Citation

Van Lier PAC, Muthén BO, van der Sar RM, Crijnen AAM. J. Consult. Clin. Psychol. 2004; 72(3): 467-478.

Copyright

(Copyright © 2004, American Psychological Association)

DOI

unavailable

PMID

unavailable

Abstract

A population-based, randomized universal classroom intervention trial for the prevention of disruptive behavior (i.e., attention-deficit/hyperactivity problems, oppositional defiant problems, and conduct problems) is described. Impact on developmental trajectories in young elementary schoolchildren was studied. Three trajectories were identified in children with high, intermediate, or low levels of problems on all 3 disruptive behaviors at baseline. The intervention had a positive impact on the development of all disruptive behavior problems in children with intermediate levels of these problems at baseline. Effect sizes of mean difference at outcome were medium or small. In children with the highest levels of disruptive behavior at baseline, a positive impact of the intervention was found for conduct problems. (Abstract Adapted from Source: Journal of Consulting and Clinical Psychology, 2004. Copyright © 2004 by the American Psychological Association)

For more information on the Good Behavior Game, a Blueprints for Violence Prevention Promising Program, see VioPro record number 2501.

Elementary School Student
School Based
Behavior Modification
Aggression Intervention
Child Aggression
Behavior Prevention
Behavior Intervention
Child Problem Behavior
Child Behavior
Blueprints Promising Reference
Program Effectiveness
Program Evaluation
Foreign Countries
Netherlands
01-05