This study will develop and test whether personalized profiles of children with Disruptive Behaviour Disorder (DBD) and their parents based on important psychological, emotional, and neuropsychological indicators predict their response to child cognitive behavioral treatment and Behavioral Parent Training.
Child is borderline/clinically at risk on the Child Behaviour Checklist (CBCL) or Teacher Report Form (TRF) (T-score greater than or equal to 60 on Externalizing Problems composite scale or a T-score greater than or equal to 65 on the Oppositional Defiant Disorder and/or Conduct Disorder scales)
Child has clinically severe impairment in the interpersonal relations (greater than 3), functioning in schoolwork (greater than 3), or total domains (greater than 15) on the Columbia Impairment scale.
Parent is able and willing to participate in a group treatment
Child has an ongoing query or diagnosis of Pervasive Developmental Disorder or Autism or Asperger's Disorder
Evidence of cognitive delays or an intellectual disability (based on the Kauffman Brief Intelligence Test-2 (KBIT-2), verbal and/or IQ composite standard score below 80 or collateral information)
Child behaviour or emotional functioning that make group participation not possible
Child preference for individual treatment.
Single group
Behavioral Parent Training
BehavioralTwo 15-session multi-component cognitive-behavioral group treatments for children with disruptive behavior and their parents (i.e., one program for children aged 6-8 years and their parents and another for children aged 9-12 years and their parents. The programs have a child and parent group that are implemented concurrently).
Changes in parenting skills between baseline, post-treatment, and follow-up (6 months - 1 year)
Parenting skills are assessed using the Alabama Parenting Questionnaire (APQ). Parents indicate how often an item typically occurs in their home: 'never', 'almost never', 'sometimes', 'often', or 'always'.
Changes in parenting competencies between baseline, post-treatment, and follow-up (6 months - 1 year)
Parenting competencies are assessed using the Parenting Sense of Competence (PSOC). Parents indicate how much they agree with statements: 'strongly disagree', 'disagree', 'slightly disagree', 'slightly agree', 'agree', or 'strongly agree'.
Changes in child emotional and behavioral problems between baseline, post-treatment, and follow-up (6 months - 1 year)
Child emotional and behavioral problems are assessed using the Strengths and Difficulties Questionnaire (SDQ), Behavior and Feelings Scale (BFS), Child Behavior Checklist (CBCL), and the Modified Connors. The SDQ asks asks parents to indicate how true a statement is with regards to their child's emotions or behaviours in the last 6 months: 'not true', 'somewhat true', or 'certainly true'. The BFS asks parents to indicate how big of a problem a behaviour or feeling has been for a child in the last two weeks from '0 - not a problem' to '4 - a very big problem'. The CBCL asks parents to indicate how relevant the listed challenges are to their child from '0 - not true', '1 - somewhat or sometime true', and '2 - very or often true'. The Modified Connors asks parents to indicate how much a concerning behaviour describes their child from 'not at all', 'just a little', 'pretty much', or 'very much'.
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