Synopsis
This is an in-depth look at evidence-based programmes for training parents of children with behaviour problems. The authors review the empirical support for four major programmes, as well as some more popular programmes that lack strong empirical support.
About the Author
Mark D. Shriver, PhD, is an associate professor of pediatrics and psychology at the Munroe-Meyer Institute for Genetics and Rehabilitation and the University of Nebraska Medical Center. Shriver specializes in the treatment of a diverse population of children with a wide variety of behavioral health conditions, educational problems, and developmental disabilities. His research and clinical interests include management of challenging behaviors at home and school, academic assessment and intervention for children with disabilities, and parent training. He has extensive clinical experience in training parents to address child problems in the home. He is also director of the Academic Evaluation and Intervention clinic at the Munroe-Meyer Institute. This clinic trains parents in academic interventions to improve the academic performance of children with disabilities. He regularly consults with early childhood education and special education agencies, Head Start programs, after-school programs, and school-age education and special education programs on behavioral and academic problems presented by children in the classroom. He has numerous publications in peer-reviewed journals. He is coeditor of the Journal of Evidence-Based Practices for Schools and serves on the editorial boards of four other journals.
Keith D. Allen, PhD, is a professor of pediatrics and psychology at the Munroe-Meyer Institute for Genetics and Rehabilitation and the University of Nebraska Medical Center. Allen specializes in the treatment of children with behavioral health conditions and developmental disabilities. His research and clinical interests include management of pain and stress-related disorders in children; parent training; and management of challenging behaviors in school, medical, and dental settings. He has served as a consultant to school districts on the development of appropriate interventions for children with learning and behavioral disabilities. He has worked for over 20 years to improve behavioral technology for managing children undergoing invasive medical and dental treatment. Allen has extensive experience with training parents as change agents and has published recently on the problems with adherence to treatment recommendations. Allen is codirector of the Nebraska Internship Consortium in Professional Psychology, one of the largest predoctoral intern training consortiums in the United States, and he recently received an Outstanding Teacher Award for excellence in education. Allen has over 80 publications and book chapters on interventions with children with behavioral health concerns. He currently serves on five editorial boards of peer-reviewed journals related to the behavioral health of children.
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