Evidence-Based Practices for Externalizing Behavior Problems Parenting Interventions
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Transcript of Evidence-Based Practices for Externalizing Behavior Problems Parenting Interventions
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Evidence-Based Practices for Externalizing Behavior
ProblemsParenting Interventions
Suzanne Kerns, Ph.D.University of Washington
Division of Public Behavioral Health and Justice Policy
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Nature and Significance of Child Behavior Problems
15% of boys and 14% of girls aged 4-12 years have emotional or behavioral problems in the ‘clinical’ range (Sawyer et al, 2000).
31% of children aged 4-12 years were reported by their parents to have a behavioral or emotional problem in last six months (Child Health Survey, 2001)
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Treatment for behavior problems
Only 1 in 10 parents participate in parent education (Sanders et al, 1999)
Only 1 in 4 children, whose behavioral or emotional problem is in the clinical range, access a specialized support service (Sawyer et al, 2000)
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Overview of components of evidence-based approaches for treatment of externalizing behavior problems• General theoretical approaches• Therapeutic strategies
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Boiling down Evidence-Based Practices (EBPs) for behavior problemsMost EBPs for child and adolescent
externalizing behavioral health problems are:Cognitive Behavioral Therapies (CBT)Behavioral Therapy (BT) Systemic or Ecological interventions
For kids, evidence-based interventions for externalizing behaviors often require work with the caregiver and the child
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Boiling down EBPsCognitive Behavioral Therapy (CBT) Addresses behavior that is problematic, or getting in the way Addresses thoughts and feelings that are problematic, or getting in the
way
Behavioral Therapy (BT) Addresses behavior that is problematic, or getting in the way
Systemic Interventions Broad Interventions: Address multiple factors in the youth’s
environment contributing to problem behavior (e.g., parental monitoring, increasing social support)
Often include some behavioral therapy and cognitive behavioral therapy
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Overview of Behavior Therapy Assumptions
• All behavior is learned (adaptive and maladaptive)
• Maladaptive behavior can be changed by altering some aspect of the context in which it occurs
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General Behavioral Strategies Positive and negative reinforcement
• Schedules of reinforcement important! Positive and negative punishment Shaping (i.e., successive
approximations) Generalization Maintenance
Behavior Behavior ap
ply
rem
ove
Positive Reinforcement
Positive Punishment
Negative Reinforcement
Negative punishment
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The Cognitive Behavioral Therapy Model
BEHAVIOR COGNITION
EMOTION
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CBT: Topics Covered in CBT Interventions
Education• Teaching about why symptoms developed and how maintained
(e.g., lying, hoarding)Connecting thoughts, feelings, and behavior
• Analyzing and ‘correcting’ inaccurate or unhelpful thoughts to feel better (e.g., “It’s my fault I’m in foster care.”)
Parenting skills/Behavior management• Rewards, ignoring, consequences
Coping Strategies• Breathing, relaxation, coping statements (“Stay calm. Take 5 deep
breaths.” “Its not my fault.”)
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CBT: Qualities of CBT InterventionsManual that guides the therapist Usually upfront assessmentShort-term treatment• Less than 6 months in most cases
Therapist is directive• Sets agendas and plan for treatment, though
client has inputClear goals • Reduce temper tantrums
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CBT: Qualities of CBT InterventionsPresent focusedSkills taught and practiced in session Homework assigned (practice outside
session)• To child and parent or caregiver, if involved• Try new skills at home, school
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Common Strategies for Parenting Interventions Didactic instruction
Modeling
Role playing
Behavioral rehearsal
Homework
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Qualities Inconsistent with CBT and other EBPs
Letting the child or parent direct the session• “Tell me where we should start today.”
The relationship between the therapist and youth as treatment• The relationship is important, but isn’t
‘treatment’Play therapy• Play as therapy, as opposed to a vehicle of
treatment• ‘Play therapy’ as treatment is ineffective
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Qualities Inconsistent with CBT and other EBPsLong-term therapy (unless module-based)Therapy overly focused on the cause of the
problem, or the past, without a focus on now
Taking a year or more to see improvementTaking months to build a relationship,
before starting treatment
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Why are so many of the EBPs CBT Interventions? CBT works!Focuses on current behaviors, problems, and
thoughtsDesigned to teach skills and provide
opportunities to practice and receive feedback Inherently strengths-focused: Teaching youth and
their caregivers the skills to help themselvesOften, best fit for range of cultures and
ethnicities
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Diverse Cultural Groups and EBPs: A GOOD FIT New evidence that EBPs and Cultural
Competence may be more complementary than disparate (Whaley & Davis, 2007; Huey & Polo, 2008).
CBT approaches, specifically, have the strongest evidence.
Ethnic minority youth respond best to txs that are highly structured, time-limited, pragmatic, & goal-oriented (Ho, 1992).
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Adaptations: Risky if core components are substituted or compromised in favor of untested adaptations (Huey & Polo, 2008).
Suggestion: Maintain EBPs in original form, apply culturally-responsive elements already incorporated into protocol (Huey & Polo, 2008).
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Overview of Parent Training (McMahon & Wells, 1998: in Treatment of Childhood Disorders)
Parents/caregivers as primary change agents• Less focus on therapist-child interactions
Altering parental focus on challenging behaviors to emphasizing prosocial goals
Programs typically focus on principles of• Social Learning• Monitoring and/or tracking behaviors• Positive reinforcement• Extinction and mild punishment (away from physical
punishment)• Giving clear instructions• Problem solving
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Parent Training as Prevention Meta-analysis (A Study of Studies) CDC: Valle, Wyatt, Filene & Boyle (2006)
presentation; paper forthcoming Examined:
• What is happening in these programs?• What is happening that works?
