Multimethod Psychoeducational Intervention for Preschool Children with Disruptive Behavior: Two-Year Post-Treatment Follow-up

This paper describes the 2-year post-treatment follow-up of preschool children identified as having high levels of disruptive behavior at kindergarten entry. They were assigned to four treatment conditions: A no-treatment group, parent-training only, treatment classroom only, and the combination of parent training with the treatment classroom. Interventions lasted the entire kindergarten academic year. Initial post-treatment results reported previously indicated no effects for the parent-training program but some efficacy for the classroom intervention program. For this report, the disruptive behavior (DB) children were subdivided into those who did (n = 74) and did not (n = 77) receive the treatment classroom. Two-year post-treatment follow-up results indicated no differences between the classroom treated and untreated DB groups. These groups also failed to differ in the percentage of children using available treatments across the follow-up period. The DB children in both groups had significantly more symptoms of ADHD and ODD than a community control group (N = 47) at follow-up. They also received higher ratings of externalizing problems on the parent Child Behavior Checklist, more severe ratings of behavior problems at home, and ratings of more pervasive behavior problems at school, and had poorer academic skills. Results suggested that early intervention classrooms for DB children may not produce enduring effects once treatment is withdrawn, and that better approaches are needed for identifying those DB children at greatest risk for later maladjustment.     

Pseudohomophone Naming and the Word Frequency Effect

An experiment by McCann and Besner (1987) suggested that non-words that are homophonic with a high-frequency word (e.g. “keap”) are named in the same amount of time as non-words that are homophonic with a low-frequency word (e.g. “fome”), despite such pseudohomophones being faster to name than non-pseudohomophones (e.g. “feap”, “yome”). Such a result is a challenge to any model of lexical processing that places the word-frequency effect at the stage when the word is being selected from amongst all lexical entries. McCann and Besner propose a complex alternative account where frequency effects arise at a later stage of processing, a stage that is not involved in the naming of pseudohomophones. The purpose of the present study is to look for a frequency effect in the naming of pseudohomophones, controlling for orthographic factors that McCann and Besner ignored. The first experiment, using a homophone decision task, establishes a set of items that produce a clear frequency effect. These items are then used in a naming experiment which also reveals a clear frequency effect for those subjects who make use of a lexical route when pronouncing pseudohomophones. It is concluded from this that the complex model developed by McCann and Besner is unnecessary.