Ignite Creation Date:
2024-05-05 @ 12:09 PM
Last Modification Date:
2024-10-26 @ 9:21 AM
Study NCT ID:
NCT00257088
Status:
COMPLETED
Last Update Posted:
2008-02-14
First Post:
2005-11-18
Brief Title:
The Whole Day First Grade Program
Sponsor:
American Institutes for Research
Organization:
American Institutes for Research
Study Overview
Official Title:
Prevention Services in Schools for Early Drug Abuse Risk
Status:
COMPLETED
Status Verified Date:
2005-08
Last Known Status:
None
Delayed Posting:
No
If Stopped, Why?:
Not Stopped
Has Expanded Access:
False
If Expanded Access, NCT#:
N/A
Has Expanded Access, NCT# Status:
N/A
Acronym:
None
Brief Summary:
This five-year prevention services application is concerned with preventing substance abuse comorbid mental and behavioral disorders and school failure We will direct an integrated set of first grade classroom based preventive interventions at two correlated and confirmed early antecedents early aggressive disruptive behavior and poor achievement We will test a comprehensive Whole Day WD program directed at improving 1 teachers classroom behavior management 2 familyclassroom partnerships regarding homework and discipline and 3 teachers instructional practices regarding academic subjects particularly reading We will test WD effectiveness in a developmental epidemiological design in which children and teachers are randomly assigned to intervention and standard setting control classrooms in 2 classrooms in each of 12 schools While following the first grade children to the end of third grade we will follow their first grade teachers over two subsequent cohorts of first graders to test whether the support and training structure sustains high levels of WD practice We will also test whether the support and training structure is successful in training non-WD teachers This prevention services aim will be augmented by an economic analysis of the costs and cost-effectiveness of the WD program This combined services and prevention research should increase the efficiency of developing evidence-based programs and extending their use system-wide in both the prevention and education fields The aims of our proposed work are to 1 Implement and evaluate the effectiveness of a whole-day preventive intervention program for first-grade WD directed at known antecedent risk factors for later substance abuse school failure and comorbid mental and behavioral disorders 2 Measure the variation in impact of WD due to variation in the experimentally manipulated quality of teachers specific WD practices around classroom behavior management familyclassroom partnership and quality of instruction regarding reading taking into account family peer and community factors 3 Test effective- ness of the support structure required to sustain and extend to other teachers high quality implementa- tion of WD 4 Carry out economic analyses of the costs of implementing WD and their cost-effectiveness
Detailed Description:
This five-year application is concerned with preventing substance abuse comorbid mental and behavioral disorders and school failure We will direct an integrated set of previously tested preventive first-grade interventions at two correlated and confirmed early antecedents early aggressive disruptive behavior and poor achievement The interventions we propose to integrate and test are directed at improving 1 teachers classroom behavior management 2 familyclassroom partnerships regarding homework and discipline and 3 teachers instructional practices regarding academic subjects particularly reading The combined preventive and educational intervention strategy will be a single Whole Day WD first-grade classroom program built on the empirically determined recognition of the interdependence of these risk factors across substance abuse and educational failure As in our past Baltimore preventive trials we propose to test the effectiveness of WD in a developmental epidemiological design in which children and teachers are randomly assigned to intervention and standard setting conditions controls SC A special aspect of this proposal is that in the same design we propose laying a foundation for moving what we have learned into policy and practice While following the first-grade children as far as the end of third grade we will follow their first grade teachers over two subsequent cohorts of first graders to test whether the support and training structure sustains high levels of WD practice We will also test whether the support and training structure is successful in training non-WD teachers as far as the trial results warrant This prevention services aim will be augmented by an economic analysis of the costs and effectiveness of the WD program The research on effectiveness combined with research on moving from effectiveness to practice should increase the efficiency of developing evidence-based programs faster and earlier in both the prevention and education fields
This grant would set the foundation for grants for following the cohort of study children and teachers periodically to assess the preventive impact of the interventions on later substance abuse and on extending teachers use of WD practices This prevention research in Baltimore continues under the aegis of our Community and Institutional Board see letters of support This proposal involves a close institutional collaboration among the American Institutes for Research AIR Baltimore City Public School System BCPSS Morgan State University MSU the Oregon Social Learning Center OSLC the Prevention Science and Methodology Group PSMG the Johns Hopkins Bloomberg School of Public Health and the Center for Academic and Reading Skills at the University of Texas-Houston