Only programs focused on active acquisition of skills; not parent education
Parents of kids 0-7 Examples: PCIT, TIY, Healthy Families
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Summary of findings Little impact sharing information related
to child development Knowledge & information and parenting
self-efficacy improved through:• Recreation and play• Disciplinary communication• Positive reinforcement• Use of time-out
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Parent attitudes and values improved by:• Appropriate responding• Emotional communication
Parent-child interaction improved by:• Recreation and play• Emotional communication
Positive child outcomes associated with • Parenting consistency• Modeling• Practice with own child• Problem solving
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Take Home Message Some “cherished” components may be less
valuable overall than typically believed• Ex., developmental knowledge
Certain components positively associated with many outcomes• Parents: Practice with own child, parenting consistency,
disciplinary skills/communication, recreation and play• Children: Practice with own child, recreation and play
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Evidence-based Parent Training Programs Helping the Noncompliant Child Parent-Child Interaction Therapy The Incredible Years Parent Management Training Oregon Model Triple P (Positive Parenting Program) Multisystemic Therapy Multidimensional Foster Care
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Parent Training Programs Derived from Hanf Model Helping the Noncompliant Child Parent-Child Interaction Therapy The Incredible Years Parent Management Training Oregon
Model (Patterson et al.)
Barkley program (Defiant Child) also similar (though not in Eyberg review)
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Helping the Noncompliant Child Robert McMahon & Rex Forehand (University of Washington;
University of Vermont) Ages 3 – 8 Parent and child seen together About 10 sessions (75-90 minutes); 1 or 2x a week Taught positive attention for appropriate behaviors, ignoring for
minor negative behaviors, and praise or time out for compliance/non compliance• Giving attends (e.g., You’re stacking the blue blocks on top of that big red one.”)
• Giving rewards (praise)• Use of active ignoring• Issuing clear instructions• Implementing time outs
Skills taught via modeling, role playing, and in vivo training Progress as each skill is mastered
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Helping the Noncompliant Child Homework: 10-15 minute Child’s Game or Parent’s
Game session to practice skills learned in the clinic Two phases: Differential Attention (Phase I) and
Compliance Training (Phase II)• Behavioral criteria for moving from Phase I to Phase II
Agenda for sessions Clear instructions sequence Time out procedures for commands Standing rules Move skills outside the home
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www.pcit.phhp.ufl.edu
Parent-Child Interaction Therapy
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PCIT Kids age 2-7 Weekly 1 hour sessions for an average of 12-
16 sessions Two phases: Child Directed Interaction
(relationship enhancement) & Parent Directed Interaction (listening and minding)
Modeling and role plays, key is use of bug-in-the-ear in vivo coaching
Progress as each ‘set’ of skills is mastered
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Time OutChair
Coach
Dad
Co-Therapist
Timeout RoomWindow
Two-wayMirror
Child Mom
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Structure of PCIT Assessment
sessions• Pre-treatment• Post-treatment• Follow-up
Coaching sessions• Check in - review of week• Parent plays with child in
playroom• Therapist codes from
observation room• Therapist coaches parent
through bug-in-ear• Two parents take turns• Check out - homework plan
Teaching sessionsDescribingModelingRole-playing
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The Incredible Years
www.incredibleyears.com
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Incredible Years Parent Training Carolyn Webster-Stratton, University of Washington,
School of Nursing Group format 13 sessions For parents of kids age 2-10 Parents view videotape vignettes
• Stimulus for discussion and problem solving Focuses 1st on parent-child interactive play skills
then effective discipline (monitoring, ignoring, commands, logical consequences, & Time Out)
Parents also taught how to teach children problem solving
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Triple P
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TRIPLE P—Positive Parenting Program
Triple P based on 25 years of research and implementation Developed by Dr. Matt Sanders and colleagues at the
Parenting and Family Support Centre (U of Queensland) Designed from the outset as a public health strategy
created for broad-scale dissemination California Evidence-Based Clearinghouse for Child
Welfare: • Triple P Scientific Rating= Level 1 Well-supported, effective
practice (highest rating). • Relevance to Child Welfare= Level 1 (Highest rating)
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Levels of InterventionUniversal Triple PUniversal Triple P
Level OneLevel One
Primary Care Triple PLevel three
Selected Triple PLevel Two
Standard Triple PLevel four
Enhanced Triple PLevel five
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Core Principles of Positive ParentingSource: Sanders, M.R., Markie-Dadds, C., & Turner, K.M.T. (1997). Positive Parenting. Brisbane: Families International Publishing
Core principles
1Safe engaging environment
2Responsive
learning environment
3Assertive discipline 4
Reasonable expectations
5Taking care
of self
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17 Specific Parenting SkillsPromoting a
positive relationship•Brief quality time
•Talking to children•Affection
Teaching new skills and behaviors
•Modeling•Incidental teaching
•ASK, SAY, DO•Behavior charts
Encouraging desirable behavior
•Praise•Positive attention
•Engaging activities
Managing misbehavior•Ground rules
•Directed discussion•Planned ignoring
•Clear, calm instructions•Logical consequences
•Quiet time•Time out
Specific skills
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Other programs with strong parenting components that you may hear about Programs
• Multisystemic Therapy• Functional Family Therapy• Family Integrated Transitions• Multidimentional Treatment Foster Care• HOMEBUILDERS
These programs often require specialized staff – you may interact with practitioners from these programs
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Summary Effective treatment of externalizing behaviors for younger
children (under 10) MUST include the parents as a primary focus. For older children, parents must be involved for effective treatment, although there are some effective interventions that directly involve the youth.
More commonalities than differences across evidence-based parenting programs
Consideration to your treatment population and practice set-up may influence decision to choose one program over another• Many programs can be implemented within traditional settings but
some require more significant investment Parenting interventions have the potential to provide a
significant public health benefit