Initial impact of the fast track prevention trial for conduct problems: II. Classroom effects

Journal of Consulting and Clinical Psychology

Volumn 67, Issue 5, 1999, Pages 648-657

  Bicrman, Karen L ^a   Coie, John D ^b   Dodge, Kenneth A ^b   Greenberg, Mark T ^a   Lochman, John E ^c   McMahon, Robert J ^d   Pinderhughcs, Ellen E ^e  

^a PENNSYLVANIA STATE UNIVERSITY   (United States)

^b DUKE UNIVERSITY   (United States)

^c UNIVERSITY OF ALABAMA   (United States)

^d UNIVERSITY OF WASHINGTON   (United States)

^e VANDERBILT UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

AGGRESSION; ARTICLE; AWARENESS; BEHAVIOR DISORDER; CLINICAL TRIAL; CONSULTATION; CONTROLLED CLINICAL TRIAL; CONTROLLED STUDY; CURRICULUM; EMOTION; GROUP PSYCHOLOGY; HUMAN; HYPERACTIVITY; MAJOR CLINICAL STUDY; PREVENTIVE HEALTH SERVICE; PROBLEM SOLVING; RANDOMIZED CONTROLLED TRIAL; SCHOOL; SELF CONTROL; SOCIOLOGY; TEACHER;

EID: 0344980090     PISSN: 0022006X     EISSN: None     Source Type: Journal    
DOI: 10.1037/0022-006X.67.5.648     Document Type: Article

References (53)

