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For whom does it work? Subgroup differences in the effects of a school-based universal prevention program
Jantine L Spilt1, Johannes M Koot, Pol A C van Lier
1Department of Developmental Psychology, VU University Amsterdam, Van der Boechorststraat 1, 1081 BT, Amsterdam, The Netherlands. j.l.spilt@vu.nl
Summary
The Good Behavior Game (GBG) helped prevent behavior problems in young students. However, the universal intervention was less effective for children with multiple or severe risk factors.
Area of Science:
- Child Psychology
- Developmental Psychology
- Educational Interventions
Background:
- Universal preventive interventions aim to improve child behavior.
- Previous research often overlooks subgroup differences in intervention effectiveness.
- Identifying moderators is crucial for tailoring support.
Purpose of the Study:
- To examine subgroup differences in the effectiveness of the Good Behavior Game (GBG).
- To identify child, peer, family, and demographic moderators of intervention impact.
- To explore the efficacy of a universal intervention across diverse risk profiles.
Main Methods:
- A randomized controlled trial involving 759 students from Grade 1 to 2.
- Utilized a person-centered approach to analyze baseline characteristics.
- Modeled changes in externalizing and internalizing problems from Kindergarten through Grade 2.
Main Results:
- Six distinct subgroups emerged with varying risk profiles and intervention responsiveness.
- The GBG effectively prevented externalizing and internalizing behaviors in low-risk, emotionally challenged, and victimized children.
- No significant positive effects were observed for children from dysfunctional families or those with combined behavioral and social risks.
Conclusions:
- A novel person-centered approach revealed differential effectiveness of the GBG.
- Universal school-based programs may not benefit children with severe or multiple risk factors.
- Tailoring interventions based on subgroup needs is essential for maximizing impact.
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