Citation

Riggs NR, Greenberg MT, KuschÈ CA, Pentz MA. Prev. Sci. 2006; 7(1): 91-102.

Copyright

(Copyright © 2006, Holtzbrinck Springer Nature Publishing Group)

DOI

unavailable

PMID

unavailable

Abstract

Neuropsychology is one field that holds promise in the construction of comprehensive, developmental models for the promotion of social competence and prevention of problem behavior. Neuropsychological models of behavior suggest that children's neurological functioning affects the regulation of strong emotions, as well as performance in social, cognitive, and behavioral spheres. The current study examines the underlying neurocognitive conceptual theory of action of one social-emotional development program. Hypothesized was that inhibitory control and verbal fluency would mediate the relationship between program condition and teacher-reported externalizing and internalizing behavior problems. Participants were 318 regular education students enrolled in the second or third grade. A series of regression analyses provided empirical support for (a) the effectiveness of the PATHS Curriculum in promoting inhibitory control and verbal fluency and (b) a partial mediating role for inhibitory control in the relation between prevention condition and behavioral outcomes. Implications are that programs designed to promote social and emotional development should consider comprehensive models that attend to neurocognitive functioning and development. Lack of consideration of neurocognitive pathways to the promotion of social competence may ignore important mechanisms through which prevention affects youth outcomes. Furthermore, the findings suggest that developers of social-emotional preventions should design curricula to explicitly promote the developmental integration of executive functioning, verbal processing, and emotional awareness. Doing so may enhance prevention outcomes particularly if those preventions are implemented during a time of peak neurocognitive development. (Abstract Adapted from Source: Prevention Science, 2006. Copyright © 2006 by the Society for Prevention Research; Springer)

For more information on Promoting Alternative Thinking Strategies (PATHS), a Blueprints for Violence Prevention Model Program, see VioPro record number 2279.

Middle Childhood
Prevention Program
Elementary School Student
Grade 2
Grade 3
At Risk Child
At Risk Youth
Child Aggression
Child Behavior
Child Problem Behavior
Aggression Prevention
Aggression Intervention
Behavior Intervention
Behavior Prevention
Prevention Program
Intervention Program
Program Effectiveness
Blueprints Model Reference
School Based
Curriculum
Neurological Factors
Neuropsychological Factors
12-06