A RANDOMIZED TRIAL OF BRIEF INDIVIDUAL VERSUS GROUP PARENT TRAINING FOR BEHAVIOUR PROBLEMS IN CHILDREN WITH SEVERE LEARNING DISABILITIES
Primary school aged children with severe learning disabilities and behavioural problems were identified from those attending special needs schools in three adjacent Inner London boroughs. In two of the boroughs their parents/carers were randomly allocated to receive 5-7 group- or individually-based...
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Veröffentlicht in: | Behavioural and cognitive psychotherapy 2001-04, Vol.29 (2), p.151-167 |
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container_title | Behavioural and cognitive psychotherapy |
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creator | Chadwick, Oliver Momčilović, Nataša Rossiter, Rowena Stumbles, Elise Taylor, Eric |
description | Primary school aged children with severe learning disabilities and behavioural problems were identified from
those attending special needs schools in three adjacent Inner London boroughs. In two of the boroughs their parents/carers were randomly allocated to receive 5-7 group- or individually-based intervention sessions aimed at preventing
or reducing their child's behaviour problems; teaching and support staff at their schools received a 2-day workshop
with the same aims. Children in the third borough served as a “no treatment” control group. Follow-up assessments
were carried out shortly after the interventions were completed and 6 months later. Individually-based intervention was
superior to group-based intervention in acceptability, attendance, levels of participant satisfaction and the likelihood of
reported behavioural improvement. Within the individual intervention group, behaviours that had been targeted for
intervention were more likely to show improvements than those that were untargeted. However, in spite of these
improvements, there were no significant differences between groups in the absolute frequency or severity of the
child's behaviour problems at either post-intervention assessment, and reductions in levels of parental distress noted
on completion of the interventions were no longer apparent 6 months later. |
doi_str_mv | 10.1017/S135246580100203X |
format | Article |
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those attending special needs schools in three adjacent Inner London boroughs. In two of the boroughs their parents/carers were randomly allocated to receive 5-7 group- or individually-based intervention sessions aimed at preventing
or reducing their child's behaviour problems; teaching and support staff at their schools received a 2-day workshop
with the same aims. Children in the third borough served as a “no treatment” control group. Follow-up assessments
were carried out shortly after the interventions were completed and 6 months later. Individually-based intervention was
superior to group-based intervention in acceptability, attendance, levels of participant satisfaction and the likelihood of
reported behavioural improvement. Within the individual intervention group, behaviours that had been targeted for
intervention were more likely to show improvements than those that were untargeted. However, in spite of these
improvements, there were no significant differences between groups in the absolute frequency or severity of the
child's behaviour problems at either post-intervention assessment, and reductions in levels of parental distress noted
on completion of the interventions were no longer apparent 6 months later.</description><identifier>ISSN: 1352-4658</identifier><identifier>EISSN: 1469-1833</identifier><identifier>DOI: 10.1017/S135246580100203X</identifier><language>eng</language><publisher>Cambridge, UK: Cambridge University Press</publisher><subject>Behavior ; Behavior therapy. Cognitive therapy ; Biological and medical sciences ; Children & youth ; Disability ; Families & family life ; Intervention ; Learning disabilities ; Main Section ; Medical sciences ; Parents & parenting ; Psychiatry ; Psychology. Psychoanalysis. Psychiatry ; Psychopathology. Psychiatry ; Psychotherapy ; Self help ; Treatments</subject><ispartof>Behavioural and cognitive psychotherapy, 2001-04, Vol.29 (2), p.151-167</ispartof><rights>2001 British Association for Behavioural and Cognitive Psychotherapies</rights><rights>2001 INIST-CNRS</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktohtml>$$Uhttps://www.cambridge.org/core/product/identifier/S135246580100203X/type/journal_article$$EHTML$$P50$$Gcambridge$$H</linktohtml><link.rule.ids>164,314,780,784,27924,27925,55628</link.rule.ids><backlink>$$Uhttp://pascal-francis.inist.fr/vibad/index.php?action=getRecordDetail&idt=966928$$DView record in Pascal Francis$$Hfree_for_read</backlink></links><search><creatorcontrib>Chadwick, Oliver</creatorcontrib><creatorcontrib>Momčilović, Nataša</creatorcontrib><creatorcontrib>Rossiter, Rowena</creatorcontrib><creatorcontrib>Stumbles, Elise</creatorcontrib><creatorcontrib>Taylor, Eric</creatorcontrib><title>A RANDOMIZED TRIAL OF BRIEF INDIVIDUAL VERSUS GROUP PARENT TRAINING FOR BEHAVIOUR PROBLEMS IN CHILDREN WITH SEVERE LEARNING DISABILITIES</title><title>Behavioural and cognitive psychotherapy</title><addtitle>Behav. Cogn. Psychother</addtitle><description>Primary school aged children with severe learning disabilities and behavioural problems were identified from
those attending special needs schools in three adjacent Inner London boroughs. In two of the boroughs their parents/carers were randomly allocated to receive 5-7 group- or individually-based intervention sessions aimed at preventing
or reducing their child's behaviour problems; teaching and support staff at their schools received a 2-day workshop
with the same aims. Children in the third borough served as a “no treatment” control group. Follow-up assessments
were carried out shortly after the interventions were completed and 6 months later. Individually-based intervention was
superior to group-based intervention in acceptability, attendance, levels of participant satisfaction and the likelihood of
reported behavioural improvement. Within the individual intervention group, behaviours that had been targeted for
