The education and skills training components were fixed. There was also a variable intervention, which delivered specially tailored treatment based on individual needs of children and their families (August et al
The effect sizes were demonstrated to be greater for improvements in social competence than for antisocial behavior. Furthermore, cognitive-behavioral programs demonstrated the most optimal results in terms of time and outcomes (Beelmann & Lusel, 2006)
" Bor, Sanders, and Dadds (2002) investigated the effectiveness of this program on pre-school children with comorbid disruptive behavior and attentional/hyperactive difficulties. Children that present with disruptive behaviors, such as oppositional defiant disorder or conduct disorder, in conjunction with ADHD have several difficulties in social environments (Bor et al
One of the most common behavioral disorders among children is Attention Deficit Hyperactivity Disorder (ADHD). This disorder affects 3% to 6% of children that are school-aged (Gonzalez & Sellers, 2002)