Initial Impact of the Fast Track Prevention Trial for Conduct Problems: II. Classroom Effects

JOURNAL ABSTRACT This study examined the effectiveness of the universal component of the Fast Track prevention model: the PATHS (Promoting Alternative THinking Strategies) curriculum and teacher consultation. This randomized clinical trial involved 198 intervention and 180 comparison classrooms from neighborhoods with greater than average crime in 4 U.S. locations. In the intervention schools, Grade 1 teachers delivered a 57-lesson social competence intervention focused on self-control, emotional awareness, peer relations, and problem solving. Findings indicated significant effects on peer ratings of aggression and hyperactive-disruptive behavior and observer ratings of classroom atmosphere. Quality of implementation predicted variation in assessments of classroom functioning. The results are discussed in terms of both the efficacy of universal, school-based prevention models and the need to examine comprehensive, multiyear programs. (Abstract Adapted from Source: Journal of Consulting and Clinical Psychology, 1999. Copyright © 1999 by the American Psychological Association) For more information on the FAST Track (Families and Schools Together) Project, a Blueprints for Violence Prevention Promising Program, see VioPro record number 307. Washington Tennessee Pennsylvania North Carolina School Achievement School Failure School Achievement School Adjustment School Based Youth Development Child Development Elementary School Student Grade 1 At Risk Child At Risk Juvenile At Risk Youth Middle Childhood Social Skills Development Friendship Skills Communication Skills Prosocial Skills Child Antisocial Child Problem Behavior Child Behavior Behavior Prevention Behavior Intervention Intervention Program Prevention Program Program Effectiveness Program Evaluation Blueprints Promising Reference 11-04