title: Initial impact of the Fast Track prevention trial for conduct problems: II. Classroom effects. Conduct Problems Prevention Research Group. Reducing conduct problems among children exposed to intimate partner violence: a randomized clinical trial examining effects of Project Support. Improving Access to Care and Clinical Outcome for Pediatric Behavioral Problems: A Randomized Trial of a Nurse-Administered Intervention in Primary Care Effects of a Parenting Intervention on Features of Psychopathy in Children The effects of the fast track preventive intervention on the development of conduct disorder across childhood. An experimental test of differential susceptibility to parenting among emotionally-dysregulated children in a randomized controlled trial for oppositional behavior. Promoting self-regulation and cooperation in pre-kindergarten children with conduct problems: a randomized controlled trial. Improving parenting skills for families of young children in pediatric settings: a randomized clinical trial. Examination of disruptive behavior outcomes and moderation in a randomized psychotherapy trial for mood disorders. Children aged 4–8 years treated with parent training and child therapy because of conduct problems: generalisation effects to day-care and school settings Evaluation of a Booster Intervention Three Years After Acute Treatment for Early-Onset Disruptive Behavior Disorders Technology-Enhanced Program for Child Disruptive Behavior Disorders: Development and Pilot Randomized Control Trial The transportability of multisystemic therapy to Sweden: short-term results from a randomized trial of conduct-disordered youths. Detecting effects of the indicated prevention Programme for Externalizing Problem behaviour (PEP) on child symptoms, parenting, and parental quality of life in a randomized controlled trial. Does Maintenance Treatment Matter? Reducing aggressive behavior in boys with a social cognitive group treatment: results of a randomized, controlled trial. Parenting Intervention for Externalizing Behavior Problems in Children Born Premature: An Initial Examination Matching adolescents with a cannabis use disorder to multidimensional family therapy or cognitive behavioral therapy: treatment effect moderators in a randomized controlled trial.
abstract: This study examined the effectiveness of the universal component of the Fast Track prevention model : the PATHS ( Promoting Alternative THinking Strategies ) curriculum and teacher consultation . This r and omized clinical trial involved 198 intervention and 180 comparison classrooms from neighborhoods with greater than average crime in 4 U.S. locations . In the intervention schools , Grade 1 teachers delivered a 57-lesson social competence intervention focused on  self-control , emotional awareness , peer relations , and problem solving .  Findings indicated significant effects on peer ratings of aggression and hyperactive-disruptive behavior and observer ratings of classroom atmosphere . Quality of implementation predicted variation in assessment s of classroom functioning . The results are discussed in terms of both the efficacy of universal , school-based prevention models and the need to examine comprehensive , multiyear programs This study was a r and omized clinical trial of Project Support , an intervention design ed to reduce conduct problems among children exposed to intimate partner violence . Participants were 66 families ( mothers and children ) with at least 1 child exhibiting clinical levels of conduct problems . Families were recruited from domestic violence shelters . The Project Support intervention involves ( a ) teaching mothers child management skills and ( b ) providing instrumental and emotional support to mothers . Families were r and omly assigned to the Project Support intervention condition or to an existing services comparison condition . They were assessed on 6 occasions over 20 months , following their departure from the shelter . Children in families in the Project Support condition , compared with those in the comparison condition , exhibited greater reductions in conduct problems . Mothers in the Project Support condition , compared with those in the comparison condition , displayed greater reductions in inconsistent and harsh parenting behaviors and psychiatric symptoms . Changes in mothers ' parenting and psychiatric symptoms accounted for a sizable proportion of Project Support 's effects on child conduct problems at the end of treatment . Clinical and policy implication s are discussed Objective : To determine the effectiveness of an on-site modular intervention in improving access to mental health services and outcomes for children with behavioral problems in primary care relative to enhanced usual care . The study includes boys and girls from six primary care offices in metropolitan Pittsburgh , PA . Methods : One hundred sixty-three clinical ly referred children who met a modest clinical cutoff ( 75th percentile ) on the externalizing behavior scale of the Pediatric Symptom Checklist-17 were r and omized to a protocol for on-site , nurse-administered intervention or to enhanced usual care . Protocol for on-site , nurse-administered intervention applied treatment modules from an evidence -based specialty mental health treatment for children with disruptive behavior disorders that were adapted for delivery in the primary care setting ; enhanced usual care offered diagnostic assessment , recommendations , and facilitated referral to a specialty