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The FAST Track ProgramConduct ProblemsPrevention Group
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
Kenneth A. DodgeJohn D. Coie
Duke University
Robert J. McMahonUniversity of Washington
Ellen PinderhughesVanderbilt University
Mark T. GreenbergKaren L. Bierman
Pennsylvania State University
John E. LochmanUniversity of Alabama
Fast TrackDEVELOPMENTAL MODEL
Preschool Years
Early Child, Family, & Community Factors
Contribute to
Cross-situational Conduct Problems at School Entry
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
Serious Antisocial Activity
School Drop-out and Failure
Psychological Problems in Adolescence
Elementary and Middle School Years
Adolescence
Fast TrackPREVENTION 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
AcademicAchievement
Child Coping/Problem-Solving
PeerRelations
Home-SchoolPartnership
Parenting &Socialization
ClassroomAtmosphere
FAST TRACK TIMELINE
YEAR (1991- 1993)
(2003- 2005)
GRADE 2 1285 74Kg 3 116 1091
ASSESSMENT
INTERVENTION
Screening
Implementation
Outcome/Mediators
School-entry Transition
Continuing Support
Middle School Transition
Continuing Support
INTERVENTION EFFECTS
Linear Growth Curve:TOCA-R Authority Acceptance
Intervention
Control
Normative
Kg Gr1 Gr2 Gr3
2.0
1.5
1.0
.5
INTERVENTION EFFECTS
Linear Growth Curve: PDR Oppositional Aggressive Behavior
Intervention
Control
Normative
Kg Gr1 Gr2 Gr3
.50
.46
42
.40
.44
.48
Fast TrackTWO PHASES OFPREVENTIVE INTERVENTION
Promoting Adaptive DevelopmentDuring 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 DevelopmentDuring 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 TrackINTRVENTION COMPONENTSGRADES 1 and 2
Family
• Home Visiting
School• PATHS
• Tutoring
• Peer-Pairing
EnrichmentProgram• Parent Groups
• Friendship Groups
• Parent-Child Sharing Time
STAFFING RESPONSIBILITIES
FAMILY COORDINATOR (FC)
CLASSROOM TEACHER
TUTOR
EDUCATIONAL COORDINATOR (EC)
• Conducts Parent Groups, Parent-Child Sharing Time, Home Visits
• Coordinates with EC
• Conducts Friendship Groups
• Supervises Teachers with Tutors
• Coordinates with FC
• Teaches PATHS Lessons
• Conducts Reading Tutoring and Peer Pairing
IMPLEMENTATIONISSUES
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 TrackTHE DISCIPLINE PYRAMID
Clear Instructions
When-Then Rules
Praise + Ignoring
Praise
Positive Time
Increase“OK”Behaviors
DecreaseNot “OK” Behaviors
House Rules
Privilege Removal
Time Out
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
GENERATING ALTERNATIVES
- What do I want?
CONSIDERING CONSEQUENCES
DECISION-MAKING
IMPLEMENTATION
EVALUATION
- What can I do?
- What will happen if?
- What is my decision?
- Do it!
- Did it work?
Wasik et al., 1990
Fast TrackSTEPS 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 METHODSTO DEVELOPFAMILY-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 TrackPATHS CURRICULUM
• EMOTIONAL UNDERSTANDING
• SELF-CONTROL
• SOCIAL PROBLEM SOLVING
• PEER RELATIONS
Fast TrackFRIENDSHIP GROUP
• EMOTIONAL UNDERSTANDING
• SELF-CONTROL
• SOCIAL PROBLEM SOLVING
• FRIENDSHIP INITIATION
• COOPERATION
• NEGOTIATION
• CONFLICT MANAGEMENT
Fast TrackPEER PAIRING
• REINFORCE PATHS/FRIENDSHIP GROUP SKILLS
• REDUCE REPUTATIONAL BIASES
• STRENGTHEN SELF-EFFICACY
• PROMOTE GENERALIZATION WITH CLASSMATES
Fast TrackREADING TUTORING
• PROMOTE BASIC READING SKILLS
• COMPETENCY BASED PROGRESSION
• SUPPORTIVE ADULT-CHILD RELATIONSHIPS
Adolescent Group PreventionSessions (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 AdolescentPrevention 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 ViolencePrevention 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
Methods:
• Prospective inquiry
• Regression analysis
• Mediation analysis
• Innovation
• Experiments
• Experiments
• Best practices
• Policy analysis
• Community action
• Training
• Funding & legislation