The achieving, behaving, caring project for preventing ED: Two-year outcomes

Two-year outcomes are reported for a school-based early intervention progra m for 82 children identified as at risk for emotional disturbance (ED) by t heir kindergarten teachers. Matched pairs of children were randomly assigne d to Parent-Teacher Action Research (PTAR) teams or to a control group for their first- and second-grade years. Teachers also provided social skills i nstruction to all participants, along with their classmates. At the end of the 2-year period, the PTAR group showed significantly greater reductions t han the control group in teacher-reported internalizing problems and delinq uent behavior; parent-reported total problems, externalizing. and delinquen t behavior; and observed internalizing problems in the classroom. PTAR grou p parents also reported significantly greater increases in their children's cooperation, self-control, and total competence, as well as in their own f eelings of empowerment in obtaining school-based services for their childre n. The findings demonstrate long-term incremental benefits of PTAR teams co mbined with whole-class social skills instruction for children at risk for ED.