1. Battistich, V., Schaps, E., Watson, M., & Solomon, D. (1996). Prevention effects of the Child Development Project: Early findings from an ongoing multisite demonstration trial. Journal of Adolescent Research, 11, 12-35.
2. Battistich, V., Solomon, D., Watson, M., Solomon, J., & Schaps, E. (1989). Effects of an elementary school program to enhance prosocial behavior on children's cognitive social problem-solving skills and strategies. Journal of Applied Developmental Psychology, 10, 147-169.
3. Beelmann, A., Pfingsten, U., & Losel, F. (1994). Effects of training social competence in children: A meta-analysis of recent evaluation studies. Journal of Clinical Child Psychology, 23, 260-271.
4. Belsky, J., & MacKinnon, C. (1994). Transition to school: Developmental trajectories and school experiences. Early Education & Development, 5, 106-119.
5. Bierman, K., Greenberg, M. T., & Conduct Problems Prevention Research Group. (1996). Social skills training in the Fast Track program. In R. D. Peters & R. J. McMahon (Eds.), Preventing childhood disorders, substance abuse, and delinquency (pp. 65-89). Thousand Oaks, CA: Sage.
6. Botvin, G. J., Baker, E., Dusenbury, L., Tortu, S., & Botvin, E. M. (1990). Preventing adolescent drug abuse through a multimodal cognitive-behavioral approach: Results of a 3-year study. Journal of Consulting and Clinical Psychology, 58, 437-446.
7. Brown, C. H. (1993). Statistical methods for preventive trials in mental health. Statistics in Medicine, 12, 289-300.
8. Bryk, A. S., & Raudenbush, S. W. (1992). Hierarchical linear models: Applications and data analysis methods. Newbury Park, CA: Sage.
9. Caplan, M., Weissberg, R. P., Grober, J. H., Sivo, P. J., Grady, K., & Jacoby, C. (1992). Social competence promotion with inner-city and suburban young adolescents: Effects on social adjustment and alcohol use. Journal of Consulting and Clinical Psychology, 60, 56-63.
10. Cheney, D., Greenberg, M., & Kusche, C. (1991). Teacher effectiveness with PATHS: A social-cognitive curriculum for elementary students. In J. Tindal & J. Marr (Eds.), The Oregon Conference monograph - 1991 (pp. 81-85). Eugene: University of Oregon, College of Education.
11. Conduct Problems Prevention Research Group. (1992). A developmental and clinical model for the prevention of conduct disorders: The FAST Track program. Development and Psychopathology, 4, 509-527.
12. Conduct Problems Prevention Research Group. (1999a). Initial impact of the Fast Track prevention trial for conduct problems: I. The high-risk sample. Journal of Consulting and Clinical Psychology, 67, 631-647.
13. Conduct Problems Prevention Research Group. (1999b). Technical report for the Social Health Profile. Unpublished manuscript.
14. Denham, S. A., & Almeida, M. C. (1987). Children's social problem solving skills, behavioral adjustment, and interventions: A meta-analysis evaluating theory and practice. Journal of Applied Developmental Psychology, 8, 391-409.
15. Dodge, K. A., Coie, J. D., & Brakke, N. P. (1982). Behavior patterns of socially rejected and neglected preadolescents: The roles of social approach and aggression. Journal of Abnormal Child Psychology, 10, 389-409.
16. Dolan, L. J., Kellam, S. G., Brown, C. H., Werthamer-Larsson, L., Rebok, G. W., Mayer, L. S., Laudolf, J. Ford, C., & Wheeler, L. (1993). The short-term impact of two classroom-based preventive interventions on aggressive and shy behavior and poor achievement. Journal of Applied Developmental Psychology, 14, 317-345.
17. Durlak, J. A. (1995). School-based prevention programs for children and adolescents. Thousand Oaks, CA: Sage.
18. Elias, M. J. (1995). Primary prevention as health and social competence promotion. Journal of Primary Prevention, 16, 5-14.
19. Elias, M. J., Gara, M. A., Schuyler, T. F., Branden-Muller, L. R., & Sayette, M. A. (1991). The promotion of social competence: Longitudinal study of a preventive school-based program. American Journal of Orthopsychiatry, 61, 409-417.
20. Elias, M. J., Zins, J. E., Weissberg, K. S., Greenberg, M. T., Haynes, N. M., Kessler, R., Schwab-Stone, M. E., & Shriver, T. P. (1998). Promoting social and emotional learning: Guidelines for educators. Alexandria, VA: Association for Supervision and Curriculum Development.
21. Greenberg, M. T., & Kusche, C. A. (1993). Promoting social and emotional development in deaf children: The PATHS project. Seattle: University of Washington Press.
22. Greenberg, M. T., & Kusche, C. A. (1997, April). Improving children's emotion regulation and social competence: The effects of the PATHS curriculum. Paper presented at the meeting of the Society for Research in Child Development, Washington, DC.
23. Greenberg, M. T., & Kusche, C. A. (1998). Preventive intervention for school-aged deaf children: The PATHS curriculum. Journal of Deaf Studies and Deaf Education, 3, 49-63.
24. Greenberg, M. T., Kusche, C. A., Cook, E. T., & Quamma, J. P. (1995). Promoting emotional competence in school-aged deaf children: The effects of the PATHS curriculum. Development and Psychopathology, 7, 117-136.
25. Greenberg, M. T., Kusche, C. A., & Speltz, M. (1991). Emotional regulation, self-control and psychopathology: The role of relationships in early childhood. In D. Cicchetti & S. Toth (Eds.), Internalizing and externalizing expressions of dysfunction: Rochester Symposium on Developmental Psychopathology (Vol. 2, pp. 21-55). New York: Cambridge University Press.
26. Grossman, D. C., Neckerman, H. J., Koepsell, T. D., Liu, P. Y., Asher, K. N., Beland, K., Frey, K., & Rivara, F. P. (1997). The effectiveness of a violence prevention curriculum among children in elementary school. JAMA: Journal of the American Medical Association, 277, 1605-1611.
