![]() ![]() A clinical case example from the Coping Power program is provided to demonstrate treatment processes and procedures.ĮBTs for children can be broadly categorized into cognitive behavioral and behavioral approaches. ![]() ![]() In this chapter, we review each of the identified programs and address topics related to parental involvement, adaptations and modifications of EBTs, and measuring treatment effects. Through a comprehensive literature review employing strict criteria for well-conducted treatment outcome studies, Eyberg, Nelson, and Boggs (2008) have identified 11 EBTs (several of which have multiple versions meeting the EBT criteria) for youth with disruptive behavior. Increasingly, the importance of evidence-based treatments (EBTs) has been recognized in improving the likelihood of successful intervention for childhood disorders. Because of the serious negative implications for disruptive behaviors in children and adolescents, effective intervention is critically important.Ĭonduct problems tend to be particularly treatment resistant (Kazdin, 2000), underscoring the need for high-quality interventions with documented outcome effects when treating this population. Long-term effects are perhaps even more concerning, given documented associations between youth conduct problems and poor outcomes in adolescence and adulthood that include substance abuse, delinquency, and incarceration (Brook & Newcomb, 1995). In the short term, these behaviors exact a toll, leading, for example, to peer rejection (Coie, Dodge, & Kupersmidt, 1990), academic problems (Risi, Gerhardstein, & Kistner, 2003), and family discord. StromeyerĬonduct problems and disruptive behaviors are some of the most common reasons that children and adolescents are referred for psychological treatment (Nelson, Finch, & Hart, 2006). Boxmeyer, Luis Alberto Jimenez-Camargo, Megan E. Treatment of Conduct Problems and Disruptive Behavior Disorders a ![]()
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