Evaluation of a community intervention programme for preschool behaviour problems

Abstract

This community based intervention resulted in positive effects, despite being of low intensity, in achieving significantly less hyperactive/distractable behaviour in children from the combined intervention group at 2 years postintervention. Anxiety problems were also reduced at the post-treatment phase. The prereading package did not demonstrate any effects on reading skills and was deemed to be insufficiently intensive to affect a population of disadvantaged preschoolers. This universal-type of intervention was well accepted by the community, but there is need for further effort to increase recruitment of families of at-risk children into such programmes.

Screening for psychosocial problems in 5–6-year olds: a randomised controlled trial of routine health assessments

“…There is evidence that these problems may be reduced by secondary prevention programs and early treatment [7][8][9][10][11]. A review by Durlak et al showed that both behavioural and cognitive-behavioural preventive interventions are effective treatments for children with psychosocial problems, for both internalizing and externalizing problems [7].…”

A Reappraisal of the Nobody’s Perfect Program

“…Many studies have contributed to the body of knowledge around outcomes of parent education (e.g., DeRosier and Gilliom 2007;Elliot et al 2002;Gardner et al 2006;Lipman and Boyle 2005;Tucker et al 1998;Wolfe et al 2003). Layzer et al (2001)conducted a meta-analysis of randomized controlled studies and quasi-experimental studies of 260 family support programs related to children from birth to 12 years of age, including drop-in centers, respite care, early development screening and parent training.…”

Effectiveness of the Preschool Version of the First Step to Success Early Intervention Program for Preventing Antisocial Behaviors

“…In particular, half of the children who display externalized problem behaviors (such as hitting and swearing) during preschool continue these behaviors during and after their school years (Campbell, 1995). The amelioration of antisocial behaviors that could not be controlled with effective interventions in earlier periods costs more effort, time and money in the long term (Elliot, Prior, Merrigan, & Ballinger, 2002). In addition to this, primary caretakers and the immediate environment (such as teachers and classmates) play a significant role in a child's social and emotional development (Dunlap et al, 2006;Robins, 1978;Walker et al, 2004).…”

“…In addition to this, primary caretakers and the immediate environment (such as teachers and classmates) play a significant role in a child's social and emotional development (Dunlap et al, 2006;Robins, 1978;Walker et al, 2004). Early intervention programs that start at early ages and implemented in various mediums (individual, family, and school) have gradually become important in this context (Elliot et al, 2002;Kazdin, 1987). One such program is the First…”