| Popis: |
The study evaluated the efficacy of an active, school-based, "planned short-term intervention" (PSI) for children. In this time-limited approach, nonprofessional child aides saw second to fifth graders (referred for identified problem behaviors that framed specific intervention goals) twice a week for 6 weeks. Behavior and adjustment changes in PSI children were compared with those of (a) demographically and adjustively comparable no-treatment controls and (b) a demographically comparable group of referred children seen by aides in a longer intervention. PSI children improved significantly more than controls on teacher ratings of problem behaviors and competencies. Those differences, as well as differences in the frequency of occurrence of target behaviors in the classroom, remained at the 6-week follow-up point. Both PSI and the longer intervention led to significant adjustment gains based on teacher, aide, and school mental health professional ratings. Both intervention groups significantly exceeded con... |
