Empirically based school interventions targeted at academic and mental health functioning

Journal of Emotional and Behavioral Disorders

Volumn 15, Issue 2, 2007, Pages 66-92

  Hoagwood, Kimberly E ^a,b   Olin, S Serene ^a   Kerker, Bonnie D ^c   Kratochwill, Thomas R ^d,e,f   Crowe, Maura ^a   Saka, Noa ^a  

^a Och Spine at New York Presbyterian Hospitals   (United States)

^b NEW YORK STATE OFFICE OF MENTAL HEALTH   (United States)

^c NEW YORK CITY DEPARTMENT OF HEALTH AND MENTAL HYGIENE   (United States)

^d UNIVERSITY OF WISCONSIN MADISON   (United States)

^e School Psychology Program   (United States)

^f Educational and Psychological Training Center

Author keywords

[No Author keywords available]

Indexed keywords

EID: 34547375987     PISSN: 10634266     EISSN: None     Source Type: Journal    
DOI: 10.1177/10634266070150020301     Document Type: Review

References (93)

1. Achenbach, T. M. (1991 a). Manual for the Child Behavior Checklist/ 4-18 and 1991 profile. Burlington: University of Vermont, Department of Psychiatry.
2. Achenbach, T. M. (1991 b). Manual for the Youth Self-Report form and 1991 profile. Burlington: University of Vermont, Department of Psychiatry.
3. Achenbach, T. M., & Edelbrock, C. S. (1983). Manual for the Child Behavior Checklist and revised child behavior profile. Burlington, VT: Queen City Printers.
4. Arbuthnot, J. (1992). Sociomoral reasoning in behavior-disordered adolescents: Cognitive and behavioral change. In J. McCord & R. Tremblay (Eds.), Preventing antisocial behavior (pp. 283-310). New York: Guilford Press.
5. Atkins, M. S., Graczyk, P., Frazier, S. L., & Adil, J. A. (2003). Toward a new model for school-based mental health: Accessible, effective, and sustainable services in urban communities. School Psychology Review, 12, 503-514.
6. Beane, J. A., & Lipka, R. P. (1984). Self-concept, self-esteem, and the curriculum. Boston: Allyn & Bacon.
7. Bierman, K. L., Greenberg, M. T., & Conduct Problems Prevention Research Group (CPPRG). (1996). Social skills training in the Fast Track Program. In R. D. Peters & R. J. McMahon (Eds.). Preventing childhood disorders, substance use, and delinquency (pp. 65-89). Thousand Oaks, CA: Sage.
8. Bloomquist, M. L., August, G. J., & Ostrander, R. (1991). Effects of a school-based cognitive-behavioral intervention for ADHD children. Journal of Abnormal Child Psychiatry and Allied Disciplines, 41, 319-332.
9. Botvin, G. J., Baker, E., Dusenbury, L., Botvin, E. M., & Diaz, T. (1995). Long-term follow-up results of a randomized drug abuse prevention trial in a white middle-class population. Journal of the American Medical Association, 12, 1106-1112.
10. 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 three-year study. Journal of Consulting and Clinical Psychology, 58, 437-446.
11. Botvin, G. J., Epstein, J. A., Schinke, S. P., & Diaz, T. (1994). Predictors of cigarette smoking among inner-city minority youth. Journal of Developmental and Behavioral Pediatrics, 15, 67-73.
12. Boyle, M. H., Cunningham, C. E., Heale, J., Hundert, J., McDonald, J., Offord, D. R., et al. (1999). Helping children adjust - A Tri-Ministry Study: I. Evaluation methodology. Journal of Child Psychology and Psychiatry, and Allied Disciplines, 40, 1061-1073.
13. Braswell, L., August, G. J., Bloomquist, M. L., Realmuto, G. M., Skare, S. S., & Crosby, R. D. (1997). School-based secondary prevention for children with disruptive behavior: Initial outcomes. Journal of Abnormal Child Psychology, 25, 196-208.
14. Breslau, N., Davis, G. C., Andreski, P., & Peterson, E. (1991). Traumatic events and posttraumatic stress disorder in an urban population of young adults. Archives of General Psychiatry, 48, 216-222.
15. Burns, B. J., & Hoagwood, K. (2002). Community treatment for youth: Evidence-based interventions for severe emotional and behavioral disorders. New York: Oxford University Press.
16. Burns, B. J., & Hoagwood, K. (2004). Evidence-based practice, Part I: Research update. Child and Adolescent Psychiatric Clinics of North America, 13, xi-xiii.
