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Abstract
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For more information on the Seattle Social Development Project (SSDP), a Blueprints for Violence Prevention Promising Program, see VioPro record number 2346.
OBJECTIVE:
The objective of this study by O'Donnell et al. was to evaluate a six year school-based prevention program, the Seattle Social Development Project (SSDP), which modified classroom teacher practices, offered parent training, and provided child social skills training to reduce school failure, drug abuse, and delinquency among low-income urban children.
METHODOLOGY:
The authors employed a quasi-experimental design in this study. The authors used both an experimental and control group. First grade students in one Seattle area elementary school were chosen to be in the control group and first grade students from a second Seattle area school were chosen to be in the experimental group. Students from six additional Seattle area schools were assigned randomly to the control and experimental groups. High-risk subsamples were identified by eligibility for the National School Lunch/School Breakfast Program. A total of 75 children were assigned to the intervention group and 102 to the control group. No significant ethnic differences were found between experimental and control groups. Data was gathered via self report surveys administered aloud in classrooms when students had first entered the fifth grade and then when they were leaving the sixth grade. The survey measured perceived opportunities, social skills, reinforcements in the classroom, peer interactions, and problem behavior. Problem behavior was measured by the Teacher Child Behavior Checklist. The authors did not describe how other variables were measured. A total of 106 children completed the survey at the last period. Again, no significant ethnic differences were present in the experimental versus the control group. However, when compared to the general population the sample was more likely to be African-American or Asian-American. The authors used ANOVA techniques to determine attrition bias. Results showed that those boys who dropped out were significantly less attached to conventional peers and suffered more suspensions from school. Girls who dropped out were significantly less committed to school than those who remained.
The intervention group received at least one semester of combined intervention in grades 1-4 and one semester in the fifth or sixth grades. Teachers in intervention classrooms were trained in proactive classroom management, interactive teaching, cooperative learning, cognitive problem solving instruction, and targeting academic failure and early misconduct. Control classrooms were observed to insure that these practices were used more in intervention classrooms. Observations showed this to be the case. Parents were offered training that instructed them on a number of things such as observing their child's conduct, rewarding positive behavior, and punishing negative behavior. However, few parents attended the training sessions. The data was analyzed via simple descriptive techniques.
FINDINGS/DISCUSSION:
To begin, the authors examined the intervention group to determine whether the intervention did in fact affect performance in the classroom. Results showed that with regard to opportunities in the classroom, girls and boys in the intervention group displayed significantly more cooperative methods. Although this finding only approached significance for boys (p<.10). Girls in the classroom also showed significantly more opportunities for classroom involvement. Teachers rated boys in the intervention group significantly more socially competent. Boys in the intervention group also showed significantly more study skills, persistence in working on schoolwork as well as significantly higher grades on schoolwork and scores on combined math, reading, and language tests. Results also showed that children in the intervention group were more attached and committed to school. However, for boys, this finding only approached significance (p<.10).
Next, the researchers examined the effect of the intervention on delinquency and drug involvement. Results showed that boys in the intervention group showed significantly less antisocial behavior. No significant results were found concerning the interventions effects on the opportunity and rewards for antisocial involvement. Results showed that significantly fewer girls in the intervention group tried smoking, alcohol, and marijuana. However, these finding for alcohol and marijuana only approached significance (p<.10). Findings showed that intervention had no effect for drug use among boys. Lastly, boys in the intervention group had a later initiation into delinquency (p<.10).
AUTHORS' RECOMMENDATIONS:
The authors made two suggestions for future research and intervention. First, they suggested that more effective methods of engaging parents in intervention strategies need to be devised. Second, they suggested that more research needs to be done on the different effects intervention strategies have on boys and girls.
EVALUATION:
Evaluation of delinquency and drug prevention programs is a growing concern among the criminal justice and criminological community. This study represents a significant achievement in that regard. More importantly, this study evaluated a type of program that is increasing advocated by criminological researchers -- a program which attacks delinquency and drug use on several different fronts. While these types of programs have a strong empirical foundation, this study illustrates the practical difficulties of conducting such a program. This is best exemplified by the low turnout in parenting skills training seminars. As a result, practitioners, and evaluators alike, will find this study of value.
(CSPV Abstract - Copyright © 1992-2007 by the Center for the Study and Prevention of Violence, Institute of Behavioral Science, Regents of the University of Colorado)
Blueprints Promising Reference
Program Effectiveness
Program Evaluation
Prevention Program
Intervention Program
School Based
School Achievement
School Performance
Drug Use Prevention
Drug Use Intervention
Substance Use Intervention
Substance Use Prevention
Delinquency Intervention
Delinquency Prevention
Elementary School Student
Child Substance Use
Child Delinquency
Juvenile Delinquency
Juvenile Substance Use
Washington
Parent Training
Child Development
Youth Development
Child Behavior
Child Problem Behavior
Behavior Intervention
Behavior Prevention
Social Skills Development
Social Skills Training
Prosocial Skills
Urban Youth
Socioeconomic Factors
03-05
Language: en |