Showing (from a total of ) studies:

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3031402 USA/Canada Primary/Elementary Literacy/English This report describes a cluster randomized control trial (RCT) intervention study of the effectiveness of the ABRACADABRA (ABRA) Web-based literacy system using a classroom-level RCT intervention with 1,067 children in 74 kindergarten and Grade 1 or Grade 1/2 classrooms across Canada. The authors closely followed the CONSORT criteria for executing and reporting high-quality RCT studies. Well-trained teachers delivered the ABRA intervention to their regular classrooms for 20 hr per child over one full semester. At posttest, the ABRA intervention classroom showed significant advantages over controls in phonological blending ability, letter-sound knowledge and, marginally, for phoneme segmentation fluency. A secondary analysis exploring the effects of different levels of program implementation showed that with fidelity of implementation (80% of intervention teachers), advantages were evident at posttests in phonological blending, phoneme segmentation fluency, sight word reading, and letter-sound knowledge. It is concluded that ABRA is an effective resource for key skills associated with early reading. Implications for the role of both Web-based technologies and extended professional development for technology in aiding in the scale-up of evidence-based reading interventions are discussed. (Contains 2 figures and 5 tables.) A (Pan-Canadian) Cluster Randomized Control Effectiveness Trial of the ABRACADABRA Web-Based Literacy Program https://www.google.com/search?q=A+(Pan-Canadian)+Cluster+Randomized+Control+Effectiveness+Trial+of+the+ABRACADABRA+Web-Based+Literacy+Program 2013 Universal Regular Teachers/Lecturers Up to Half a Term Literacy/English None Clustered 1067 74 Yes Whole Sample Only Immediate Post-Test Only Yes No Yes, Descriptive Theory of Change Yes
3030678 USA/Canada Preschool/Kindergarten Behaviour and Social Wellbeing Objective: The purpose of this study was to examine the long-term effects of the Early Risers aoeSkills for Successa Conduct Problems Prevention Program (ER; August, Bloomquist, Realmuto, & Hektner, 2007), a multifaceted program targeting social, emotional, behavioral, and academic risk and protective factors to promote adaptive psychological development. Method: Based on the random assignment of their school, 245 kindergartners (mean age = 6.6 years, SD = 0.57; 68.6% male) with elevated teacher-rated aggressive behavior either participated in ER for 3 intensive years plus 2 booster years or served as controls. Participants were assessed annually during the intervention with teacher and parent reports and at 2 follow-up points. In the current study, 129 of the original participants were reassessed with diagnostic interviews in late high school (mean age = 16.3, SD = 0.52), and multiple imputation was used to deal appropriately with missing data. Results: Program participants had significantly fewer symptoms of conduct disorder, oppositional defiant disorder, and major depressive disorder than did controls. The programas effect on increasing social skills and parent discipline effectiveness by Grade 3 mediated these effects. Conclusions: The results of this study provide further evidence of the long-term positive effects of multicomponent, elementary-age, targeted conduct problems prevention programs. Training children in social skills and parents in effective discipline are possible mechanisms to divert maladaptive developmental cascades. (PsycINFO Database Record (c) 2014 APA, all rights reserved). 2014 American Psychological Association. A 10-year randomized controlled trial of the Early Risers conduct problems preventive intervention: Effects on externalizing and internalizing in late high school https://www.google.com/search?q=A+10-year+randomized+controlled+trial+of+the+Early+Risers+conduct+problems+preventive+intervention:+Effects+on+externalizing+and+internalizing+in+late+high+school 2014 Targeted External Educators Full Academic Year or Longer None None Clustered 245 20 Yes Whole Sample Only At Least Some Follow-Up No No Yes, Theoretical Perspectives Yes
3031910 USA/Canada Preschool/Kindergarten Physical Health and Wellbeing BACKGROUND: Previous studies have demonstrated the short-term efficacy of pharmacotherapy and behavior therapy for attention-deficit/hyperactivity disorder (ADHD) , but no longer-term (i.e., >4 months) investigations have compared these 2 treatments or their combination. METHODS: A group of 579 children with ADHD Combined Type, aged 7 to 9.9 years, were assigned to 14 months of medication management (titration followed by monthly visits); intensive behavioral treatment (parent, school, and child components, with therapist involvement gradually reduced over time); the two combined; or standard community care (treatments by community providers). Outcomes were assessed in multiple domains before and during treatment and at treatment end point (with the combined treatment and medication management groups continuing medication at all assessment points). Data were analyzed through intent-to-treat random-effects regression procedures. RESULTS: All 4 groups showed sizable reductions in symptoms over time, with significant differences among them in degrees of change. For most ADHD symptoms, children in the combined treatment and medication management groups showed significantly greater improvement than those given intensive behavioral treatment and community care. Combined and medication management treatments did not differ significantly on any direct comparisons, but in several instances (oppositional/aggressive symptoms, internalizing symptoms, teacher-rated social skills, parent-child relations, and reading achievement) combined treatment proved superior to intensive behavioral treatment and/or community care while medication management did not. Study medication strategies were superior to community care treatments, despite the fact that two thirds of community-treated subjects received medication during the study period. CONCLUSIONS: For ADHD symptoms, our carefully crafted medication management was superior to behavioral treatment and to routine community care that included medication. Our combined treatment did not yield significantly greater benefits than medication management for core ADHD symptoms, but may have provided modest advantages for non-ADHD symptom and positive functioning outcomes. A 14-month randomized clinical trial of treatment strategies for attention-deficit/hyperactivity disorder. Multimodal Treatment Study of Children with ADHD https://www.google.com/search?q=A+14-month+randomized+clinical+trial+of+treatment+strategies+for+attention-deficit/hyperactivity+disorder.+Multimodal+Treatment+Study+of+Children+with+ADHD 1999 Targeted Mixture Full Academic Year or Longer Behaviour and Social Wellbeing Range of Academic Outcomes Single 579 NA Yes Whole Sample Only Immediate Post-Test Only Yes No Yes, Descriptive Theory of Change Yes
8154183 Africa Primary/Elementary Physical Health and Wellbeing Design The study’s design was a cluster-randomized, matched-pairs, parallel trial of a behavior-based sexual assault prevention intervention in the informal settlements. Methods The participants were primary school girls aged 10– 16. Classroom-based interventions for girls and boys were delivered by instructors from the same settlements, at the same time, over six 2-h sessions. The girls’ program had components of empowerment, gender relations, and self-defense. The boys’ program promotes healthy gender norms. The control armof the study received a health and hygiene curriculum. The primary outcome was the rate of sexual assault in the prior 12 months at the cluster level (school level). Secondary outcomes included the generalized self-efficacy scale, the distribution of number of times victims were sexually assaulted in the prior period, skills used, disclosure rates, and distribution of perpetrators. Difference-in-differences estimates are reported with bootstrapped confidence intervals. Results Fourteen schools with 3147 girls from the intervention group and 14 schools with 2539 girls from the control group were included in the analysis. We estimate a 3.7 % decrease, p = 0.03 and 95 % CI = (0.4, 8.0), in risk of sexual assault in the intervention group due to the intervention (initially 7.3 % at baseline). We estimate an increase in mean generalized self-efficacy score of 0.19 (baseline average 3.1, on a 1–4 scale), p = 0.0004 and 95 % CI = (0.08, 0.39). Interpretation This innovative intervention that combined parallel training for young adolescent girls and boys in school settings showed significant reduction in the rate of sexual assault among girls in this population A Behavior-Based Intervention That Prevents Sexual Assault: the Results of a Matched-Pairs, Cluster-Randomized Study in Nairobi, Kenya https://www.google.com/search?q=A+Behavior-Based+Intervention+That+Prevents+Sexual+Assault: the+Results+of+a+Matched-Pairs,+Cluster-Randomized+Study in+Nairobi,+Kenya 2016 Universal External Educators Full Academic Year or Longer none none Clustered 5686 28 Yes Whole Sample Only Immediate Post-Test Only Yes No Yes, Descriptive Theory of Change Yes
3031872 UK/Ireland Middle/High School Physical Health and Wellbeing Background: Depression in adolescents is a significant problem that impairs everyday functioning and increases the risk of severe mental health disorders in adulthood. Although this is a major problem, relatively few adolescents with, or at risk of developing, depression are identified and referred for treatment. This suggests the need to investigate alternative approaches whereby preventative interventions are made widely available in schools. Objective: To investigate the clinical effectiveness and cost-effectiveness of classroom-based cognitive- behavioural therapy (CBT) in reducing symptoms of depression in high-risk adolescents. Design: Cluster randomised controlled trial. Year groups (n = 28) randomly allocated on a 1: 1: 1 basis to one of three trial arms once all schools were recruited and balanced for number of classes, number of students, Personal, Social and Health Education (PSHE) lesson frequency, and scheduling of PSHE. Setting: Year groups 8 to 11 (ages 12-16 years) in mixed-sex secondary schools in the UK. Data were collected between 2009 and 2011. Participants: Young people who attended PSHE at participating schools were eligible (n = 5503). Of the 5030 who agreed to participate, 1064 (21.2%) were classified as 'high risk': 392 in the classroom-based CBT arm, 374 in the attention control PSHE arm and 298 in the usual PSHE arm. Primary outcome data on the high-risk group at 12 months were available for classroom-based CBT (n = 296), attention control PSHE (n = 308) and usual PSHE (n = 242). Interventions: The Resourceful Adolescent Programme (RAP) is a focused CBT-based intervention adapted for the UK (RAP-UK) and delivered by two facilitators external to the school. Control groups were usual PSHE (usual school curriculum delivered by teachers) and attention control (usual school PSHE with additional support from two facilitators). Interventions were delivered universally to whole classes. Primary outcomes: Clinical effectiveness: symptoms of depression [Short Mood and Feelings Questionnaire (SMFQ)] in adolescents at high risk of depression 12 months from baseline. Cost-effectiveness: incremental cost-effectiveness ratios (ICERs) based on SMFQ score and quality-adjusted life-years (from European Quality of Life-5 Dimensions scores) between baseline and 12 months. Process evaluation: reach, attrition and qualitative feedback from service recipients and providers. Results: SMFQ scores had decreased for high-risk adolescents in all trial arms at 12 months, but there was no difference between arms [classroom-based CBT vs. usual PSHE adjusted difference in means 0.97, 95% confidence interval (CI) -0.34 to 2.28; classroom-based CBT vs. attention control PSHE -0.63, 95% CI -1.99 to 0.73]. Costs of interventions per child were estimated at 41.96 for classroom-based CBT and 34.45 for attention control PSHE. Fieller's method was used to obtain a parametric estimate of the 95% CI for the ICERs and construct the cost-effectiveness acceptability curve, confirming that classroom-based CBT was not cost-effective relative to the controls. Reach of classroom-based CBT was good and attrition was low (median 80% attending > 60% of sessions), but feedback indicated some difficulties with acceptability and sustainability. Conclusions: Classroom-based CBT, attention control PSHE and usual PSHE produced similar outcomes. Classroom-based CBT may result in increased self-awareness and reporting of depressive symptoms. Classroom-based CBT was not shown to be cost-effective. While schools are a convenient way of reaching a wide range of young people, implementing classroom-based CBT within schools is challenging, particularly with regard to fitting programmes into a busy timetable, the lack of value placed on PSHE, and difficulties engaging with teachers and young people. Wider use of classroom-based depression prevention programmes should not be undertaken without further research. If universal preventative approaches are to be pursued, their clinical effectiveness and cost-effectiveness with younger children (aged 10-11 years), before the incidence of depression increases, should be investigated. Alternatively, the clinical effectiveness of indicated school-based programmes targeting those already displaying symptoms of depression should be investigated. Queen's Printer and Controller of HMSO 2013. A cluster randomised controlled trial to determine the clinical effectiveness and cost-effectiveness of classroom-based cognitive-behavioural therapy (CBT) in reducing symptoms of depression in high-risk adolescents https://www.google.com/search?q=A+cluster+randomised+controlled+trial+to+determine+the+clinical+effectiveness+and+cost-effectiveness+of+classroom-based+cognitive-behavioural+therapy+(CBT)+in+reducing+symptoms+of+depression+in+high-risk+adolescents 2013 Targeted External Educators Up to Half a Term Other School Subjects Other School Subjects Clustered 1064 28 Yes Some Sub-Groups Reported At Least Some Follow-Up No Yes, Fairly Well Yes, Descriptive Theory of Change Yes
3031624 UK/Ireland Primary/Elementary Physical Health and Wellbeing AIM: To evaluate the effectiveness of a programme of asthma clubs in improving quality of life in primary school children with asthma. METHODS: A cluster randomised intervention trial was undertaken in 22 primary schools within the urban area of south and east Belfast, Northern Ireland. Schools were randomised in pairs to immediate or delayed groups. The study subjects comprised 173 children aged 7-11 years whose parents had notified the school of their asthma diagnosis. Children attended school based weekly clubs over an 8 week period. The main outcome measures were the interview administered Paediatric Quality of Life Questionnaire scores, ranging from 1 (worst) to 7 (best), spirometry, and inhaler technique. RESULTS: Over 15 weeks, small but non-significant improvements in the overall quality of life score (mean 0.20; 95% confidence interval (CI) -0.20 to 0.61) and in each of its three components, activity limitation (0.20; -0.43 to 0.84), symptoms (0.23; -0.23 to 0.70), and emotional function (0.17; -0.18 to 0.52), were observed in the immediate compared with the delayed group. Inhaler technique at week 16 was markedly better in the immediate group, with 56% having correct technique compared with 15% in the delayed group. No significant effect of the intervention on spirometry results could be demonstrated. CONCLUSION: This primary school based asthma education programme resulted in sustained improvements in inhaler technique, but changes in quality of life scores were not significant. A cluster randomised intervention trial of asthma clubs to improve quality of life in primary school children: the School Care and Asthma Management Project (SCAMP) https://www.google.com/search?q=A+cluster+randomised+intervention+trial+of+asthma+clubs+to+improve+quality+of+life+in+primary+school+children:+the+School+Care+and+Asthma+Management+Project+(SCAMP) 2005 Targeted External Educators Up to Half a Term Physical Health and Wellbeing Physical Health and Wellbeing Clustered 173 22 Yes Whole Sample Only At Least Some Follow-Up Yes No Yes, Theoretical Perspectives No
3031630 UK/Ireland Primary/Elementary Physical Health and Wellbeing OBJECTIVE: Using a cluster randomized trial, this study tested the effectiveness of a dental health education program designed to improve the oral hygiene and dental knowledge of 10-year-old children. METHODS: Thirty-two primary schools in the northwest of England participated. After a baseline assessment of plaque and the completion of a dental knowledge questionnaire by the children, the schools were allocated randomly to active or control groups. Children in schools allocated to the active group received the dental health program, which consisted of four one-hour lessons. After four months the children were examined clinically and scored for plaque, and a second questionnaire was administered. The schools in the control group were then allocated randomly to receive the program or not over the following three months, the program being withdrawn from the schools who initially received it. A further assessment of plaque was made and a questionnaire administered seven months after the baseline of the study. RESULTS: The active groups had 20 percent and 17 percent lower mean plaque scores than the control group at four and seven months (P < .001). The children's knowledge of which type of toothbrush should be used and the role of disclosing tablets improved in the initial test group when compared with the control group and this was retained over the second part of the study. CONCLUSION: The children receiving the program had significantly lower mean plaque scores and greater knowledge about toothbrushes and disclosing tablets than the control children who had not received the program. A cluster randomized controlled trial of a dental health education program for 10-year-old children https://www.google.com/search?q=A+cluster+randomized+controlled+trial+of+a+dental+health+education+program+for+10-year-old+children 2001 Universal External Educators Between Half and Full Term Physical Health and Wellbeing None Clustered 794 32 Yes Whole Sample Only At Least Some Follow-Up No No No No
3031675 Central/South America Middle/High School Physical Health and Wellbeing Behavioral interventions based on the Protection Motivation Theory (PMT) have been demonstrated to reduce HIV risk behavior among mid- and older adolescents in different settings across the globe but have not been evaluated among Caribbean nations and have received limited evaluation among pre-adolescents. To determine (1) the effectiveness among pre-adolescents in The Bahamas of a PMT-based HIV prevention program 'Focus on Youth in the Caribbean' (FOYC) and (2) the role of the targeted PMT constructs in intervention effect. 1,360 sixth grade youth (10-11 years of age) from 15 urban schools in New Providence, The Bahamas were randomized by school to receive either FOYC or a control condition. Data collected at baseline, 6 and 12 months post intervention were analyzed. A five-step scheme was used to assess sexual behavior progression, ranging from '1' = 'a virgin without intention to have sex' to '5' = 'having sex without a condom'. Group-based trajectory analysis was utilized in assessing the program effect. Two sexual behavior progression patterns were detected: slow progressors and quick progressors. Receiving FOYC reduced the likelihood for adolescents to become quick progressors (adjusted OR = 0.77, 95% CI: 0.64-1.00). The observed effectiveness was especially impacted by a subset of the targeted PMT constructs. FOYC effectively delays sexual risk among Bahamian pre-adolescents. The group-based trajectory analysis provides an analytical approach for assessing interventions among adolescents with low rates and diverse progression patterns of sexual activity. A cluster randomized controlled trial of an adolescent HIV prevention program among Bahamian youth: effect at 12 months post-intervention https://www.google.com/search?q=A+cluster+randomized+controlled+trial+of+an+adolescent+HIV+prevention+program+among+Bahamian+youth:+effect+at+12+months+post-intervention 2009 Universal External Educators Between Half and Full Term Physical Health and Wellbeing None Clustered 1360 15 Yes Some Sub-Groups Reported At Least Some Follow-Up Yes No Yes, Theoretical Perspectives Yes
3031050 USA/Canada Primary/Elementary Behaviour and Social Wellbeing Background: While school-based anti-bullying programs are widely used, there have been few controlled trials of effectiveness. This study compared the effect of manualized School Psychiatric Consultation (SPC), CAPSLE (a systems and mentalization focused whole school intervention), and treatment-as-usual (TAU) in reducing aggression and victimization among elementary school children. Method: Participants were 1,345 third to fifth graders in nine elementary schools in a medium-sized Midwestern city who took part in a cluster-level randomized controlled trial with stratified restricted allocation, to assess efficacy after two years of active intervention and effectiveness after one year of minimal input maintenance intervention. Outcome measures included peer and self-reports of bullying, bystanding, and mentalizing behavior and classroom behavioral observations of disruptive and off-task behavior. Results: CAPSLE moderated the developmental trend of increasing peer-reported victimization (p less than 0.01), aggression (p less than 0.05), self-reported aggression (p less than 0.05) and aggressive bystanding (p less than 0.05), compared to TAU schools. CAPSLE also moderated a decline in empathy and an increase in the percent of children victimized compared to SPC (p less than 0.01) and TAU conditions (p less than 0.01). Results for self-reported victimization, helpful bystanding, and beliefs in the legitimacy of aggression did not suggest significantly different changes among the study conditions over time. CAPSLE produced a significant decrease in off-task (p less than 0.001) and disruptive classroom behaviors (p less than 0.01), while behavioral change was not observed in SPC and TAU schools. Superiority with respect to TAU for victimization (p less than 0.05), aggression (p less than 0.01), and helpful (p less than 0.05) and aggressive bystanding (p less than 0.01) were maintained in the follow-up year. Conclusions: A teacher-implemented school-wide intervention that does not focus on disturbed children substantially reduced aggression and improved classroom behavior. A Cluster Randomized Controlled Trial of Child-Focused Psychiatric Consultation and a School Systems-Focused Intervention to Reduce Aggression https://www.google.com/search?q=A+Cluster+Randomized+Controlled+Trial+of+Child-Focused+Psychiatric+Consultation+and+a+School+Systems-Focused+Intervention+to+Reduce+Aggression 2009 Targeted Regular Teachers/Lecturers Full Academic Year or Longer None None Clustered 1345 10 Yes Some Sub-Groups Reported At Least Some Follow-Up Yes Yes, Fairly Well Yes, Theoretical Perspectives Yes
3030662 Australia/New Zealand Middle/High School Physical Health and Wellbeing Objective: Physical education (PE) programs aim to promote physical activity (PA) and reach most school-aged youth. However, PA levels within PE lessons are often low. In this cluster-randomized controlled trial, we examined the effects of three self-determination theory-based motivational strategies on PA and sedentary behavior, as well as their hypothesized antecedents during PE lessons. Methods: Data were collected in Sydney, Australia (October-December 2011). After baseline testing, teachers (n = 16) and their classes (n = 288 students; M = 13.6. years, 50.4% male) were randomly assigned to one of four teaching strategy conditions: (1) explaining relevance; (2) providing choice; (3) complete free choice; or (4) usual practice. Teachers then delivered the assigned strategy. Primary outcomes were accelerometer-assessed PA and student motivation during lessons. Secondary outcomes included sedentary behavior, perceptions of teachers' support and psychological needs satisfaction. Results: The 'free choice' intervention increased PA (p< .05). 'Providing choice' and 'free choice' interventions decreased sedentary behavior (p< .05). The interventions did not influence motivation, but students' autonomy increased during both choice-based interventions (p< .05). Conclusions: Promoting choice can produce short-term increases in PA and decreases in sedentary behavior, as well as increased perceived autonomy during PE lessons. 2013 Elsevier Inc. A cluster randomized controlled trial of strategies to increase adolescents' physical activity and motivation in physical education: Results of the Motivating Active Learning in Physical Education (MALP) trial https://www.google.com/search?q=A+cluster+randomized+controlled+trial+of+strategies+to+increase+adolescents'+physical+activity+and+motivation+in+physical+education:+Results+of+the+Motivating+Active+Learning+in+Physical+Education+(MALP)+trial 2013 Universal Regular Teachers/Lecturers Between Half and Full Term Behaviour and Social Wellbeing None Clustered 288 16 Yes Whole Sample Only Immediate Post-Test Only Yes Yes, But Not Reported Yes, Theoretical Perspectives Yes
