Article2009

Targeting children's behavior problems in preschool classrooms: A cluster-randomized controlled trial.

C. Cybele Raver · Stephanie M. Jones · Christine Pajunar Li-Grining · Fuhua Zhai · Molly W. Metzger · Bonnie J. Solomon

325 citations0/0 files storedJournal of Consulting and Clinical Psychology

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Early Childhood Education and Development Child and Adolescent Psychosocial and Emotional Development Behavioral and Psychological Studies

Abstract

The present study evaluated the efficacy of a multicomponent, classroom-based intervention in reducing preschoolers' behavior problems. The Chicago School Readiness Project model was implemented in 35 Head Start classrooms using a clustered-randomized controlled trial design. Results indicate significant treatment effects (ds = 0.53-0.89) for teacher-reported and independent observations of children's internalizing and externalizing behavior problems. Moreover, there was some evidence for the moderating role of child gender, race/ethnic group membership, and exposure to poverty-related risk, with stronger effects of intervention for some groups of children than for others. Findings contribute to a growing area of research on poverty and preventive intervention in early childhood.

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References

2002Short screening scales to monitor population prevalences and trends in non-specific psychological distress 1995Behavior Problems in Preschool Children: A Review of Recent Research 2000The Effects of Family and Community Violence on Children 1999Early childhood environment rating scale 2004Treating Children With Early-Onset Conduct Problems: Intervention Outcomes for Parent, Child, and Teacher Training 1987Empirically based assessment of the behavioral/emotional problems of 2- and 3- year-old children 1990Teachers' sense of efficacy and their beliefs about managing students 2006The effects of a language and literacy intervention on Head Start children and teachers.

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