Outcomes during middle school for an elementary school-based preventive intervention for conduct problems: Follow-up results from a randomized trial

Eddy, J. Mark; Reid, John B.; Stoolmiller, Mike; Fetrow, Rebecca A.

doi:10.1016/s0005-7894(03)80034-5

Cited by 86 publications

(50 citation statements)

References 30 publications

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“…Prior preventive intervention projects have had significant effects on children's conduct problems in early elementary school (Gross, 2003;Walker et al, 1998;Werthamer-Larson et al, 1991), leading to reductions in behavior problems in high-risk children, and these gains have been retained through follow-up assessments years later. Other preventive interventions delivered at specific points in the elementary school years have had long-term follow-up effects on children's later serious conduct problems, delinquency, police arrest, and substance use (Eddy, Reid, Stoolmiller, & Fetrow, 2003;Lochman & Wells, 2004;Tremblay et al, 1995). However, Fast Track is the first preventive intervention to provide comprehensive components throughout the 5-year elementary school period with a very high-risk sample and has produced changes in at-risk children's social and behavioral functioning throughout that entire period of time.…”

Section: Discussionmentioning

confidence: 99%

The Effects of the Fast Track Program on Serious Problem Outcomes at the End of Elementary School

Bierman¹,

Coie²,

Dodge³

et al. 2004

Journal of Clinical Child & Adolescent Psychology

167

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This study examines the effects of the Fast Track program, which is a multicomponent, intensive intervention for children with early-onset conduct problems and continues from 1st grade through high school. Prior research has shown that Fast Track produces small positive effect sizes on children's social and behavioral outcomes at the end of 1st and 3rd grades in comparison to control children. This study addresses the important question of whether this intervention reduces cases of serious problems that can occur during the 4th-and 5th-grade years. Fast Track did have a significant but modest influence on children's rates of social competence and social cognition problems, problems with involvement with deviant peers, and conduct problems in the home and community, compared to children in the control condition. There was no evidence of intervention impact on children's serious problems in the school setting at Grades 4 and 5. This evaluation indicates that Fast Track has continued to influence certain key areas of children's adjustment throughout the elementary school years, reducing children's likelihood of emerging as cases with problems in their social, peer, or home functioning. The stage is set to examine potential prevention effects on these youths' serious antisocial behaviors during adolescence.A key characteristic of childhood-onset conduct problems is that they can lead to a subsequent extended and chronic pattern of antisocial behavior across a substantial period of development (Coie, Terry, Lenox, Lochman, & Hyman, 1995). "Early starters" (also described as "lifecourse persistent") begin their serious externalizing behavior problems as early as entry into elementary school (Moffitt, 1993;Patterson, Reid, & Dishion, 1992). Although risk-prediction research indicates that approximately 50% of these children do not progress to severe antisocial behavior (e.g., represent false positives in risk prediction), most seriously antisocial adolescents begin with an early starter trajectory (Hill, Lochman, Coie, Greenberg, & Conduct Problems Prevention Research Group [CPPRG], in press; Loeber, Wung, & Keenan, 1993). Because antisocial behavior at a single point is less stable than outcomes observed across multiple timepoints (Lahey, Loeber, Burke, Rathouz, & McBurnett, 2002), research has begun to explore risk prediction utilizing indexes of problem behavior outcomes evident at one of several timepoint outcomes.Prior research suggests that teacher and parent ratings of children's behavior problems at elementary-school entry have optimal sensitivity and specificity as screening indexes when Copyright © 2004 NIH-PA Author ManuscriptNIH-PA Author Manuscript NIH-PA Author Manuscript they predict to multiple time-point behavioral problem outcomes in the next year, rather than to single time-point outcomes (Lochman & CPPRG, 1995), Similarly, when this longitudinal sample was followed into later years, the teacher and parent screening scores proved most sensitive in predicting problems in the home and schoo...

