SWL 579A Session 4

1. SWL 579A Session 4 Instructor: J. David Hawkins University of Washington 10/21/09

2. While you wait - What is the difference between sensitivity and specificity of a measure?

3. EPIDEMIOLOGY ETIOLOGY EFFICACY EFFECTIVENESS DISSEMINATION 2. With an emphasis on risk and protective factors, review relevant information-both from fields outside prevention and from existing preventive intervention research programs 3. Design, conduct, and analyze pilot studies and confirmatory and replication trials of the preventive intervention program 4. Design, conduct, and analyze large-scale field trials of the preventive intervention program 5. Facilitate large-scale implementation and ongoing evaluation of the preventive intervention program in the community. 1. Identify problem or disorder(s) and review information to determine its extent The preventive intervention research cycle. Preventive intervention research is represented in boxes three and four. Note that although information from many different fields in health research, represented in the first and second boxes, is necessary to the cycle depicted here, it is the review of the information, rather than the original studies, that is considered to be part of the preventive intervention research cycle. Likewise, for the fifth box, it is the facilitation by the investigator of the shift from research project to community service program with ongoing evaluation, rather than the service program itself, that is part of the preventive intervention research cycle. Although only one feedback loop is represented here, the exchange of knowledge among researchers and between researchers and community practitioners occurs throughout the cycle.

4. Principles for Culturally Competent Prevention Science • Include multiple groups in studies. • Compare prevalences and rates of positive and problem behaviors and outcomes. • Include measures of ethnic identify or acculturation to understand degree to which group differences reflect culture. • Examine levels of risk and protection exposure in different groups.

5. Principles for Culturally Competent Prevention Science • Examine the strength of association of risk and protective factors with outcomes in different groups after controlling for socioeconomic status. • Use engagement approaches that effectively involve the focal audience. • Use communication strategies that effectively communicate with the focal audience.

6. The Social Development Model: Elementary School Period PROSOCIAL PATH Interaction/involvement with prosocial family, caregivers, teachers, classmates, and classroom activities Perceived rewards for interaction/involvement with prosocial family, caregivers, teachers, classmates and classroom activities Perceived opportunities for prosocial interaction/involvement with prosocial family, classmates, teachers and classroom activities • Home-based services • Preparing for the Drug Free Years • Respect & Responsibility • Proactive Family Management • Newsletters Attachment and commitment to prosocial family, caregivers, teachers, classmates and classroom activities How to Help your Child Succeed in School After school study clubs Teacher Instructional Skills Family management Classroom management School policies Drug and delinquency initiation Belief in prosocial family, caregivers, and school values Skills for interaction/ involvement Proactive Classroom Management Belief in antisocial family and caregivers’ values Position in the social structure Interpersonal and problem solving skills training and summer camp Attachment and commitment to antisocial family and caregivers Constitutional factors Perceived opportunities for interaction with antisocial family and caregivers, and/or involvement in aggressive and other problem behaviors Interaction with antisocial family and caregivers, and/or involvement in aggressive and other problem behaviors Perceived rewards for interaction with antisocial family and caregivers, and/or involvement in aggressive and other problem behaviors ANTISOCIAL PATH (+) (-) (+,-) Note: Interaction or moderating effects are indicated by an arrowhead pointing to a structural path rather than a construct. Shaded circles indicate program interventions

7. Healthy Behaviors The Goal… …for all children and youth Healthy Beliefs and Clear Standards …in families, schools, and peer groups Start with… Bonding –Attachment –Commitment …to families, schools, and peer groups Build… By providing… Opportunities Skills Recognition …in families, schools, and peer groups Be Aware of… Individual Characteristics The Social Development Strategy

8. Social development in a parent child interaction. Parent-Child Interaction Coded for OpportunitiesInvolvementRewardsBonding etc.

9. Seattle Social Development ProjectTargeted Risk Factors • School Domain • Low commitment to school • Academic failure • Family Domain • Poor family management • Family conflict • Individual Domain • Early antisocial behavior • Favorable attitudes • Friends who engage in problem behavior • Early initiation

10. Study Characteristics • All 5th grade students from 18 Seattle elementary schools were eligible. • Active consent required – 77% (n=808) of eligible population consented. • Comparison Group Design • Full treatment (grades 1-6) = 149 • Late treatment (grades 5-6) = 243 • Control = 206 • Parent training only = 208 (not included in these analyses) • Demographics • 51% Male • 46% Caucasian, 26% African American, 21% Asian-American • 56% free-lunch eligible • 40% from single-parent families

