Skip to main content
Log in

Nipping Early Risk Factors in the Bud: Preventing Substance Abuse, Delinquency, and Violence in Adolescence Through Interventions Targeted at Young Children (0–8 Years)

  • Published:
Prevention Science Aims and scope Submit manuscript

Abstract

This bulletin describes state-of-the-art universal and selective prevention programs designed to promote parent and teacher competencies and to prevent conduct problems. In addition, it describes indicated interventions designed for children who already have been diagnosed with oppositional defiant disorder and/or conduct disorder. Emphasis is placed on empirically supported programs that have identified key malleable risk factors in children, families, and schools, which have been shown in longitudinal research to be related to later development of substance abuse, delinquency, and violence. We have targeted preschool and primary grade children, ages 0–8 years, in this review because research suggests that the most effective interventions can nip in the bud risk behaviors in the early years, before antisocial behaviors become crystallized. Guidelines for selecting effective interventions are provided.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Similar content being viewed by others

REFERENCES

  • Abramowitz, A. J., O'Leary, S. G., & Futtersak, M.W. (1988). The relative impact of long and short reprimands on children's offtask behavior in the classroom. Behavior Therapy, 19, 243–247.

    Google Scholar 

  • Acker, M. M., & O'Leary, S. G. (1987). Effects of reprimands and praise on appropriate behavior in the classroom. Journal of Abnormal Child Psychology, 15(4), 549–557.

    Google Scholar 

  • Alexander, J. F., Waldron, H. B., Barton, C., & Mas, C. H. (1987). Minimizing blaming attributions and behaviors in conflicted delinquent families. Manuscript submitted for publication.

  • Alexander, J. F., Waldron, H. B., Newberry, A. M., & Liddle, N. (1988). Family approaches to treating delinquents. Newbury Park, CA: Sage.

    Google Scholar 

  • American Psychological Association of Division of Clinical Psychology, Task Force on Promotion and Dissemination of Psychological Procedures (1995). Training in and dissemination of empirically-validated psychological treatments: Report and recommendations. The Clinical Psychologist, 48, 3–23.

    Google Scholar 

  • Barnard, K. E., Magyary, D., Sumner, G., Booth, C. L., Mitchell,S. K., & Spieker, S. (1988). Prevention of parenting alterations for women with low social support. Psychiatry, 51, 248–253.

    Google Scholar 

  • Battistich, V., Schaps, E., Watson, M., & Solomon, D. (1996a). Prevention effects of the Child Development Project: Early findings from an ongoing multi-site demonstration trial. Journal of Adolescent Research, 11(1), 6–11.

    Google Scholar 

  • Battistich, V., Schaps, E., Watson, M., & Solomon, D. (1996b). Prevention effects of the child development project: Early findings from an ongoing multisite demonstration trial. Journal of Adolescent Research, 1, 12–35.

    Google Scholar 

  • Battistich, V., Schaps, E., Watson, M., Solomon, D., & Schaps, E. (1989). Effects of an elementary school program on enhancing prosocial behavior on children's cognitive social problemsolving skills and strategies. Journal of Applied Developmental Psychology, 10, 147–169.

    Google Scholar 

  • Battistich, V., Watson, M., Solomon, D., & Schaps, E. (1991). The child development project: A comprehensive program for the development of prosocial character. In W.M. Kurtines & J. L. Gewirtz (Eds.), Handbook of moral behavior and development (Vol. 2, pp. 1–34). Hillsdale, NJ: Erlbaum.

    Google Scholar 

  • Bierman, K. L. (1989). Improving the Peer Relationships of Rejected Children. In B. B. Lahey & A. E. Kazdin (Eds.), Advances in Clinical Child Psychology (Vol. 12). New York: Plenum Press.

    Google Scholar 

  • Bierman, K. L., & Furman, W. (1984). The effects of social skills training and peer involvement on the social adjustment of preadolescents. Child Development, 55(1), 151–162.

    Google Scholar 

  • Brestan, E. V., & Eyberg, S. M. (1998). Effective psychosocial treatments of conduct-disordered children and adolescents: 29 years, 82 studies, and 5,272 kids. Journal of Clinical Child Psychology, 27(2), 180–189.

    Google Scholar 

  • Bullis, M., & Walker, H. M. (Eds.). (1994). Comprehensive schoolbased systems for troubled youth. Eugene, OR: University of Oregon, Center on Human Development.