3031537 UK/Ireland Middle/High School Physical Health and Wellbeing The 'Be the Best You Can Be' (BtBYCB) program is a school-based intervention designed to foster positive physical, psychological, and social development via empowering young people to take ownership over their own personal development. The aim of this work is to determine the effectiveness of the BtBYCB program on (i) pupils' well-being, self-perceptions, self-esteem, aspirations, and learning strategies; and (ii) changes in modifiable health-risk behaviors (i.e., physical activity, diet, smoking, and alcohol consumption). A two-arm cluster randomized controlled trial employing a wait-list control plus qualitative and mixed-method evaluations was used. Participants were school pupils from Years 7 and 8 (aged 11-13 years). Ten schools located in southwest England were randomly allocated to receive the BtBYCB intervention (n = 5 schools; 711 pupils) or a control condition (i.e., usual Personal, Social, and Health Education classes) (n = 5 schools; 622 pupils). Participants in the intervention condition received a program consisting of (i) a talk from an Olympian/Paralympian; (ii) 11 one-hour teacher-led PSHE classroom sessions in which pupils identified their aspirations, values, and interests and explored and acted on these via activities such as personal development planning, goal-setting, and peer-mentoring; and (iii) participated in a celebration event (e.g., second visit from Olympian/Paralympian and short individual presentations). Data were collected at baseline, post-intervention, and at 3-month follow-up.Focus groups (pupils and teachers) and individual interviews (headteachers) were conducted in the 5 intervention schools to (i) gain an in-depth understanding of mechanisms of change; (ii) explore ways in which the participants' motivation and engagement could be enhanced, and (iii) elicit user-feedback pertaining to how the program, content, and appeal could be improved.A mixed-method approach was used to describe and explain the differing experiences of particular groupings within and across the intervention schools; i.e., those for whom the program was effective, those that experienced little, if any change, and those for whom the program led to an inverse effect. The findings of this work will provide insight into the effectiveness of an innovative and child-centered program. The research will inform improvements to the BtBYCB program as well as other interventions targeting child/youth health and wellness. The trial is registered as Current Controlled Trials ISRCTN99443695. A cluster randomized controlled trial of the be the best you can be intervention: effects on the psychological and physical well-being of school children https://www.google.com/search?q=A+cluster+randomized+controlled+trial+of+the+be+the+best+you+can+be+intervention:+effects+on+the+psychological+and+physical+well-being+of+school+children 2013 Universal Mixture Up to Half a Term Physical Health and Wellbeing None Clustered 1333 10 NA NA At Least Some Follow-Up NA Yes, But Not Reported Yes, Theoretical Perspectives NA
8154592 UK/Ireland Primary/Elementary Behaviour and Social Wellbeing This randomized controlled trial (RCT) evaluated the efficacy of the Promoting Alternative Thinking Strategies curriculum (PATHS; Kusche & Greenberg, 1994) as a means to improve children's social–emotional competence (assessed via the Social Skills Improvement System (SSIS); Gresham & Elliot, 2008) and mental health outcomes (assessed via the Strengths and Difficulties Questionnaire (SDQ); Goodman, 1997). Forty-five schools in Greater Manchester, England, were randomly assigned to treatment and control groups. Allocation was balanced by proportions of children eligible for free school meals and speaking English as an additional language via minimization. Children (N = 4516) aged 7–9 years at baseline in the participating schools were the target cohort. During the two-year trial period, teachers of this cohort in schools allocated to the intervention group delivered the PATHS curriculum, while their counterparts in the control group continued their usual provision. Teachers in PATHS schools received initial training and on-going support and assistance from trained coaches. Hierarchical linear modeling of outcome data was undertaken to identify both primary (e.g., for all children) and secondary (e.g., for children classified as “at-risk”) intervention effects. A primary effect of the PATHS curriculum was found, demonstrating increases in teacher ratings of changes in children's social–emotional competence. Additionally, secondary effects of PATHS were identified, showing reductions in teacher ratings of emotional symptoms and increases in pro-social behavior and child ratings of engagement among children identified as at-risk at baseline. However, our analyses also identified primary effects favoring the usual provision group, showing reductions in teacher ratings of peer problems and emotional symptoms, and secondary effects demonstrating reductions in teacher ratings of conduct problems and child ratings of co-operation among at-risk children. Effect sizes were small in all cases. These mixed findings suggest that social and emotional learning interventions such as PATHS may not be as efficacious when implemented outside their country of origin and evaluated in independent trials. A cluster randomized controlled trial of the Promoting Alternative Thinking Strategies (PATHS) curriculum https://www.google.com/search?q=A+cluster+randomized+controlled+trial+of+the+Promoting Alternative+Thinking+Strategies+(PATHS)+curriculum 2016 Universal Regular Teachers/Lecturers Full Academic Year or Longer None None Clustered 4516 45 Yes Some Sub-Groups Reported Immediate Post-Test Only Yes No Yes, Theoretical Perspectives yes
3031651 UK/Ireland Middle/High School Physical Health and Wellbeing OBJECTIVES: This trial investigated the value of a school-based dental health education program in terms of changes in knowledge, reported behavior, and plaque scores. METHODS: A total of 2,678 pupils with a mean age of 12.1 years attending 28 schools participated in a school-based dental health education program. The study used a cluster randomized controlled study design. The health service administrators stipulated that all participants receive the intervention; to meet this requirement, a rolling program of two six-month periods was utilized. During the first six months, half the adolescents received the intervention program, the other half acting as controls. Throughout a further six-month period, all participants received the intervention program. This research design allowed comparisons between participants receiving the program for six and 12 months. At baseline, six, and 12 months, a random subsample of 40 children in each participating school had their plaque scores recorded and a questionnaire was used to record their knowledge of dental health and reported dental behavior. RESULTS: The analysis used the subjects clustered within the schools, which were the units of randomization. The intervention program produced statistically significant improvements (P < .001) in knowledge about periodontal disease and the frequency of sugar intake and dental caries in both assessment time periods. The reported frequency of brushing did not change, but the group who had received 12 months of the intervention were more likely (P < .05) to brush for over a minute. At six months the early intervention group had a statistically significant, 13 percent reduction in the mean proportion of sites with plaque compared with the late intervention group (P = .043). This difference was sustained at 12 months (P = .037). CONCLUSION: This cluster randomized control trial demonstrated that the intervention program resulted in an improvement in knowledge of dental disease and an increase in the reported duration of brushing. These improvements were accompanied by a significant improvement in oral hygiene and a reported reduction in gingival bleeding. A cluster randomized controlled trial testing the effectiveness of a school-based dental health education program for adolescents https://www.google.com/search?q=A+cluster+randomized+controlled+trial+testing+the+effectiveness+of+a+school-based+dental+health+education+program+for+adolescents 1999 Universal External Educators More than One Term Physical Health and Wellbeing Physical Health and Wellbeing Clustered 2678 28 Yes Whole Sample Only At Least Some Follow-Up No No No No
3030792 USA/Canada Middle/High School Other School Subjects BACKGROUND: Concerns about adverse consequences of early childbearing and risk of sexually transmitted diseases (STD) have renewed interest in the sexual behaviour of adolescents in developing countries, where they represent a large proportion of the population and are at highest risk. To date, little is known about the sexual knowledge of adolescents in developing countries. This study's primary objective was to evaluate the effectiveness of a responsible sexuality education programme (RSP) in changing knowledge associated with sex and sexuality; secondary objectives were to evaluate changes in attitudes and behavioural intent. METHODS: A cluster randomized design randomizing high school classes in Belize City. Subjects were 13-19 years old. RESULTS: Seven schools in Belize City were selected; 8 classrooms were randomized to the intervention arm and 11 classrooms to the control arm (N = 399). The intervention was associated with two more correct answers on the post-test (difference score was 2.22 points, 95% CI = 0.53, 3.91) after adjusting for gender and previous sexual experience. After controlling for gender and previous sexual experience, the intervention was associated with no change in the attitudes (0.06, 95% CI: -2.89, 2.82) or behavioural intent domains (0.84, 95% CI: -1.12, 2.46). CONCLUSIONS: Greater changes in knowledge were observed in the intervention group than in the control group following the intervention. Changes were not observed for the attitude or behavioural intent domains. These results and the results of similar studies may be used to further improve sex education programmes as it is imperative that students have access to the information necessary to make informed decisions regarding their sexual health. A cluster randomized trial of a sex education programme in Belize, Central America https://www.google.com/search?q=A+cluster+randomized+trial+of+a+sex+education+programme+in+Belize,+Central+America 2003 Universal Regular Teachers/Lecturers Single Session None None Clustered 399 19 No Some Sub-Groups Reported Immediate Post-Test Only No No Yes, Theoretical Perspectives No
3031330 Rest of Europe Primary/Elementary Physical Health and Wellbeing Over-exposure to sunlight increases the risk of skin cancers, particularly when exposure occurs during childhood. School teachers can play an active role in providing an education programme that can help prevent this. 'Living with the Sun,' (LWS) is a sun safety education program for school children based on a handy guide for classroom activities designed to improve children's knowledge, but moreover to positively modify their sun safety attitudes and behaviours. The goal of our study was to determine the effectiveness of this programme by examining children's knowledge, attitude and sun exposure behaviours prior to and after the completion of the programme. We carried out a cluster randomised trial in which the classes were randomly assigned to one of two groups; one using the LWS programme and another that didn't, serving as the control. Data was collected before completion of the programme and an additional three times in the year after completion. The 70 participating classes (1,365 schoolchildren) were distributed throughout France. Statistical analysis confirmed that knowledge of sun risk increased significantly in the LWS classes (p < 0.001). Both groups positively changed their attitudes when considering the best sun protection, but the LWS group proved to consistently be more convinced (p = 0.04). After the summer holidays, differences between the two groups decreased throughout the year but stayed globally significant. We also observed some significant behaviour modification during the holidays. For instance, the LWS group applied sunscreen more frequently than the control group, and were more likely to wear a hat (72% versus 59%) and use a sun umbrella on the beach (75% versus 64%). A cluster randomized trial to evaluate a health education programme 'Living with Sun at School' https://www.google.com/search?q=A+cluster+randomized+trial+to+evaluate+a+health+education+programme+'Living+with+Sun+at+School' 2012 Universal Regular Teachers/Lecturers Between Half and Full Term None None Clustered 1365 70 Yes Whole Sample Only Immediate Post-Test Only No No Yes, Descriptive Theory of Change Yes
3030944 Central/South America Middle/High School Behaviour and Social Wellbeing The primary objective was to evaluate the effect of a sex education program, the Responsible Sexuality Education Program, on knowledge. Secondary objectives evaluate attitudes and behavioral intent. Nineteen classrooms from Belize Central America were randomized to either the intervention (197 students) or control arm (271 students). A pre- and post-test questionnaire collected information on knowledge, attitudes and behavioral intent and on gender, age and previous sexual experience. A regression analysis compared the intervention and control groups, controlling for gender and previous sexual experience and taking account of the clustered nature of the data. There was significantly greater gain in knowledge in the intervention than control group (average difference was 2.22, 95% CI = 0.53 to 3.91). No significant changes in attitudes or behavioral intent were observed. More research is required to determine effective methods to alter these domains as well as their role in the model of behavior change. A cluster randomized trial to evaluate the Responsible Sexuality Education Program in Belize, Central America https://www.google.com/search?q=A+cluster+randomized+trial+to+evaluate+the+Responsible+Sexuality+Education+Program+in+Belize,+Central+America 2003 Universal Regular Teachers/Lecturers Single Session Physical Health and Wellbeing None Clustered 399 19 Yes Some Sub-Groups Reported Immediate Post-Test Only Yes Yes, Fairly Well Yes, Descriptive Theory of Change Yes
3030794 USA/Canada Middle/High School Behaviour and Social Wellbeing Objectives: The aim of this cluster randomized trial was to evaluate the effectiveness of a school-based theatre intervention program for immigrant and refugee youth in special classes for improving mental health and academic outcomes. The primary hypothesis was that students in the theatre intervention group would report a greater reduction in impairment from symptoms compared to students in the control and tutoring groups. Methods: Special classrooms in five multiethnic high schools were randomly assigned to theater intervention (n = 10), tutoring (n = 10) or control status (n = 9), for a total of 477 participants. Students and teachers were non-blinded to group assignment. The primary outcome was impairment from emotional and behavioural symptoms assessed by the Impact Supplement of the Strengths and Difficulties Questionnaire (SDQ) completed by the adolescents. The secondary outcomes were the SDQ global scores (teacher and youth reports), impairment assessed by teachers and school performance. The effect of the interventions was assessed through linear mixed effect models which incorporate the correlation between students in the same class, due to the nature of the randomization of the interventions by classroom. Results: The theatre intervention was not associated with a greater reduction in self-reported impairment and symptoms in youth placed in special class because of learning, emotional and behavioural difficulties than a tutoring intervention or a non-active control group. The estimates of the different models show a non-significant decrease in both self-reported and impairment scores in the theatre intervention group for the overall group, but the impairment score decreased significantly for first generation adolescents while it increased for second generation adolescents. Conclusion: The difference between the population of immigrant and refugee youth newcomers studied previously and the sample of this trial may explain some of the differences in the observed impact of the theatre intervention. Trial Registration: ClinicalTrials.gov NCT01426451. 2014 Rousseau et al. A cluster randomized-controlled trial of a classroom-based drama workshop program to improve mental health outcomes among immigrant and refugee youth in special classes https://www.google.com/search?q=A+cluster+randomized-controlled+trial+of+a+classroom-based+drama+workshop+program+to+improve+mental+health+outcomes+among+immigrant+and+refugee+youth+in+special+classes 2014 Targeted Mixture More than One Term Range of Academic Outcomes None Clustered 555 29 No Whole Sample Only Immediate Post-Test Only Yes No No No
3030842 NA NA NA Brain maturation processes throughout adolescence make it an exceptionally vulnerable period for the development of psychosis (Steinberg, 2005). Due to this there is growing pressure on schools to address the emotional well-being and mental health of needs of their students, as well as their traditional academic learning. Though a number of interventions have been conducted with the intention to address the promotion of mental health in schools, mental health literacy, or the stigma and discrimination of mental illness, an inconsistency of reporting standards and methodologies have led many systematic reviews to claim that more rigorous research is needed (e.g. Wells et al., 2003; Spence and Shortt, 2007). The SchoolSpace intervention project involved schools from Birmingham, UK, taking part in a randomised controlled trial which aimed to build upon criticisms and lessons learnt from previous systematic reviews. Mental health professionals worked alongside young people with personal experience living with mental illness to provide workshop days for young adolescents. These workshops aimed to reduce mental illness and promote resilience, as well as to tackle the discrimination of mental illness which can cause barriers to help-seeking (Schomerus, Matschinger, Angermeyer, 2009). Mental health literacy of adolescents was also targeted. Strengths and limitations of the development and implementation of the intervention are discussed, as well as preliminary findings. A cluster RCT intervention to target adolescent mental health in schools https://www.google.com/search?q=A+cluster+RCT+intervention+to+target+adolescent+mental+health+in+schools NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA
3031025 UK/Ireland Primary/Elementary Physical Health and Wellbeing OBJECTIVE: The present study aimed to determine whether a multi-component school-based intervention can maintain children's fruit and vegetable intake post eligibility for free school fruit and vegetables. DESIGN: A random sample of fifty-four English primary schools was randomised to receive the 10-month intervention Project Tomato, a multi-component theory-based intervention, or the control. Each group consisted of twenty-seven schools. SETTING: Children's intake of fruit and vegetables is below recommendations. The English School Fruit and Vegetable Scheme has a short-term impact on intake while children are eligible for the scheme. SUBJECTS: Dietary measurements were collected from 658 Year 2 pupils aged 7-8 years at baseline and at follow-up 20 months later. RESULTS: Following an intention to treat analysis, the intervention as delivered compared with the control had no impact on the intake of fruit and vegetables (2 g/d, 95 % CI -23, 26 g/d) or on the number of portions of fruit (0.0 portions, 95 % CI - 0.3, 0.3) or vegetables (0.0 portions, 95 % CI - 0.2, 0.3) consumed daily by children. Intake of fruit and vegetables at school and home dropped by ? 100 g/d and 50 g/d, respectively, between baseline and follow-up in both the intervention and control groups. CONCLUSIONS: Implementation of the intervention was low, with associated lack of impact on fruit and vegetable consumption in children. Alternatives to the delivery of an intervention by teachers and parents are needed to improve the dietary intake of primary-school children. A cluster-randomised controlled trial of a school-based fruit and vegetable intervention: Project Tomato https://www.google.com/search?q=A+cluster-randomised+controlled+trial+of+a+school-based+fruit+and+vegetable+intervention:+Project+Tomato 2013 Universal Regular Teachers/Lecturers Full Academic Year or Longer None None Clustered 658 54 No Whole Sample Only At Least Some Follow-Up Yes Yes, Fairly Well Yes, Descriptive Theory of Change Yes
3031019 USA/Canada Special School Numeracy/Maths The authors examined the effectiveness of cognitive strategy instruction based on PASS (Planning, Attention, Simultaneous, Successive) given by special education teachers to students with ADHD randomly assigned by classroom. Students in the experimental group were exposed to a brief cognitive strategy instruction for 10 days, which was designed to encourage development and application of effective planning for mathematical computation, whereas the comparison group received-standard math instruction. Standardized tests of cognitive processes and math achievement were given at pretest. All students completed math worksheets throughout the experimental phase. Standardized achievement tests (Woodcock-Johnson Tests of Achievement, Third Edition, Math Fluency and Wechsler Individualized Achievement Test, Second Edition, Numerical Operations) were administered pre- and postintervention, and Math Fluency was also administered at 1 year follow-up. Large pre-post effect sizes were found for students in the experimental group but not the comparison group on math worksheets (0.85 and 0.26), Math Fluency (1.17 and 0.09), and Numerical Operations (0.40 and -0.14, respectively). At 1 year follow-up, the experimental group continued to outperform the comparison group. These findings suggest that students with ADHD evidenced greater improvement in math worksheets, far transfer to standardized tests of math (which measured the skill of generalizing learned strategies to other similar tasks), and continued advantage 1 year later when provided the PASS-based cognitive strategy instruction. (PsycINFO Database Record (c) 2012 APA, all rights reserved)(journal abstract) A cognitive strategy instruction to improve math calculation for children with ADHD and ID: A randomized controlled study https://www.google.com/search?q=A+cognitive+strategy+instruction+to+improve+math+calculation+for+children+with+ADHD+and+ID:+A+randomized+controlled+study 2011 Targeted Regular Teachers/Lecturers Up to Half a Term None None Clustered 29 17 Yes Some Sub-Groups Reported At Least Some Follow-Up Yes Yes, Fairly Well Yes, Theoretical Perspectives Yes
3031949 NA NA NA The study was conducted to determine differences in course scores and in attitude change scores concerning public assistance between two groups of students taking a college course in social welfare problems. The experimental subjects took the course by programmed instruction in an independent study format while the control group was in a traditional classroom arrangement. Instructional variables were controlled to assume that both groups were treated the same. Results of achievement test scores showed no difference between groups regardless of teaching methods as determined with the t-test. Upper division students of both groups did better than freshman regardless of instructional methods. An attitude scale which had been previously validated was administered pre- and post-test to all subjects of both groups. The scale measured attitudes towards welfare programs and those adults who receive assistance. The students of both groups showed about the same positive gains in attitude scores (11.9 and 11.34 points, respectively) regardless of teaching method. Achievement test scores and attitude change scores varied greatly among individuals of both groups. The Pearson-r demonstrated that there was no significant correlation between course grades and attitude scores taken before or after by subjects of either group. A total of eighteen social work majors and forty-five students from other fields were in the study. The social work majors had significantly higher attitude scores on pre-test than other students. But their scores evened out in the post-test phase. Analyses of variance were conducted to determine the interactive effects of teaching method, college major, class standing and test scores of subjects by group. It was determined that class standing the only variable with significant effect on achievement, and there were no measurable interactive effects on attitude scores. Results derived from averaged test scores from both groups confirmed the findings of previous trials in which programmed instruction compared favorably with traditional means of college teaching. Programmed instruction students have scored the same or slightly better than those employing regular classroom instructional methods according to most findings. It was important to replicate previous studies, since there is no research reported in the literature comparing programmed instruction against conventional course methods in the social work and social welfare fields. The results of the attitude change scores were surprising. It would appear that the control group who met with the instructor and other class members would have more positive post-test attitude scores than the experimental subjects who worked alone in a self-study format. Prior research on social value sets among social work students at the baccalaureate and graduate levels indicated that there was very little change as a result of the university experience. However, previous attempts to study value change in college students may not have been specific enough to detect social attitudes and their alteration as a result of specific instructional interventions. Some of the value scaling instruments in the social work field appear to have measured cognitive and skill areas rather than values. The results of the study clearly indicate that values held by individual students are affected by instruction. The most likely explanation for the change was found in cognitive dissonance theory since the informational content was apparently the variable that effected the change. It is recommended that programmed instruction be utilized in course instruction in the social welfare field particularly in core curriculum areas. A COMPARATIVE STUDY OF COGNITIVE AND ATTITUDINAL DIFFERENCE BETWEEN TWO GROUPS OF COLLEGE STUDENTS TAKING AN INTRODUCTORY COURSE IN SOCIAL WELFARE PROBLEMS BY DIFFERENT METHODS OF INSTRUCTION https://www.google.com/search?q=A+COMPARATIVE+STUDY+OF+COGNITIVE+AND+ATTITUDINAL+DIFFERENCE+BETWEEN+TWO+GROUPS+OF+COLLEGE+STUDENTS+TAKING+AN+INTRODUCTORY+COURSE+IN+SOCIAL+WELFARE+PROBLEMS+BY+DIFFERENT+METHODS+OF+INSTRUCTION NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA
