Screening of Child Behavior Problems for Prevention Programs at School Entry

Department of Psychology, Duke University, Durham, North Carolina 27706, USA.
Journal of Consulting and Clinical Psychology (Impact Factor: 4.85). 09/1995; 63(4):549-59. DOI: 10.1037/0022-006X.63.4.549
Source: PubMed


Targeted programs designed to prevent conduct problems in childhood and adolescence rely on screening systems to identify high-risk individuals. This study examines the proximal usefulness of a multiple-gating approach to screening, using teacher and parent ratings in a 2-step procedure with a sample of 382 kindergarten children. The study explored differences in the accuracy of the 2 steps of screening information and whether parents' reports of parenting practices augments the prediction of negative outcomes. The 2-step screening system was found to effectively predict negative behavior outcomes over 1 year later, although some false-positive and false-negative predictions were evident. The Parenting Practices Screen did not substantially add to prediction accuracy. The discussion emphasizes the potential contributions and problems of using screening measures.

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Available from: John Lochman, Aug 23, 2015
    • "Within each site, schools were matched for demographics (e.g., ethnic composition, size, proportion reduced lunch) and then divided into one to three paired sets, and randomly assigned to either the intervention or control condition. A multistage screening procedure (Lochman and CPPRG 1995) was used to identify children at Bhigh-risk^ for adolescent antisocial behavior. From 1991 to 1993, three cohorts of kindergartners (n=9594) were initially screened for classroom conduct problems by teachers. "
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    ABSTRACT: Little is known about intervening processes that explain how prevention programs improve particular youth antisocial outcomes. We examined whether parental harsh discipline and warmth in childhood differentially account for Fast Track intervention effects on conduct disorder (CD) symptoms and callous-unemotional (CU) traits in early adolescence. Participants included 891 high-risk kindergarteners (69 % male; 51 % African American) from urban and rural United States communities who were randomized into either the Fast Track intervention (n = 445) or non-intervention control (n = 446) groups. The 10-year intervention included parent management training and other services (e.g., social skills training, universal classroom curriculum) targeting various risk factors for the development of conduct problems. Harsh discipline (Grades 1 to 3) and warmth (Grades 1 and 2) were measured using parent responses to vignettes and direct observations of parent-child interaction, respectively. Parents reported on children's CD symptoms in Grade 6 and CU traits in Grade 7. Results demonstrated indirect effects of the Fast Track intervention on reducing risk for youth antisocial outcomes. That is, Fast Track was associated with lower scores on harsh discipline, which in turn predicted decreased levels of CD symptoms. In addition, Fast Track was associated with higher scores on warmth, which in turn predicted reduced levels of CU traits. Our findings inform developmental and intervention models of youth antisocial behavior by providing evidence for the differential role of harsh discipline and warmth in accounting for indirect effects of Fast Track on CD symptoms versus CU traits, respectively.
    No preview · Article · Aug 2015 · Journal of Abnormal Child Psychology
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    • "Importantly, these measures can identify children who are " at-risk " for these problems, which would allow children exhibiting early signs of disruptive behaviors to be referred for services (Bradshaw, Buckley, & Ialongo, 2008). Intervention programs could target these children with early-onset disruptive behaviors to prevent the development of continued and more serious emotional and behavioral problems (Kellam et al., 1994; Lochman & CPPRG, 1995). "
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    ABSTRACT: The kindergarten year plays an important role in establishing children’s academic, social, and behavioral adjustment. Early identification of children who experience difficulties with the kindergarten transition is crucial to prevent continued behavioral and emotional problems. Family and school predictors of these early behavioral patterns can suggest important targets for preventive interventions. The current study examined heterogeneity in 2,814 children’s disruptive behaviors over the course of the kindergarten school year using latent profile and transition analyses. We further investigated the degree to which changes in these behavioral patterns varied as a function of family and teacher factors. Results provided evidence of three distinct profiles of disruptive behavior exhibited by kindergarteners (well-adapted, concentration problems, and at-risk), which were relatively stable over the course of the kindergarten school year. These behavioral patterns were associated with family (i.e., family problems, family involvement) but not teacher (i.e., efficacy and burnout) factors. Findings have important implications for the early identification of children at-risk for behavioral problems.
    Full-text · Article · Aug 2015 · Journal of Emotional and Behavioral Disorders
    • "First, it should be noted that the BPFS-C is a screening tool for BPD. Screening tools are known to include high levels of false positives (Lochman, 1995). In addition, a more substantive interpretation of this finding is the fact that normative changes in adolescence (e.g., affective instability) may mimic some of the features classic to BPD. "
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    ABSTRACT: Objective: Teen dating violence (TDV) is a serious social problem with significant physical and emotional consequences. A number of theoretical models have identified several factors associated with intimate partner violence (IPV) among adults, including the role of Axis II features such as borderline personality disorder (BPD). However, little is known about borderline features and intimate partner violence among adolescents (i.e., TDV). The present study is the first to investigate the relation between TDV and borderline features in adolescents, taking into account important additional correlates of TDV at the cross-sectional level. Method: An ethnically diverse sample of 778 adolescents completed self-report measures of dating violence, borderline features, alcohol use, and exposure to interparental violence. Results: Borderline features made independent contributions to both TDV victimization and perpetration. The association between borderline features and TDV victimization was moderated by gender, and when considering severe violence, gender moderated the relation between borderline features and both TDV victimization and perpetration. Conclusions: Borderline features should be considered in the assessment, prevention, and intervention of TDV and vice versa.
    No preview · Article · Apr 2015
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