Residential behavior therapy for children with conduct disorders.

Foltin (1997) wrote a how-to paper. It shows how to weave parent-training lessons and cognitive-behavioral drills into one full-time residential program for kids with conduct disorders.

The paper is a roadmap, not an experiment. It tells staff what to teach, when to teach it, and how to keep the two methods from stepping on each other.

No new data are given. Instead, the author maps a single daily schedule that mixes points, social praise, self-talk skills, and family-style meetings.

The goal is to stop running parent groups and child groups on separate tracks so the same skills get practiced all day.

Evenhuis (1996) warned that most severe-behavior programs collapse after discharge because teams forget to plan for upkeep. Foltin (1997) answers that call by baking maintenance into every shift: staff hand off data sheets, parents visit on set nights, and points thin to praise before kids go home.

Kozma et al. (2009) later showed that smaller, community-based homes beat large congregate ones for adults with ID. W’s model is large and inpatient, yet it copies the same key feature—high contact with typical social routines—so the size gap may matter less than daily density of real-life practice.

Regnier et al. (2022) found that token gains vanish unless you pair thinning with self-management. Foltin (1997) already tells staff to fade tokens and add child self-monitoring, so the newer review supports the old plan rather than replaces it.

If you run or consult in a group home, stop thinking of parent training and CBT as add-ons. Slot them into the same activity: morning points, noon role-play, evening family meeting. Use one data sheet for both strands and fade the points while you boost self-rating. This keeps the gains Evenhuis (1996) says are usually lost.