Targeting children's behavior problems in preschool classrooms: A cluster-randomized controlled trial.
Abstract
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.
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Children in the CSRP treatment group had significantly fewer externalizing behaviors than control children in spring of the Head Start year.
“Children in the treatment group were also reported by their teachers to show significantly fewer externalizing (or aggressive, disruptive, and acting out) behaviors than were children in the control group in the spring of the Head Start year.”
From School Readiness and Self-Regulation: A Developmental Psychobiological Approach (2015) · cites this paper as Raver et al. 2009
The CSRP classroom-based intervention led to clear reductions in children's emotional and behavioral difficulty.
“Analyses of the impact of CSRP suggested that this classroom-based intervention led to clear reductions in children’s emotional and behavioral difficulty (Raver et al. 2009).”
From School Readiness and Self-Regulation: A Developmental Psychobiological Approach (2015) · cites this paper as Raver et al. 2009
Children in the CSRP treatment group had significantly fewer internalizing behavior problems than control children by spring of the Head Start year.
“children in the treatment group were reported by their teachers as having significantly fewer internalizing (or sad and withdrawn) behavior problems than did their control group enrolled counterparts by spring of the Head Start year.”
From School Readiness and Self-Regulation: A Developmental Psychobiological Approach (2015) · cites this paper as Raver et al. 2009
The Chicago School Readiness Project was a randomized controlled trial.
“A primary example of this approach is the randomized controlled trial known as the Chicago School Readiness Project (CSRP).”
From School Readiness and Self-Regulation: A Developmental Psychobiological Approach (2015) · cites this paper as Raver et al. 2009
Cites
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Standards of Evidence: Criteria for Efficacy, Effectiveness and Dissemination
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School Readiness and Self-Regulation: A Developmental Psychobiological Approach
Blair, C., & Raver, C. C. (2015) · Annual Review of Psychology · doi:10.1146/annurev-psych-010814-015221 · Cited by 1,240 · see citing works
Self-citationKraft, M. A., Blazar, D., & Hogan, D. (2018) · Review of Educational Research · doi:10.3102/0034654318759268 · Cited by 1,202 · see citing works
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Self-citationDevelopmental science and executive function
Blair, C. (2016) · Current Directions in Psychological Science · doi:10.1177/0963721415622634 · Cited by 271 · see citing works
Thompson, R. A. (2014) · The Future of Children · doi:10.1353/foc.2014.0004 · Cited by 213 · see citing works
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Early Childhood Mental Health Consultation: Results of a Statewide Random-Controlled Evaluation
Gilliam, W. S., Maupin, A. N., & Reyes, C. R. (2016) · Journal of the American Academy of Child & Adolescent Psychiatry · doi:10.1016/j.jaac.2016.06.006 · Cited by 98 · see citing works
Lemberger‐Truelove, M. E., Carbonneau, K. J., Atencio, D. J., Zieher, A. K., & Palacios, A. F. (2018) · Journal of Counseling & Development · doi:10.1002/jcad.12203 · Cited by 52 · see citing works
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- Authors
- Raver, C. C., Jones, S. M., Li-Grining, C., Zhai, F., Metzger, M. W., & Solomon, B.
- Affiliations
- New York University (US)
- Venue
- Journal of Consulting and Clinical Psychology
- Published
- 2009
- Volume
- 77
- Issue
- 2
- Pages
- 302-316
- ISSN
- 0022-006X (ISSN-L)
- 1939-2117
- OpenAlex
- W2163801299
- Cited by
- 325
- References
- 3
- Citations by year
- 2026: 7 · 2025: 12 · 2024: 7 · 2023: 10 · 2022: 14 · 2021: 15 · 2020: 25 · 2019: 19 · 2018: 25 · 2017: 18 · 2016: 28 · 2015: 28 · 2014: 37 · 2013: 22 · 2012: 21
- FWCI
- 83.41
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Consulting and Clinical Psychology (publishedVersion)
- PubMed (publishedVersion)
- Funders
- Eunice Kennedy Shriver National Institute of Child Health and Human Development
- US Department of Health and Human Services
- US Department of Education
- William T. Grant Foundation
- McCormick Tribune Foundation
- Topics
- Social Sciences › Education › Early Childhood Education and Development
- Social Sciences › Psychology › Clinical Psychology › Child and Adolescent Psychosocial and Emotional Development
- Social Sciences › Psychology › Developmental and Educational Psychology › Behavioral and Psychological Studies
- Keywords
- preschool children, behavioral problems, classroom intervention, Head Start, internalizing problems, externalizing problems, preventive interventions, early childhood, child gender, race and ethnicity, moderating effect
- MeSH terms
- Child, Child Behavior Disorders, Child, Preschool, Female, Humans, Male, Cluster Analysis, Early Intervention, Educational
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