TY - JOUR
T1 - The effects of the Fast Track program on serious problem outcomes at the end of elementary school
AU - Bierman, Karen L.
AU - Coie, John D.
AU - Dodge, Kenneth A.
AU - Foster, E. Michael
AU - Greenberg, Mark T.
AU - Lochman, John E.
AU - McMahon, Robert J.
AU - Pinderhughes, Ellen E.
N1 - Funding Information:
This work was supported by National Institute of Mental Health (NIMH) Grants R18 MH48043, R18 MH50951, R18 MH50952, and R18 MH50953. The Center for Substance Abuse Prevention and the National Institute on Drug Abuse have also provided support for Fast Track through a memorandum of agreement with the NIMH. This work was also supported in part by Department of Education Grant S184U30002 and NIMH Grants K05MH00797 and K05MH01027.
PY - 2004
Y1 - 2004
N2 - This study examines the effects of the Fast Track program, which is a multicomponent, intensive intervention for children with early-onset conduct problems and continues from 1st grade through high school. Prior research has shown that Fast Track produces small positive effect sizes on children's social and behavioral outcomes at the end of 1st and 3rd grades in comparison to control children. This study addresses the important question of whether this intervention reduces cases of serious problems that can occur during the 4th- and 5th-grade years. Fast Track did have a significant but modest influence on children's rates of social competence and social cognition problems, problems with involvement with deviant peers, and conduct problems in the home and community, compared to children in the control condition. There was no evidence of intervention impact on children's serious problems in the school setting at Grades 4 and 5. This evaluation indicates that Fast Track has continued to influence certain key areas of children's adjustment throughout the elementary school years, reducing children's likelihood of emerging as cases with problems in their social, peer, or home functioning. The stage is set to examine potential prevention effects on these youths' serious antisocial behaviors during adolescence.
AB - This study examines the effects of the Fast Track program, which is a multicomponent, intensive intervention for children with early-onset conduct problems and continues from 1st grade through high school. Prior research has shown that Fast Track produces small positive effect sizes on children's social and behavioral outcomes at the end of 1st and 3rd grades in comparison to control children. This study addresses the important question of whether this intervention reduces cases of serious problems that can occur during the 4th- and 5th-grade years. Fast Track did have a significant but modest influence on children's rates of social competence and social cognition problems, problems with involvement with deviant peers, and conduct problems in the home and community, compared to children in the control condition. There was no evidence of intervention impact on children's serious problems in the school setting at Grades 4 and 5. This evaluation indicates that Fast Track has continued to influence certain key areas of children's adjustment throughout the elementary school years, reducing children's likelihood of emerging as cases with problems in their social, peer, or home functioning. The stage is set to examine potential prevention effects on these youths' serious antisocial behaviors during adolescence.
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U2 - 10.1207/s15374424jccp3304_1
DO - 10.1207/s15374424jccp3304_1
M3 - Article
C2 - 15498733
AN - SCOPUS:10044293030
SN - 1537-4416
VL - 33
SP - 650
EP - 661
JO - Journal of Clinical Child and Adolescent Psychology
JF - Journal of Clinical Child and Adolescent Psychology
IS - 4
ER -