Multimethod Psychoeducational Intervention for Preschool Children with Disruptive Behavior: Two-Year Post-Treatment Follow-up

被引:0
|
作者
Terri L. Shelton
Russell A. Barkley
Cheryl Crosswait
Maureen Moorehouse
Kenneth Fletcher
Susan Barrett
Lucy Jenkins
Lori Metevia
机构
[1] University of North Carolina at Greensboro,Department of Psychiatry
[2] University of Massachusetts Medical Center,undefined
[3] University of Massachusetts Medical Center,undefined
[4] Worcester Public Schools,undefined
来源
Journal of Abnormal Child Psychology | 2000年 / 28卷
关键词
Disruptive behavior; early intervention; preschool children;
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学科分类号
摘要
This paper describes the 2-year post-treatment follow-up of preschool children identified as having high levels of disruptive behavior at kindergarten entry. They were assigned to four treatment conditions: A no-treatment group, parent-training only, treatment classroom only, and the combination of parent training with the treatment classroom. Interventions lasted the entire kindergarten academic year. Initial post-treatment results reported previously indicated no effects for the parent-training program but some efficacy for the classroom intervention program. For this report, the disruptive behavior (DB) children were subdivided into those who did (n = 74) and did not (n = 77) receive the treatment classroom. Two-year post-treatment follow-up results indicated no differences between the classroom treated and untreated DB groups. These groups also failed to differ in the percentage of children using available treatments across the follow-up period. The DB children in both groups had significantly more symptoms of ADHD and ODD than a community control group (N = 47) at follow-up. They also received higher ratings of externalizing problems on the parent Child Behavior Checklist, more severe ratings of behavior problems at home, and ratings of more pervasive behavior problems at school, and had poorer academic skills. Results suggested that early intervention classrooms for DB children may not produce enduring effects once treatment is withdrawn, and that better approaches are needed for identifying those DB children at greatest risk for later maladjustment.
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页码:253 / 266
页数:13
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