3031905 USA/Canada Primary/Elementary Behaviour and Social Wellbeing It was the purpose of this study to implement a program of activities for the development of elementary students' attitudes of respect. The effectiveness of the program was evaluated statistically using an unpublished instrument. One hundred seven second and third grade students from two neighboring, racially-mixed schools in a middle socioeconomic suburban area of Los Angeles were the subjects of the study. Control was effected by use of the Solomon Four-Group design. It was concluded that the program used in this study was effective in improving children's attitudes in three areas presented, students' attitudes of self-respect, respect for peers, and respect for adult members of the school community. The instrument used did measure each of these areas and resulted in scores for each and a total score for attitudes of respect. A COMPARISON OF ATTITUDES OF RESPECT BETWEEN CONTROL AND TREATMENT GROUPS OF ELEMENTARY STUDENTS https://www.google.com/search?q=A+COMPARISON+OF+ATTITUDES+OF+RESPECT+BETWEEN+CONTROL+AND+TREATMENT+GROUPS+OF+ELEMENTARY+STUDENTS 1982 Universal Regular Teachers/Lecturers More than One Term None None Clustered 107 4 No Whole Sample Only Immediate Post-Test Only Yes Yes, Limited Yes, Theoretical Perspectives yes
3031735 Asia College/University Professional Training BACKGROUND: Distance learning may be useful for building health research capacity. However, evidence that it can improve knowledge and skills in health research, particularly in resource-poor settings, is limited. We compared the impact and acceptability of teaching two distinct content areas, Biostatistics and Research Ethics, through either on-line distance learning format or traditional on-site training, in a randomized study in India. Our objective was to determine whether on-line courses in Biostatistics and Research Ethics could achieve similar improvements in knowledge, as traditional on-site, classroom-based courses. METHODS: Subjects: Volunteer Indian scientists were randomly assigned to one of two arms.Intervention: Students in Arm 1 attended a 3.5-day on-site course in Biostatistics and completed a 3.5-week on-line course in Research Ethics. Students in Arm 2 attended a 3.5-week on-line course in Biostatistics and 3.5-day on-site course in Research Ethics. For the two course formats, learning objectives, course contents and knowledge tests were identical.Main Outcome Measures: Improvement in knowledge immediately and 3-months after course completion, compared to baseline. RESULTS: Baseline characteristics were similar in both arms (n = 29 each). Median knowledge score for Biostatistics increased from a baseline of 49% to 64% (p < 0.001) 3 months after the on-site course, and from 48% to 63% (p = 0.009) after the on-line course. For the on-site Research Ethics course, median score increased from 69% to 83% (p = 0.005), and for the on-line Research Ethics course from 62% to 80% (p < 0.001). Three months after the course, median gains in knowledge scores remained similar for the on-site and on-line platforms for both Biostatistics (16% vs. 12%; p = 0.59) and Research Ethics (17% vs. 13%; p = 0.14). CONCLUSION: On-line and on-site training formats led to marked and similar improvements of knowledge in Biostatistics and Research Ethics. This, combined with logistical and cost advantages of on-line training, may make on-line courses particularly useful for expanding health research capacity in resource-limited settings. A comparison of online versus on-site training in health research methodology: a randomized study https://www.google.com/search?q=A+comparison+of+online+versus+on-site+training+in+health+research+methodology:+a+randomized+study 2011 Universal Regular Teachers/Lecturers Up to Half a Term None None Single 58 NA Yes Whole Sample Only At Least Some Follow-Up Yes Yes, Limited Yes, Descriptive Theory of Change Yes
8154180 USA/Canada Primary/Elementary Literacy/English The READ 180 intervention program is intended to serve as an additional learning tool designed to assist teachers in improving the student achievement of low performing students. Programs such as READ 180 have been approved by the state department of education as an acceptable resource for struggling readers and is frequently purchased by school districts. However, the results from high stakes tests often indicate no significant difference in the achievement scores of these students. The purpose of this quantitative study was to determine the impact of the READ 180 intervention program and only teacher-led reading instruction on seventh grade language arts MCT2 scores. The school chosen for this study is located in the Mississippi Delta. The samples consisted of two groups of seventh grade language arts students eligible for MCT2 testing. Sample A consisted of 19 students while sample B consisted of 17 students. The students in Sample A received teacher led classroom instruction as well as READ 180 intervention program from August 2010 through May 2011. The students in sample B received only teacher led instruction during the exact timeframe. An ANCOVA revealed there was no significant difference between the mean scores of Sample A and Sample B. Recommendations for future studies include increasing the sample size, conducting the study over a longer period of time, and exploring other ethnicities and socioeconomic backgrounds. A Comparison of the Impact of Teacher- Led Reading Instruction and Teacher-Led Reading Instruction Along with the Read 180 Intervention Program on the Grade 7 Language Arts MCT2 Scores https://www.google.com/search?q=A+Comparison+of+the+Impact+of+Teacher-+Led+Reading+Instruction+and+Teacher-Led Reading+Instruction+Along+with+the+Read+180+Intervention+Program+on+the+Grade+7 Language+Arts+MCT2+Scores 2016 Universal Regular Teachers/Lecturers Full Academic Year or Longer None None Clustered 36 2 No Whole Sample Only Immediate Post-Test Only Yes No No No
3031232 USA/Canada Multiple Other School Subjects The purpose of this randomized control group study was to examine the effects of a peer network intervention that included peer mediation and direct instruction for Kindergarten and First-grade children with autism spectrum disorders. Trained school staff members provided direct instruction for 56 children in the intervention group, and 39 children participated in a comparison group. Results showed children in the intervention group displayed significantly more initiations to peers than did the comparison group during non-treatment social probes and generalization probes. Treatment session data showed significant growth for total communications over baseline levels. Children in treatment also showed more growth in language and adaptive communication. Finally, teachers� ratings of prosocial skills revealed significantly greater improvements for the intervention group. (PsycINFO Database Record (c) 2015 APA, all rights reserved)(journal abstract) A comprehensive peer network intervention to improve social communication of children with autism spectrum disorders: A randomized trial in Kindergarten and First grade https://www.google.com/search?q=A+comprehensive+peer+network+intervention+to+improve+social+communication+of+children+with+autism+spectrum+disorders:+A+randomized+trial+in+Kindergarten+and+First+grade 2014 Targeted Regular Teachers/Lecturers Full Academic Year or Longer Other School Subjects None Single 95 NA Yes Whole Sample Only Immediate Post-Test Only Yes No Yes, Theoretical Perspectives Yes
3030787 Australia/New Zealand Middle/High School Physical Health and Wellbeing AIMS: Hazardous alcohol use is a leading cause of death among adolescents and young adults world-wide, yet few effective prevention interventions exist. This study was the first to examine a computerized harm minimization intervention to reduce alcohol misuse and related harms in adolescents. DESIGN: Cluster randomized controlled trial of a six-session curriculum-integrated harm minimization prevention program. The intervention was delivered by computer in the form of a teenage drama, which provided education through alcohol-related scenarios to which young people could relate. SETTING: Schools in Australia. PARTICIPANTS: A total of 1466 year 8 students (13 years) from 16 high schools in Australia were allocated randomly to a computerized prevention program (n = 611, eight schools) or usual classes (n = 855, eight schools). MEASUREMENTS: Change in knowledge, alcohol use, alcohol-related harms and alcohol expectancies. FINDINGS: A computerized prevention program was more effective than usual classes in increasing alcohol-related knowledge of facts that would inform safer drinking choices and decreasing the positive social expectations which students believed alcohol may afford. For females it was effective in decreasing average alcohol consumption, alcohol-related harms and the frequency of drinking to excess (more than four standard drinks; 10 g ethanol). For males the behavioural effects were not significant. CONCLUSIONS: A harm minimization approach is effective in educating young people about alcohol-related risks and is effective in reducing risky drinking and harms among girls. Reduction of problems among boys remains a challenge. A computerized harm minimization prevention program for alcohol misuse and related harms: randomized controlled trial https://www.google.com/search?q=A+computerized+harm+minimization+prevention+program+for+alcohol+misuse+and+related+harms:+randomized+controlled+trial 2009 Universal Regular Teachers/Lecturers Single Session None None Clustered 1466 16 yes Some Sub-Groups Reported At Least Some Follow-Up No No Yes, Descriptive Theory of Change Yes
3031546 Rest of Europe Middle/High School Physical Health and Wellbeing BACKGROUND: The positive effects of computer-tailored dietary fat intake interventions have been demonstrated in adults, but few studies have investigated the impact on adolescents. PURPOSE: The purpose is to evaluate the acceptability, feasibility and effectiveness of a computer-tailored dietary fat intake education program for adolescents. METHODS: A random sample of 10 schools, 5 with general and 5 with technical-vocational education programs, were selected to participate. In each of the 10 schools, 2 classes of 7th graders were randomly assigned to the intervention (n = 153) or control (no-intervention, n = 151) condition. Students were exposed once in class to a 50-min theory-based computer-tailored dietary fat intake intervention. Questionnaires were completed 1 week before (food frequency questionnaire for dietary fat intake + psychosocial determinants) and 3 months after (process evaluation + food frequency questionnaire for dietary fat intake + psychosocial determinants) the intervention. RESULTS: About one in three students evaluated the intervention as interesting (34%), novel (38%), personally relevant (26%), credible (34%), and correct (38%). Half of the students evaluated the intervention messages to be too long, and one fourth did not read the intervention messages. A decrease in dietary fat consumption was shown in girls enrolled in technical-vocational schools (F = 3.5, p < or = .05) and in boys and girls undertaking general education who reported to have read the intervention messages (F = 3.6, p < or = .05); however, no intervention effects were detected for the total sample. CONCLUSIONS: Further improvements to the intervention for use in adolescents should be evaluated. Given that a positive impact was shown in most adolescents and that a computer-tailored dietary fat intake education program has the capability of reaching large groups at low cost, this study shows that using such interventions in adolescents has potential. A computer-tailored dietary fat intake intervention for adolescents: results of a randomized controlled trial https://www.google.com/search?q=A+computer-tailored+dietary+fat+intake+intervention+for+adolescents:+results+of+a+randomized+controlled+trial 2006 Universal Mixture Single Session None None Clustered 304 10 Yes Some Sub-Groups Reported Immediate Post-Test Only Yes No No No
3030822 NA NA NA OBJECTIVE: To evaluate the effectiveness on the prevention of behavior problems of life skills education combining school-based and parent-involved approaches for third-grade students in China. METHODS: This research was targeted at the population of third-grade children in two elementary schools in Qinhuangdao City, Hebei Province. Nine regular school classrooms were randomly divided into three groups: the intervention group (n=208), internal control group (n=209) and external control group (n=204). The intervention included 26-hour competence promotion for students and 5-hour parent training. The Rutter Scale by parent and teacher were used to evaluate the effects at pretest, posttest and 6-month follow-up. RESULTS: Improvement was observed among children in the intervention group than those in the control groups. The statistical difference was significant (P<0.05).1.The prevalence of total behavior problems, antisocial behavior and neurotic behavior problem at home: At termination, the prevalence in intervention group(11.2%,3.6% and 6.1%)was lower (except neurotic behavior) than those in internal control group (19.4%,5.6% and 6.1%)and external control group (18.9%,8.9% and 5.3%). At 6-month follow-up, the prevalence in intervention group (10.2%,2.5% and 3.6%)was still lower than those in internal control group (17.2%,6.8% and 6.8%)and external control group (17.8%,7.8% and 6.7%).2. The prevalence of total behavior problems and antisocial behavior problem at school: At termination, the prevalence in intervention group(5.3% and 4.3%)was lower than those in internal control group(10.1% and 7.7%)and external control group(14.9% and 12.4%). At 6-month follow-up, the prevalence in intervention group(2.9% and 2.4%)was still lower than those in internal control group (10.2% and 9.7%)and external control group(11.3% and 10.3%). CONCLUSION: Life skills education could reduce the children's home and school behavior problems, especially for antisocial behavior. The effects of intervention maintained during the 6-month follow-up study. A control study of a school-based life skills education on prevention of behavior problems in third-grade schoolchildren https://www.google.com/search?q=A+control+study+of+a+school-based+life+skills+education+on+prevention+of+behavior+problems+in+third-grade+schoolchildren NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA
3031946 USA/Canada Primary/Elementary Literacy/English Reading fluency is a critical component of effective reading instruction for students of early elementary age. However, national data suggest that 40% of U.S. fourth-grade students are nonfluent readers. Implementing evidence-based, time-efficient, and procedurally standardized instructional strategies may help address this problem. This study evaluates the efficacy of two such programs designed to supplement a core reading curriculum for all emerging readers: the Great Leaps K-2 Reading Program, which is currently used in schools throughout the United States, and the Helping Early Literacy With Practice Strategies (HELPS) Program, which was developed for the purposes of this study. Each program was implemented with second grade participants, and each program was evaluated against a wait-list control group. Results indicated that students receiving the HELPS Program scored significantly better than students in the control group across several measures of early reading, with effect sizes ranging from medium to large. No other statistically significant differences were found. Implications of these findings are discussed in terms of increasing the use of evidence-based reading practices in schools. (Contains 3 tables and 2 footnotes.) A Control-Group Comparison of Two Reading Fluency Programs: The Helping Early Literacy with Practice Strategies (HELPS) Program and the Great Leaps K-2 Reading Program https://www.google.com/search?q=A+Control-Group+Comparison+of+Two+Reading+Fluency+Programs:+The+Helping+Early+Literacy+with+Practice+Strategies+(HELPS)+Program+and+the+Great+Leaps+K-2+Reading+Program 2010 Universal Regular Teachers/Lecturers More than One Term None None Clustered 75 6 Yes Some Sub-Groups Reported At Least Some Follow-Up Yes Yes, Fairly Well Yes, Theoretical Perspectives Yes
3030684 Rest of Europe Primary/Elementary Physical Health and Wellbeing OBJECTIVE: To examine the effect of physical training on physical fitness and blood pressure in children aged 9-11 years. DESIGN: Prospective randomised controlled intervention study of a sample of children drawn from a population survey of coronary risk factors in children. SETTING: Odense, Denmark. SUBJECTS: 69 children with mean blood pressure greater than or equal to 95th centile (hypertensive group) and 68 with mean blood pressure less than 95th centile (normotensive group), randomly selected from a population of 1369 children. INTERVENTION: 67 children were randomised to receive three extra lessons a week of an ordinary school physical education programme for eight months. MAIN OUTCOME MEASURES: Physical fitness assessed by calculation of maximum oxygen uptake and blood pressure recorded by one unblinded observer. RESULTS: After three months neither blood pressure nor physical fitness had changed significantly. After adjustment for values in weight, height, heart rate, and the variable in question before training physical fitness rose significantly at the end of eight months' training, by 3.7 mlO2/kg/min (95% confidence interval 2.2 to 5.3) in the normotensive training subgroup and by 2.1 mlO2/kg/min (0.1 to 4.2) in the hypertensive training subgroup compared with that in the controls. Systolic and diastolic blood pressures in the training subgroups fell significantly by 6.5 mm Hg (3.2 to 9.9) and 4.1 mm Hg (1.7 to 6.6) respectively in the normotensive group and by 4.9 mm Hg (0.7 to 9.2) and 3.8 mm Hg (0.9 to 6.6) respectively in the hypertensive group. CONCLUSIONS: Physical training lowers blood pressure and improves physical fitness in children and might have implications for an important non-pharmacological approach to primary prevention of essential hypertension. A controlled study of eight months of physical training and reduction of blood pressure in children: the Odense schoolchild study https://www.google.com/search?q=A+controlled+study+of+eight+months+of+physical+training+and+reduction+of+blood+pressure+in+children:+the+Odense+schoolchild+study 1991 Targeted Regular Teachers/Lecturers Between Half and Full Term None None Single 132 NA No Some Sub-Groups Reported Immediate Post-Test Only Yes No Yes, Descriptive Theory of Change Yes
3031275 Australia/New Zealand Middle/High School Physical Health and Wellbeing BACKGROUND: This study evaluates the benefits of a self-directed Internet intervention for depression (MoodGYM) delivered as a part of the high school curriculum. METHOD: One hundred and fifty-seven girls, aged 15 and 16 years, were allocated to undertake either MoodGYM or their usual curriculum. MoodGYM's impact on depressive symptoms, risk of depression, attributional style, depression literacy and attitudes toward depression was examined using random effect regression. RESULTS: MoodGYM produced a significantly faster rate of decline in depressive symptoms over the trial period than the control condition. The effect size for MoodGYM was not significant immediately after the intervention (Cohen's d=.19, 95% CI -.18-.56) but was moderate and significant 20 weeks after the intervention (d=.46, 95% CI .10-.82). Girls with high depression scores before intervention showed the strongest benefits on self-reported depression at follow-up (d=.92, 95% CI .10-1.38). There were no significant intervention effects on depression status, attributional style, depression literacy, and attitudes. Approximately 70% of girls in the MoodGYM group completed less than three of its modules and completion of fewer modules was related to high depression score before intervention. CONCLUSIONS: The findings suggest that there are benefits from MoodGYM on self-reported depressive symptoms but has low rates of completion highlight problems in ensuring adherence to Internet programs for depression. A controlled trial of a school-based Internet program for reducing depressive symptoms in adolescent girls https://www.google.com/search?q=A+controlled+trial+of+a+school-based+Internet+program+for+reducing+depressive+symptoms+in+adolescent+girls 2009 Targeted Regular Teachers/Lecturers Up to Half a Term Physical Health and Wellbeing Other School Subjects Single 157 NA yes Whole Sample Only At Least Some Follow-Up Yes No Yes, Descriptive Theory of Change Yes
3031048 Australia/New Zealand Middle/High School Physical Health and Wellbeing OBJECTIVE: To evaluate the short and long term benefits of a school and home based physical activity 'enrichment' program for children at higher risk of cardiovascular disease as identified by cluster analysis. STUDY DESIGN: During two 10-week school terms, 800 11-year-olds took part in a randomized controlled trial with the standard physical activity and nutrition program in six schools, the standard program in a further seven schools but with the addition of physical activity enrichment for higher risk children in those schools, and no program in five control schools. Cluster analysis identifying the 29% or so highest risk children used systolic blood pressure, percent body fat, physical fitness, and blood cholesterol. RESULTS: Fitness improved significantly in program schools, particularly with enrichment in higher risk boys. Substantial improvements persisted 6 months later in girls from program schools. At 'Enrichment' schools, cholesterol showed significant benefits in higher risk girls and, 6 months later, in both boys and higher risk girls. Sodium intake and, in girls, subscapular skinfolds were lower in 'Enrichment' schools when the program ended, but not 6 months later. CONCLUSION: Two-semester health programs with physical activity enrichment for higher risk children can produce benefits sustained for at least 6 months. Improvements extend to lower risk children exposed indirectly to the enrichment. Attenuation of effects on diet and body composition in the longer-term suggest the need for on-going programs. A controlled trial of health promotion programs in 11-year-olds using physical activity 'enrichment' for higher risk children https://www.google.com/search?q=A+controlled+trial+of+health+promotion+programs+in+11-year-olds+using+physical+activity+'enrichment'+for+higher+risk+children 1997 Targeted Mixture More than One Term Behaviour and Social Wellbeing None Clustered 800 18 Yes Some Sub-Groups Reported At Least Some Follow-Up Yes Yes, Fairly Well Yes, Descriptive Theory of Change Yes
3031480 Australia/New Zealand College/University Professional Training Thirty medical students at the University of Otago were randomly chosen to learn clinical biochemistry by the Keller Plan. The rest of the class acted as controls. The randomly selected Keller group scored significantly higher than the control group on a practice/review test and the final examination. (Author/MLW) A Controlled Trial of Teaching Clinical Biochemistry by the Keller Plan https://www.google.com/search?q=A+Controlled+Trial+of+Teaching+Clinical+Biochemistry+by+the+Keller+Plan 1980 Universal Regular Teachers/Lecturers Full Academic Year or Longer Professional Training None Single 177 NA Yes Whole Sample Only Immediate Post-Test Only No Yes, But Not Reported No No
3031438 Asia College/University Professional Training Background: Full-time clinician educators are becoming more predominant in China, yet their effect is unknown. Purposes: The purpose of this study was to compare the teaching quality of full-time (FT) faculty with that of part-time (PT) faculty in one Chinese medical school. Methods: In 3 consecutive years, 881 3rd year medical students were enrolled and randomly distributed into two groups, being taught by either a FT faculty member or a PT faculty member. Their teaching quality was evaluated with student performance on a written exam, the standardized patient exam, and student satisfaction. Results: The students in the FT group always scored better on the written exam (1st year = 79.82 &plusmn; 9.2 vs. 81.26 &plusmn; 8.2, p < .188; 2nd year = 73.10 &plusmn; 9.8 vs. 76.51 &plusmn; 7.9, p = .001; 3rd year = 75.15 &plusmn; 9.0 vs. 79.51 &plusmn; 8.7, p < .0001). In the standardized patient exam, the students from FT groups always showed better performance in history taking and physical examination. Students continually gave higher evaluations to FT faculty in questionnaires (1st year = 76.8 &plusmn; 6.5 vs. 84.3 &plusmn; 2.2; 2nd year = 78.6 &plusmn; 3.9 vs. 89.7 &plusmn; 4.2; 3rd year = 75.8 &plusmn; 3.9 vs. 88.5 &plusmn; 3.5, all ps < .001). Conclusions: The teaching quality of FT faculty in clinical-skills training is better than PT faculty in this study. (PsycINFO Database Record (c) 2014 APA, all rights reserved)(journal abstract) A controlled trial to compare the teaching quality of clinical-skills training faculty: The clinician-educator career path in China https://www.google.com/search?q=A+controlled+trial+to+compare+the+teaching+quality+of+clinical-skills+training+faculty:+The+clinician-educator+career+path+in+China 2014 Universal Regular Teachers/Lecturers Full Academic Year or Longer Professional Training Professional Training Single 881 NA Yes Whole Sample Only Immediate Post-Test Only No No No No