11. Seattle Social Development Project: Hypothesized Effects of Teaching on Students’ Social Development Student Opportunities For Classroom Involvement Student Classroom Involvement Reinforcement for Classroom Involvement ~ From Peers ~ Perceived Reinforcement for School Involvement Bonding ~ To Prosocial Peers ~ To School Student Skills for Classroom Involvement Teaching Interventions Proactive Classroom Management Interactive Teaching Cooperative Learning

12. SSDP/SOAR Teaching Practices Proactive classroom management Establish consistent classroom expectations and routines at the beginning of the year Give clear, explicit instructions for behavior Recognize and reward desirable student behavior and efforts to comply Use methods that keep minor classroom disruptions from interrupting instruction Interactive teaching Assess and activate foundation knowledge before teaching Teach to explicit learning objectives Model skills to be learned Frequently monitor student comprehension as material is presented Re-teach material when necessary Cooperative learning Involve small teams of students of different ability levels and backgrounds as learning partners Provide recognition to teams for academic improvement of individual members over past performance

13. Least amount of time Least amount of teacher effort Least amount of negative attention on student Least unpleasant feeling Least disruption to the learning environment Eye contact Proximity Pause First/Then Encouraging desirable behavior Cueing Humor Empathy Modify instruction Proactive Classroom Management- Law of Least Intervention

14. Comparison in Use of Project Teaching Practice Between Intervention and Control Teachers at Grade Six X2 = 3.9 p≤ .05

15. Results of the Hierarchical Linear Modeling of Children’s Measures Nested within Teachers’ Hierarchical Linear Modeling

16. Total Aggregated Risk Factors Perspective

17. Peer-Individual

18. Factor Addressed Program Strategy Developmental Period Family Management Problems Prenatal/Infancy Programs prenatal-2 Early Childhood Education 3-5 Parent Training prenatal-14 Family Therapy 6-14 Addressing Barriers with Effective Action

19. Effective Training for Middle School Parents • Guiding Good Choices® (Spoth et al., 1998) • Adolescent Transitions Program (Dishion and Andrews, 1995) • Parenting Adolescents Wisely (Gordon et al., 1998) • Creating Lasting Connections (Johnson et al., 1996) • The Iowa Strengthening Families Program (Spoth, 1998) • Focus on Families (Catalano et al., 1999; 1997)

20. Peer-Individual Overall

21. Past Year Antisocial Behavior

22. Peer-Individual Peer-Individual

23. Addressing Barriers with Effective Action

24. Classroom Curricula for Social and Emotional Competence Promotion • Alcohol Misuse Prevention (Maggs et al., 1998) • Bicultural Competence Program (Schinke et al., 1988) • Towards No Drug Use (Dent et al., 1995) • The Valued Youth Partnership (Cardenas et al., 1992)

25. Brown and Liao, Fig. 1. Three design phases of a preventive intervention trial.

26. Intervention Assignment • Randomization • Balance, Matching, Blocking • Cluster Random Assignment

27. What are the Fatal Design Flaws in a Trial? • Pre-Intervention Assignment: • Intervention: • Post-Intervention:

28. Extreme Selection Bias Not a Large Enough Sample is Drawn Pre-Intervention Assignment Design

29. Intervention Design • Intervention & Control Subjects are different • Contamination • Randomized at Wrong Level • Low Intervention Delivery • Large Drop-outs

30. Post-Intervention Design • Large Attrition • Differential Attrition • Differential Measurement Error

31. SSDP Design • Initiated full intervention and control conditions in 1981 in 8 Seattle elementary schools. • Expanded in 1985 to 18 Seattle elementary schools to add a late intervention condition, a parent training only condition, and additional control students. • Quasi-experimental study • Full treatment (grades 1-6) = 149 Late treatment (grades 5-6) = 243 Control = 206 • Parent training only (grades 5-6) = 210

32. Attrition and Internal Validity • No significant differences for those lost to attrition versus those retained with respect to distribution of participants into the intervention conditions at ages 18, 21, 24 or 27. • No significant differences between the intervention and control groups with respect to: • Gender, ethnicity, or childhood poverty • Mean years living in Seattle by grade 6 • Mean number of residences lived in from age 5 to 14 • Proportion of single-parent homes during grade 5 • Living in a disorganized neighborhood at age 16 • Family size, mother’s education, or age at time of survey at age 21 BUT- More controls than full intervention group born to teen mothers.

33. Effects of SSDP Intervention on School Bonding from Age 13 to 18 Hawkins, Guo, Hill, Battin-Pearson & Abbott (2001)