Duane G. Ollendick

MMPI Characteristics of Parents Referred for Child-Custody Studies

Despite a growing trend toward, and acceptance of, joint-custody decisions, the majority of contested child placements in divorce cases are still completed through the court systems. As a result, mental health professionals remain active in assisting courts in this process through custody studies where the relative merits of each parent are established. Noticeably lacking, however, has been even descriptive data on the personality characteristics of these parents. Results from a sample (N = 38) indicated that custodial parents represented themselves in a healthier fashion, coped with feelings of anger and impulsivity more effectively, were more trusting and open toward others, and received lower alcohol use scores than noncustodial parents.

Overcorrection: A further evaluation of restitution and positive practice

Abstract Foxx and Azrins overcorrection technique employs two distinct procedures, restitution and positive practice, for treating inappropriate disruptive behaviors. While the efficacy of overcorrection when both procedures are used concurrently has been documented, little research has demonstrated the relative effectiveness of each procedure when used alone. The purpose of the present study was to compare restitution and positive practice in the treatment of 20 young children exhibiting highly resistant and disruptive behavior. Results indicated that both procedures rapidly eliminated the inappropriate behaviors. Mean decreases in inappropriate behaviors from baseline to follow-up were 89% for restitution and 84% for positive practice. It was demonstrated that each procedure was effective with numerous problem behaviors. Self-reports of children indicated that they preferred overcorrection compared to other forms of punishment.

Locus of control and anxiety as mediating variables of locus of conflict in disadvantaged youth.

A measure of trait anxiety and locus of control was administered to 134 fourth-grade children who attended a low-socioeconomic-district school. Ratings of locus of conflict were also obtained from the parents of the children. As hypothesized, external locus of control scores correlated significantly with the locus of conflict scores, although this varied for both the sex of the children and the type of behavior problems exhibited. Further analyses revealed that children with medium locus of control scores had more externalization behavior scores than children with either internal or external locus of control scores. The hypothesized relationship between anxiety and locus of conflict was not supported.

Marital MMPI characteristics: A test of Arnold's Signs

Investigated the usefulness of Arnolds Signs (certain MMPI personality characteristics) in examining marital discord among three clinical groups of married couples (N = 72). Couples who were parents of children brought to a mental health facility, couples who were seeking marital counseling, and couples in the process of divorce. While it was predicted that the divorcing group would reveal the most amount of discord, results revealed that the counseling group was consistently higher on all of the signs that reached significance. Possible explanations and recommendations for the use of Arnolds Signs are made.

General worry and anxiety in children

Working with anxious children and their families presents a number of challenges to the clinician and researcher. Issues related to diagnosis, assessment, and treatment abound. Many of these children present with co-occurring problems of depression, attention, and oppositionality. Furthermore, for many of these children, anxiety is embedded in familial and social contexts and varies across development. As a result, anxiety does not exist solely in the child. Rather, important developmental and contextual factors must be considered both in the assessment and treatment of these children and their families. Toward this end, a wide array of assessment strategies may prove useful, including diagnostic interviews, self-report questionnaires, parent and teacher behavior checklists, and behavioral observation of the child and his or her family in various contexts. Empirically supported treatments have been developed to address these problems, including behavioral and cognitive-behavioral procedures. Diagnosis, assessment, and treatment are illustrated in a case study that illustrates several issues in working with these children and their families.

Stereotypic Behaviors, Stuttering, and Elective Mutism

The present chapter focuses upon three variances of childhood psychopathology: stereotypic behaviors, stuttering, and elective mutism. Separately, these behaviors are observed in children on a relatively infrequent basis, yet they are particularly problematic and refractory to change. Stereotypic behaviors usually develop during middle childhood years, while the two language disorders commonly occur in preschool or early school years. Within the realm of specific behavioral disorders, all three are representative of the more general category of childhood habit disorders. Stereotypic behaviors are more comprehensively reviewed in this chapter, while stuttering and elective mutism are more briefly examined.

Relationships among Maternal Attitudes, Perceived Family Environments, and Preschoolers' Behavior.

The relationship between parental attitudes and behavioral adjustment in children continues to be explored in current research. In the present study this research was extended. Some measures not used previously were included. A general attitude measure (Nowicki-Strickland Locus of Control for Adults), a specific child-rearing attitude measure (Parental Attitude Research Instrument), a new measure on perceived family environments (Family Environment Scale), and the Devereaux Child Behavior Rating Scale were completed by mothers of 25 nursery school children. Responses to measures were significantly intercorrelated, indicating that general attitudes or beliefs interact with specific attitudes on child-rearing. Maternal attitudes and perceptions were also related to their ratings of behavioral adjustment in their children. Results were interpreted as supporting the use of the new Family Environment Scale in future research.

Tics and Tourette Syndrome

Tics are one of the most common behavioral problems of childhood; by some estimates, 12–24% of all children exhibit tics at one time or another (Shapiro, Shapiro, Brunn, & Sweet, 1978). Most tics are transient, disappearing spontaneously within a few weeks or months. Other tics are chronic and persist for years, even for life. Occasionally, motor tics are accompanied by “vocal” or “phonic” tics—sniffing, snorting, grunting, or swearing—to produce the condition called Tourette syndrome (Golden, 1979). Whether these tic conditions are different disorders or represent a continuum of the same disorder is unknown. What is known is that there is a relatively high incidence of tic disorders in the families of children who present with these problems. In an early study, Lapouse and Monk (1964) reported that 38% of parents of children with transient tics had a history of tics themselves; more recently, Golden (1979) indicated that 31% of the families of Tourette children had another member with Tourette syndrome, while 20% of the families had at least one other member of the family with chronic multiple tics. Similarly, Shapiro and Shapiro (1982) reported the rate of tics and Tourette syndrome to be 40.5% in the families of their sample of 650 Tourette children. Clearly, these familial rates exceed prevalence rates found in the general population, which are usually estimated to be 0.5 per 1,000 for Tourette syndrome and 1 per 100 for chronic multiple tics.

A Rapid, Effective Technique for Controlling Disruptive Classroom Behaviors.

AbstractA clock-light cuing procedure has proven effective in controlling a variety of classroom misbehaviors when accompanied by group contingencies. In the present study, the effectiveness of a verbal learning component used in conjunction with the procedure was investigated in a first and second grade classroom of 51 pupils total. Results revealed significant reductions in misbehaviors within 13 days of treatment for both classrooms. Practical considerations in using the device are reported, as are recommendations for further research.

Use of the Missouri Children's Picture Series with School-Referred Children.

The Missouri Childrens Picture Series was administered to two groups of teacher-referred male children: one group that was referred for learning problems and the other for behavioral problems. Results revealed no significant mean differences between groups. Questions are raised as to the usefulness and validity of the MCPS as a diagnostic instrument.