Targeting Children's Behavior Problems in Preschool Classrooms: A Cluster-Randomized Controlled Trial

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

Research output: Contribution to journalArticle

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.

Original languageEnglish (US)
Pages (from-to)302-316
Number of pages15
JournalJournal of consulting and clinical psychology
Volume77
Issue number2
DOIs
StatePublished - Apr 2009

Keywords

  • classroom-based consultation
  • randomized
  • teacher training
  • trial

ASJC Scopus subject areas

  • Clinical Psychology
  • Psychiatry and Mental health

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