Evidence-Based Interventions Shown To Reduce Existing Disruptive Problems in Preschoolers
| Program . | Age Range Supported by Data . | Patient Population . | No. of Children in Randomized Controlled Trials . | Formal Psychoeducation for Parents . | Real-Time Observed Parent–Child Interactions . | Special Characteristics . | Duration . | Follow-up Duration (If Applicable) . | Evidence Reflecting Efficacy for ADHD (Effect Size) . | Evidence Demonstrating Efficacy for ODD and CD (Effect Size) . |
|---|---|---|---|---|---|---|---|---|---|---|
| New Forest32,35 | 30–77 mo | Children with ADHD | 202 | Yes | Yes | • Parent–child tasks are specifically intended to require attention | 5 weekly sessions | n/a | Yes (1.9) | Yes (0.7) |
| • Occurs in the home | ||||||||||
| • Explicit attention to parental depression | ||||||||||
| IYS parent training, teacher training, and child training32,53,57,–59 | 3–8 y | Children with CD, ODD, and ADHD | 677 | Yes | No | • Separate parent and child groups | 20 weekly 2-h sessions | Yes (0.8) | Yes (home behavior, 0.4–0.7; school behavior, 0.7–1.25) | |
| • Parent training uses video vignettes for discussion | ||||||||||
| • Child training includes circle time learning and coached free play | ||||||||||
| Triple P,55,60,61 (levels 3 and 4) | 36–48 mo | Children at high risk with parental concerns about behavioral difficulties (level 4) | 330 | Yes | Yes | • Multiple levels of intervention | • Primary care = 4 sessions of 15 min | 6 and 12 mo: effect size, 0.66 for children <4 y, 0.65 for children >4 y62 | No | Yes (level 3: 0.69, level 4: 0.96; lower for children <4 y)63 |
| • Primarily training parents with some opportunities to observe parent–child interactions | • Standard treatment is 10 sessions | |||||||||
| • Handouts and homework supplement the treatment | ||||||||||
| Triple P online59 | 2–9 y | Children with CD and ODD | 116 | No | No | • Interactive self-directed program delivered via the internet | 8 modules (45–75 min) | 6 mo: effect size from baseline, 0.6–0.7 on ECBI, no effect on SDQ | No effect | Yes (1.0; by parent report) |
| • Instruction in 17 core positive parenting skills | ||||||||||
| PCIT37,64,65 | 2–7 y | Children with clinical level disruptive behavior symptoms | 358 | Yes, minimal | Yes | • Through a 1-way mirror, therapist coaches parent during in vivo interactions with child | Depends on parent skill development | Up to 6 y after treatment, fewer signs of disruptive behavior disorder than baseline | Minimal | Yes (1.45)58 |
| • Homework requires parent–child interactions | ||||||||||
| • Progress through therapy determined by parents’ skill development | ||||||||||
| Helping the Noncompliant Child57 | 3–8 y | Children with noncompliant behaviors | 350 | Yes | Yes | Involves two phases 1) Differential Attention 2) Compliance training using demonstration, role plays, and in-office and at home practice | Depends on parent skill development | 6.8 mo | Effect size 1.24; inattention 1.09; hyperactivity/impulsivity: 1.21 | Yes (but no ES reported) |
| Program . | Age Range Supported by Data . | Patient Population . | No. of Children in Randomized Controlled Trials . | Formal Psychoeducation for Parents . | Real-Time Observed Parent–Child Interactions . | Special Characteristics . | Duration . | Follow-up Duration (If Applicable) . | Evidence Reflecting Efficacy for ADHD (Effect Size) . | Evidence Demonstrating Efficacy for ODD and CD (Effect Size) . |
|---|---|---|---|---|---|---|---|---|---|---|
| New Forest32,35 | 30–77 mo | Children with ADHD | 202 | Yes | Yes | • Parent–child tasks are specifically intended to require attention | 5 weekly sessions | n/a | Yes (1.9) | Yes (0.7) |
| • Occurs in the home | ||||||||||
| • Explicit attention to parental depression | ||||||||||
| IYS parent training, teacher training, and child training32,53,57,–59 | 3–8 y | Children with CD, ODD, and ADHD | 677 | Yes | No | • Separate parent and child groups | 20 weekly 2-h sessions | Yes (0.8) | Yes (home behavior, 0.4–0.7; school behavior, 0.7–1.25) | |
| • Parent training uses video vignettes for discussion | ||||||||||
| • Child training includes circle time learning and coached free play | ||||||||||
| Triple P,55,60,61 (levels 3 and 4) | 36–48 mo | Children at high risk with parental concerns about behavioral difficulties (level 4) | 330 | Yes | Yes | • Multiple levels of intervention | • Primary care = 4 sessions of 15 min | 6 and 12 mo: effect size, 0.66 for children <4 y, 0.65 for children >4 y62 | No | Yes (level 3: 0.69, level 4: 0.96; lower for children <4 y)63 |
| • Primarily training parents with some opportunities to observe parent–child interactions | • Standard treatment is 10 sessions | |||||||||
| • Handouts and homework supplement the treatment | ||||||||||
| Triple P online59 | 2–9 y | Children with CD and ODD | 116 | No | No | • Interactive self-directed program delivered via the internet | 8 modules (45–75 min) | 6 mo: effect size from baseline, 0.6–0.7 on ECBI, no effect on SDQ | No effect | Yes (1.0; by parent report) |
| • Instruction in 17 core positive parenting skills | ||||||||||
| PCIT37,64,65 | 2–7 y | Children with clinical level disruptive behavior symptoms | 358 | Yes, minimal | Yes | • Through a 1-way mirror, therapist coaches parent during in vivo interactions with child | Depends on parent skill development | Up to 6 y after treatment, fewer signs of disruptive behavior disorder than baseline | Minimal | Yes (1.45)58 |
| • Homework requires parent–child interactions | ||||||||||
| • Progress through therapy determined by parents’ skill development | ||||||||||
| Helping the Noncompliant Child57 | 3–8 y | Children with noncompliant behaviors | 350 | Yes | Yes | Involves two phases 1) Differential Attention 2) Compliance training using demonstration, role plays, and in-office and at home practice | Depends on parent skill development | 6.8 mo | Effect size 1.24; inattention 1.09; hyperactivity/impulsivity: 1.21 | Yes (but no ES reported) |
n/a, not available; ECBI, Eyberg Child Behavior Inventory; SDQ, Strengths and Difficulties Questionnaire; CD, conduct disorder; ODD, oppositional defiant disorder.