First Step Next and homeBase: A Comparative Efficacy Study of Children with Disruptive Behavior

Autor/inn/en	Frey, Andy J.; Small, Jason W.; Seeley, John R.; Walker, Hill M.; Feil, Edward G.; Lee, Jon; Lissman, Dana Cohen; Crosby, Shantel; Forness, Steven R.
Titel	First Step Next and homeBase: A Comparative Efficacy Study of Children with Disruptive Behavior
Quelle	In: Exceptional Children, 88 (2022) 2, S.205-222 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Frey, Andy J.) ORCID (Feil, Edward G.) ORCID (Lissman, Dana Cohen) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0014-4029
DOI	10.1177/00144029211062588
Schlagwörter	Child Behavior; Behavior Disorders; Home Visits; Intervention; Behavior Modification; Program Effectiveness; Preschool Children; Elementary School Students; Preschool Teachers; Elementary School Teachers; Parents; Kindergarten; Kentucky; Indiana; Social Skills Improvement System Rating Scales; Systematic Screening for Behavior Disorders; Child Behavior Checklist; Student Teacher Relationship Scale + Suchen Sie Ihr Suchwort? Hausbesuch; Behaviour modification; Verhaltensänderung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Erzieher; Erzieherin; Kindergärtnerin; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Eltern
Abstract	Disruptive behavior disorders in childhood are increasingly pervasive and associated with numerous, negative long-term outcomes. The current study examined whether adding a brief, home-visitation intervention to an existing, multi-component (child and teacher) intervention, would improve social-emotional and behavioral outcomes for young children with challenging behavior in home and school settings who required intensive support. A total of 379 teacher-parent-student triads were screened for elevated levels of behavioral risk in school and home settings and then randomly assigned to school only intervention (i.e., teacher and student components), home only intervention (i.e., parent), both combined, or business-as-usual control conditions. We examined baseline and posttest outcomes across prosocial behavior, problem behavior, and academic domains. The results demonstrated substantial support for the teacher and child-focused condition and combined conditions, and modest support for the parent-focused condition. The study advances the literature by increasing the knowledge base related to these interventions implemented alone and in combination. (As Provided).
Anmerkungen	SAGE Publications. 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	2024/1/01