Disruptive behavior disorders in childhood are increasingly pervasive and associated with numerous, negative long-term outcomes. The current study examined whether adding a brief, home-visitation intervention to an existing, multi-component (child and teacher) intervention, would improve social-emotional and behavioral outcomes for young children with challenging behavior in home and school settings who required intensive support. A total of 379 teacher-parent-student triads were screened for elevated levels of behavioral risk in school and home settings and then randomly assigned to school only intervention (i.e., teacher and student components), home only intervention (i.e., parent), both combined, or business-as-usual control conditions. We examined baseline and posttest outcomes across prosocial behavior, problem behavior, and academic domains. The results demonstrated substantial support for the teacher and child-focused condition and combined conditions, and modest support for the parent-focused condition. The study advances the literature by increasing the knowledge base related to these interventions implemented alone and in combination.

儿童时期的破坏性行为障碍越来越普遍，并与许多负面的长期结果相关。目前的研究检查了在现有的多组成部分（儿童和教师）干预中添加简短的家访干预是否会改善在家庭和学校环境中需要强化支持的具有挑战性行为的幼儿的社会情感和行为结果. 共有 379 名教师-家长-学生三合会在学校和家庭环境中的行为风险水平升高进行了筛查，然后随机分配到仅学校干预（即教师和学生部分）、仅家庭干预（即家长）、合并或一切照旧的控制条件。我们检查了亲社会行为、问题行为和学术领域的基线和后测结果。结果表明，对以教师和儿童为中心的条件和综合条件的大力支持，以及对以家长为中心的条件的适度支持。该研究通过增加与这些单独和组合实施的干预措施相关的知识库来推进文献。