Targeting Children's Behavior Problems in Preschool Classrooms: A Cluster-Randomized Controlled Trial

Autor/inn/en	Raver, C. Cybele; Jones, Stephanie M.; Li-Grining, Christine; Zhai, Fuhua; Metzger, Molly W.; Solomon, Bonnie
Titel	Targeting Children's Behavior Problems in Preschool Classrooms: A Cluster-Randomized Controlled Trial
Quelle	In: Journal of Consulting and Clinical Psychology, 77 (2009) 2, S.302-316 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-006X
DOI	10.1037/a0015302
Schlagwörter	Group Membership; Behavior Problems; School Readiness; Intervention; Poverty; Ethnic Groups; Disadvantaged Youth; Preschool Children; Observation; Psychology; Illinois + Suchen Sie Ihr Suchwort? Gruppenzugehörigkeit; Readiness for school; School ability; Schulreife; Armut; Ethnie; Benachteiligter Jugendlicher; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Beobachtung; Psychologie
Abstract	The present study evaluated the efficacy of a multicomponent, classroom-based intervention in reducing preschoolers' behavior problems. The Chicago School Readiness Project model was implemented in 35 Head Start classrooms using a clustered-randomized controlled trial design. Results indicate significant treatment effects (ds = 0.53-0.89) for teacher-reported and independent observations of children's internalizing and externalizing behavior problems. Moreover, there was some evidence for the moderating role of child gender, race/ethnic group membership, and exposure to poverty-related risk, with stronger effects of intervention for some groups of children than for others. Findings contribute to a growing area of research on poverty and preventive intervention in early childhood. (Contains 3 footnotes, 3 tables and 2 figures.) (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10