TY - JOUR
T1 - Proximal impact of two first-grade preventive interventions on the early risk behaviors for later substance abuse, depression, and antisocial behavior
AU - Ialongo, Nicholas S.
AU - Werthamer, Lisa
AU - Kellam, Sheppard G.
AU - Brown, C. Hendricks
AU - Wang, Songbai
AU - Lin, Yuhua
N1 - Funding Information:
1The writing of this paper was supported by a grant from the National Institute of Mental Health (Epidemiologic Prevention Center for Early Risk Behaviors,NIMH 5 PO MH38725, Sheppard G. Kellam, P.I.). We would like to thank the Baltimore City Public Schools for their continuing collaborative efforts, and the parents, children, teachers, principals, and school psychologists/social workers who participated. We would also like to express our appreciation to Nancy Karweit, Ph.D., Mary Alice Bond, M.A., CarolynWebster-Stratton, Ph.D., Joyce Epstein, Ph.D., Irving Sigel, Ph.D., and Ruth Kandel, Ed.D., each of whom made significant contributions to the development of the interventions described in this paper. 2All correspondence and reprint requests should be directed to Dr. lalongo, Department of Mental Hygiene, School of Hygiene and PublicHealth,Johns Hopkins University, 624North Broadway, Baltimore, MD 21205.
PY - 1999/10
Y1 - 1999/10
N2 - We assessed the immediate effects of two universal, first-grade preventive interventions on the proximal targets of poor achievement, concentration problems, aggression, and shy behaviors, known early risk behaviors for later substance use/abuse, affective disorder, and conduct disorder. The classroom-centered (CC) intervention was designed to reduce these early risk behaviors by enhancing teachers' behavior management and instructional skills, whereas the family-school partnership (FSP) intervention was aimed at improving parent-teacher communication and parental teaching and child behavior management strategies. Over the course of first and second grades, the CC intervention yielded the greatest degree of impact on its proximal targets, whereas the FSP's impact was somewhat less. The effects were influenced by gender and by preintervention levels of risk. Analyses of implementation measures demonstrated that greater fidelity to the intervention protocols was associated with greater impact on behavior ratings and on achievement scores, thus providing some evidence of specificity in the effect of the interventions.
AB - We assessed the immediate effects of two universal, first-grade preventive interventions on the proximal targets of poor achievement, concentration problems, aggression, and shy behaviors, known early risk behaviors for later substance use/abuse, affective disorder, and conduct disorder. The classroom-centered (CC) intervention was designed to reduce these early risk behaviors by enhancing teachers' behavior management and instructional skills, whereas the family-school partnership (FSP) intervention was aimed at improving parent-teacher communication and parental teaching and child behavior management strategies. Over the course of first and second grades, the CC intervention yielded the greatest degree of impact on its proximal targets, whereas the FSP's impact was somewhat less. The effects were influenced by gender and by preintervention levels of risk. Analyses of implementation measures demonstrated that greater fidelity to the intervention protocols was associated with greater impact on behavior ratings and on achievement scores, thus providing some evidence of specificity in the effect of the interventions.
KW - Academic achievement
KW - Aggression
KW - Children
KW - Elementary school
KW - Preventive intervention
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U2 - 10.1023/A:1022137920532
DO - 10.1023/A:1022137920532
M3 - Article
C2 - 10676542
AN - SCOPUS:0033202279
SN - 0091-0562
VL - 27
SP - 599
EP - 641
JO - American Journal of Community Psychology
JF - American Journal of Community Psychology
IS - 5
ER -