intervention were more likely to show improvements than those that were untargeted. However, in spite of these
improvements, there were no significant differences between groups in the absolute frequency or severity of the
child's behaviour problems at either post-intervention assessment, and reductions in levels of parental distress noted
on completion of the interventions were no longer apparent 6 months later.</description><subject>Behavior</subject><subject>Behavior therapy. Cognitive therapy</subject><subject>Biological and medical sciences</subject><subject>Children & youth</subject><subject>Disability</subject><subject>Families & family life</subject><subject>Intervention</subject><subject>Learning disabilities</subject><subject>Main Section</subject><subject>Medical sciences</subject><subject>Parents & parenting</subject><subject>Psychiatry</subject><subject>Psychology. Psychoanalysis. Psychiatry</subject><subject>Psychopathology. 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Cognitive therapy</topic><topic>Biological and medical sciences</topic><topic>Children & youth</topic><topic>Disability</topic><topic>Families & family life</topic><topic>Intervention</topic><topic>Learning disabilities</topic><topic>Main Section</topic><topic>Medical sciences</topic><topic>Parents & parenting</topic><topic>Psychiatry</topic><topic>Psychology. Psychoanalysis. Psychiatry</topic><topic>Psychopathology. Psychiatry</topic><topic>Psychotherapy</topic><topic>Self help</topic><topic>Treatments</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Chadwick, Oliver</creatorcontrib><creatorcontrib>Momčilović, Nataša</creatorcontrib><creatorcontrib>Rossiter, Rowena</creatorcontrib><creatorcontrib>Stumbles, Elise</creatorcontrib><creatorcontrib>Taylor, Eric</creatorcontrib><collection>Pascal-Francis</collection><collection>CrossRef</collection><collection>ProQuest Central (Corporate)</collection><collection>Neurosciences Abstracts</collection><collection>Health & Medical Collection</collection><collection>ProQuest Central (purchase pre-March 2016)</collection><collection>Medical Database (Alumni Edition)</collection><collection>Psychology Database (Alumni)</collection><collection>Hospital Premium Collection</collection><collection>Hospital Premium Collection (Alumni Edition)</collection><collection>ProQuest Central (Alumni) (purchase pre-March 2016)</collection><collection>ProQuest Central (Alumni Edition)</collection><collection>ProQuest Central UK/Ireland</collection><collection>British Nursing Database</collection><collection>ProQuest Central Essentials</collection><collection>ProQuest Central</collection><collection>ProQuest One Community College</collection><collection>ProQuest Central Korea</collection><collection>Health Research Premium Collection</collection><collection>Health Research Premium Collection (Alumni)</collection><collection>ProQuest Central Student</collection><collection>ProQuest Health & Medical Complete (Alumni)</collection><collection>Health & Medical Collection (Alumni Edition)</collection><collection>Medical Database</collection><collection>Psychology Database</collection><collection>ProQuest One Academic Eastern Edition (DO NOT USE)</collection><collection>ProQuest One Academic</collection><collection>ProQuest One Academic UKI Edition</collection><collection>ProQuest Central China</collection><collection>ProQuest One Psychology</collection><collection>ProQuest Central Basic</collection><jtitle>Behavioural and cognitive psychotherapy</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Chadwick, Oliver</au><au>Momčilović, Nataša</au><au>Rossiter, Rowena</au><au>Stumbles, Elise</au><au>Taylor, Eric</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>A RANDOMIZED TRIAL OF BRIEF INDIVIDUAL VERSUS GROUP PARENT TRAINING FOR BEHAVIOUR PROBLEMS IN CHILDREN WITH SEVERE LEARNING DISABILITIES</atitle><jtitle>Behavioural and cognitive psychotherapy</jtitle><addtitle>Behav. Cogn. Psychother</addtitle><date>2001-04-01</date><risdate>2001</risdate><volume>29</volume><issue>2</issue><spage>151</spage><epage>167</epage><pages>151-167</pages><issn>1352-4658</issn><eissn>1469-1833</eissn><abstract>Primary school aged children with severe learning disabilities and behavioural problems were identified from
those attending special needs schools in three adjacent Inner London boroughs. In two of the boroughs their parents/carers were randomly allocated to receive 5-7 group- or individually-based intervention sessions aimed at preventing
or reducing their child's behaviour problems; teaching and support staff at their schools received a 2-day workshop
with the same aims. Children in the third borough served as a “no treatment” control group. Follow-up assessments
were carried out shortly after the interventions were completed and 6 months later. Individually-based intervention was
superior to group-based intervention in acceptability, attendance, levels of participant satisfaction and the likelihood of
reported behavioural improvement. Within the individual intervention group, behaviours that had been targeted for
intervention were more likely to show improvements than those that were untargeted. However, in spite of these
improvements, there were no significant differences between groups in the absolute frequency or severity of the
child's behaviour problems at either post-intervention assessment, and reductions in levels of parental distress noted
on completion of the interventions were no longer apparent 6 months later.</abstract><cop>Cambridge, UK</cop><pub>Cambridge University Press</pub><doi>10.1017/S135246580100203X</doi><tpages>17</tpages></addata></record> |
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source | Cambridge University Press Journals Complete |
subjects | Behavior Behavior therapy. Cognitive therapy Biological and medical sciences Children & youth Disability Families & family life Intervention Learning disabilities Main Section Medical sciences Parents & parenting Psychiatry Psychology. Psychoanalysis. Psychiatry Psychopathology. Psychiatry Psychotherapy Self help Treatments |
title | A RANDOMIZED TRIAL OF BRIEF INDIVIDUAL VERSUS GROUP PARENT TRAINING FOR BEHAVIOUR PROBLEMS IN CHILDREN WITH SEVERE LEARNING DISABILITIES |
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