The aims of our proposed work are to
1 Implement and evaluate the effectiveness of a whole-day preventive intervention program for first grade WD directed at reducing the antecedent risk factors for later substance abuse comorbid mental and behavioral disorders and school failure
2 Measure the variation in the impact of WD owing to variation in the experimentally manipulated quality of teachers specific WD practices around classroom behavior management familyclassroom partnership and quality of instruction particularly regarding reading These analyses will include other sources of variation as well in the child and in the social contexts of family classroom and school peers and community
3 Test the effectiveness of the support and training structure required to develop and maintain high-quality implementation of WD a during the effectiveness trial then b as the results warrant sustaining high-quality WD in consecutive cohorts of first graders and then c extending the hypothesized higher quality of WD to other than WD teachers
4 Carry out economic analyses of the costs of implementing WD and their cost-effectiveness compared with SC with respect to reductions in risk factors for illicit substance abuse as well as tobacco HIV school failure and comorbid mental and behavioral disorders
B Background and Significance Over the past three decades evidence from developmental epidemiological studies has consistently identified specific antecedent risk factors at least as early as first grade as predictive of later substance abuse and comorbid mental and behavioral disorders during the middle school years and beyond Cairns Cairns Neckerman 1995 Farrington 1995 Hawkins Catalano Miller 1992 Hawkins Doueck Lishner 1988 Kellam Brown Rubin Ensminger 1983 Reid 1993 Reid Eddy 1997 Many of these antecedents are exhibited in the school setting such as aggressive disruptive behavior in first grade and its strong correlate poor academic achievement These early risk factors can lead to later substance abuse and school dropout which have considerable economic social and psychological consequences Dishion Capaldi Yoerger 1999 Eddy Reid Fetrow 2000 Hawkins et al 1992 Kellam et al 1983 Kellam Mayer Rebok Hawkins 1998 Maguin Loeber 1996 Mrazek Haggerty 1994 Reid Eddy Fetrow Stoolmiller 1999 see Appendix-1 for paper These risk factors are also strongly related to a host of other risk factors that separately or together are predictive during adolescence and young adulthood of not only drug abuse but also conduct disorders and violence depression school drop out and high-risk sexual behaviors Ineffective parenting around discipline and homework classrooms with high levels of aggressive disruptive behavior antisocial classmates and peers poverty at the family level and at the school and community levels and individual differences such as sensation seeking Wills Sandy Yaeger 2000 Palmgreen Donohew Lorch Hoyle Stephenson 2001-all have been found to increase the risk of drug abuse and related comorbid problems Ary et al 1999 Dishion et al 1999 Kellam Ling Meriska Brown Ialongo 1998 see Appendix-2 for paper Reid Patterson Snyder in press
In Baltimore in Oregon and elsewhere rigorous developmental epidemiologically based randomized field trials have directed interventions at decreasing the early risk factors in the classroom family and peer-group settings These trials indicate that school-based universal interventions ie those addressing all children not merely those at higher risk can have short-term beneficial effects on aggressive behavior and achievement Dolan et al 1993 Ialongo et al 1999 Reid et al 1999 off-task behavior Brown 1994a 1993b and depressive symptoms Kellam Rebok Mayer Ialongo Kalodner 1994 Impact from first grade interventions to reduced aggression in middle school has been reported Kellam Rebok Ialongo Mayer see Appendix-3 for paper 1994 Kellam Ling et al 1998 and delinquency Eddy et al 2000 Longer-term effects on illicit drug use have been observed in the Baltimore work see Figure 1 Reductions in the initiation of tobacco use have been shown as a result of the Baltimore first grade preventive interventions in three separate cohorts Kellam Anthony 1998 see Appendix-4 for paper Storr Ialongo Kellam Anthony in press Longer-term impact has been reported in meta-analyses on illicit drug use by Nan Tobler and colleagues 1986 2000 Tobler et al 2000 plus other meta-analyses Derzon Lipsey 1999 Gorman 1995 Higher-fidelity implementation of the interventions also led to higher impact Ialongo et al 1999 see Appendix-5 for paper Ialongo Poduska Werthamer Kellam 2001 see Appendix-6 for paper Further we have found compelling evidence that these universal interventions often have the greatest impact on those at highest risk of substance abuse and aggression Brown Liao 1999 see Appendix-7 for paper Curran Muthèn 1999 Muthèn Curran 1997 Muthèn et al submitted Stoolmiller Eddy Reid 2000 see Appendix-8 for paper
This grant would set the foundation for grants for following the cohort of study children and teachers periodically to assess the preventive impact of the interventions on later substance abuse and on extending teachers use of WD practices This prevention research in Baltimore continues under the aegis of our Community and Institutional Board see letters of support This proposal involves a close institutional collaboration among the American Institutes for Research AIR Baltimore City Public School System BCPSS Morgan State University MSU the Oregon Social Learning Center OSLC the Prevention Science and Methodology Group PSMG the Johns Hopkins Bloomberg School of Public Health and the Center for Academic and Reading Skills at the University of Texas-Houston