mental health provider in the community . The main outcome measures such as st and ardized rating scales , including the Pediatric Symptom Checklist-17 , individualized target behavior ratings , treatment termination reports , and diagnostic interviews were collected . Results : Protocol for on-site , nurse-administered intervention cases were significantly more likely to receive and complete mental health services , reported fewer service barriers and more consumer satisfaction , and showed greater , albeit modest , improvements on just a few clinical outcomes that included remission for categorical behavioral disorders at 1-year follow-up . Both conditions also reported several significant improvements on several clinical outcomes over time . Conclusions : A psychosocial intervention for behavior problems that was delivered by nurses in the primary care setting is feasible , improves access to mental health services , and has some clinical efficacy . Options for enhancing clinical outcome include the use of multifaceted collaborative care interventions in the pediatric practice This study examined whether Project Support , a parenting intervention shown to reduce child conduct problems , also exerts positive effects on features of  psychopathy in children . Participants were 66 families ( mothers and children ) recruited from domestic violence shelters who participated in a r and omized controlled trial evaluating Project Support . Each family included at least one child between the ages of 4 and 9 who was exhibiting clinical levels of conduct problems . Families were r and omly assigned to the Project Support intervention condition or to an existing services comparison condition , and they were assessed on 6 occasions over 20 months , following their departure from the shelter . Children in families in the Project Support condition , compared with those in the comparison condition , exhibited greater reductions in features of psychopathy . Moreover , the changes in features of psychopathy remained after accounting for changes in conduct problems .  Project Support ’s effects on features of psychopathy were mediated by improvements in mothers ’ harsh and inconsistent parenting . These findings on the effects of an intervention on features of psychopathy are the first from a r and omized controlled trial . They inform the debate about whether features of psychopathy in children  are responsive to intervention , and hold important implication s for clinical practice The impact of the Fast Track intervention on  externalizing disorders across childhood was examined . Eight hundred-ninety-one early-starting children ( 69 % male ; 51 % African American ) were r and omly assigned by matched sets of schools to intervention or control conditions . The 10-year intervention addressed parent behavior-management , child social cognitive skills , reading , home visiting , mentoring , and classroom curricula . Outcomes included psychiatric diagnoses after grade s 3 , 6 , 9 , and 12 for conduct disorder , oppositional defiant disorder , attention deficit hyperactivity disorder , and any externalizing disorder . Significant interaction effects between intervention and initial risk level indicated that intervention prevented the lifetime prevalence of all diagnoses , but only among those at highest initial risk , suggesting that targeted intervention can prevent externalizing disorders to promote the raising of healthy children BACKGROUND The concept of differential susceptibility has challenged the potential meaning of personal traits such as poor ability to regulate emotions . Under the traditional model of diathesis/stress , personal characteristics such as liability to angry outbursts are seen as essentially disadvantageous , emerging under duress in a way that is maladaptive . In contrast , with differential susceptibility , there is the same poorer functioning under adverse conditions but , under favorable conditions , individuals with the trait function better than those without it . To date , there have been limited studies on response under positive environments . We used the experimental power of an intervention trial to test the differential susceptibility hypothesis that children with emotional dysregulation would show greater response to an experimentally induced improvement in their parenting environment . METHODS Data were from the SPOKES trial ( IS RCT N 77566446 ) , a r and omized controlled trial of 112 school children who were 5 - 6-years old , screened for elevated levels of oppositionality , r and omized to parenting groups or control ; 109 ( 97 % ) were followed-up a year later . Using DSM-IV oppositional-defiant symptoms , children were divided into an Emotionally-Dysregulated type ( ED , n = 68 ) and a Headstrong type ( n = 44 ) . The parenting intervention was the Incredible Years program supplemented by positive strategies to use when reading with children . Assessment of conduct problems and parenting was by semistructured interviews . RESULTS At follow-up , parents of Emotionally-Dysregulated and Headstrong children allocated to the intervention showed significant improvements in their parenting strategies to an equal extent compared to parents in the control group . However , the Emotionally-Dysregulated children showed a significantly greater decrease in conduct problems between intervention and control groups ( treatment effect-size 0.84 st and ard deviations ) than the Headstrong ( es 0.20 SD ) , p = 0.04 . CONCLUSIONS Using the power