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School-based targeted prevention for children with mild intellectual disabilities or borderline intellectual
Summary
This study evaluated a school-based behavior problem prevention program for children with intellectual disabilities. While implementation was feasible, effectiveness remains inconclusive due to mixed results.
Area of Science:
- Child Psychology
- Educational Psychology
- Special Education
Background:
- Examined a school-based targeted prevention program for behavior problems.
- Adapted for children with mild intellectual disabilities or borderline intellectual functioning.
Purpose of the Study:
- Assess the implementation and potential effectiveness of the adapted intervention.
- Evaluate intervention reach, dosage, responsiveness, satisfaction, and comprehension.
Main Methods:
- Intervention implemented in schools with 13 participating children.
- Utilized questionnaires for children and trainers.
- Assessed child- and teacher-reported behavior problems pre- and post-intervention.
Main Results:
- Intervention reach was problematic, with non-eligible children included.
- Dosage, responsiveness, satisfaction, and comprehension were satisfactory.
- Group-level behavior problem decreases were observed, but individual changes were highly variable with little reliable change.
Conclusions:
- Initial evidence suggests the intervention can be implemented successfully in schools.
- Current evidence for the intervention's effectiveness is inconclusive.
- Further research is needed to clarify effectiveness.
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