Comorbidity , gender , age , number of sessions , duration , intervention type , setting , medication use or dropout percentage did not influence the effect of treatment .
CONCLUSIONS Psychological treatments have a small effect in reducing parent- , teacher- and observer-rated CD problems  in children and adolescents with clinical CD problems/diagnosis .
There is not enough evidence to support one specific psychological treatment over another .
Many reports failed to provide detailed information to allow optimization of psychological treatment strategies
BACKGROUND This meta- analysis evaluates the efficacy of nonpharmacological treatments for conduct disorder ( CD ) problems in children and adolescents , based on child , parent and teacher report .
Reducing aggressive behavior in boys with a social cognitive group treatment: results of a randomized, controlled trial.
OBJECTIVE To evaluate the effectiveness of a social cognitive intervention program for Dutch aggressive boys and to compare it with a social skills training and a waitlist control group . METHOD A r and omized , controlled treatment outcome study with 97 aggressive boys ( aged 9 - 13 years ) was presented . An 11-session group treatment , a social cognitive intervention program ( n = 42 ) based on Dodge 's social information-processing theory , was compared with social skills training ( n = 40 ) and waitlist control group ( n = 15 ) . Measures of aggressive behavior , self-control , social cognitive skills , and appropriate social behavior were completed before and after the group treatment and at 1-year follow-up . RESULTS The outcome of both treatment conditions indicated ( 1 ) a significant increase in appropriate social behavior , social cognitive skills , and self-control and ( 2 ) a significant decrease in aggressive behavior . There was a significant difference between treatment and no treatment and between the social cognitive intervention program and social skills training on various child , parent , and teacher measures . CONCLUSIONS The expectation that focusing on the deficits and distortions in social cognitive processes ( social cognitive intervention program ) instead of merely focusing on social skills ( social skills training ) would enhance the effectiveness was supported on child , parent , and teacher measures . At 1-year follow-up , the mean effect sizes of the social cognitive intervention program and social skills training were 0.76 and 0.56 , respectively
Comorbidity , gender , age , number of sessions , duration , intervention type , setting , medication use or dropout percentage did not influence the effect of treatment .
CONCLUSIONS Psychological treatments have a small effect in reducing parent- , teacher- and observer-rated CD problems  in children and adolescents with clinical CD problems/diagnosis .
There is not enough evidence to support one specific psychological treatment over another .
Many reports failed to provide detailed information to allow optimization of psychological treatment strategies
BACKGROUND This meta- analysis evaluates the efficacy of nonpharmacological treatments for conduct disorder ( CD ) problems in children and adolescents , based on child , parent and teacher report .