3030868 USA/Canada Primary/Elementary Behaviour and Social Wellbeing Objective: Accumulating evidence highlights the importance of using psychosocial approaches to intervention for children with attention-deficit/hyperactivity disorder (ADHD) that target the family and school, as well as the intersection of family and school. This study evaluated the effectiveness of a family-school intervention, Family-School Success (FSS), designed to improve the family and educational functioning of students in Grades 2-6 who meet criteria for ADHD combined and inattentive types. Key components of FSS were conjoint behavioral consultation, daily report cards, and behavioral homework interventions. Method: FSS was provided over 12 weekly sessions, which included 6 group sessions, 4 individualized family sessions, and 2 school-based consultations. Participating families were given the choice of placing their children on medication; 43% of children were on medication at the time of random assignment. Children (n = 199) were randomly assigned to FSS or a comparison group controlling for non-specific treatment effects (Coping With ADHD Through Relationships and Education CARE]). Outcomes were assessed at post-intervention and 3-month follow-up. The analyses controlled for child medication status. Results: FSS had a significant effect on the quality of the family-school relationship, homework performance, and parenting behavior. Conclusions: The superiority of FSS was demonstrated even though about 40% of the participants in FSS and CARE were on an optimal dose of medication and there were significant time effects on each measure. This relatively brief intervention produced effect sizes comparable to those of the more intensive Multimodal Treatment Study of Children With ADHD (MTA) behavioral intervention. (Contains 2 figures and 4 tables.) A Family-School Intervention for Children with ADHD: Results of a Randomized Clinical Trial https://www.google.com/search?q=A+Family-School+Intervention+for+Children+with+ADHD:+Results+of+a+Randomized+Clinical+Trial 2012 Targeted Mixture Between Half and Full Term None None Single 199 NA Yes Whole Sample Only At Least Some Follow-Up Yes No Yes, Theoretical Perspectives No
3031724 UK/Ireland Primary/Elementary Literacy/English Time to Read is a volunteer mentoring program that recruits volunteers from the local business community to spend one hour of company time each week working on a one-to-one basis with primary school children aged 8 to 9 years with the aim of improving reading skills. The authors first evaluated the program in 2006-8 using a randomized controlled trial design. The evaluation tested the logic model that was hypothesized to underpin the program and evaluated the program's impact on the following outcomes: reading comprehension, enjoyment of learning, self esteem, locus of control and aspirations for the future. The evidence from this first randomized controlled trial (RCT) indicated that 'Time to Read' had a positive effect in terms of increasing the children's future aspirations (effect size = +0.17) but was unable to find evidence that the program had any effect in relation to the three remaining outcomes identified through the logic model (the children's general levels of self-esteem, enjoyment of education and reading skills). The report concluded that the logic model did not adequately capture the effects that the program may be having. It highlighted recent literature which suggested that more specific outcomes may have been more appropriate than the global outcomes that were originally identified i.e. enjoyment of reading instead of enjoyment of learning and self esteem related specifically to reading rather than global self esteem. The aim of this follow-up study was to rigorously evaluate the impact of the 'Time to Read' mentoring program on the following literacy outcomes: decoding, reading rate, reading accuracy, fluency and reading comprehension; and non literacy outcomes: enjoyment of reading, reading confidence and aspirations for the future. The research was conducted in 50 primary schools from across Northern Ireland. This follow-up trial has found clear evidence that the refined 'Time to Read' program is effective in improving reading outcomes for children, particularly in relation to the foundational reading skills of decoding, reading rate and reading fluency. The original study found that 'Time to Read' significantly improved aspirations for the future and some corroborating evidence for this, while not statistically significant, was found in this trial. (Contains 1 figure and 1 table.) A Follow up Randomized Controlled Trial of 'Time to Read': A Volunteer Mentoring Program https://www.google.com/search?q=A+Follow+up+Randomized+Controlled+Trial+of+'Time+to+Read':+A+Volunteer+Mentoring+Program 2011 Targeted External Educators Full Academic Year or Longer Literacy/English None Clustered 512 50 Yes Whole Sample Only Immediate Post-Test Only Yes No Yes, Descriptive Theory of Change Yes
3031822 Rest of Europe Primary/Elementary Physical Health and Wellbeing The study reports a group-randomized trial of a theatre-based intervention to prevent sexual abuse targeting first and second grade primary school children in Germany. A sample of 148 first and second graders saw a live performance of a play designed to promote skills in dealing with abuse-prone interactions with adults, watched a recording of the play on DVD or were assigned to a no intervention control group. Both the live performance and the DVD groups showed significant increases in the target variables (distinguishing good/bad touch and secrets, getting help, rejecting unwanted touch) from baseline to post-intervention and a follow-up after 2 weeks, while the control group did not show changes. The live performance and DVD groups participated in a further follow-up 30 weeks post-intervention, which showed sustained effects of the intervention. The findings indicate that with appropriately culture-sensitive measures, sexual abuse prevention programmes can have sustainable effects with young primary school children. (PsycINFO Database Record (c) 2012 APA, all rights reserved)(journal abstract) A group-randomized evaluation of a theatre-based sexual abuse prevention programme for primary school children in Germany https://www.google.com/search?q=A+group-randomized+evaluation+of+a+theatre-based+sexual+abuse+prevention+programme+for+primary+school+children+in+Germany 2009 Universal Regular Teachers/Lecturers Single Session None None Single 248 single Yes Whole Sample Only At Least Some Follow-Up Yes No Yes, Descriptive Theory of Change Yes
3031845 USA/Canada Primary/Elementary Numeracy/Maths Using a longitudinal cluster-randomized controlled design, we examined whether students' reading outcomes differed when they received 1, 2, or 3 years of individualized reading instruction from first through third grade, compared with a treated control group. More than 45% of students came from families living in poverty. Following students, we randomly assigned their teachers each year to deliver individualized reading instruction or a treated control condition intervention focused on mathematics. Students who received individualized reading instruction in all three grades showed the strongest reading skills by the end of third grade compared with those who received fewer years of such instruction. There was inconsistent evidence supporting a sustained first-grade treatment effect: Individualized instruction in first grade was necessary but not sufficient for stronger third-grade reading outcomes. These effects were achieved by regular classroom teachers who received professional development, which indicates that policies that support the use of evidence-based reading instruction and teacher training can yield increased student achievement. A longitudinal cluster-randomized controlled study on the accumulating effects of individualized literacy instruction on students' reading from first through third grade https://www.google.com/search?q=A+longitudinal+cluster-randomized+controlled+study+on+the+accumulating+effects+of+individualized+literacy+instruction+on+students'+reading+from+first+through+third+grade 2013 Universal Regular Teachers/Lecturers Full Academic Year or Longer None None Single 568 49 Yes Some Sub-Groups Reported At Least Some Follow-Up No No Yes, Descriptive Theory of Change Yes
3031653 USA/Canada Primary/Elementary Behaviour and Social Wellbeing CONTEXT: No randomized controlled studies have been conducted to date on the effectiveness of psychological interventions for children with symptoms of posttraumatic stress disorder (PTSD) that has resulted from personally witnessing or being personally exposed to violence. OBJECTIVE: To evaluate the effectiveness of a collaboratively designed school-based intervention for reducing children's symptoms of PTSD and depression that has resulted from exposure to violence. DESIGN: A randomized controlled trial conducted during the 2001-2002 academic year. SETTING AND PARTICIPANTS: Sixth-grade students at 2 large middle schools in Los Angeles who reported exposure to violence and had clinical levels of symptoms of PTSD. INTERVENTION: Students were randomly assigned to a 10-session standardized cognitive-behavioral therapy (the Cognitive-Behavioral Intervention for Trauma in Schools) early intervention group (n = 61) or to a wait-list delayed intervention comparison group (n = 65) conducted by trained school mental health clinicians. MAIN OUTCOME MEASURES: Students were assessed before the intervention and 3 months after the intervention on measures assessing child-reported symptoms of PTSD (Child PTSD Symptom Scale; range, 0-51 points) and depression (Child Depression Inventory; range, 0-52 points), parent-reported psychosocial dysfunction (Pediatric Symptom Checklist; range, 0-70 points), and teacher-reported classroom problems using the Teacher-Child Rating Scale (acting out, shyness/anxiousness, and learning problems; range of subscales, 6-30 points). RESULTS: Compared with the wait-list delayed intervention group (no intervention), after 3 months of intervention students who were randomly assigned to the early intervention group had significantly lower scores on symptoms of PTSD (8.9 vs 15.5, adjusted mean difference, - 7.0; 95% confidence interval [CI], - 10.8 to - 3.2), depression (9.4 vs 12.7, adjusted mean difference, - 3.4; 95% CI, - 6.5 to - 0.4), and psychosocial dysfunction (12.5 vs 16.5, adjusted mean difference, - 6.4; 95% CI, -10.4 to -2.3). Adjusted mean differences between the 2 groups at 3 months did not show significant differences for teacher-reported classroom problems in acting out (-1.0; 95% CI, -2.5 to 0.5), shyness/anxiousness (0.1; 95% CI, -1.5 to 1.7), and learning (-1.1, 95% CI, -2.9 to 0.8). At 6 months, after both groups had received the intervention, the differences between the 2 groups were not significantly different for symptoms of PTSD and depression; showed similar ratings for psychosocial function; and teachers did not report significant differences in classroom behaviors. CONCLUSION: A standardized 10-session cognitive-behavioral group intervention can significantly decrease symptoms of PTSD and depression in students who are exposed to violence and can be effectively delivered on school campuses by trained school-based mental health clinicians. A mental health intervention for schoolchildren exposed to violence: a randomized controlled trial https://www.google.com/search?q=A+mental+health+intervention+for+schoolchildren+exposed+to+violence:+a+randomized+controlled+trial 2003 Targeted External Educators Up to Half a Term Behaviour and Social Wellbeing Behaviour and Social Wellbeing Single 126 NA Yes Whole Sample Only At Least Some Follow-Up Yes No Yes, Descriptive Theory of Change Yes
3030781 Australia/New Zealand Primary/Elementary Literacy/English This dissertation describes the methods and findings of a mixed-methods multi-level randomized evaluation study of the impact of the New Heights Reading Program on the fluency and comprehension of struggling readers. The impact analysis is a randomized complete block experiment (Meter, Kutner, Nachtsheim, & Wasserman, 1996) that uses a combination of individual and group randomization (Boruch, May, Lavenberg, et al., 2004; Raudenbush, 1997). A complementary process evaluation provides context for the quantitative outcomes, helping to explain the varying degrees of implementation of the program and the corresponding outcomes for participating students (Scheirer, 1994). Originally developed in New Zealand under the name Rainbow Reading, this is the first evaluation of the American version of the curriculum. The study sample consists of 233 students in 30 third grade classrooms and 29 fifth grade classrooms in nine schools across two school districts. All students reading nine or more moths below grade level in the participating classrooms were randomly assigned to the treatment or control groups with a maximum of six students assigned to the treatment group per class. Students completed three pre- and post-test standardized measures of fluency and comprehension. Program providers participated in pre- and post-intervention teacher interviews, completed implementation surveys, and allowed the researcher to observe an average of eight sessions each during the eighteen weeks of intervention. Data from the process evaluation revealed that although the majority of teachers implemented the program with high quality, the quantity with which they used the program was quite low, as was their overall fidelity of implementation to the intended design. A rubric was developed to categorize the implementation practices of teachers across five dimensions: quality of practice, frequency of practice, quality of teacher conferences, frequency of teacher conferences, and goodness of fit. The impact evaluation found no significant impacts of the program on student fluency, comprehension, or attitudes as measured by the adjusted post-test differences between treatment and control groups. Furthermore, there were no detectable differences in impact of the New Heights Reading Program across the implementation levels of providers. The paper concludes with implications for policy and future research. A mixed-method multi-level randomized evaluation of the implementation and impact of an audio-assisted reading program for struggling readers https://www.google.com/search?q=A+mixed-method+multi-level+randomized+evaluation+of+the+implementation+and+impact+of+an+audio-assisted+reading+program+for+struggling+readers 2006 Targeted Regular Teachers/Lecturers Up to Half a Term Literacy/English None Clustered 233 58 No Whole Sample Only Immediate Post-Test Only Yes Yes, Fairly Well Yes, Theoretical Perspectives Yes
3030735 USA/Canada College/University Professional Training PURPOSE: To investigate the impact of an adjuvant Web-based teaching program on medical students' learning during clinical rotations. METHOD: From April 2003 to May 2004, 351 students completing clinical rotations in surgery-urology at four U.S. medical schools were invited to volunteer for the study. Web-based teaching cases were developed covering four core urologic topics. Students were block randomized to receive Web-based teaching on two of the four topics. Before and after a designated duration at each institution (ranging one to three weeks), students completed a validated 28-item Web-based test (Cronbach's alpha = .76) covering all four topics. The test was also administered to a subset of students at one school at the conclusion of their third-year to measure long-term learning. RESULTS: Eighty-one percent of all eligible students (286/351) volunteered to participate in the study, 73% of whom (210/286) completed the Web-based program. Compared to controls, Web-based teaching significantly increased test scores in the four topics at each medical school (p < .001, mixed analysis of variance), corresponding to a Cohen's d effect size of 1.52 (95% confidence interval [CI], 1.23-1.80). Learning efficiency was increased three-fold by Web-based teaching (Cohen's d effect size 1.16; 95% CI 1.13-1.19). Students who were tested a median of 4.8 months later demonstrated significantly higher scores for Web-based teaching compared to non-Web-based teaching (p = .007, paired t-test). Limited learning was noted in the absence of Web-based teaching. CONCLUSIONS: This randomized controlled trial provides Class I evidence that Web-based teaching as an adjunct to clinical experiences can significantly and durably improve medical students' learning. A multi-institutional randomized controlled trial of adjuvant Web-based teaching to medical students https://www.google.com/search?q=A+multi-institutional+randomized+controlled+trial+of+adjuvant+Web-based+teaching+to+medical+students 2006 Universal Regular Teachers/Lecturers Up to Half a Term None None Single 351 NA yes Whole Sample Only Immediate Post-Test Only Yes No Yes, Descriptive Theory of Change Yes
3031075 USA/Canada Primary/Elementary Numeracy/Maths In an effort to identify instructional methods that might improve mathematics learning at the grade 4 level when used in a variety of educational settings under typical conditions, the REL Mid-Atlantic research team looked for promising, replicable practices that were being used broadly by teachers in U.S. schools, for which research showed promising results but had not been conducted using methodologies that can establish causal relationships. CompassLearning's OdysseyR] Math product met all of these criteria. Odyssey Math is a computer-based math curriculum developed by CompassLearning, Inc., to improve math learning for K-12 students. The software consists of a web-accessed series of learning activities, assessments, and math tools. These components constitute the basic framework of the software. CompassLearning professional development trainers presented the learning activities, math tools, and assessments as available options to intervention teachers during the summer professional development session. This study was the first randomized controlled trial to assess the impact of Odyssey Math on student achievement. The study had the statistical power needed to detect a 0.20 effect size and was well designed in that comparable groups were created at baseline and maintained through posttesting. Implementation during the school year was documented and shown to be consistent with typical implementation of the Odyssey Math software. The results from the multilevel model with pretest covariates also indicate that Odyssey Math did not yield a statistically significant impact on end-of-year student achievement. This study generated a statistically unbiased estimate of the effect of Odyssey Math on student achievement when implemented in typical school settings with typical teacher and student use. However, the findings apply only to participating schools, teachers, and students because the study used a volunteer sample. Twelve appendices include: (1) Detailed Professional Development Agenda Sessions; (2) Statistical Power Analysis; (3) Probability of Assignment to Study Conditions; (4) Sample Size from Random Assignment to Data Analysis; (5) Teacher Survey, Fall 2007; (6) Observation Protocols; (7) Odyssey Math Sample Screens; (8) Fidelity Observation Comparisons; (9) Model Variance and Intraclass Correlations; (10) Complete Multilevel Model Results for Research Question 1; (11) Comparison of Assumed Population Parameters for Statistical Power (During Planning Phase) with Corresponding Sample Statistics (During Analysis Phase); and (12) Equations for Multilevel Model Analyses. (Contains 3 figures, 22 tables, 10 exhibits, and 23 footnotes.) This report was prepared for the National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences under contract with Regional Educational Laboratory Mid-Atlantic administered by Pennsylvania State University.] A Multisite Cluster Randomized Trial of the Effects of CompassLearning Odyssey[R] Math on the Math Achievement of Selected Grade 4 Students in the Mid-Atlantic Region. Final Report https://www.google.com/search?q=A+Multisite+Cluster+Randomized+Trial+of+the+Effects+of+CompassLearning+Odyssey[R]+Math+on+the+Math+Achievement+of+Selected+Grade+4+Students+in+the+Mid-Atlantic+Region.+Final+Report 2009 Universal Regular Teachers/Lecturers Full Academic Year or Longer None None Clustered 2456 32 No Whole Sample Only Immediate Post-Test Only No No No No
3031023 USA/Canada Multiple Numeracy/Maths Analyzing mathematics and reading achievement outcomes from a district-level random assignment study fielded in over 500 schools within 59 school districts and seven states, the authors estimate the 1-year impacts of a data-driven reform initiative implemented by the Johns Hopkins Center for Data-Driven Reform in Education (CDDRE). CDDRE consultants work with districts to implement quarterly student benchmark assessments and provide district and school leaders with extensive training on interpreting and using the data to guide reform. Relative to a control condition, in which districts operated as usual without CDDRE services, the data-driven reform initiative caused statistically significant districtwide improvements in student mathematics achievement. The CDDRE intervention also had a positive effect on reading achievement, but the estimates fell short of conventional levels of statistical significance. (Contains 1 figure, 3 tables, and 16 notes.) A Multistate District-Level Cluster Randomized Trial of the Impact of Data-Driven Reform on Reading and Mathematics Achievement https://www.google.com/search?q=A+Multistate+District-Level+Cluster+Randomized+Trial+of+the+Impact+of+Data-Driven+Reform+on+Reading+and+Mathematics+Achievement 2011 Universal External Educators Full Academic Year or Longer Literacy/English None Clustered NA 57 Yes Whole Sample Only Immediate Post-Test Only Yes No Yes, Theoretical Perspectives Yes
3031189 UK/Ireland Multiple Physical Health and Wellbeing STUDY OBJECTIVE: To measure the health, educational and social impacts of breakfast club provision in schools serving deprived areas across England. DESIGN: A cluster randomized controlled trial and an observational analysis. SETTING: England, the UK. Intervention: funding to establish a school-based breakfast club vs. control (no funding). MAIN RESULTS: Intention to treat analysis showed improved concentration (Trail Making Test Part A) amongst the intervention group at 3 months. Fewer pupils within the intervention group reported having skipped classes within the last month and fewer pupils within the intervention group reported having skipped 1 or more days of school within the last month at 1 year. Observational analysis at 1 year showed a higher proportion of primary-aged breakfast club attendees reported eating fruit for breakfast in comparison to non-attendees. A higher proportion of breakfast club attendees had borderline or abnormal conduct and total difficulties scores (primary-aged pupils) and prosocial score (secondary-aged pupils). CONCLUSIONS: Analyses revealed a mixed picture of benefit and apparent disbenefit. This study illustrated the challenges of evaluating a complex intervention in which the evaluators had less control than is usual in randomized trials over recruitment, eligibility checking and implementation. If the impact of new policy initiatives is to be assessed using the most robust forms of evaluation, social policy needs to be organized so that evaluations can be constructed as experiments. This is likely to prove most difficult where the perceived value of implementing an intervention rapidly is high. A national evaluation of school breakfast clubs: evidence from a cluster randomized controlled trial and an observational analysis https://www.google.com/search?q=A+national+evaluation+of+school+breakfast+clubs:+evidence+from+a+cluster+randomized+controlled+trial+and+an+observational+analysis 2004 Universal External Educators Between Half and Full Term Behaviour and Social Wellbeing None Clustered 6075 43 Yes Whole Sample Only At Least Some Follow-Up Yes Yes, Limited Yes, Descriptive Theory of Change Yes
