Preventing disruptive behavior in elementary schoolchildren: impact of a universal classroom-based intervention.

Abstract:

:A population-based, randomized universal classroom intervention trial for the prevention of disruptive behavior (i.e., attention-deficit/hyperactivity problems, oppositional defiant problems, and conduct problems) is described. Impact on developmental trajectories in young elementary schoolchildren was studied. Three trajectories were identified in children with high, intermediate, or low levels of problems on all 3 disruptive behaviors at baseline. The intervention had a positive impact on the development of all disruptive behavior problems in children with intermediate levels of these problems at baseline. Effect sizes of mean difference at outcome were medium or small. In children with the highest levels of disruptive behavior at baseline, a positive impact of the intervention was found for conduct problems.

journal_name

J Consult Clin Psychol

authors

van Lier PA,Muthén BO,van der Sar RM,Crijnen AA

doi

10.1037/0022-006X.72.3.467

keywords:

subject

Has Abstract

pub_date

2004-06-01 00:00:00

pages

467-78

issue

3

eissn

0022-006X

issn

1939-2117

pii

2004-95166-010

journal_volume

72

pub_type

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