Success Early Intervention Program Research Articles

Reviewing Graduate Studies about First Step to Success Early Intervention Program in Turkey

Reviewing Graduate Studies about First Step to Success Early Intervention Program in Turkey

Effectiveness of the Preschool Version of the First Step to Success Early Intervention Program for Preventing Antisocial Behaviors

Problem behaviors are defined as negative/harming/aggressive behaviors that can be consistently demonstrated in various environments such as at school, home, or in the community (Walker, Colvin, & Ramsey, 1995). A wide range of problem behaviors are discussed in the literature under the titles antisocial behaviors, difficult behaviors, unwanted behaviors, aggressive behaviors, and adjustment and behavior disorder. Physical and verbal attacks, over irritability, reacting to friends with hostility, constant objection to the directions of adults, ignoring the warnings of adults, harming public property intentionally, harming and teasing others, and hyperactivity can be stated as examples of antisocial behaviors (Giannopulu, Escolano, Cusin, Citeau, & Dellatolas, 2008; Tremblay, 2000).Academic skills are one of the main areas where children with antisocial behaviors experience severe difficulties. Studies have shown that these children have lower rates of participation in academic activities and lower academic success compared to their peers (Coie & Jacobs, 1993; Hendawi, 2012; Lane, 1999). They are often expelled from school or drop out and encounter the risks of committing crime or becoming addicted to drugs (Tremblay, 2000; Walker et al., 1995). Children with antisocial behaviors also have some problems with social skills, and this has a strong relationship with their academic skills. Studies have revealed that these children have problems with their peers in social interactions; have difficulties in understanding social clues or behaviors of their peers; frequently prefer aggressive problem solving strategies in their relationships; and were often rejected by their peers (Parker & Asher, 1987; Pepler, Craig, & Roberts, 1998; Walker, Ramsey, & Gresham, 2004). Children with antisocial behaviors affect both the house that they live in and the school that they are educated in, and teachers and families usually spend most of their time trying to cope with those behaviors instead of focusing on academic activities (Finn & Pannozzo, 2004).The roots of antisocial behaviors go back to the early years of life (Arseneault et al., 2003; Campbell, 2002; Fox, Dunlap, & Powell, 2002; Wakschlag & Danis, 2004; Waliski & Carslon, 2008). Studies indicate that the behaviors of arguing, disobedience, and not sharing that appear in early childhood turn into fighting, lying, and stealing in the primary school years. These then turn into more serious and complex behaviors that are difficult to overcome such as interpersonal violence, committing crimes, harming the property of others, starting gangs and racketeering during and after puberty (Loeber, 1990; Patterson, DeBaryshe, & Ramsey, 1989; Robins, 1978; Tremblay, Phil, Vitaro, & Dobkin, 1994; Walker & Cheng, 2007; Wicks- Nelson & Israel, 1997). In particular, half of the children who display externalized problem behaviors (such as hitting and swearing) during preschool continue these behaviors during and after their school years (Campbell, 1995). The amelioration of antisocial behaviors that could not be controlled with effective interventions in earlier periods costs more effort, time and money in the long term (Elliot, Prior, Merrigan, & Ballinger, 2002). In addition to this, primary caretakers and the immediate environment (such as teachers and classmates) play a significant role in a child's social and emotional development (Dunlap et al., 2006; Robins, 1978; Walker et al., 2004). Early intervention programs that start at early ages and implemented in various mediums (individual, family, and school) have gradually become important in this context (Elliot et al., 2002; Kazdin, 1987). One such program is the First Step to Success (FSS) Early Intervention Program that was developed by Walker et al. (1997) for preschool and primary school first/second grade students at risk of displaying antisocial behaviors. The program was later applied to nursery school students by Walker et al. …

Views of Teachers, Parents, and Counselors toward the Preschool Version of First Step to Success Early Intervention Program (FSS-PSV) in Preventing Antisocial Behaviors

This study aims to describe the views of teachers, parents, and FSS-PSV counselors on the Preschool Version of First Step to Success Early Intervention Program (FSS-PSV) in preventing antisocial behaviors; in addition, the implementation process and contributions from the program will also be outlined. The study was conducted in six different preschools in Eskisehir, Turkey. Participants of the study were 11 preschool teachers, 11 parents, and six FSS-PSV counselors. Data were collected through semi-structured interviews. Descriptive analysis was used in analyzing the data. As a result, children who were identified as target students of the FSS-PSV program revealed having antisocial/problem behaviors. These behaviors particularly involved physical aggression and incompetency in social skills. The majority of teachers and parents stated that those behaviors stemmed from family-related reasons. To cope with antisocial/problem behaviors, the teachers preferred to talk to a student about his/her behavior, use the in- and out-of-class break technique, and reward positive behaviors. Parents preferred talking to the child or punishing them. Qualitative findings of this study support the findings of studies on the effectiveness of FSS-PSV through quantitative methods in literature. Similarly, most of the participants in this study provided positive feedback on FSS-PSV, and changes were observed concerning the antisocial/problem behaviors of the children.

