Early Risers: A Program to Address Aggressive or Disruptive Behavior in Elementary School Children Ages 6 to 12
Intervention Details
Subject
Non-Academic AreaAcademic Program
Emotional Disturbance ProgramDuration
2 yearsGrades
K, 1, 2, 3Personnel
General Education Teacher, Paraprofessional, Principal, School Counselor, Special Education Teacher
Intervention Summary
Early Risers is a program designed for elementary school children ages 6 to 12 with aggressive or otherwise disruptive behavior. It uses integrated child-, school-, and family-focused interventions aimed at altering the developmental trajectory of children with early onset aggressive behavior. The program includes social skills groups and a summer school program for students, teacher consultation and mentoring, and parent training. A family advocate coordinates the child- and family-focused components, consulting with classroom teachers to assess the child's academic progress, peer relations, classroom behavior, and emotional regulation, and collaborating with teachers on appropriate intervention options.
Grades
K, 1, 2, 3Personnel
General Education Teacher, Paraprofessional, Principal, School Counselor, Special Education TeacherStatistical Finding Summary
No effect on external behavior
No effect on emotional/internal behavior
Positive effect on social outcomes
Positive effect on academic performance
Source
U.S. Department of Education, Institute of Education Sciences, What Works Clearinghouse. (2012). Early Risers. Retrieved from https://ies.ed.gov/ncee/WWC/intervention/783.
Data Sample by Population
These charts show the characteristics of the student populations studied. When assessing programs, you may want to prioritize interventions that yielded success in a similar demographic environment as your school or district.
The subgroup population data as studied here are not available. That means that while this study may work well for your setting, we cannot say based on the published study and results from our system’s reading of that study what the school/district subgroup characteristics were when evaluated here.