This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Citation Map Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via HighWire Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by Tankersley, M. Articles by Weidinger, D. Search for Related Content Social Bookmarking                         What's this?

Social Interventions for Head Start Children with Behavioral Risks

Implementation and Outcomes

MELODY TANKERSLEY, PhD, is an assistant professor in special education at Kent State University. Her current work focuses on applied behavior analysis, academic and behavioral interventions for students with behavior and learning disabilities, and assessment.

Debra Kamps

DEBRA KAMPS, PhD, is an associate scientist at Juniper Gardens Children's Project, University of Kansas. Her professional endeavors include applied research in effective teaching strategies, integrated educational programs for students with autism, and prevention of behavior disorders. Address: Debra Kamps, Juniper Gardens Children's Project, 1614 Washington Blvd., Kansas City, KS 66102.

Catherine Mancina

CATHERINE MANCINA is a doctoral student in the Department of Human Development and Family Life, University of Kansas. Her current interests include clinical interventions for children with attention-deficit/hyperactivity disorders, autism, and family support systems through behavioral pediatrics.

Deborah Weidinger, MA

DEBORAH WEIDINGER, MA, is the coordinator for the School Development Program for Kansas City, KS, Public Schools. Her current work focuses on social skills programs, behavioral pediatrics, early childhood, and behavior disorders.

Conduct disorder is the most prevalent emotional and behavioral disorder of children and youth. Variables associated with the development of conduct disorder include family and school. The purpose of this study was to assess the effects of a school-based prevention program in countering antisocial behaviors that could lead to the onset of conduct disorder. All students who participated in the program were (a) ages 4 to 5 years, (b) from families with low socioeconomic status (SES) levels, and (c) enrolled in Head Start classrooms. Many lived in inner city settings. The target group (n = 34) and their role models (comparison peers; n = 15) were in the standard Head Start program and participated in the prevention program. The control group (n = 11) participated in the standard Head Start program. The prevention program consisted of (a) affection activities designed to promote positive interactions, and (b) systematic instruction of social skills. After the program was delivered for 10 weeks, a monitoring and generalization phase was incorporated for 3 weeks. Students in the target group showed patterns of interaction and social behavior that began to mirror their comparison peers, whereas the control group remained significantly different in terms of their behaviors. The results of the study are discussed in relation to the need for systematic instruction of social interactions and behaviors. Further research needs also are identified.

Journal of Emotional and Behavioral Disorders, Vol. 4, No. 3, 171-181 (1996)
DOI: 10.1177/106342669600400304


CiteULike    Complore    Connotea    Del.icio.us    Digg    Reddit    Technorati    Twitter    What's this?

This article has been cited by other articles:

				M. Stormont, T. J. Lewis, and S. Covington Smith Behavior Support Strategies in Early Childhood Settings: Teachers' Importance and Feasibility Ratings Journal of Positive Behavior Interventions, July 1, 2005; 7(3): 131 - 139. [Abstract] [PDF]

				D. Kamps, T. Kravits, J. Rauch, J. L. Kamps, and N. Chung A Prevention Program for Students with or At Risk for ED: Moderating Effects of Variation in Treatment and Classroom Structure Journal of Emotional and Behavioral Disorders, January 1, 2000; 8(3): 141 - 154. [Abstract] [PDF]