3031520 Rest of Europe College/University Professional Training Objective During laparoscopic surgery distractions often occur and multitasking between surgery and other tasks, such as technical equipment handling, is a necessary competence. In psychological research, reduction of adverse effects of distraction is demonstrated when specifically multitasking is trained. The aim of this study was to examine whether multitasking and more specifically task-switching can be trained in a virtual-reality (VR) laparoscopic skills simulator. Design After randomization, the control group trained separately with an insufflator simulation module and a laparoscopic skills exercise module on a VR simulator. In the intervention group, insufflator module and VR skills exercises were combined to develop a new integrated training in which multitasking was a required competence. At random moments, problems with the insufflator appeared and forced the trainee to multitask. During several repetitions of a different multitask VR skills exercise as posttest, performance parameters (laparoscopy time, insufflator time, and errors) were measured and compared between both the groups as well with a pretest exercise to establish the learning effect. A face-validity questionnaire was filled afterward. Setting University Medical Centre Utrecht, The Netherlands. Participants Medical and PhD students (n = 42) from University Medical Centre Utrecht, without previous experience in laparoscopic simulation, were randomly assigned to either intervention (n = 21) or control group (n = 21). Results All participants performed better in the posttest exercises without distraction of the insufflator compared with the exercises in which multitasking was necessary to solve the insufflator problems. After training, the intervention group was significantly quicker in solving the insufflator problems (mean = 1.60 Log(s) vs 1.70 Log(s), p = 0.02). No significant differences between both the groups were seen in laparoscopy time and errors. Conclusion Multitasking has negative effects on the laparoscopic performance. This study suggests an additional learning effect of training multitasking in VR laparoscopy simulation, because the trainees are able to handle a secondary task (solving insufflator problems) quicker. These results may aid the development of laparoscopy VR training programs in approximating real-life laparoscopic surgery. A new virtual-reality training module for laparoscopic surgical skills and equipment handling: Can multitasking be trained? A randomized controlled trial https://www.google.com/search?q=A+new+virtual-reality+training+module+for+laparoscopic+surgical+skills+and+equipment+handling:+Can+multitasking+be+trained?+A+randomized+controlled+trial 2014 Universal Regular Teachers/Lecturers Up to Half a Term Professional Training None Clustered 42 NA Yes Whole Sample Only Immediate Post-Test Only No No Yes, Descriptive Theory of Change Yes
3031316 UK/Ireland Primary/Elementary Physical Health and Wellbeing BACKGROUND: Improving nutrition knowledge among children may help them to make healthier food choices. The aim of this study was to assess the effectiveness and acceptability of a novel educational intervention to increase nutrition knowledge among primary school children. METHODS: We developed a card game 'Top Grub' and a 'healthy eating' curriculum for use in primary schools. Thirty-eight state primary schools comprising 2519 children in years 5 and 6 (aged 9-11 years) were recruited in a pragmatic cluster randomised controlled trial. The main outcome measures were change in nutrition knowledge scores, attitudes to healthy eating and acceptability of the intervention by children and teachers. RESULTS: Twelve intervention and 13 control schools (comprising 1133 children) completed the trial. The main reason for non-completion was time pressure of the school curriculum. Mean total nutrition knowledge score increased by 1.1 in intervention (baseline to follow-up: 28.3 to 29.2) and 0.3 in control schools (27.3 to 27.6). Total nutrition knowledge score at follow-up, adjusted for baseline score, deprivation, and school size, was higher in intervention than in control schools (mean difference = 1.1; 95% CI: 0.05 to 2.16; p = 0.042). At follow-up, more children in the intervention schools said they 'are currently eating a healthy diet' (39.6%) or 'would try to eat a healthy diet' (35.7%) than in control schools (34.4% and 31.7% respectively; chi-square test p < 0.001). Most children (75.5%) enjoyed playing the game and teachers considered it a useful resource. CONCLUSIONS: The 'Top Grub' card game facilitated the enjoyable delivery of nutrition education in a sample of UK primary school age children. Further studies should determine whether improvements in nutrition knowledge are sustained and lead to changes in dietary behaviour. A novel school-based intervention to improve nutrition knowledge in children: cluster randomised controlled trial https://www.google.com/search?q=A+novel+school-based+intervention+to+improve+nutrition+knowledge+in+children:+cluster+randomised+controlled+trial 2010 Universal Regular Teachers/Lecturers Up to Half a Term Physical Health and Wellbeing None Clustered 1133 38 Yes Whole Sample Only At Least Some Follow-Up Yes No No No
3031588 Rest of Europe Preschool/Kindergarten Physical Health and Wellbeing Background: Previous studies on physical activity interventions in preschools have reported limited effectiveness. Participatory community-based approaches hold promise for increasing intervention effectiveness and involving parents as key stakeholders in a sustainable way. Purpose: To assess whether a participatory parent-focused approach using parents as agents of behavioral change enhances the efficacy of a preschool physical activity (PA) intervention. Design: Two-armed, cluster-RCT with preschool as unit of randomization and children as unit of analysis. Setting/participants: 39 South German preschools applying for an existing state-sponsored PA program with 826 children (52% boys, aged 5.0 &plusmn; 0.2 years), with 441 allocated to the intervention arm. Intervention: Control preschools received a state-sponsored program consisting of twice-weekly gym classes over 6 months. In intervention preschools, this program was augmented by motivating parents to develop and implement their own project ideas for promoting children�s PA. Main outcome measures: Primary outcomes included mean accelerometry counts and time spent in moderate-to vigorous-intensity PA or sedentary behavior. Secondary outcomes were BMI, percentage body fat, quality of life, sleep quality, and general health. Outcomes were measured at baseline and at 6 and 12 months in both study arms (time period: 2008�2010). Using an intention-to-treat-analysis, linear multilevel regression models assessed change over time and across study arms, adjusted for age, gender, season, and preschool location. Analysis was conducted in 2011. Results: In 15 intervention preschools, parents implemented 25 PA projects. Compared with controls, intervention arm children were 11 minutes less sedentary per day (95% CI = 5.39, 17.01, p = 0.014); had significantly more mean accelerometry counts (1.4 counts/15 seconds [95% CI = 0.22, 2.54], p = 0.019); and showed benefits in perceived general health and quality of life. All other outcomes showed no difference between study arms. Conclusions: A participatory preschool intervention focusing on parents as agents of behavioral change may be able to promote PA and reduce sedentary behavior in preschoolers. These benefits may go beyond the effects of existing nonparticipatory interventions. (PsycINFO Database Record (c) 2013 APA, all rights reserved)(journal abstract) A participatory physical activity intervention in preschools: A cluster randomized controlled trial https://www.google.com/search?q=A+participatory+physical+activity+intervention+in+preschools:+A+cluster+randomized+controlled+trial 2013 Universal Mixture More than One Term Physical Health and Wellbeing None Clustered 826 39 Yes Whole Sample Only At Least Some Follow-Up Yes No Yes, Descriptive Theory of Change Yes
3031359 Rest of Europe Middle/High School Range of Academic Outcomes To analyze the effects of an intervention focused on increasing the time and intensity of Physical Education (PE), on adolescents' cognitive performance and academic achievement. A 4-month group-randomized controlled trial was conducted in 67 adolescents from South-East Spain, 2007. Three classes were randomly allocated into control group (CG), experimental group 1 (EG1) and experimental group 2 (EG2). CG received usual PE (two sessions/week), EG1 received four PE sessions/week and EG2 received four PE sessions/week of high intensity. Cognitive performance (non-verbal and verbal ability, abstract reasoning, spatial ability, verbal reasoning and numerical ability) was assessed by the Spanish Overall and Factorial Intelligence Test, and academic achievement by school grades. All the cognitive performance variables, except verbal reasoning, increased more in EG2 than in CG (all P<0.05). Average school grades (e.g., mathematics) increased more in EG2 than in CG. Overall, EG2 improved more than EG1, without differences between EG1 and CG. Increased PE can benefit cognitive performance and academic achievement. This study contributes to the current knowledge by suggesting that the intensity of PE sessions might play a role in the positive effect of physical activity on cognition and academic success. Future studies involving larger sample sizes should confirm or contrast these preliminary findings. 2013 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd. A Physical Education trial improves adolescents' cognitive performance and academic achievement: The EDUFIT study https://www.google.com/search?q=A+Physical+Education+trial+improves+adolescents'+cognitive+performance+and+academic+achievement:+The+EDUFIT+study 2014 Universal Regular Teachers/Lecturers Between Half and Full Term Physical Health and Wellbeing Physical Health and Wellbeing Single 67 NA Yes Whole Sample Only Immediate Post-Test Only Yes No Yes, Descriptive Theory of Change Yes
3030798 Australia/New Zealand Middle/High School Behaviour and Social Wellbeing Depressive disorder is common in adolescents and largely untreated. Computers offer a way of increasing access to care. Computerized therapy is effective for depressed adults but to date little has been done for depressed adolescents. Aims: The objective of this study was to examine the feasibility, acceptability, and effects of The Journey, a computerized cognitive behavioural therapy (cCBT) program for depressed adolescents. Method: Thirty-four adolescents (mean age 15.2 years, SD = 1.5) referred by school counsellors were randomly assigned to either cCBT or a computer-administered attention placebo program with psychoeducational content (CPE). Participants completed the intervention at school. Data were collected at baseline, post-intervention and at a 1-month follow-up. The primary outcome measure was the Child Depression Rating Scale Revised (CDRS-R); secondary outcome measures were: RADS-2; Pediatric Quality of Life Inventory; Adolescent Coping Scale (short form); response and remission rates on CDRS-R. Completion rates and self-reported satisfaction ratings were used to assess feasibility and acceptabililty of the intervention. Results: Ninety-four percent of cCBT and 82% of CPE participants completed the intervention. Eighty-nine percent liked The Journey a lot or thought it was �okay� and 89% of them would recommend it for use with others as is or after some improvement. Adolescents treated with cCBT showed greater symptom improvement on CDRS-R than those treated with CPE program (mean change on cCBT = 17.6, CI = 14.13�21.00; CPE = 6.06, CI = 2.01�10.02; p< .001). Conclusions: It is feasible, acceptable and efficacious to deliver computerized CBT to depressed adolescents in a school setting. Generalizability is limited by the size of the study. (PsycINFO Database Record (c) 2014 APA, all rights reserved)(journal abstract) A pilot double blind randomized placebo controlled trial of a prototype computer-based cognitive behavioural therapy program for adolescents with symptoms of depression https://www.google.com/search?q=A+pilot+double+blind+randomized+placebo+controlled+trial+of+a+prototype+computer-based+cognitive+behavioural+therapy+program+for+adolescents+with+symptoms+of+depression 2012 Targeted Other School/College Employees Between Half and Full Term Behaviour and Social Wellbeing None Single 34 NA Yes Some Sub-Groups Reported Immediate Post-Test Only No No No No
3030580 USA/Canada Middle/High School Behaviour and Social Wellbeing This study examined the efficacy of an after-school program, the Challenging Horizons Program (CHP), that met four days a week and focused on improving organization, academic skills, and classroom behavior. The CHP was compared with a community control that included involvement in a district-run after-school program that met one to three days a week and focused on preparation for standardized testing. Participants were 48 middle-school youth, referred as experiencing a combination of learning and behavior problems, randomly assigned to either the CHP or the control. Parent and teacher ratings of behavioral and academic functioning were collected at the beginning of the academic year and again after one semester of intervention. Relative to the control, participants in the CHP made significant improvements in parent rated academic progress, self-esteem, and overall severity of problem. While teacher ratings did not reach significance, CHP participants made medium effect size improvements in academic progress and small improvements in overall severity. Core class grades and discipline records were also examined to provide a broad picture of functioning beyond rating scale data. A Pilot Evaluation of Small Group Challenging Horizons Program (CHP): A Randomized Trial https://www.google.com/search?q=A+Pilot+Evaluation+of+Small+Group+Challenging+Horizons+Program+(CHP):+A+Randomized+Trial 2007 Targeted Mixture Up to Half a Term Range of Academic Outcomes None Single 48 NA Yes Whole Sample Only Immediate Post-Test Only Yes Yes, But Not Reported No No
3031851 UK/Ireland Middle/High School Behaviour and Social Wellbeing Introduction: Approximately 33% of 15-16 year olds in England report alcohol intoxication in the past month with adolescents in the UK being amongst the heaviest young drinkers in Europe leading to high social and economic costs. Methods: A three arm pilot feasibility cRCT to assess the feasibility of a future definitive cRCT of brief alcohol intervention (ASBI) in a school setting with an integrated qualitative component (randomisation at school level). Feasibility of trial processes, recruitment and retention and a qualitative evaluation examined facilitators and barriers to the use of ASBI approaches in the school setting in this age group. Interventions: Young people aged 14-15 (Year 10) in 7 schools in the North East of England who screened positive on a single alcohol screening question and consented to take part were randomised to either provision of an advice leaflet (control condition, n=2 schools); a 30-minute brief interactive session which combined structured advice and motivational interviewing techniques delivered by the school learning mentor (Intervention 1, n=2 schools); a 60-minute session involving family members delivered by the school learning mentor (Intervention 2, n=3 schools). Young people were followed-up at 12-months. Objectives: To assess the feasibility and acceptability of a future definitive cRCT of ASBI in a school setting. Results: Two hundred and twenty-two young people were eligible for the trial. 182 (82%) were randomised (control n=53; Intervention 1 n=54; Intervention 2 n=75). of the 75 randomised to Intervention 2, 67 received Intervention 1 (89%). Eight received both Intervention 1 and Intervention 2 (11%). 160/182 were successfully followed up at 12 months (88%). Interviews were carried out with 6 school lead liaisons; 13 learningmentors; 27 young people and seven parents (n=53). Outcomes/conclusions: Analysis shows that the school setting is a feasible and acceptable place to carry out ASBI with learningmentors seen as suitable people to do this. Intervention 2 was not seen as feasible or acceptable by school staff, parents or young people therefore a definitive study should not include a parental arm. A pilot feasiblity C-RCT of screening and brief alcohol intervention in young people aged 14-15 in a high school setting: Sips Jr-high https://www.google.com/search?q=A+pilot+feasiblity+C-RCT+of+screening+and+brief+alcohol+intervention+in+young+people+aged+14-15+in+a+high+school+setting:+Sips+Jr-high 2014 Universal Other School/College Employees Single Session Physical Health and Wellbeing none Clustered 182 7 yes Some Sub-Groups Reported At Least Some Follow-Up Yes Yes, Fairly Well Yes, Descriptive Theory of Change Yes
3031505 USA/Canada College/University Professional Training PURPOSE: To determine whether a longitudinal residents-as-teachers curriculum improves generalist residents' teaching skills. METHOD: From May 2001 to February 2002, 23 second-year generalist residents in four residencies affiliated with the University of California, Irvine, College of Medicine, completed a randomized, controlled trial of a longitudinal residents-as-teachers program. Thirteen intervention residents underwent a 13-hour curriculum during one-hour noon conferences twice monthly for six months, practicing teaching skills and receiving checklist-guided feedback. In a 3.5-hour, eight-station objective structured teaching examination (OSTE) enacted and rated by 15 senior medical students before and after the curriculum, two trained, blinded raters independently assessed each station with detailed, case-specific rating scales (rating scale reliability = 0.96, inter-rater reliability = 0.78). RESULTS: The intervention and control groups were similar in academic performance, specialty distribution, and gender (chi(2) = 0.434, p =.81). On a five-point Likert scale (5 = best teaching skills), intervention and control residents showed similar mean pretest OSTE scores (2.83 vs. 2.88, p =.736). The intervention group improved their mean overall OSTE scores 22.3% (more than two standard deviations) from 2.83 (pretest) to 3.46 (post-test; p <.0005; 95% CI 0.53 to 0.72). Intervention residents also improved significantly on six of eight OSTE stations. Within the control group, no pretest-to-post-test change achieved statistical significance. Mann-Whitney and Wilcoxon signed-rank tests confirmed these results. CONCLUSIONS: Generalist residents randomly assigned to receive a 13-hour longitudinal residents-as-teachers curriculum consistently showed improved OSTE scores. Future research should clarify which aspects of residents-as-teachers curricula most effectively improve educational outcomes. A pilot randomized, controlled trial of a longitudinal residents-as-teachers curriculum https://www.google.com/search?q=A+pilot+randomized,+controlled+trial+of+a+longitudinal+residents-as-teachers+curriculum 2003 Universal Regular Teachers/Lecturers More than One Term Professional Training None Single 23 NA yes Whole Sample Only Immediate Post-Test Only Yes Yes, But Not Reported No No
3031333 USA/Canada Middle/High School Study-Related Skills Behavior therapy is one of two evidence-based treatments for ADHD�the other being stimulant medication. However, there are only a handful of studies of behavioral treatment for ADHD in adolescents (Smith et al. Clinical Child and Family Psychology Review 3:243�267, 2000). Supporting Teens� Academic Needs Daily (STAND) is a parent-adolescent collaborative behavioral intervention for adolescents with ADHD that can be delivered in clinic, school, and community settings. This pilot study evaluates the feasibility, acceptability, and preliminary efficacy of STAND. Thirty-six male and female middle school students with ADHD and diverse ethnic backgrounds were randomly assigned to STAND or a Treatment as Usual (TAU) control group. Participants were evaluated at baseline, mid-treatment, and post-treatment assessments. Results suggest that STAND can be implemented by even beginner therapists with high treatment fidelity and is accessible to and popular with families. Relative to the TAU group, participants who received STAND showed greater improvements in parent-rated and observed academic and symptom indices. Treatment effects were not present for teacher ratings. Although the STAND group made significant gains in GPA (compared to TAU), these gains were small in size (d = .25). The future of STAND as an academic intervention for adolescents with ADHD is discussed, as well as general implications for behavioral treatment delivery to ADHD adolescents. (PsycINFO Database Record (c) 2015 APA, all rights reserved)(journal abstract) A pilot trial of Supporting Teens� Academic Needs Daily (STAND): A parent-adolescent collaborative intervention for ADHD https://www.google.com/search?q=A+pilot+trial+of+Supporting+Teens�+Academic+Needs+Daily+(STAND):+A+parent-adolescent+collaborative+intervention+for+ADHD 2013 Targeted External Educators More than One Term Behaviour and Social Wellbeing None Single 36 NA Yes Some Sub-Groups Reported At Least Some Follow-Up Yes Yes, Fairly Well Yes, Theoretical Perspectives Yes
3030672 Australia/New Zealand College/University Professional Training A randomized controlled trial was undertaken to evaluate the effectiveness of a new model for providing urban general practice attachments for final-year medical students at the Flinders University of South Australia. All the student groups in that year were randomized prospectively to either the standard student attachment, as run by the university, or to an attachment organized by a project team from a local network of general practitioners. Students in the intervention group had their personal learning goals assessed and matched with their general practice preceptors, and the students were set a task that developed their contact with other health resources in the community. Results from an evaluation questionnaire completed by the students at the end of their terms showed that the students in the intervention group rated their general practice preceptors more highly, had more contact with allied health and community organizations, felt that they had met their own learning goals to a greater extent, and enjoyed their term more. Student examination results showed that the students in the intervention group did not perform as well in one of the four areas of their end of term examination as did the students in the standard attachment. The additional cost of providing the intervention was estimated to be A$340 per student. We conclude that long-term decisions about adopting this new model of organizing general practice attachments on a wider scale will need to balance the apparent benefits against the increased resources required. A prospective randomized trial of an urban general practice attachment for medical students https://www.google.com/search?q=A+prospective+randomized+trial+of+an+urban+general+practice+attachment+for+medical+students 1998 Universal External Educators Between Half and Full Term None None Single 67 NA Yes Whole Sample Only Immediate Post-Test Only Yes No No Yes
3031038 USA/Canada College/University Professional Training BACKGROUND: Effective teaching requires an understanding of both what (content knowledge) and how (process knowledge) to teach. While previous studies involving medical students have compared preceptors with greater or lesser content knowledge, it is unclear whether process expertise can compensate for deficient content expertise. Therefore, the objective of our study was to compare the effect of preceptors with process expertise to those with content expertise on medical students' learning outcomes in a structured small group environment. METHODS: One hundred and fifty-one first year medical students were randomized to 11 groups for the small group component of the Cardiovascular-Respiratory course at the University of Calgary. Each group was then block randomized to one of three streams for the entire course: tutoring exclusively by physicians with content expertise (n = 5), tutoring exclusively by physicians with process expertise (n = 3), and tutoring by content experts for 11 sessions and process experts for 10 sessions (n = 3). After each of the 21 small group sessions, students evaluated their preceptors' teaching with a standardized instrument. Students' knowledge acquisition was assessed by an end-of-course multiple choice (EOC-MCQ) examination. RESULTS: Students rated the process experts significantly higher on each of the instrument's 15 items, including the overall rating. Students' mean score (�SD) on the EOC-MCQ exam was 76.1% (8.1) for groups taught by content experts, 78.2% (7.8) for the combination group and 79.5% (9.2) for process expert groups (p = 0.11). By linear regression student performance was higher if they had been taught by process experts (regression coefficient 2.7 [0.1, 5.4], p < .05), but not content experts (p = .09). CONCLUSIONS: When preceptors are physicians, content expertise is not a prerequisite to teach first year medical students within a structured small group environment; preceptors with process expertise result in at least equivalent, if not superior, student outcomes in this setting. A prospective randomized trial of content expertise versus process expertise in small group teaching https://www.google.com/search?q=A+prospective+randomized+trial+of+content+expertise+versus+process+expertise+in+small+group+teaching 2010 Universal Regular Teachers/Lecturers Between Half and Full Term None None Single 151 NA No Some Sub-Groups Reported Immediate Post-Test Only Yes Yes, Fairly Well Yes, Descriptive Theory of Change Yes