    Google Scholar 

  • Campbell, S. B. (1990). Behavior problems in preschool children: Clinical and developmental issues. New York: Guilford Press.

    Google Scholar 

  • Campbell, S. (1995). Behavior problems in preschool children: A review of recent research. Journal of Child Psycology and Psychiatry and Allied Disciplines, 36(1), 113–149.

    Google Scholar 

  • Catalano, R. F., Haggerty, K. P., & Fleming, C. B. (1999). Children of substance abusing parents: Current findings from the focus on Families Project. Manuscript in Preparation. Seattle: University of Washington.

    Google Scholar 

  • Chambless, D. L., & Hollon, S. D. (1998). Defining empirically supported therapies. Journal of Consulting and Clinical Psychology, 66(1), 7–18.

    Google Scholar 

  • Christensen, A., Johnson, S. M., Phillips, S., & Glasgow, R. E. (1981). Cost-effectiveness in behavioral family therapy. Behavior Therapy, 11, 208–226.

    Google Scholar 

  • Conduct Problems Prevention Research Group. (1992). A developmental and clinical model for the prevention of conduct disorder: The FAST Track Program. Special Issue: Developmental approaches to prevention and intervention. Development and Psychopathology, 4(4), 509–527.

    Google Scholar 

  • Conduct Problems Prevention Research Group. (1999a). Initial Impact of Fast Track Prevention Trial for Conduct Problems: I the high-risk sample. Journal of Consulting and Clinical Psychology, 67(51), 631–647.

    Google Scholar 

  • Conduct Problems Prevention Research Group. (1999b). Initial impact of the Fast Track prevention trial for conduct problems: II Classroom effects. Journal of Consulting and Clinical Psychology, 67(51), 648–657.

    Google Scholar 

  • Connell, S., Sanders, M. R., & Markie-Dadds, C. (1997). Self-directed behavioral family intervention for parents of oppositional children in rural and remote areas. Behavior Modification, 21, 379–408.

    Google Scholar 

  • Cotton, K., & Wikelund, K. R. (Eds.). (1990). Schoolwide and classroom discipline. Portland, OR: Northwest Regional Education Laboratory.

    Google Scholar 

  • Cunningham, C. E., Bremner, R., & Boyle, M. (1995). Large group community-based parenting programs for families of preschoolers at risk for disruptive behaviour disorders: Utilization, cost effectiveness, and outcome. Journal of Child Psychology and Psychiatry, 36, 1141–1159.

    Google Scholar 

  • Cunningham, C. E., Davis, J. R., Bremmer, R., & Dunn, K. W. (1993). Coping modeling problem-solving versus mastery modeling: Effects on adherence, in-session process, and skill acquistion in a residential parent-training program. Journal of Consulting and Clinical Psychology, 61, 871–877.

    Google Scholar 

  • Dadds, M. R., Schwartz, M. R., & Sanders, M. R. (1987). Marital discord and treatment outcome in behavioral treatment of child conduct disorders. Journal of Consulting and Clinical Psychology, 16, 192–203.

    Google Scholar 

  • Eisenstadt, T. H., Eyberg, S. M., McNeil, C. B., Newcomb, K., & Funderburk, B. (1993). Parent–child interaction therapy with behavior problem children: Relative effectiveness of two stages and overall treatment outcome. Journal of Clinical Child Psychology, 22, 42–51.

    Google Scholar 

  • Epstein, M. H., & Walker, H. M. (1999). Special Education: Best Practices and First Step to Success. In B. Burns, K. Hoagwood, & M. English (Eds.), Community-Based interventions for youth with serious emotional disorders. Oxford: Oxford University Press.

    Google Scholar 

  • Eron, L. D. (1990). Understanding aggression. Bulletin of the International Society for Research on Aggression, 12, 5–9.

    Google Scholar 

  • Eyberg, S. M., Boggs, S., & Algina, J. (1995). Parent-child interaction therapy:A psychosocial model for the treatment of young children with conduct problem behavior and their families. Psychopharmacology Bulletin, 31, 83–91.

    Google Scholar 

  • Eyberg, S. M., Funderburk, B. W., Hembree-Kigin, T. L., McNeil, C.B., Querido, J. G., & Hood, K. K. (in press). Parent-child interaction therapy with behavior problem children: One and two year maintenance of treatment effects in the family. Child and Family Behavior Therapy.

