Many interventions are characterized by repeated observations on the same individuals (e.g., baseline, mid-intervention, two to three post-intervention observations), which offer the opportunity to consider differences in how individuals vary over time. Effective interventions may not be limited to changing means, but instead may also include…

This randomized clinical trial compared cognitive behavioral therapy (CBT) with minimal parent involvement to CBT with active parent involvement in a sample of 119 youths (7-16 years old; 33.6% Caucasian, 61.3% Latino) with anxiety disorders. The dynamics of change between youth anxiety and parent variables (positive-negative behaviors toward the…

Evaluated the effects of cognitive-behavioral problem-solving skills training (PSST) and nondirective relationship therapy (RT) for the treatment of antisocial child behavior. Revealed that a significantly higher proportion of PSST children, compared with those in other conditions, fell within the normative range for prosocial behavior at…

Summarizes and critiques 16 studies involving the cognitive and behavioral effects of aerobic exercise on children in both schools and clinical settings. Concludes that few studies concurrently measure physical and psychological changes that may accompany exercise in children and suggests methods for further investigation. (SW)

Evaluated alternative treatments for children (N=112) referred for severe antisocial behavior. Assigned children to one of three treatments: (1) problem-solving skills training (PSST); (2) PSST with in vivo practice (PSST-P); or (3) client-centered relationship therapy (RT). Found increases in prosocial behavior in PSST and PSST-P children while…

Evaluated the hypothesis that the apparent superiority of behavioral interventions among children is due to differences in the methodological quality of studies of behavioral and nonbehavioral treatments. Meta-analytic results found little support for this hypothesis. Because meta-analysis is a correlational technique, these results should be…

Describes an integrative, multisystem clinical approach to the psychological and relational problems that develop around learning disabilities. The therapist uses expert knowledge to help members of the treatment system transform blaming, helpless, or hopeless interpretations of the problem into more helpful constructions, which support healthy…