Given the developmental links between early-starting aggression, substance use, and risky sexual activity, prevention programs that reduce aggression and promote self-regulation skills in elementary school years might also reduce risk for the development of multi-problem profiles in adolescence and the associated risks of unintended pregnancies and STDs. The multi-component Fast Track preventive intervention targeted children who entered elementary school with high rates of aggressive-disruptive behaviors, and addressed the primary risk factors for antisocial behavior (e.g., poor parenting practices, poor peer relations and social competence deficits, weak reading readiness, and poor home-school relations) (Bierman et al. 1996; McMahon et al. 1996). Recognizing the importance of addressing both school and home contexts, the intervention included parents and teachers and was organized developmentally to provide intensive intervention at school entry (beginning in 1st grade) with ongoing monitoring and intervention support through the transition into high school (through 10th grade). The intensive intervention in grades 1–3 produced positive effects, reducing aggressive behaviors among children (by parent and teacher report), promoting positive peer interactions (by observer ratings) and higher social preference (by peer nominations) (CPPRG
