During the elementary phase of the intervention (grades 1–5), the Fast Track adaptation of the Promoting Alternative Thinking Strategies (PATHS) Curriculum was implemented by teachers in grades 1–5 at the intervention schools (see Bierman et al. 1996 for more details). In addition, parents and children in the high-risk intervention condition were invited to "enrichment programs" held at local schools. These programs offered social skills training for children (focused on emotion regulation, prosocial behaviors, self-control and social problem-solving skills), parenting management skills training for parents (focused on providing warm support, communication skills, limit-setting, and supporting school success), and parent–child sharing sessions designed to promote positive parent–child relationships (see McMahon et al. 1996 for details). Group interventions were intensive in grades 1–2 (35 sessions total), and included monthly "boosters" in grades 3–5. Children and families were offered a standard level of services in grade 1; in subsequent years, criterion-referenced assessments were used to adjust individualized services including peer pairing and academic tutoring for children and home visits for parents.
