Detecting and describing preventive intervention effects in a universal school-based randomized trial targeting delinquent and violent behavior

Oregon Social Learning Center, Eugene 97401, USA.
Journal of Consulting and Clinical Psychology (Impact Factor: 4.85). 05/2000; 68(2):296-306. DOI: 10.1037/0022-006X.68.2.296
Source: PubMed


This study examined theoretical, methodological, and statistical problems involved in evaluating the outcome of aggression on the playground for a universal preventive intervention for conduct disorder. Moderately aggressive children were hypothesized most likely to benefit. Aggression was measured on the playground using observers blind to the group status of the children. Behavior was micro-coded in real time to minimize potential expectancy biases. The effectiveness of the intervention was strongly related to initial levels of aggressiveness. The most aggressive children improved the most. Models that incorporated corrections for low reliability (the ratio of variance due to true time-stable individual differences to total variance) and censoring (a floor effect in the rate data due to short periods of observation) obtained effect sizes 5 times larger than models without such corrections with respect to children who were initially 2 SDs above the mean on aggressiveness.

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    • "Moreover, there is evidence that moderate-and high-inference instruments provide information about effective instruction that may not be captured through low-inference instruments. Several studies have shown that information documented by moderate-inference instruments correlates higher with achievement than frequency measures of instructional activities (Gersten, Carnine, Zoref, & Cronin, 1986; Schatschneider, Fletcher, Francis, Carlson, & Foorman, 2004; Stoolmiller, Eddy, & Reid, 2000). We posed three research questions. "
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    The Elementary School Journal 03/2015; 115(3). DOI:10.1086/679969 · 1.17 Impact Factor
    • "). These treatment condition by baseline interactions have been found in numerous areas of research, ranging from universal prevention programs with elementary school children to selective prevention interventions with the various atrisk groups (e.g., Ialongo et al. 1999, Martinez & Forgatch 2001, Stoolmiller et al. 2000). Information provided in these models may indicate for whom an intervention is ineffective or even counterproductive and may be used to screen future participants into more effective programs based on their baseline characteristics . "
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    Early Education and Development 08/2014; 26(1). DOI:10.1080/10409289.2014.941259 · 0.84 Impact Factor
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    • "The correlation for boys was 0.28 (p =0.01) for negative and 0.41 (p <0.001) for positive emotions, and for females 0.25 (p =0.03) for negative and 0.27 (p =0.01) for positive emotions. Aggregating across conflict tasks also improves the reliability of the estimate of each participant's emotional expressiveness (Stoolmiller et al. 2000). "
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