  • Fleischman, M. J. (1981). A replication of Patterson's “Intervention for boys with conduct problems,” Journal of Consulting and Clinical Psychology, 49, 342–351.

    Google Scholar 

  • Fleischman, M. J., Horne, A. M., & Arthur, J. L. (1983). Troubled families:Atreatment program. Champaigne, IL: Research Press.

    Google Scholar 

  • Forehand, R. L., & McMahon, R. J. (1981). Helping the noncompliant child: A clinician's guide to parent training. New York: Guilford Press.

    Google Scholar 

  • Francis, D. J., Shaywitz, S. E., Stuebing, K. K., Shaywitz, B. A., & Fletcher, J. M. (1991). Analysis of change: Modeling individual growth. Journal of Consulting and Clinical Psychology, 59, 27–37.

    Google Scholar 

  • Funderburk, B. W., Eyberg, S. M., Newcomb, K., McNeil, C. B., Hembree-Kigin, T., & Capage, L. (1998). Parent-child interaction therapy with behavior problem children: Maintenance of treatment effects in the school setting. Child and Family Behavior Therapy, 20, 17–38.

    Google Scholar 

  • Gottfredson, D. C., Gottfredson, G. D., & Hybl, L. G. (1993). Managing adolescent behavior: A multiyear, multischool study. American Education Research Journal, 30, 179–215.

    Google Scholar 

  • Greenberg, M. T., & Kusche, C. A. (1998). Preventive intervention for school-aged deaf children: The PATHS curriculum. Journal of Deaf Studies and Deaf Education, 3, 49–63.

    Google Scholar 

  • Greenwood, C. R. (1979). Standardized classroom management program: Social validation and replication studies in Utah and Oregon. Journal of Applied Behavioral Analysis, 12(2), 25–253.

    Google Scholar 

  • Greenwood, C. R., Hops, H., & Walker, H. M. (1977). The program for academic survival skills (PASS): Effects on student behavior and achievement. Journal of School Psychology, 15, 25–35.

    Google Scholar 

  • Gross, D., Fogg, L., Webster-Stratton, C., & Grady, J. (1999). Parent training with low-income multi-ethnic parents of toddlers. Paper presented at the Society for Research in Child Development, Albuquerque, New Mexico.

  • Grossman, D. C., Neckerman, H. J., Koepsell, T. D., Liu, P., Asher, K.N., Beland, K., Frey, K., & Rivara, F. P. (1997). Effectivness of a violence prevention curriculum among children in elementary school. Journal of American Medical Association, 277, 1605–1611.

    Google Scholar 

  • Group,C.P.P.R. (1999a). Initial Impact of the Fast Track Prevention Trial for Conduct Problems: I the high-risk sample. Journal of Consulting and Clinical Psychology, 67(5), 631–647.

    Google Scholar 

  • Group,C.P.P.R. (1999b). Initial Impact of the Fast Track Prevention Trial for Conduct Problems: II Classroom effects. Journal of Consulting and Clinical Psychology, 67(5), 648–657.

    Google Scholar 

  • Hanf, C. (1970). Shaping mothers to shape their children's behavior. Unpublished manuscript, Portland: University of Oregon Medical School.

    Google Scholar 

  • Hanf, E., & Kling, J. (1973). Facilitating parent-child interactions: A two-stage training model: University of Oregon Medical School.

  • Hawkins, J. D., Catalano, R. F., Kosterman, R., Abbott, R., & Hill, K.G. (1999). Preventing adolescent health-risk behaviors by strengthening protection during childhood. Archives of Pediatrics and Adolescent Medicine, 153, 226–234.

    Google Scholar 

  • Hawkins, J. D., Catalano, R. F., & Miller, Y. (1992a). Risk and protective factors for alcohol and other drug problems in adolescence and early adulthood: Implications for substance abuse prevention. Psychological Bulletin, 112, 64–105.

    Google Scholar 

  • Hawkins, J. D., Catalano, R. F., Morrison, D. M., O'Donnell, J., Abbott, R. D., & Day, L. E. (1992b). The Seattle social development project: Effects of the first four years on protective factors and problem behaviors. In J. McCord & R. E. Tremblay (Eds.), Preventing antisocial behavior: Intervention from birth through adolescence (pp. 162–195). New York: Guilford.

    Google Scholar 

  • Hawkins, & J. D., Von Cleve, E., & Catalano, R. F. (1991). Reducing early childhood aggression: Results of a primary prevention program. Journal of the American Academy of Child and Adolescent Psychiatry, 30(2), 208–217.

