This proposal is to complete the evaluation of a developmentally based, long-term, comprehensive intervention designed to prevent serious antisocial behavior and related adolescent problems. The project is being carried out at four sites (Durham, NC/Duke University; Nashville, TN/Vanderbilt University; rural Pennsylvania/Pennsylvania State University; and Seattle, WA/University of Washington). The screening procedure of Fast Track identified three successive cohorts of high-risk children in kindergarten by their early conduct problems at home and school. These children were randomly assigned by school to an intervention or control group. Intervention began in first grade with high-risk children, their adult caretakers, and their teachers based on a developmental model that specified six areas of risk and protective factors: parenting, child problem-solving and emotional coping skills, peer relations, classroom atmosphere, academic achievement, and home-school relations. It was continued in adolescence with an emphasis on protection from deviant peer influence; promoting positive identity, goals, and aspirations; and academic and vocational skill development. Analyses indicate the intervention has led to significant improvements in the hypothesized risk and protective factors and reductions in conduct problem behavior over the elementary school years. The primary aims of this proposal are: 1) to complete the assessments in the last 2 years of high school and the 2 years immediately after high school in order to evaluate intervention effects on mental health, crime, substance abuse, education and employment, and the use of community services; 2) to determine whether characteristics of the participant sample moderated the effects of the intervention; 3) to understand factors that mediate successful preventive intervention; 4) to identify factors influencing participation and the relation between dosage and outcome; 5) to continue to test the developmental model of early and late-starting conduct problems with the normative and high-risk samples; 6) to continue to develop innovative methods for analyzing data from prevention trials; and 7) to provide data for an economic study of the impact of Fast Track on professional service utilization. The data collection plan calls for completion of annual parent and youth assessments at the end of 11th (cohort 3) and 12th grades (cohorts 2 and 3); a phone interview 1 year after the end of high school; and a face-to-face interview at age 20 that will provide a final assessment of mental health status, conduct problem behavior, substance use, educational progress, and employment status at the end of the teenage years (all cohorts).

Agency
National Institute of Health (NIH)
Institute
National Institute of Mental Health (NIMH)
Type
Research Project (R01)
Project #
5R01MH050953-14
Application #
7104172
Study Section
Special Emphasis Panel (ZRG1-RPHB-2 (02))
Program Officer
Goldstein, Amy B
Project Start
1993-09-30
Project End
2008-07-31
Budget Start
2006-08-01
Budget End
2007-07-31
Support Year
14
Fiscal Year
2006
Total Cost
$472,074
Indirect Cost
Name
Pennsylvania State University
Department
Psychology
Type
Schools of Arts and Sciences
DUNS #
003403953
City
University Park
State
PA
Country
United States
Zip Code
16802
Okado, Yuko; Ewing, Emily; Rowley, Christina et al. (2017) Trajectories of Mental Health-Related Service Use Among Adolescents With Histories of Early Externalizing Problems. J Adolesc Health 61:198-204
Okado, Yuko; Bierman, Karen L (2015) Differential risk for late adolescent conduct problems and mood dysregulation among children with early externalizing behavior problems. J Abnorm Child Psychol 43:735-47
Albert, Dustin; Belsky, Daniel W; Crowley, D Max et al. (2015) Developmental mediation of genetic variation in response to the Fast Track prevention program. Dev Psychopathol 27:81-95
Conduct Problems Prevention Research Group (2014) Trajectories of risk for early sexual activity and early substance use in the Fast Track prevention program. Prev Sci 15 Suppl 1:S33-46
Witkiewitz, Katie; King, Kevin; McMahon, Robert J et al. (2013) Evidence for a multi-dimensional latent structural model of externalizing disorders. J Abnorm Child Psychol 41:223-37
Makin-Byrd, Kerry; Bierman, Karen L; Conduct Problems Prevention Research Group (2013) Individual and family predictors of the perpetration of dating violence and victimization in late adolescence. J Youth Adolesc 42:536-50
Powers, Christopher J; Bierman, Karen L; Conduct Problems Prevention Research Group (2013) The multifaceted impact of peer relations on aggressive-disruptive behavior in early elementary school. Dev Psychol 49:1174-86
Thomas, Duane E; Bierman, Karen L; Powers, C J et al. (2011) The influence of classroom aggression and classroom climate on aggressive-disruptive behavior. Child Dev 82:751-7
Kam, Chi-Ming; Greenberg, Mark T; Bierman, Karen L et al. (2011) Maternal depressive symptoms and child social preference during the early school years: mediation by maternal warmth and child emotion regulation. J Abnorm Child Psychol 39:365-77
Conduct Problems Prevention Research Group (2010) The effects of a multiyear universal social-emotional learning program: The role of student and school characteristics. J Consult Clin Psychol 78:156-68

Showing the most recent 10 out of 16 publications