@article{ref1,
title="Preventing Disruptive Behavior in Elementary Schoolchildren: Impact of a Universal Classroom-Based Intervention",
journal="Journal of consulting and clinical psychology",
year="2004",
author="Van Lier, Pol A. C. and Muthén, Bengt O. and van der Sar, Ria M. and Crijnen, Alfons A. M.",
volume="72",
number="3",
pages="467-478",
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 StudentSchool BasedBehavior ModificationAggression InterventionChild AggressionBehavior PreventionBehavior InterventionChild Problem BehaviorChild BehaviorBlueprints Promising ReferenceProgram EffectivenessProgram EvaluationForeign CountriesNetherlands01-05<p />",
language="en",
issn="0022-006X",
doi="",
url="http://dx.doi.org/"
}