Abstract
Two-year outcomes are reported for a school-based early intervention program for 82 children identified as at risk for emotional disturbance (ED) by their kindergarten teachers. Matched pairs of children were randomly assigned to Parent-Teacher Action Research (PTAR) teams or to a control group for their first- and second-grade years. Teachers also provided social skills instruction to all participants, along with their classmates. At the end of the 2-year period, the PTAR group showed significantly greater reductions than the control group in teacher-reported internalizing problems and delinquent behavior; parent-reported total problems, externalizing, and delinquent behavior; and observed internalizing problems in the classroom. PTAR group parents also reported significantly greater increases in their children's cooperation, self-control, and total competence, as well as in their own feelings of empowerment in obtaining school-based services for their children. The findings demonstrate long-term incremental benefits of PTAR teams combined with whole-class social skills instruction for children at risk for ED.
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