The difficulty of maintaining positive intervention effects: A look at disruptive behavior, deviant peer relations, and social skills during the middle school years

Journal of Early Adolescence

Volumn 30, Issue 4, 2010, Pages 593-624

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

^a UNIVERSITY OF ALABAMA   (United States)

^b PENNSYLVANIA STATE UNIVERSITY   (United States)

^c DUKE UNIVERSITY   (United States)

^d UNIVERSITY OF WASHINGTON   (United States)

^e TUFTS UNIVERSITY   (United States)

Author keywords

Conduct problems; Middle school; Prevention; School based

Indexed keywords

EID: 77954992671     PISSN: 02724316     EISSN: 15525449     Source Type: Journal    
DOI: 10.1177/0272431609340513     Document Type: Article

References (63)

1. Achenbach, T.M. (1991a). Manual for the Child Behavior Checklist and 1991 Profile. Burlington, VT: University of Vermont Department of Psychiatry.
2. Achenbach, T.M. (1991b). Manual for the Teacher's Report Form and 1991 Profile. Burlington, VT: University of Vermont Department of Psychiatry.
3. Asher, S. R., & Coie, J. D. (Eds.). (1990). Peer rejection in childhood. New York: Cambridge University Press.
4. Barkley, R. (1998). Attention deficit hyperactivity disorder. A handbook for diagnosis and treatment. New York: Guilford Press.
5. Berndt, T.J., & Keefe, K. (1995). Friends' influence on adolescents' adjustment to school. Child Development, 66, 1312-1329.
6. Bierman, K.L., Greenberg, M.T., & the Conduct Problems Prevention Research Group. (1996). Social skills training in the Fast Track program. In R. DeV. Peters & R. J. McMahon (Eds.), Preventing childhood disorders, substance abuse, and delinquency (pp. 65-89). Thousand Oaks, CA: Sage.
7. Cairns, R.B., Cairns, B.D., & Neckerman, H.J. (1989). Early school dropout: Configurations and determinants. Child Development, 60, 1437-1452.
8. Cairns, R.B., Cairns, B.D., Neckerman, H.J., Gest, S.D., & Gariepy, J.L. (1988). Social networks and aggressive behavior: Peer support or peer rejection? Developmental Psychology, 24, 815-823.
9. Cairns, R., Xie, H., & Leung, M. (1998). The popularity of friendship and the neglect of social networks: Toward a new balance. In W. M. Bukowski & A. H. Cillessen (Eds.), Sociometry then and now: Building on six decades of measuring children's experiences with the peer group (pp. 25-53). San Francisco: Jossey-Bass.
10. Caspi, A., Lynam, D., Moffitt, T.E., & Silva, P. (1993). Unraveling girls' delinquency: Biological, dispositional, and contextual contributions to adolescent misbehavior. Developmental Psychology, 29, 19-30.
11. Chamberlain, P., & Reid, J.B. (1987). Parent observation and report of child symptoms. Behavioral Assessment, 9, 97-109.
12. Chassin, L., Curran, P.J., Hussong, A.M., & Colder, C.R. (1996). The relation of parent alcoholism to adolescent substance use: A longitudinal follow-up study. Journal of Abnormal Psychology, 105, 70-80.
13. Cicchetti, D. (1984). The emergence of developmental psychopathology. Child Development, 55, 1-7.
14. Cohen, M.A. (1998). The monetary value of saving a high-risk youth. Journal of Quantitative Criminology, 14, 5-33.
15. Conduct Problems Prevention Research Group. (1992). A developmental and clinical model for the prevention of conduct disorder: The FAST Track Program. Development and Psychopathology, 4, 509-527.
16. 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.
17. Conduct Problems Prevention Research Group. (1999b). Initial impact of the Fast Track prevention trial for conduct problems: II. Classroom effects. Journal of Consulting and Clinical Psychology, 67, 648-657.
18. Conduct Problems Prevention Research Group. (2002a). Evaluation of the first three years of the Fast Track prevention trial with children at high risk for adolescent conduct problems. Journal of Abnormal Child Psychology, 30, 19-35.
19. Conduct Problems Prevention Research Group. (2002b). The implementation of the Fast Track program: An example of a large-scale prevention science efficacy trial. Journal of Abnormal Child Psychology, 30, 1-17.
20. Conduct Problems Prevention Research Group. (2004a). 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.
