Doctor of Philosophy (PhD)
Disruptive behaviors in children are a class of behaviors that involve problems with impulse control, regulating emotions, compliance, aggression, and respecting the rights of others or societal norms (American Psychiatric Association, 2013; Nelson, 1996). The presence of these disruptive behaviors take a negative toll on the environment including the education setting, criminal justice system, public health services, and families (Tolan and Leventhal, 2013; Cuffel, 1997). Meta-analyses have shown several evidence-based treatments for disruptive behavior with cognitive-behavioral therapy being an effective approach (Eyeberg, Nelson, & Boggs, 2008; McCart & Sheidow, 2016). One such cognitive-behavioral therapy that is effective for decreasing disruptive behaviors in children is Problem Solving Skills Training (PSST) (Kazdin, 2017), however there is no published evaluation of PSST in a school setting. The study at hand examines the use and effectiveness of PSST in a school context comparing a delayed waitlist control group to a treatment group through a teacher-report measure of behavior and frequency of time out room referrals. Significant decreases in problem behavior were found in both teacher-report measures and time out room referrals for the active treatment group over time. These results demonstrate that PSST is an effective cognitive-behavioral based intervention to decrease disruptive behavior for children in the school setting.
Larson, Emma, "The Use of Problem Solving Skills Training to Treat Disruptive Behavior in Schools" (2021). LSU Doctoral Dissertations. 5590.