During grades 1–5, intervention families were offered group intervention during a 2-hour “enrichment program” that included children’s social-skill “friendship groups,” parent-training groups, guided parent-child interaction sessions, and paraprofessional tutoring in reading. Tutors provided three additional 30-minute sessions per week in reading and peer-pairing to improve friendships with classmates. Teacher consultation and a Fast Track adaptation of the teacher-implemented PATHS curriculum (Kusche and Greenberg 1995) which addresses social-cognitive skill development were implemented universally in grade 1–5 classrooms in intervention schools (except Durham, where it was prohibited) to promote social-emotional competence. Enrichment programs were held weekly during grade 1, biweekly during grade 2, and monthly during grades 3–5. In addition, home visiting helped parents generalize their skill learning and address individual needs. After grade 1, criterion-referenced assessments adjusted the prescribed dosage to match need.