3030975 USA/Canada College/University Professional Training PURPOSE: To compare, using a prospective, randomized controlled study, three methods of teaching a medical school parasitology course: computer-based instruction, traditional lecture-based instruction, and a combination of computer-based and lecture-based instruction. METHOD: A single class of the University of Utah School of Medicine was randomized into three study groups for the second-year parasitology course. The computer group (n = 29) used a locally developed interactive parasitology computer program; the lecture group (n = 32) had traditional lectures, and the combined group (n = 33) used both the computer program and lectures. Students' knowledge was assessed using a pretest, a final examination, and a posttest administered four months after the course. Students also used logs to track the amounts of time they spent studying. Their impressions and course evaluations were collected using a standardized course-evaluation form. RESULTS: The groups' scores on the pretest, final examination, and posttest were not statistically significantly different. Students in the computer group averaged 26.8 hours of studying over the two-week course compared with 32.1 hours in the lecture group and 32.7 hours in the combined group. The difference in study times between the computer and combined groups yielded a significant p value of 0.036. Students were generally positive about the course and the computer program. CONCLUSION: Students can learn parasitology from computer-based instruction as effectively as from traditional lecture-based instruction, and they can do so in less time. A prospective, randomized controlled study of computer-assisted learning in parasitology https://www.google.com/search?q=A+prospective,+randomized+controlled+study+of+computer-assisted+learning+in+parasitology 2002 Universal Regular Teachers/Lecturers Between Half and Full Term None None Single 94 NA No Some Sub-Groups Reported At Least Some Follow-Up Yes Yes, Fairly Well Yes, Descriptive Theory of Change Yes
3031756 USA/Canada College/University Professional Training Instruction in hematopathology at Mayo Medical School has evolved from instructor-guided direct inspection under the light microscope (laboratory method), to photomicrographs of glass slides with classroom projection (projection method). These methods have not been compared directly to date. Forty-one second-year medical students participated in this pilot study, a prospective, randomized, crossover study measuring educational performance during a hematology pathophysiology course. The students were randomized to one of two groups. All students received the same didactic lectures in the classroom and subsequent case-based review of peripheral blood smears using either laboratory or projection methods, on day one with a crossover to the other method on day two. Pre- and post-test examinations centered on morphology recognition measured educational performance on each day, followed by a questionnaire identifying the student&apos;s favored method. There was no significant difference in the pre-test and post-test scores between the two teaching methods (rank-sum P = 0.43). Students overwhelmingly preferred the projection method and perceived it as superior (76%), although post-test scores were not significantly different. Student&apos;s recommended method was split with 50% favoring the projection method, 43% favoring a combined approach, and 23% noting logistical challenges to the laboratory. In this study, the laboratory and projection method were equivalent in terms of educational performance for hematopathology among medicals students. A classroom-based approach such as the projection method is favored, given the large class sizes in undergraduate medical education, as well as the ergonomic challenges and additional resources required for large group instruction in a laboratory setting. A Prospective, Randomized Crossover Study Comparing Direct Inspection by Light Microscopy versus Projected Images for Teaching of Hematopathology to Medical Students https://www.google.com/search?q=A+Prospective,+Randomized+Crossover+Study+Comparing+Direct+Inspection+by+Light+Microscopy+versus+Projected+Images+for+Teaching+of+Hematopathology+to+Medical+Students 2013 Universal Regular Teachers/Lecturers More than One Term none none Single 41 NA No Whole Sample Only Immediate Post-Test Only Yes Yes, Fairly Well No Yes
8154337 Asia Middle/High School Physical Health and Wellbeing Rationale and objectives: Despite a recent proliferation of interventions to improve health, education, and livelihoods for girls in low and middle income countries, psychosocial wellbeing has been neglected. This oversight is particularly problematic as attending to psychosocial development may be important not only for psychosocial but also physical wellbeing. This study examines the physical health effects of Girls First, a combined psychosocial (Girls First Resilience Curriculum [RC]) and adolescent physical health (Girls First Health Curriculum [HC]) intervention (RC þ HC) versus its individual components (i.e., RC, HC) and a control group. We expected Girls First to improve physical health versus HC and controls. Methods: Over 3000 girls in 76 government middle schools in rural Bihar, India participated. Interventions were delivered through in-school peer-support groups, facilitated by pairs of local women. Girls were assessed before and after program participation on two primary outcomes (health knowledge and gender equality attitudes) and nine secondary outcomes (clean water behaviors, hand washing, menstrual hygiene, health communication, ability to get to a doctor when needed, substance use, nutrition, safety, vitality and functioning). Analyses included Difference-in-Difference Ordinary Least- Squares Regressions and F-tests for equality among conditions. Results: Girls First significantly improved both primary and eight secondary outcomes (all except nutrition) versus controls. Additionally, Girls First demonstrated significantly greater effects, improving both primary and six secondary outcomes (clean water behaviors, hand washing, health communication, ability to get to a doctor, nutrition, safety) versus HC. Conclusions: This study is among the first to assess the impact of a combined psychosocial and adolescent health program on physical health.We found that combining these curricula amplified effects achieved by either curriculum alone. These findings suggest that psychosocial wellbeing should receive much broader attention, not only from those interested in improving psychosocial outcomes but also from those interested in improving physical health outcomes. A psychosocial resilience curriculum provides the “missing piece” to boost adolescent physical health: A randomized controlled trial of Girls First in India https://www.google.com/search?q=A+psychosocial+resilience+curriculum+provides+the+“missing+piece”+to boost+adolescent+physical+health:+A+randomized+controlled+trial+of Girls+First+in+India 2016 Universal Mixture Between Half and Full Term None None Clustered 3560 76 Yes Whole Sample Only At Least Some Follow-Up Yes No Yes, Theoretical Perspectives No
3030583 UK/Ireland Primary/Elementary Literacy/English Highlights: �] The article presents the results of a RCT of a literacy after-school programme. �] Results show significant improvements in the children's literacy. �] Improvements in the children's concentration and behaviour in class was also found. �] The implications for the development of after-school programmes are discussed. Copyright &y& Elsevier]; Copyright of International Journal of Educational Research is the property of Pergamon Press - An Imprint of Elsevier Science and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) A randomised control trial evaluation of a literacy after-school programme for struggling beginning readers https://www.google.com/search?q=A+randomised+control+trial+evaluation+of+a+literacy+after-school+programme+for+struggling+beginning+readers 2013 Targeted Mixture Full Academic Year or Longer None None Single 621 NA Yes Some Sub-Groups Reported Immediate Post-Test Only Yes Yes, But Not Reported Yes, Theoretical Perspectives No
3031734 Australia/New Zealand Multiple Literacy/English The response-to-intervention model is predicated upon increasingly intensive tiers of instruction. The aim of the present study was to examine the efficacy of a Tier-2 small-group literacy intervention ('MiniLit') designed for young readers who are still struggling after experiencing whole-class initial instruction. A total of 22 students in Kindergarten and Year 2 at a New South Wales public school were randomly allocated to form two comparable groups. The experimental group received the Tier-2 small-group literacy intervention for one hour per day for four days per week for three school terms (27 weeks of instruction) while the control group continued to receive regular whole-class literacy instruction during this time. All students were assessed on four measures of reading and related skills before the intervention commenced, again after two terms of instruction and once more after three terms of instruction. Large and statistically significant mean differences between the two groups were evident at post-test on two of the four tests employed measuring phonological recoding and single word reading. Large effect sizes provided evidence for the efficacy of the small-group intervention for young struggling readers. (Contains 5 figures, 1 table and 1 note.) A Randomised Control Trial of a Tier-2 Small-Group Intervention ('MiniLit') for Young Struggling Readers https://www.google.com/search?q=A+Randomised+Control+Trial+of+a+Tier-2+Small-Group+Intervention+('MiniLit')+for+Young+Struggling+Readers 2012 Targeted Regular Teachers/Lecturers Between Half and Full Term Literacy/English Literacy/English Single 22 NA yes Whole Sample Only At Least Some Follow-Up No No Yes, Descriptive Theory of Change Yes
3030599 Rest of Europe College/University Professional Training ; Background: The Stanford Faculty Development Center at Stanford University has developed a teaching improvement course for medical teachers that has been widely disseminated using a train-the-trainer model. Aims: This study was designed to investigate the relative impact of role playing as an instructional technique within that course for facilitating change in teaching behaviours. Method: From January 2009 to April 2010, six faculty development courses were delivered at Uppsala University Hospital to 48 physicians from different departments. The standard course presentation includes a range of instructional methods including short lectures, small group discussion, review of video re-enactments, role-play exercises and personal goal setting. For this study, participants were randomised to participate in (1) a �standard� course with role play or (2) an �alternative� course with no role play. The effects of the course on teaching performance were assessed with retrospective pre- and post-course self-ratings of 29 specific teaching behaviours. Results: Self-assessment ratings indicated significantly greater positive changes in teaching behaviour among faculty who attended the standard course (with role play) as compared to those in the alternative course (p?=?0.015). Conclusions: This study validates the commonly held view that role play is a useful instructional method for improving teaching A randomised controlled study of role play in a faculty development programme https://www.google.com/search?q=A+randomised+controlled+study+of+role+play+in+a+faculty+development+programme 2012 Universal Mixture Between Half and Full Term None None Single 48 NA Yes Whole Sample Only Immediate Post-Test Only Yes No Yes, Theoretical Perspectives Yes
3031666 USA/Canada Middle/High School Behaviour and Social Wellbeing Background Yoga programmes geared for school children have become more widespread, but research regarding its impact on children is lacking. Several studies have reported positive outcomes, though there is a need for more RCTs. Objectives To determine the effects of yoga on children's emotional and behavioural functioning when compared with physical education (PE) classes. Methods Thirty middle school children were randomised to participate in either a school-based ashtanga-informed yoga or PE class three times a week for 12 weeks. Emotional (i.e. affect, self-perceptions) and behavioural (i.e. internalising and externalising problems, aggression) functioning were measured pre- and post-intervention. Results There were no significant changes between groups in self-reported positive affect, global self-worth, aggression indices or parent reports of their children's externalising and internalising problems. However, negative affect increased for those children participating in yoga when compared to the PE programme. Conclusions In general, findings suggest that yoga and PE classes do not differentially impact on middle school children's emotional and behavioural functioning. However, children reported experiencing increased negative emotions after receiving yoga while children in the PE group reported a decrease in these feelings. Implications of these results and potential directions for future research on children's yoga are discussed. 2014 Royal Pharmaceutical Society. A randomised controlled trial comparing the impact of yoga and physical education on the emotional and behavioural functioning of middle school children https://www.google.com/search?q=A+randomised+controlled+trial+comparing+the+impact+of+yoga+and+physical+education+on+the+emotional+and+behavioural+functioning+of+middle+school+children 2014 Universal Mixture Up to Half a Term Behaviour and Social Wellbeing None Single 30 NA Yes Whole Sample Only At Least Some Follow-Up Yes No No No
3031320 UK/Ireland College/University Professional Training OBJECTIVE: To assess whether a new form of teaching, the 'donut round', is as good at imparting factual knowledge as interactive lectures in both the short-term and the long-term. DESIGN: Randomised controlled trial. SETTING: University of Oxford Medical School. PARTICIPANTS: 106 fifth year clinical medical students taught half of their A&E/trauma course by donut round and half by lecture. MAIN OUTCOME MEASURES: The results of multiple choice questions (MCQs) divided according to how the material was taught. Three MCQ papers were set: one at the end of a four-week course, one approximately 10 weeks later and a final exam approximately 17 months after the first. RESULTS: At the first MCQ, the average result for questions taught by donut round was 41.0 (out of 50) and for those taught by conventional lecture was 40.1. At 10 weeks these averages fell to 36.3 and 37.3 and at 17 months they were 38.7 and 38.1, respectively. None of these pairs were significantly different. Ratios were calculated for each candidate by dividing their donut round score by their lecture score. The average ratios for the first, second and third MCQ papers were: 1.029, 1.007 and 1.027, respectively, and were not significantly different. The individual ratios of all candidates in all three MCQs were plotted against their equivalent total mark. The calculated linear regression showed a statistically significant advantage of donut rounds over lectures in those candidates who scored a total mark less than 89 (n=260, p=0.02). CONCLUSIONS: Donut rounds are at least as good as lectures in imparting factual knowledge and may provide a selective advantage to weaker students. A randomised controlled trial comparing two methods of teaching medical students trauma and orthopaedics: traditional lectures versus the 'donut round' https://www.google.com/search?q=A+randomised+controlled+trial+comparing+two+methods+of+teaching+medical+students+trauma+and+orthopaedics:+traditional+lectures+versus+the+'donut+round' 2003 Universal Other School/College Employees Up to Half a Term None None Single 106 NA yes Some Sub-Groups Reported At Least Some Follow-Up Yes No No No
3031741 USA/Canada Middle/High School Physical Health and Wellbeing OBJECTIVE: Experimental evaluation of comprehensive community wide programme to prevent adolescent tobacco use. DESIGN: Eight pairs of small Oregon communities (population 1700 to 13 500) were randomly assigned to receive a school based prevention programme or the school based programme plus a community programme. Effects were assessed through five annual surveys (time 1-5) of seventh and ninth grade (ages 12-15 years) students. INTERVENTION: The community programme included: (a) media advocacy, (b) youth anti-tobacco activities, (c) family communications about tobacco use, and (d) reduction of youth access to tobacco. MAIN OUTCOME MEASURE: The prevalence of self reported smoking and smokeless tobacco use in the week before assessment. RESULTS: The community programme had significant effects on the prevalence of weekly cigarette use at times 2 and 5 and the effect approached significance at time 4. An effect on the slope of prevalence across time points was evident only when time 2 data points were eliminated from the analysis. The intervention affected the prevalence of smokeless tobacco among grade 9 boys at time 2. There were also significant effects on the slope of alcohol use among ninth graders and the quadratic slope of marijuana for all students. CONCLUSION: The results suggest that comprehensive community wide interventions can improve on the preventive effect of school based tobacco prevention programmes and that effective tobacco prevention may prevent other substance use. A randomised controlled trial of a community intervention to prevent adolescent tobacco use https://www.google.com/search?q=A+randomised+controlled+trial+of+a+community+intervention+to+prevent+adolescent+tobacco+use 2009 Targeted Mixture Full Academic Year or Longer Physical Health and Wellbeing None Clustered 4438 16 Yes Some Sub-Groups Reported Immediate Post-Test Only Yes No No No
3030948 Rest of Europe Multiple Behaviour and Social Wellbeing Aim: A randomised field trial was conducted to evaluate a school-based programme to prevent tobacco use in children and adolescents. Subject and methods: The trial included 534 children and 308 adolescents who were randomly selected to receive or not to receive the prevention programme. The prevention programme included: (a) health facts and the effect of smoking, (b) analysis of the mechanisms underlying intiation of smoking and (c) refusal skills training to deal with the social pressures to smoke. A questionnaire was administered before the intervention programme and 2 years later. Results: The prevalence rates of smoking in both groups of children and adolescents were increased at the end of the study. Anyway, the difference of smoking prevalence between the intervention and control groups was statistically significant only for the children's group (from 18.3 to 18.8% for the intervention group and from 17.8 to 26.9% in the control group) (p = 0.035). As regards reasons that induced the start of smoking, there was a significant increase of the issue 'because smokers are fools' (p = 0.004 for children; p < 0.001 for adolescents) and 'because smokers are irresponsible' (p < 0.001 for both children and adolescents) in the experimental groups. Conclusion: The results suggest that a school-based intervention programme addressing tobacco use among children and adolescents, based on the development of cognitive and behavioural aspects, can be effective. After 1 year of intervention, smoking prevalence was significantly lower in children belonging to the intervention group than in children not randomised to intervention. Targeting young children before they begin to smoke can be a successful way of prevention. 2010 Springer-Verlag. A randomised controlled trial of a school-based intervention to prevent tobacco use among children and adolescents in Italy https://www.google.com/search?q=A+randomised+controlled+trial+of+a+school-based+intervention+to+prevent+tobacco+use+among+children+and+adolescents+in+Italy 2010 Universal Regular Teachers/Lecturers Full Academic Year or Longer Physical Health and Wellbeing None Single 842 NA Yes Some Sub-Groups Reported At Least Some Follow-Up Yes Yes, Limited Yes, Descriptive Theory of Change Yes
3030646 UK/Ireland College/University Professional Training OBJECTIVE: To determine the effectiveness of video role play with structured feedback in improving undergraduate communication skills and application of knowledge in genitourinary medicine. DESIGN: A blind, randomised, controlled trial. SUBJECTS AND SETTING: Fourth year undergraduates attending a 5 week attachment in genitourinary medicine during 1997 at a London medical school. INTERVENTION: A randomly selected sample group of undergraduates were filmed in the role of a doctor interviewing a patient (played by an actor) presenting with a genitourinary (GU) problem. Structured feedback by a GU physician and an educational psychologist was given a week later. The control group of undergraduates did not receive this training intervention. OUTCOME MEASURES: Student performance in two stations of an objective structured clinical examination (OSCE), administered at the end of their attachment. This tested communication skills and knowledge in GU settings. RESULTS: 132 undergraduates were assessed in the OSCE. 40 of these were in the sample group who received training using video role play with feedback and 92 were in the control group. The sample group scored significantly higher marks than the control group (p<0.001). CONCLUSIONS: Video role play with structured feedback is effective in improving undergraduate communication skills and application of knowledge in GU medicine settings. A randomised controlled trial of the effectiveness of combining video role play with traditional methods of delivering undergraduate medical education https://www.google.com/search?q=A+randomised+controlled+trial+of+the+effectiveness+of+combining+video+role+play+with+traditional+methods+of+delivering+undergraduate+medical+education 2001 Universal Mixture Single Session None None Single 132 NA Yes Whole Sample Only Immediate Post-Test Only Yes No No No
3031053 Australia/New Zealand College/University Professional Training OBJECTIVE: This study aimed to determine whether the practice of mindfulness reduces the level of stress experienced by senior medical students. METHODS: We carried out a multicentre, single-blinded, randomised controlled trial with intention-to-treat analysis in three clinical schools attached to the University of Tasmania, Hobart, Tasmania. Participants included 66 medical students in their final 2 years of study in 2009. Participants were block-randomised to either an intervention or a usual care control group. The intervention used an audio CD of guided mindfulness practice designed and produced for this trial. Participants were advised to use the intervention daily over the 8 weeks of the trial. All participants completed two self-report questionnaires, at baseline and at 8 weeks, respectively. The intervention group also completed a questionnaire at 16 weeks to provide follow-up data. The primary outcome measure was the difference over time in scores on the Perceived Stress Scale (PSS). The secondary outcome measure referred to differences over time in scores on the subscales of the Depression, Anxiety and Stress Scale (DASS). RESULTS: Mean baseline scores on the PSS and the stress component of the DASS were 15.7 (maximal score of 40) and 13.2 (maximal score of 42), respectively, both of which exceed scores in age-matched normative control data. Using multivariable analysis, participants in the intervention group demonstrated significant reductions in scores on the PSS (-�3.44, 95% confidence interval [CI] - 6.20 to -�0.68; p�<�0.05) and the anxiety component of the DASS (-�2.82, 95% CI -�4.99 to -�0.64; p <�0.05). A borderline significant effect was demonstrated on the stress component of the DASS (-�3.69, 95% CI -�7.38 to 0.01; p = 0.05). Follow-up at 8 weeks post-trial revealed that the effect was maintained. CONCLUSIONS: Mindfulness practice reduced stress and anxiety in senior medical students. Stress is prevalent in medical students and can have adverse effects on both student health and patients. A simple, self-administered, evidence-based intervention now exists to manage stress in this at-risk population and should be widely utilised. A randomised controlled trial of the effects of mindfulness practice on medical student stress levels https://www.google.com/search?q=A+randomised+controlled+trial+of+the+effects+of+mindfulness+practice+on+medical+student+stress+levels 2011 Universal External Educators Between Half and Full Term None None Single 66 NA Yes Whole Sample Only At Least Some Follow-Up Yes Yes, Limited Yes, Descriptive Theory of Change Yes
5132546 UK/Ireland Middle/High School Behaviour and Social Wellbeing The FRIENDS for Life programme is a cognitive behavioural based programme designed to reduce childhood anxiety and promote emotional resilience. Teachers are in a unique position to monitor children who are at risk and to intervene early with preventive social and emotional learning programmes. This study was designed to replicate very positive international evaluations of the FRIENDS for Life programme for anxiety reduction and extend the evidence base by investigating effects on strengths based qualities such as self- concept, coping and school connectedness. Further, for the first time in an Irish context primary school teachers were the lead facilitators of the programme, with 709 children aged 9 to 13 years in a representative sample of 27 primary schools from across Ireland. Schools were allocated to an intervention group or a wait-listed control group. Teachers were trained and supported to deliver the programme by educational psychologists. Quantitative and qualitative data including measures of anxiety, self-concept, coping, school connectedness and social validity indicated that the FRIENDS for Life programme was very positively received by children, parents and teachers. The programme was implemented successfully by teachers and resulted in positive outcomes for students including improved emotional wellbeing, greater coping skills and an enhanced sense of connectedness with school. ABSTRACT FROM AUTHOR]; Copyright of Educational & Child Psychology is the property of British Psychological Society and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) A randomised controlled trial of the FRIENDS for Life emotional resilience programme delivered by teachers in Irish primary schools https://www.google.com/search?q=A+randomised+controlled+trial+of+the+FRIENDS+for+Life+emotional+resilience+programme+delivered+by+teachers+in+Irish+primary+schools 2015 Universal External Educators Up to Half a Term None None Clustered 62 6 Yes Whole Sample Only At Least Some Follow-Up Yes No Yes, Descriptive Theory of Change Yes
