text: Initiative Description: Identification of disruptive behavior occurred through a population-wide survey across 30 schools. Students were selected if they scored 1 standard deviation above the mean on the Strengths and Difficulties Questionnaire (SDQ). Teachers were consulted to confirm the presence of disruptive behaviors and an assessment interview was conducted with parents. The CAST program was delivered in the school setting by a CAST facilitator and a school welfare officer to parents, teachers, and students. The parent group program consisted of the Signposts for Building Better-Early School Version, which was delivered in a 6 session closed group format. The teacher program included 2 hours of teacher professional development in classroom contingency management, a written manual on classroom management, and individualized behavior planning. The child program was a targeted pull-out program for up to 8 children comprised of 10 sessions, 1 hour/week, plus in-class generalization activities focusing on problem-solving skills. There were significant improvements in children’s behavior as reported by parents and teachers.
  Study Results: Reduced classroom disruptive behaviors.
  Reference: Hayes, L., Giallo, R., & Richardson, K. (2010). Outcomes of an Early Intervention Program for Children with Disruptive Behaviour. Australasian Psychiatry,18(6), 560-566. doi:10.3109/10398562.2010.498047