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Article: Examining the role of implementation quality in school-based prevention using the PATHS curriculum

TitleExamining the role of implementation quality in school-based prevention using the PATHS curriculum
Authors
Issue Date2003
PublisherSpringer New York LLC. The Journal's web site is located at http://springerlink.metapress.com/openurl.asp?genre=journal&issn=1389-4986
Citation
Prevention Science, 2003, v. 4 n. 1, p. 55-63 How to Cite?
AbstractIn order for empirically validated school-based prevention programs to "go to scale," it is important to understand the processes underlying program dissemination. Data collected in effectiveness trials, especially those measuring the quality of program implementation and administrative support, are valuable in explicating important factors influencing implementation. This study describes findings regarding quality of implementation in a recent effectiveness trial conducted in a high-risk, American urban community. This delinquency prevention trial is a locally owned intervention, which used the Promoting Alternative THinking Skills Curriculum as its major program component. The intervention involved 350 first graders in 6 inner-city public schools. Three schools implemented the intervention and the other 3 were comparison schools from the same school district. Although intervention effects were not found for all the intervention schools, the intervention was effective in improving children's emotional competence and reducing their aggression in schools which effectively supported the intervention. This study, utilizing data from the 3 intervention schools (13 classrooms and 164 students), suggested that 2 factors contributed to the success of the intervention: (a) adequate support from school principals and (b) high degree of classroom implementation by teachers. These findings are discussed in light of the theory-driven models in program evaluation that emphasized the importance of the multiple factors influencing the implementation of school-based interventions.
Persistent Identifierhttp://hdl.handle.net/10722/168963
ISSN
2015 Impact Factor: 2.926
2015 SCImago Journal Rankings: 1.514
References

 

DC FieldValueLanguage
dc.contributor.authorKam, CMen_US
dc.contributor.authorGreenberg, MTen_US
dc.contributor.authorWalls, CTen_US
dc.date.accessioned2012-10-08T03:40:13Z-
dc.date.available2012-10-08T03:40:13Z-
dc.date.issued2003en_US
dc.identifier.citationPrevention Science, 2003, v. 4 n. 1, p. 55-63en_US
dc.identifier.issn1389-4986en_US
dc.identifier.urihttp://hdl.handle.net/10722/168963-
dc.description.abstractIn order for empirically validated school-based prevention programs to "go to scale," it is important to understand the processes underlying program dissemination. Data collected in effectiveness trials, especially those measuring the quality of program implementation and administrative support, are valuable in explicating important factors influencing implementation. This study describes findings regarding quality of implementation in a recent effectiveness trial conducted in a high-risk, American urban community. This delinquency prevention trial is a locally owned intervention, which used the Promoting Alternative THinking Skills Curriculum as its major program component. The intervention involved 350 first graders in 6 inner-city public schools. Three schools implemented the intervention and the other 3 were comparison schools from the same school district. Although intervention effects were not found for all the intervention schools, the intervention was effective in improving children's emotional competence and reducing their aggression in schools which effectively supported the intervention. This study, utilizing data from the 3 intervention schools (13 classrooms and 164 students), suggested that 2 factors contributed to the success of the intervention: (a) adequate support from school principals and (b) high degree of classroom implementation by teachers. These findings are discussed in light of the theory-driven models in program evaluation that emphasized the importance of the multiple factors influencing the implementation of school-based interventions.en_US
dc.languageengen_US
dc.publisherSpringer New York LLC. The Journal's web site is located at http://springerlink.metapress.com/openurl.asp?genre=journal&issn=1389-4986en_US
dc.relation.ispartofPrevention Scienceen_US
dc.subject.meshChilden_US
dc.subject.meshConduct Disorder - Prevention & Controlen_US
dc.subject.meshCurriculumen_US
dc.subject.meshFactor Analysis, Statisticalen_US
dc.subject.meshHumansen_US
dc.subject.meshPennsylvaniaen_US
dc.subject.meshProgram Evaluationen_US
dc.subject.meshQuality Of Health Careen_US
dc.subject.meshSchool Health Services - Organization & Administrationen_US
dc.subject.meshSocial Adjustmenten_US
dc.subject.meshUrban Populationen_US
dc.titleExamining the role of implementation quality in school-based prevention using the PATHS curriculumen_US
dc.typeArticleen_US
dc.identifier.emailKam, CM:cmkam@hkucc.hku.hken_US
dc.identifier.authorityKam, CM=rp00633en_US
dc.description.naturelink_to_subscribed_fulltexten_US
dc.identifier.doi10.1023/A:1021786811186en_US
dc.identifier.pmid12611419-
dc.identifier.scopuseid_2-s2.0-0037945843en_US
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-0037945843&selection=ref&src=s&origin=recordpageen_US
dc.identifier.volume4en_US
dc.identifier.issue1en_US
dc.identifier.spage55en_US
dc.identifier.epage63en_US
dc.publisher.placeUnited Statesen_US
dc.identifier.scopusauthoridKam, CM=7102416669en_US
dc.identifier.scopusauthoridGreenberg, MT=7402792663en_US
dc.identifier.scopusauthoridWalls, CT=7004954332en_US

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