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 language | English (US) |
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Pages (from-to) | 302-316 |
Number of pages | 15 |
Journal | Journal of consulting and clinical psychology |
Volume | 77 |
Issue number | 2 |
DOIs | |
State | Published - Apr 2009 |
Keywords
- classroom-based consultation
- randomized
- teacher training
- trial
ASJC Scopus subject areas
- Clinical Psychology
- Psychiatry and Mental health