Promoting Self-Regulation and Cooperation in Pre-Kindergarten children with Conduct

INTERVENTION: The intervention (called `Hitkashrut`): In October 2006 a research pilot was initiated with kindergarten teachers in order to create Israeli norms for a screening instrument and to test screening and referral procedures in collaboration with national supervisors of Ministry of Education`s Preschool education division. Master‐level educational psychologists working at three local services in the Jerusalem region co‐facilitated a manual‐based sequence of semi‐structured two‐hour meetings with groups of 5‐7 couples. Sessions were conducted once weekly over a period of 14 weeks and were organized according to a 4‐part structure: joining and following‐up on last session’s homework; psycho‐educational instruction with facilitators’ modeling problematic and optimal behaviors using prepared role plays; group discussion including spontaneous parental role plays; summary of take‐home points and home‐work assignments. Handouts summarized each session and highlighted the take‐home points. Behavior management skills were learned and practiced by establishing differential reinforcement programs with each parental dyad during a half‐hour couple meeting with one facilitator (after session 5 only), followed by one phone call and in‐session checkups. CONDITION: conduct problems PRIMARY OUTCOME: Primary Outcome: Children`s Conduct Problems as assessed by Eyberg Child Behavior Inventory (ECBI). SECONDARY OUTCOME: Callous‐unemotional traits as assessed by the preschool modification of the Antisocial Process Screening Device and a preschool version of the Inventory of CU traits. Couple relationship quality as assessed by the Marital Quality Scale (MQS‐I). Effortful Control as assessed by the Child Behavioral Questionnaire (CBQ) adapted for preschoolers Negative/inconsistent parenting as assessed by the Alabama Parenting Questionnaire‐ Preschool, Revised. parental distress as assessed by the Parental Stress Index‐Short Form (PSI‐SF), and the Parental Helplessness Questionnaire. INCLUSION CRITERIA: Inclusion criteria were (a) enrolment in pre‐kindergartens (in Israel usually 3‐5 years old); (b) significant disruptive behaviors; (c) no physical disability, intellectual impairment, or pervasive developmental delay reported by teachers; (d) no other psychological treatment; (e) agreement of both caregivers to attend.