Personalizing Psychosocial Intervention for Children With Disruptive Behaviour (MATCH-PIP)

This study will develop and test whether personalized profiles of children with Disruptive Behaviour Disorder (DBD) and their parents based on important psychological, emotional, and neuropsychological indicators predict their response to child cognitive behavioral treatment and Behavioral Parent Training (BPT).

Study Overview

• Status: Completed
• Conditions: Emotional Disorder; Attention Deficit Hyperactivity Disorder; Conduct Disorder; Oppositional Defiant Disorder; Disruptive Behavior Disorder; Behavioural Disorder
• Intervention / Treatment: Behavioral: Behavioral Parent Training

Detailed Description

To accomplish these goals, the investigators will collect psychological, emotional, and neuropsychological measures before and following cognitive behavioural therapy (CBT) for both children and parents. The investigators will use statistical modeling to determine profiles of parents of children and children aged 6-12 years with DBD based on key domains of mental health, emotion regulation, cognition, and parent-child behaviour, and observe whether these profiles allow the study team to predict which sub-groups of parents and children are most and least likely to benefit from child CBT and Behavioural Parent Training (BPT).

• Study Type: Interventional
• Enrollment (Actual): 600
• Phase: Not Applicable

Participation Criteria

Eligibility Criteria

• Ages Eligible for Study: Child
• Accepts Healthy Volunteers: No

Description

Inclusion Criteria

• Diagnosis of Oppositional Defiant Disorder (ODD), Conduct Disorder (CD) or Attention Deficit Hyperactivity Disorder (ADHD) determined by the supervising Clinical Psychologist based on DSM-5 diagnostic criteria on the C-DISC; and/or clinically at risk symptoms on the Child Behavior Checklist/Teacher Report Form (t score > 60)
• Clinically severe impairment in social, family, peer functioning demonstrated by the parent- and teacher-completed Impairment Rating Scale (IRS) or the virtually administered Columbia Impairment Scale (CIS)
• No evidence of Autism Spectrum Disorder (based on parent and teacher report) or Intellectual Disability (based on the Kaufman Brief Intelligence Task-II OR school reports or psychoeducational assessments).

Exclusion Criteria

• Presence of Autism or Intellectual Disability
• Evidence of cognitive delays or an intellectual disability (based on the Kaufman Brief Intelligence Test-2 (KBIT-2), verbal and/or IQ composite standard score below 80 or collateral information)
• Child behaviour or emotional functioning that make group participation not possible
• Child preference for individual treatment.
• Parent behaviour or emotional functioning that make group participation not possible
• Parent preference for individual treatment.

Study Plan

How is the study designed?

Design Details

• Primary Purpose: Treatment
• Allocation: N/A
• Interventional Model: Single Group Assignment
• Masking: None (Open Label)

Number of Arms

1

Arms and Interventions

Participant Group / Arm	Intervention / Treatment
Experimental: Multi-Component Child and Parent Cognitive Behavioral Therapy; Parents and their children aged 6-12 with DBD who meet inclusion criteria.	Behavioral: Behavioral Parent Training; Two 15-session multi-component cognitive-behavioral group treatments for children with disruptive behavior and their parents (i.e., one program for children aged 6-8 years and their parents and another for children aged 9-12 years and their parents. The programs have a child and parent group that are implemented concurrently.

What is the study measuring?

Primary Outcome Measures

Outcome Measure	Measure Description	Time Frame
Changes in child emotional and behavioral problems between baseline, post-treatment, and follow-up	Changes in child emotional and behavioral problems are assessed using the Strengths and Difficulties Questionnaire (SDQ). It asks parents to indicate how true a statement is with regards to their child's emotions or behaviours in the last 6 months: 'not true', 'somewhat true', or 'certainly true'.	Baseline (prior to treatment), post-treatment (within 30 days post-intervention completion) and follow-up (1 year post-treatment completion)
Changes in parenting skills between baseline, post-treatment, and follow-up	Parenting skills are assessed using the Alabama Parenting Questionnaire (APQ). Parents indicate how often an item typically occurs in their home: 'never', 'almost never', 'sometimes', 'often', or 'always'. Each answer corresponds to a score: never = 1, almost never = 2, sometimes = 3, often = 4, and always = 5. The APQ has 3 subscales: positive parenting, inconsistent discipline, and poor supervision. Higher scores on the positive parenting subscale means greater positive parenting skills. Higher scores on the inconsistent discipline subscale means greater instances of inconsistent discipline. Higher scores on the poor supervision subscale means greater instances of poor supervision.	Baseline (prior to treatment), post-treatment (within 30 days of treatment completion) and follow-up (1 year after treatment completion)
Changes in parenting competencies between baseline, post-treatment, and follow-up	Parenting competencies are assessed using the Parenting Sense of Competence (PSOC). Parents indicate how much they agree with statements: 'strongly disagree', 'disagree', 'slightly disagree', 'slightly agree', 'agree', or 'strongly agree'. Higher scores on the PSOC indicate higher parenting sense of competence with scores ranging from a minimum of 17 and a maximum of 102.	Baseline (prior to treatment), post-treatment (within 30 days of treatment completion) and follow-up (1 year after treatment completion)