    Google Scholar 

  • Hawkins, J. D., & Weiss, J. G. (1985). The social developmental model: An integrated approach to delinquency prevention. Journal of Primary Prevention, 6, 73–95.

    Google Scholar 

  • Hembree-Kigin, T. L., & McNeil, C. B. (1995). Parent-child interaction therapy. New York: Plenum Press.

    Google Scholar 

  • Henggeler, S. W., Schoenwald, S. K., Borduin, C. M., & Rowland, M.D. (1998). Multisystemic treatment of antisocial behavior in children and adolescents. New York: Guilford.

    Google Scholar 

  • Hobbs, S. A., & Forehand, R. (1975). Differential effects of contingent and noncontingent release from time-out on noncompliance and disruptive behavior of children. Journal of Behavior Therapy and Experimental Psychology, 6, 256–257.

    Google Scholar 

  • Hoffman, L. (1989). The psychoanalytic process and the development of insight in child analysis: A case study. Psychoanalytic Quarterly, 58(1), 63–80.

    Google Scholar 

  • Hood, K. K., & Eyberg, S. M. (2000). Maintenance of treatment effects after parent-child interaction therapy: A three-to sixyear follow-up study.

  • Hops, H., Walker, H. M., Hernandez, D., Nagoshi, J. T., Omura, R.T., Skindrug, K., & Taylor, J. (1978). CLASS: A standardized in-class program for acting out children. II Field test evaluations. Journal of Educational Psychology, 70, 636–644.

    Google Scholar 

  • Johnson, L. D., O'Malley, P. M., & Bachman, J. G. (1999). Drug trends in 1999 among American teens are mixed. University of Michigan News and Information Services, 33 pp.

  • Kazdin, A. E., Esveldt-Dawson, K., French, N. H., & Unis, A. S. (1987). Problem-solving skills training and relationship therapy in the treatment of antisocial child behavior. Journal of Consulting and Clinical Psychology, 55, 76–85.

    Google Scholar 

  • Kazdin, A. E., Siegel, J. C., & Bass, D. (1992). Cognitive problemsolving skills training and parent management training in the treatment of antisocial behavior in children. Journal of Consulting and Clinical Psychology, 60, 733–747.

    Google Scholar 

  • Kellam, S. G., Ling, X., Merisca, R., Brown, C. H., & Ialongon, N. (1998). The effect of the level of aggression in the first grade classroom on the course and malleability of aggressive behavior into middle school. Development and Psychopathology, 10, 165–185.

    Google Scholar 

  • Kitzman, H. (1997). Effect of prenatal and infancy home visitation by nurses on pregnancy outcomes, childhood injuries, and repeated childbearing:Arandomized controlled trial. Journal of the American Medical Association, 278, 644–652.

    Google Scholar 

  • Knapp, P. A., & Deluty, R. H. (1989). Relative effectiveness of two behavioral parent training programs. Journal of Clinical Child Psychology, 18(4), 314–322.

    Google Scholar 

  • Knoff, H. M., & Batsche, G. M. (1995). Project ACHIEVE: Analyzing a school reform process for at-risk and underachieving students. School Psychology Review, 24, 579–603.

    Google Scholar 

  • Kusche, C. A., & Greenberg, M. T. (1994). The PATHS curriculum. Seattle,WA: Developmental Research and Programs.

    Google Scholar 

  • Larson, C. P. (1980). Efficacy of prenatal and postpartum home visits on child health and development. Pediatrics, 66, 191–197.

    Google Scholar 

  • Lochman, J. E., & Wells, K. (1996). A social-cognitive intervention with aggressive children: Prevention effects and contextual implementation issues. In R. D. Peters & R. J. McMahon (Eds.), Prevention and early intervention: Childhood disorders, substance use, and delinquency. Newbury Park, CA: Sage.

    Google Scholar 

  • Loeber, R., Wung, P., Keenan, K., Giroux, B., Stouthamer-Loeber, M., Van Kammen, W. B., & Maughan, B. (1993). Developmental pathways in disruptive child behavior. Development Psychopathology, 5, 103–133.

    Google Scholar 

  • Long, P., Forehand, R., Wierson, M., & Morgan, A. (1994). Does parent training with young noncompliant children have longterm effects? Behavior Research and Therapy, 22, 101–107.

