Therapeutic Assessment for Preadolescent Boys With Oppositional Defiant Disorder: A Replicated Single-Case Time-Series Design

Department of Psychology, University of Tennessee, Knoxville, TN, USA.
Psychological Assessment (Impact Factor: 2.99). 09/2010; 22(3):593-602. DOI: 10.1037/a0019697
Source: PubMed


The Therapeutic Assessment (TA) model is a relatively new treatment approach that fuses assessment and psychotherapy. The study examines the efficacy of this model with preadolescent boys with oppositional defiant disorder and their families. A replicated single-case time-series design with daily measures is used to assess the effects of TA and to track the process of change as it unfolds. All 3 families benefitted from participation in TA across multiple domains of functioning, but the way in which change unfolded was unique for each family. These findings are substantiated by the Behavior Assessment System for Children (Reynolds & Kamphaus, 2004). The TA model is shown to be an effective treatment for preadolescent boys with oppositional defiant disorder and their families. Further, the time-series design of this study illustrated how this empirically grounded case-based methodology reveals when and how change unfolds during treatment in a way that is usually not possible with other research designs.

Download full-text


Available from: J.D. Smith
  • Source
    • "Smith et al. (2009), using a repeated measures single-case design, showed the effectiveness of TA-C with a family referred for their child's conduct problems. Last, using a replicated time-series design, Smith et al. (2010) found that TA-C promoted change in families at different points during the process, suggesting that different families are receptive to different aspects of the approach. The clients of this latter study repeatedly completed individualized rating scales to track symptomatic change during the treatment. "
    [Show abstract] [Hide abstract]
    ABSTRACT: In this paper we present a new model of intervention with documented efficacy that combines psychological tests and assessment methods with therapeutic techniques to promote change in clients. We will discuss Therapeutic Assessment of Children and their families (TA-C) through the case of a 4-year-old girl, Clara, and her family. Clara’s parents were distressed by her uncontrollable rage outbursts and feared she might be “crazy”. The treatment helped to shift the narrative the parents had about Clara and give new meanings to her behaviors. We describe in detail the steps of the assessment and provide a theoretical discussion of the therapeutic processes involved.
    Full-text · Article · Dec 2013 · Contemporary Family Therapy
  • Source
    • "In children, emerging evidence suggests that TA was associated with symptomatic improvement (Smith et al., 2010; Tharinger et al., 2009), but these studies suffer from small samples and nonrandomized designs. In the context of the larger body of literature, the findings of these studies of TA are consistent with the findings of a recent meta-analysis (original analysis: Poston & Hanson, 2010; reanalysis: Hanson & Poston, 2011), which showed a significant overall effect (Cohen's d ϭ 0.40) favoring the therapeutic effects of psychological assessment with individualized feedback procedures over comparison conditions, such as waitlist controls, assessment as usual, and other evidence-based active intervention. "
    [Show abstract] [Hide abstract]
    ABSTRACT: The field of clinical personality assessment is lacking in published empirical evidence on its treatment and clinical utility. This paper reports on a randomized controlled clinical trial (N = 74) allocating patients awaiting treatment in a specialized clinic for personality disorders to either four sessions of (a) Therapeutic Assessment (TA) or (b) a structured Goal Focused Pre-Treatment Intervention (GFPTI). In terms of short-term outcome, TA demonstrated superior ability to raise outcome expectancies, and patient perceptions of progress towards treatment (Cohen’s d = .65 and .56, respectively), and yielded higher satisfaction (d = .68). Moreover, patients reported marginally stronger alliance to the TA clinicians than to GFPT clinicians (d = .46), even though therapists perceived the alliance as equally positive in both groups. No differences in symptomatic ratings were observed. Results are discussed with reference to the concept of treatment utility in this particular patient group.
    Full-text · Article · Oct 2013 · Psychological Assessment
  • Source
    • "In addition, the reliable change index was only calculated in cases where test–retest reliability data were available for a given measure. The second approach used for single-case analysis was Simulation Modeling Analysis (SMA; Borckardt et al., 2008), an approach increasingly used in the single-case literature (Smith et al., 2010). SMA (Version 8.3.3) was used to analyze single-case data. "
    [Show abstract] [Hide abstract]
    ABSTRACT: Approximately 30%-40% of children with attention-deficit/hyperactivity disorder (ADHD) meet criteria for a comorbid anxiety disorder in clinical samples (Tannock, 2009), but little is known about treatment response for this subgroup. The current study evaluated processes of change in a psychosocial treatment designed for children with ADHD and anxiety (Jarrett & Ollendick, 2012). Processes included the slope of symptom change during treatment, the temporal relations between ADHD and anxiety symptoms during treatment, and changes in neurocognitive functioning, parent-child relationships, and family functioning. Treatment involved a combination of parent management training for ADHD and family based cognitive-behavioral therapy for anxiety. Sessions lasted approximately 90 min, and the treatment consisted of 10 weekly sessions. Eight children ages 8-12 with ADHD, combined type (ADHD-C), and at least 1 of 3 anxiety disorders (separation anxiety disorder, generalized anxiety disorder, social phobia) were selected for the study. The study utilized a single-case design with weekly measures of ADHD and anxiety symptoms along with pretreatment, midtreatment, and 1-week posttreatment assessments. Slopes of symptom change and temporal relationships among symptom domains were examined using simulation modeling analysis (Borckardt et al., 2008), while other analyses involved standard comparisons across time points. Results generally supported declining slopes for ADHD and anxiety and greater concurrent change between anxiety and hyperactivity/impulsivity than anxiety and inattention. Few changes were found for neurocognitive functioning, but some changes were found for parent-child relationships and family functioning. Future studies are needed to better understand the treatment of ADHD and comorbid anxiety. (PsycINFO Database Record (c) 2013 APA, all rights reserved).
    Full-text · Article · Feb 2013 · Psychological Assessment
Show more