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Universal Screening for Prevention of Reading, Writing, and Math Disabilities in Spanish
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Published on: July 18, 2020

Preventing behaviour problems through a universal intervention in Jamaican basic schools: a pilot study.

H Baker-Henningham1, S P Walker, C Powell

  • 1Department of Educational Studies, The University of the West Indies, Kingston 7, Jamaica. helen.henningham@uwimona.edu.jm

The West Indian Medical Journal
|May 6, 2010
PubMed
Summary
This summary is machine-generated.

A preventative intervention in Jamaican basic schools significantly reduced conduct problems, hyperactivity, and peer issues in children. The program also improved positive parent-teacher contacts, showing promise for early childhood behavior support.

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Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities
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Last Updated: Jun 13, 2026

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Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities
10:26

Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities

Published on: September 11, 2021

Area of Science:

  • Child Psychology
  • Educational Interventions
  • Behavioral Science

Background:

  • Child behavior problems are a significant concern in early education settings.
  • Effective interventions are needed to support children's social-emotional development and reduce externalizing behaviors.
  • Strong parent-teacher communication is crucial for addressing behavioral challenges.

Purpose of the Study:

  • To assess the impact of a preventative intervention program in Jamaican basic schools.
  • To evaluate the intervention's effects on child behavior and parent-teacher interactions.
  • To determine the efficacy of the Incredible Years Teacher Training Programme in a new cultural context.

Main Methods:

  • Randomized controlled trial involving five basic schools in Kingston, Jamaica.
  • Intervention group received teacher workshops and social-emotional skills lessons.
  • Child behavior and parent-teacher contacts were assessed using the Strengths and Difficulties Questionnaire and other measures.

Main Results:

  • Significant reductions in children's conduct problems, hyperactivity, and peer problems were observed.
  • The intervention led to a notable increase in positive teacher-parent contacts.
  • Effect sizes ranged from 0.26 for conduct problems to 0.71 for peer problems.

Conclusions:

  • The preventative intervention shows promise in mitigating externalizing behaviors and peer difficulties in young children.
  • The program effectively enhanced the quality of teacher-parent communication.
  • This approach offers a viable strategy for supporting children with behavioral challenges in early childhood education.