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Effectiveness of a multimodal day treatment program for children with disruptive behavior problems
N Grizenko1, D Papineau, L Sayegh
1Lyall Preadolescent Day Treatment Program, Douglas Hospital, Verdun, Quebec, Canada.
Insights
Multimodal day treatment significantly improved behavior and self-perception in children with disruptive behavior disorders. These positive outcomes for children were maintained at a 6-month follow-up.
Area of Science:
- Child Psychology
- Behavioral Disorders
- Treatment Efficacy
Background:
- Children with disruptive behavior disorders often exhibit deficits in academic, social, and self-esteem domains.
- Addressing these multifaceted challenges requires comprehensive intervention strategies.
Purpose of the Study:
- To evaluate the efficacy of a multimodal day treatment program for children with disruptive behavior disorders.
- To assess the impact of treatment on behavior, self-perception, academics, peer relations, and family functioning.
Main Methods:
- A randomized controlled trial comparing 30 children in a day treatment program versus a waiting list control group.
- Data collection included standardized measures of behavior, self-perception, academic performance, peer interactions, and family dynamics.
- Statistical analyses, including multivariate analyses of covariance, were used to compare group outcomes.
Main Results:
- The day treatment group demonstrated significant improvements in behavior and self-perception compared to the control group.
- Follow-up assessments at six months indicated sustained improvements in most measured domains for treated children, excluding academics.
- Multimodal interventions showed a positive effect on overall functioning.
Conclusions:
- Multimodal day treatment is effective in improving behavioral and self-perception outcomes for children with disruptive behavior disorders.
- The observed treatment gains are maintained at a 6-month follow-up, highlighting the long-term benefits.
- Combined-modality approaches are crucial for effectively addressing the complex needs of this population.
Objective:
Children with disruptive behavior disorders are often also dysfunctional in academics, social skills, and self-esteem. The efficacy of multimodal day treatment in addressing these deficits was evaluated.
Method:
Thirty children, assigned to day treatment or a waiting list, were compared on measures of behavior, self-perception, academics, peer relations, and family functioning.
Results:
Multivariate analyses of covariance showed that the treatment group improved significantly more on measures of behavior and self-perception. Six-month follow-up findings indicate that treated children had improved over time on all measures except academics.
Conclusions:
This study demonstrates that compared with a waiting list control group, day treatment produces greater gains, and that these gains are maintained at 6 months' follow-up. It also shows the need for a treatment that combines multiple modalities in dealing with children with disruptive behavior disorders.