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First Step to SuccessAn Early Intervention Approach for Preventing School Antisocial Behavior
HILL M. WALKER
HILL M. WALKER, PhD, is co-director of the Institute on Violence and Destructive Behavior in the College of Education at the University of Oregon. Address: Hill M. Walker, Center on Human Development, 5252 University of Oregon, Eugene, OR 97403–5252.
KATE KAVANAGH
KATE KAVANAGH, PhD, is a research associate at the Oregon Social Learning Center in Eugene.
BRUCE STILLER
BRUCE STILLER, PhD, is a school psychologist and behavior consultant with Eugene School District 4J in Eugene.
ANNEMIEKE GOLLY
ANNEMIEKE M. GOLLY, PhD, is a special education teacher, K–5, and coordinator and trainer for the First Step to Success Program.
HERBERT H. SEVERSON
HERBERT H. SEVERSON, PhD, is an associate professor of counseling psychology at the University of Oregon and a research scientist at the Oregon Research Institute.
EDWARD G. FEIL
EDWARD G. FEIL, PhD, is an adjunct research scientist at the Oregon Research Institute.
This article reports results of a 4-year study designed to develop and initially evaluate a combined home and school intervention approach to preventing school antisocial behavior. The First Step to Success program targets at-risk kindergartners who show the early signs of an antisocial pattern of behavior (e.g., aggression, oppositional-defiant behavior, severe tantrumming, victimization of others). First Step to Success consists of three interconnected modules: (a) proactive, universal screening of all kindergartners; (b) school intervention involving the teacher, peers, and the target child; and (c) parent/caregiver training and involvement to support the child's school adjustment. The major goal of the program is to divert at-risk kindergartners from an antisocial path in their subsequent school careers. Two cohorts of at-risk kindergartners, consisting of 24 and 22 students, were identified and exposed to the First Step to Success program during the 1993–1994 and 1994–1995 school years, respectively. A randomized, experimental, wait-list control-group design was used to evaluate intervention effects. Cohort 1 and 2 subjects were followed up through Grades 2 and 1, respectively, with differing teachers and peer groups. Results indicated a measurable intervention effect for both cohorts and persistence of gains into the primary grades.
Journal of Emotional and Behavioral Disorders, Vol. 6, No. 2,
66-80 (1998)
DOI: 10.1177/106342669800600201
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