    Google Scholar 

  • McMahon, R. J., Forehand, R., & Griest, D. L. (1981). Effects of knowledge of social learning principles on enhancing treatment outcome and generalization in a parent training program. Journal of Consulting and Clinical Psychology, 49(4), 526–532.

    Google Scholar 

  • McNeil, C. B., Eyberg, S., Eisenstadt, T. H., Newcomb, K., & et al. (1991). Parent-child interaction therapy with behavior problem children: Generalization of treatment effects to the school setting. Journal of Clinical Child Psychology, 20(2), 140–151.

    Google Scholar 

  • Miller, L. S., & Rojas-Flores, L. (1999). Preventing conduct problems in urban, latino preschoolers through parent training: A pilot study. New York: New York University Child Study Center.

    Google Scholar 

  • Miller-Heyl, J., MacPhee, D., & Fritz, J. J. (1998). DARE to be You: A family-support, early prevention program. The Journal of Primary Prevention, 18(3), 257–285.

    Google Scholar 

  • Minuchin, S. (1974). Families and family therapy. Cambridge, MA: Harvard University Press.

    Google Scholar 

  • Moffitt, T. E. (1993). Adolescence-limited and life-course-persistent antisocial behavior: A developmental taxonomy. Psychological Review, 100, 674–701.

    Google Scholar 

  • Mrazek, P. J., & Haggerty, R. J. (1994). Illustrative preventive intervention research programs. In P. J. Mrazek & R. J. Haggerty (Eds.), Reducing risks for mental disorders. Frontiers for preventive intervention research (pp. 215–313). Washington, DC: National Academy Press.

    Google Scholar 

  • Olds, D. L. (1998). Long-term effects of nurse home visitation on children's criminal and antisocial behavior: 15-year follow-up of a randomized trial. Journal of the American Medical Association, 280, 1238–1244.

    Google Scholar 

  • Olds, D. L., Eckenrode, J., & Henderson, C. R. (1997). Long-term effects of home visitation on maternal life course and child abuse and neglect: 15-year follow-up of a randomized trial. The Journal of the American Medical Association, 278, 637–643.

    Google Scholar 

  • Patterson, G. R., & Chamberlain, P. (1994). A functional analysis of resistance during parent training therapy. Clinical Psychology Science and Practice, 1(1), 53–70.

    Google Scholar 

  • Patterson, G. R., Chamberlain, P., & Reid, J. B. (1982). A comparative evaluation of a parent training program. Behavior Therapy, 13, 638–650.

    Google Scholar 

  • Patterson, G. R., & Guillon, M. E. (1968). Living with children: New methods for parents and teachers. Champaign, IL: Research Press.

    Google Scholar 

  • Patterson, G. R., & Narrett, C. M. (1990). The development of a reliable and valid treatment program for aggressive young children. Special Issue: Unvalidated, fringe, and fraudulent treatment of mental disorders. International Journal of Mental Health, 19(3), 19–26.

    Google Scholar 

  • Patterson, G. R., Reid, J. B., Jones, R. R., & Conger, R. W. (1975). A social learning approach to family intervention (Vol. 1). Eugene, OR: Castalia.

    Google Scholar 

  • Peed, S., Roberts, M., & Forehand, R. (1977). Evaluations of the effectiveness of a standardized parent training program in altering the interaction of mothers and their noncompliant children. Behavior Modification, 1, 323–350.

    Google Scholar 

  • Peplar, D. J., King, G., Craig, W., Byrd, B., & Bream, L. (1995). The development and evaluation of a multisystem social skills group training program for aggressive children. Child and Youth Care Forum, 24, 297–313.

    Google Scholar 

  • Peplar, D. J., King, G., & Gyrd, W. (1991). A socially cognitive based social skills training for aggressive children. Hillsdale, NJ: Lawrence Erlbaum Associates.

    Google Scholar 

  • Pfiffner, L. J., Jouriles, E. N., Brown, M. M., Etscheidt, M. A., & Kelly, J. A. (1990). Effects of problem-solving therapy on outcomes of parent training for single-parent families. Child and Family Behavior, 12, 1–11.

    Google Scholar 

  • Pfiffner, L. J., & O'Leary, S. G. (1987). The efficacy of all-positive management as a function of the prior use of negative consequences. Journal of Applied Behavior Analysis, 20(3), 265–271.

