Personalizing Psychosocial Intervention for Children With Disruptive Behaviour

NCT07495683 | Completed

• 2 other identifiers: 038-20161000328
• Study Type: interventional
• Target: 600
• Locations: 0 countries
• Sites: N/A

Brief Summary

This study will develop and test whether personalized profiles of children with Disruptive Behaviour Disorder (DBD) and their parents based on important psychological, emotional, and neuropsychological indicators predict their response to child cognitive behavioral treatment and Behavioral Parent Training (BPT).

Conditions

Behavioural Disorder; Disruptive Behavior Disorder; Attention Deficit Hyperactivity Disorder; Conduct Disorder; Oppositional Defiant Disorder; Emotional Disorder

Keywords

Disruptive Behaviour Disorder; Attention Deficit Hyperactivity Disorder; Conduct Disorder; Oppositional Defiant Disorder; Parenting Skills; Behavioural Parenting Training

Outcome Measures

Primary Outcomes (3)

• Changes in child emotional and behavioral problems between baseline, post-treatment, and follow-up

  Changes in child emotional and behavioral problems are assessed using the Strengths and Difficulties Questionnaire (SDQ). It asks parents to indicate how true a statement is with regards to their child's emotions or behaviours in the last 6 months: 'not true', 'somewhat true', or 'certainly true'.

  Baseline (prior to treatment), post-treatment (within 30 days post-intervention completion) and follow-up (1 year post-treatment completion)

• Changes in parenting skills between baseline, post-treatment, and follow-up

  Parenting skills are assessed using the Alabama Parenting Questionnaire (APQ). Parents indicate how often an item typically occurs in their home: 'never', 'almost never', 'sometimes', 'often', or 'always'. Each answer corresponds to a score: never = 1, almost never = 2, sometimes = 3, often = 4, and always = 5. The APQ has 3 subscales: positive parenting, inconsistent discipline, and poor supervision. Higher scores on the positive parenting subscale means greater positive parenting skills. Higher scores on the inconsistent discipline subscale means greater instances of inconsistent discipline. Higher scores on the poor supervision subscale means greater instances of poor supervision.

  Baseline (prior to treatment), post-treatment (within 30 days of treatment completion) and follow-up (1 year after treatment completion)

• Changes in parenting competencies between baseline, post-treatment, and follow-up

  Parenting competencies are assessed using the Parenting Sense of Competence (PSOC). Parents indicate how much they agree with statements: 'strongly disagree', 'disagree', 'slightly disagree', 'slightly agree', 'agree', or 'strongly agree'. Higher scores on the PSOC indicate higher parenting sense of competence with scores ranging from a minimum of 17 and a maximum of 102.

  Baseline (prior to treatment), post-treatment (within 30 days of treatment completion) and follow-up (1 year after treatment completion)

Secondary Outcomes (3)

• Changes in child emotional and behavioural challenges between baseline, post-treatment, and follow-up

  Baseline (prior to treatment), post-treatment (within 30 days of treatment completion) and follow-up (1 year after treatment completion)

• Changes in child emotional and behavioural challenges between baseline, post-treatment, and follow up

  Baseline (prior to treatment), post-treatment (within 30 days of treatment completion) and follow-up (1 year after treatment completion)

• Changes in child emotional and behavioural challenges between baseline, post-treatment, and follow up

  Baseline (prior to treatment), post-treatment (within 30 days of treatment completion) and follow-up (1 year after treatment completion)

Study Arms (1)

Multi-Component Child and Parent Cognitive Behavioral Therapy

EXPERIMENTAL

Parents and their children aged 6-12 with DBD who meet inclusion criteria.

Behavioral: Behavioral Parent Training

Interventions

Behavioral Parent Training BEHAVIORAL

Two 15-session multi-component cognitive-behavioral group treatments for children with disruptive behavior and their parents (i.e., one program for children aged 6-8 years and their parents and another for children aged 9-12 years and their parents. The programs have a child and parent group that are implemented concurrently.

Multi-Component Child and Parent Cognitive Behavioral Therapy

Eligibility Criteria

• Age: 6 Years - 12 Years
• Sex: all
• Healthy Volunteers: No
• Age Groups: Child (0-17)

You may qualify if:

• Diagnosis of Oppositional Defiant Disorder (ODD), Conduct Disorder (CD) or Attention Deficit Hyperactivity Disorder (ADHD) determined by the supervising Clinical Psychologist based on DSM-5 diagnostic criteria on the C-DISC; and/or clinically at risk symptoms on the Child Behavior Checklist/Teacher Report Form (t score \> 60)
• Clinically severe impairment in social, family, peer functioning demonstrated by the parent- and teacher-completed Impairment Rating Scale (IRS) or the virtually administered Columbia Impairment Scale (CIS)
• No evidence of Autism Spectrum Disorder (based on parent and teacher report) or Intellectual Disability (based on the Kaufman Brief Intelligence Task-II OR school reports or psychoeducational assessments).

You may not qualify if:

• Presence of Autism or Intellectual Disability
• Evidence of cognitive delays or an intellectual disability (based on the Kaufman Brief Intelligence Test-2 (KBIT-2), verbal and/or IQ composite standard score below 80 or collateral information)
• Child behaviour or emotional functioning that make group participation not possible
• Child preference for individual treatment.
• Parent behaviour or emotional functioning that make group participation not possible
• Parent preference for individual treatment.

Sponsors & Collaborators

• Centre for Addiction and Mental Health: lead

Related Publications (4)

• Lochman JE, Wells KC. The coping power program for preadolescent aggressive boys and their parents: outcome effects at the 1-year follow-up. J Consult Clin Psychol. 2004 Aug;72(4):571-8. doi: 10.1037/0022-006X.72.4.571.

  PMID: 15301641 BACKGROUND

• Lochman, J.E. and K.C. Wells, Effectiveness of the Coping Power Program and of Classroom Intervention With Aggressive Children: Outcomes at a 1-Year Follow-Up. Behavior Therapy, 2003. 34: p. 493-515.

  BACKGROUND

• Andrade, B.F., et al., The clinic-adapted coping power program and individualized child and family treatment: A randomized and controlled effectiveness trial. Journal of Child Psychology and Psychiatry, 2015. Submitted.

  BACKGROUND

• Lochman JE, Powell N, Boxmeyer C, Andrade B, Stromeyer SL, Jimenez-Camargo LA. Adaptations to the coping power program's structure, delivery settings, and clinician training. Psychotherapy (Chic). 2012 Jun;49(2):135-42. doi: 10.1037/a0027165.

  PMID: 22642521 BACKGROUND

MeSH Terms

Conditions

Mental Disorders; Attention Deficit and Disruptive Behavior Disorders; Attention Deficit Disorder with Hyperactivity; Conduct Disorder; Oppositional Defiant Disorder

Condition Hierarchy (Ancestors)

Neurodevelopmental Disorders

Study Officials

• Brendan F. Andrade, Dr.

  Centre for Addiction and Mental Health

  PRINCIPAL INVESTIGATOR

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: NA
• Masking: NONE
• Purpose: TREATMENT
• Intervention Model: SINGLE GROUP
• Sponsor Type: OTHER
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: Associate Professor

Study Record Dates

• First Submitted: June 28, 2024
• First Posted: March 27, 2026
• Study Start: September 1, 2016
• Primary Completion: September 1, 2022
• Study Completion: July 1, 2023
• Last Updated: March 27, 2026

Record last verified: 2026-03

Data Sharing

• IPD Sharing: Will not share