Preventing disruptive behavior in elementary schoolchildren: impact of a universal classroom-based intervention.
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.
van Lier
Pol A C
PA
Department of Child and Adolescent Psychiatry, Erasmus Medical Center--Sophia, Rotterdam, Netherlands. p.vanlier@erasmusmc.nl
Muthén
Bengt O
BO
van der Sar
Ria M
RM
Crijnen
Alfons A M
AA
D001289:Attention Deficit Disorder with Hyperactivity / Q000175:diagnosis / Q000453:epidemiology; D019958:Attention Deficit and Disruptive Behavior Disorders / Q000175:diagnosis / Q000453:epidemiology / Q000517:prevention & control*; D001521:Behavior Therapy / Q000379:methods*; D002648:Child; D039721:Diagnostic and Statistical Manual of Mental Disorders; D006801:Humans; D012572:School Health Services; D012720:Severity of Illness Index; D013334:Students / Q000523:psychology*