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Parceling component effects of a multifaceted prevention program for disruptive elementary school children
Gerald J August1, Elizabeth A Egan, George M Realmuto
1Division of Child and Adolescent Psychiatry, University of Minnesota Medical School, F256/2B West, 2450 Riverside Avenue, Minneapolis, Minnesota 55454-1495, USA. augus001@umn.edu
Journal of Abnormal Child Psychology
|October 17, 2003
Summary
Attendance in preventive interventions for disruptive children varied by program and child behavior. Tailoring intervention components to specific needs is crucial for optimal outcomes in child behavior and academic achievement.
Area of Science:
- Child Psychology
- Developmental Psychology
- Behavioral Intervention
Background:
- Early-onset disruptive behavior in children poses significant challenges.
- Multifaceted preventive interventions are critical for addressing these behaviors.
- Understanding attendance patterns and their impact is essential for intervention effectiveness.
Purpose of the Study:
- To examine predictors and outcomes of attendance in two intervention programs.
- To investigate how child disruptiveness level moderates attendance predictors and outcomes.
- To identify the differential impact of program attendance on child outcomes.
Main Methods:
- Longitudinal study over 3 years.
- Analysis of attendance in Family Program and Summer School Program.
- Examination of predictors (SES, single-parent status, child IQ) and outcomes (academic achievement, aggression, social competence) moderated by child disruptiveness.
Main Results:
- Attendance in the Family Program, but not Summer School, differed by child disruptiveness.
- Attendance predictors did not differ by disruptiveness level.
- Outcome predictors were moderated by child disruptiveness for academic and aggression outcomes.
- Higher Summer Program attendance correlated with better social competence for all children.
- Summer Program attendance showed differential effects on academic achievement based on disruptiveness level.
- Family Program attendance was linked to reduced aggression in less disruptive children.
Conclusions:
- Intervention component attendance is influenced by child disruptiveness.
- Child disruptiveness moderates the relationship between attendance and specific outcomes.
- Matching intervention components to subgroup needs is vital for effective treatment of disruptive behavior.