17. Bums, B. J., Hoagwood, K., & Mrazek, P. J. (1999). Effective treatment for mental disorders in children and adolescents. Clinical Child and Family Psychology Review, 2, 199-254.
18. Catalano, R. F., Mazza, J. J., & Harachi, T. W. (2003). Raising healthy children through enhancing social development in elementary school: Results after 1.5 years. Journal of School Psychology, 41, 143-164.
19. Christenson, S. L., & Havsy, L. H. (2004). Family-school-peer relationships: Significance for social, emotional, and academic learning. In J. E. Zins, R. P. Weissberg, M. C. Wang, & H. J. Walberg (Eds.), Building academic success on social and emotional learning (pp. 59-75). New York: Teachers College Press.
20. Christenson, S. L., Rounds, T., & Gorney, D. (1992). Family factors and student achievement: An avenue to increase students' success. School Psychology Quarterly, 7, 178-206.
21. Clarke, G. N., Hawkins, W., Murphy, M., & Sheeber, L. (1993). School-based primary prevention of depressive symptomatology in adolescents: Findings from two studies. Journal of Adolescent Research, 8, 183-204.
22. Cohen, J. A., Mannarino, A. P., Berliner, L., & Deblinger, E. (2000). Trauma-focused cognitive behavioral therapy for children and adolescents: An empirical update. Journal of Interpersonal Violence, 15, 1202-1223.
23. Conduct Problems Prevention Research Group (CPPRG). (1999). 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.
24. Conduct Problems Prevention Research Group (CPPRG). (2002). Evaluation of the first 3 years of the Fast Track Prevention Trial with children at high risk for adolescent conduct problems. Journal of Abnormal Child Psychology, 30, 19-35.
25. Conduct Problems Prevention Research Group (CPPRG). (2004). The effects of the Fast Track Program on serious problem outcomes at the end of elementary school. Journal of Clinical Child and Adolescent Psychology, 33, 650-661.
26. Costello, E. J., Foley, D. L., & Angold, A. (2006). Ten-year research update review: The epidemiology of child and adolescent psychiatric disorders: II. Developmental epidemiology. Journal of the American Academy of Child and Adolescent Psychiatry, 45, 8-25.
27. CTB/McGraw-Hill. (1992a). California achievement tests. Monterey, CA: CTB/MacMillan/McGraw-Hill.
28. CTB/McGraw-Hill. (1992b). Comprehensive test of basic skills (5th ed.). Monterey, CA: CTB/MacMillan/McGraw-Hill.
29. Dolan, L. J., Kellam, S. G., Brown, C. H., Werthamer-Larsson, L., Rebok, G. W., Mayer, L. S., et al. (1993). The short-term impact of two classroom-based prevention interventions on aggressive and shy behaviors and poor achievement. Journal of Applied Developmental Psychology, 14, 317-345.
30. 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. The American Journal of Orthopsychiatry, 61, 409-417.
31. Epstein, M. H., & Sharma, J. M. (1998). Behavioral and Emotional Rating Scale: A strength-based approach to assessment. Austin, TX: PRO-ED.
32. Esposito, C. (1999). Learning in urban blight: School climate and its effect on the school performance of urban, minority, low-income children. School Psychology Review, 28, 365.
33. Flannery, D. J., Vazsonyi, A. T., Liau, A. K., Guo, S., Powell, K. E., Atha, H., et al. (2003). Initial behavior outcomes for the peacebuilders universal school-based violence prevention program. Developmental Psychology, 39, 292-308.
34. Flay, B. R., Allred, C. G., & Ordway, N. (2001). Effects of the Positive Action Program on achievement and discipline: Two matchedcontrol comparisons. Prevention Science, 2, 71-89.
35. Foster, S., Rollefson, M., Doksum, T., Noonan, D., & Robinson, G. (2005). School mental health services in the United States, 2002-2003. DHHS Pub. No. (SMA) 05-4068. Rockville, MD: Center for Mental Health Services, Substance Abuse and Mental Health Services Administration.
36. Frazier, S. L., Cappella, E., & Atkins, M. S. (2007, March 6). Linking mental health and after-school systems for children in urban poverty: Preventing problems, promoting possibilities. Administration and Policy in Mental Health and Mental Health Services Research. Available at http://www.springerlink.com/content/j9xm6818n65j00u7/
