Transcript Biopsychosocial Perspectives on the Development of Conduct

The FAST Track Program
Conduct Problems
Prevention Group
Kenneth A. Dodge
John D. Coie
Duke University
Robert J. McMahon
University of Washington
Ellen Pinderhughes
Vanderbilt University
Mark T. Greenberg
Karen L. Bierman
Pennsylvania State University
John E. Lochman
University of Alabama
FAST Track is funded by the National Institute of Mental Health with
additional support from the Department of Education and the Center
for Substance Abuse Prevention
Fast Track
DEVELOPMENTAL MODEL
Preschool Years
Early Child, Family, & Community Factors
Contribute to
Cross-situational Conduct Problems at School Entry
Elementary and Middle School Years
Mediated by:
Low Academic Achievement
Aggression and Disruptive Behavior at School and Home
Poor Peer Relations
Inadequate Home-School Communication
Ineffective Parenting
Disruptive Class Environment
Adolescence
Serious Antisocial Activity
School Drop-out and Failure
Psychological Problems in Adolescence
Fast Track
PREVENTION MODEL
Target High-risk Schools
and
Select First Graders with Pervasive Conduct Problems
Promote Competency in:
Academic Achievement
Child Coping/Problem Solving
Peer Relations
Parenting and Socialization
Home-School Partnership
Classroom Atmosphere
Reduce Adolescent Rates in:
Antisocial Activity
Substance Abuse
Psychological Problems
School Drop-out
AREAS OF INTERVENTION
Academic
Achievement
Peer
Relations
Child Coping/
ProblemSolving
Home-School
Partnership
Parenting &
Socialization
Classroom
Atmosphere
FAST TRACK
TIMELINE
(20032005)
YEAR (19911993)
GRADE
Kg
ASSESSMENT
Screening
Implementation
Outcome/Mediators
INTERVENTION
School-entry Transition
Continuing Support
Middle School Transition
Continuing Support
1
2
3
4
5
6
7
8
9
10
11
12
INTERVENTION EFFECTS
Linear Growth Curve:
TOCA-R Authority Acceptance

Intervention
 Control

Normative
2.0









1.5
1.0


.5
Kg
Gr1
Gr2
Gr3
INTERVENTION EFFECTS
Linear Growth Curve:
PDR Oppositional Aggressive Behavior



