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

Abstract

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.

Academic Aspirations as a Moderator of the Link Between Negative Life Events and Delinquency in a Sample of Latino Youth

“…Youth who exhibit externalizing behaviors are at-risk for incarceration, lower graduation rates, and serious mental illness in adolescence and adulthood (Bierman et al, 2013;Brook, Brook, Rubenstone, Zhang, & Sarr, 2011;Thompson et al, 2011). Therefore, there is vast research on factors that contribute to delinquent behaviors, such as NLEs, so that effective prevention and intervention programs can be developed.…”

Revisão sistemática sobre programas de intervenção para redução de comportamentos agressivos infantis

“…Conforme referido, a busca nas bases de dados PsycINFO, PubMed e Lilacs apresentou o número final de 22 artigos, dentre os quais, quatro citaram o Coping Power Program (Ellis et al, 2013;Lochman et al, 2012Lochman et al, , 2014Muratori et al, 2015) e três artigos descreveram o programa Fast Track (Bierman et al, 2010(Bierman et al, , 2013Knox et al, 2011). O Coping Power Program (CP) baseia-se no modelo sociocognitivo contextual, sendo composto por 34 sessões com crianças e 16 sessões com pais na versão original (Lochman et al, 2012;Muratori et al, 2015) e 24 sessões com crianças e 10 sessões com pais na versão abreviada (Ellis et al, 2013;Lochman et al, 2014).…”

“…A intenção de incluir os pais é melhorar a comunicação e a relação familiar, desenvolvendo estratégias de apoio positivo, limite consistente e não punitivo e práticas de monitoramento. Realizam, inclusive, visitas domiciliares para desenvolver intervenções que atinjam mais facilmente o ambiente natural da criança (Bierman et al, 2010(Bierman et al, , 2013Greenberg e Kusche, 1993).…”

“…Também foram referidas a terapia ecológica (Souza, 2007) e a terapia dos sistemas familiares (Bierman et al, 2010(Bierman et al, , 2013Knox et al, 2011).…”

“…positiva, desenvolvimento de repertório de solução de problemas, gestão de comportamento e raiva, entre outros), diminuindo a predominância de comportamentos agressivos (Bierman et al, 2013). A efetividade de uma intervenção pode ser constatada por meio de delineamentos metodológicos experimentais.…”