Predictor variables associated with positive Fast Track outcomes at the end of third grade

Abstract

Progress has been made in understanding the outcome effects of preventive interventions and treatments designed to reduce children's conduct problems. However, limited research has explored the factors that may affect the degree to which an intervention is likely to benefit particular individuals. This study examines selected child, family, and community baseline characteristics that may predict proximal outcomes from the Fast Track intervention. The primary goal of this study was to examine predictors of outcomes after 3 years of intervention participation, at the end of 3rd grade. Three types of proximal outcomes were examined: parent-rated aggression, teacher-rated oppositional-aggressive behavior, and special education involvement. The relation between 11 risk factors and these 3 outcomes was examined, with separate regression analyses for the intervention and control groups. Moderate evidence of prediction of outcome effects was found, although none of the baseline variables were found to predict all 3 outcomes, and different patterns of prediction emerged for home versus school outcomes.

Fig. 1

Effect of the interaction between interaction status and caretakers' baseline level of social support on parent-rated aggressive behavior when children have completed third grade.

Fig. 2

Effect of the interaction between interaction status and caretakers' baseline level of social support on children's special education involvement in third grade.