School outcomes of aggressive-disruptive children: prediction from kindergarten risk factors and impact of the fast track prevention program

Karen L Bierman, John Coie, Kenneth Dodge, Mark Greenberg, John Lochman, Robert McMohan, Ellen Pinderhughes, Conduct Problems Prevention Research Group, Karen L Bierman, John Coie, Kenneth Dodge, Mark Greenberg, John Lochman, Robert McMohan, Ellen Pinderhughes, Conduct Problems Prevention Research Group

Abstract

A multi-gate screening process identified 891 children with aggressive-disruptive behavior problems at school entry. Fast Track provided a multi-component preventive intervention in the context of a randomized-controlled design. In addition to psychosocial support and skill training for parents and children, the intervention included intensive reading tutoring in first grade, behavioral management consultation with teachers, and the provision of homework support (as needed) through tenth grade. This study examined the impact of the intervention, as well as the impact of the child's initial aggressive-disruptive behaviors and associated school readiness skills (cognitive ability, reading readiness, attention problems) on academic progress and educational placements during elementary school (Grades 1-4) and during the secondary school years (Grades 7-10), as well as high school graduation. Child behavior problems and skills at school entry predicted school difficulties (low grades, grade retention, placement in a self-contained classroom, behavior disorder classification, and failure to graduate). Disappointingly, intervention did not significantly improve these long-term school outcomes.

© 2013 Wiley Periodicals, Inc.

