Effects of the First Step to Success Intervention on Preschoolers with Disruptive Behavior and Comorbid Anxiety Problems

Autor/inn/en	Seeley, John R.; Small, Jason W.; Feil, Edward G.; Frey, Andy J.; Walker, Hill M.; Golly, Annemieke; Forness, Steven R.
Titel	Effects of the First Step to Success Intervention on Preschoolers with Disruptive Behavior and Comorbid Anxiety Problems
Quelle	In: School Mental Health, 10 (2018) 3, S.243-253 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1866-2625
DOI	10.1007/s12310-017-9226-3
Schlagwörter	Preschool Children; Anxiety Disorders; Comorbidity; Behavior Problems; Intervention; Behavior Modification; Outcomes of Treatment; Symptoms (Individual Disorders); Response to Intervention; Program Effectiveness; Interpersonal Competence; Oregon; Kentucky; Indiana + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Behaviour modification; Verhaltensänderung; Psychiatrische Symptomatik; Interpersonale Kompetenz
Abstract	Preschoolers with elevated anxiety symptoms are at high risk not only of developing more severe mental health disorders in later life but are also apt to respond more poorly to intervention if they present with comorbid disruptive behavior. Because early signs of anxiety disorders may not be recognized as such in preschool settings, many children selected for Tier 2 interventions that target externalizing problem behaviors may also have co-occurring anxiety symptoms and disorders. The First Step to Success intervention has recently been adapted for preschoolers with externalizing behaviors and was found to be efficacious in a randomized controlled trial. The current report examines effects of the First Step intervention on a subsample of 38 preschoolers with comorbid anxiety symptoms. Compared to usual-care controls, preschoolers who were assigned to the First Step intervention demonstrated medium-to-large effects in reducing externalizing behavior and improving social functioning outcomes, but had small effects for reductions in internalizing behaviors. Implications for intervening with preschoolers at risk of comorbid disruptive and anxiety behaviors are discussed. [For the corresponding grantee submission, see ED581237.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01