Evidence-Based Psychosocial Treatments for Adolescents With Disruptive Behavior

Abstract

This article updates the earlier reviews of evidence-based psychosocial treatments for disruptive behavior in adolescents (Brestan & Eyberg, 1998; Eyberg, Nelson, & Boggs, 2008), focusing primarily on the treatment literature published from 2007 to 2014. Studies were identified through an extensive literature search and evaluated using Journal of Clinical Child and Adolescent Psychology (JCCAP) level of support criteria, which classify studies as well-established, probably efficacious, possibly efficacious, experimental, or of questionable efficacy based on existing evidence. The JCCAP criteria have undergone modest changes in recent years. Thus, in addition to evaluating new studies from 2007 to 2014 for this update, all adolescent-focused articles that had been included in the 1998 and 2008 reviews were reexamined. In total, 86 empirical papers published over a 48-year period and covering 50 unique treatment protocols were identified and coded. Two multicomponent treatments that integrate strategies from family, behavioral, and cognitive-behavioral therapy met criteria as well-established. Summaries are provided for those treatments, as well as for two additional multicomponent treatments and two cognitive-behavioral treatments that met criteria as probably efficacious. Treatments designated as possibly efficacious, experimental, or of questionable efficacy are listed. In addition, moderator/mediator research is summarized. Results indicate that since the prior reviews, there has been a noteworthy expansion of research on treatments for adolescent disruptive behavior, particularly treatments that are multicomponent in nature. Despite these advances, more research is needed to address key gaps in the field. Implications of the findings for future science and clinical practice are discussed.

ACKNOWLEDGMENTS

We thank Jennifer Smith-Powell and Kevin Armstrong for assisting with the literature review and data management.

FUNDING

Our effort in the preparation of this publication was supported by grants from the National Institutes of Health (P50DA035763, R01DA025616). The content is solely the responsibility of the authors and does not necessarily represent the official views of the National Institutes of Health.

Notes

¹ A list of the 45 review articles and meta-analyses is available from the authors upon request.

² Applicable measures were those assessing disruptive behavior (e.g., aggression, property destruction, running away, truancy, stealing) via self-report, parent/caregiver-report, teacher-report, direct observation, or official records.

³ Treatment type was determined based on the approach used to elicit behavior change. Behavioral therapy/parenting skill protocols elicited change via behavior modification techniques. Cognitive-behavioral therapy relied primarily on cognitive strategies to elicit behavior change. Family therapy elicited change by targeting the family system and relationships. Psychodynamic therapy elicited change via enhanced awareness of unconscious drives and conflicts. Some treatments used multiple approaches and are labeled as multicomponent, with the specific treatment types identified.

Additional information

Funding

Our effort in the preparation of this publication was supported by grants from the National Institutes of Health (P50DA035763, R01DA025616). The content is solely the responsibility of the authors and does not necessarily represent the official views of the National Institutes of Health.