Early intervention efforts have been effective in reducing disruptive behaviors and the probability of poor developmental outcomes. Early interventions include common practice elements to improve social functioning and decrease problem behaviors that disrupt the teaching-learning process. The First Step Next intervention has been well validated across early childhood and early elementary settings. In the present article, we provide a best-evidence synthesis of five randomized controlled replication studies between 2009 and 2021. Collectively, these studies show the intervention has resulted in small to large effect sizes and statistically significant improvements, compared with students randomized to control conditions, on multiple indicators of prosocial and problem behavior. The current synthesis focuses on a range of outcomes across elementary and preschool populations, as well as implementation fidelity and social validity ratings, to help school professionals in determining whether First Step Next might be useful in their efforts to support students at risk of school failure.

早期干预努力有效地减少了破坏性行为和不良发展结果的可能性。早期干预包括改善社会功能和减少破坏教学过程的问题行为的常见实践元素。First Step Next 干预措施已在儿童早期和早期小学环境中得到充分验证。在本文中，我们提供了 2009 年至 2021 年间五项随机对照复制研究的最佳证据综合。总的来说，这些研究表明，与随机分配到对照条件的学生相比，干预措施产生了从小到大的效应量和统计学上的显着改善，关于亲社会和问题行为的多个指标。