The Incredible Years Program for Children from Infancy to Pre-adolescence: Prevention and Treatment of Behavior Problems
The incidence of Oppositional Defiant Disorder (ODD) and Conduct Disorder (CD) in children is alarmingly high, with reported cases of early-onset conduct problems occurring in 4–6% of young children (Egger & Angold, 2006), and as high as 35% of young
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OVERVIEW The incidence of Oppositional Defiant Disorder (ODD) and Conduct Disorder (CD) in children is alarmingly high, with reported cases of earlyonset conduct problems occurring in 4–6% of young children (Egger & Angold, 2006), and as high as 35% of young children in low-income families (Webster-Stratton & Hammond, 1998). Developmental theorists have suggested that “early starter” delinquents who first exhibit ODD symptoms in the preschool years have a twofold to threefold risk of becoming chronic juvenile offenders (Loeber et al., 1993; Patterson, Capaldi, & Bank, 1991) compared to typically developing children (Snyder, 2001). Children with early-onset CD also account for a disproportionate share of delinquent acts in adolescence and adulthood, including interpersonal violence, substance abuse, and property crimes. In fact, the primary developmental pathway for serious CDs in adolescence and adulthood appears to be established during the preschool period. Early onset conduct problems represent one of the most costly mental disorders to society because such a large proportion of Carolyn H. Webster-Stratton ● University of Washington M. Jamila reid ● University of Washington
R.C. Murrihy et al. (eds.), Clinical Handbook of Assessing and Treating Conduct Problems in Youth, DOI 10.1007/978-1-4419-6297-3_5, © Springer Science+Business Media, LLC 2010
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Carolyn H. Webster-Stratton and m. Jamila Reid
antisocial children remain involved with mental health agencies or criminal justice systems throughout the course of their lives. Risk factors from a number of different areas contribute to child conduct problems including ineffective parenting (e.g., harsh discipline, low parent involvement in school, and low monitoring) (Jaffee, Caspi, Moffitt, & Taylor, 2004); family risk factors (e.g., marital conflict and parental drug abuse, mental illness, and criminal behavior) (Knutson, DeGarmo, Koeppl, & Reid, 2005); child biological and developmental risk factors (e.g., attention deficit hyperactivity disorders [ADHD], learning disabilities, and language delays); school risk factors (e.g., poor teacher classroom management, high levels of classroom aggression, large class sizes, and poor school–home communication); and peer and community risk factors (e.g., poverty and gangs) (Collins, Maccoby, Steinberg, Hetherington, & Bornstein, 2000). Effective interventions for children with conduct problems ideally target multiple risk factors and are best offered as early as possible. Conduct disorder becomes increasingly resistant to change over time, so early intervention is a crucial strategy for the prevention or reduction of conduct problems, violence, substance abuse, and delinquency. Children with ODD and CD are clearly identifiable as early as 3–4 years of age, and there is evidence that the younger the child is at the time of intervention, the more positive the behavioral adjustment at home and at school following treatment. Intervention that is delivered prior to school entry and during the early school years ca
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