37. Gettinger, M. (1988). Methods of proactive classroom management. School Psychology Review, 17, 227-242.
38. Gettinger, M., & Kohler, K. M. (2005). Process-outcome approaches to classroom management. In M. Evertson & C. S. Weinstein (Eds.), Handbook of classroom management: Research, practice, and contemporary issues (pp. 73-96). Mahwah, NJ: Erlbaum.
39. Goenjian, A. K., Pynoos, R. S., Steinberg, A. M., Najarian, L. M., Asarnow, J. R., Karayan, I., et al. (1995). Psychiatric comorbidity in children after the 1988 earthquake in Armenia. Journal of the American Academy of Child and Adolescent Psychiatry, 34, 1174-1184.
40. Gottfredson, G. D. (1984). Effective school battery: User's manual. Odessa, FL: Psychological Assessment Resources.
41. Gottfredson, D. C., Gottfredson, G. D., & Hybl, L. G. (1990). Managing adolescent behavior: A multiyear, multischool experiment (Report No. 50). Baltimore, MD: Johns Hopkins University, Center for Research on Elementary and Middle Schools.
42. Gottfredson, D. C., Gottfredson, G. D., & Hybl, L. G. (1993). Managing adolescent behavior: A multiyear, multischool study. American Educational Research Journal, 30, 179-215.
43. Gottfredson, G. D., Jones, E. M., & Gore, T. W. (2002). Implementation and evaluation of a cognitive-behavioral intervention to prevent problem behavior in a disorganized school. Prevention Science, 3, 43-56.
44. Greenberg, M. T., Domitrovich, C., & Bumbarger, B. (2001). The prevention of mental disorders in school-aged children: Current state of the field. Prevention & Treatment, 4, 001a. Available at http://content.apa.org/journals/pre/4/1/1
45. Greenberg, M. T., Kusché, 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.
46. Hains, A. A., & Ellmann, S. W. (1994). Stress inoculation training as a preventative intervention for high school youths. Journal of Cognitive Psychotherapy, 8, 219-232.
47. Hansen, M., Litzelman, A., Marsh, D. T., & Milspaw, A. (2004). Approaches to serious emotional disturbance: Involving multiple systems. Professional Psychology, Research and Practice, 35, 457-465.
48. Hawkins, J. D., Catalano, R. F., & Kosterman, R. (1999). Preventing adolescent health-risk behaviors by strengthening protection during childhood. Archives of Pediatrics & Adolescent Medicine, 153, 226-234.
49. Hightower, A. D., Work, W. C., Cowen, E. L., Lotyczewski, B. S., Spinell, A. P., Guare, J. C., et al. (1986). The Teacher-Child Rating Scale: A brief objective measure of elementary children's school problem behaviors and competencies. School Psychology Review, 15, 393-109.
50. Hoagwood, K. E., & Burns, B. J. (2005). Evidence-based practice, part II: Effecting change. Child and Adolescent Psychiatric Clinics of North America, 14, xv-xvii.
51. Hoagwood, K. E., & Johnson, J. (2003). School psychology: A public health framework: I. From evidence-based practices to evidence-based policies. Journal of School Psychology, 41, 3-21.
52. Hoge, D. R., Smit, E. K., & Hanson, S. L. (1990). School experiences predicting changes in self-esteem of sixth- and seventh-grade students. Journal of Educational Psychology, 82, 117-127.
53. Hundert, J., Boyle, M. H., Cunningham, C. E., Duku, E., Heale, J., Mc-Donald, J., et al. (1999). Helping children adjust-a Tri-Ministry Study: II. Program effects. Journal of Child Psychology and Psychiatry, and Allied Disciplines, 40, 1061-1073.
54. Ialongo, N. S., Werthamer, L. W., Kellam, S. G., Brown, C. H., Wang, S., & Lin, Y. (1999). Proximal impact of two first-grade preventive interventions on the early risk behaviors for later substance abuse, depression and antisocial behavior. American Journal of Community Psychology, 27, 599-641.
55. Jensen, P. S., Bhatara, V. S., Vitiello, B., Hoagwood, K., Feil, M., & Burke, L. B. (1999). Psychoactive medication prescribing practices for U.S. children: Gaps between research and clinical practice. Journal of the American Academy of Child and Adolescent Psychiatry, 38, 557-565.
