BPT can be combined with child-focused skill-training treatments, such as social skills training, anger management, or organizational and study skills training, that permit direct skill instruction and practice for children (e.g., Abikoff and Gallagher 2007; Kazdin et al. 1992; Pfiffner and McBurnett 1997; Pfiffner et al. 2007). Parents also can be taught strategies, as part of BPT, for helping their child's skills develop in these domains (Table 55–2 contains details on addressing social and organizational problems). Session content generally includes two primary components. The first component involves working with the parents to address antecedents of skilled versus unskilled behavior on the part of the child and to structure the environment and provide the child with opportunities to be successful. Second, the parents also are taught to serve as skill coaches for their child by working with the child to focus on specific skills (for example, engaging in discussion with the child about what a specific skill may mean, cuing the child about when to use the skill, and rewarding the child for successfully demonstrating the skill).