    Google Scholar 

  • Pfiffner, L. J., Rosen, L. A., & O'Leary, S. G. (1985). The efficacy of an all-positive approach to classroom management. Journal of Applied Behavior Analysis, 18, 257–263.

    Google Scholar 

  • Pisterman, S., McGrath, P. J., Firestone, P., & Goodman, J. T. (1989). Outcome of parent-mediated treatment of preschoolers with attention deficit disorder with hyperactivity. Journal of Consulting and Clinical Psychology, 57(5), 628–635.

    Google Scholar 

  • Prinz, R. J., Blechman, E. A., & Dumas, J. E. (1994). An evaluation of peer coping-skills training for childhood aggression. Journal of Clinical Child Psychology, 23, 193–203.

    Google Scholar 

  • Prinz, R. J., & Miller, G. E. (1994). Family-based treatment for childhood antisocial behavior: Experimental influences on dropout and engagement. Journal of Consulting and Clinical Psychology, 62, 645–650.

    Google Scholar 

  • Reid, J. B., & Eddy, J. M. (1997). The prevention of antisocial behavior: Some considerations in the search for effective interventions. In D. M. Stoff, J. Breiling, & J. D. Maser (Eds.), The handbook of antisocial behavior (pp. 343–356). New York: Wiley.

    Google Scholar 

  • Reid, J. B., Eddy, J. M., Fetrow, R. A., & Stoolmiller, M. (1999). Description and Immediate Impacts of a Preventive Intervention for Conduct Problems. American Journal of Community Psychology, 27(4), 483–517.

    Google Scholar 

  • Sanders, M. R., & Dadds, M. R. (1993). Behavioral family intervention. Needham Heights, MA: Allyn and Bacon.

    Google Scholar 

  • Schuhmann, E., Foote, R., Eyberg, S. M., Boogs, S., & Algina, J. (1998). Parent–child interaction therapy: Interim report of a randomized trial with short-term maintenance. Journal of Clinical Child Psychology, 27, 34–45.

    Google Scholar 

  • Schweinhart, L., & Weikart, D. (1988). The high/scope perry preschool program. In R. H. Price, R. P. Cowen, R. P. Lorion, & J. Ramos-McKay (Eds.), 14 ounces of prevention: A casebook for practitioners (pp. 53–56). Washington, DC: American Psychological Association.

    Google Scholar 

  • Schweinhart, L. J., Barnes, H. V., & Weikart, D. P. (1993). Significant benefits: The High/Scope Perry Preschool Study Through Age 27. Ypsilanti, Michigan: High/Scope Press.

    Google Scholar 

  • Schweinhart, L. L., & Weikart, D. P. (1997). Lasting differences: The High/Scope preschool curriculum comparison study through age 23 (Vol. 12). Ypsilanti, MI: High/Scope.

    Google Scholar 

  • Scott, S., Doolan, M., Aspland, H., Spender, Q., & Jacobs, B. (2001). Multicentre controlled trial of parenting groups for child antisocial behaviour in clinical practice. British Medical Journal.

  • Shure, M. (1994). I Can Problem Solve (ICPS): An interpersonal cognitive problem-solving program for children. Champaign, IL: Research Press.

    Google Scholar 

  • Shure, M. B., & Spivack, G. (1982). Interpersonal problemsolving in young children: a cognitive approach to prevention. American Journal of Community Psychology, 10(3), 341–356.

    Google Scholar 

  • Spaccarelli, S., Cotler, S., & Penman, D. (1992). Problem-solving skills training as a supplement to behavioral parent training. Cogntive Therapy and Research, 16, 1–18.

    Google Scholar 

  • Spivak, G., Platt, J. J., & Shure, M. B. (1976). The problem solving approach to adjustment. San Francisco: Jossey-Bass.

    Google Scholar 

  • Stage, S. A., & Quiroz, D. R. (1997). A meta-analysis of interventions to decrease disruptive classroom behavior in public education settings. School Psychology Review, 26, 333–368.

    Google Scholar 

  • Stoff, D. M., Breiling, J., & Masters, J. D. (1997). The handbook of antisocial behavior. New York: Wiley.

    Google Scholar 

  • Szapocznik, J., Murrray, E., Scopetta, M., Hervis, O., Rio, A., Cohen, R., Rivas-Vazquez, A., Posada, V., & Kurtines, W. (1989). Structural family versus psychodynamic child therapy for problematic Hispanic boys. Journal of Consulting and Clinical Psychology, 57, 571–578.

