Sections
Theoretical Underpinnings and Key Concepts | Rationale for Using Parent Training With Disruptive Behavior
Disorders | Models of Parent Training | Baseline Assessments Prior to Starting Treatment | Setting Treatment Goals | Core Session Topics | Supplemental Topics | Monitoring Treatment Progress | Potential Adverse Effects or Complications | When to Expect Response | When to Change to or Add a Different Treatment | How Long to Continue Successful Treatment | Indications | Contraindications | Developmental Issues | Research Evidence for Efficacy and Effectiveness | Multicomponent Behavioral Interventions | Factors Affecting Outcome | Cost-Benefit Issues | Research Directions | Summary Points | References | Appendix 55–1. Core Parent Training Topics
Excerpt
Behavior therapy has a long history of success in treating
childhood problems. This approach is based on several core assumptions
that highlight methodological rigor, empirical evaluation, a focus
on observable behaviors as the most beneficial targets of intervention,
and the importance of behavioral assessment in both design and ongoing
evaluation of treatment plans. Behavior therapy approaches emphasize
the importance of environmental and social contingencies in fostering
and maintaining problem behavior—i.e., contingency
theory (Patterson 1982). Contingency-based
behavioral interventions involve one or more of four key concepts:
Behavior is increased either by following it with something desirable
(positive reinforcement) or by
removing something undesirable (negative reinforcement);
behavior is decreased either by following it with something undesirable
(punishment) or by removing something
desirable (extinction). Current
behavioral treatments also draw from social learning theory (Bandura 1977), which incorporates contingency theory into a more
general model that also includes modeling and imitation and cognitive
factors (e.g., cognitive appraisals and attributions).