The evaluation of an intervention program for young schoolchildren with acting-out problems.

The rationale and nature of a program to train nonprofessional child-aides for helping interactions with young acting-out school children are described. Pre/post teacher measures of children's problems and competencies, aide measures of problem behavior, and school mental health professionals' change in behavior estimates were used to evaluate the program's effectiveness. Children seen by trained aides showed significantly greater reductions both in acting-out problems and in overall maladjustment than did similar children seen by comparable aides who did not have additional training, or by themselves before training. Implications were considered for optimizing outcomes both in the specific school intervention project in question and in other, broader types of clinical interventions.