21. Conduct Problems Prevention Research Group. (2004b). The Fast Track experiment: Translating the developmental model into a prevention design. In J. B. Kupersmidt & K. A. Dodge (Eds.), Children's peer relations: From development to intervention (pp. 181-208). Washington, DC: American Psychological Association.
22. Conduct Problems Prevention Research Group. (2007). The Fast Track randomized controlled trial to prevent externalizing psychiatric disorders. Journal of the American Academy of Child and Adolescent Psychiatry, 46, 1250-1262.
23. Conduct Problems Prevention Research Group (2009). Fast Track intervention effects on youth arrests. Manuscript in preparation.
24. Conduct Problems Prevention Research Group. (2009). Fast Track academic outcomes. Manuscript in preparation.
25. Delva, J., Grogan-Kaylor, A., Steinhoff, E., Shin, D., & Seifert, K. (2007). Using Tobit regression analysis to further understand association of youth alcohol prolems with depression and parental factors among Korean adolescent females. Journal of Preventive Medicine and Public Health, 40, 145-149.
26. Dishion, T.J., Patterson, G.R., & Griesler, P.C. (1994). Peer adaptations in the development of antisocial behavior: A confluence model. In L. R. Huesmann (Ed.), Aggressive behavior: Current perspectives (pp. 61-95). New York: Plenum Press.
27. Dodge, K.A. (1993). Home visiting manual for the Fast Track program. Unpublished manuscript, Vanderbilt University, Nashville, TN.
28. Dodge, K.A., Dishion, T.J., & Lansford, J.E. (2006). Deviant peer influences in programs for youth: Problems and solutions. New York: Guilford Press.
29. Eccles, J.E., & Midgley, C.M. (1990). Changes in academic motivation and self-perception during early adolescence. In R. Montemayor, G. R. Adams, & T. P. Gullotta (Eds.), From childhood to adolescence (pp. 134-155). Newbury Park, CA: Sage.
30. Eccles, J.E., Midgley, C.M., & Adler, T. (1984). Age-related changes in the school environment: Effects on achievement motivation. In J. P. Nicholls (Ed.), The development of achievement motivation (pp. 283-331). Greenwich, CT: JAI.
31. Eyberg, S.M., Nelson, M.M., & Boggs, S.R. (2008). Evidence-based psychosocial treatments for children and adolescents disruptive behavior. Journal of Clinical Child and Adolescent Psychology, 37, 215-237.
32. Fergusson, D.M., Wanner, B., Vitaro, F., Horwood, L.J., & Swain-Campbell, N. (2003). Deviant peer affiliations and depression: Confounding or causation? Journal of Abnormal Child Psychology, 31, 605-618.
33. Greene, W.H. (1997). Econometric analysis (3rd ed.). Upper Saddle River, NJ: Prentice-Hall.
34. Hawkins, J.D., Guo, J., Hill, K.G., Battin-Pearson, C., & Abbott, R.D. (2001). Long-term effects of the Seattle Social Development intervention on school bonding trajectories. Applied Developmental Science, 5, 225-236.
35. Hill, L.G., Lochman, J.E., Coie, J.D., Greenberg, M.T., & Conduct Problems Prevention Research Group. (2004). Effectiveness of early screening for externalizing problems: Issues of screening accuracy and utility. Journal of Consulting and Clinical Psychology, 72, 809-820.
36. Hoenig, J.M., & Heisey, D.M. (2001). The abuse of power: The pervasive fallacy of power calculations for data analysis. The American Statistician, 55, 19-24.
37. Hollingshead, A.A. (1975). Four-factor index of social status. Unpublished manuscript, Yale University, New Haven, CT.
38. Huizinga, D., & Elliott, D.S. (1987). Juvenile offenders: Prevalence, offender incidence, and arrest rates by race. Crime and Delinquency, 33, 206-223.
39. Kusche, C.A., & Greenberg, M.T. (1993). The PATHS (Promoting alternative thinking strategies) curriculum. Deerfield, MA: Channing-Bete.
40. Lochman, J.E. (2004). Contextual factors in risk and prevention research. Merrill Palmer Quarterly, 50, 311-325.
41. Lochman, J.E., & The Conduct Problems Prevention Research Group. (1995). Screening of child behavior problems for prevention programs at school entry. Journal of Consulting and Clinical Psychology, 63, 549-559.
