Prevention for preschoolers at high risk for conduct problems: Immediate outcomes on parenting practices and child social competence

Laurie Miller Brotman, Kathleen Kiely Gouley, Daniel Chesir-Teran, Tracy Dennis, Rachel G. Klein, Patrick Shrout

Research output: Contribution to journalArticlepeer-review

Abstract

This study investigated the immediate impact of an 8-month center- and home-based prevention program for preschoolers at high risk for conduct problems. We report immediate program effects on observed and self-rated parenting practices and observed child behavior with peers. Ninety-nine preschool-age siblings of adjudicated youths and their families were randomly assigned to an enhanced version of the Incredible Years Series (Webster-Stratton, 1989; n = 50) or to a no-intervention control condition (n = 49). In an intent-to-treat design, the intervention yielded significant effects on negative parenting, parental stimulation for learning, and child social competence with peers. Improvements in negative parenting, stimulation for learning, and child social competence support the potential of the intervention to prevent later conduct problems in high-risk children.

Original languageEnglish (US)
Pages (from-to)724-734
Number of pages11
JournalJournal of Clinical Child and Adolescent Psychology
Volume34
Issue number4
DOIs
StatePublished - 2005

ASJC Scopus subject areas

  • Developmental and Educational Psychology
  • Clinical Psychology

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