Secondary Outcome Measures

Outcome Measure	Measure Description	Time Frame
Changes in child emotional and behavioural challenges between baseline, post-treatment, and follow-up	This will be assessed using the Behavior and Feelings Scale (BFS) which asks parents to indicate how big of a problem a behaviour or feeling has been for a child in the last two weeks from '0 - not a problem' to '4 - a very big problem'.	Baseline (prior to treatment), post-treatment (within 30 days of treatment completion) and follow-up (1 year after treatment completion)
Changes in child emotional and behavioural challenges between baseline, post-treatment, and follow up	This will be assessed using the Child Behavior Checklist (CBCL) which asks parents to indicate how relevant the listed challenges are to their child from '0 - not true', '1 - somewhat or sometime true', and '2 - very or often true'.	Baseline (prior to treatment), post-treatment (within 30 days of treatment completion) and follow-up (1 year after treatment completion)
Changes in child emotional and behavioural challenges between baseline, post-treatment, and follow up	This will be assessed using the Modified Connors which asks parents to indicate how much a concerning behaviour describes their child from 'not at all', 'just a little', 'pretty much', or 'very much'.	Baseline (prior to treatment), post-treatment (within 30 days of treatment completion) and follow-up (1 year after treatment completion)

Collaborators and Investigators

• Sponsor: Centre for Addiction and Mental Health
• Investigators: Principal Investigator: Brendan F. Andrade, Dr., Centre for Addiction and Mental Health

Publications and helpful links

General Publications

• Lochman JE, Powell N, Boxmeyer C, Andrade B, Stromeyer SL, Jimenez-Camargo LA. Adaptations to the coping power program's structure, delivery settings, and clinician training. Psychotherapy (Chic). 2012 Jun;49(2):135-42. doi: 10.1037/a0027165.
• Lochman JE, Wells KC. The coping power program for preadolescent aggressive boys and their parents: outcome effects at the 1-year follow-up. J Consult Clin Psychol. 2004 Aug;72(4):571-8. doi: 10.1037/0022-006X.72.4.571.
• Lochman, J.E. and K.C. Wells, Effectiveness of the Coping Power Program and of Classroom Intervention With Aggressive Children: Outcomes at a 1-Year Follow-Up. Behavior Therapy, 2003. 34: p. 493-515.
• Andrade, B.F., et al., The clinic-adapted coping power program and individualized child and family treatment: A randomized and controlled effectiveness trial. Journal of Child Psychology and Psychiatry, 2015. Submitted.

Study record dates

Study Major Dates

• Study Start (Actual): September 1, 2016
• Primary Completion (Actual): September 1, 2022
• Study Completion (Actual): July 1, 2023

Study Registration Dates

• First Submitted: June 28, 2024
• First Submitted That Met QC Criteria: March 24, 2026
• First Posted (Actual): March 27, 2026

Study Record Updates

• Last Update Posted (Actual): March 27, 2026
• Last Update Submitted That Met QC Criteria: March 24, 2026
• Last Verified: March 1, 2026

More Information

Terms related to this study

• Keywords: Attention Deficit Hyperactivity Disorder; Oppositional Defiant Disorder; Conduct Disorder; Parenting Skills; Behavioural Parenting Training; Disruptive Behaviour Disorder
• Additional Relevant MeSH Terms: Neurodevelopmental Disorders; Oppositional Defiant Disorder; Mental Disorders; Attention Deficit Disorder with Hyperactivity; Conduct Disorder; Attention Deficit and Disruptive Behavior Disorders
• Other Study ID Numbers: 038-2016; 1000328 (Other Grant/Funding Number: CIHR)

Plan for Individual participant data (IPD)

• Plan to Share Individual Participant Data (IPD)?: NO
• IPD Plan Description: Would need further REB approval to determine whether participant data could be released based on existing consent.

Drug and device information, study documents

• Studies a U.S. FDA-regulated drug product: No
• Studies a U.S. FDA-regulated device product: No