Webster-Stratton Carolyn, Reid M Jamila, Hammond Mary
Department of Family and Child Nursing, University of Washington, Seattle, WA 98105, USA.
J Clin Child Adolesc Psychol. 2004 Mar;33(1):105-24. doi: 10.1207/S15374424JCCP3301_11.
Families of 159, 4- to 8-year-old children with oppositional defiant disorder (ODD) were randomly assigned to parent training (PT); parent plus teacher training (PT + TT); child training (CT); child plus teacher training (CT + TT); parent, child, plus teacher training (PT + CT + TT); or a waiting list control. Reports and independent observations were collected at home and school. Following the 6-month intervention, all treatments resulted in significantly fewer conduct problems with mothers, teachers, and peers compared to controls. Children's negative behavior with fathers was lower in the 3 PT conditions than in control. Children showed more prosocial skills with peers in the CT conditions than in control. All PT conditions resulted in less negative and more positive parenting for mothers and less negative parenting for fathers than in control. Mothers and teachers were also less negative than controls when children received CT. Adding TT to PT or CT improved treatment outcome in terms of teacher behavior management in the classroom and in reports of behavior problems.
159名患有对立违抗性障碍（ODD）的4至8岁儿童的家庭被随机分配到家长培训（PT）组；家长加教师培训（PT + TT）组；儿童培训（CT）组；儿童加教师培训（CT + TT）组；家长、儿童加教师培训（PT + CT + TT）组；或等待名单对照组。在家中和学校收集报告及独立观察结果。经过6个月的干预后，与对照组相比，所有治疗组中母亲、教师和同伴报告的品行问题都显著减少。在3种家长培训条件下，儿童与父亲的负面行为比对照组少。在儿童培训条件下，儿童与同伴相处时表现出比对照组更多的亲社会技能。与对照组相比，所有家长培训条件都使母亲的养育方式负面更少、更积极，父亲的养育方式负面更少。当儿童接受儿童培训时，母亲和教师的负面评价也比对照组少。在课堂教师行为管理和行为问题报告方面，在家长培训或儿童培训中加入教师培训可改善治疗效果。
