The purpose of this project is to take empirically supported, clinic-based treatment programs for child conduct disorders and evaluate their short- and long-term efficacy as low-cost, school- based, early intervention programs for preventing the development of ODD and CD. 21 Head Start centers will be randomly assigned to receive the universal classroom intervention (CR) or to be control schools (CONTROL). An indicated sample of children (top 1/3 on aggressive behavior) will also be identified. All indicated children will receive detailed home assessments and a subset of this indicated sample from CR schools will be randomly assigned to receive the parent intervention (PT). Thus, there are three conditions, CR, CR + PT, and CONTROL. The CR intervention will consist of teacher training in classroom management strategies plus training in the delivery of the Dinosaur social skills and problem-solving curriculum. The PT intervention will focus on strengthening parenting skills that promote social and academic competence, reduce conduct problems, and foster parents' school involvement. Both the universal and the indicated interventions will be offered during the Head Start year and the indicated PT intervention will continue through kindergarten. This school-based intervention for Head Start children includes carefully integrated interventions that maximize consistency and follow-through in he two most important environments of the young child's life, the home and the school. The videotape format for both the classroom and the parent intervention increases the consistency, fidelity and transportability of the program implementation, and makes it easier and less costly to implement and maintain in real-world settings. Outcome will be measured by comparing the three intervention conditions in terms of conduct problems, child social and academic skills, parent competencies and school involvement, teacher classroom management skills and classroom environment. A cost benefit analysis will be conducted for the two levels of treatment. Multiple assessment methods will be used including independent home and classroom observations as well as teacher and parent reports. Follow-up assessments will be conducted at the end of kindergarten and grade one.

Agency
National Institute of Health (NIH)
Institute
National Institute of Nursing Research (NINR)
Type
Research Project (R01)
Project #
2R01NR001075-15A1
Application #
6200238
Study Section
Nursing Research Study Section (NURS)
Program Officer
Bryan, Yvonne E
Project Start
1984-09-01
Project End
2005-05-31
Budget Start
2000-09-01
Budget End
2001-05-31
Support Year
15
Fiscal Year
2000
Total Cost
$499,373
Indirect Cost
Name
University of Washington
Department
Other Health Professions
Type
Schools of Nursing
DUNS #
135646524
City
Seattle
State
WA
Country
United States
Zip Code
98195
Thompson, Aaron M; Herman, Keith C; Stormont, Melissa A et al. (2017) Impact of Incredible Years® on teacher perceptions of parental involvement: A latent transition analysis. J Sch Psychol 62:51-65
Presnall, Ned; Webster-Stratton, Carolyn H; Constantino, John N (2014) Parent training: equivalent improvement in externalizing behavior for children with and without familial risk. J Am Acad Child Adolesc Psychiatry 53:879-87, 887.e1-2
Borden, Lindsay A; Herman, Keith C; Stormont, Melissa et al. (2014) Latent profile analysis of observed parenting behaviors in a clinic sample. J Abnorm Child Psychol 42:731-42
Mascendaro, Phillip M; Herman, Keith C; Webster-Stratton, Carolyn (2012) Parent discrepancies in ratings of young children's co-occurring internalizing symptoms. Sch Psychol Q 27:134-143
Webster-Stratton, Carolyn; Rinaldi, Julie; Jamila, M Reid (2011) Long-Term Outcomes of Incredible Years Parenting Program: Predictors of Adolescent Adjustment. Child Adolesc Ment Health 16:38-46
Herman, Keith C; Borden, Lindsay A; Reinke, Wendy M et al. (2011) The Impact of the Incredible Years Parent, Child, and Teacher Training Programs on Children's Co-Occurring Internalizing Symptoms. Sch Psychol Q 26:189-201
Webster-Stratton, Carolyn; Jamila Reid, M; Stoolmiller, Mike (2008) Preventing conduct problems and improving school readiness: evaluation of the Incredible Years Teacher and Child Training Programs in high-risk schools. J Child Psychol Psychiatry 49:471-88
Webster-Stratton, Carolyn; Reid, M Jamila; Hammond, Mary (2004) Treating children with early-onset conduct problems: intervention outcomes for parent, child, and teacher training. J Clin Child Adolesc Psychol 33:105-24
Hartman, Renee R; Stage, Scott A; Webster-Stratton, Carolyn (2003) A growth curve analysis of parent training outcomes: examining the influence of child risk factors (inattention, impulsivity, and hyperactivity problems), parental and family risk factors. J Child Psychol Psychiatry 44:388-98
Webster-Stratton, C; Reid, J; Hammond, M (2001) Social skills and problem-solving training for children with early-onset conduct problems: who benefits? J Child Psychol Psychiatry 42:943-52

Showing the most recent 10 out of 21 publications