of a controlled experiment , this study showed that children who exhibited Emotionally-Dysregulated behavior pretreatment were more responsive to improvements in parental care that were experimentally induced . The findings extend prior work on differential sensitivity in suggesting that children exhibiting irascibility and emotionality may show greater susceptibility to the caregiving environment , and may identify a subset of children who respond better to existing treatments OBJECTIVE To evaluate the effectiveness and mechanisms of Hitkashrut , a " common elements " co-parent training ( PT ) program for early intervention with preschoolers ( 3 - 5 years of age ) at risk for conduct problems ( CP ) . METHOD A r and omized controlled trial with 140 participants in PT and 69 in a minimal intervention control group . The primary outcome ( presence of CP ) was assessed at pre-intervention , post-intervention , and 1-year follow-up . Callous-unemotional traits , effortful control , parental distress , negative/inconsistent parenting , and couple relationship quality were assessed at pre- and post-intervention , whereas callous-unemotional traits and effortful control were also assessed in the PT group at follow-up . Retention was 87.1 % at post-intervention and 60 % at follow-up . Hitkashrut incorporated evidence -based components of established PT programs into a culturally adapted protocol . The facilitators were trained and supervised psychologists working in Israel 's Educational Psychology Services . RESULTS Intervention effect ( Cohen 's d ) was large at post-intervention ( ES = .76 , p < .001 ) , and an additional medium effect was found at follow-up ( ES = 0.63 , p < .001 ) . Parallel post-intervention and follow-up intervention effects were also found in the degree of clinical ly significant improvements . Effects of the intervention on callous-unemotional traits ( ES = 0.85 , p < .001 ) and effortful control ( ES = 0.47 , p < .001 ) were maintained at follow-up . Follow-up improvement in CP was mediated by improvements in parental practice s and distress . CONCLUSIONS Hitkashrut 's implementation and subsequent dissemination in real-world setting s demonstrates the potential effectiveness of common elements programs to promote innovations within service-delivery systems . Improvements in dispositional variables and the mediated follow-up effect support theoretical cascade models that emphasize early developmental malleability and the growing preventive effects of PT 's facilitated parental changes on disruptive developmental trajectories . Clinical trial registration information - The effect of a " common elements " co-parent training program ( called ' Hitkashrut ' ) on conduct in preschoolers at risk for conduct problems ; http://www.anzctr.org.au ; ACTRN12612000148875 IMPORTANCE Disruptive behavior disorders , such as attention-deficient/hyperactivity disorder and oppositional defiant disorder , are common and stable throughout childhood . These disorders cause long-term morbidity but benefit from early intervention . While symptoms are often evident before preschool , few children receive appropriate treatment during this period . Group parent training , such as the Incredible Years program , has been shown to be effective in improving parenting strategies and reducing children 's disruptive behaviors . Because they already monitor young children 's behavior and development , primary care pediatricians are in a good position to intervene early when indicated . OBJECTIVE To investigate the feasibility and effectiveness of parent-training groups delivered to parents of toddlers in pediatric primary care setting s. DESIGN , SETTING , AND PARTICIPANTS This r and omized clinical trial was conducted at 11 diverse pediatric practice s in the Greater Boston area . A total of 273 parents of children between 2 and 4 years old who acknowledged disruptive behaviors on a 20-item checklist were included . INTERVENTION A 10-week Incredible Years parent-training group co-led by a research clinician and a pediatric staff member . MAIN OUTCOMES AND MEASURES Self-reports and structured videotaped observations of parent and child behaviors conducted prior to , immediately after , and 12 months after the intervention . RESULTS A total of 150 parents were r and omly assigned to the intervention or the waiting-list group . An additional 123 parents were assigned to receive intervention without a r and omly selected comparison group . Compared with the waiting-list group , greater improvement was observed in both intervention groups ( P < .05 ) . No differences were observed between the r and omized and the nonr and omized intervention groups . CONCLUSIONS AND RELEVANCE Self-reports and structured observations provided evidence of improvements in parenting practice s and child disruptive behaviors that were attributable to participation in the Incredible Years groups . This study demonstrated the feasibility and effectiveness of parent-training groups conducted in pediatric office setting s to reduce disruptive behavior in toddlers . TRIAL REGISTRATION clinical trials.gov Identifier : NCT00402857 OBJECTIVE Multifamily psychoeducational psychotherapy ( MF-PEP ) is an efficacious treatment for children with mood disorders . Given the comorbidity between disruptive behaviors and mood disorders , this study examined associations between disruptive behaviors and impairment , impact of MF-PEP on disruptive behaviors , and whether disruptive behaviors affected treatment