The Effectiveness of Modified Behavior Therapy on Conduct Children with Callous-Unemotional Traits

Subject Areas : Clinical psychology

Zeinab  Khanjani ¹ (PhD University of Tabriz)
Touraj  Hashrmi Nosratabad ² (PhD University of Tabriz)
Seyedeh Leila  Fakhimi ³ (MA. Clinical Psycholog in Child & Adolescent University of Tabriz)

Received: 2023-03-06 Accepted : 2023-03-06 Published : 2022-09-23

Keywords: conduct disorder, modified behavior therapy, callous-unemotional traits,

Abstract :

The aim of this study was to investigate the effectiveness of modified behavior therapy on conduct disorder symptoms in chil- dren with callous-unemotional traits. In the single-case experimental design with multiple baselines, three boys with conduct disorder were selected by Available and purposeful according to the inclusion and exclusion criteria. For this purpose, Inventory of Callous-Unemotional Traits (Frick, 2003) was used to identify children with callous-unemotional traits. Modified Behavioral Therapy for the implementation of a self-made training package derived from the teachings of Miller et.al (2014) and Waschbusch et.al (2019), and Parent Disruptive Behavior Disorders Rating Scales (Pellham, Gnagy, Greenslade & Milich, 1992) for investigating con- duct disorder symptoms in the baseline and intervention stages were used. Data analysis by using graphs and calculation of improve- ment percentage and effect size showed that modified behavior therapy has a clinical effect on reducing conduct disorder symptoms. Based on research findings, it can be said that the use of modified behavior therapy has practical implications for reducing conduct disorder symptoms, and is recommended for parents, counselors, and clinicians.

References:

Aliakbari Dehkordi, M. (2015). The comparison of exter- nalized behavioral problems in over weighting and nor- mal boys: With emphasis on conduct disorder. Journal of Health Psychology, 4(16), 7-18. [In Persian].

Babapoor, J., Hashemi Nosratabadi, T., & Parvini, P. (2017). The effectiveness of social problem solving on symptoms of conduct disorder according to the mod- ulatory effects of parenting styles. Master’s thesis. University of Tabriz. [In Persian].

Conners, N. A., Edwards, M. C., & Grant, A. S. (2007). An evaluation of a parenting class curriculum for parents of young children: Parenting the strong-willed child. Jour- nal of Child and Family Studies, 16(3), 321-330.

Dadds, M. R., Cauchi, A. J., Wimalaweera, S., Hawes, D. J., & Brennan, J. (2012). Outcomes, moderators, and mediators of empathic-emotion recognition training for complex conduct problems in childhood. Psychiatry Research,199(3), 201-207.

DeRosier, M. E., & Gilliom, M. (2007). Effectiveness of a parent training program for improving children’s social behavior. Journal of Child and Family Studies, 16(5), 660-670.

Essau, C. A., Sasagawa, S., & Frick, P. J. (2006). Psy- chometric properties of the Alabama parenting questionnaire. Journal of Child and Family Studies, 15(5), 595-614.

Fabiano, G. A., Chacko, A., Pelham Jr., W. E., Robb, J., Walker, K. S., Wymbs, F., & Pirvics, L. (2009). A comparison of behavioral parent training programs for fathers of children with attention-deficit/hyperactivity disorder.Behavior Therapy,40(2), 190-204.

Fabiano, G. A., Pelham Jr, W. E., Coles, E. K., Gnagy, E. M., Chronis-Tuscano, A., & O’Connor, B. C. (2009). A meta-analysis of behavioral treatments for atten- tion-deficit/hyperactivity disorder. Clinical psychol- ogy Review, 29(2), 129-140.

Farahbakhsh, K., Abedi, A., & Kavehi Sedehi, S. (2013).

Standardization of Parent Disruptive Behavior Disorders Rating Scale in Isfahan preschool students. Master’s thesis. Allameh Tabatabaei University. [In Persian].

Frick, P. J. (2012). Conduct disorders and severe antisocial behavior. UK:Springer Science & Business Media.

Frick, P. J., Cornell, A. H., Barry, C. T., Bodin, S. D., & Dane, H. E. (2003). Callous-unemotional traits and con- duct problems in the prediction of conduct problem se- verity, aggression, and self-report of delinquency. Jour- nal of Abnormal Child Psychology, 31(4), 457-470.

Gault-Sherman, M. (2012). It’s a two-way street: The bidi- rectional relationship between parenting and delinquen- cy. Journal of Youth and Adolescence, 41(2), 121-145.

Haas, S. M., Waschbusch, D. A., Pelham, W. E., King, S., Andrade, B. F., & Carrey, N. J. (2011). Treat- ment response in CP/ADHD children with cal- lous/unemotional traits. Journal of Abnormal Child Psychology, 39(4), 541-552.

Hawes, D. J., & Dadds, M. R. (2005). The treatment of conduct problems in children with callous-unemotion- al traits. Journal of Consulting and Clinical Psycholo- gy, 73(4), 737-741.

Jhangiani, R., Cuttler, C., Leigh on, D. C., Chiang, I. A. (2019). Research Methods in Psychology.United States:Kwantlen Polytechnic University.

