{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,10,23]],"date-time":"2026-10-23T20:49:31Z","timestamp":1792788571676,"version":"4.5.0"},"reference-count":102,"publisher":"American Academy of Pediatrics (AAP)","issue":"2","content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":[],"published-print":{"date-parts":[[2026,2,1]]},"abstract":"\n CONTEXT<\/jats:title>\n In childhood and adolescence, disruptive behavior is a common reason for childhood referral to mental health services.<\/jats:p>\n <\/jats:sec>\n \n OBJECTIVE<\/jats:title>\n To determine the most effective psychosocial interventions for disruptive behavior in children and adolescents.<\/jats:p>\n <\/jats:sec>\n \n DATA SOURCES<\/jats:title>\n Ovid MEDLINE, the Cochrane Library, PsycINFO, and Embase were searched from 2014 to July 22, 2024.<\/jats:p>\n <\/jats:sec>\n \n STUDY SELECTION<\/jats:title>\n Randomized controlled trials comparing psychosocial interventions with treatment as usual or waitlist.<\/jats:p>\n <\/jats:sec>\n \n DATA EXTRACTION<\/jats:title>\n Data abstraction, risk of bias, and strength of evidence were completed by 1 reviewer and checked by a second reviewer; disagreements were resolved by consensus.<\/jats:p>\n <\/jats:sec>\n \n RESULTS<\/jats:title>\n Sixty-four RCTs in preschool and school-aged children were included in meta-analyses. An additional 20 trials in adolescents were included but could not be pooled. Based on meta-analyses, both parent-only interventions and multicomponent interventions that included a parent, caregiver, or teacher plus a child were associated with reductions in disruptive behavior in preschool (SMD, \u22120.61 [95% CI, \u22120.99 to \u22120.31] and SMD, \u22120.96 [95% CI, \u22121.39 to \u22120.60]) and school-aged (SMD, \u22120.39 [95% CI, \u22120.58 to \u22120.22] and SMD, \u22120.61 [95% CI, \u22121.05 to \u22120.20]) children when assessed immediately posttreatment. Results were less consistent with longer follow-up across interventions.<\/jats:p>\n <\/jats:sec>\n \n LIMITATIONS<\/jats:title>\n There was substantial heterogeneity across age groups regarding interventions and outcomes, which made drawing definitive conclusions challenging.<\/jats:p>\n <\/jats:sec>\n \n CONCLUSIONS<\/jats:title>\n Multicomponent psychosocial interventions and parent-only psychosocial interventions were better than treatment as usual or waitlist at reducing parent-reported disruptive behaviors for preschool and school-aged children immediately posttreatment. Evidence for long-term outcomes and studies conducted in adolescents was limited.<\/jats:p>\n <\/jats:sec>","DOI":"10.1542\/peds.2025-072476","type":"journal-article","created":{"date-parts":[[2026,1,13]],"date-time":"2026-01-13T00:03:17Z","timestamp":1768262597000},"source":"Crossref","is-referenced-by-count":3,"title":["Psychosocial Interventions for Disruptive Behavior in Children and Adolescents: A Meta-Analysis"],"prefix":"10.1542","volume":"157","author":[{"given":"Shelley S.","family":"Selph","sequence":"first","affiliation":[{"name":"1Pacific Northwest Evidence-based Practice Center, Department of Medical Informatics and Clinical Epidemiology, Oregon Health & Science University, Portland, Oregon"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Erika","family":"Brodt","sequence":"additional","affiliation":[{"name":"1Pacific Northwest Evidence-based Practice Center, Department of Medical Informatics and Clinical Epidemiology, Oregon Health & Science University, 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