NDLI: Does a Booster Intervention Augment the Preventive Effects of an Abbreviated Version of the Coping Power Program for Aggressive Children?

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Does a Booster Intervention Augment the Preventive Effects of an Abbreviated Version of the Coping Power Program for Aggressive Children?

Content Provider	Springer Nature Link
Author	Lochman, John E. Baden, Rachel E. Boxmeyer, Caroline L. Powell, Nicole P. Qu, Lixin Salekin, Karen L. Windle, Michel
Copyright Year	2013
Abstract	Booster interventions have been presumed to be important methods for maintaining the effects of evidence-based programs for children with behavioral problems, but there has been remarkably little empirical attention to this assumption. The present study examines the effect of a child-oriented booster preventive intervention with children who had previously received an abbreviated version (24 child sessions, 10 parent sessions) of the Coping Power targeted prevention program. Two hundred and forty-one children (152 boys, 89 girls) were screened as having moderate to high levels of aggressive behavior in 4th grade, then half were randomly assigned to receive the abbreviated Coping Power program in 5th grade, and half of the preventive intervention children were then randomly assigned to a Booster condition in 6th grade. The Booster sessions consisted of brief monthly individual contacts, and were primarily with the children. Five assessments across 4 years were collected from teachers, providing a three-year follow-up for all children who participated in the project. Results indicated that the abbreviated Coping Power program (one-third shorter than the full intervention) had long-term effects in reducing children’s externalizing problem behaviors, proactive and reactive aggression, impulsivity traits and callous-unemotional traits. The Booster intervention did not augment these prevention effects. These findings indicate that a briefer and more readily disseminated form of an evidence-based targeted preventive intervention was effective. The findings have potential implications for policy and guidelines about possible intervention length and booster interventions.
Starting Page	367
Ending Page	381
Page Count	15
File Format	PDF
ISSN	00910627
Journal	Journal of Abnormal Child Psychology
Volume Number	42
Issue Number	3
e-ISSN	15732835
Language	English
Publisher	Springer US
Publisher Date	2013-02-16
Publisher Place	Boston
Access Restriction	Subscribed
Subject Keyword	Prevention Aggression Preadolescent Booster Psychopathy Follow-up Child and School Psychology
Content Type	Text
Resource Type	Article
Subject	Developmental and Educational Psychology Psychiatry and Mental Health

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Does a Booster Intervention Augment the Preventive Effects of an Abbreviated Version of the Coping Power Program for Aggressive Children?

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