Design & Outcomes

Evaluation Design

All three program components have been extensively evaluated in randomized control group studies with children diagnosed with oppositional defiant disorder or conduct problems. Program evaluations have included home and school observations by unbiased evaluators, and teacher and parent reports on standardized measures. These findings have been replicated in four randomized studies by independent investigators with different ethnic populations and age groups in United States, Canada and the United Kingdom.

In the past decade, these programs have been adapted for use as prevention programs and have been evaluated with Head Start families, with preschoolers, and with toddlers and teachers in daycare facilities. Two randomized control group studies have proven the effectiveness of the parent and teacher interventions in Head Start programs. Currently, the classroom-based Dinosaur Curriculum is being evaluated in kindergarten and first grade.

Outcomes

Six randomized control group evaluations conducted by the developer and four independent replications by other investigators have revealed that the parent training significantly:

• Increased parents’ positive affective response (e.g., increasing praise) and decreased the use of criticism, harsh discipline, and negative commands

• Increased parent use of effective limit-setting using non-violent discipline

• Reduced parental depression and increased parental self-confidence

• Increased positive family communication and problem-solving

• Increased parents bonding and involvement with teachers and classrooms

• Reduced conduct problems in children’s interactions with parents

Two randomized control group evaluations of the teacher training indicated significantly:

• Increased children’s positive affect and compliance with parental commands

• Increased children’s positive affect and cooperation with teachers

• Increased children’s positive interactions with peers, school readiness, and engagement in school activities

• Reduced child and peer aggression in the classroom

• Increased use of praise and encouragement and proactive classroom management strategies by teachers

• Decreased teacher use of criticism and harsh discipline

• Increased teachers’ bonding with parents

Two randomized control group evaluations indicated that the child training series significantly:

• Increased children’s appropriate cognitive problem-solving strategies

• Increased children’s use of prosocial conflict management strategies with peers

• Increased children’s social competence and appropriate play skills

• Reduced conduct problems at home and school

Article courtesy of SAMHSA, CSAP Model Programs