    Google Scholar 

  • Taylor, T. K., & Biglan, A. (1998). Behavioral family interventions for improving child-rearing: A review for clinicians and policy makers. Clinical Child and Family Psychology Review, 1(1), 41–60.

    Google Scholar 

  • Taylor, T. K., Eddy, J. M., & Biglan, A. (1999). Interpersonal skills training to reduce aggressive and delinquent behavior. Clinical Child and Family Psychology Review, 2(3), 169–182.

    Google Scholar 

  • Taylor, T. K., Schmidt, F., Pepler, D., & Hodgins, H. (1998). A comparison of eclectic treatment with Webster-Stratton's Parents and Children Series in a Children's Mental Health Center: A randomized controlled trial. Behavior Therapy, 29, 221–240.

    Google Scholar 

  • Tremblay, R. E., Japel, C., Perusse, D., Boivin, M., Zoccolillo, M., Montplaisir, J., & McDuff, P. (2000). The search for the age of “onset” of physical aggression: Rousseau and Bandura revisted. Criminal Behavior and Mental Health, 24(2), 129–141.

    Google Scholar 

  • Tremblay, R. E., Mass, L. C., Pagani, L., & Vitaro, F. (1996a). From childhood physical aggression to adolescent maladjustment: The Montreal prevention experiment. In R. D. Peters & R. J. MacMahon (Eds.), Preventing childhood disorders, substance abuse and delinquency (pp. 268–298). Thousand Oaks: Sage.

    Google Scholar 

  • Tremblay, R. E., Pagani, K. L., Masse, L. C., & Vitaro, F. (1995). A biomodal preventive intervention for disruptive kindergarten boys: Its impact through mid-adolescence. Special Section: Prediction and prevention of child and adolescent antisocial behavior. Journal of Consulting and Clinical Psychology, 63, 560–568.

    Google Scholar 

  • Tremblay, R. E., Vitaro, F., Bertrand, L., LeBlanc, M., Beauchesne, H., Boileau, H., & David, L. (1996b). Parent and child training to prevent early onset of delinquency: The Montreal longitudinal-experimental study. In J. McCord & R. E. Tremblay (Eds.), Preventing antisocial behavior: Interventions from birth through adolescence (pp. 117–138). New York: Guilford.

    Google Scholar 

  • Wahler, R. G., Cartor, P. G., Fleischman, J., & Lambert, W. (1993). The impact of synthesis teaching and parent training with mothers of conduct disordered children. Journal of Abnormal Child Psychology, 12, 425–440.

    Google Scholar 

  • Walker, H. M., Colvin, G., & Ramsey, E. (1995). Antisocial behavior in school: Strategies and best practices. Pacific Grove, CA: Brooks/Cole.

    Google Scholar 

  • Walker, H. M., Kavanagh, K., Stiller, B., Golly, A., Severson, H. H., & Feil, E. G. (1998). First Step to Success: An Early Intervention Approach for Preventing School Antisocial Behavior. Journal of Emotional and Behavioral Disorders, 6, 66–80.

    Google Scholar 

  • Walker, H. M., Retana, G. F., & Gersten, R. (1988). Replication of the CLASS program in Costa Rica. Behavior Modification, 12, 133–154.

    Google Scholar 

  • Walker, H. M., Schwartz, I. E., Nippold, M. A., Irvin, L. K., & Noell, J.W. (1994). Social skills in school-age children and youth: Issues and best practices in assessment and intervention. Topics in Language Disorders, 14(3), 70–82.

    Google Scholar 

  • Webster-Stratton, C. (1981). Modification of mothers' behaviors and attitudes through videotape modeling group discussion program. Behavior Therapy, 12, 634–642.

    Google Scholar 

  • Webster-Stratton, C. (1982a). Teaching mothers through videotape modeling to change their children's behaviors. Journal of Pediatric Psychology, 7(3), 279–294.

    Google Scholar 

  • Webster-Stratton, C. (1982b). The long term effects of a videotape modeling parent training program: Comparison of immediate and 1-year followup results. Behavior Therapy, 13, 702–714.

    Google Scholar 

  • Webster-Stratton, C. (Ed.). (1984). The Incredible Years Parent Training Manual: BASIC Program. (Available from 1411 8th AvenueWest, Seattle,WA 98119).

  • Webster-Stratton, C. (1990b). The Incredible Years Parent Training Program Manual: Effective Communication, Anger Management and Problem-Solving (ADVANCE). (Available from 1411 8th AvenueWest, Seattle,WA 98119).

