The present study evaluated the effectiveness of a school-based social competence curriculum PATHS (Promoting Alternative Thinking Strategies) on aggressive behavior, ADHD, and prosocial behavior in children. This 1-year prevention program was administered to children in 28 of 56 Swiss elementary schools (N = 1,675) using a cluster-randomized controlled design. Outcomes were assessed at pretest and posttest with a follow-up 2 years later. Main effects and moderator interactions involving baseline child development and economic factors were tested. Results revealed statistically significant treatment effects for ADHD/impulsivity at follow-up. Baseline social-emotional, social-cognitive, and behavioral measures predicted increases in prosocial behavior as well as decreases in aggressive behavior and ADHD. Social-emotional and social-cognitive development variables moderated the impact of PATHS on some outcomes at posttest and follow-up. Economic risk factors predicted poor outcomes. The findings extend research on development and economic factors as moderators of the effects of school-based preventive interventions in children.
- Malti Vita
