Prevention Science

, Volume 3, Issue 2, pp 83–94

Early Elementary School Intervention to Reduce Conduct Problems: A Randomized Trial with Hispanic and Non-Hispanic Children


  • Manuel BarreraJr.
    • Oregon Research Institute
  • Anthony Biglan
    • Oregon Research Institute
  • Ted K. Taylor
    • Oregon Research Institute
  • Barbara K. Gunn
    • Oregon Research Institute
  • Keith Smolkowski
    • Oregon Research Institute
  • Carol Black
    • Oregon Research Institute
  • Dennis V. Ary
    • Oregon Research Institute
  • Rollen C. Fowler
    • Oregon Research Institute

DOI: 10.1023/A:1015443932331

Cite this article as:
Barrera, M., Biglan, A., Taylor, T.K. et al. Prev Sci (2002) 3: 83. doi:10.1023/A:1015443932331


Children's aggressive behavior and reading difficulties during early elementary school years are risk factors for adolescent problem behaviors such as delinquency, academic failure, and substance use. This study determined if a comprehensive intervention that was designed to address both of these risk factors could affect teacher, parent, and observer measures of internalizing and externalizing problems. European American (n = 116) and Hispanic (n = 168) children from 3 communities who were selected for aggressiveness or reading difficulties were randomly assigned to an intervention or no-intervention control condition. Intervention families received parent training, and their children received social behavior interventions and supplementary reading instruction over a 2-year period. At the end of intervention, playground observations showed that treated children displayed less negative social behavior than controls. At the end of a 1-year follow-up, treated children showed less teacher-rated internalizing and less parent-rated coercive and antisocial behavior than controls. The study's limitations and implications for prevention are discussed.

childrenconduct problemsHispanicsinterventionrandomized trial

Copyright information

© Society for Prevention Research 2002