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What is the study about? The study evaluated the long-term impact of two first-grade preventive interventions on the occurrence of conduct problems and disorder and mental health service needs. This follow-up study was conducted five years later when the children were in the sixth grade (age 12). Three first-grade classrooms in each of nine urban elementary schools were randomly assigned to receive the intervention or serve as controls for the study. The two interventions were: The classroom-centered (CC) intervention, designed to enhance teachers’ management of the classroom and children’s social skills in first grade; and the Family-School Partnership (FSP) intervention, designed to promote communication between the parent and teacher, and improve parent’s management of the child’s behavior. The CC intervention combined two classroom interventions that had been shown to be effective in earlier research: the Good Behavior Game to address shy and aggressive behavior, and Mastery Learning for achievement. In this study, the CC focused on reinforcing good classroom behavior, as well as teaching skills building in the area of social problem-solving. The CC intervention was conducted by first-grade teachers after training. The FSP strengthened parents’ interaction with school and parenting skills. Both programs focused on improved disciplinary techniques by parents and teachers. What are the findings? By the spring of the sixth grade, children exposed to the CC intervention were significantly less likely than control children to have experienced aggression-related problems. They were less likely than controls to have received a diagnosis of conduct disorder, been suspended from school, and received or been judged in need of mental health services. Also, both CC and FSP children were rated by teachers as exhibiting lower levels of conduct problems in sixth grade than control children. FSP intervention girls were significantly less likely to have been suspended in sixth grade than control girls. Overall, the CC intervention appeared to be the more effective of the two in reducing the prevalence of conduct problems and disorder at age 12 and in reducing mental service need and utilization. In addition, the scientists found evidence that these later outcomes were due in part to success in addressing some of the early risks of attention/concentration problems and shy and aggressive behavior. By helping children at age 6 to learn to accept authority, pay attention to task, and participate socially can help them be successful at age 12 or later. How do these findings relate to ACT? ACT, similar to the CC and FSP, recognizes the importance of providing violence prevention skills to parents and teachers. ACT provides similar messages to parents in the home and teachers in childcare centers and schools so that consistent actions are directed toward children in both of these primary settings. The focus of ACT and the CC/FSP are young children, although includes the whole range of children from 0-to-8. ACT sees these earlier years as an optimal time for addressing violence prevention with children. The research findings of CC/FSP reflect the value of addressing risks early because they found that success at age 6 contributed in part to later success at age 12. ACT teaches adults to help children learn how to manage their own anger and resolve conflicts. These are similar to the skills taught children in the CC classroom, where positive behavior is rewarded, social problem-solving is a focus, and achievement is an important goal. Also, ACT and these two interventions emphasize the importance of positive discipline in the home and the classroom. For more information Other Special Topics have reported on the impact of preventive interventions for aggressive behavior and other conduct problems. See Playground Aggression and Elementary School Aggression. Other references Ialongo, N., Werthamer, L., Brown, H.Kellam, S., & Wang, S. (1999). The
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, 27:599-642. |
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