One-year versus 2-year outcomes are compared for a school-based prevention project for children at risk for emotional disturbance. Matched pairs of children were randomly assigned to Parent-Teacher Action Research (PTAR) teams or a control group for their 1st-and 2nd-grade years (Total n = 82). All children, along with their classmates, received social skills instruction from their teachers. Many more significant effects were found at the end of Year 2 than at the end of Year 1, including significant changes in children's problems and competencies, as well as significant interactions demonstrating the effectiveness of PTAR teams. Implications are discussed regarding short-term versus more long-term implementation of prevention programs for elementary age at-risk children.
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