Schools and Homes in Partnership (SHIP): Long-Term Effects of a Preventive Intervention Focused on Social Behavior and Reading Skill in Early Elementary School

Smolkowski, Keith; Biglan, Anthony; Barrera, Manuel; Taylor, Ted K.; Black, Carol M.; Blair, Jason

doi:10.1007/s11121-005-3410-7

Cited by 29 publications

(22 citation statements)

References 45 publications

(36 reference statements)

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“…In particular, we expect that the early changes we see for 4Rs children in hostile attributional biases will translate into changes in aggressive and delinquent behavior in later elementary school, when these more serious behaviors begin to increase (e.g., Smolkowski et al, 2005). In addition, consistent with developmental cascades theory (Masten & Cicchetti, 2010), some of the unanticipated early effects we are observing in depressive symptoms might be expected to translate into universal benefits in other, related developmental domains later in elementary school (reduced academic disengagement/failure and delayed onset of substance use; e.g., Eddy, Reid, Stoolmiller, & Fetrow, 2003;Lochman & Wells, 2004).…”

Section: Discussionmentioning

confidence: 99%

A school-randomized clinical trial of an integrated social–emotional learning and literacy intervention: Impacts after 1 school year.

Jones¹,

Brown²,

Hoglund³

et al. 2010

Journal of Consulting and Clinical Psychology

159

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Objective: To report experimental impacts of a universal, integrated school-based intervention in socialemotional learning and literacy development on change over 1 school year in 3rd-grade children's socialemotional, behavioral, and academic outcomes. Method: This study employed a school-randomized, experimental design and included 942 3rd-grade children (49% boys; 45.6% Hispanic/Latino, 41.1% Black/African American, 4.7% non-Hispanic White, and 8.6% other racial/ethnic groups, including Asian, Pacific Islander, Native American) in 18 New York City public elementary schools. Data on children's social-cognitive processes (e.g., hostile attribution biases), behavioral symptomatology (e.g., conduct problems), and literacy skills and academic achievement (e.g., reading achievement) were collected in the fall and spring of 1 school year. Results: There were main effects of the 4Rs Program after 1 year on only 2 of the 13 outcomes examined. These include children's self-reports of hostile attributional biases (Cohen's d ϭ 0.20) and depression (d ϭ 0.24). As expected based on program and developmental theory, there were impacts of the intervention for those children identified by teachers at baseline with the highest levels of aggression (d ϭ 0.32-0.59) on 4 other outcomes: children's self-reports of aggressive fantasies, teacher reports of academic skills, reading achievement scaled scores, and children's attendance. Conclusions: This report of effects of the 4Rs intervention on individual children across domains of functioning after 1 school year represents an important first step in establishing a better understanding of what is achievable by a schoolwide intervention such as the 4Rs in its earliest stages of unfolding. The first-year impacts, combined with our knowledge of sustained and expanded effects after a second year, provide evidence that this intervention may be initiating positive developmental cascades both in the general population of students and among those at highest behavioral risk.

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Section: Discussionmentioning

confidence: 99%

A school-randomized clinical trial of an integrated social–emotional learning and literacy intervention: Impacts after 1 school year.

Jones¹,

Brown²,

Hoglund³

et al. 2010

Journal of Consulting and Clinical Psychology

159

View full text Add to dashboard Cite

show abstract

“…A possible association could be due to improved methodology in younger studies or minor modifications in the implementation of Triple P. The proportion of boys in the sample was of interest because there is evidence of differential relationships between dysfunctional parenting and child symptoms (Godkin and Schwenzfeier 1991) and parent training effectiveness for boys compared to girls (e.g., within the Incredible Years framework: Lavigne et al 2007;Smolkowski et al 2005).…”

Section: Introductionmentioning

confidence: 99%

A Comprehensive Meta-Analysis of Triple P-Positive Parenting Program Using Hierarchical Linear Modeling: Effectiveness and Moderating Variables

