The Distal Impact of Two First-Grade Preventive Interventions on Conduct Problems and Disorder in Early Adolescence

Abstract

In this article, we examine the impact of two universal, first-grade preventive interventions on the prevalence of conduct problems and disorder and mental health service need and use in early adolescence. The classroom-centered (CC) intervention was designed to reduce the risk for later conduct problems and disorder by enhancing teachers' behavior management in first grade, whereas the Family-School Partnership (FSP) intervention targeted improvement in parent-teacher communication and parents' child behavior management strategies. At Grade 6, or age 12, CC and FSP intervention children received significantly lower ratings from their teachers for conduct problems than control children. CC and FSP children were also significantly less likely than control children to meet diagnostic criteria for Conduct Disorder and to have been suspended from school in the last year. In addition, the CC intervention was associated with significantly lower rates of child mental health service need and utilization. Overall, the CC intervention appeared to be the more effective of the two in reducing the prevalence of conduct problems and disorder at age 12 and in reducing mental health service need and utilization. Nevertheless, future studies may show that the combination of CC and FSP interventions produces additive or even synergistic effects.

Testing links between childhood positive peer relations and externalizing outcomes through a randomized controlled intervention study.

“…The medium size of effect of the reductions in externalizing behavior after 2 years of intervention (d ϭ 0.45) can be regarded as substantial considering that the GBG is a universal preventive intervention. This significant reduction in externalizing behavior adds to previous findings on the effectiveness of the GBG in reducing externalizing behavior (Embry, 2002;Ialongo et al, 2001;Kellam et al, 2008Kellam et al, , 1994Petras et al, 2008;van Lier et al, 2004). We found that reductions in externalizing behavior were specific for boys.…”

“…Because of the active facilitation and rewarding of positive interactions between team members, it is reasonable to assume that these changes in positive peer interactions underlie the effect of the program on externalizing problems. Previous research on the GBG found that the program was indeed effective in reducing externalizing behavior (Ialongo, Poduska, Werthamer, & Kellam, 2001;Kellam et al, 2008;Kellam, Rebok, Ialongo, & Mayer, 1994;Petras et al, 2008;van Lier, Muthén, van der Sar, & Crijnen, 2004). Given these findings, we hypothesize to find reductions in externalizing behavior after 2 years of intervention among GBG children in the present trial, as compared with control-group children.…”

Developmental Patterns of Adolescent Marijuana and Alcohol Use and Their Joint Association with Sexual Risk Behavior and Outcomes in Young Adulthood

“…(For more information on intervention effects, see [23,24,36,55]). The initial sample of 678 children was representative of students entering first grade in one of nine Baltimore City public schools in the fall of 1993.…”

Mental Health and Gambling in Urban Female Adolescents

“…A randomized block design was employed, with schools serving as the clustering factor. Details about the sample design and trial are available elsewhere [5]. In 2004, when most of the cohort was in 11th grade, 73% (n=232) of the original female cohort participated in a 60-90 minute self-administered computer with audio interview: 90% African American, mean age 17.0 years.…”

“…and aggression [5]. A randomized block design was employed, with schools serving as the clustering factor.…”