Social interventions for head start children with behavioral risks: Implementation and outcomes

Conduct disorder is the most prevalent emotional and behavioral disorder of children and youth. Variables associated with the development of conduct disorder include family and school. The purpose of this study was to assess the effects of a school-based prevention program in countering antisocial behaviors that could lead to the onset of conduct disorder. All students who participated in the program were (a) ages 4 to 5 years, (b) from families with low socioeconomic status (SES) levels, and (c) enrolled in Head Start classrooms. Many lived in inner city settings. The target group (n = 34) and their role models (comparison peers; n = 15) were in the standard Head Start program and participated in the prevention program. The control group (n = 11) participated in the standard Head Start program. The prevention program consisted of (a) affection activities designed to promote positive interactions, and (b) systematic instruction of social skills. After the program was delivered for 10 weeks, a monitoring and generalization phase was incorporated for 3 weeks. Students in the target group showed patterns of interaction and social behavior that began to mirror their comparison peers, whereas the control group remained significantly different in terms of their behaviors. The, results of the study are discussed in relation to the need for systematic instruction of social interactions and behaviors. Further research needs also are identified.