Carolyn H Webster-Stratton

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The effectiveness of a parenting program with 394 Head Start mothers was examined. Nine Head Start centers were randomly assigned to either an experimental condition in which parents, teachers, and family service workers participated in the intervention or a control condition in which the regular Head Start program was offered. Mothers in the intervention(More)
Studied the effectiveness of parent and teacher training as a selective prevention program for 272 Head Start mothers and their 4-year-old children and 61 Head Start teachers. Fourteen Head Start centers (34 classrooms) were randomly assigned to (a) an experimental condition in which parents, teachers, and family service workers participated in the(More)
Families of 97 children with early-onset conduct problems, 4 to 8 years old, were randomly assigned to 1 of 4 conditions: a parent training treatment group (PT), a child training group (CT), a combined child and parent training group (CT + PT), or a waiting-list control group (CON). Posttreatment assessments indicated that all 3 treatment conditions had(More)
Clinic mothers of 35 conduct-disordered children were randomly assigned to a waiting list control group, 9 weeks of individual therapy, or 9 weeks of therapist-led group therapy based on a standardized videotape modeling program. Mothers and their children were assessed at baseline, immediately after treatment, and 1 year later by home visits,(More)
Baseline assessments of 64 girls and 158 boys (aged 4-7 years) diagnosed with oppositional defiant disorder (ODD) or early-onset conduct problems, or both, were examined for gender-linked differences in behavioral symptoms. Child variables, parenting variables, and family variables were correlated with teacher reports of externalizing problems at school and(More)
The authors tested a 12-week parent training program with parents (n = 208) and teachers (n = 77) of 2-3-year-olds in day care centers serving low-income families of color in Chicago. Eleven centers were randomly assigned to 1 of 4 conditions: (a) parent and teacher training (PT + TT), (b) parent training (PT), (c) teacher training (TT), and (d) waiting(More)
BACKGROUND School readiness, conceptualized as three components including emotional self-regulation, social competence, and family/school involvement, as well as absence of conduct problems play a key role in young children's future interpersonal adjustment and academic success. Unfortunately, exposure to multiple poverty-related risks increases the odds(More)
Parents of 43 conduct-problem children, aged 3-8 years, were randomly assigned to one of two treatments: an individually self-administered video-tape modeling treatment (IVM) and IVM treatment plus therapist consultation (IVMC). Randomization also included a waiting-list control group (CON). Compared with the control group, both treatment groups of mothers(More)
Parents of 114 conduct-problem children, aged 3-8 years, were randomly assigned to one of four groups: an individually administered videotape modeling treatment (IVM), a group discussion videotape modeling treatment (GDVM). a group discussion treatment (GD), and a waiting-list control group. Compared ~4th the control group, all three treatment groups of(More)