Nowak¹,

Heinrichs

2008

Clin Child Fam Psychol Rev

550

340

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A meta-analysis encompassing all studies evaluating the impact of the Triple P-Positive Parenting Program on parent and child outcome measures was conducted in an effort to identify variables that moderate the program's effectiveness. Hierarchical linear models (HLM) with three levels of data were employed to analyze effect sizes. The results (N=55 studies) indicate that Triple P causes positive changes in parenting skills, child problem behavior and parental well-being in the small to moderate range, varying as a function of the intensity of the intervention. The most salient findings of variables moderating the interventions' impact were larger effects found on parent report as compared to observational measures and more improvement associated with more intensive formats and initially more distressed families. Sample characteristics (e.g., child's age, being a boy) and methodological features (e.g., study quality) exhibited different degrees of predictive power. The analysis clearly identified several strengths of the Triple P system, most importantly its ability to effect meaningful improvement in parents and children. Some limitations pertain to the small evidence-base of certain formats of Triple P and the lack of follow-up data beyond 3 years after the intervention. Many of the present findings may be relevant to other evidence-based parenting programs.

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“…Following this definition, several conduct problems prevention programs have now reported that earlier gains in children's social, emotional,behavioral and academic functioning were maintained or strengthened during follow-up intervals (e.g., Peters & Petrunka, 2005;Reid et al, 2003). One program reported "sleeper effects," with improvements in children's antisocial behavior and parent ratings of coercive behaviors emerging anew during the follow-up period (Smolkowski et al, 2005). Other programs have shown that earlier gains translated into benefits in more distal outcomes such as reductions in delinquent behavior and substance use (e.g., Eddy et al, 2003;Lochman & Wells, 2004).…”

mentioning

confidence: 99%

Can Evidence-Based Prevention Programs be Sustained in Community Practice Settings? The Early Risers’ Advanced-Stage Effectiveness Trial

et al. 2006

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This study evaluated institutional sustainability of the Early Risers "Skills for Success" conduct problems prevention program. In a previous early-stage effectiveness trial Early Risers had been successfully implemented by a nonprofit community agency with guidance, supervision, technical assistance and fiscal support/oversight provided by program developers. The current advanced-stage effectiveness trial applied a randomized, control group design to determine whether this community agency could replicate earlier positive findings with a new cohort of participants, but with less direct involvement of program developers. An intent-to-intervene strategy was used to compare children randomly assigned to Early Risers or a no-intervention comparison group. Compared to results obtained in an early-stage effectiveness trial, program attendance rates were much lower and only one positive outcome was replicated. Failure to replicate program effects was not attributed to poor program implementation, because data collected pertaining to exposure, adherence and quality of delivery were acceptable, and a participation analysis showed that families who attended at higher levels did benefit. It was difficulties that the community agency experienced in engaging families in program components at recommended levels that primarily accounted for the results. Possible organizational barriers that impeded sustainability included unreliable transportation, poor collaboration between the agency and the local public school system, high staff turnover, agency downsizing, and fiduciary responsibility and accountability. It was concluded that both program developers and program providers need to be proactive in planning for sustainability.

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Schools and Homes in Partnership (SHIP): Long-Term Effects of a Preventive Intervention Focused on Social Behavior and Reading Skill in Early Elementary School

Cited by 29 publications

References 45 publications

A school-randomized clinical trial of an integrated social–emotional learning and literacy intervention: Impacts after 1 school year.

A school-randomized clinical trial of an integrated social–emotional learning and literacy intervention: Impacts after 1 school year.

A Comprehensive Meta-Analysis of Triple P-Positive Parenting Program Using Hierarchical Linear Modeling: Effectiveness and Moderating Variables

Can Evidence-Based Prevention Programs be Sustained in Community Practice Settings? The Early Risers’ Advanced-Stage Effectiveness Trial

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