Preventing Serious Conduct Problems in School-Age Youth: The Fast Track Program

Slough, Nancy M.; McMahon, Robert J.; Bierman, Karen L.; Dodge, Kenneth A.; Foster, E. Michael; Greenberg, Mark T.; Lochman, John E.; Pinderhughes, Ellen E.

doi:10.1016/j.cbpra.2007.04.002

Cited by 28 publications

(14 citation statements)

References 58 publications

(46 reference statements)

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“…The different components of Fast Track were selected on the basis of developmental theory and longitudinal research regarding early-starter pathways of conduct problems (CPPRG, 1992). During the elementary school grades, the program consisted of parent management training (PMT), a social-emotional skills curriculum, child social skills groups, and individualized components (see Slough, McMahon, & CPPRG, 2008, for a review). PMT targeted positive parenting skills—such as consistent discipline and involvement/warmth—during the elementary school years to strengthen the parent-child relationship and prevent the escalation of negative patterns of parent-child interactions (e.g., coercive exchanges) that may have emerged during the preschool years (Slough et al, 2008).…”

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confidence: 99%

“…During the elementary school grades, the program consisted of parent management training (PMT), a social-emotional skills curriculum, child social skills groups, and individualized components (see Slough, McMahon, & CPPRG, 2008, for a review). PMT targeted positive parenting skills—such as consistent discipline and involvement/warmth—during the elementary school years to strengthen the parent-child relationship and prevent the escalation of negative patterns of parent-child interactions (e.g., coercive exchanges) that may have emerged during the preschool years (Slough et al, 2008). Ineffective parenting in early/middle childhood can have cascading effects on the emergence of conduct problems in later childhood and adolescence (Dodge, Greenberg, Malone, & the CPPRG, 2008).…”

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confidence: 99%

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Indirect Effects of the Fast Track Intervention on Conduct Disorder Symptoms and Callous-Unemotional Traits: Distinct Pathways Involving Discipline and Warmth

Pasalich

Witkiewitz

McMahon

et al. 2015

J Abnorm Child Psychol

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Little is known about intervening processes that explain how prevention programs improve particular youth antisocial outcomes. We examined whether parental harsh discipline and warmth in childhood differentially account for Fast Track intervention effects on conduct disorder (CD) symptoms and callous-unemotional (CU) traits in early adolescence. Participants included 891 high-risk kindergarteners (69% male; 51% African American) from urban and rural United States communities who were randomized into either the Fast Track intervention (n = 445) or non-intervention control (n = 446) groups. The 10-year intervention included parent management training and other services (e.g., social skills training, universal classroom curriculum) targeting various risk factors for the development of conduct problems. Harsh discipline (Grades 1 through 3) and warmth (Grades 1 and 2) were measured using parent responses to vignettes and direct observations of parent-child interaction, respectively. Parents reported on children’s CD symptoms in Grade 6 and CU traits in Grade 7. Results demonstrated indirect effects of the Fast Track intervention on reducing risk for youth antisocial outcomes. That is, Fast Track was associated with lower scores on harsh discipline, which in turn predicted decreased levels of CD symptoms. In addition, Fast Track was associated with higher scores on warmth, which in turn predicted reduced levels of CU traits. Our findings inform developmental and intervention models of youth antisocial behavior by providing evidence for the differential role of harsh discipline and warmth in accounting for indirect effects of Fast Track on CD symptoms versus CU traits, respectively.

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confidence: 99%

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confidence: 99%

Indirect Effects of the Fast Track Intervention on Conduct Disorder Symptoms and Callous-Unemotional Traits: Distinct Pathways Involving Discipline and Warmth

Pasalich

Witkiewitz

McMahon

et al. 2015

J Abnorm Child Psychol

Self Cite

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“…Additionally, teaching children to be attuned to and aware of their emotions may also help ameliorate depressed affect. The Fast Track program is a preventive intervention for conduct problems which aims to increase both social and emotional competence by addressing concepts such as self-control and emotional awareness and understanding [60]. Given our evidence for a link between emotional awareness and depression, this program may also be efficacious as a preventative intervention for depression.…”

Section: Discussionmentioning

confidence: 95%

Emotion Regulation and Depressive Symptoms in Preadolescence

Siener

Kerns

2011

Child Psychiatry Hum Dev

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This study examined associations among several measures of emotion regulation, and their links to depressive symptoms, in a sample of children ages 10-12 years old (N=87). Both temporal features of emotion regulation and regulation processes involved in the evaluation, monitoring, and modification of emotion were assessed through parent and child report and behavioral observation. Children also completed a self-report measure of depressive symptoms. Children with more depressive symptoms were reported by mothers and rated by observers as having higher levels of negative affect intensity. Regarding emotion regulation processes, children with more depressive symptoms reported more biased interpretations of emotionally charged situations, less awareness of their emotions, and their mothers reported that they utilized less problem-focused coping and positive reframing when coping with upsetting events. Findings suggest that children with depressive symptoms experience a wide range of difficulties with emotion regulation.

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“…The effects on students caused decreases in social problems and improvement in positive interaction with peers. In addition, their parents reported progress in parent-child interactions at home [43]. The other study conducted for the examining Making Choices program with six-month follow-up between aggressive children and suggested of decreasing in improving positive behavior for them [14].…”

Section: Discussionmentioning

confidence: 99%

Peer Rejection among Children with Conduct Disorder: Compare Cognitive-Behavioral Therapy and Behavioral Parent Training

Salehi¹

2016

Arts Social Sci J

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This study aims to compare Making Choices program and Barkley Behavioral Parent Training on the peer rejection of Iranian children with Conduct Disorder. A total of 136 Iranian children between 8 and 10 years old with Conduct Disorder participated in the study. The peer rejection questionnaire was used to check the results of educating. Making Choices program to children and Barkley Behavioral Parent Training to parents of them. The results of the analysis of repeated measure Anova revealed a significant difference between, Making Choices program, Behavioral Parent training, and a combination of two programs. It showed that three kinds of interventions include Making Choices program, Barkley Behavioral Parent Training and combination of both interventions resulted in decreasing of peer rejection in same level at the time of follow up. It is suggested that the combination of both programs is more effective in a short period of time. However, both kinds of interventions decreased peer rejection of children with Conduct Disorder in a long period of time. The time of follow-up indicated that peer rejection of children decreased more in the group with the combination of both programs. It is recommended to carry out an investigation and compare the teacher and parent rating on symptoms of children with Conduct Disorder.

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Preventing Serious Conduct Problems in School-Age Youth: The Fast Track Program

Cited by 28 publications

References 58 publications

Indirect Effects of the Fast Track Intervention on Conduct Disorder Symptoms and Callous-Unemotional Traits: Distinct Pathways Involving Discipline and Warmth

Indirect Effects of the Fast Track Intervention on Conduct Disorder Symptoms and Callous-Unemotional Traits: Distinct Pathways Involving Discipline and Warmth

Emotion Regulation and Depressive Symptoms in Preadolescence

Peer Rejection among Children with Conduct Disorder: Compare Cognitive-Behavioral Therapy and Behavioral Parent Training

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