Relations among Externalizing Behaviors, Alcohol Expectancies and Alcohol Use Problems in a Multi-Ethnic Sample of Middle and High School Students

Regan, Timothy; Tubman, Jonathan G.; Schwartz, Seth J.

doi:10.1177/1178221820928427

Cited by 6 publications

(4 citation statements)

References 67 publications

(73 reference statements)

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“…Several national surveys have documented externalizing behaviors as one of the most prevalent SMH problems among school-aged Chinese population (J. . Externalizing behaviors include defiant/noncompliant, aggressive, disruptive, disrespectful, and other undercontrolled behaviors, which are associated with various negative SEB and academic outcomes, including school maladjustment, failure or dropout, substance abuse, and juvenile delinquency (Regan et al, 2020). Moreover, externalizing behaviors may be more intractable to treatment the longer a student goes without needed interventions (Kazdin, 1994).…”

Section: Significance Of Student Externalizing Behaviors In Chinamentioning

confidence: 99%

A precision-based approach to implement evidence-based interventions for students with externalizing behaviors in developing countries: A single case experimental study in China.

Zhang¹

2024

School Psychology

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The prevalence of externalizing behaviors imposes a far-reaching negative impact on students' social, behavioral, and academic outcomes, which constitute a public health issue in low-resource and populous developing countries (e.g., China). Compared to the "one-size-fits-all" approach (OSFA; forcing a single evidence-based intervention [EBI] on any struggling students) that is prevalent in many countries, a precision-based approach (e.g., Student Intervention Matching System; SIMS) to intervention programming can better meet students' heterogeneous needs by matching individual characteristics to active components of EBIs. But precision-based approaches cannot fulfill their potential in developing countries unless the contextual implementation barriers (e.g., high student-teacher ratio) are remedied with attention to feasibility, acceptability, and cultural compatibility. This collaborative pilot study with Chinese school stakeholders examined the efficacy, feasibility, acceptability, and cultural compatibility of SIMS to match behavioral EBIs to students with externalizing behaviors. A concurrent multiple-baseline across-participant design was used with six students (three dyads). Visual and quantitative analyses evidenced the superior efficacy of SIMS in improving externalizing behaviors compared to the OSFA approach. Social validity data endorsed the feasibility, acceptability, and cultural compatibility of SIMS and the matched EBIs perceived by school stakeholders (educators, students, and parents). Implications, limitations, and future directions for adapting precision-based approaches in low-resource and populous countries were discussed. Impact and ImplicationsPrecision-based approaches (PBA) to intervention programming hold promises as a cost-effective solution for school mental health in low-resource and populous countries. This study supported the preliminary efficacy, feasibility, acceptability, and cultural compatibility of an adapted PBA (i.e., Student Intervention Matching System) that matches evidence-based interventions to the individual characteristics and needs of students with externalizing behaviors in China. The discussion shed light on practical approaches to adapting PBAs across cultures.

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Section: Significance Of Student Externalizing Behaviors In Chinamentioning

confidence: 99%

A precision-based approach to implement evidence-based interventions for students with externalizing behaviors in developing countries: A single case experimental study in China.

Zhang¹

2024

School Psychology

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“…Externalizing behavioral health problems are outer-directed behaviors that harm relationships with others and violate social norms and rules (Splett et al, 2019). Youth who exhibit externalizing behavioral problems are likely to experience negative outcomes, including academic difficulties (Lee & Bierman, 2015), strained relationships with others (Leflot et al, 2011), elevated risk for dropout (Bevilacqua et al, 2018), substance abuse (Regan et al, 2020), repeated exposure to exclusionary discipline practices and contact with the juvenile justice system (Mitchell et al, 2013). To prevent these untoward outcomes, researchers have established several EBPs for use in the educational sector.…”

Section: Pre-implementation Enhancement Strategymentioning

confidence: 99%

A Pre-Implementation Enhancement Strategy to Increase the Yield of Training and Consultation for School-Based Behavioral Preventive Practices: a Triple-Blind Randomized Controlled Trial

