Understanding Treatment Effectiveness for Aggressive Youth: The Importance of Regulation in Parent-child Interactions
Bibliographic record
Abstract
Reviews summarizing hundreds of studies cite Parent Management Training (PMT) and Cognitive-Behaviour Therapy (CBT) as some of the most effective interventions for aggressive youth (e.g., Brestan and Eyberg, 1998). However, variability in outcomes persists, and we have yet to understand why certain interventions only produce behaviour change in some children. Using a clinical sample of 57 children (53 boys, 4 girls) and their mothers enrolled in a combined PMT/CBT program, the current study examined the relation between changes in real-time parent-child interactions, and children’s externalizing outcomes from pre- to post-treatment. Results showed that dyads who were regulated in their interactions over time reported greater reductions in externalizing symptoms from pre- to post-treatment compared to dysregulated dyads. Changes in mean levels of affective content (e.g., negativity) were not associated with aggressive outcomes. Findings suggest that dyadic regulation may be an important process associated with treatment success for aggressive youth.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.014 | 0.039 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.002 | 0.001 |
| Bibliometrics | 0.002 | 0.002 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.002 | 0.002 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".