Browsing by Author "Conduct Problems Prevention Res Gr"

Now showing 1 - 2 of 2
  • Thumbnail Image
    Item
    Peer contextual influences on the growth of authority-acceptance problems in early elementary school
    (Wayne State University Press, 2008-04) Stearns, Elizabeth; Dodge, Kenneth A.; Nicholson, Melba; Conduct Problems Prevention Res Gr; University of North Carolina; University of North Carolina Charlotte; Duke University; Northwestern University; University of Alabama Tuscaloosa
    This study investigated the effects of the peer social context and child characteristics on the growth of authority-acceptance behavior problems across first, second, and third grades, using data from the normative sample of the Fast Track Project. Three hundred sixty-eight European American and African American boys and girls (51% male; 46% African American) and their classmates were assessed in each grade by teacher ratings on the the Teacher Observation of Child Adaptation-Revised. Children's growth in authority-acceptance behavior problems across time was partially attributable to the level of disruptive behavior in the classroom peer context into which they were placed. Peer-context influences, however, were strongest among some-gender peers. Findings held for both boys and girls, both European Americans and African Americans, and nondeviant, marginally deviant, and highly deviant children. Findings suggest that children learn and follow behavioral norms from their same-gender peers within the classroom.
  • Thumbnail Image
    Item
    School Outcomes of Aggressive-Disruptive Children: Prediction From Kindergarten Risk Factors and Impact of the Fast Track Prevention Program
    (Wiley, 2013) Conduct Problems Prevention Res Gr; Bierman, Karen L.; Coie, John; Dodge, Kenneth; Greenberg, Mark; Lochman, John; McMohan, Robert; Pinderhughes, Ellen; Pennsylvania State University; Pennsylvania State University - University Park; Duke University; University of Alabama Tuscaloosa; Simon Fraser University; Tufts University
    A multi-gate screening process identified 891 children with aggressive-disruptive behavior problems at school entry. Fast Track provided a multi-component preventive intervention in the context of a randomized-controlled design. In addition to psychosocial support and skill training for parents and children, the intervention included intensive reading tutoring in first grade, behavioral management consultation with teachers, and the provision of homework support (as needed) through tenth grade. This study examined the impact of the intervention, as well as the impact of the child's initial aggressive-disruptive behaviors and associated school readiness skills (cognitive ability, reading readiness, attention problems) on academic progress and educational placements during elementary school (Grades 14) and during the secondary school years (Grades 710), as well as high school graduation. Child behavior problems and skills at school entry predicted school difficulties (low grades, grade retention, placement in a self-contained classroom, behavior disorder classification, and failure to graduate). Disappointingly, intervention did not significantly improve these long-term school outcomes. Aggr. Behav. 39:114130, 2013. (c) 2013 Wiley Periodicals, Inc.