References

    1. Achenbach TM. Manual for the Child Behavior Checklist: 4-18 and 1991 profile. University of Vermont Department of Psychiatry; Burlington, VT: 1991.
    1. Bierman KL, Greenberg MT, CPPRG . Social skills training in the Fast Track program. In: Dev. Peters R, McMahon RJ, editors. Preventing childhood disorders, substance abuse, and delinquency. Sage; Thousand oaks, CA: 1996. pp. 65–89.
    1. Bierman KL, Torres M. Promoting the development of executive functions through early education and prevention programs. In: Griffin JA, Freund LS, McCardle P, editors. Executive function in preschool age children: Integrating measurement, neurodevelopment and translational research. American Psychological Association; Washington, DC: in press.
    1. Blair C, Zelazo PD, Greenberg MT. The measurement of executive function in early childhood. Developmental Neuropsychology. 2005;28:561–571.
    1. Catts HW, Fey ME, Zhang X, Tomblin JB. Language basis of reading and reading disabilities: Evidence from a longitudinal investigation. Scientific Studies of Reading. 1999;3:331–361.
    1. Chen X, Huang X, Chang L, Wang L, Li D. Aggression, social competence, and academic achievement in Chinese children: A 5-year longitudinal study. Development and Psychopathology. 2010;22:583–592.
    1. Coie JD, Dodge KA. Aggression and antisocial behavior. In: Eisenberg N, Damon W, editors. Handbook of child psychology, Vol. 3: Social, emotional and personality development. 5th edition Wiley; New York: 1998. pp. 779–862.
    1. Coie JD, Krehbiel G. Effects of academic tutoring on the social status of low-achieving, socially rejected children. Child Development. 1984;55:1465–1478.
    1. Collins LM, Murphy SA, Bierman KL. A conceptual framework for adaptive preventive interventions. Prevention Science. 2004;5:185–196.
    1. CPPRG A developmental and clinical model for the prevention of conduct disorders: The FAST Track Program. Development and Psychopathology. 1992;4:505–527.
    1. CPPRG Initial impact of the Fast Track prevention trial for conduct problems: I. The high-risk sample. Journal of Consulting and Clinical Psychology. 1999;67:631–647.
    1. CPPRG Evaluation of the first three years of the Fast Track Prevention Trial with children at high risk for adolescent conduct problems. Journal of Abnormal Child Psychology. 2002;30:19–35.
    1. CPPRG The Fast Track randomized controlled trial to prevent externalizing psychiatric disorders: Findings from grades 3 to 9. Journal of the American Academy of Child and Adolescent Psychiatry. 2007;46(10):1250–1262.
    1. CPPRG Fast Track intervention effects on youth arrests and delinquency. Journal of Experimental Criminology. 2010a;6:131–157.
    1. CPPRG The difficulty of maintaining positive intervention effects: A look at disruptive behavior, deviant peer relations, and social skills during the middle school years. The Journal of Early Adolescence. 2010b;30:593–624.
    1. CPPRG The effects of the Fast Track preventive intervention on the development of conduct disorder across childhood. Child Development. 2011;82:331–345.
    1. Diamond A, Lee K. Interventions shown to aid executive function development in children 4 to 12 years old. Science. 2011;333:959–964.
    1. Dishion T, French D, Patterson G. The development and ecology of antisocial behavior. In: Cicchetti D, Cohen D, editors. Manual of developmental psychopathology. Wiley; New York: 1997. pp. 421–471.
    1. Dishion TJ, Piehler TF, Myers MW. Dynamics and ecology of adolescent peer contagion. In: Prinstein MJ, Dodge KA, editors. Peer influence processes among youth. Guilford; New York: 2008. pp. 72–93.
    1. Dodge KA, Bates JE, Pettit GS. Mechanisms in the cycle of violence. Science. 1990;250:1678–1683.
    1. Dodge KA, Greenberg MT, Malone PS, CPPRG Testing an idealized dynamic cascade model of the development of serious violence in adolescence. Child Development. 2008;79:1907–1927.
    1. Durlak JA, Weissberg RP, Dymnicki AB, Taylor RD, Schellinger KB. The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development. 2011;82:405–432.
    1. Greenberg MT, Kusche CA. Promoting social and emotional development in deaf children: The PATHS Project. University of Washington Press; Seattle, WA: 1993.
    1. Greenberg MT, Weissberg RP, O'Brien MU, Zins JE, Fredericks L, Resnik H, Elias MJ. Enhancing school-based prevention and youth development through coordinated social, emotional, and academic learning. American Psychologist. 2003;58:466–474.
    1. Hart B, Risley TR. Meaningful differences in the everyday experience of young American children. Brookes; Baltimore: 1995.
    1. Hawkins JD, Catalano RF, Kosterman R, Abbott R, Hill KG. Preventing adolescent health-risk behaviors by strengthening protection during childhood. Archives of Pediatrics & Adolescent Medicine. 1999;153:226–234.
    1. Hawkins JD, Catalano RF, Miller JY. Risk and protective factors for alcohol and other drug problems in adolescence and early adulthood: Implications for substance abuse prevention. Psychological Bulletin. 1992;112:64–105.
    1. Hinshaw SP. Externalizing behavior problems and academic underachievement in childhood and adolescence: Causal relationships and underlying mechanisms. Psychological Bulletin. 1992;111:127–155.
    1. Hollingshead AA. A four factor index of social status. Unpublished manuscript. Yale University; New Haven, CT: 1975.
