Early Intervention Programs for Children with Behavior Problems and at Risk for Developing Antisocial Behaviors: Evidence- and Research-Based Practices

Autor/inn/en	Maag, John W.; Katsiyannis, Antonis
Titel	Early Intervention Programs for Children with Behavior Problems and at Risk for Developing Antisocial Behaviors: Evidence- and Research-Based Practices
Quelle	In: Remedial and Special Education, 31 (2010) 6, S.464-475 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-9325
DOI	10.1177/0741932509355992
Schlagwörter	Behavior Problems; Early Intervention; Eligibility; Educational Researchers; Child Behavior; At Risk Persons; Antisocial Behavior; Program Effectiveness; Aggression; Interpersonal Competence; Skill Development; Summer Programs; Screening Tests; Behavior Modification; Parent Attitudes; Teacher Attitudes; Parent Education; Child Rearing; Family Programs + Suchen Sie Ihr Suchwort? Eignung; Erziehungswissenschaftler; Erziehungswissenschaftlerin; Risikogruppe; Interpersonale Kompetenz; Kompetenzentwicklung; Qualifikationsentwicklung; Sommerkurs; Screening-Verfahren; Behaviour modification; Verhaltensänderung; Elternverhalten; Lehrerverhalten; Parents education; Elternbildung; Elternschule; Kindererziehung; Family program; Familienprogramm
Abstract	The number of children who would be eligible for, and benefit from, early intervention programs has dramatically increased during the past several years. However, those programs would have to meet the U.S. Department of Education's criteria for being evidence based. Some programs that have proven successful would not be eligible but rather be considered data based by educational researchers. The purpose of this article is to review the major early intervention programs for children at risk for developing conduct problems and to determine which ones could be considered evidence based, research based, or neither. Issues related to determining whether a program is evidence based versus data based are presented, along with those addressing program efficacy and access for eligible children. (Contains 1 table.) (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10