This study examined the effectiveness of a day treatment program for 65 severely emotionally disturbed elementary school children who were referred to a day treatment program. An analysis of archival data, including teacher and clinician rating scales, was conducted. Factors examined in the archival data included oppositional behavior in the home and at school, parenting skills and difficulties, social skills and activity levels and impulsivity. Data was analyzed to determine if any entry characteristics of the children could predict later responses to treatment.
Reduction in noncompliant behaviors was measured by examining changes in oppositional behaviors at home and at school during first through second grade year. An analysis of the data indicated that reduction in oppositional behavior at home (r = .23, p = .04) and at school (r = .37, p = .00) over the course of the child's first grade year was best predicted by a child's improvement in social skills. However, improved social skills in the first grade did not significantly correlate with the reduction of oppositional behavior at home and at school in the second grade. Parenting skills, particularly the level of parental involvement in treatment in the first grade year, was the best predictor of change by the second grade year in oppositional behavior at home (r = .30, p = .02). Results of changes in parenting skills during the first grade year did not significantly predict a decrease in oppositional behavior in school during the child's second grade year. Implications for treatment of noncompliant behavior in this population were discussed.
