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 Ialongo, N. Articles by Kellam, S. Search for Related Content Social Bookmarking                         What's this?

The Distal Impact of Two First-Grade Preventive Interventions on Conduct Problems and Disorder in Early Adolescence

JHU Prevention Program, Mason F. Lord Bldg., Ste. 500 West, 5200 Western Ave., Baltimore, MD 21224, nialongo@ jhsph.edu, Department of Mental Hygiene, Johns Hopkins School of Hygiene and Public Health

Jeanne Poduska

American Institutes for Research

Lisa Werthamer

Sheppard Kellam

Johns Hopkins School of Hygiene and Public Health

In this article, we examine the impact of two universal, first-grade preventive interventions on the prevalence of conduct problems and disorder and mental health service need and use in early adolescence. The classroom-centered (CC) intervention was designed to reduce the risk for later conduct problems and disorder by enhancing teachers' behavior management in first grade, whereas the Family-School Partnership (FSP) intervention targeted improvement in parent-teacher communication and parents' child behavior management strategies. At Grade 6, or age 12, CC and FSP intervention children received significantly lower ratings from their teachers for conduct problems than control children. CC and FSP children were also significantly less likely than control children to meet diagnostic criteria for Conduct Disorder and to have been suspended from school in the last year. In addition, the CC intervention was associated with significantly lower rates of child mental health service need and utilization. Overall, the CC intervention appeared to be the more effective of the two in reducing the prevalence of conduct problems and disorder at age 12 and in reducing mental health service need and utilization. Nevertheless, future studies may show that the combination of CC and FSP interventions produces additive or even synergistic effects.

Journal of Emotional and Behavioral Disorders, Vol. 9, No. 3, 146-160 (2001)
DOI: 10.1177/106342660100900301


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

This article has been cited by other articles:

				S. H. Kataoka, B. Rowan, and K. E. Hoagwood Bridging the Divide: In Search of Common Ground in Mental Health and Education Research and Policy Psychiatr Serv, November 1, 2009; 60(11): 1510 - 1515. [Abstract] [Full Text] [PDF]

				M. W. Fraser, S. H. Day, M. J. Galinsky, V. G. Hodges, and P. R. Smokowski Conduct Problems and Peer Rejection in Childhood: A Randomized Trial of the Making Choices and Strong Families Programs Research on Social Work Practice, September 1, 2004; 14(5): 313 - 324. [Abstract] [PDF]