The distal impact of two first-grade preventive interventions on conduct problems and disorder in early adolescence

In this article, we examine the impact of two universal, first-grade preven tive interventions on the prevalence of conduct problems and disorder and m ental health service need and use in early adolescence. The classroom-cente red (CC) intervention was designed to reduce the risk for later conduct pro blems and disorder by enhancing teachers' behavior management in first grad e, whereas the Family-School Partnership (FSP) intervention targeted improv ement in parent-teacher communication and parents' child behavior managemen t strategies. At Grade 6, or age 12, CC and FSP intervention children recei ved significantly lower ratings from their teachers for conduct problems th an control children. CC and FSP children were also significantly less likel y than control children to meet diagnostic criteria for Conduct Disorder an d to have been suspended from school in the last year. In addition, the CC intervention was associated with significantly lower rates of child mental health service need and utilization. Overall, the CC intervention appeared to be the more effective of the two in reducing the prevalence of conduct p roblems and disorder at age 12 and in reducing mental health service need a nd utilization. Nevertheless, future studies may show that the combination of CC and FSP interventions produces additive or even synergistic effects.