Effectiveness of the Preschool Version of the First Step to Success Early Intervention Program for Preventing Antisocial Behaviors

• Published in: Educational sciences : theory & practice Vol. 16; no. 2; pp. 511 - 535
• Main Authors: Çelik, Seçil, Arikan, Azru, Diken, Ibrahim H, Aksoy, Funda, Çolak, Aysun, Tomris, Gözde
• Format: Journal Article
• Language: English
• Published: Istanbul Codon Publications 01.04.2016; EDAM (Educational Consultancy Ltd.); Educational Consultancy, Ltd (EDAM)
• Subjects: Antisocial Behavior; At Risk Persons; Behavior Disorders; Child Behavior; Control Groups; Early Intervention; Experimental Groups; Eğitim Bilimleri; Foreign Countries; Grade 2; Interpersonal Competence; Interviews; Kişisel Gelişim; Preschool and Kindergarten Behavior Scales; Preschool Education; Pretests Posttests; Prevention; Program Effectiveness; Scores; Statistical Analysis; Turkey; Young Children; İstanbul; Türkiye; Turkey; Prevention; Antisocial behaviors; First step to success early intervention program; Social skills
• ISSN: 2148-7561; 1303-0485; 2148-7561
• DOI: 10.12738/estp.2016.2.0317

Preventing antisocial behaviors appearing at an early age—before they become chronic—through effectiveearly intervention programs, has become an important issue in recent years. In Turkey, the increase in thenumber of children at risk of antisocial behavior makes it necessary to get these behaviors under control atan early age through some effective and systematic programs. Nevertheless, in Turkey, the number of studieson this subject is limited. Therefore, this study aims to explore the effectiveness of the preschool version ofthe First Step to Success (FSS) early intervention program on antisocial behaviors and social skills of Turkishchildren aged 36–72 months, who are at risk of antisocial behaviors. The study comprises a pretest-posttestexperimental design with a control group. At the end of the study, the total problem and externalized problembehaviors of children in the experimental group decreased significantly. However, the program implementationdid not result in a significant difference between experimental and control groups in terms of social skills.Regarding social validity findings, the majority of teachers and parents were happy with the program