27. Hawkins, J. D., & Weis, J. G. (1985). The Social Development Model: An integrated approach to delinquency prevention. Journal of Primary Prevention, 6, 73-97.
28. Institute of Medicine. (1994). Reducing risks for mental disorders: Frontiers for preventive intervention research. Washington, DC: National Academy Press.
29. Kazdin, A. E. (1990, June). Prevention of conduct disorder. Paper presented at the National Conference on Prevention Research, National Institute of Mental Health, Bethesda, MD.
30. Kazdin, A. E. (1993). Treatment of conduct disorder: Progress and directions in psychotherapy research. Development and Psychopathology, 5, 277-310.
31. Kellam, S. G., Ling, X., Merisca, R., Brown, C. H., & Ialongo, N. (1998). The effect of level of aggression in the first grade classroom on the course and malleability of aggressive behavior into middle school. Development and Psychopathology, 10, 165-186.
32. Kendler, T. S. (1963). Development of mediating responses in children. Monographs of the Society for Research in Child Development, 28(2), 35-51.
33. Kusche, C. A., & Greenberg, M. T. (1994). The PATHS curriculum. Seattle, WA: Developmental Research and Programs.
34. Loeber, R. (1990). Development and risk factors of juvenile antisocial behavior and delinquency. Clinical Psychology Review, 10, 1-41.
35. McMahon, R. J., Slough, N. M., & Conduct Problems Prevention Research Group. (1996). Family-based intervention in the Fast Track program. In R. D. Peters & R. J. McMahon (Eds.), Preventing childhood disorders, substance abuse, and delinquency (pp. 90-110). Thousand Oaks, CA: Sage.
36. Moffitt, T. E. (1993). Adolescence-limited and life-course persistent antisocial behavior: A developmental taxonomy. Psychological Review, 100, 674-701.
37. Murray, D. M., & Short, B. J. (1997). Intraclass correlation among measures related to tobacco use by adolescents: Estimates, correlates, and applications to intervention studies. Addictive Behaviors, 22, 1-12.
38. Murray, D. M., & Wolfinger, R. D. (1994). Analysis issues in the evaluation of community trials: Progress toward solutions in SAS/STAT MIXED [Special issue]. Journal of Community Psychology, 22, 140-154.
39. O'Donnell, J., Hawkins, J. D., Catalano, R. F., Abbott, R. D., & Day, L. E. (1995). Preventing school failure, drug use, and delinquency among low-income children: Long-term intervention in elementary schools. American Journal of Orthopsychiatry, 65, 87-100.
40. Pennington, B. F., & Welsh, M. (1995). Neuropsychology and developmental psychopathology. In D. Cicchetti & D. J. Cohen (Eds.), Developmental psychopathology: Vol. 1. Theory and methods (pp. 254-290). New York: Wiley.
41. Pentz, M. A., Trebow, E. A., Hansen, W. B., MacKinnon, D. P., Dwyer, J. H., Anderson Johnson, C., Flay, B. R., Daniels, S., & Cormack, C. (1990). Effects of program implementation on adolescent drug use behavior: The Midwestern Prevention Project. Evaluation Review, 14, 264-289.
42. Pianta, R. C., Steinberg, M. S., & Rollins, K. B. (1995). The first two years of school: Teacher-child relationships and deflections in children's classroom adjustment. Development and Psychopathology, 7, 295-312.
43. Schneider, B. H. (1992). Didactic methods for enhancing children's peer relations: A quantitative review. Clinical Psychology Review, 12, 363-382.
44. Solomon, D., Watson, M. S., Delucchi, K. L., Schaps, E., & Battistich, V. (1988). Enhancing children's prosocial behavior in the classroom. American Educational Research Journal, 25, 527-554.
45. Tapp, J. T., & Fiel, D. (1991). ASKER: A computerized program for administering Likert-scale questions [Unpublished computer program]. Nashville, TN: Vanderbilt University.
46. Waters, E., & Sroufe, L. A. (1983). Social competence as a developmental construct. Developmental Review, 3, 79-97.
47. Wehby, J. H., Dodge, K. A., Valente, E., & Conduct Problems Prevention Research Group. (1993). School behavior of first grade children identified as at-risk for development of conduct problems. Behavioral Disorders, 19, 67-78.
48. Weissberg, R. P., Caplan, M. Z., & Bennetto, L. (1988). The Yale-New Haven Middle School Social Problem Solving (SPS) Program. New Haven, CT: Yale University, Department of Psychology.
49. Weissberg, R. P., Caplan, M. Z., & Sivo, P. J. (1989). A new conceptual framework for establishing school-based social competence promotion programs. In L. A. Bond & B. E. Compas (Eds.), Primary prevention and promotion in the schools (pp. 255-296). Newbury Park, CA: Sage.
50. Weissberg, R. P., & Elias, M. J. (1993). Enhancing young people's social competence and health behavior: An important challenge for educators, scientists, policy makers, and funders. Applied & Preventive Psychology: Current Scientific Perspectives, 3, 179-190.
51. Weissberg, R., & Greenberg, M. T. (1998). Community and school prevention. In I. Siegel & A. Renninger (Eds.), Handbook of child psychology: Vol. 4. Child psychology in practice (5th ed., pp. 877-954). New York: Wiley.
52. Werthamer-Larsson, L., Kellam, S. G., & Wheeler, L. (1991). Effect of first grade classroom environment on shy behavior, aggressive behavior, and concentration problems. American Journal of Community Psychology, 19, 585-602.
53. White, S. H. (1965). Evidence for a hierarchical arrangement of learning processes. In L. P. Lipsett & C. C. Spiker (Eds.), Advances in child development and behavior (Vol. 2, pp. 41-89). New York: Academic Press.