Date of Graduation

1997

Document Type

Dissertation/Thesis

Abstract

This study evaluated the effects of behavioral parent training and problem-solving skills training on the behaviors of adolescents with conduct disorders (N = 20, ages 13-17) who were all attending a private day school for children with behavior problems. Parents and adolescents were assigned to 1 of 4 conditions: behavioral parent training (parent-only), problem solving skills training (adolescent-only), a combination of the two (parent-adolescent), or a no intervention, waiting-list control group. This study employed a multiple baseline across training groups with comparisons made between baseline, during intervention, and following intervention for each group and across the two parent-only groups, the two parent-adolescent groups, and the adolescent-only groups as well as to the no-intervention group. Results showed that the group percentage of mean changes in the desired direction from the BASC were greater for the parent-only group (89.3%) and the parent-adolescent group (85.7%), than for the adolescent-only group (67.3%) or the no-intervention group (42.9%). Similarly, on the parent daily report, all students in both the parent-only and parent-adolescent groups (100%) showed mean changes in the desired direction as opposed to the adolescent-only group (78.6%) or the no-intervention group (50%). Results were not as great for reported school behaviors according to the daily school report with mean changes in the desired direction being 75% for the parent-only group, 60% for the parent-adolescent group, 51.7% for the adolescent-only group, and 62.3% for the no-intervention group. Due to high levels of variability and trend patterns that were in the desired direction during baseline phases for many of the students, there are certain limitations on what can be concluded from the data.

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