3030725 USA/Canada Preschool/Kindergarten Literacy/English This study explores whether two computer-based literacy interventions--a 'synthetic phonics' and an 'analytic phonics' approach produce qualitatively distinct effects on the early phonological abilities and reading skills of disadvantaged urban Kindergarten (Reception) children. Participants (n=53) were assigned by random allocation to one of the two interventions. Each intervention was generally delivered three times per week for 13 weeks as part of a reading centre approach in Kindergarten classrooms with small groups of children. In the synthetic programme children showed, as predicted, significant (p less than 0.05) improvement in CV and VC word blending and the articulation of final consonants. The children in the analytic phonics programme showed, as predicted, significant (p less than 0.05) improvements in articulating shared rimes in words. These results suggest that synthetic and analytic programmes have qualitatively different effects on children's phonological development. These phonological differences are not however immediately reflected in any qualitative differences in the way children undertook word reading or nonword decoding. A Randomised Efficacy Study of Web-Based Synthetic and Analytic Programmes among Disadvantaged Urban Kindergarten Children https://www.google.com/search?q=A+Randomised+Efficacy+Study+of+Web-Based+Synthetic+and+Analytic+Programmes+among+Disadvantaged+Urban+Kindergarten+Children 2009 Universal Mixture Between Half and Full Term None None Clustered 53 4 Yes Whole Sample Only Immediate Post-Test Only Yes Yes, Fairly Well Yes, Descriptive Theory of Change Yes
3031683 Asia College/University Professional Training BACKGROUND: As the overall evidence for the effectiveness of teaching of evidence based medicine (EBM) is not strong, and the impact of cultural and societal influences on teaching method is poorly understood, we undertook a randomised-controlled trial to test the effectiveness and learning satisfaction with two different EBM teaching methods (usual teaching vs. problem based learning (PBL)) for undergraduate medical students. METHODS: A mixed methods study that included a randomised-controlled crossover trial with two intervention arms (usual teaching and PBL) and a nested qualitative study with focus groups to explore student perceptions of learning and to assess the effectiveness and utility of the two teaching methods.All 129 second-year medical students at the University of Hong Kong in 2007.The main outcomes measures were attitudes towards EBM; personal application and current use of EBM; EBM knowledge; future use of EBM. RESULTS: PBL was less effective at imparting knowledge than usual teaching consisting of a lecture followed by a group tutorial. After usual teaching students showed improvement in scores for 'attitudes towards EBM', 'personal application and current use of EBM' and 'EBM knowledge, which were not evident after PBL. In contrast to the usual teaching, students found PBL difficult as they lacked the statistical knowledge necessary to support discussion, failed to understand core concepts, and lost direction. CONCLUSION: The evidence presented here would suggest that the teaching of EBM within an Asian environment should adopt a format that facilitates both the acquisition of knowledge and encourages enquiry. A randomised-controlled trial of two educational modes for undergraduate evidence-based medicine learning in Asia https://www.google.com/search?q=A+randomised-controlled+trial+of+two+educational+modes+for+undergraduate+evidence-based+medicine+learning+in+Asia 2009 Universal Regular Teachers/Lecturers Up to Half a Term Professional Training None Single 129 NA Yes Whole Sample Only Immediate Post-Test Only No Yes, Limited Yes, Theoretical Perspectives Yes
3031478 Asia Primary/Elementary Behaviour and Social Wellbeing Children with autism often demonstrate disruptive behaviors during demanding teaching tasks. Language intervention can be particularly difficult as it involves social and communicative areas, which are challenging for this population. The purpose of this study was to compare two intervention conditions, a naturalistic approach, Pivotal Response Treatment (PRT) with an adult-directed ABA approach on disruptive behavior during language intervention in the public schools. A randomized clinical trial design was used with two groups of children, matched according to age, sex and mean length of utterance. The data showed that the children demonstrated significantly lower levels of disruptive behavior during the PRT condition. The results are discussed with respect to antecedent manipulations that may be helpful in reducing disruptive behavior. (PsycINFO Database Record (c) 2015 APA, all rights reserved)(journal abstract) A randomized clinical trial comparison between pivotal response treatment (prt) and adult-driven applied behavior analysis (aba) intervention on disruptive behaviors in public school children with autism https://www.google.com/search?q=A+randomized+clinical+trial+comparison+between+pivotal+response+treatment+(prt)+and+adult-driven+applied+behavior+analysis+(aba)+intervention+on+disruptive+behaviors+in+public+school+children+with+autism 2015 Targeted Mixture More than One Term Literacy/English none Single 30 NA Yes Some Sub-Groups Reported Immediate Post-Test Only Yes Yes, Fairly Well Yes, Theoretical Perspectives Yes
3031030 Asia Multiple Literacy/English Accumulating studies are documenting specific motivational variables that, when combined into a naturalistic teaching paradigm, can positively influence the effectiveness of interventions for children with autism spectrum disorder (ASD). The purpose of this study was to compare two applied behavior analysis (ABA) intervention procedures, a naturalistic approach, pivotal response treatment (PRT) with a structured ABA approach in a school setting. A randomized clinical trial design using two groups of children, matched according to age, sex and mean length of utterance was used to compare the interventions. The data showed that the PRT approach was significantly more effective in improving targeted and untargeted areas after 3 months of intervention. The results are discussed in terms of variables that produce more rapid improvements in communication for children with ASD. A Randomized Clinical Trial Comparison between Pivotal Response Treatment (PRT) and Structured Applied Behavior Analysis (ABA) Intervention for Children with Autism https://www.google.com/search?q=A+Randomized+Clinical+Trial+Comparison+between+Pivotal+Response+Treatment+(PRT)+and+Structured+Applied+Behavior+Analysis+(ABA)+Intervention+for+Children+with+Autism 2014 Targeted Mixture More than One Term Study Skills None Single 30 NA Yes Some Sub-Groups Reported At Least Some Follow-Up Yes Yes, Fairly Well Yes, Descriptive Theory of Change Yes
3030789 USA/Canada Primary/Elementary Behaviour and Social Wellbeing Background: Cogmed Working Memory Training (CWMT) has received considerable attention as a promising intervention for the treatment of Attention-Deficit/Hyperactivity Disorder (ADHD) in children. At the same time, methodological weaknesses in previous clinical trials call into question reported efficacy of CWMT. In particular, lack of equivalence in key aspects of CWMT (i.e., contingent reinforcement, time-on-task with computer training, parent-child interactions, supportive coaching) between CWMT and placebo versions of CWMT used in previous trials may account for the beneficial outcomes favoring CWMT. Methods: Eighty-five 7- to 11-year old school-age children with ADHD (66 male; 78%) were randomized to either standard CWMT (CWMT Active) or a well-controlled CWMT placebo condition (CWMT Placebo) and evaluated before and 3 weeks after treatment. Dependent measures included parent and teacher ratings of ADHD symptoms; objective measures of attention, activity level, and impulsivity; and psychometric indices of working memory and academic achievement (Clinical trial title: Combined cognitive remediation and behavioral intervention for the treatment of Attention-Deficit/Hyperactivity Disorder; http://clinicaltrials.gov/ct2/show/NCT01137318). Results: CWMT Active participants demonstrated significantly greater improvements in verbal and nonverbal working memory storage, but evidenced no discernible gains in working memory storage plus processing/manipulation. In addition, no treatment group differences were observed for any other outcome measures. Conclusions: When a more rigorous comparison condition is utilized, CWMT demonstrates effects on certain aspects of working memory in children with ADHD; however, CWMT does not appear to foster treatment generalization to other domains of functioning. As such, CWMT should not be considered a viable treatment for children with ADHD. A Randomized Clinical Trial of Cogmed Working Memory Training in School-Age Children with ADHD: A Replication in a Diverse Sample Using a Control Condition https://www.google.com/search?q=A+Randomized+Clinical+Trial+of+Cogmed+Working+Memory+Training+in+School-Age+Children+with+ADHD:+A+Replication+in+a+Diverse+Sample+Using+a+Control+Condition 2014 Targeted External Educators Up to Half a Term None None Single 85 NA Yes Whole Sample Only Immediate Post-Test Only No No Yes, Theoretical Perspectives no
3031392 USA/Canada Middle/High School Physical Health and Wellbeing INTRODUCTION: Relatively few well-designed smoking cessation studies have been conducted with teen smokers. This study examined the efficacy of extended cognitive-behavioral treatment in promoting longer term smoking cessation among adolescents. METHODS: Open-label smoking cessation treatment consisted of 10 weeks of school-based, cognitive-behavioral group counseling along with 9 weeks of nicotine replacement (nicotine patch). A total of 141 adolescent smokers in continuation high schools in the San Francisco Bay Area were randomized to either 9 additional group sessions over a 14-week period (extended group) or 4 monthly smoking status calls (nonextended group). Intention-to-treat logistic regression analysis was used to assess the primary outcome of biologically confirmed (carbon monoxide < 9 ppm) point prevalence abstinence at Week 26 (6-month follow-up from baseline). RESULTS: At Week 26 follow-up, the extended treatment group had a significantly higher abstinence rate (21%) than the nonextended treatment (7%; OR = 4.24, 95% CI: 1.20-15.02). Females also were more likely to be abstinent at the follow-up than males (OR = 4.15, 95% CI: 1.17-14.71). CONCLUSIONS: The significantly higher abstinence rate at follow-up for the extended treatment group provides strong support for continued development of longer term interventions for adolescent smoking cessation. A randomized clinical trial of the efficacy of extended smoking cessation treatment for adolescent smokers https://www.google.com/search?q=A+randomized+clinical+trial+of+the+efficacy+of+extended+smoking+cessation+treatment+for+adolescent+smokers 2012 Targeted Regular Teachers/Lecturers Between Half and Full Term Physical Health and Wellbeing Physical Health and Wellbeing Single 141 NA Yes Some Sub-Groups Reported At Least Some Follow-Up Yes No Yes, Descriptive Theory of Change Yes
3031136 USA/Canada College/University Study-Related Skills Self-concept has a variety of impacts in college students' lives. Specifically, academic self-concept has been shown to have stronger links to academic outcomes, including a negative impact for students with lower levels of academic self-concept. Several studies provided data that demonstrated an increase of self-concept is possible via the use of hypnosis (Markwell, 1965; Koe & Oldridge, 1987; De Vos & Louw, 2008), even when improving level of self-concept is not the direct goal. The main research question for this study is: Do participants who receive hypnosis treatment have significantly greater increases in their levels of academic self-concept than participants who receive the Hawthorne control group? To answer this research question, one independent variable with two levels and six dependent variables were utilized. The independent variable consisted of a treatment group, either hypnosis or Hawthorne control. The dependent variables consisted of six different measures tapping into different aspects of academic self-concept, including three scales from the Dimensions of Self-Concept Form H, Education Self Concept scale, Rosenberg Self-Esteem scale, and Test Anxiety Inventory. Participants were 35 undergraduate college students recruited from education classes. Random assignment was utilized for group selection. All participants participated for 5 one-hour sessions over a five week time period. At the end of the study, all participants completed post-intervention assessments. Results were calculated as follows. A two-group MANOVA was calculated to determine if there were significant differences pre-treatment between the two intervention groups. Results were not statistically significant (F = .50, p = .803), demonstrating there were not significant differences between the groups. A MANOVA was calculated to determine if there was statistical significance between the two treatment groups. Results indicated no statistical significance (Hotelling's Trace = .266, F=1.242, p=.315). A MANCOVA was also calculated to determine if any demographic variables were related to change in level of self-concept via the study, which again indicated no statistical significance. More importantly, this study sought to determine multivariate and univariate effect sizes for the level of effect hypnosis had on change in level of self-concept. Multivariate effect size was calculated and demonstrated almost no effect (D2 =.03). Univariate effect sizes with confidence intervals were calculated for treatment intervention and each of the dependent variables. Medium effect size, as defined by Cohen (1977) with d=.5 being medium, for each of the Dimension of Self Concept scales. The Level of Aspiration scale was 0.445, CM-1.47, .59), Academic Interest and Satisfaction scale was 0.48, CI=(-1.51, .54), and for the Leadership and Initiative scale was 0.41, CI=(-1.44, .61). (PsycINFO Database Record (c) 2012 APA, all rights reserved) A randomized clinical trial: The use of hypnosis to improve academic self-concept and self-concept in college students https://www.google.com/search?q=A+randomized+clinical+trial:+The+use+of+hypnosis+to+improve+academic+self-concept+and+self-concept+in+college+students 2011 Universal Regular Teachers/Lecturers Up to Half a Term Other School Subjects None Single 35 NA No Whole Sample Only Immediate Post-Test Only Yes No Yes, Theoretical Perspectives Yes
3031637 NA NA NA Background: Emergency resuscitation teams function in complex, dynamic working conditions. Such conditions present challenges to teams and threaten their ability to effectively communicate, coordinate, and recognize threats to patient safety. Efforts to improve team effectiveness have focused on team training. While some of these efforts have demonstrated promising results, feasibility issues limit their implementation. An easily implemented, low-resource-demand team training program could benefit institutions unable to support more resource-intensive efforts. Objectives: To determine the effect of a low-resource-demand, easily disseminated computer-based teamwork training intervention on teamwork behaviors and patient care performance in code teams. Methods: Design: A randomized comparison trial of computerbased teamwork training versus placebo training was conducted from August 2010 through March 2011. Setting and Subjects: Subjects (N=231) were fourth-year medical students and first-, second-, and third-year emergency medicine residents at Wayne State University. Each participant was assigned to a team of 4-6 members (Nteams=45). Interventions: Teams were randomly assigned to receive either a 25-minute evidence-based computer-based training module targeting appropriate resuscitation teamwork behaviors, or a placebo training module. Measurements: Teamwork behaviors and patient care behaviors were video recorded during high-fidelity simulated resuscitations and coded by trained raters blinded to condition assignment and study hypotheses. Teamwork behavior items (e.g., CXR findings communicated to team) were standardized before combining to create overall teamwork scores. Similarly, patient care items (e.g., CXR correctly interpreted) were standardized before combining to create overall patient care scores. Subject matter expert reviews and pilot testing of scenario content, teamwork items, and patient care items provided evidence of content validity. Results: When controlling for team members' medically relevant experience, teams in the training condition evidenced better teamwork (F(1,42) = 4.81, p < .05; g2p = 10%) and patient care (F(1,42) = 4.66, p < .05, g2p = 10%) than did teams in the placebo condition. Conclusion: Computer-based team training improves teamwork and patient care during simulated patient resuscitations. A randomized comparison study to evaluate the effectiveness of a computerbased teamwork training intervention on medical teamwork and patient care performance https://www.google.com/search?q=A+randomized+comparison+study+to+evaluate+the+effectiveness+of+a+computerbased+teamwork+training+intervention+on+medical+teamwork+and+patient+care+performance NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA
3031261 Asia Preschool/Kindergarten Other School Subjects A randomized control study was conducted to evaluate the effectiveness of responsive teaching (RT) with a sample of 19 Turkish preschool-age children with disabilities and their mothers over a 6-months period. RT is an early intervention curriculum that attempts to promote children's development by encouraging parents to engage in highly responsive interactions with them. Participants were randomly assigned to treatment conditions: The control group consisted of standard preschool classroom services and the RT group received biweekly RT parent-child sessions in addition to standard services. Compared with the control group, RT mothers made significantly greater increases in Responsiveness and Affect, whereas their children made greater changes in their engagement or pivotal behavior. There were also significant group differences in children's developmental outcomes. Children in the RT group improved their developmental quotient scores by an average of 42% compared with 7% for children in the control group. (Contains 5 tables.) A Randomized Control Study of Responsive Teaching with Young Turkish Children and Their Mothers https://www.google.com/search?q=A+Randomized+Control+Study+of+Responsive+Teaching+with+Young+Turkish+Children+and+Their+Mothers 2011 Targeted External Educators More than One Term Other School Subjects None Single 19 NA Yes Whole Sample Only Immediate Post-Test Only Yes No Yes, Descriptive Theory of Change Yes
3030945 UK/Ireland College/University Professional Training Introduction: Feedback delivery is known to influence the quality of an educational experience. Whilst a plethora of techniques exist for its provision, the European Resuscitation Council (ERC) has for many years solely advocated the sandwich technique (ST) for use with basic life support (BLS) candidates. Its alternative, the learning conversation (LC), has however recently been gaining favour amongst other resuscitation bodies. Despite this, there remains an apparent paucity of research into their comparative effectiveness and we therefore sought to determine which out of the sandwich technique and learning conversation is superior for delivering feedback to BLS candidates. Methods: First year healthcare students within the University of Birmingham were voluntarily recruited to a randomized controlled trial between September and December 2013. Of 283 who enrolled, 143 candidates were in the ST arm. Candidates received eight hours tuition from 48 ERC-accredited BLS instructors, at a candidate:instructor ratio of 3:1 or less. Subsequent to training, candidates were required to undergo a competency-based assessment. All Instructors received four hours of feedback training. Validated questionnaires were distributed to instructors and candidates following the course and their subjective perceptions of the feedback were compared using visual analogues scales ranging from 0-10. Assessment results were also reviewed for both arms of the study. Results: Whilst objective exam results were comparable across both arms of the study, a significantly greater proportion of ST candidates considered that too much time was spent providing them with feedback (12.6% vs 1.4%; p < 0.05). Furthermore, LC instructors reported greater satisfaction with students' improvement following feedback in comparison to the ST group (7.3/10 vs 6.5/10; ns), however ST instructors reported greater understanding of their feedback technique (8.6/10 vs 7.1/10; ns). Conclusion: The learning conversation technique does not appear to enhance the competency of BLS candidates undergoing training, but is better received by candidates themselves. A randomized control trial comparing the use of the sandwich technique and learning conversation feedback mechanisms in teaching basic life support https://www.google.com/search?q=A+randomized+control+trial+comparing+the+use+of+the+sandwich+technique+and+learning+conversation+feedback+mechanisms+in+teaching+basic+life+support 2014 Universal External Educators Up to Half a Term None None Single 283 NA Yes Whole Sample Only Immediate Post-Test Only Yes Yes, Fairly Well No No
3030616 USA/Canada Primary/Elementary Range of Academic Outcomes Existing literature shows promising effects of physical activity on children�s cognitive outcomes. This study assessed via a randomized, controlled design whether additional curricular physical activity during the school day resulted in gains for children�s fluid intelligence and standardized achievement outcomes. Participants were children (N?=?460) from four urban schools in the Southeast United States. Schools were randomly assigned to treatment and control conditions. Treatment schools received additional physical activity breaks throughout the school day while control schools maintained a typical schedule without curricular activity breaks. Results from the one-year study show positive effects for children�s mathematics and reading achievement but no differences across treatment and control groups for children�s fluid intelligence scores. Implications for school psychologists in promoting physical activity breaks on a systems-wide level are discussed. ABSTRACT FROM PUBLISHER]; Copyright of School Psychology International is the property of Sage Publications, Ltd. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) A randomized controlled design investigating the effects of classroom-based physical activity on children�s fluid intelligence and achievement https://www.google.com/search?q=A+randomized+controlled+design+investigating+the+effects+of+classroom-based+physical+activity+on+children�s+fluid+intelligence+and+achievement 2015 Universal Regular Teachers/Lecturers Full Academic Year or Longer Numeracy/Maths Literacy/English Clustered 460 4 Yes Whole Sample Only Immediate Post-Test Only Yes Yes, Limited No No
3031216 Rest of Europe Primary/Elementary Behaviour and Social Wellbeing Background: Social skills training (SST) is a common intervention for children with autism spectrum disorders (ASDs) to improve their social and communication skills. Despite the fact that SSTs are often applied in clinical practice, the evidence for the effectiveness of these trainings for children with ASD is inconclusive. Moreover, long term outcome and generalization of learned skills are little evaluated. Additionally, there is no research on the influence of involvement of parents and teachers on effectiveness of SST and on the generalization of learned social skills to daily life. We expect parent and teacher involvement in SST to enhance treatment efficacy and to facilitate generalization of learned skills to daily life.Method/Design: In a randomized controlled trial (RCT) with three conditions, 120 participants with ASD at the end of primary school (10-12 years of calendar age) have been randomized to SST, SST-PTI (SST with Parent & Teacher Involvement), or care-as-usual. The SST consists of 18 group sessions of 1.5 hours for the children. In the SST-PTI condition, parents additionally participate in 8 parent sessions and parents and teachers are actively involved in homework assignments. Assessment takes place at three moments: before and immediately after the intervention period and at 6 months follow-up. Primary outcome is socialization, as an aspect of adaptive functioning. Secondary outcomes focus on specific social skills children learn during SST and on more general social skills pertaining to home and community settings from a multi-informant perspective. Additionally, possible predictors of treatment outcome will be assessed.Discussion: The current study is an RCT study evaluating SST in a large sample of Dutch children with ASD in a specific age range (10-12 years). Strengths of the study are the use of one manualized protocol, application of standardized and internationally used rating instruments, use of multiple raters, investigation of generalization of learned skills to daily life, and the evaluation of efficacy in the longer term by follow-up measures at 6 months after the end of training.Trial registration: NTR2405. 2014 Dekker et al.; licensee BioMed Central Ltd. A randomized controlled study of a social skills training for preadolescent children with autism spectrum disorders: Generalization of skills by training parents and teachers? https://www.google.com/search?q=A+randomized+controlled+study+of+a+social+skills+training+for+preadolescent+children+with+autism+spectrum+disorders:+Generalization+of+skills+by+training+parents+and+teachers? 2014 Targeted Regular Teachers/Lecturers Between Half and Full Term Behaviour and Social Wellbeing None Single 120 NA NA Some Sub-Groups Reported At Least Some Follow-Up No No Yes, Descriptive Theory of Change No
