期刊
AGGRESSIVE BEHAVIOR
卷 39, 期 2, 页码 114-130出版社
WILEY
DOI: 10.1002/ab.21467
关键词
aggressive-disruptive children; school outcomes; school readiness; preventive intervention
资金
- National Institute of Mental Health (NIMH) [R18MH48403, R18MH50951, R18MH50952, R18MH50953, K05MH00797, K05DA15226]
- National Institute of Drug Abuse and the Center for Substance Abuse Prevention (NIDA) [DA16903, DA017589, DA015226]
- Department of Education [S184U30002]
A multi-gate screening process identified 891 children with aggressive-disruptive behavior problems at school entry. Fast Track provided a multi-component preventive intervention in the context of a randomized-controlled design. In addition to psychosocial support and skill training for parents and children, the intervention included intensive reading tutoring in first grade, behavioral management consultation with teachers, and the provision of homework support (as needed) through tenth grade. This study examined the impact of the intervention, as well as the impact of the child's initial aggressive-disruptive behaviors and associated school readiness skills (cognitive ability, reading readiness, attention problems) on academic progress and educational placements during elementary school (Grades 14) and during the secondary school years (Grades 710), as well as high school graduation. Child behavior problems and skills at school entry predicted school difficulties (low grades, grade retention, placement in a self-contained classroom, behavior disorder classification, and failure to graduate). Disappointingly, intervention did not significantly improve these long-term school outcomes. Aggr. Behav. 39:114130, 2013. (c) 2013 Wiley Periodicals, Inc.
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