The aims of our proposed work are to
1 Implement and evaluate the effectiveness of a whole-day preventive intervention program for first grade WD directed at reducing the antecedent risk factors for later substance abuse comorbid mental and behavioral disorders and school failure
2 Measure the variation in the impact of WD owing to variation in the experimentally manipulated quality of teachers specific WD practices around classroom behavior management familyclassroom partnership and quality of instruction particularly regarding reading These analyses will include other sources of variation as well in the child and in the social contexts of family classroom and school peers and community
3 Test the effectiveness of the support and training structure required to develop and maintain high-quality implementation of WD a during the effectiveness trial then b as the results warrant sustaining high-quality WD in consecutive cohorts of first graders and then c extending the hypothesized higher quality of WD to other than WD teachers
4 Carry out economic analyses of the costs of implementing WD and their cost-effectiveness compared with SC with respect to reductions in risk factors for illicit substance abuse as well as tobacco HIV school failure and comorbid mental and behavioral disorders
B Background and Significance Over the past three decades evidence from developmental epidemiological studies has consistently identified specific antecedent risk factors at least as early as first grade as predictive of later substance abuse and comorbid mental and behavioral disorders during the middle school years and beyond Cairns Cairns Neckerman 1995 Farrington 1995 Hawkins Catalano Miller 1992 Hawkins Doueck Lishner 1988 Kellam Brown Rubin Ensminger 1983 Reid 1993 Reid Eddy 1997 Many of these antecedents are exhibited in the school setting such as aggressive disruptive behavior in first grade and its strong correlate poor academic achievement These early risk factors can lead to later substance abuse and school dropout which have considerable economic social and psychological consequences Dishion Capaldi Yoerger 1999 Eddy Reid Fetrow 2000 Hawkins et al 1992 Kellam et al 1983 Kellam Mayer Rebok Hawkins 1998 Maguin Loeber 1996 Mrazek Haggerty 1994 Reid Eddy Fetrow Stoolmiller 1999 see Appendix-1 for paper These risk factors are also strongly related to a host of other risk factors that separately or together are predictive during adolescence and young adulthood of not only drug abuse but also conduct disorders and violence depression school drop out and high-risk sexual behaviors Ineffective parenting around discipline and homework classrooms with high levels of aggressive disruptive behavior antisocial classmates and peers poverty at the family level and at the school and community levels and individual differences such as sensation seeking Wills Sandy Yaeger 2000 Palmgreen Donohew Lorch Hoyle Stephenson 2001-all have been found to increase the risk of drug abuse and related comorbid problems Ary et al 1999 Dishion et al 1999 Kellam Ling Meriska Brown Ialongo 1998 see Appendix-2 for paper Reid Patterson Snyder in press
In Baltimore in Oregon and elsewhere rigorous developmental epidemiologically based randomized field trials have directed interventions at decreasing the early risk factors in the classroom family and peer-group settings These trials indicate that school-based universal interventions ie those addressing all children not merely those at higher risk can have short-term beneficial effects on aggressive behavior and achievement Dolan et al 1993 Ialongo et al 1999 Reid et al 1999 off-task behavior Brown 1994a 1993b and depressive symptoms Kellam Rebok Mayer Ialongo Kalodner 1994 Impact from first grade interventions to reduced aggression in middle school has been reported Kellam Rebok Ialongo Mayer see Appendix-3 for paper 1994 Kellam Ling et al 1998 and delinquency Eddy et al 2000 Longer-term effects on illicit drug use have been observed in the Baltimore work see Figure 1 Reductions in the initiation of tobacco use have been shown as a result of the Baltimore first grade preventive interventions in three separate cohorts Kellam Anthony 1998 see Appendix-4 for paper Storr Ialongo Kellam Anthony in press Longer-term impact has been reported in meta-analyses on illicit drug use by Nan Tobler and colleagues 1986 2000 Tobler et al 2000 plus other meta-analyses Derzon Lipsey 1999 Gorman 1995 Higher-fidelity implementation of the interventions also led to higher impact Ialongo et al 1999 see Appendix-5 for paper Ialongo Poduska Werthamer Kellam 2001 see Appendix-6 for paper Further we have found compelling evidence that these universal interventions often have the greatest impact on those at highest risk of substance abuse and aggression Brown Liao 1999 see Appendix-7 for paper Curran Muthèn 1999 Muthèn Curran 1997 Muthèn et al submitted Stoolmiller Eddy Reid 2000 see Appendix-8 for paper
Study Oversight
Has Oversight DMC:
None
Is a FDA Regulated Drug?:
None
Is a FDA Regulated Device?:
None
Is an Unapproved Device?:
None
Is a PPSD?:
None
Is a US Export?:
None
Is an FDA AA801 Violation?:
None
Secondary IDs
| Secondary ID | Type | Domain | Link |
|---|---|---|---|
| R01DA019984-01 | NIH | None | httpsreporternihgovquickSearchR01DA019984-01 |