***TASK*** the task is to summarize an input biomedical literature in six sentences 
    ***INPUT*** the input is a biomedical literature 
    ***OUTPUT*** the output is the summary of an input biomedical literature in six sentences 
    ***DOCUMENTATION*** 
    ***EXAMPLES*** 
    Input: Families of 54 behaviorally disturbed preschool-aged children ( 3 to 5 years ) were r and omly assigned to 1 of 3 treatment conditions : st and ard parent-child interaction therapy ( PCIT ; STD ) ; modified PCIT that used didactic videotapes , telephone consultations , and face-to-face sessions to abbreviate treatment ; and a no-treatment waitlist control group ( WL ) .  Twenty-one nondisturbed preschoolers were recruited as a social validation comparison condition . Posttreatment assessment indicated significant differences in parent-reported externalizing behavior in children , and parental stress and discipline practice s from both treatment groups on most measures compared with the WL group . Clinical significance testing suggested a superior effect for the STD immediately after intervention , but by 6-month follow-up , the two groups were comparable . The findings indicate that abbreviated PCIT may be of benefit for families with young conduct problem children The present study evaluated the effectiveness of the Positive Parenting Program ( Triple P ) with a sample of Chinese parents of children with early onset conduct-related problems in Hong Kong . The participants consisted of 91 parents whose children attended maternal and child health centers and child assessment centers for service , and were between three to seven years old . Participants were r and omly assigned to the intervention ( TP ) and a waitlist control group ( WL ) . There was no significant difference in pre-intervention measures between the two groups . However , at post intervention , participants in the TP group reported significantly lower levels of child behavior problems , lower dysfunctional parenting styles , and higher parent sense of competence , compared to the WL group . Implication s of these findings for the use of Triple P with families of Chinese descent are discussed Research assessing the role of marital variables in the treatment of childhood conduct disorders is scarce . The aim of this study was ( a ) to assess the role of marital discord in the overall outcome of a program training parents in behavioral techniques ( behavioral parent training ) and ( b ) to assess the effects of an adjunctive treatment ( partner support training [ PST ] ) on outcome . The latter treatment focused on marital conflict , communication , and problem solving . Twenty-four families with a child diagnosed as oppositional or conduct disordered were assigned to either a marital-discord group ( n = 12 ) or a no-marital-discord group ( n = 12 ) . Families within each group were then r and omly assigned to either child management training ( CMT ) alone or CMT with PST .  Measures of child deviance , parenting behavior , and marital satisfaction were collected at pre- and posttraining and at a 6-month follow-up . Results indicated a significant interaction between marital discord and treatment type on most measures at follow-up but not at posttraining . Although PST added little to the maintenance of change for the nondiscordant group , it produced significant gains over those who received CMT only for the discordant group . Further results highlighting the interaction of marital and treatment variables are discussed Annual screenings of preschool children at kindergarten registration identified 158 children having high levels of aggressive , hyperactive , impulsive , and inattentive behavior . These " disruptive " children were r and omly assigned to four treatment conditions lasting the kindergarten school year : no treatment , parent training only , full-day treatment classroom only , and the combination of parent training with the classroom treatment . Results showed that parent training produced no significant treatment effects , probably owing largely to poor attendance . The classroom treatment produced improvement in multiple domains : parent ratings of adaptive behavior , teacher ratings of attention , aggression , self-control , and social skills , as well as direct observations of externalizing behavior in the classroom . Neither treatment improved academic achievement skills or parent ratings of home behavior problems , nor were effects evident on any lab measures of attention , impulse control , or mother-child interactions . It is concluded that when parent training is offered at school registration to parents of disruptive children identified through a brief school registration screening , it may not be a useful approach to treating the home and community behavioral problems of such children . The kindergarten classroom intervention was far more effective in reducing the perceived behavioral problems and impaired social skills of these children . Even so , most treatment effects were specific to the school environment and did not affect achievement skills . These findings must be viewed as tentative until follow-up evaluations can be done to determine the long-term outcomes of these interventions Parents of 114 conduct-problem children , aged 3 - 8 years , were r and omly assigned to one of four groups : an individually administered videotape modeling treatment ( IVM ) , a group discussion videotape modeling treatment ( GDVM ) . a group discussion treatment ( GD ) , and a waiting-list control group . Compared ~4th the control group , all three treatment groups of mothers reported