School outcomes of aggressive-disruptive children: prediction from kindergarten risk factors and impact of the fast track prevention program.

Published

Journal Article

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 1-4) and during the secondary school years (Grades 7-10), 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.

Full Text

Duke Authors

Cited Authors

  • Bierman, KL; Coie, J; Dodge, K; Greenberg, M; Lochman, J; McMohan, R; Pinderhughes, E; Conduct Problems Prevention Research Group,

Published Date

  • March 2013

Published In

Volume / Issue

  • 39 / 2

Start / End Page

  • 114 - 130

PubMed ID

  • 23386568

Pubmed Central ID

  • 23386568

Electronic International Standard Serial Number (EISSN)

  • 1098-2337

Digital Object Identifier (DOI)

  • 10.1002/ab.21467

Language

  • eng

Conference Location

  • United States