![]() ![]() Toward terminological, conceptual, and statistical clarity in the study of mediators and moderators. Journal of Abnormal Child Psychology, 28, 555–568. Family processes and treatment outcome in the MTA: Negative/ineffective parenting practices in relation to multimodal treatment. Rochester, NY: University of Rochester Press. Developmental approaches to prevention and intervention (pp. Toth (Eds.), Rochester Symposium on Developmental Psychopathology: Vol. Psychosocial intervention for childhood ADHD: Etiologic and developmental themes, comorbidity, and integration with pharmacotherapy. Hogan (Eds.), Handbook of disruptive behavior disorders (pp. Outcomes of children and adolescents with oppositional defiant disorder and conduct disorder. Tremblay (Eds.), The interaction of theory and practice: Experimental studies of interventions (pp. An experimental test of the coercion model: Linking theory, measurement, and intervention. Journal of Abnormal Child Psychology, 30(1), 37–52.ĭishion, T. Predictor variables associated with positive Fast Track outcomes at the end of third grade. Journal of Abnormal Child Psychology, 30(1), 19–35.Ĭonduct Problems Prevention Research Group. #Fasttrack schedule mta trial#Evaluation of the first three years of the Fast Track prevention trial with children at high risk for adolescent conduct problems. Journal of Abnormal Child Psychology, 30(1), 1–17.Ĭonduct Problems Prevention Research Group. The implementation of the Fast Track program: An example of a large-scale prevention science efficacy trial. Journal of Consulting and Clinical Psychology, 67, 631–647.Ĭonduct Problems Prevention Research Group. Initial impact of the Fast Track prevention trial for conduct problems: I. Development and Psychopathology, 4, 509–527.Ĭonduct Problems Prevention Research Group. ![]() ![]() ![]() A developmental and clinical model for the prevention of conduct disorder: The Fast Track program. American Psychologist, 48, 1013–1022.Ĭonduct Problems Prevention Research Group. The science of prevention: A conceptual framework and some directions for a national research program. Statistical power analysis for the behavioral sciences. Development and Psychopathology ( Special Issue).Ĭohen, J. Advances in Clinical Child Psychology, 19, 1–26.Ĭicchetti, D., & Hinshaw, S. Behavior problems in preschool children: Developmental and family issues. Do measures of externalizing behavior in normal populations predict later conduct disorder? Journal of Child Psychology and Psychiatry, 39, 1059–1070.Ĭampbell, S. Archives of General Psychiatry, 49, 681–689.īennett, K. Caudate glucose metabolic rate changes with both drug and behavior therapy for obsessive-compulsive disorder. Journal of Personality and Social Psychology, 51, 1173–1182.īaxter, L. The moderator-mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations. In all, research that aims to identify relevant developmental and causal processes must incorporate both experimental and nonexperimental paradigms that are conceptualized from the outset with explanatory purposes in mind.īaron, R. I also consider issues related to the random assignment of the investigation and to policies that may emerge from the findings. The multifaceted, intensive nature of the Fast Track preventive intervention is at once a clinical strength and a liability in terms of isolating causal processes underlying child change. Herein, I consider how the present reports of grade-3 outcomes allow examination of causal processes and developmental mechanisms related to the effects uncovered, featuring the constructs of prediction, moderation, and particularly mediation. Admirably, the Fast Track preventive intervention was conceived in accord with explicit developmental theory related to the development of conduct problems. Well-conducted prevention and intervention research has the potential to serve the dual ends of enhancing children's adaptive outcomes and elucidating important developmental processes and mechanisms related to change. ![]()
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