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Prevention Science 05/2012; 12(2):121-122. · 2.63 Impact Factor
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Prevention Science 06/2011; 12(2):121-2; discussion 123-5. · 2.63 Impact Factor
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ABSTRACT: Data collected during an evaluation of a multi-site trial of an enhanced after-school program were used to relate quality of program implementation to student experiences after school. The enhanced after-school program incorporated a drug use and violence prevention component that was shown to be effective in previous research. Building on Durlak and Dupre's (Am J Community Psychol 41:327-350, 2008) dimensions of implementation, we assessed the level of dosage, quality of management and climate, participant responsiveness, and staffing quality achieved at the five program sites. We evaluated how these characteristics co-varied with self-reported positive experiences after-school. The study illustrates how multiple dimensions of program implementation can be measured, and shows that some but not all dimensions of implementation are related to the quality of student after-school experiences. Measures of quality of management and climate, participant responsiveness, and staffing stability were most clearly associated with youth experiences. The importance of measuring multiple dimensions of program implementation in intervention research is discussed.
American Journal of Community Psychology 03/2010; 45(3-4):370-80. · 1.74 Impact Factor
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ABSTRACT: Evidence regarding the effectiveness of after-school programs (ASPs) for reducing problem behaviors is mixed. Unstructured ASPs may increase antisocial behavior by increasing "deviancy training" opportunities, when peers reinforce deviant attitudes and behaviors. This research analyses approximately 3000 five-minute intervals from 398 observations of activities delivered as part of an ASP in five public middle schools. Analyses of peer and group leader responses to deviant behavior in the context of ASP activities indicated that while peer responses are generally reinforcing, group leaders typically do not respond to deviance. Multi-level analyses of the association between activity structure and deviant behavior indicate that higher levels of structure in the activity as a whole decrease levels of violence and counternormative behavior. As the level of structure in five-minute intervals within the activity increases, the level of violent behavior declines, but violent talk (e.g., threats to commit violence) increases. Implications for after-school programming are discussed.
Journal of Adolescence 02/2010; 34(1):105-17. · 2.05 Impact Factor
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ABSTRACT: Research SummaryUnsupervised after-school time for adolescents is a concern for parents and policymakers alike. Evidence linking unsupervised adolescent socializing to problem behavior outcomes heightens this concern among criminologists. Routine activities theory suggests that, when youth peer groups congregate away from adult authority, both opportunity for and motivation to engage in deviant acts increase. After-school programs are a possible solution to unsupervised teen socializing during afternoon hours and are much in demand. However, empirical research has yet to test the relationship between the availability of after-school programs and youth routine activities. This study presents evidence from a multisite, randomized, controlled trial of an after-school program for middle-school students in an urban school district.Policy ImplicationsYouth in the treatment group engaged in less unsupervised socializing after school than youth in the control group but not as much less as would be expected if the after-school program was providing consistent supervision to youth who would otherwise be unsupervised. Additional analyses examined why the influence of the after-school program was not more pronounced. We found that, although program attendance was related to decreases in unsupervised socializing, the program did not attract many delinquency-prone youths who were unsupervised, which suggests that the students most in need of the program did not benefit. Furthermore, data obtained from a mid-year activity survey revealed that youth in the study were highly engaged in a variety of after-school activities. The addition of the after-school program into the mixture of available activities had little effect on the frequency with which students participated in organized activities after school.
Criminology & Public Policy 04/2009; 8(2):391 - 412.
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Denise C Gottfredson
American Journal of Preventive Medicine 09/2007; 33(2 Suppl):S104-6. · 4.04 Impact Factor
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ABSTRACT: Research Summary: Using multi-level modeling techniques, this study explores characteristics of 35 after-school programs (ASPs) that criminological research and theory predict should be related to problem behavior outcomes. Controlling for individual-level predictors of problem behavior and for the composition of the participating ASPs, several ASP characteristics were found to be related, as predicted, to victimization, substance use, and delinquent behavior.Policy Implications: This study extended previous findings that providing structured programming and small program size are important for reducing problem behavior through ASPs. Our study also found that two characteristics of the program staff are related to reductions in problem behavior: More highly educated staff and a higher percentage male staff were related to reductions in levels of both delinquent behavior and victimization. The study concludes that program structure, staffing, and size are important in producing more positive behavioral outcomes.
Criminology & Public Policy 04/2007; 6(2):289 - 318.
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ABSTRACT: Research has indicated that the effectiveness of school-based prevention programs is affected by the implementation quality of these programs. As the importance of implementation has become clearer, researchers have begun to examine factors that appear to be related to implementation quality. Data from a nationally representative sample of 544 schools were used to examine structural equation models representing hypothesized relationships among school and program factors and implementation intensity, controlling for exogenous community factors. Significant relationships were found between implementation intensity and several school and program factors, including local program development process, integration into school operations, organizational capacity, principal support, and standardization. Implications of these findings are discussed.
Prevention Science 07/2006; 7(2):225-37. · 2.63 Impact Factor
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ABSTRACT: This study uses an experimental design comparing 235 offenders assigned either to drug treatment court or treatment as usual.
