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Journal of Emotional and Behavioral Disorders
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The Achieving, Behaving, Caring Project for Preventing ED: Two-Year Outcomes

Stephanie H. Mcconaughy

Department of Psychiatry, University of Vermont

Pamela J. Kay

Department of Education, College of Education and Social Services, University of Vermont

Martha Fitzgerald

Department of Education, College of Education and Social Services, University of Vermont

Two-year outcomes are reported for a school-based early intervention program for 82 children identified as at risk for emotional disturbance (ED) by their kindergarten teachers. Matched pairs of children were randomly assigned to Parent-Teacher Action Research (PTAR) teams or to a control group for their first- and second-grade years. Teachers also provided social skills instruction to all participants, along with their classmates. At the end of the 2-year period, the PTAR group showed significantly greater reductions than the control group in teacher-reported internalizing problems and delinquent behavior; parent-reported total problems, externalizing, and delinquent behavior; and observed internalizing problems in the classroom. PTAR group parents also reported significantly greater increases in their children's cooperation, self-control, and total competence, as well as in their own feelings of empowerment in obtaining school-based services for their children. The findings demonstrate long-term incremental benefits of PTAR teams combined with whole-class social skills instruction for children at risk for ED.

Journal of Emotional and Behavioral Disorders, Vol. 7, No. 4, 224-239 (1999)
DOI: 10.1177/106342669900700405
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