Kaplan, H. I., & Sadock, B. J. (2015). Kaplan & Sadock Comprehensive Text Book of Psychiatry. Philadel- phia: Wolters Kluwer.

Kazdin, A. E., Whitley, M., & Marciano, P. L. (2006). Child– therapist and parent–therapist alliance and therapeutic change in the treatment of children referred for opposition- al, aggressive, and antisocial behavior. Journal of Child Psychology and Psychiatry, 47(5), 436-445.

Keshavarz, S., & Kakavand, A. (2017). The effectiveness 102 of social problem-solving pattern training on reducing 

the problems of derelict female students. Journal of School Psychology, 6(3), 85-101. [In Persian].

Kimonis, E. R., & Armstrong, K. (2012). Adapting par- ent–child interaction therapy to treat severe conduct problems with callous-unemotional traits: A case study. Clinical Case Studies, 11(3), 234-252.

Malekpour, M., Molavi, H., Abedi, A., Asgari, K., & Lali, M. (2017). A comparison of the effectiveness of parent management training, problem solving skills training and the eclectic training in symptoms of conduct disor- der in elementary school students. Doctoral Disser- tation, University of Isfahan. [In Persian].

Matthys, W., & Lochman, J. E. (2010). Oppositional defiant disorder and conduct disorder in child- hood. Oxford: Wiley-Blackwell.

Miller, N. V., Haas, S. M., Waschbusch, D. A., Willough- by, M. T., Helseth, S. A., Crum, K. I., & Pelham Jr, W. E. (2014). Behavior therapy and callous-un- emotional traits: Effects of a pilot study examin- ing modified behavioral contingencies on child behavior. Behavior Therapy, 45(5), 606-618.

Mohammadi, E., Shadbafi, M., Pakrouh, L., & Vafadar, Sh. (2020). Treatment based on problem-solving training on externalized behavioral symptoms. Mid- dle Eastern Journal of Disability Studies, 10(22), 1-7. [In Persian].

Murray, J., & Farrington, D. P. (2010). Risk factors for conduct disorder and delinquency: key findings from longitudinal studies. The Canadian Journal of Psychiatry, 55(10), 633-642.

Ortiz, C., Hawes, D. J., Lorber, M., Lazer, S., & Brotman, L. M. (2018). Are callous-unemotional traits associated with differential response to reward versus punish- ment components of parent-training? A randomized trial. Evidence-Based Practice in Child and Adoles- cent Mental Health, 3(3), 164-177.

Palizian, A., Mehrabizadeh Honarmand, M., & Arshadi, N. (2020). Psychometric properties of Youth’s Inven- tory of Callous Unemotional Traits (ICU-YV) in male teenagers. Clinical Psychology and Personality, 15(1), 201-211. [In Persian].

Pelham Jr, W. E., Gnagy, E. M., Greenslade, K. E., & Milich, R. (1992). Teacher ratings of DSM-III-R symp- toms for the disruptive behavior disorders. Journal of 

the American Academy of Child & Adolescent Psy- chiatry,31(2), 210-218.

Saif, A. A. (2018). Behavior modification and behavior therapy: Theories and methods. Tehran: Dowran. [In Persian].

Shirjang, L., Mahriar, A., Javidi, H., & Hosseini, S. E. (2018). The effectiveness of social skills training with parents on oppositional defiant disorder symptoms in children. Journal of Developmental Psychology: Irani- an Psychologist, 15(58), 127-137. [In Persian].

Soltanikouhbanani, S., Alizadeh, H., Hashemi, J., Sarami, G., & Soltanikouhbanani, S. (2013). Effectiveness of working memory computer assisted program on executive functions in students with mathematic dis- order. Psychology of Exceptional Individual, 3(16), 1-20. [In Persian].

Tkacz, J., and Brady, B. (2019). The increasing rate of childhood mental illnesses and associated healthcare costs in the United States: Trends over the past decade. Value in Health, 22, S231.

Waschbusch, D. A., Willoughby, M. T., Haas, S. M., Ride- nour, T., Helseth, S., Crum, K. I., & Pelham, W. E. (2020). Effects of behavioral treatment mod- ified to fit children with conduct problems and callous-unemotional (CU) traits. Journal of Clini- cal Child & Adolescent Psychology. Retrieved 10 March 2021 from https://www.tandfonline.com/ doi/abs/10.1080/15374416.2019.1614000

Weisz, J. R., Doss, A. J., & Hawley, K. M. (2005). Youth psychotherapy outcome research: A review and critique of the evidence base. Annual Review of Psychology, 56, 337-363.

Whitbourne, S. K., & Halgin, R. P. (2013). Abnormal psy- chology: Clinical perspectives on psychological disorders. New York, NY: McGraw-Hill

Yahya Mahmoudi, N., Naseh, A., Salehi, S., & Tizdast, T. (2013). The effectiveness of group story–based social skills training on children externalizing behavior prob- lems. Journal of Developmental Psychology: Iranian Psychologist, 9(35), 249-257. [In Persian].