The First Step to Success Program: An Analysis of Outcomes with Identical Twins across Multiple Baselines

Author:

Golly Annemieke1,Sprague Jeffrey1,Walker Hill1,Beard Kelli2,Gorham Ginger3

Affiliation:

1. Institute on Violence and Destructive Behavior, College of Education, University of Oregon.

2. Department of Special Education, San Diego State University.

3. Fullerton IV Elementary School, Roseburg, Oregon.

Abstract

The investigation described here focused on effects of the First Step to Success early intervention program designed for kindergartners who show the early signs of emerging antisocial behavior at the point of school entry. First Step is a collaborative home and school intervention that was developed to address the needs of such children and was evaluated over a 4-year period. Two studies are reported herein, involving two sets of identical twins enrolled in regular kindergarten programs. The results of these studies indicated that exposure to the First Step program produced powerful behavior changes that were maintained throughout the program's duration. Limitations of the studies are discussed, as well as questions for future research.

Publisher

SAGE Publications

Subject

Clinical Psychology,Developmental and Educational Psychology,Education

Cited by 21 articles. 订阅此论文施引文献 订阅此论文施引文献,注册后可以免费订阅5篇论文的施引文献,订阅后可以查看论文全部施引文献

1. Does First Step to Success Have Long-Term Impacts on Student Behavior? An Analysis of Efficacy Trial Data;School Psychology Review;2014-09-01

2. Special Needs Education in Norway – The Past, Present, and Future of the Field;Advances in Learning and Behavioral Disabilities;2014-08-26

3. Building Systems for Successful Implementation of Function-Based Support in Schools;International Journal of School & Educational Psychology;2013-09

4. Evidence-Based Practices with Children and Their Caregivers;Evidence-Based Interventions for Children with Challenging Behavior;2013-05-20

5. The PALS School-Wide Positive Behaviour Support Model in Norwegian Primary Schools – Implementation and Evaluation;International Perspectives on Inclusive Education;2012-05-17

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