Table 2.
Prevention programme descriptions and evaluation findings
| Programme | Sample size (country) |
Ages/Grades at programme start (risk factors) |
Programme elements (settings) |
Programme duration |
Follow-up after post-test |
Child behaviour outcomes* |
| Universal programmes | ||||||
| Good Behavior Game w48 | 922 (USA) | Grade 1 (not applicable) |
Child BT (school) |
2 school years | 14 years | ↓ ASPD diagnoses |
| Triple P I w49–w50 | 280 (Germany) |
3–6 years (not applicable) |
Parent training (community) |
1 month | 3.9 years | ↓ 2 of 8 symptoms |
| 11 months | • 1 of 1 symptom | |||||
| Triple P II alone | 1675 (Switzerland) |
Grade 1—Triple P II
(not applicable) |
Parent training (community) |
1 month | 8 years | ↓ 2 of 7 symptoms† |
| PATHS alone | Grade 2—PATHS (not applicable) |
Child SST (school) |
1 school year | 7 years | • 7 of 7 symptoms† | |
| Triple P II+PATHS w51–w52 | As above | As above | As above | 7 years | • 7 of 7 symptoms† | |
| Targeted programmes | ||||||
| Classroom-Centered Intervention‡ | 653 (USA) | Grade 1 (low income) |
Child enriched curriculum, child SST+child BT (school) |
1 school year | 5–11 years§ | ↓ 1 of 1 symptom |
| 5 years | ↓ CD diagnoses ↓ 2 of 2 symptoms |
|||||
| Family School Partnership w53-w54 | Parent training+parent-school collaboration (school) | 5–11 years§ | ↓ 1 of 1 symptom | |||
| 5 years | • CD diagnoses ↓ 2 of 2 symptoms |
|||||
| Chicago Parent Program w55 | 504 (USA) | 2–4 years (low income) |
Parent training (community) |
2.8 months | 1 year | ↓ 2 of 4 symptoms |
| Coping Power w56–w58 ¶ | 245 (USA) | Grade 5 (behaviour problems) |
Parent training+child CBT (school) |
2 school years | 3.5 years | ↓ 1 of 1 symptom |
| 1 year | ↓ 1 of 1 symptom** | |||||
| Family Check-Up w59–w62 | 731 (USA) | 2 years (behaviour problems, maternal challenges +/or low SES) |
Parent training (home) |
4.3 years | 4.2 years | • 1 of 1 symptom |
| 2.2 years | ↓ 1 of 1 symptom | |||||
| Fast Track w63–w64 †† | 891 (USA) | Grade 1 (behaviour problems) |
Parent training, child SST+child tutoring (school, community, home) |
10 school years | 8 years | ↓ ASPD diagnoses ↓ 2 of 5 symptoms** |
| 2 years | • ODD/CD diagnoses | |||||
| Incredible Years Basic w65 | 153 (UK) | 3–4 years (behaviour problems) |
Parent training (community) |
2.8 months | 3.2 months | ↓ 2 of 4 symptoms |
|
Incredible Years
Basic+Literacy w66 |
174 (UK) | 5–6 years (low income) |
Parent training+child literacy training (community) |
4.1 months | 7.9 months | • 4 of 4 symptoms |
| Incredible Years Enhanced w67 | 92 (USA) | 2–5 years (sibling in justice system) |
Parent training (community, home) |
9–11 months | 8 months | ↓ 1 of 2 symptoms |
| Montreal Prevention Program w68 w69 | 250 (Canada) | Grade 2 (boys with behaviour problems) |
Child SST, child BT, parent training+teacher training (school, home) |
2 school years | 19 years | • 1 of 1 symptom |
| 15 years | • 1 of 1 symptom | |||||
| Nurse-Family Partnership w70 | 400 (USA) | Prenatal (low income, first-time mothers) |
Parent training (home) |
26 months (average) |
13 years | ↓ 3 of 14 symptoms** |
| Parent-Management Training—Oregon w71 | 238 (USA) | 6–10 years (boys living with recently separated mothers) |
Parent training (community) |
3.2 months | 8.7 years | ↓ 3 of 3 symptoms** |
| Perry Preschool w72 | 128 (USA) | 3–4 years (low income+low IQ) |
Child enriched curriculum+parent-school collaboration (community, home) | 16 months | 35 years | ↓ 2 of 9 symptoms** |
| REDI w73–w75†† | 356 (USA) | 4 years (low income) |
Child SST, child literacy training+teacher training (community) | 4 months | 4 years | • 1 of 1 symptom |
| 1 year | ↓ 2 of 2 symptoms | |||||
↓ denotes statistically significant reductions in diagnoses/symptoms; • denotes no significant differences between intervention and control groups.
* Diagnostic findings extracted for all follow-up periods and symptom findings extracted for either longest follow-up period or for two follow-up periods when needed to meet criterion of reporting on 2 or more behaviour symptoms (including one that was blinded).
†Outcome measure completed by teachers during earlier follow-up was blinded so assumed later blinding as well.
‡Good Behavior Game included in Classroom-Centered Intervention.
§Analysis included follow-up ranging from 5 to 11 years.
¶Of 245 children, 123 also received a universal intervention (Coping with Middle School Transitions); outcomes only reported for Coping Power (targeted) because it alone met criteria.
**Reductions included particularly serious symptoms such as criminal activities, arrests, days incarcerated.
††PATHS included in both Fast Track and REDI.
ASPD, antisocial personality disorder; BT, behaviour training; CBT, cognitive-behavioural training; CD, conduct disorder; ODD, oppositional defiant disorder; PATHS, Promoting Alternative Thinking Strategies; REDI, Research-Based Developmentally Informed; SES, socioeconomic status; SST, social skills training.