It extends prior analyses of this study sample to examine whether differences observed between drug treatment court subjects
and control subjects at one and two years after the start of the program persist after three years, when many of the subjects
had ceased active treatment. Further, it extends earlier analyses that showed that the quantity of drug treatment court services
received was related to lower recidivism rates by using an instrumental variables approach to handle the endogeneity problem
that sometimes arises when subjects self-select into different levels of service. Results show a sustained treatment effect
on recidivism, controlling for time at risk. This effect is not limited to the period during which services are delivered.
Rather, it persists even after participation in the drug court program ceases. Results also show that the recidivism is lowest
among subjects who participate at higher levels in certified drug treatment, status hearings, and drug testing. These positive
findings are tempered with findings that more than three-fourths of clients are re-arrested within three years, regardless
of participation in the drug treatment court, and that drug treatment court cases spend approximately the same number of days
incarcerated as do control cases. Implications for strengthening drug treatment courts are discussed.
Journal of Experimental Criminology 03/2006; 2(1):67-98. · 1.17 Impact Factor
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ABSTRACT: Research Summary: This study examines self-reports from two samples to assess the timing of delinquency. Results imply that the after-school hours are a time of elevated delinquency, but that the peak is modest compared with that observed in official records. Additionally, children who are unsupervised during the after-school hours - the primary target population for after-school programs - are found to be more delinquent at all times, not only after-school.Policy Implications: This finding suggests that factors (including social competencies and social bonding) in addition to inadequate supervision produce delinquency during the after-school hours and that the effectiveness of after-school programs for reducing delinquency will depend upon their ability to address these other factors through appropriate and high quality services.
Criminology & Public Policy 03/2006; 1(1):61 - 86.
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ABSTRACT: This study reports results from interviews with 157 research participants who were interviewed 3 years after randomization into treatment and control conditions in the evaluation of the Baltimore City Drug Treatment Court. The interviews asked about crime, substance use, welfare, employment, education, mental and physical health, and family and social relationships. Program participants reported less crime and substance use than did controls. Few differences between groups were observed on other outcomes, although treatment cases were less likely than controls to be on the welfare rolls at the time of the interview. Effects differed substantially according to the originating court.
Evaluation Review 03/2005; 29(1):42-64. · 1.20 Impact Factor
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ABSTRACT: After school programs (ASPs) are popular and receive substantial public funding. Aside from their child-care and supervision value, ASPs often provide youth development and skill-building activities that might reduce delinquent behavior. These possibilities and the observation that arrests for juvenile crime peak between 2 p.m. and 6 p.m. on school days have increased interest in the delinquency prevention potential of ASPs. This study examined effects of participation in ASPs conducted in Maryland during the 1999--2000 school year and the mechanism through which such programs may affect delinquent behavior. Results imply that participation reduced delinquent behavior for middle-school but not for elementary-school-aged youths. This reduction was not achieved by decreasing time spent unsupervised or by increasing involvement in constructive activities, but by increasing intentions not to use drugs and positive peer associations. Effects on these outcomes were strongest in programs that incorporated a high emphasis on social skills and character development.
Prevention Science 01/2005; 5(4):253-66. · 2.63 Impact Factor
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ABSTRACT: This article discusses the challenges faced when a popular model program, the Strengthening Families Program, which in the past has been implemented on a smaller scale in single organizations, moves to a larger, multiorganization endeavor. On the basis of 42 interviews conducted with program staff, the results highlight two main themes that address program and organizational characteristics. The themes relate to the cultural relevance of the program, the accessibility of program partners, the organization of program services, and the coordination of program activities. The article also offers a discussion of how to better prepare sites for program delivery. This discussion focuses explicitly on the need for good communication among program partners, extensive community outreach, and the ability to secure additional resources.
Clinical Child and Family Psychology Review 10/2004; 7(3):165-76. · 3.13 Impact Factor
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ABSTRACT: This study investigated the characteristics associated with program non- completion among families recruited for a family-based prevention program offered in the metropolitan Washington, D.C., area. Utilizing data obtained from interviews administered to eligible clients, descriptive statistics were calculated to determine whether or not the completers and non-completers differed in their responses to three sets of survey items (i.e., research, personal, and program factors). The general themes uncovered from the analysis of adult survey responses suggested that non-completers were misinformed about the content of the program, and lacked accessible transportation. Program content, family illness, and scheduling conflicts also contributed to non-attendance.
The Journal of Primary Prevention 11/2003; 24(2):111-124. · 1.54 Impact Factor
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ABSTRACT: Research has indicated that school factors such as communal school organization and student bonding are predictive of school disorder, with greater communal organization and greater student bonding leading to less delinquency and victimization. Data from a nationally representative sample of 254 public, nonalternative, secondary schools were used to examine structural equation models representing hypothesized relationships among communal school organization, student bonding, and school disorder. The hypothesis that communally organized schools would have less disorder held true for teacher victimization and student delinquency, but not for student victimization. In addition, the hypothesis that the relationship between communal school organization and school disorder would be mediated by student bonding was supported for student delinquency, but not for teacher victimization.
