Description:
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. (author abstract)
Resource Type:
Reports & Papers
Funder(s):
National Institute of Child Health and Human Development (U.S.);
United States. Administration for Children and Families;
United States. Department of Health and Human Services. Office of the Assistant Secretary for Planning and Evaluation;
United States. Office of Special Education and Rehabilitative Services;
William T. Grant Foundation;
Robert R. McCormick Tribune Foundation
Country:
United States