Universität zu Köln

Goertz-Dorten, Anja, Dose, Christina ORCID: 0000-0001-5405-4934, Hofmann, Leonie ORCID: 0000-0002-5455-7563, Katzmann, Josepha, Groth, Manuela, Detering, Kerstin, Hellmann, Anne, Stadler, Laura, Braun, Barbara, Hellmich, Martin and Doepfner, Manfred (2022). Effects of Computer-Assisted Social Skills Training in Children With Disruptive Behavior Disorders: A Randomized Controlled Trial. J. Am. Acad. Child Adolesc. Psychiatr., 61 (11). S. 1329 - 1341. NEW YORK: ELSEVIER SCIENCE INC. ISSN 1527-5418

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Abstract

Objective: Computer-assisted child-focused interventions are expected to improve efficiency and personalization of therapist-led treatments for children and adolescents. However, therapist-led, outpatient interventions using computer assistance are lacking for children with oppositional defiant disorder (ODD) or conduct disorder (CD). The present randomized controlled trial examined the efficacy of individualized computer-assisted social skills training for children with aggressive behavior compared to a resource activation intervention. Method: A total of 100 children aged 6-12 years with a diagnosis of ODD/CD and peer-related aggression were randomly (1:1) assigned to either individually delivered computer-assisted social skills training (ScouT) or an individually delivered supportive resource activation treatment (STARK). The primary outcome was parent-rated peer-related aggression, assessed with the respective scale of the Questionnaire for Aggressive Behavior of Children (FAVK) and measured at pre-assessment and after the 16-week intervention (post-assessment). Further parent-, self-, teacher- and/or clinicianrated outcomes included ODD and CD symptoms, a wide range of behavioral and emotional symptoms, callous-unemotional traits, functional impairment, and quality of life. Results: After correcting for multiple testing, analyses of covariance comparing the efficacy of ScouT to the efficacy of STARK yielded small to moderate treatment effects in favor of the ScouT condition regarding parent-rated peer-related aggression (primary outcome; d = -0.64, 95% CI = -1.05, -0.24), parent-rated callous and uncaring traits, and parent-rated quality of life. However, the analyses did not reveal any significant effects for self- or teacher-rated peer-related aggression assessed with the respective scale of the FAVK (self-report: d = -0.21, 95% CI = -0.69, 0.29; teacher rating: d = -0.17, 95% CI = -0.56, 0.22). Moreover, after controlling for multiple comparisons, no significant effects emerged for the following: parent-, self-, and teacher-rated adult-related aggression; parent-, self-, teacher-, and clinician-rated ODD and CD symptoms; parent-, self-, and teacher-rated emotional and behavioral symptoms; and parent-rated functional impairment. Conclusion: According to parent ratings, school-age children with disruptive behavior disorders and peer-related aggression seem to benefit more from individualized, computer-assisted social skills training than from resource activation treatment. However, this conclusion is limited by the missing effects on the clinician-, self-, and teacher-rated measures. Clinical trial registration information: Treatment of Children With Peer Related Aggressive Behavior (ScouT); https://clinicaltrials.gov/; NCT02143427.

Item Type:	Journal Article
Creators:	Creators Email ORCID ORCID Put Code Goertz-Dorten, Anja UNSPECIFIED UNSPECIFIED UNSPECIFIED Dose, Christina UNSPECIFIED orcid.org/0000-0001-5405-4934 UNSPECIFIED Hofmann, Leonie UNSPECIFIED orcid.org/0000-0002-5455-7563 UNSPECIFIED Katzmann, Josepha UNSPECIFIED UNSPECIFIED UNSPECIFIED Groth, Manuela UNSPECIFIED UNSPECIFIED UNSPECIFIED Detering, Kerstin UNSPECIFIED UNSPECIFIED UNSPECIFIED Hellmann, Anne UNSPECIFIED UNSPECIFIED UNSPECIFIED Stadler, Laura UNSPECIFIED UNSPECIFIED UNSPECIFIED Braun, Barbara UNSPECIFIED UNSPECIFIED UNSPECIFIED Hellmich, Martin UNSPECIFIED UNSPECIFIED UNSPECIFIED Doepfner, Manfred UNSPECIFIED UNSPECIFIED UNSPECIFIED
URN:	urn:nbn:de:hbz:38-662182
DOI:	10.1016/j.jaac.2022.03.027
Journal or Publication Title:	J. Am. Acad. Child Adolesc. Psychiatr.
Volume:	61
Number:	11
Page Range:	S. 1329 - 1341
Date:	2022
Publisher:	ELSEVIER SCIENCE INC
Place of Publication:	NEW YORK
ISSN:	1527-5418
Language:	English
Faculty:	Unspecified
Divisions:	Unspecified
Subjects:	no entry
Uncontrolled Keywords:	Keywords Language CROSS-INFORMANT AGREEMENT; AGGRESSIVE-BEHAVIOR; PARENT; THERAPY; PSYCHOTHERAPY; TEACHER; YOUTH Multiple languages Psychology, Developmental; Pediatrics; Psychiatry Multiple languages
URI:	http://kups.ub.uni-koeln.de/id/eprint/66218