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456 EDUCATIONAL INTERVENTIONSthe entire life span. However, the most rapid advances in the structural organizationof the networks probably occur during childhood. There is clearly reorganizationand further myelination of the prefrontal areas and their coordination withother brain areas throughout adolescence, but it is not yet clear whether interventionsin adolescence may have the same influence that such intervention mighthave in childhood.Given the high risks for psychopathology in adolescence, we suggest that thereis a need to develop a substantial research agenda that integrates current knowledgeof adolescent neuroscience with innovative intervention models. These interventionsshould focus on the goal of improving the management of emotionalarousal and using executive functioning in this critical period of development. Suchintegrated research will further broaden our understanding of the influence ofenvironments and self-development on adolescent outcomes.ReferencesAggleton, J. P. (1992). The amygdala: Neurobiological aspects of emotion, memory, andmental dysfunction. New York: Wiley-Liss.Aguilar, B., Sroufe, L. A., Egeland, B., & Carlson, E. (2000). Distinguishing the earlyonsetantisocial behavior types: From birth to 16 years. Development and Psychopathology,12, 109–132.Anderson, R. N., & Smith, B. L. (2003). Deaths: Leading causes for 2001. National VitalStatistics Reports, 52(9). Hyattsville, MD: National Center for Health Statistics.Bandura, A. (1986). Social foundations of thought and action. Englewood Cliffs, NJ:Prentice Hall.Beers, S. R., & De Bellis, M. D. (2002). Neuropsychological function in children withmaltreatment-related posttraumatic stress disorder. American Journal of Psychiatry,159, 483–486.Blair, C. (2002). School readiness: Integrating cognition and emotion in a neurobiologicalconceptualization of children’s functioning at school entry. American Psychologist,57, 111–127.Blair, C., Granger, D., & Razza, R. P. (2005). Cortisol reactivity is positively related toexecutive function in preschool children attending Head Start. Child Development, 76,554–567.Botvin, G. J., Baker, E., Dusenbury, L., Botvin, E. M., & Diaz, T. (1995). Long-termfollow-up results of a randomized drug abuse prevention trial in a White middle-classpopulation. Journal of American Medical Association, 273, 1106–1112.Brickman, A. S., McManus, M., Grapentine, W. L., & Alessi, N. (1984). Neuropsychologicalassessment of seriously delinquent adolescents. Journal of the American Academyof Child Psychiatry, 23, 453–457.Bronfenbrenner, U. (1977). Toward an experimental ecology of human development.American Psychologist, 32, 513–531.Brophy, M., Taylor, E., & Hughes, C. (2002). To go or not to go: Inhibitory control in“hard to manage” children. Infant and Child Development, 11, 125–140.Bryden, M. P., & Ley, R. G. (1983). Right-hemispheric involvement in the perception