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ERIC Number: ED445429
Record Type: Non-Journal
Publication Date: 2000-Apr-28
Pages: 33
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
End of Project Report for the Achieving, Behaving, Caring Project: Preventing the Development of Serious Emotional Disturbance among Children and Youth with Emotional and Behavioral Problems.
Ryan, Amy K.
This final report discusses the activities and outcomes of the Achieving, Behaving, Caring Project, a program designed to prevent the development of serious emotional disturbance among children and youth with emotional and behavioral problems. The project had three main elements: (1) social skills instruction from a social skills curriculum chosen and taught by classroom teachers at least twice a week throughout the year to all children in the first and second grades; (2) a parent liaison from the local community who coordinated and facilitated regular communication between the parents and teachers of individual children; and (3) the Parent-Teacher Action Research (PTAR) model for developing consonance between home and school. The report explains each of these three elements and provides vignettes written by the parent liaison who coordinated with families around individual children. Results of the project indicated that compared to 18 controls, the 18 children participating in PTAR showed significantly greater reduction in internalizing behaviors, significant decreases in delinquent behavior, and improvements in cooperation and self control. PTAR parents rated themselves significantly higher than control parents for systems advocacy, knowledge base, and feelings of competence. (Contains 29 references.) (CR)
The Achieving Behaving Caring Project, 429 Waterman Building, Dept. of Education, University of Vermont, Burlington, VT 05405-0160; Tel: 802-656-8551; Fax: 802-656-1357.
Publication Type: Reports - Descriptive; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: N/A