Toward more behavioral early intervention programs: A rationale.

Kirschenbaum, Daniel S.

doi:10.1037/0735-7028.14.2.159

Cited by 7 publications

(3 citation statements)

References 43 publications

(66 reference statements)

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“…Through schools, it is possible to present sequenced curriculum over a span of several years to reinforce and expand learning in developmentally appropriate ways. Finally, schools provide the best system for screening, early detection, and remedial or ameliorative assistance to children and youth with high potential for future health and behavior problems (Kirschenbaum 1983). For these reasons, schools are almost universally seen as principal sites for primary prevention of a wide variety of social and health prob lems, including AIDS.…”

Section: Factors Complicating Effective Aids Preventlon In Schoolsmentioning

confidence: 99%

AIDS and Intravenous Drug Use: Future Directions for Community-Based Prevention Research

Wolfenden¹,

Fb²

1990

Journal of Testing and Evaluation

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NIDA Research Monographs are prepared by the research divisions of the National Institute on Drug Abuse and published by its Office of Science. The primary objective of the series IS to provide critical reviews of research problem areas and techniques, the content of state-of-the-art conferences, and integrative research reviews. Its dual publication emphasis iS rapid and targeted dissemination to the scientific and professional community. xii

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Section: Factors Complicating Effective Aids Preventlon In Schoolsmentioning

confidence: 99%

AIDS and Intravenous Drug Use: Future Directions for Community-Based Prevention Research

Wolfenden¹,

Fb²

1990

Journal of Testing and Evaluation

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“…The use of validated interventions and research on psychosocial change to guide assessments should lead to alternative ways to apply meaningful strategies for the teacher, the child, and family systems. Behavioral programs (Kirschenbaum, 1983) may be useful prior to formal diagnostic evaluations, or as a part of evalua-tions, to help with educational decisions (Ysseldyke & Regan, 1980) and to give depth to further treatment planning.…”

Section: Assessment and Intervention Rolesmentioning

confidence: 99%

School psychology in preschool settings: A review of training and practice issues.

Barnett¹

1986

Professional Psychology: Research and Practice

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Preschool psychology has gained increased attention. However, evidence suggests a lack of training for the nonspecialist in this area and considerable divergence with respect to professional practices. This article explores facets of preschool psychological services that potentially pose problems for skill-oriented training and traditional practices. Techniques that stem from the most promising constructs in applied developmental psychology lead to dilemmas in training because of the necessity for time-consuming "informal," or ad hoc, procedures. A review and conceptual analysis of training and practice issues for preschool psychological services is offered. Professional Practices and Assessment IssuesMany facets of preschool assessment have recently been reviewed including screening (

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“…A third major line of interventions for children with social adjustment problems stems from a behavioral framework and emphasizes the acquisition, performance, and maintenance of more behavioral social skills (Kirschenbaum, 1983;Ladd & Mize, 1983). This skills-oriented approach has led to documented improvements in children's performance of social skills and/or sociometric status as a function of training that involves modeling/instruction, rehearsal, and feedback (Bierman & Furman, 1984;LaGreca & Santogrossi, 1980;Oden & Asher, 1977).…”

mentioning

confidence: 99%

An experimental evaluation of a school-based program for children at risk: Wisconsin early intervention

King

Kirschenbaum²

1990

J. Community Psychol.

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This article describes the nature and effectiveness of Wisconsin Early Intervention (WEI), a social development program for rural elementary school children. Incorporating a social learning formulation of child and family dysfunction, program services included social skill groups and parent/teacher consultation for referred kindergarten through 4th‐grade students at two schools. Services were evaluated experimentally with random assignment of 78 children from School A to Full Service (parent/teacher consultation, social skills groups) or Partial Service (parent/teacher consultation) and 49 children from School B to Partial Service or No Service conditions. Full services resulted in decreased depression relative to partial services, based on standardized interview data. However, multidimensional ratings obtained from parents, teachers, and WEI staff consistently indicated that children's competencies and behavior, regardless of service group, improved during the course of the program. Explanations for these results and the importance of experimentally evaluating community‐level interventions are discussed.

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Toward more behavioral early intervention programs: A rationale.

Cited by 7 publications

References 43 publications

AIDS and Intravenous Drug Use: Future Directions for Community-Based Prevention Research

AIDS and Intravenous Drug Use: Future Directions for Community-Based Prevention Research

School psychology in preschool settings: A review of training and practice issues.

An experimental evaluation of a school-based program for children at risk: Wisconsin early intervention

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