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Preventing SED Through Parent—Teacher Action Research and Social Skills Instruction

First-Year Outcomes

STEPHANIE H. MCCONAUGHY, PhD, is a research associate professor in the Department of Psychiatry, College of Medicine, at the University of Vermont. Address: Stephanie H. McConaughy, Department of Psychiatry, College of Medicine, University of Vermont, 1 South Prospect Street, Burlington, VT 05401–1195.

PAMELA J. KAY, MEd

PAMELA KAY, MEd, is lecturer/project co-director

MARTHA FITZGERALD, EdD

MARTHA FITZGERALD, EdD, is an associate professor in the College of Education and Social Services at the University of Vermont.

First-year outcomes are reported for first-grade children at risk for SED assigned to Parent-Teacher Action Research (PTAR) teams and a matched control group in the same classrooms. Children in both groups, along with their classmates, received social skills instruction from their first-grade teachers. Cohort 1 included 18 pairs of first graders (n = 36) identified at risk for SED by kindergarten teachers. Children were matched on age, gender, kindergarten teachers' nominations as internalizers versus externalizers, and Total Problems scores on the Teacher's Report Form. In their first-grade year, both groups showed decreases in problems and increases in social skills from fall to spring assessments, based on standardized teacher and parent rating scales. Compared to their matched counterparts, children who had PTAR teams showed greater reductions in teacher-rated externalizing aggressive and delinquent behavior and social problems, and independently observed problems in the classroom and at recess. The PTAR children also showed greater improvements in on-task behavior than those in the control group. Results demonstrate beneficial effects of PTAR, combined with whole-class social skills instruction, for children at risk for SED.

Journal of Emotional and Behavioral Disorders, Vol. 6, No. 2, 81-93 (1998)
DOI: 10.1177/106342669800600202


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