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Evidence Based Intervention

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Evidence Based Intervention
Evidence Based Interventions for Families with Co-Occurring Needs
Parent management training (PMT) is also known as behavioral parent training (BPT) is an evidence based intervention for families with co-occurring needs such as attention-deficit hyperactivity disorder (ADHD), oppositional defiant disorder, and conduct disorder. This intervention was developed in the early 1960’s, due to the increase in the need for therapies focusing on the child and parental needs. The pioneers of this intervention were several child psychologists, including Robert Wahler, Constance Hanf, Martha E. Bernal, and Gerald Patterson, they were inspired to develop new treatments based on behavioral principles of operant conditioning and applied behavioral analysis.
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Serving as both a prevention and an intervention program, FFT has been implemented in various treatment contexts and with culturally diverse client populations. The success of FFT is due to its integration of a clear, comprehensive, and multisystemic clinical model with ongoing research on clinical process and outcomes. This success is additionally contributed to the systematic training of the counselors/therapists and community implementation of the intervention. With results of more than 30 years of clinical research suggest that by following these principles, FFT can reduce recidivism and/or prevent the onset of delinquency. These results can be accomplished with treatment costs well below those of traditional services and other interventions.
References
Danforth, J. S. (2016). A Flow Chart of Behavior Management Strategies for Families of Children with Co-Occurring Attention-Deficit Hyperactivity Disorder and Conduct Problem Behavior. Behavior Analysis in Practice, 9(1), 64–76. http://doi.org.www.libproxy.wvu.edu/10.1007/s40617-016-0103-6
Forgatch MS, Patterson GR (2010). Parent management training — Oregon model: An intervention for antisocial behavior in children and adolescents. Evidence-based psychotherapies for children and adolescents (2nd ed.), 159–78. New York: Guilford

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