CPPRGConduct Problems Prevention Research Group
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References in periodicals archive ?
Compared with their peers, children identified in kindergarten as high-risk for behavioral problems are more likely to be placed on medication, to repeat a grade, to receive mental health services, and to come in contact with police (Jones, Dodge, Foster, Nix, & CPPRG, 2002).
Some multi-modal intervention programs already include components targeting academic skills (e.g., CPPRG, 1992), but such programs could be enhanced through a better understanding of how early academic and behavioral functioning are linked (McEvoy & Welker, 2000).
The ultimate goal of research efforts in this area must be to promote children's overall adjustment to school and to prevent students from developing "dual-risk" profiles of academic and social-behavioral problems, which are strongly associated with long-term maladjustment (Cairns & Cairns, 1994; CPPRG, 1992; Kamps & Tankersley, 1996; Maguin & Loeber, 1996; Reid, 1993; Sprague & Walker, 2000).
As indicated previously, there is growing sentiment that multidimensional intervention is essential for success in early intervention/prevention (Dodge, 1993; Kaiser & Hester, 1997; CPPRG, 2000).