Preventing SED through Parent-Teacher Action Research and Social Skills Instruction: First-Year Outcomes.

McConaughy, Stephanie H.; Kay, Pamela J.; Fitzgerald, Martha

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Peer reviewed

ERIC Number: EJ567433

Record Type: Journal

Publication Date: 1998

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-1063-4266

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Preventing SED through Parent-Teacher Action Research and Social Skills Instruction: First-Year Outcomes.

McConaughy, Stephanie H.; Kay, Pamela J.; Fitzgerald, Martha

Journal of Emotional and Behavioral Disorders, v6 n2 p81-93 Sum 1998

First-year outcomes are reported for 18 pairs of first graders at risk for serious emotional disturbance (SED) assigned to Parent-Teacher Action Research (PTAR) teams and a matched control group in the same classrooms. Children who had PTAR teams showed greater reductions in teacher-rated externalizing aggressive and delinquent behavior. (Author/CR)

Descriptors: Aggression, Antisocial Behavior, Behavior Change, Behavior Disorders, Early Intervention, Emotional Disturbances, Grade 1, High Risk Students, Interpersonal Competence, Parent Participation, Parent Teacher Cooperation, Prevention, Primary Education, Young Children

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

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Author Affiliations: N/A