Effectiveness of a multimodal day treatment program for children with disruptive behavior problems.

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.