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This study aims to examine the predictive validity of an adherence measure to Brief Parent Training (BPT) delivered in real‐world settings. BPT promotes effective parenting practices in families with children who either are at an early stage of problem behaviour development or have developed conduct problems.

In a sample of 108 families who received BPT, whether adherence predicted parenting practices and child conduct problems after intervention completion was examined.

The results showed that high ratings of adherence predicted low levels of inconsistent discipline and high levels of appropriate discipline and positive parenting. The combined effect of inconsistent discipline and positive parenting mediated the relationship between adherence and child conduct problems. When the indirect effects were separated, inconsistent discipline functioned as a mediator, whereas positive parenting did not.

Findings indicate that it is possible to develop a sound and feasible parent‐reported measure of adherence to BPT.

The purpose of this paper is to explore whether the changes in externalising behaviour for young aggressive children differ between two evidence-based parent training (PT) programmes after treatment. The treatment formats between these programmes differ, and the authors were particularly interested in whether this influenced the results for participants with co-occurring problems (child variables such as heightened levels of attention and internalising problems, and parental variables such as marital status and education) and the consequent additional risk of poorer treatment outcomes.

A comparison of the individual treatment programme “Parent Management Training – Oregon model” (PMTO) and the group intervention programme “The Incredible Years” (IY) basic training sessions. Outcomes were explored in matched samples from two earlier Norwegian replication studies. The participants were matched on pre-treatment characteristics using a quasi-experimental mis-matching procedure.

There were no significant differences between the two interventions in parent ratings of externalising behaviours and the lack of differing effects between the two treatments remained when the co-occurring risk factors were introduced into the analyses.

The participants were matched on pre-treatment characteristics using a quasi-experimental mis-matching procedure.

A possible implication of these findings is that parents should be allowed to choose the treatment format of their preference. Further, individual PT may be more appropriate in rural settings with difficulties in forming group interventions.

Treatment effects did not differ between these two evidence-based interventions.

To the best of the knowledge independent comparisons of two evidence-based PT interventions are not previously conducted.

This chapter provides an overview of a programme or rather a model used in Norwegian primary schools to meet the needs of children whose behaviour difficulties interrupt teaching and learning. In this chapter we give an overview of the PALS model and also present the general outline of a longitudinal outcome study of the school model including some information about the participating schools, staff and students.