Behaviorally disruptive target children (N=891) were identified using a multi-stage screening procedure. Over three successive years, kindergarten teachers at 55 schools at four sites (Durham, NC; Nashville, TN; Seattle, WA; and rural central Pennsylvania) completed the Authority Acceptance scale of the TOCA-R (Werthamer-Larsson et al. 1991) on all kindergarteners (N=9,594). Parents of children scoring in the top 40 % within cohort and site were contacted, and 91 % (N=3,274) completed a 24- item scale describing child aggressive-disruptive behaviors at home. Children were selected into the high-risk sample by starting with the highest combined teacher-parent screen score and moving downward until cells were filled within sites, cohorts, and conditions. Participating schools were divided into several matched sets at each site, based on school size and student demographics, and then randomly assigned to intervention (N=445) or control (N=446) conditions. In addition, a stratified normative sample of children (N=308 additional children) was identified from control schools for a total original sample of 1,199.
