Citation

Bierman KL, Coie JD, Dodge KA, Greenberg M, Lochman J, McMohan R, Pinderhughes E. Aggressive Behav. 2013; 39(2): 114-130.

Affiliation

Department of Psychology, Pennsylvania State University, University Park, Pennsylvania.

Copyright

(Copyright © 2013, International Society for Research on Aggression, Publisher John Wiley and Sons)

DOI

10.1002/ab.21467

PMID

23386568

Abstract

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 1-4) and during the secondary school years (Grades 7-10), 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. 9999: 1-17, 2013. © 2013 Wiley Periodicals, Inc.

Language: en