Final Project: Part IIIn Week 6, you described the intervention program you chose for your Final Project. This week, you research relevant empirical literature examining the effectiveness of your sele

Final Project: Part II

In Week 6, you described the intervention program you chose for your Final Project. This week, you research relevant empirical literature examining the effectiveness of your selected program and create a brief annotated bibliography of peer-reviewed articles you plan to include in your paper.

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For your selected program:

1. Research your selected program in the Walden Library or other reputable academic sources to locate peer-reviewed empirical literature on its effectiveness. 

2. Provide an annotated bibliography for at least 3 peer-reviewed empirical articles that you plan to use in your Final Project that have been published in scholarly journals describing/evaluating/critiquing your chosen intervention program. Please use the Walden Writing Center resource in this week’s Learning Resources to familiarize yourself with the format and requirements for an annotated bibliography.

Please Note: Many of the websites that discuss the specific intervention programs have citations of research that determine the program’s effectiveness. This is a good place to start for your literature review.

Reminder part 2 of project is based on Part 1 which has been posted below.

Indicated Intervention Program

Selective or indicate intervention program encompasses a secondary strategy that vitally targets high-risk children and entails training by a teacher. The teacher training gets aligned towards transforming the plan of classroom management. This intervention approach gets coupled with the implementation of added small-group instruction. Studies affirm that the teacher preparations linked to minimal externalizing concerns in high risk arisen. Hence, concerns have ensued regarding the pullout sessions’ efficacy. The pull-out interventions are of significance in for the competence development in children since the process of obtaining social skills becomes sustained by interacting with the children with excellent development skills (CPPRG, 1999). However, training small numbers of high-risk individuals might delay the progress, as well as reinforce the present negative behaviors.

Similarly, the intervention of at high-risk persons originates from a hybrid model of prevention that integrates the provision of combined intervention simultaneously. This program comprises of teacher training, small group training, as well as parent training. In most scenarios, aggressive, as well as non-compliant children disrupt the activities of a classroom daily. Hence, their behaviors become reinforced unwittingly by teachers via the s=discipline strategies that are ineffective. In conjunction with the low levels of misbehavior in high-risk individuals, teachers make use of affirmative procedures of discipline like timeout, misbehaviors’ logical consequences, as well as rule set. The selective intervention program is consistent with the Fast Track program developers and plays a vital role in fostering positive results for all children. The teacher consultations facilitate the classroom curriculum implementation coupled with effective intervention results on the emotion and social competencies’ development in children (Shure, 1997). The consultations facilitate the development of strategies of coaching used by teachers for all children despite their risk status. 


Conduct Problems Prevention Research Group. (1999). The initial impact of the Fast Track prevention trial for conduct problems: II. Classroom effects. Journal of Consulting and Clinical Psychology.

Shure, M. B. (1997). Interpersonal cognitive problem-solving: Primary prevention of early high-risk behaviors in the preschool and primary years. In G. W. Albee, & T. P. Gullotta, Primary prevention works. Thousand Oaks, CA: Sage

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