.50

.48
.46








.44
Intervention
Control
Normative


42
.40
Kg
Gr1
Gr2
Gr3
Fast Track
TWO PHASES OF
PREVENTIVE INTERVENTION
Promoting Adaptive Development
During the Grade School Years
• Intensive prevention efforts at the
transition into elementary school
(Grades 1-2)
• Continuing preventive support
through elementary school
(Grades 3-5)
Promoting Adaptive Development
During the Grade School Years
• Intensive prevention efforts at the
transition into middle school
(Grades 5-7)
• Continuing preventive support
during adolescence
(Grades 8-10)
Fast Track
INTRVENTION COMPONENTS
GRADES 1 and 2
Family
• Home Visiting
School
Enrichment
Program
• Parent Groups
• Friendship Groups
• Parent-Child
Sharing Time
• PATHS
• Tutoring
• Peer-Pairing
STAFFING
RESPONSIBILITIES
FAMILY COORDINATOR (FC)
• Conducts Parent Groups, Parent-Child
Sharing Time, Home Visits
• Coordinates with EC
EDUCATIONAL COORDINATOR (EC)
• Conducts Friendship Groups
• Supervises Teachers with Tutors
• Coordinates with FC
CLASSROOM TEACHER
• Teaches PATHS Lessons
TUTOR
• Conducts Reading Tutoring and Peer
Pairing
IMPLEMENTATION
ISSUES
Recruitment
• In person, at home
• Recruitment party
Attendance
• Flexible group times
• Familiar location
• Transportation
• Child care
• Parents are paid staff members
• Ethnically-matched staff
• Social support among group
members
PARENT GROUP
• FAMILY-SCHOOL RELATIONSHIPS
• PARENTAL SELF-CONTROL
• REASONABLE/APPROPRIATE
EXPECTATIONS FOR CHILD
• PARENTING SKILLS
Fast Track
THE DISCIPLINE PYRAMID
House
Rules
Privilege
Removal
Time Out
Increase
“OK”
Behaviors
Clear Instructions
When-Then Rules
Praise + Ignoring
Praise
Positive Time
Decrease
Not “OK” Behaviors
THE PROBLEM-SOLVING APPROACH
1 CALM DOWN
Use the Anger Control Technique if necessary
2 DEFINE THE PROBLEM
“What is the problem?”
3 WHAT ARE MY EXPECTATIONS
“What is the positive behavior I want my child to do?
(“Is this realistic?”)
4 SELECT STRATEGY FROM THE
DISCIPLINE PYRAMID
“What should I do:
- right now
- in the longer term
THE PROBLEM SOLVING
PLAN
PROBLEM IDENTIFICATION
- What is my problem?
GOAL SELECTION
- What do I want?
GENERATING ALTERNATIVES
- What can I do?
CONSIDERING CONSEQUENCES
- What will happen if?
DECISION-MAKING
- What is my decision?
IMPLEMENTATION
- Do it!
EVALUATION
- Did it work?
Wasik et al., 1990
Fast Track
STEPS FOR STAYING IN CONTROL
1 STOP- Identify your feelings
“I’m getting angry (upset, frustrated).”
2 REDUCE anger - Calm down.
“I need to cool down. I’m going to . . .”
3 REWARD yourself.
“I did a good job of staying in control.
I’m going to . . .”
Adapted from “Preparing for the
Drug (Free) Years.” (copyrighted by
Developmental Research and
Programs, 1990).
HOME VISITING
• POSITIVE RELATIONSHIP WITH FAMILY
• GENERALIZATION OF PARENTING
SKILLS
• PARENTAL SUPPORT FOR CHILD
SCHOOL ADJUSTMENT
• PARENT PROBLEM-SOLVING AND
COPING SKILLS
FAST TRACK METHODS
TO DEVELOP
FAMILY-SCHOOL PARTNERSHIP
• PARENT-CHILD READING ACTIVITIES
• SCHOOL-HOME NOTEBOOK
• TEACHER VISITS TO PARENT GROUP
• ASSISTEND PARENT VISIT TO CLASSROOM
• HOW TO HELP WITH HOMEWORK
• INCREASING POSITIVE INVOLVEMENT OF
OTHER FAMILY MEMBERS
Fast Track
PATHS CURRICULUM
• EMOTIONAL UNDERSTANDING
• SELF-CONTROL
• SOCIAL PROBLEM SOLVING
• PEER RELATIONS
Fast Track
FRIENDSHIP GROUP
• EMOTIONAL UNDERSTANDING
• SELF-CONTROL
• SOCIAL PROBLEM SOLVING
• FRIENDSHIP INITIATION
• COOPERATION
• NEGOTIATION
• CONFLICT MANAGEMENT
Fast Track
PEER PAIRING
• REINFORCE PATHS/FRIENDSHIP
GROUP SKILLS
• STRENGTHEN SELF-EFFICACY
• PROMOTE GENERALIZATION WITH
CLASSMATES
• REDUCE REPUTATIONAL BIASES
Fast Track
READING TUTORING
• PROMOTE BASIC READING SKILLS
• COMPETENCY BASED PROGRESSION
• SUPPORTIVE ADULT-CHILD
RELATIONSHIPS
Adolescent Group Prevention
Sessions (Grades 5-8)
• Parent-child communication and
parental monitoring
• Conflict-resolution skills
• Sexual development
• Alcohol, tobacco, and drug use
• Identity, goals, decision-making skills
• Vocational and career development
• Middle school and High school
transition support
Individualized Adolescent
Prevention Services
(Services offered based on individualized assessments)
• Academic tutoring
• Mentoring
• Supporting positive peer contact
• Home visiting and family
problem-solving
• Job shadowing and vocational
development support
• Liaisons with school and
community agencies
Stages in Youth Violence
Prevention for Communities
Developmental
Epidemiology
Efficacious
Prevention
Effective
Prevention
Community
Public Policy
Goal:
Identify risk and
protective
factors to be
targeted for
intervention
with particular
children at
optimal times
Create programs
that can prevent
youth violence
in optimal
circumstances
Create plans that
do prevent youth
violence when
implemented in
a community
Create plans that
will prevent
youth violence
for whole
communities
• Innovation
• Experiments
• Policy analysis
• Experiments
• Best practices
• Community
action
Methods:
• Prospective
inquiry
• Regression
analysis
• Mediation
analysis
• Training
• Funding &
legislation