The International Observatory on Academic Achievement - Documentary search

File number :
PPEE-PC-13e

Bibliographic reference :
Weiss, B., Harris, V., Catron, T., & Han, S.S. (2003). Efficacy of the RECAP Intervention Program for Children With Concurrent Internalizing and Externalizing Problems. Journal of Consulting and Clinical Psychology, (71)2, 364-374.

Abstract :

Interventions aimed at reducing behavioural problems are rarely intended for students exhibiting concurrent behavioural problems. But such is not the case for the RECAP program (Reaching Educators, Children and Parents) developed in the United States. The program is intended for students with internalizing (e.g., anxiety, depression, somatization) and externalizing (e.g., delinquency, aggressiveness, hyperactivity) behavioural problems. It aims at both reducing the level of behavioural problems (treatment component) and preventing the development of more serious behavioural problems among non-referred students (prevention component).

What is the RECAP program?
The RECAP program comprises three primary intervention components: (1) coping skills training; (2) problem-solving skills training; and (3) parent training. The program lasts the school year and involves individual sessions, small group sessions and classroom group sessions with students, along with meetings with parents.

Intervention conducted with students focuses primarily on the following components: (1) social skills; (2) reattribution training (for hostile attributions of others’ intentions); (3) communication skills; (4) self-control; (5) affect recognition and expression; and (6) relaxation.

Intervention conducted with parents and teachers focuses primarily on the following components: (1) using appropriate praise and punishment; (2) improving adult-child communication and relationship; and (3) offering support to children in their use of RECAP skills.

Assessment of the RECAP program
The program was assessed in three underprivileged schools and involved fourth graders. Students participating in the program had been identified at the end of third grade as exhibiting internalizing and externalizing behavioural problems. Three groups were formed randomly: two in which RECAP intervention was to be conducted and a non-intervention group. In total, 93 families took part in the study.

Tools used to collect data from parents included a self-reported assessment of their child using the Child Behavior Checklist and a self-reported measure (Brief Symptom Inventory). Teachers had to assess each student using the Child Behavior Checklist and Teacher Behavior Questionnaire. Each student was also assessed by his or her peers using the Peer Report Measure of Internalizing and Externalizing Behavior. Lastly, four standardized tests were administered to students. Information on students’ school functioning was also collected, more particulalry on their grade point average, school attendance and sociometric status.

Main Results
Overall, the assessment highlighted the effectiveness of the RECAP program in both its treatment and prevention components and the relevance of implementing interventions intended for students with concurrent behavioural problems.

The program yielded significant results with positive effects on students with a negative sociometric status, as opposed to students with a positive sociometric status.

No significant effect was observed with regard to grade point average and regular class attendance.

Key Words :
Behavioural Disorders, Internalizing Behavioural Problems, Externalizing Behavioural Problems, Concurrent Behavioural Problems, School Prevention, Social Skills, Problem Solving, Parent Involvement, Class Intervention, Newsletter6

Monitored Countries :
United States