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Section: Discussionmentioning

confidence: 99%

The Effects of the Fast Track Program on Serious Problem Outcomes at the End of Elementary School

Bierman¹,

Coie²,

Dodge³

et al. 2004

Journal of Clinical Child & Adolescent Psychology

167

View full text Add to dashboard Cite

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“…Approximately 25 % of the families received some type of financial assistance. Further details about the randomized design, participant eligibility, and recruitment are described elsewhere (Eddy et al 2003; Reid, et al 1999). …”

Section: Methodsmentioning

confidence: 99%

“…Assessments were conducted in the fall of fifth grade, the spring of fifth grade, and the spring of sixth, seventh, eighth, and tenth grades (ages 10 to 16 years). Some participants at the “fifth grade” assessment points were actually in the fourth grade, because some schools had fourth and fifth grade combined classes (see Eddy et al 2003). …”

Section: Methodsmentioning

confidence: 99%

Joint Trajectories of Symptoms of Disruptive Behavior Problems and Depressive Symptoms During Early Adolescence and Adjustment Problems During Emerging Adulthood

Reinke

Eddy

Dishion

et al. 2012

J Abnorm Child Psychol

Self Cite

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The joint, longitudinal trajectories of symptoms of disruptive behavior problems and of depression were examined in a community sample drawn from neighborhoods with elevated rates of delinquency. Growth mixture modeling was applied to a 6 year transition period from childhood to adolescence, age 10 to 16 years, to identify latent classes of trajectories for each symptom type. Several classes emerged for the two types of symptoms, namely a group of youth with high levels of disruptive behavior, a group with increasing levels, and a group with low levels, as well as a group with increasing levels of depression, a group with high levels, a group with decreasing levels, and a group with low levels. Within each symptom type, membership in either the high or in the increasing classes was related to a variety of problematic outcomes during emerging adulthood. The co-occurrence of the disruptive behavior and depression classes was then evaluated using parallel process analysis. Youth exhibiting high depressive symptoms were at increased risk for disruptive behavior problems, and youth with increasing disruptive behavior problems were at risk for depressive symptoms. However, only a very small number of youth had both a high depression trajectory and a high disruptive behavior trajectory. Implications of the findings for the design of prevention and treatment programs are discussed.

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“…One program reported "sleeper effects," with improvements in children's antisocial behavior and parent ratings of coercive behaviors emerging anew during the follow-up period (Smolkowski et al, 2005). Other programs have shown that earlier gains translated into benefits in more distal outcomes such as reductions in delinquent behavior and substance use (e.g., Eddy et al, 2003;Lochman & Wells, 2004). At the setting or organizational level, sustainability refers to the extent to which an intervention becomes institutionalized or part of routine organizational policies and practices of an agency (Shediac-Rizkallah & Bone, 1998).…”

mentioning

confidence: 99%

Can Evidence-Based Prevention Programs be Sustained in Community Practice Settings? The Early Risers’ Advanced-Stage Effectiveness Trial

et al. 2006

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This study evaluated institutional sustainability of the Early Risers "Skills for Success" conduct problems prevention program. In a previous early-stage effectiveness trial Early Risers had been successfully implemented by a nonprofit community agency with guidance, supervision, technical assistance and fiscal support/oversight provided by program developers. The current advanced-stage effectiveness trial applied a randomized, control group design to determine whether this community agency could replicate earlier positive findings with a new cohort of participants, but with less direct involvement of program developers. An intent-to-intervene strategy was used to compare children randomly assigned to Early Risers or a no-intervention comparison group. Compared to results obtained in an early-stage effectiveness trial, program attendance rates were much lower and only one positive outcome was replicated. Failure to replicate program effects was not attributed to poor program implementation, because data collected pertaining to exposure, adherence and quality of delivery were acceptable, and a participation analysis showed that families who attended at higher levels did benefit. It was difficulties that the community agency experienced in engaging families in program components at recommended levels that primarily accounted for the results. Possible organizational barriers that impeded sustainability included unreliable transportation, poor collaboration between the agency and the local public school system, high staff turnover, agency downsizing, and fiduciary responsibility and accountability. It was concluded that both program developers and program providers need to be proactive in planning for sustainability.

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Outcomes during middle school for an elementary school-based preventive intervention for conduct problems: Follow-up results from a randomized trial

Cited by 86 publications

References 30 publications

The Effects of the Fast Track Program on Serious Problem Outcomes at the End of Elementary School

The Effects of the Fast Track Program on Serious Problem Outcomes at the End of Elementary School

Joint Trajectories of Symptoms of Disruptive Behavior Problems and Depressive Symptoms During Early Adolescence and Adjustment Problems During Emerging Adulthood

Can Evidence-Based Prevention Programs be Sustained in Community Practice Settings? The Early Risers’ Advanced-Stage Effectiveness Trial

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