significantly fewer child behavior problems , more prosocial behaviors , and less spanking . Fathers in the GDVM and IVM conditions and teachers of children whose parents were in the GDVM and GD conditions also reported significant reductions in behavior problems compared ~4th control subjects . Home visit data indicated that all treatment groups of mothers , fathers , and children exhibited significant behavioral changes . There were relatively few differences between treatment groups on most outcome measures , although the differences found consistently favored the GDVM treatment . However , cost effectiveness was the major advantage of the IVM treatment Department of Parent and Child NursingUniversity of WashingtonClinic mothers of 35 conduct-disordered children were r and omly assigned to awaiting list  control group  , 9 weeks of individual therapy , or 9 weeks of therapist-led group therapy based on a st and ardized videotape modeling program .  Mothers and their children were assessed at baseline , immediately after treatment , and 1year later by home visits , twice-per-week telephone reports , and question naires . One month after treatment , both groups of treated mothers showed significantattitudinal and behavioral improvements compared with untreated controls . Ad-ditionally , the children in the two treatment groups showed reductions in childnoncompliance compared with control children . At the 1-year follow-up , not onlywere most of the changes in mothers ' behaviors maintained , but both treatmentgroups of children continued to show significant reductions in noncompliant and deviant behaviors . There were no significant differences on any of the attitudinalor behavioral measures between individual and videotape modeling group discussion therapies at the immediate or 1-year follow-up . Total therapist time was approx-imately 251 hr for the entire individual group and 48 hr for the entire videotape discussion group . Although both treatments seem to offer equivalent and sustainedimprovements for parents and conduct-disordered children , the therapeutic efficiencyof the videotape modeling group format is more cost-effective . In response to the large numbers of childrenwith conduct disorders and the shortage ofprofessional personnel , there has been an in-creasing emphasis on training parents as ther-apists for their own children . Several excellent review s ( Berkowitz & Graziano , 1972 ; Gra-ziano , 1977 ; Johnson KMorel and , Schwebel , Beck , & Wells , 1982 ; Pawlicki This study provides evidence of the effectiveness of behaviorally based parenting skills classes provided by carefully trained and supervised group leaders who were not mental health clinicians . A program for parents of at-risk middle school students was evaluated in a r and omized controlled trial in 8 small Oregon communities . Parents ( N = 303 ) were r and omly assigned to immediate treatment or a wait-list condition . Data were analyzed using latent growth modeling . Participation in the program led to significant improvements in problem-solving interactions as indicated by parent reports and a Taped Situations Test . Parents ' over-reactivity and laxness toward their children 's behavior were reduced and their feelings toward their children improved significantly as a function of treatment . Parent-reported child antisocial behavior was also reduced The effectiveness of bibliotherapy as an adjunct to stimulant medication in the treatment of children with attention-deficit hyperactivity disorder was investigated . Subjects were r and omly assigned to the experimental group , or the control group . Parents in the experimental group received a written protocol ( bibliotherapy ) outlining behavioral techniques for managing oppositional child behavior . Results indicated significant differences favoring the experimental group on st and ardized measures of the intensity of behavior problems in the home , parental knowledge of behavioral principles , and teacher ratings of behavior . This bibliotherapy approach appears to offer an inexpensive adjunct to stimulant medication in the treatment of attention-deficit hyperactivity disorder when individual or group behavior management training is not feasible Objective : Treatment for persistent conduct problems in primary school children was developed using a modification of cognitive-behavioural therapy ( MCBT ) . Its effectiveness was evaluated by comparing it with conjoint family therapy ( FT ) and eclectic therapy ( ET ) . Method : Children with persistent conduct problems were r and omly assigned to one of three treatment groups . They were assessed prior to treatment and then 6 months after . Measures included symptoms of the child ; parents ' mental health ; stress of parenting ; family functioning ; and parental relationship . In addition , parents ' and children 's perception of the therapy were assessed and a treatment record was developed to track the treatment process . Results : Thirty-two children were recruited for the study . No statistically significant differences were found in terms of effectiveness between the three groups . In terms of parents ' perception of the therapy , there was no difference on the perception of the qualities of the therapists , but on the perception of therapy  MCBT  was considered to be higher in cognitive-behavioural orientation . Conclusion : Further research using a larger sample is required to evaluate MCBT . The study supports the idea that controlled treatment studies can be carried out within busy mental health services The effectiveness of a parent training program for