Expanding the range of the First Step to Success intervention: Tertiary-level support for children, teachers, and families

This study presents the findings of a quasi-experimental feasibility study examining the Tertiary First Step intervention, an enhanced version of the First Step to Success early intervention program. Tertiary First Step was developed to engage families more effectively and influence and improve parenting practices for children having challenging behavior. Process (fidelity, dosage, and social validity) and outcome data were collected for all participants in the Tertiary First Step condition (N=33). Parent- and teacher-reported outcomes were collected for the comparison condition (N=22). Process data suggest the intervention was implemented with fidelity, and that teachers, parents, and coaches perceived the intervention as socially valid. This study presents the first empirical examination of the Tertiary Frist Step variation. The outcomes provide compelling evidence that the Tertiary First Step intervention is promising for improving student outcomes on social-behavioral indices, decreasing problem behavior, and improving academic engaged time.

Replication Study of the First Step to Success Early Intervention Program

This article describes a replication of the First Step to Success program (Walker, Stiller, Severson, & Golly, 1998) with at-risk students in the first and second grade to determine program effectiveness in decreasing inappropriate behaviors and increasing academic engagement time. This expands the First Step to Success program to (1) serve slightly older students than those in the earlier kindergarten studies; (2) assess implementation effects across a full school day rather than half-day periods; and (3) determine effects when used in conjunction with individualized, across-the-day, contingency reinforcement systems. A multiple-baseline design was used to study the effects of the First Step to Success early intervention program. Three students and their parent(s) and teachers participated in the study. Direct observation measures showed dramatic improvements in academic engagement time and decreases in disruptive behavior. Findings across students indicated that intensive behavioral interventions increased positive outcomes for students who are at risk for emotional and behavioral disorders (EBD).

The First Step to Success Program: An Analysis of Outcomes with Identical Twins across Multiple Baselines

The investigation described here focused on effects of the First Step to Success early intervention program designed for kindergartners who show the early signs of emerging antisocial behavior at the point of school entry. First Step is a collaborative home and school intervention that was developed to address the needs of such children and was evaluated over a 4-year period. Two studies are reported herein, involving two sets of identical twins enrolled in regular kindergarten programs. The results of these studies indicated that exposure to the First Step program produced powerful behavior changes that were maintained throughout the program's duration. Limitations of the studies are discussed, as well as questions for future research.

First Step to Success

In this article two studies are described. Study I involves a replication of the First Step to Success early intervention program for at-risk kindergartners. Study 2 focuses on social validation of the First Step program by implementers and consumers. A follow-up survey was conducted of educators who were trained in the program to determine the proportion who actually implemented it following their training. This survey also identified barriers to the implementation process as well as program features that educators liked and regarded as critical to a successful program application. Results indicated that the replication was successful; the outcomes achieved for the replication sample were nearly identical to those for the original field-test sample, which consisted of two cohorts of kindergarten children. Educators who participated in the First Step training sessions rated the content and quality of the training highly. About half of those who received training actually went on to implement the program. Participants generally liked the structure of the intervention and the fact that it did not prove disruptive to ongoing kindergarten instructional activities.

First Step to Success: Intervening at the point of school entry to prevent antisocial behavior patterns

This article provides a description of the First Step to Success early intervention program for preventing development of antisocial behavior patterns among young, at-risk children. A brief review of the risk factors and family conditions associated with antisocial behavior patterns is provided as a context and rationale for early intervention approaches designed to divert at-risk children from this path. First Step to Success was developed as a response to the increasing numbers of at-risk children who begin school with the early signs of antisocial behavior due to the risk factors to which they have been exposed. This intervention program is coordinated and delivered by a school professional who can serve teachers and parents in a consultant capacity (e.g., school psychologist, early interventionist, school counselor, behavioral specialist, and so forth). The program has three modular components: proactive, universal screening, school intervention, and parent training. These components are applied in concert with each other to teach the at-risk target child an adaptive pattern of school-related behavior. A description of these components, and guidelines for implementing them, are presented as well. ©1998 John Wiley & Sons, Inc.

First Step to Success: Intervening at the point of school entry to prevent antisocial behavior patterns

This article provides a description of the First Step to Success early intervention program for preventing development of antisocial behavior patterns among young, at-risk children. A brief review of the risk factors and family conditions associated with antisocial behavior patterns is provided as a context and rationale for early intervention approaches designed to divert at-risk children from this path. First Step to Success was developed as a response to the increasing numbers of at-risk children who begin school with the early signs of antisocial behavior due to the risk factors to which they have been exposed. This intervention program is coordinated and delivered by a school professional who can serve teachers and parents in a consultant capacity (e.g., school psychologist, early interventionist, school counselor, behavioral specialist, and so forth). The program has three modular components: proactive, universal screening, school intervention, and parent training. These components are applied in concert with each other to teach the at-risk target child an adaptive pattern of school-related behavior. A description of these components, and guidelines for implementing them, are presented as well. ©1998 John Wiley & Sons, Inc.