response of mood symptoms . METHOD Secondary analyses examined a r and omized controlled trial of MF-PEP versus waitlist control  ( N = 165 children 8 - 11 years old with mood disorders and their parents ) . Comorbid behavioral diagnoses occurred in 97 % of children . All participants continued treatment as usual . RESULTS Greater degree of disruptive behaviors was associated with worse mood symptoms and impairment . Between-group analyses examining outcome of disruptive behaviors were nonsignificant . Within-group analyses and between-group effect sizes suggested that MF-PEP was associated with decreases in attention-deficit/hyperactivity disorder ( d = 0.39 ) , oppositional defiant disorder ( d = 0.30 ) , and overall disruptive behavior symptoms ( d = 0.30 ) , but not conduct disorder symptoms . Baseline severity of disruptive behaviors did not affect treatment response of mood symptoms to MF-PEP . CONCLUSIONS MF-PEP is an effective intervention for children with mood disorders and provides some benefit for disruptive behaviors . Given that disruptive behavior severity does not affect children 's ability to experience improved mood symptoms , MF-PEP may be an important early intervention for children with comorbid mood and disruptive behavior disorders . Subsequent intervention targeting behavioral symptoms after improvement in mood may be beneficial . Studies examining treatment sequencing for children with comorbid mood and disruptive behavior disorders are needed . Clinical trial registration information-Family psychoeducation for children with mood disorders ; http:// clinical trials.gov ; NCT00050557 In this study , generalisation effects to day-care/school setting s were examined in an outpatient clinic sample of 127 children aged 4–8 years treated because of oppositional conduct problems in the home with parent training ( PT ) and parent training combined with child therapy ( CT ) ( “ Incredible Years ” ) . Before treatment all children scored above the 90th percentile on the Eyberg Child Behavior Inventory ( ECBI ) for home problems , and met criteria for a possible or a confirmed diagnosis of either an oppositional defiant ( ODD ) or a conduct ( CD ) disorder . Further , 83 % of the children showed clinical levels of conduct problems both at home and in day-care/school before treatment . Although most children improved at home , the majority still showed clinical levels of conduct problems in day-care/school setting s after treatment and 1-year later . Combined PT and CT produced the most powerful and significant generalisation effects across the treatment period , however these improvements were not maintained 1-year later for most areas . The results of the present study , therefore , underline the need to target conduct problems not only exhibited at home but also in day-care/school setting s , and to develop strategies to maintain positive generalisation effects after treatment for this age and problem-group This study examines the impact of a brief booster treatment administered 3 years after the delivery of an acute treatment in a group ( n = 118 ) of clinical ly referred boys and girls ( ages 6 to 11 ) originally diagnosed with Oppositional Defiant Disorder ( ODD ) or Conduct Disorder ( CD ) . At the conclusion of the acute treatment and three-year follow-up period ( i.e. , study month 42 ) , the sample was re-r and omized into Booster treatment or Enhanced Usual Care and then assessed at four later timepoints ( i.e. , post-booster , and 6- , 12- and 24-month booster follow-up ) . Booster treatment was directed towards addressing individualized problems and some unique developmental issues of adolescence based on the same original protocol content and treatment setting , whereas the Enhanced Usual Care condition involved providing clinical recommendations based on the assessment and an outside referral for services . HLM analyses identified no significant group differences and few time effects across child , parent , and teacher reports on a broad range of child functioning and impairment outcomes . Analyses examining the role of putative moderators or predictors ( e.g. , severity of externalizing behavior , dose of treatment ) were likewise non-significant . We discuss the nature and implication s of these novel findings regarding the role and timing of booster treatment to address the continuity of DBD over time Early onset disruptive behavior disorders are overrepresented in low-income families ; yet these families are less likely to engage in behavioral parent training ( BPT ) than other groups . This project aim ed to develop and pilot test a technology-enhanced version of one evidence -based BPT program , Helping the Noncompliant Child ( HNC ) . The aim was to increase engagement of low-income families and , in turn , child behavior outcomes , with potential cost-savings associated with greater treatment efficiency . Low-income families of 3- to 8-year-old children with clinical ly significant disruptive behaviors were r and omized to and completed st and ard HNC ( n = 8) or Technology-Enhanced HNC ( TE-HNC ; n = 7 ) . On average , caregivers were 37 years old ; 87 % were female , and 80 % worked at least part-time . More than half ( 53 % ) of the youth were boys ; the average age of the sample was 5.67 years . All families received the st and ard HNC program ; however , TE-HNC also included the following smartphone enhancements : ( a ) skills video series , ( b ) brief daily surveys , ( c ) text message reminders , ( d ) video recording home practice , and ( e ) midweek video calls . TE-HNC yielded larger effect sizes than HNC for all engagement outcomes . Both groups yielded clinical ly significant improvements in disruptive behavior ; however , findings suggest that the greater program engagement associated with TE-HNC boosted child treatment outcome . Further evidence for the boost afforded by the technology is revealed in family responses to post assessment interviews . Finally , cost analysis suggests that TE-HNC families also required fewer sessions than HNC families to complete the program , an efficiency that did not compromise family satisfaction . TE-HNC shows promise as an innovative approach to engaging low-income families in BPT with potential cost-savings and , therefore , merits further investigation on a larger scale This r and omized clinical trial assessed the effectiveness of  multisystemic therapy ( MST ) for 156 youths who met the diagnostic criteria for conduct disorder . Sweden 's 3 largest cities and 1 small town served as the recruiting area for the study . A mixed factorial design was used , with r and om allocation between MST and treatment as usual groups . Assessment s were conducted at intake and 7 months after referral . With an intention-to-treat approach , results from multiagent and multi method assessment batteries showed a general decrease in psychiatric problems and antisocial behaviors among participants across treatments . There were no significant differences in treatment effects between the 2 groups . The lack of treatment effect did not appear to be caused by site differences or variations in program maturity . MST treatment fidelity was lower than that of other studies , although not clearly related to treatment outcomes in this study . The results are discussed in terms of differences between Sweden and the United States . One difference is the way in which young offenders are processed ( a child welfare approach vs. a juvenile justice system approach ) . Sociodemographic differences ( e.g. , rates of poverty , crime , and substance abuse ) between the 2 countries may also have moderating effects on the rates of rehabilitation among young offenders . ( PsycINFO Data base Record ( c ) 2008 APA , all rights reserved ) BACKGROUND Behavioural parent training is effective in improving child  disruptive behavioural problems in preschool children by increasing parenting competence . The indicated Prevention Programme for Externalizing Problem behaviour ( PEP ) is a group training programme for parents and kindergarten teachers of children aged 3 - 6 years with externalizing behavioural problems . AIMS To evaluate the effects of PEP on child problem behaviour , parenting practice s , parent-child interactions , and parental quality of life . METHOD Parents and kindergarten teachers of 155 children were r and omly assigned to an intervention group ( n = 91 ) and a nontreated control group  ( n = 64 ) . They rated children 's problem behaviour before and after PEP training ; parents also reported on their parenting practice s and quality of life . St and ardized play situations were video-taped and rated for parent-child interactions , e.g. parental warmth . RESULTS In the intention to treat analysis , mothers of the intervention group described less disruptive child behaviour and better parenting strategies , and showed more parental warmth during a st and ardized parent-child interaction . Dosage analyses confirmed these results for parents who attended at least five training sessions . Children were also rated to show less behaviour problems by their kindergarten teachers . CONCLUSIONS Training effects were especially positive for parents who attended at least half of the training sessions . ABBREVIATIONS CBCL : Child Behaviour Checklist ; CII : Coder Impressions Inventory ; DASS : Depression anxiety Stress Scale ; HSQ : Home-situation Question naire ; LSS : Life Satisfaction Scale ; OBDT : observed behaviour during the test ; PCL : Problem Checklist ; PEP : prevention programme for externalizing problem behaviour ; PPC : Parent Problem Checklist ; PPS : Parent Practice s Scale ; PS : Parenting Scale ; PSBC : Problem Setting and Behaviour checklist ; QJPS : Question naire on Judging Parental Strains ; SEFS : Self-Efficacy Scale ; SSC : Social Support Scale ; TRF : Caregiver-Teacher Report Form This study examined the effects of a two-year maintenance treatment assessed at 1 and 2 years following Parent – child Interaction Therapy ( PCIT ) .  Sixty-one of 100 clinic-referred children ( M age = 4 years , 4 months ) originally diagnosed with oppositional defiant disorder ( ODD ) completed the st and ard treatment  and were then r and omized to PCIT maintenance treatment ( MT ) or to an assessment -only follow-up condition ( AO ) . Rating scale and observational measures from fathers , mothers , and children were collected before and after st and ard treatment and at one- and two-year follow-up assessment s. Maintenance treatment involved monthly telephone contacts from the original therapist focused on relapse prevention based on principles of PCIT . At the two-year follow-up , MT families showed few changes from post-treatment , as expected . However , the expected decrements for AO control families were not seen . Few differences between MT and AO were found at either follow-up assessment , and there were no significant differences in the rates of change during follow-up . The maintenance of gains among AO families may have result