    1. Huesmann LR, Eron LD, Yarmel PW. Intellectual functioning and aggression. Journal of Personality and Social Psychology. 1987;52:232–240.
    1. Jimerson SR, Ferguson P. A longitudinal study of grade retention: Academic and behavioral outcomes of retained students through adolescence. School Psychology Quarterly. 2007;22:314–339.
    1. Kokko K, Pulkkinen L. Aggression in childhood and long-term unemployment in adulthood: A cycle of maladaptation and some protective factors. Developmental Psychology. 2000;36:463–472.
    1. Lochman JE, Conduct Problems Prevention Research Group Screening of child behavior problems for prevention programs at school entry. Journal of Consulting and Clinical Psychology. 1995;63:549–559.
    1. Maguin E, Loeber R, LeMahieu PG. Does the relationship between poor reading and delinquency hold for males of different ages and ethnic groups? Journal of Emotional and Behavioral Disorders. 1993;1:88–100.
    1. McClelland MM, Acock AC, Morrison FJ. The impact of kindergarten learning- related skills on academic trajectories at the end of elementary school. Early Childhood Research Quarterly. 2006;21:471–490.
    1. McMahon RJ, Slough N, Conduct Problems Prevention Research Group . Family-based intervention in the Fast Track program. In: Peters RD, McMahon RJ, editors. Preventing childhood disorders, substance abuse, and delinquency. Sage; Thousand Oaks, CA: 1996. pp. 90–110.
    1. Metropolitan Area Child Study Research Group. Eron LD, Huesmann LR, Spindler A, Guerra NG, Henry D, VanAcker R. A cognitive/ecological approach to preventing aggression in urban settings: Initial outcomes for high risk children. Journal of Consulting and Clinical Psychology. 2002;70(1):179–194.
    1. Moffitt TE. Adolescence-limited and life-course-persistent antisocial behavior: A development taxonomy. Psychological Review. 1993;100:674–701.
    1. Powers CJ, Coffman D, Bierman K. Aggressive disruptive students in restricted educational placements: Moderated influence of placement history on adolescent outcomes.. Poster presented at the annual meeting of the Society for Prevention Research; Washington, DC. May, 2011.
    1. Raudenbush SW, Bryk AS. Hierarchical linear models: Applications and data analysis methods. 2nd ed. Sage; Newbury Park, CA: 2002.
    1. Rabiner DL, Malone PS, CPPRG The impact of tutoring on early reading achievement for children with and without attention problems. Journal of Abnormal Child Psychology. 2004;32:273–284.
    1. Sattler JM. Assessment of Children. Author; San Diego, CA: 1992.
    1. Schafer JL. NORM: Multiple imputation of incomplete multivariate data under a normal model, version 2 software for Windows 95/98/NT [on-line] 1999 Available: .
    1. Scheffler RM, Brown TT, Fulton BD, Hinshaw SP, Levine P, Stone S. Positive association between attention-deficit/ hyperactivity disorder medication use and academic achievement during elementary school. Pediatrics. 2009;123:1273–1279.
    1. Shelley-Tremblay J, O'Brien N, Langhinrichsen-Rohling J. Reading disability in adjudicated youth: Prevalence rates, current models, traditional and innovative treatments. Aggression and Violent Behavior. 2007;12:376–392.
    1. Stipek D, Miles S. Effects of aggression on achievement: Does conflict with the teacher make it worse? Child Development. 2008;79:1721–1735.
    1. Udry JR, Kovenock J, Morris NM, van den Berg BJ. Childhood precursors of age at first intercourse for females. Archives of Sexual Behavior. 1995;24:329–337.
    1. Visser M, Kunnen SE, Van Geert PLC. The impact of context on the development of aggressive behavior in special elementary school children. Mind, Brain, and Education. 2010;4:34–43.
    1. Walker H. The acting-out child: Coping with classroom disruption. 2rd ed. Sopris; Longmont, CO: 1996.
    1. Wallach MA, Wallach L. Teaching all children to read. University of Chicago Press; Chicago: 1976.
    1. Wasik BA, Slavin RE. Preventing early reading failure with one-to-one tutoring: A review of five programs. Reading Research Quarterly. 1993;28:179–200.
    1. Wechsler D. Wechsler Preschool and Primary Scale of Intelligence—III. Psychological Corporation; San Antonio, TX: 2002.
    1. Werthamer-Larsson L, Kellam SG, Wheeler L. Effects of first grade classroom environment on shy behavior, aggressive behavior, and concentration problems. American Journal of Community Psycholology. 1991;19:585–602.
    1. White NA, Loeber R. Bullying and special education as predictors of serious delinquency. Journal of Research in Crime and Delinquency. 2008;45:380–397.
    1. Willoughby T, Chalmers H, Busseri MA. Where is the syndrome? Examining co-occurrence among multiple problem behaviors in adolescence. Journal of Consulting and Clinical Psychology. 2004;72:1022–1037.
    1. Windle RC, Windle M. Longitudinal patterns of physical aggression: Associations with adult social, psychiatric, and personality functioning and testosterone levels. Development and Psychopathology. 1995;7:563–585.
    1. Wood FB, Felton RH. Separate linguistic and attentional factors in the development of reading. Topics in Language Disorder. 1994;14:42–57.
    1. Woodcock RW, Johnson MB. Woodcock-Johnson Psychoeducational Battery-Revised. DLM Teaching Resources; Allen, TX: 1989.

Source: PubMed

Спонсоры и соавторы

Заболевания

Медикаментозные вмешательства

Подписаться