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A multiyear, multicontext aggression prevention intervention was provided during the early or late elementary school years in an inner-city and an urban poor community. Sixteen schools were randomly assigned to 1 of 4 conditions: (a) no-treatment control, (b) general enhancement classroom program, (c) general enhancement plus small-group peer-skills training, or (d) general enhancement plus small-group peer-skills training plus family intervention. This article reports on results for the high-risk subsample of 1,500 children. Results from hierarchical linear modeling indicate that comprehensive interventions, if provided in early grades, can be effective for children in schools in settings with resources adequate to support learning and development, but some unintended effects can occur in schools in the most distressed communities when delivered too late in development. In response to increasing rates of serious youth violence in the United States in the late 1980s and early 1990s, there has been a surge of research to investigate strategies for preventing aggressive and antisocial behavior in adolescents. Much of the recent research has focused on evaluating large-scale preventive interventions that consider multiple influences on development across varying con-
Eron et al. (Fri,) studied this question.