A BIMODAL PREVENTIVE INTERVENTION FOR DISRUPTIVE KINDERGARTEN BOYS - ITS IMPACT THROUGH MID-ADOLESCENCE

Disruptive kindergarten boys from inner-city low socioeconomic neighbo rhood schools were randomly allocated to a preventive intervention and control condition. The 2-year prevention program included a home-base d parent training component and a school-based social skills training component. Participants were followed up to mid-adolescence. Results i ndicated that a significantly greater percentage of treated boys remai ned in an age-appropriate regular classroom up to the end of elementar y school and that the treated boys reported significantly less delinqu ent behaviors at yearly assessments from 10 to 15 years old, compared with controls. The preventive intervention appeared to have a signific ant long-term impact on the social development of the disruptive kinde rgarten boys. Earlier and more intensive intervention may be necessary for some cases, whereas for all disruptive boys, booster sessions bet ween 12 and 15 years of age are recommended.