56. Jensen, P. S., Hoagwood, K., & Petti, T. (1996). Outcomes of mental health care for children and adolescents: II. Literature review and application of a comprehensive model. Journal of the American Academy of Child and Adolescent Psychiatry, 35, 1064-1077.
57. Kazdin, A. E. (2005). Evidence-based assessment for children and adolescents: Issues in measurement development and clinical application. Journal of Clinical Child and Adolescent Psychology, 34, 548-558.
58. Kellam, S., Rebok, G., Ialongo, N., & Mayer, L. (1994). The course and malleability of aggressive behavior from early first grade into middle school: Results of a developmental epidemiologically based preventive trial. Journal of Child Psychology and Psychiatry, and Allied Disciplines, 35, 259-281.
59. King, C., & Kirschenbaum, D. (1990). An experimental evaluation of a school-based program for children at risk: Wisconsin early intervention. Journal of Community Psychology, 18, 167-177.
60. Kiselica, M. S., Baker, S. B., Thomas, R. N., & Reedy, S. (1994). Effects of stress inoculation training on anxiety, stress and academic performance among adolescents. Journal of Counseling Psychology, 41, 335-342.
61. Klein, S. M. (2004). Reaching new heights: A primary prevention program for gifted middle school students. Unpublished Dissertation. Department of Psychology, Graduate College of Bowling Green State University.
62. Kratochwill, T. R., & Shernoff, E. S. (2003). Evidence-based practice: Promoting evidence-based interventions in school psychology. School Psychology Quarterly, 18, 389-408.
63. Kratochwill, T. R., & Stoiber, K. C. (2000). Empirically supported interventions in school psychology: Conceptual and practice issues-Part II. School Psychology Quarterly, 15, 233-253.
64. Lahey, B. B., Hart, E. L., Pliszka, S., Applegate, B., & McBurnett, K. (1993). Neurophysiological correlates of conduct disorder: A rationale and a review of research. Journal of Clinical Child Psychology, 22, 141-153.
65. Lochman, J., Coie, J., Underwood, M., & Terry, R. (1993). Effectiveness of a social relations intervention program for aggressive and nonaggressive, rejected children. Journal of Consulting and Clinical Psychology, 61, 1053-1058.
66. Loeber, R., & Farrington, D. P. (Eds.). (1998). Serious and violent juvenile offenders: Risk factors and successful interventions. Thousand Oaks, CA: Sage.
67. Macksoud, M. S., & Aber, J. L. (1996). The war experiences and psychosocial development of children in Lebanon. Child Development, 67, 70-88.
68. March, J. S., Amaya-Jackson, L., Murray, M. C., & Schulte, A. (1998). Cognitive-behavioral psychotherapy for children and adolescents with posttraumatic stress disorder after a single-incident Stressor. Journal of the American Academy of Child and Adolescent Psychiatry, 37, 585-593.
69. Mufson, L., Dorta, K. P., Wickramaratne, P., Nomura, Y., Olfson, M., & Weissman, M. M. (2004). A randomized effectiveness trial of interpersonal psychotherapy for depressed adolescents. Archives of General Psychiatry, 61, 577-584.
70. Nelson, J. R., Martella, R. M., & Marchand-Martella, N. (2002). Maximizing student learning: The effects of a comprehensive school-based program for preventing problem behaviors. Journal of Emotional and Behavioral Disorders, 10, 136-148.
71. Office of the Superintendent of Instruction. (1996). Washington assessment of student learning. Olympia: Washington State Department of Education.
72. Pedro-Carroll, J. L., Sutton, S. E., & Wyman, P. A. (1999). A two-year follow-up evaluation of a preventive intervention for young children of divorce. School Psychology Review, 28, 467-476.
73. Reynolds, C. R., & Kamphaus, R. W. (1992). Behavior assessment system for children: Manual. Circle Pines, MN: American Guidance.
74. Rutter, M., Maughan, B., Mortimore, P., Ouston, J., & Smith, A. (1979). Fifteen thousand hours. Cambridge, MA: Harvard University Press.
75. Spache, G. (1982). Diagnostic reading scales. Monterey, CA: CTB/ MacMillan/McGraw-Hill.
76. Stein, B., Jaycox, L. H., Kataoka, S. H., Wong, M., Tu, W., Elliott, M. N., et al. (2003). A mental health intervention for schoolchildren exposed to violence: A randomized controlled trial. Journal of the American Medical Association, 290, 603-611.
