Targeting children's behavior problems in preschool classrooms: a cluster-randomized controlled trial.
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.
Raver
C Cybele
CC
Department of Applied Psychology, New York University, New York, NY 10003, USA. cybele.raver@nyu.edu
Jones
Stephanie M
SM
Li-Grining
Christine
C
Zhai
Fuhua
F
Metzger
Molly W
MW
Solomon
Bonnie
B
D002648:Child; D002653:Child Behavior Disorders / Q000453:epidemiology* / Q000517:prevention & control*; D002675:Child, Preschool; D016000:Cluster Analysis; D018479:Early Intervention, Educational; D005260:Female; D006801:Humans; D008297:Male