Proximal impact of two first-grade preventive interventions on the early risk behaviors for later substance abuse, depression, and antisocial behavior
Proximal impact of two first-grade preventive interventions on the early risk behaviors for later substance abuse, depression, and antisocial behavior
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DOI：
10.1023/a:1022137920532
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发表时间：
1999-10-01
影响因子：
3.1
通讯作者：
Kellam, SG
中科院分区：
文献类型：
--
作者：
Ialongo, NS;Werthamer, L;Kellam, SG
我们评估了两种普遍的一级预防性干预措施对成绩差、注意力集中问题、攻击性和害羞行为、已知的后来物质使用/滥用、情感障碍和品行障碍的早期风险行为的近端目标的直接影响。以课堂为中心的干预旨在通过提高教师的行为管理和指导技能来减少这些早期危险行为，而家校合作的干预旨在改善家长与教师的沟通以及家长的教学和儿童行为管理策略。在第一和第二年级的过程中，CC干预产生了最大程度的影响，其近端目标，而FSP的影响是有点less. The效果实施的性别和干预前的风险水平。实施措施的分析表明，更忠实的干预协议与更大的影响行为评级和成绩分数，从而提供了一些证据的干预措施的效果的特异性。
We assessed the immediate effects of two universal, first-grade preventive interventions on the proximal targets of poor achievement, concentration problems, aggression, and shy behaviors, known early risk behaviors for later substance use/abuse, affective disorder and conduct disorder. The classroom-centered (CC) intervention was designed to reduce these early risk behaviors by enhancing teachers' behavior management and instructional skills, whereas the family-school partnership (FSP) intervention was aimed at improving parent-teacher communication and parental teaching and child behavior management strategies. Over the course of first and second grades the CC intervention yielded the greatest degree of impact on its proximal targets, whereas the FSP's impact was somewhat less. The effects were implemented by gender and by preintervention levels of risk. Analyses of implementation measures demonstrated that greater fidelity to the intervention protocols was associated with greater impact on behavior ratings and on achievement scores, thus providing some evidence of specificity in the effect of the interventions.