Citation

Ialongo NS, Werthamer L, Kellam SG, Brown CH, Wang S, Lin Y. Am. J. Community Psychol. 1999; 27(5): 599-641.

Copyright

(Copyright © 1999, John Wiley and Sons)

DOI

unavailable

PMID

unavailable

Abstract

We assessed the immediate effects of two universal, first-grade preventive interventions on the proximal targets of poor achievement, concentration problems, aggression, and shy behaviors, known early risk behaviors for later substance use/abuse, affective disorder, and conduct disorder. The classroom-centered (CC) intervention was designed to reduce these early risk behaviors by enhancing teachers' behavior management and instructional skills, whereas the family-school partnership (FSP) intervention was aimed at improving parent-teacher communication and parental teaching and child behavior management strategies. Over the course of first and second grades, the CC intervention yielded the greatest degree of impact on its proximal targets, whereas the FSP's impact was somewhat less. The effects were influenced by gender and by preintervention levels of risk. Analyses of implementation measures demonstrated that greater fidelity to the intervention protocols was associated with greater impact on behavior ratings and on achievement scores, thus providing some evidence of specificity in the effect of the interventions. (Abstract Adapted from Source: American Journal of Community Psychology, 1999. Copyright © 1999 by Springer)

Grade 1
Elementary School Student
Prevention Program
Intervention Program
School Based
School-Family Partnerships
Family Based
Child Behavior
Child Problem Behavior
Shyness-Withdrawal
Child Aggression
School Achievement
School Performance
Substance Use Risk Factors
Substance Use Prevention
Behavior Prevention
Behavior Intervention
Behavior Risk Factors
Juvenile Antisocial Behavior
Juvenile Substance Use
Conduct Disorder
Aggression Intervention
Program Effectiveness
Program Evaluation
06-04