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Citation
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Bierman KL, Coie JD, Dodge KA, Greenberg MT, Lochman JE, McMahon RJ, Pinderhughes EE. J. Consult. Clin. Psychol. 1999; 67(5): 648-657. |
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Abstract
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JOURNAL ABSTRACT
This study examined the effectiveness of the universal component of the Fast Track prevention model: the PATHS (Promoting Alternative THinking Strategies) curriculum and teacher consultation. This randomized clinical trial involved 198 intervention and 180 comparison classrooms from neighborhoods with greater than average crime in 4 U.S. locations. In the intervention schools, Grade 1 teachers delivered a 57-lesson social competence intervention focused on self-control, emotional awareness, peer relations, and problem solving. Findings indicated significant effects on peer ratings of aggression and hyperactive-disruptive behavior and observer ratings of classroom atmosphere. Quality of implementation predicted variation in assessments of classroom functioning. The results are discussed in terms of both the efficacy of universal, school-based prevention models and the need to examine comprehensive, multiyear programs. (Abstract Adapted from Source: Journal of Consulting and Clinical Psychology, 1999. Copyright © 1999 by the American Psychological Association)
For more information on the FAST Track (Families and Schools Together) Project, a Blueprints for Violence Prevention Promising Program, see VioPro record number 307.
Washington
Tennessee
Pennsylvania
North Carolina
School Achievement
School Failure
School Achievement
School Adjustment
School Based
Youth Development
Child Development
Elementary School Student
Grade 1
At Risk Child
At Risk Juvenile
At Risk Youth
Middle Childhood
Social Skills Development
Friendship Skills
Communication Skills
Prosocial Skills
Child Antisocial
Child Problem Behavior
Child Behavior
Behavior Prevention
Behavior Intervention
Intervention Program
Prevention Program
Program Effectiveness
Program Evaluation
Blueprints Promising Reference
11-04 |