School Outcomes of Aggressive-Disruptive Children: Prediction From Kindergarten Risk Factors and Impact of the Fast Track Prevention Program

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dc.contributor.authorConduct Problems Prevention Res Gr
dc.contributor.authorBierman, Karen L.
dc.contributor.authorCoie, John
dc.contributor.authorDodge, Kenneth
dc.contributor.authorGreenberg, Mark
dc.contributor.authorLochman, John
dc.contributor.authorMcMohan, Robert
dc.contributor.authorPinderhughes, Ellen
dc.contributor.otherPennsylvania State University
dc.contributor.otherPennsylvania State University - University Park
dc.contributor.otherDuke University
dc.contributor.otherUniversity of Alabama Tuscaloosa
dc.contributor.otherSimon Fraser University
dc.contributor.otherTufts University
dc.date.accessioned2023-09-28T20:40:13Z
dc.date.available2023-09-28T20:40:13Z
dc.date.issued2013
dc.description.abstractA 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.en_US
dc.format.mediumelectronic
dc.format.mimetypeapplication/pdf
dc.identifier.citationBierman, K. L., Coie, J., Dodge, K., Greenberg, M., Lochman, J., McMohan, R., & Pinderhughes, E. (2013). School Outcomes of Aggressive-Disruptive Children: Prediction From Kindergarten Risk Factors and Impact of the Fast Track Prevention Program. In Aggressive Behavior (Vol. 39, Issue 2, pp. 114–130). Wiley. https://doi.org/10.1002/ab.21467
dc.identifier.doi10.1002/ab.21467
dc.identifier.orcidhttps://orcid.org/0000-0002-4034-5818
dc.identifier.urihttps://ir.ua.edu/handle/123456789/11758
dc.languageEnglish
dc.language.isoen_US
dc.publisherWiley
dc.subjectaggressive-disruptive children
dc.subjectschool outcomes
dc.subjectschool readiness
dc.subjectpreventive intervention
dc.subjectACADEMIC-ACHIEVEMENT
dc.subjectEXECUTIVE FUNCTION
dc.subjectBEHAVIOR PROBLEMS
dc.subjectADOLESCENCE
dc.subjectCHILDHOOD
dc.subjectADULTHOOD
dc.subjectSTUDENTS
dc.subjectYOUTH
dc.subjectCYCLE
dc.subjectBehavioral Sciences
dc.subjectPsychology, Multidisciplinary
dc.titleSchool Outcomes of Aggressive-Disruptive Children: Prediction From Kindergarten Risk Factors and Impact of the Fast Track Prevention Programen_US
dc.typeArticle
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