caa a22 4500 475739930 CHVBK 20180406123457.0 cr unu---uuuuu 170329e20000601xx s 000 0 eng 10.1023/A:1005144304071 doi (NATIONALLICENCE)springer-10.1023/A:1005144304071 Multimethod Psychoeducational Intervention for Preschool Children with Disruptive Behavior: Two-Year Post-Treatment Follow-up [Elektronische Daten] [Terri Shelton, Russell Barkley, Cheryl Crosswait, Maureen Moorehouse, Kenneth Fletcher, Susan Barrett, Lucy Jenkins, Lori Metevia] This paper describes the 2-year post-treatment follow-up of preschool children identified as having high levels of disruptive behavior at kindergarten entry. They were assigned to four treatment conditions: A no-treatment group, parent-training only, treatment classroom only, and the combination of parent training with the treatment classroom. Interventions lasted the entire kindergarten academic year. Initial post-treatment results reported previously indicated no effects for the parent-training program but some efficacy for the classroom intervention program. For this report, the disruptive behavior (DB) children were subdivided into those who did (n = 74) and did not (n = 77) receive the treatment classroom. Two-year post-treatment follow-up results indicated no differences between the classroom treated and untreated DB groups. These groups also failed to differ in the percentage of children using available treatments across the follow-up period. The DB children in both groups had significantly more symptoms of ADHD and ODD than a community control group (N = 47) at follow-up. They also received higher ratings of externalizing problems on the parent Child Behavior Checklist, more severe ratings of behavior problems at home, and ratings of more pervasive behavior problems at school, and had poorer academic skills. Results suggested that early intervention classrooms for DB children may not produce enduring effects once treatment is withdrawn, and that better approaches are needed for identifying those DB children at greatest risk for later maladjustment. Plenum Publishing Corporation, 2000 Disruptive behavior nationallicence early intervention nationallicence preschool children nationallicence Shelton Terri University of North Carolina at Greensboro, Greensboro, NC aut Barkley Russell University of Massachusetts Medical Center, Worcester, MA aut Crosswait Cheryl aut Moorehouse Maureen Worcester Public Schools, Worcester, MA aut Fletcher Kenneth University of Massachusetts Medical Center, Worcester, MA aut Barrett Susan University of Massachusetts Medical Center, Worcester, MA aut Jenkins Lucy University of Massachusetts Medical Center, Worcester, MA aut Metevia Lori University of Massachusetts Medical Center, Worcester, MA aut Journal of Abnormal Child Psychology Kluwer Academic Publishers-Plenum Publishers 28/3(2000-06-01), 253-266 0091-0627 28:3<253 2000 28 10802 https://doi.org/10.1023/A:1005144304071 text/html Onlinezugriff via DOI 1 research-article jats NATIONALLICENCE 856 40 https://doi.org/10.1023/A:1005144304071 text/html Onlinezugriff via DOI NATIONALLICENCE 700 1- Shelton Terri University of North Carolina at Greensboro, Greensboro, NC aut NATIONALLICENCE 700 1- Barkley Russell University of Massachusetts Medical Center, Worcester, MA aut NATIONALLICENCE 700 1- Crosswait Cheryl aut NATIONALLICENCE 700 1- Moorehouse Maureen Worcester Public Schools, Worcester, MA aut NATIONALLICENCE 700 1- Fletcher Kenneth University of Massachusetts Medical Center, Worcester, MA aut NATIONALLICENCE 700 1- Barrett Susan University of Massachusetts Medical Center, Worcester, MA aut NATIONALLICENCE 700 1- Jenkins Lucy University of Massachusetts Medical Center, Worcester, MA aut NATIONALLICENCE 700 1- Metevia Lori University of Massachusetts Medical Center, Worcester, MA aut NATIONALLICENCE 773 0- Journal of Abnormal Child Psychology Kluwer Academic Publishers-Plenum Publishers 28/3(2000-06-01), 253-266 0091-0627 28:3<253 2000 28 10802 Metadata rights reserved Springer special CC-BY-NC licence nationallicence BK010053 XK010053 XK010000 NATIONALLICENCE NATIONALLICENCE NL-springer