Defiant Children: A Clinician's Manual for Assessment and Parent Training
Life periods served
Where the program was applied
Country of application
Description

This is a program to train parents or guardians in the management of children with aggressive or oppositional-challenging behavior.
The intervention is carried out weekly, in ten sessions, and the therapist is responsible for:
1) Explaining the reasons for the child’s behavior;
2) Directing attention to the child’s appropriate behaviors and positively reinforcing them;
3) Teaching ways to increase the child’s independence;
4) Building and implementing a program of tokens or points to stimulate the desired behaviors;
5) Instructing on the use of a highly effective paradigm to implement other disciplinary methods, depending on the child’s misbehavior;
6) Prolonging the time-out used for punishment of misbehavior;
7) Predicting behavior problems in public places and how to implement a transition plan to reduce the likelihood of occurrence;
8) Implementing a daily behavior report card;
9) Reviewing all previous procedures with the parents; and
10) Holding a booster session and follow-up meetings with parents.

Impact evaluations

Impact evaluation studies have shown significant effects on parents’ adaptive behavior, increased teacher attention, greater self-control and social skills in children, and a reduction in aggressive behavior in the classroom. In addition, the reported changes in children’s behavior were accompanied by improved parenting skills, in terms of reduced stress and increased parental self-esteem [1] [2].

Bibliographic reference

[1] Anastopoulos, A. D., Shelton, T. L., DuPaul, G. J. & Guevremont, D. C. (1993). Parent training for attention-deficit hyperactivity disorder: Its impact on parent functioning. Journal of Abnormal Child Psychology, 21(5), 581–596. https://doi.org/10.1007/BF00916320

[2] Barkley, R. A., Shelton, T. L., Crosswait, C., Moorehouse, M., Fletcher, K., Barrett, S., Jenkins, L. & Metevia, L. (2003). Multi‐method Psycho‐educational Intervention for Preschool Children with Disruptive Behavior: Preliminary Results at Post‐treatment. Journal of Child Psychology and Psychiatry, 41(3), 319–332. https://doi.org/10.1111/1469-7610.00616