Recent estimates of externalizing disorders among kindergarten and first-grade children is 13.8%, with estimates for oppositional defiant disorder and conduct disorder at 8.4% and 1.2%, respectively (1), indicating the need for treatment interventions in younger age-groups. Importantly, this need must be considered in the face of rising concerns regarding the possible overuse of medications in the same age-group; these include the increasing utilization of atypical antipsychotics, which have potentially significant long-term sequelae (2). The benefits of behavioral intervention lessen the risk of psychiatric drug prescription, with the potential for providing long-term improvement in social learning. Also, despite the efficacy of stimulant medication for attention-deficit hyperactivity disorder (ADHD), the need for psychosocial treatment (including parent training) is very clear (3), especially in preschool-age children (4). For this reason, early-childhood behavioral interventions are increasingly relevant in preparing child psychiatry residents to utilize and supervise appropriate, evidence-based care for children with disruptive behavior disorders.