Webster-Stratton C, Reid M J, Hammond M
University of Washington, School of Nursing, Parenting Clinic, Box 354801, Seattle, WA 98105-4631, USA.
J Clin Child Psychol. 2001 Sep;30(3):283-302. doi: 10.1207/S15374424JCCP3003_2.
Studied the effectiveness of parent and teacher training as a selective prevention program for 272 Head Start mothers and their 4-year-old children and 61 Head Start teachers. Fourteen Head Start centers (34 classrooms) were randomly assigned to (a) an experimental condition in which parents, teachers, and family service workers participated in the prevention program (Incredible Years) or (b) a control condition consisting of the regular Head Start program. Assessments included teacher and parent reports of child behavior and independent observations at home and at school. Construct scores combining observational and report data were calculated for negative and positive parenting style, parent-teacher bonding, child conduct problems at home and at school, and teacher classroom management style. Following the 12-session weekly program, experimental mothers had significantly lower negative parenting and significantly higher positive parenting scores than control mothers. Parent-teacher bonding was significantly higher for experimental than for control mothers. Experimental children showed significantly fewer conduct problems at school than control children. Children of mothers who attended 6 or more intervention sessions showed significantly fewer conduct problems at home than control children. Children who were the "highest risk" at baseline (high rates of noncompliant and aggressive behavior) showed more clinically significant reductions in these behaviors than high-risk control children. After training, experimental teachers showed significantly better classroom management skills than control teachers. One year later the experimental effects were maintained for parents who attended more than 6 groups. The clinically significant reductions in behavior problems for the highest risk experimental children were also maintained. Implications of this prevention program as a strategy for reducing risk factors leading to delinquency by promoting social competence, school readiness, and reducing conduct problems are discussed.
研究了家长和教师培训作为一项选择性预防计划对272名启智计划母亲及其4岁孩子以及61名启智计划教师的有效性。14个启智计划中心（34间教室）被随机分配到：(a) 一种实验条件，即家长、教师和家庭服务工作者参与预防计划（《不可思议的岁月》）；或 (b) 一种对照条件，即常规的启智计划。评估包括教师和家长对孩子行为的报告以及在家和在学校的独立观察。计算了结合观察和报告数据的综合得分，用于消极和积极育儿方式、家长与教师的关系、孩子在家和在学校的行为问题以及教师的课堂管理方式。在为期12周的每周计划结束后，实验母亲的消极育儿得分显著低于对照母亲，积极育儿得分显著高于对照母亲。实验母亲的家长与教师关系显著高于对照母亲。实验儿童在学校表现出的行为问题显著少于对照儿童。参加6次或更多干预课程的母亲的孩子在家表现出的行为问题显著少于对照儿童。在基线时处于“最高风险”（不服从和攻击性行为发生率高）的儿童在这些行为上的临床显著减少比高风险对照儿童更多。培训后，实验教师表现出比对照教师显著更好的课堂管理技能。一年后，参加超过6组课程的家长的实验效果得以维持。最高风险实验儿童行为问题的临床显著减少也得以维持。讨论了这一预防计划作为一种通过促进社会能力、入学准备和减少行为问题来降低导致犯罪的风险因素的策略的意义。
