1. The FAST Track Program Conduct Problems Prevention 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. Dodge John D. Coie Duke University Robert J. McMahon University of Washington Ellen Pinderhughes Vanderbilt University Mark T. Greenberg Karen L. Bierman Pennsylvania State University John E. Lochman University of Alabama

2. Fast Track DEVELOPMENTAL 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

3. Fast Track PREVENTION 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

4. AREAS OF INTERVENTION Academic Achievement Child Coping/ Problem- Solving Peer Relations Home-School Partnership Parenting & Socialization Classroom Atmosphere

5. FAST TRACK TIMELINE YEAR (1991- 1993) (2003- 2005) GRADE2128574Kg31161091 ASSESSMENT INTERVENTION Screening Implementation Outcome/Mediators School-entry Transition Continuing Support Middle School Transition Continuing Support

6. INTERVENTION EFFECTS Linear Growth Curve: TOCA-R Authority Acceptance Intervention Control Normative KgGr1Gr2Gr3 2.0 1.5 1.0.5            

7. INTERVENTION EFFECTS Linear Growth Curve: PDR Oppositional Aggressive Behavior Intervention Control Normative KgGr1Gr2Gr3.50.46 42.40              .44.48

8. Fast Track TWO PHASES OF PREVENTIVE INTERVENTION Promoting Adaptive Development During 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 Development During the Grade School Years Intensive prevention efforts at the transition into middle school (Grades 5-7) Continuing preventive support during adolescence (Grades 8-10)

9. Fast Track INTRVENTION COMPONENTS GRADES 1 and 2 Family Home Visiting School PATHS Tutoring Peer-Pairing Enrichment Program Parent Groups Friendship Groups Parent-Child Sharing Time

10. 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

11. IMPLEMENTATION ISSUES 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

12. PARENT GROUP FAMILY-SCHOOL RELATIONSHIPS PARENTAL SELF-CONTROL REASONABLE/APPROPRIATE EXPECTATIONS FOR CHILD PARENTING SKILLS

13. Fast Track THE DISCIPLINE PYRAMID Clear Instructions When-Then Rules Praise + Ignoring Praise Positive Time Increase “OK” Behaviors Decrease Not “OK” Behaviors House Rules Privilege Removal Time Out

14. 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

15. 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

16. Fast Track STEPS 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).

17. HOME VISITING POSITIVE RELATIONSHIP WITH FAMILY GENERALIZATION OF PARENTING SKILLS PARENTAL SUPPORT FOR CHILD SCHOOL ADJUSTMENT PARENT PROBLEM-SOLVING AND COPING SKILLS

18. FAST TRACK METHODS TO DEVELOP FAMILY-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

19. Fast Track PATHS CURRICULUM EMOTIONAL UNDERSTANDING SELF-CONTROL SOCIAL PROBLEM SOLVING PEER RELATIONS

20. Fast Track FRIENDSHIP GROUP EMOTIONAL UNDERSTANDING SELF-CONTROL SOCIAL PROBLEM SOLVING FRIENDSHIP INITIATION COOPERATION NEGOTIATION CONFLICT MANAGEMENT

21. Fast Track PEER PAIRING REINFORCE PATHS/FRIENDSHIP GROUP SKILLS REDUCE REPUTATIONAL BIASES STRENGTHEN SELF-EFFICACY PROMOTE GENERALIZATION WITH CLASSMATES

22. Fast Track READING TUTORING PROMOTE BASIC READING SKILLS COMPETENCY BASED PROGRESSION SUPPORTIVE ADULT-CHILD RELATIONSHIPS

23. Adolescent Group Prevention Sessions (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

24. Individualized Adolescent Prevention 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

25. Stages in Youth Violence Prevention 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 Best practices Policy analysis Community action Training Funding & legislation