Criminology 07/2003; 41(3):749 - 778. · 2.47 Impact Factor
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ABSTRACT: This study summarizes, using meta-analytic techniques, results from 94 studies of school-based prevention activities that examined alcohol or other drug use outcomes. It set out to determine what features of school-based substance abuse prevention programs are related to variability in the size of program effects, It asked (1) Which populations (e.g., high risk vs. general population) should be targeted for prevention services? (2) What is the best age or developmental stage for prevention programming? (3) Does program duration matter? and (4) Does the role of the person delivering the service (e.g., teacher, law enforcement officer, peer) matter? The results suggest that targeting middle school aged children and designing programs that can be delivered primarily by peer leaders will increase the effectiveness of school-based substance use prevention programs. The results also imply that such programs need not be lengthy. The evidence related to the targeting issue is sparse, but suggests that, at least for programs teaching social competency skills, targeting higher risk youths may yield stronger effects than targeting the general population. Suggestions for future research are offered.
Prevention Science 04/2003; 4(1):27-38. · 2.63 Impact Factor
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ABSTRACT: Research Summary: Study randomly assigned 235 offenders to drug treatment court (DTC) or “treatment as usual.” Analyses of official records collected over a two-year follow-up period show that DTC is reducing crime in a population of drug-addicted offenders. DTC subjects who participated in treatment were significantly less likely to recidivate than were both untreated drug court subjects and control subjects.Policy Implications: Continued enthusiasm for DTCs is warranted. Both sanctions and treatment are important elements of the DTC model. However, DTCs will not necessarily result in cost reductions because DTC and control cases are incarcerated for approximately equal numbers of days. Implementation fidelity is important, and DTCs can be strengthened if they engage a higher percentage of their clients in drug treatment.
Criminology & Public Policy 02/2003; 2(2):171 - 196.
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ABSTRACT: This study examines the features of effective school-based prevention of crime, substance use, dropout/nonattendance, and other conduct problems. It summarizes, using meta-analytic techniques, results from 165 studies of school-based prevention activities that ranged from individual counseling or behavior modification programs through efforts to change the way schools are managed. The results highlight several inadequacies in the existing research for guiding policy and practice, the most notable of which is that many popular school-based prevention approaches have not been well studied to date. The study shows, however, that school-based prevention practices appear to be effective in reducing alcohol and drug use, dropout and nonattendance, and other conduct problems. The size of the average effect for each of the four outcomes was small and there was considerable heterogeneity across studies in the magnitude of effects, even within program type after adjusting for measured method and population differences. Non-cognitive-behavioral counseling, social work, and other therapeutic interventions show consistently negative effects, whereas self-control or social competency promotion instruction that makes use of cognitive-behavioral and behavioral instructional methods show consistently positive effects. Also effective are noninstructional cognitive-behavioral and behavioral methods programs. Environmentally focused interventions appear to be particularly effective for reducing delinquency and drug use.
Journal of Quantitative Criminology 01/2001; 17(3):247-272. · 2.12 Impact Factor
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ABSTRACT: The Survey of School-Based Gang Prevention and Intervention Programs is a study of approaches used by schools to reduce or prevent gang involvement among schools. Principals in a probability sample of 1,287 schools were asked what they were doing in their schools to prevent problem behavior or to promote a safe and orderly school environment. Responses of 848 principals reported a surprisingly large number of prevention and intervention activities, which were used as a basis for sampling programs for more detailed scrutiny. In a second phase, information was requested for 14 categories of intervention activity from more than 550 schools. Responses represented more than 16,000 students in 310 schools and more than 13,100 teachers in 404 schools. Data suggest that schools are engaging in a great deal of activity to reduce problem behavior generally and to prevent or reduce gang involvement in particular. However, much of that activity is weak and would not be expected to have much of an effect because it fails to use practices known to be effective, is limited in intensity, or is extended to only a few individuals. The quality of school efforts could probably be improved through better training and supervision of intervention activities. Contains 14 tables. (SLD)
05/1999;
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ABSTRACT: Noting that prevention programs seldom work well, primarily because they are not implemented as required by the underlying program theory, this article summarizes literature suggesting that features of the implementing organization and its ecological context are related to the strength and fidelity of implementation. Schools are used as a focal point for studying the organizational correlates of implementation strength, and evidence is summarized concerning the demographic and geographic location of schools possessing characteristics likely to hinder implementation. The article demonstrates how these factors may undermine a potentially strong prevention program, using as an example an urban school-based prevention program. The school is described, including the history of the implementation, outcomes, and reasons for failure. The reasons for failure are particularly highlighted, and include problems with: (1) training and technical assistance; (2) outsiders; (3) leadership; and (4) organizational capacity. The article concludes by noting that high-quality programs are planned, coordinated, and ongoing; include multiple interventions; rely on behavioral science technology; and integrate education, skills development, and motivation on a range of health problems and issues. The following recommendations are offered: identification of meaningful measures of quality school health education programs, acquiring information about causal factors that determine level of implementation, formulating theory to strengthen intervention practices, valid assessment instruments, and appropriate staff training. Contains approximately 75 references. (SD)
12/1996;