promoting positive parent-child relationships was examined among families of 2-year-olds . Forty-six mothers and fathers and their toddlers were assigned to either an intervention or comparison group . Intervention group parents participated in a 10-week program that focused on principles for effectively interacting with their toddlers . Parents completed measures of parenting self-efficacy , depression , stress , and perceptions of their toddler 's behaviors and were videotaped playing with their toddlers preintervention , postintervention , and 3 months following the intervention . Repeated measures ANOVAs showed that the parent training program led to significant increases in maternal self-efficacy , decreases in maternal stress , and improvements in the quality of mother-toddler interactions . No significant effects were found among fathers . Explanations for obtaining different outcomes for mothers and fathers are discussed and directions for future research are recommended This study assessed the role of social support in the outcome of child management training ( CMT ) for single parents of conduct problem children and assessed the impact of adjunctive ally support training ( AST ) on treatment outcome . Single parents ( N = 22 ) with a child diagnosed as oppositional or conduct-disordered received CMT or CMT plus AST . Each group received the same 6-week parent training program and the AST group received an extra social support intervention . Measures of parent behavior , child deviance , social support ( SS ) , and parental depression were obtained at pre- and posttreatment and at 6-month follow-up . Both groups improved , and changes maintained at follow-up . AST produced no extra gains . Responders from either group were more likely than nonresponders to report high levels of SS from friends . Results emphasize the importance of SS and the difficulty of incorporating changes in SS into treatment programs Families of 159 , 4- to 8-year-old children with oppositional defiant disorder ( ODD ) were r and omly assigned to parent training ( PT ) ; parent plus teacher training ( PT + TT ) ; child training ( CT ) ; child plus teacher training ( CT + TT ) ; parent , child , plus teacher training ( PT + CT + TT ) ; or a waiting list control . Reports and independent observations were collected at home and school . Following the 6-month intervention , all treatments result ed in significantly fewer conduct problems with mothers , teachers , and peers compared to controls . Children 's negative behavior with fathers was lower in the 3 PT conditions than in control . Children showed more prosocial skills with peers in the CT conditions than in control . All PT conditions result ed in less negative and more positive parenting for mothers and less negative parenting for fathers than in control . Mothers and teachers were also less negative than controls when children received CT . Adding TT to PT or CT improved treatment outcome in terms of teacher behavior management in the classroom and in reports of behavior problems This paper examines the impact of a 12-episode television series , " Families " , on  disruptive child behavior and family adjustment .  This media intervention comprises the first of a five-level early intervention parenting and family support strategy , known as Triple P ( Positive Parenting Program ) . Fifty-six parents of children aged between 2 and 8 years were r and omly assigned to either watching the television series or to a waitlist control group . Compared to the control group , parents in the television viewing ( TV ) condition reported significantly lower levels of disruptive child behavior and higher levels of perceived parenting competence , immediately following intervention . Prior to intervention approximately 42.9 % of the children in the TV condition were in the clinical ly elevated range for disruptive child behavioral problems . This had reduced to 14.3 % following intervention . In addition , a high level of consumer acceptability was reported by parents in the TV condition . All post-intervention effects were maintained at 6-month follow-up . Implication s for public health approaches to family mental health are discussed Twenty-four parents of oppositional preschoolers were r and omly assigned to either a selfdirected behavioral family intervention condition ( SD ) or to a waitlist control group ( WL ) . The self-directed parent training program , based on self-regulation principles , consisted of a written information package and weekly telephone consultations for 10 weeks . At posttest , in comparison to the WL group , children in the SD group had lower levels of behavior problems on parent report measures of child behavior . At posttreatment , parents in the SD condition reported increased levels of parenting competence and lower levels of dysfunctional parenting practice s as compared to parents in the WL condition . In addition , mothers reported lower levels of anxiety , depression , and stress as compared to mothers in the WL condition at posttreatment . Using mother 's reports , gains in child behavior and parenting practice s achieved at posttreatment were maintained at 4-month follow-up Abstract Thirty families in which parent-child conflict was identified as a problem were r and omly assigned to an individual-family-based reciprocity training condition , a 
    Output:
    
There was insufficient evidence to determine the relative effectiveness of different approaches to delivering parenting programmes .
Conclusion Parenting programmes are an effective treatment for children with conduct problems .