  • Webster-Stratton, C. (1990c). Long-term follow-up of families with young conduct problem children: From preschool to grade school. Journal of Clinical Child Psychology, 19(2), 144–149.

    Google Scholar 

  • Webster-Stratton, C. (1989). Systematic comparison of consumer satisfaction of three cost-effective parent training programs for conduct problem children. Behavior Therapy, 20, 103–115.

    Google Scholar 

  • Webster-Stratton, C. (1990a). Enhancing the effectiveness of self-administered videotape parent training for families with conduct-problem children. Journal of Abnormal Child Psychology, 18, 479–492.

    Google Scholar 

  • Webster-Stratton, C. (1990d). Stress: A potential disruptor of parent perceptions and family interactions. Journal of Clinical Child Psychology, 19, 302–312.

    Google Scholar 

  • Webster-Stratton, C. (1992a). The incredible years: A troubleshooting guide for parents of children ages 3–8 years. Toronto: Umbrella Press.

    Google Scholar 

  • Webster-Stratton, C. (1992b). Individually administered videotape parent training: “Who benefits?” Cognitive Therapy and Research, 16(1), 31–35.

    Google Scholar 

  • Webster-Stratton, C. (1994). Advancing Videotape Parent Training: A Comparison Study. Journal of Consulting and Clinical Psychology, 62(3), 583–593.

    Google Scholar 

  • Webster-Stratton, C. (1997). From parent training to community building. Families in Society:The Journal of Contemporary Human Services, March/April, 156–171.

  • Webster-Stratton, C. (1998). Preventing conduct problems in Head Start children: Strengthening parent competencies. Journal of Consulting and Clinical Psychology, 66(5), 715–730.

    Google Scholar 

  • Webster-Stratton, C., & Hammond, M. (1997). Treating children with early-onset conduct problems: A comparison of child and parent training interventions. Journal of Consulting and Clinical Psychology, 65(1), 93–109.

    Google Scholar 

  • Webster-Stratton, C., & Herbert, M. (1994). Troubled families-Problem children: Working with parents: A collaborative process. Chichester: Wiley.

    Google Scholar 

  • Webster-Stratton, C., Hollinsworth, T., & Kolpacoff, M. (1989). The long-term effectiveness and clinical significance of three cost effective training programs for families with conduct-problem children. Journal of Consulting and Clinical Psychology, 57(4), 550–553.

    Google Scholar 

  • Webster-Stratton, C., Reid, M. J., & Hammond, M. (in press). Preventing conduct problems, promoting social competence: A parent and teacher training partnership in Head Start. Journal of Clinical Child Psychology.

  • Webster-Stratton, C., Kolpacoff, M., & Hollinsworth, T. (1988). Self-administered videotape therapy for families with conduct problem children: Comparison with two cost-effective treatments and a control group. Journal of Consulting and Clinical Psychology, 56(4), 558–566.

    Google Scholar 

  • Webster-Stratton, C., & Reid, M. J. (1999). Treating children with early-onset conduct problems: The importance of teacher training. Paper presented at the Association for the Advancement of Behavior Therapy, Toronto, Canada, November, 1999.

  • Webster-Stratton, C., Reid, M. J., & Hammond, M. (2001). Social skills and problem solving training for children with early onset conduct problems: Who benefits? Journal of Child Psychology and Psychiatry.

  • Wells, K. C., Forehand, R., & Griest, D. L. (1980). Generality of treatment effects from treated to untreated behaviors resulting from a parent training program. JCCP, 9, 217–219.

    Google Scholar 

  • Wiltz, N. A., & Patterson, G. R. (1974). An evaluation of parent training procedures designed to alter inappropriate aggressive behavior of boys. Behavior Therapy, 5(2), 215–221.

    Google Scholar 

Download references

Author information

Authors and Affiliations

Authors

Rights and permissions

Reprints and permissions

About this article

Cite this article

Webster-Stratton, C., Taylor, T. Nipping Early Risk Factors in the Bud: Preventing Substance Abuse, Delinquency, and Violence in Adolescence Through Interventions Targeted at Young Children (0–8 Years). Prev Sci 2, 165–192 (2001). https://doi.org/10.1023/A:1011510923900

Download citation

  • Issue Date:

  • DOI: https://doi.org/10.1023/A:1011510923900

Navigation