ed from the continuous enhancement of st and ard treatment or from inadvertent reinforcement for maintenance provided by the assessment s of change alone OBJECTIVE To evaluate the effectiveness of a social cognitive intervention program for Dutch aggressive boys and to compare it with a social skills training and a waitlist control group . METHOD A r and omized , controlled treatment outcome study with 97 aggressive boys ( aged 9 - 13 years ) was presented . An 11-session group treatment , a social cognitive intervention program ( n = 42 ) based on Dodge 's social information-processing theory , was compared with social skills training ( n = 40 ) and waitlist control group ( n = 15 ) . Measures of aggressive behavior , self-control , social cognitive skills , and appropriate social behavior were completed before and after the group treatment and at 1-year follow-up . RESULTS The outcome of both treatment conditions indicated ( 1 ) a significant increase in appropriate social behavior , social cognitive skills , and self-control and ( 2 ) a significant decrease in aggressive behavior . There was a significant difference between treatment and no treatment and between the social cognitive intervention program and social skills training on various child , parent , and teacher measures . CONCLUSIONS The expectation that focusing on the deficits and distortions in social cognitive processes ( social cognitive intervention program ) instead of merely focusing on social skills ( social skills training ) would enhance the effectiveness was supported on child , parent , and teacher measures . At 1-year follow-up , the mean effect sizes of the social cognitive intervention program and social skills training were 0.76 and 0.56 , respectively Objective : To examine the initial efficacy of parent-child interaction therapy ( PCIT ) for treating  behavior problems in young children who were born premature . Method : In this r and omized , controlled trial , 28 children between the ages of 18 and 60 months , who were born < 37 weeks gestation and presented with clinical ly significant externalizing behavior problems , were r and omly assigned to an immediate treatment ( IT ) or waitlist ( WL ) control group . Results : After 4 months , children who received PCIT were reported by their mother to have less attention problems , aggressive behaviors , and externalizing and internalizing behavior problems , and they were observed to be more compliant to maternal comm and s than children in the WL group . In addition , mothers in the IT group interacted more positively with their child , reported lower parenting stress related to difficult child behavior and demonstrated improved parenting practice s compared with WL mothers . Behavior change maintained for 80 % of the IT children 4 months after treatment completion . Conclusions : This study demonstrates preliminary efficacy of PCIT for the treatment of behavior problems in young children who were born premature BACKGROUND In a recent r and omized controlled trial ( Hendriks et al. , 2011 ) , multidimensional family therapy ( MDFT ) and cognitive behavioral therapy ( CBT ) were equally effective in reducing cannabis use in adolescents ( 13 - 18 years old ) with a cannabis use disorder ( n=109 ) . In a secondary analysis of the trial data , we investigated which pretreatment patient characteristics differentially predicted treatment effect in MDFT and CBT , in order to generate hypotheses for future patient-treatment matching . METHODS The predictive value of twenty patient characteristics , in the area of demographic background , substance use , substance-related problems , delinquency , treatment history , psychopathology , family functioning and school or work related problems , was investigated in bivariate and subsequent multivariate linear regression analyses , with baseline to month 12 reductions in cannabis use days and smoked joints as dependent variables . RESULTS Older adolescents ( 17 - 18 years old ) benefited considerably more from CBT , and younger adolescents considerably more from MDFT ( p<0.01 ) . Similarly , adolescents with a past year conduct or oppositional defiant disorder , and those with internalizing problems achieved considerably better results in  MDFT  , while those without these coexisting psychiatric problems benefited much more from CBT ( p<0.01 , and p=0.02 , respectively ) . CONCLUSIONS The current study strongly suggests that age , disruptive behavior disorders and internalizing problems are important treatment effect moderators of MDFT and CBT in adolescents with a cannabis use disorder . If replicated , this finding suggests directions for future patient-treatment matching in adolescent substance abuse treatment
target: Comorbidity , gender , age , number of sessions , duration , intervention type , setting , medication use or dropout percentage did not influence the effect of treatment .
  CONCLUSIONS Psychological treatments have a small effect in reducing parent- , teacher- and observer-rated CD problems  in children and adolescents with clinical CD problems/diagnosis .
  There is not enough evidence to support one specific psychological treatment over another .
  Many reports failed to provide detailed information to allow optimization of psychological treatment strategies
background: BACKGROUND This meta- analysis evaluates the efficacy of nonpharmacological treatments for conduct disorder ( CD ) problems in children and adolescents , based on child , parent and teacher report .