77. Tremblay, R. E., Pagani-Kurtz, L., Masse, L. C., Vitaro, F., & Pihl, R. O. (1995). A bimodal preventive intervention for disruptive kindergarten boys: Its impact through mid-adolescence. Journal of Consulting and Clinical Psychology, 63, 560-568.
78. U.S. Public Health Service (USPHS). (1999). Mental health: A report of the Surgeon General. Rockville, MD: U.S. Department of Health and Human Services Administration, Center for Mental Health Services, National Institutes of Health, National Institute of Mental Health.
79. U.S. Public Health Service (USPHS). (2000). Report of the Surgeon General's conference on children's mental health: A national action agenda. Rockville, MD: U.S. Department of Health and Human Services Administration, Center for Mental Health Services, National Institutes of Health, National Institute of Mental Health.
80. U.S. Public Health Service (USPHS). (2001 a). Mental health: Culture, race, and ethnicity (a supplement to mental health: A report of the Surgeon General). Rockville, MD: U.S. Department of Health and Human Services Administration, Center for Mental Health Services, National Institutes of Health, National Institute of Mental Health.
81. U.S. Public Health Service (USPHS). (2001b). Youth violence: A report of the Surgeon General. Rockville, MD: U.S. Department of Health and Human Services Administration, Center for Mental Health Services, National Institutes of Health, National Institute of Mental Health.
82. Walker, H. M., Kavanagh, K., Stiller, B., Golly, A., Severson, H. H., & Feil, E. G. (1998). First step to success: An early intervention approach for preventing school antisocial behavior. Journal of Emotional and Behavioral Disorders, 6, 66-80.
83. Walker, H. M., & McConnell, S. R. (1995). Walker-McConnell scale of social competence and school adjustment. Belmont, CA: Wadsworth.
84. Weiss, B., Harris, V., Catron, T., & Han, S. S. (2003). Efficacy of the RECAP intervention program for children with concurrent internalizing and externalizing problems. Journal of Consulting and Clinical Psychology, 71, 364-374.
85. Weissman, M. M., Wickramaratne, P., Nomura, Y., Warner, V., Verdeli, H., Pilowsky, D. J., et al. (2005). Families at high and low risk for depression: A 3-generation study. Archives of General Psychiatry, 62, 29-36.
86. Weisz, J. R. (2004). Psychotherapy for children and adolescents: Evidence-based treatments and case examples. Cambridge, UK: Cambridge University Press.
87. Weisz, J. R., & Jensen, P. S. (1999). Efficacy and effectiveness of child and adolescent psychotherapy and pharmacotherapy. Mental Health Services Research, 1, 125-157.
88. Weisz, J. R., Weiss, B., Han, S. S., Granger, D. A., & Morton, T. (1995). Effects of psychotherapy with children and adolescents revisited: A meta-analysis of treatment outcome studies. Psychological Bulletin. 117, 450-468.
89. Welsh, M., Parke, R. D., Widaman, K., & O'Neil, R. (2001). Linkages between children's social and academic competence: A longitudinal analysis. Journal of School Psychology, 39, 463-481.
90. Werthamer-Larsson, L., Kellam, S. G., & Ovesen-McGregor, K. E. (1990). Teacher interview: Teacher Observation of Classroom Adaptation-Revised (TOCA-R). In S. G. Kellam (Ed.), Johns Hopkins Prevention Center training manual. Baltimore: Johns Hopkins University.
91. Wilson, D. (2004). The interface of school climate, school connectedness and relationships with aggression and victimization. The Journal of School Health, 74, 293-299.
92. Woodcock, R. W., & Johnson, M. B. (1989). Woodcock-Johnson revised tests of achievement. Chicago, IL: Riverside.
93. Zins, J. E., Bloodworth, M. R., Weissberg, R. P., & Walberg, H. J. (2004). The scientific base linking social and emotional learning to school success. In J. E. Zins, R. P. Weissberg, M. C. Wang, & H. J. Walberg (Eds.), Building academic success on social and emotional learning: What does the research say? (pp. 3-22). New York: Teachers College Press.