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ERIC Number: EJ846761
Record Type: Journal
Publication Date: 2005
Pages: 20
Abstractor: As Provided
Reference Count: 41
ISSN: ISSN-1554-4893
Preventing Problem Behaviors: Primary, Secondary, and Tertiary Level Prevention Interventions for Young Children
Tobin, Tary J.; Sugai, George
Journal of Early and Intensive Behavior Intervention, v2 n3 p125-144 Fall 2005
The purpose of this report is to compare changes in social skills, problem behaviors, and academic competence for kindergarten or first grade students identified as being at risk for serious behavior problems who received primary, secondary, or tertiary level preventive interventions. Of the 93 participants in this study, 73% were male; 86% were Caucasian, and 65% were characterized as having externalizing behavior problems. A repeated measures analysis of variance indicated statistically significant differences (p less than 0.01) between the groups based on type of intervention received the Self-Control subscale (e.g., controlling temper, responding appropriately to teasing) of the "Social Skills Rating System" (Gresham & Elliott, 1990). School-wide Positive Behavior Support is an effective primary prevention intervention, even for young children with serious internalizing or externalizing behavior problems. (Contains 2 tables and 9 figures.)
Joseph Cautilli, Ph.D. & The Behavior Analyst Online Organization. 535 Queen Street, Philadelphia, PA 19147-3220. Tel: 215-462-6737; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Early Childhood Education; Grade 1; Kindergarten
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Social Skills Rating System