task and social interactions) classroom behavior. In addition, teacher responses indicated significantly different rates of improvement in their relationship with parents in favor of the CBC group. Finally, the teacher-parent relationship was found to partially mediate effects of CBC on several student outcomes. Unique contributions of this study, implications of findings for rural students, study limitations and suggestions for future research are discussed.

/pdf/a-randomized-trial-examining-the-effects-of-conjoint-3sq7e7ggut.pdf

A Randomized Trial Examining the Effects of Conjoint Behavioral Consultation in Rural Schools: Student Outcomes and the Mediating Role of the Teacher-Parent Relationship.

Developmental Trajectories of Skills and Abilities Relevant for Self-Regulation of Learning and Performance

/pdf/cbc-in-rural-schools-preliminary-results-of-the-first-four-ddna6l75i9.pdf

Amy L. Dent

Papers

A randomized trial examining the effects of Conjoint Behavioral Consultation in rural schools: Student outcomes and the mediating role of the teacher-parent relationship.

A Randomized Trial Examining the Effects of Conjoint Behavioral Consultation in Rural Schools: Student Outcomes and the Mediating Role of the Teacher-Parent Relationship.

Developmental Trajectories of Skills and Abilities Relevant for Self-Regulation of Learning and Performance

CBC in Rural Schools: Preliminary Results of the First Four Years of a Randomized Trial 1