Week 5 L9 Flashcards
Treatment approaches for disruptive behaviours on children.
Should be evidenced based.
PMR
Psst
Mst
Attrition
Whn peoe drop out of studies.
Bad for internal validity, rct, and comparing groups.
Decrease external validity too.
Side note: facebook old mitigate this.
Ecological model of human dev?
Is by bronfemner.
Thinking in. SYSTEMS emphasized in his model. Cannot just act on the individual.
Proble solving skills training
Work with individual child. To reduce Behaviour problems,
Social information processing model,
Targeting cognitive processes upstream
Encoding
Attention
Interpretation
Hostile attribution bias
Response Search
Generation
Response Selection
Evaluation along different dimensions
Mnemonic: RIRE (laugh)
S say what the problem is
T think of solutions
E examine each one
P pick one and try it out
S see if it worked
Criteria for a Treatment to be Identified as Effective
Well-established treatments:
A large series (>= 9) of single-case study designs
demonstrating efficacy OR
At least 2 between group design experiments
Anger coping program
Treatment for aggressive behavior designed by John Lochman and colleagues
Focuses on specific cognitive biases:
Focuses on specific cognitive biases: in anger coping program
Interpretation
Hostile attribution bias
Distorted perceptions of aggressiveness
Aggressive youth underestimate their own aggressiveness and
overestimate the aggressiveness of others
Faulty emotional identification
Tend to mislabel affect arousal as anger
Response search and selection
Rely heavily on direct action rather than verbal solutions Maladaptive outcome expectancies
Aggressive youth do not think that conflict can be resovled through non-aggressive means
Three critical steps of anger management program.
Children taught:
1) To inhibit early angry and aggressive reactions
2) To cognitively relabel stimuli perceived as threatening
3) To solve problems by generating alternative coping responses and choosing adaptive, nonaggressive alternatives
Goal: To inhibit early angry and aggressive reactions. So be aware of what anger feels like, and then to act on them in a constructive manner,
Sample Activities:
Building domino towers while being verbally distracted by peers
Learn to identify bodily cues that signal angry arousal and identify thoughts that contribute to greater or reduced anger
Goal: To cognitively relabel stimuli perceived as threatening
Use stories and role-plays to recognize which parts of social situations lead to angry and aggressive reactions
Goal: To solve problems by generating alternative coping responses and choosing adaptive, nonaggressive alternative
Use cartoon-sequences and role plays to practice generating and evaluating different solutions to interpersonal problems
Anger management program.
Effectiveness.
4 groups study design. With control and goal setting. And anger program..
Anger coping alone or with goal setting showed reduced aggressive behaviour in classroom. “Compared to other two conditions, Anger Coping and Anger Coping + Goal Setting both led to reductions in disruptive and aggressive off-task behavior in the classroom”
Ratings made by blind observers (to treatment lol)
Social Aggression Prevention Program (SAPP)
Relatively new field (20y) similar to physical agression models.
Program designed by Elise Cappella to reduce socially/relationally aggressive behavior
Several key components
Recognition of emotions that may lead to social
aggression
Social problem-solving
Social skills
Social Aggression Prevention Program: Efficacy
Cappella & Weinstein 2006
Grade 5 girls randomly assigned to one of two conditions
SAPP
Reading group
Reading group identical to SAPP in length and number of sessions (grreat for construct validity)
Found:
Group who received SAPP had improved social
problem solving abilities at the end of the
intervention
Offered more assertive/prosocial solutions to problematic social situations
Among girls who were very socially aggressive prior to starting the program, those who received SAPP were rated by teachers as being slightly more empathic and slightly less likely to engage in socially aggressive behaviors than those who received the reading intervention
Teachers were kept unaware of intervention condition
Why psst may not be enough
Poor Behaviours may be reinforced
Children unlikely to Change habits
PARENTS
Prent management training
Based on operant conditioning.
Consequences of an behavior will determine whether you get more or less of it in the future
PMT ENTAILS
Education
Communication
and
Learn to observe your child’s behavior
ABC model - Antecedent-Behavior-Consequence In which situations does this behavior occur?
What happens next?
Modify the contingencies
Monitor changes in behaviors
PMT EDUCATION
Reasonable expectations for child’s behavior
Behavior will get worse before it gets better
