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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