42. Lochman, J.E., & Wells, K.C. (2004). The Coping Power program for preadolescent aggressive boys and their parents: Outcome effects at the one-year follow-up. Journal of Consulting and Clinical Psychology, 72, 571-578.
43. Loeber, R. (1990). Development and risk factors of juvenile antisocial behavior and delinquency. Clinical Psychology Review, 10, 1-42.
44. Loeber, R., Wung, P., Keenan, K., Giroux, B., Stouthamer-Loeber, M., Van Kammen,et al.(1993). Developmental pathways in disruptive child behavior. Development and Psychopathology, 5, 103-133.
45. Long, J.S. (1997). Regression models for categorical and limited dependent variables. Thousand Oaks, CA: Sage.
46. McMahon, R.J., Slough, N., & the 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 use, and delinquency (pp. 90-110). Thousand Oaks, CA: Sage.
47. Moffitt, T.E. (1993). Adolescence-limited and life-course-persistent antisocial behavior: A developmental taxonomy. Psychological Review, 100, 674-701.
48. Mrug, S., Hoza, B., & Bukowski, W.M. (2003). Choosing or being chosen by aggressive-disruptive peers: Do they contribute to children's externalizing and internalizing problems? Journal of Abnormal Child Psychology, 32, 53-66.
49. Muschkin, C.G. (2003). Teacher rating of student adjustment (Fast Track Project Technical Report). Available fromhttp://www.fasttrackproject.org/.
50. O'Donnell, J., Hawkins, J.D., & Abbott, R.D. (1995). Predicting serious delinquency and substance use among aggressive boys. Journal of Consulting and Clinical Psychology, 63, 437-529.
51. Osgood, D.W., Finken, L.L., & McMorris, B.J. (2002). Analyzing multiple-item measures of crime and deviance: II. Tobit regression analysis of transformed scores. Journal of Quantitative Criminology, 18, 319.
52. Oyserman, D. (2000). School-to-Jobs facilitators manual: After-school program. Ann Arbor: University of Michigan.
53. Patterson, G.R., Reid, J.B., & Dishion, T.J. (1992). Antisocial boys. Eugene, OR: Castalia.
54. Pepler, D.J., King, G., Craig, W., Byrd, B., & Bream, L. (1995). The development and evaluation of a multi-system social skills group training programs for aggressive children. Child and Youth Care Forum, 24, 297-313.
55. Reinherz, H.Z., Tanner, J.L., Berger, S.R., Beardslee, W.R., & Fitzmaurice, G.M. (2006). Adolescent suicidal ideation as predictive of psychopathology, suicidal behavior and compromised functioning at age 30. American Journal of Psychiatry, 163, 1226-1232.
56. Rubin, D.B. (1987). Multiple imputation for nonresponse in surveys. New York: Wiley.
57. Scaramella, L.V., Conger, R.D., Spoth, R., & Simons, R.L. (2002). Evaluation of a social contextual model of delinquency: A cross-study replication. Child Development, 73, 175-195.
58. Thornberry, T.P., Huizinga, D., & Loeber, R. (1995). The prevention of serious delinquency and violence: Implications from the program of research on the causes and correlates of delinquency. In J.C. Howell, B. Krisberg, J. D. Hawkins, & J. Wilson (Eds.), Sourcebook on serious violent and chronic juvenile offenders (pp. 213-237). Thousand Oaks, CA: Sage.
59. Vitaro F., Brendgen, M., Pagani, L. Tremblay, R.E., & McDuff, P. (1999). Disruptive behavior, peer association, and conduct disorder: Testing the developmental links through early intervention. Development and Psychopathology, 11, 287-304.
60. Vitaro, F., Brendgen, M., & Tremblay, R.E. (2001). Preventive intervention: Assessing its effects on the trajectories of delinquency and testing for mediational processes. Applied Developmental Science, 5, 201-213.
61. Vitaro, F., Tremblay, R.E., Kerr, M., Pagani-Kurtz, L., & Bukowski, W.M. (1997). Disruptiveness, friends' characteristics, and delinquency: A test of two competing models of development. Child Development, 68, 676-689.
62. Walker, H., Stiller, B., Severson, H.H., Feil, E.G., & Golly, A. (1998). First step to success: Intervening at the point of school entry to prevent antisocial behavior patterns. Psychology in the Schools, 35, 259-269.
63. Werthamer-Larsson, L., Kellam, S.G., & Wheeler, L. (1991). Effects of first grade classroom environment on shy behavior, aggressive behavior, and concentration problems. American Journal of Community Psychology, 19, 585-602.