et al. 2022

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Background : As the most common setting where youth access behavioral healthcare, the education sector frequently employs training and follow-up consultation as cornerstone implementation strategies to promote the implementation of evidencebased practices (EBPs). However, these strategies alone are not sufficient to promote desirable implementation (e.g., intervention fidelity) and youth behavioral outcomes (e.g., mitigated externalizing behaviors). Theory-informed pragmatic preimplementation enhancement strategies (PIES) are needed to prevent the lackluster outcomes of training and consultation. Specifically, social-cognitive theory explicates principles that inform the design of PIES content and specify mechanisms of behavior change (e.g., " intentions to implement "; ITI) to target increasing providers' responsiveness to training and consultation. Methods: This triple-blind parallel randomized controlled trial preliminarily examined the efficacy of a pragmatic PIES based on social-cognitive theories (SC-PIES) to improve implementation and youth behavioral outcomes from universal preventive EBPs in the education sector. Teachers from a diverse urban district were recruited and randomly assigned to the treatment (SC-PIES; n treatment = 22) or active control condition (administrative meeting; n control = 21). Based on the condition assigned, teachers received the SC-PIES or met with administrators before their EBP training. We assessed teachers' ITI, intervention fidelity, and youth behavioral outcome (academic engagement as an incompatible Powered by Editorial Manager® and ProduXion Manager® from Aries Systems CorporationNote. This paper has been accepted by Prevention Science behavior to externalizing disorders) at baseline, immediately after training, and six weeks afterward. Results : A series of ANCOVAs detected sizeable effects of SC-PIES, where teachers who received SC-PIES demonstrated significantly larger improvement in their ITI, intervention fidelity, and youth behaviors as compared to the control. Conditional analyses indicated that teachers' ITI partially mediated the effect of SC-PIES on intervention fidelity, which in turn led to improved youth behaviors. Conclusions : Findings suggest that theory-informed pragmatic PIES targeting providers' ITI can boost their responsiveness to implementation strategies, as reflected in improved implementation behaviors and youth behavioral outcomes. The results have implications for targeting motivational mechanisms of behavior change and situating preventive implementation strategies at the intersection between the preparation and active implementation stages of an implementation process. Limitations and implications for research and practice are discussed. Trial registration: Clinicaltrials.gov: NCT05240222. Registered on: 2/14/2022. Retrospectively registered. https://clinicaltrials.gov/show/NCT05240222

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“…Externalizing behaviors include defiant/noncompliant, aggressive, disruptive, disrespectful, and other under-controlled behaviors, which are associated with various negative SEB and academic outcomes, including school maladjustment, failure or dropout, substance abuse, and juvenile delinquency (Regan et al, 2020). Moreover, externalizing behaviors may be more intractable to treatment the longer a student goes without needed interventions (Kazdin, 1994).…”

Section: Significance Of Student Externalizing Behaviors In Chinamentioning

confidence: 99%

A Precision-Based Approach to Implement Evidence-Based Interventions for Students with Externalizing Behaviors in Developing Countries: A Single Case Experimental Study in China

Zhang¹

2022

Preprint

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The prevalence of externalizing behaviors imposes a far-reaching negative impact on students' social, behavioral, and academic outcomes, which constitute a public health issue in low-resource and populous developing countries (e.g., China). Compared to the “One-Size-Fits-All” approach (OSFA; forcing a single evidence-based intervention (EBIs) on any struggling students) that is prevalent in many countries, a precision-based approach (PBA, e.g., Student Intervention Matching System; SIMS) to intervention programming can better meet students' heterogeneous needs by matching individual characteristics to active components of EBIs. But a PBA cannot fulfill its potential in developing countries unless the contextual implementation barriers (e.g., high student-teacher ratio) are remedied with attention to feasibility, acceptability, and cultural compatibility. This collaborative pilot study with Chinese school stakeholders examined the efficacy, feasibility, acceptability, and cultural compatibility of SIMS to match behavioral EBIs to students with externalizing behaviors. A concurrent multiple-baseline across-participant design was used with six students (three dyads). Visual and quantitative analyses evidenced the superior efficacy of SIMS in improving externalizing behaviors compared to the OSFA approach. Social validity data endorsed the feasibility, acceptability, and cultural compatibility of SIMS and the matched EBIs perceived by school stakeholders (educators, students, and parents). Implications, limitations, and future directions for adapting PBAs in low-resource and populous countries are discussed.

show abstract

Relations among Externalizing Behaviors, Alcohol Expectancies and Alcohol Use Problems in a Multi-Ethnic Sample of Middle and High School Students

Cited by 6 publications

References 67 publications

A precision-based approach to implement evidence-based interventions for students with externalizing behaviors in developing countries: A single case experimental study in China.

A precision-based approach to implement evidence-based interventions for students with externalizing behaviors in developing countries: A single case experimental study in China.

A Pre-Implementation Enhancement Strategy to Increase the Yield of Training and Consultation for School-Based Behavioral Preventive Practices: a Triple-Blind Randomized Controlled Trial

A Precision-Based Approach to Implement Evidence-Based Interventions for Students with Externalizing Behaviors in Developing Countries: A Single Case Experimental Study in China

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