3030797 USA/Canada NA Other School Subjects Medical residents were randomly assigned to either a 20-minute session on the importance of screening for domestic violence or to an unrelated topic. Subsequently, 71 percent of the trained residents diagnosed at least one case of domestic violence compared to 52 percent of residents in the control group. Rates of diagnosis also differed by specialty. (DB) A Randomized Controlled Study of Brief Interventions To Teach Residents about Domestic Violence https://www.google.com/search?q=A+Randomized+Controlled+Study+of+Brief+Interventions+To+Teach+Residents+about+Domestic+Violence 2000 Universal External Educators Single Session None None Clustered 102 NA No Whole Sample Only At Least Some Follow-Up Yes No No No
3030607 USA/Canada College/University Professional Training The neonatal resuscitation program (NRP) has been developed to educate physicians and other health care providers about newborn resuscitation and has been shown to improve neonatal resuscitation skills. Simulation-based training is recommended as an effective modality for instructing neonatal resuscitation and both low and high-fidelity manikin simulators are used. There is limited research that has compared the effect of low and high-fidelity manikin simulators for NRP learning outcomes, and more specifically on teamwork performance and confidence. The purpose of this study was to examine the effect of using low versus high-fidelity manikin simulators in NRP instruction. A randomized posttest-only control group study design was conducted. Third year undergraduate medical students participated in NRP instruction and were assigned to an experimental group (high-fidelity manikin simulator) or control group (low-fidelity manikin simulator). Integrated skills station (megacode) performance, participant satisfaction, confidence and teamwork behaviour scores were compared between the study groups. Participants in the high-fidelity manikin simulator instructional group reported significantly higher total scores in overall satisfaction ( p = 0.001) and confidence ( p = 0.001). There were no significant differences in teamwork behaviour scores, as observed by two independent raters, nor differences on mandatory integrated skills station performance items at the p < 0.05 level. Medical students' reported greater satisfaction and confidence with high-fidelity manikin simulators, but did not demonstrate overall significantly improved teamwork or integrated skills station performance. Low and high-fidelity manikin simulators facilitate similar levels of objectively measured NRP outcomes for integrated skills station and teamwork performance. ABSTRACT FROM AUTHOR]; Copyright of Advances in Health Sciences Education is the property of Springer Science & Business Media B.V. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) A randomized controlled study of manikin simulator fidelity on neonatal resuscitation program learning outcomes https://www.google.com/search?q=A+randomized+controlled+study+of+manikin+simulator+fidelity+on+neonatal+resuscitation+program+learning+outcomes 2015 Universal Other School/College Employees Up to Half a Term None None Single 66 NA Yes Whole Sample Only Immediate Post-Test Only Yes Yes, Fairly Well Yes, Theoretical Perspectives No
3031521 UK/Ireland College/University Professional Training Portfolio learning has not previously been reported for clinical undergraduate teaching. This open randomized study aimed to assess the effect of portfolio learning in the teaching of oncology to medical students. The project aimed to provide the student with a holistic understanding of the impact of the disease and its treatment on the patient and family, and the natural history of malignant disease, through long-term personal experience of a cancer patient. All undergraduate medical students entering Clinical Studies in October 1992 at the University of Wales College of Medicine were randomized to a study or control group. Both groups continued with the standard curriculum. Each study-group student followed a patient with cancer for 9 months, supported by bi-monthly small-group tutorials. Tutors were either general practitioners or hospital consultants, not necessarily oncologists; each was supplied with a tutor's resource pack of key oncology review papers. Students recorded triggers to learning and key items in a personal learning portfolio. Students' performances in clinical examinations and the contents of their portfolio was assessed. Final assessment was by hidden questions in the objective structured clinical examination (OSCE) in the final degree examination, when students in the study group showed higher marks in factual knowledge of oncology, particularly amongst the weaker students (P = 0.01). Those submitting portfolios for formative assessment had higher overall marks than those in the study group who did not (P = 0.04), representing the more motivated students. The whole study group showed a beneficial trend in their knowledge of oncology. A randomized controlled study of portfolio learning in undergraduate cancer education https://www.google.com/search?q=A+randomized+controlled+study+of+portfolio+learning+in+undergraduate+cancer+education 1998 Universal Regular Teachers/Lecturers Between Half and Full Term None None Single 137 NA Yes Some Sub-Groups Reported Immediate Post-Test Only No No No No
3030758 USA/Canada Multiple Behaviour and Social Wellbeing This randomized controlled study examined disciplinary outcomes for 201 students who made threats of violence at school. The students attended 40 schools randomly assigned to use the Virginia Student Threat Assessment Guidelines or follow a business-as-usual disciplinary approach in a control group. Logistic regression analyses found, after controlling for student gender, race, school level, and threat severity, that the 100 students in the threat assessment group schools were more likely to receive counseling services (odds ratio OR] = 3.98) and a parent conference (OR = 2.57), and less likely to receive a long-term suspension (OR = 0.35) or alternative school placement (OR = 0.13) than the 101 students in the control group schools. Implementation fidelity was associated with decreased long-term suspension (OR = 0.73). These results provide strong empirical support for the use of student threat assessment in primary and secondary schools. (Contains 3 tables.) A Randomized Controlled Study of the Virginia Student Threat Assessment Guidelines in Kindergarten through Grade 12 https://www.google.com/search?q=A+Randomized+Controlled+Study+of+the+Virginia+Student+Threat+Assessment+Guidelines+in+Kindergarten+through+Grade+12 2012 Targeted Wider Policy Initiatives Between Half and Full Term None None Clustered 201 40 Yes Whole Sample Only Immediate Post-Test Only No No Yes, Theoretical Perspectives Yes
3031840 USA/Canada College/University Physical Health and Wellbeing Scope and Method of Study. Personalized Feedback Interventions (PFI�s) have been supported in the literature for their effectiveness in reducing alcohol consumption and related consequences for college students. More recently, these interventions have been adapted to computer-based programs designed to disseminate these interventions a great number of individuals while limiting reliance on trained interventionists. While some of these PFI�s include skills for moderating use, others have not included such modules. Both forms of the intervention have been shown to be effective. To date, there has not been a study to systematically examine the unique, or additive, contribution of skills modules. The current study sought to replicate and extend previous research on a computer-based PFI in order to test the utility of moderations skills (MS) modules. One hundred and fourteen participants were randomly assigned to an assessment only, a PFI, a PFI plus MS, or a MS only condition. Consumption and consequences variables were obtained at baseline and at one month follow-up. It was hypothesized that participants receiving PFI or PFI plus MS would demonstrate significantly greater reductions in alcohol use and related consequences compared to assessment only control groups, and that participants completing PFI plus MS would demonstrate significantly greater reductions in alcohol use and related consequences than all other groups. Findings and Conclusions. Results from the current study failed to support the utility of MS when combined with PFI�s. Further, no significant interactions of time and condition were observed for any of the outcome variables. Results from the current investigation should be interpreted with caution given the small sample size and statistical power. Implications and future directions are discussed. (PsycINFO Database Record (c) 2012 APA, all rights reserved) A randomized controlled trial comparing a computer-based Personalized Feedback Interventions with and without a moderation skills module https://www.google.com/search?q=A+randomized+controlled+trial+comparing+a+computer-based+Personalized+Feedback+Interventions+with+and+without+a+moderation+skills+module 2011 Targeted Regular Teachers/Lecturers Up to Half a Term Behaviour and Social Wellbeing Physical Health and Wellbeing Single 115 single Yes Whole Sample Only At Least Some Follow-Up Yes No Yes, Descriptive Theory of Change Yes
3031005 Asia Middle/High School Literacy/English Aim To compare test scores in English-error detection between Thai high school students undergoing self-learning by an online tool (computer-assisted learning: CAL) with versus without tuition/lecture. Methods This prospective, randomized, controlled study enrolled a sample of grade-12 high school students from a Thai secondary school. The predictor variable was the use of error-detection exercises in 9 separate 50-min tuition sessions during a 3-week period. Each subject was randomly assigned to receive a CAL program with or without tuition/lecture during the study interval: June- September 2009. The main outcome variable was the test scores of English-error identification. To measure the outcomes, the students were evaluated twice using the 25-question test within a 1-month interval (pre-test/posttest). Appropriate sample size estimates, descriptive, uni-, and bivariate statistics were calculated, and the level of statistical significance was set at P < 0.05. Results The sample included 69 students, 36 of whom (52.2%) were in the intervention group (CAL plus teaching). Within-group comparisons showed statistically significant improvements in post-test scores, regardless of learning methods (P < 0.05). Tuition/lecture was significantly associated with the improved post-test scores (P = 0.0012) and with a higher number of students showing improved post-test scores (P = 0.0007). Conclusions The results of this study suggest that tuition/lecture facilitates self-learning with CAL. In this sample, tuition/lecture still seems to be necessary for nonnative- English-speaking high school students to improve their English proficiency. CAL alone should not be used to replace conventional teaching. Marta Olivetti Belardinelli and Springer-Verlag 2012. A randomized controlled trial comparing computer-aided learning with versus without tuition/lecture in promoting english proficiency https://www.google.com/search?q=A+randomized+controlled+trial+comparing+computer-aided+learning+with+versus+without+tuition/lecture+in+promoting+english+proficiency 2012 Targeted Regular Teachers/Lecturers Up to Half a Term None None Single 69 NA Yes Whole Sample Only At Least Some Follow-Up Yes Yes, Fairly Well Yes, Descriptive Theory of Change Yes
3030983 USA/Canada College/University Professional Training In 1985 and 1986, two randomly selected groups of Harvard Medical School students entered either the traditional program or the New Pathway, a redesigned medical curriculum with a 3-year longitudinal course structure involving the same small group of students and teachers. The program features the interweaving of material from other disciplines; emphasis on self-reflection; a mentoring relationship between students and teachers within the small groups; and opportunities to discuss and reflect on experiences that occurred during rotations. An evaluation of the program's effects involved analysis of career preferences and educational experiences, observed information on student performance, self-report data, and test data from standardized patient and National Board scores. These results showed that the New Pathway students preferred a student-directed environment, studied differently, and demonstrated a stronger orientation towards 'deep' learning. The students in the new curriculum were more humanistic in orientation, possessed better relational skills, and had superior knowledge of social and behavioral science. In addition they were more challenged, better known to the faculty, and somewhat more anxious. There were no differences in biomedical cognitive performance measures or career choices. Includes appendixes detailing evaluation instruments, giving summary tables of learning and psychosocial behaviors, and listing 25 references. (JB) A Randomized Controlled Trial Evaluating the Impact of the New Pathway Curriculum at Harvard Medical School. Final Report https://www.google.com/search?q=A+Randomized+Controlled+Trial+Evaluating+the+Impact+of+the+New+Pathway+Curriculum+at+Harvard+Medical+School.+Final+Report 1993 Universal Regular Teachers/Lecturers Full Academic Year or Longer None None Single 123 NA Yes Some Sub-Groups Reported At Least Some Follow-Up Yes Yes, Fairly Well Yes, Descriptive Theory of Change Yes
3030671 UK/Ireland Middle/High School Behaviour and Social Wellbeing Introduction: Conduct problems and antisocial behaviour in older children and young people are common and costly problems (e.g Scott et al. 2001). There is significant evidence that small group parent training, Following social learning principles, Can be effective in reducing problem behaviours and parental stress (e.g. Webster- Stratton et al. 2011). However, The majority of parenting programmes target young and preadolescent children, Though many families seek help when their children enter adolescence This current study evaluate the Parents Plus Adolescent Programme (PPAP)-an 8 week parent training programme specifically targeting parents of young adolescents (aged 11-16 years) Method: The PPAP was offered as a universal programme to participating schools in Kerry in Ireland. All parents were invited to attend information sessions at which 126 signed up to take part in a course and to complete the research measures. They were then randomly assigned to either a treatment (PPAP; n = 82) or a waiting-list condition (WC; n = 44) and measures were recollected post programme and at 6 month follow up for the treatment group. The facilitators were community professionals who attended a 2 day training and supervision from the programme developers. The study was carried out by an independent researcher as the basis of a PHD thesis in the University of Limerick. Results: Post treatment results revealed significant positive effects of the parenting intervention when compared to the waiting-list control group with respect to; adolescent behaviour problems (as measured by the Strengths and Difficulties Questionnaire) and parenting stress (as measured by the Parenting Stress Index). In addition, Parenting satisfaction improved (as measured by the Kansas Parenting Satisfaction Scale). At the 6 month follow up with the treatment group these gains were maintained Discussion: Of particular note is the relative high take and up and relatively low drop out of the participating parents suggesting the acceptability of parenting courses in schools. The programmes were offered universally and more research is needed to track the benefits for parents of adolescents with identified conduct problems Conclusion: The study supports the effectiveness of the Parents Plus Adolescent Programme when delivered as a preventative programme in schools. A randomized controlled trial evaluation of the parents plus adolescents programme in schools https://www.google.com/search?q=A+randomized+controlled+trial+evaluation+of+the+parents+plus+adolescents+programme+in+schools 2015 Universal External Educators Up to Half a Term Behaviour and Social Wellbeing None Single 126 NA Yes Whole Sample Only At Least Some Follow-Up Yes No Yes, Descriptive Theory of Change Yes
3031871 UK/Ireland Primary/Elementary Literacy/English Tutoring is commonly employed to prevent early reading failure, and evidence suggests that it can have a positive effect. This article presents findings from a large-scale (n = 734) randomized controlled trial evaluation of the effect of Time to Read-a volunteer tutoring program aimed at children aged 8 to 9 years-on reading comprehension, self-esteem, locus of control, enjoyment of learning, and future aspirations. The study found that the program had only a relatively small effect on children's aspirations (effect size +0.17, 95% confidence interval [0.015, 0.328]) and no other outcomes. It is suggested that this lack of evidence found may be due to misspecification of the program logic model and outcomes identified and program-related factors, particularly the low dosage of the program. A Randomized Controlled Trial Evaluation of Time to Read, a Volunteer Tutoring Program for 8- to 9-Year-Olds https://www.google.com/search?q=A+Randomized+Controlled+Trial+Evaluation+of+Time+to+Read,+a+Volunteer+Tutoring+Program+for+8-+to+9-Year-Olds 2012 Targeted Regular Teachers/Lecturers Full Academic Year or Longer Other School Subjects Other School Subjects Clustered 734 50 Yes Whole Sample Only Immediate Post-Test Only No No Yes, Theoretical Perspectives Yes
3030666 USA/Canada Primary/Elementary Behaviour and Social Wellbeing Children's attitudes to their disabled peers exert a powerful influence on the process of integration of the disabled. This study reports a randomized controlled trial of a 'buddy' interaction programme in which gender-matched able-bodied and disabled schoolmates were paired over a three-month period. 43 per cent of the buddy children had a significant improvement in attitudes, compared with 18 per cent of the controls. Buddies also got to know significantly more disabled schoolmates than did the control children. There was a secondary effect on parents, with both fathers and mothers of buddy children having significant improvements in attitude. The implications of these results for the social success of disabled children are discussed. A randomized controlled trial of a 'buddy' programme to improve children's attitudes toward the disabled https://www.google.com/search?q=A+randomized+controlled+trial+of+a+'buddy'+programme+to+improve+children's+attitudes+toward+the+disabled 1987 Targeted Regular Teachers/Lecturers Between Half and Full Term Behaviour and Social Wellbeing None Single 91 NA Yes Some Sub-Groups Reported Immediate Post-Test Only Yes No Yes, Descriptive Theory of Change Yes
3031945 Rest of Europe Middle/High School Physical Health and Wellbeing Adolescent depression is a common and recurrent disorder associated with significant impairment and other forms of psychopathology. Finding an effective intervention that prevents depression in adolescents is an important public health priority. Participants were 518 high school students (mean age = 15.09; SD = 0.76) from the mid-south of the United States. Participants were randomly assigned to 1 of 3 conditions: a cognitive-behavioral program (CB; n = 166), nonspecific control (NSp; n = 175), or a no-intervention control condition (NIC; n = 177). Both the CB and NSp conditions consisted of 90-min sessions administered once a week over a 10-week period during regular school hours. Depressive symptoms were assessed with the Children's Depression Inventory (CDI) at baseline; postintervention; and at 4-, 8-, and 12-month follow-ups. The Time x Condition interaction was significant, F(8, 478.57) = 3.32, p = .001, indicating that at the 4-month follow-up, youth in the CB condition had significantly lower CDI scores compared with those in the NSp (p = .047, g = 0.29; CI [ 0.06, 0.52]) and the NIC conditions (p = .003, g = 0.30; CI [0.07, 0.53]). Future studies need to examine the importance of theory-driven change mechanisms, interpersonal relationships, and structural circumstances in schools as factors impacting the long-term effects of CB prevention programs. 2013 American Psychological Association. A randomized controlled trial of a cognitive-behavioral program for the prevention of depression in adolescents compared with nonspecific and no-intervention control conditions https://www.google.com/search?q=A+randomized+controlled+trial+of+a+cognitive-behavioral+program+for+the+prevention+of+depression+in+adolescents+compared+with+nonspecific+and+no-intervention+control+conditions 2013 Targeted External Educators Up to Half a Term None None Clustered 518 63 Yes Whole Sample Only At Least Some Follow-Up Yes No Yes, Descriptive Theory of Change Yes
3031810 Rest of Europe Multiple Literacy/English Randomized controlled psychosocial treatment studies on selective mutism (SM) are lacking. Method: Overall, 24 children with SM, aged 3-9 years, were randomized to 3 months treatment (n = 12) or wait list (n = 12). Primary outcome measure was the School Speech Questionnaire. Results: A significant time by group interaction was found (p = .029) with significantly increased speech in the treatment group (p = .004) and no change in wait list controls (p = .936). A time by age interaction favoured younger children (p = .029). Clinical trail registration: Norwegian Research CouncilNCT01002196. Conclusions: The treatment significantly improved speech. Greater improvement in the younger age group highlights the importance of an early intervention. 2014 & Sons Ltd on behalf of the Association for Child and Adolescent Mental Health. A randomized controlled trial of a home and school-based intervention for selective mutism - defocused communication and behavioural techniques https://www.google.com/search?q=A+randomized+controlled+trial+of+a+home+and+school-based+intervention+for+selective+mutism+-+defocused+communication+and+behavioural+techniques 2014 Targeted External Educators Up to Half a Term none None Single 24 NA Yes Some Sub-Groups Reported At Least Some Follow-Up Yes Yes, Fairly Well Yes, Descriptive Theory of Change Yes
3031195 USA/Canada Primary/Elementary Other School Subjects Background: Childhood asthma is a serious and common chronic disease that requires the attention of nurses and other school personnel. Schools are often the first setting that children take the lead in managing their asthma. Often, children are ill prepared for this role. Our study evaluated a school-based, multifaceted asthma program that targeted students with asthma and the broader school community. Methods: A randomized trial involving 130 schools with grades 1-5 and 1316 children with asthma and their families was conducted. Outcomes of interest for the child, at 1?year, were urgent care use and school absenteeism for asthma, inhaler technique, and quality of life, and for the school, at 14?months, were indicators of a supportive school environment. Results: Improvements were observed at the child and school level for the intervention group. Fewer children in the intervention group had a school absence (50% vs 60%; p?<?0.01), required urgent care for asthma (41% vs 51%; p?<?0.0001), or reported a day of interrupted activity (51% vs 63%; p?<0?.01), and had improved quality of life (5.8???1.2 vs 5.4???1.4; p?<?0.0001). Schools in the intervention group were more likely to have practices supporting an asthma-friendly environment. Conclusions: Implementation of a multifaceted school-based asthma program can lead to asthma-friendly schools that support children with asthma to be successful managers of their asthma and experience improved quality of life and decreased disease associated burden. A Randomized Controlled Trial of a Public Health Nurse-Delivered Asthma Program to Elementary Schools https://www.google.com/search?q=A+Randomized+Controlled+Trial+of+a+Public+Health+Nurse-Delivered+Asthma+Program+to+Elementary+Schools 2013 Targeted Mixture Up to Half a Term Other School Subjects Other School Subjects Clustered 1316 130 Yes Whole Sample Only At Least Some Follow-Up Yes No Yes, Descriptive Theory of Change Yes
3031243 USA/Canada Multiple Literacy/English The purpose of this study was twofold: (1) to determine the efficacy of the Leveled Literacy Intervention program (LLI) in increasing reading achievement for K-2 students and (2) to examine LLI program implementation fidelity. This study evaluated LLI in two U.S. school districts and used a mixed-method design to address the following key research questions: 'what progress in literacy do students who receive LLI make compared to students who receive only regular classroom literacy instruction?' and 'was LLI implemented with fidelity to the developers' program model?' Five elementary schools in the Tift County School District (TCS) in Tifton, Georgia, and four elementary schools in the Enlarged City School District of Middletown (ECSDM) in Middletown, New York, volunteered to participate in the study. A total of 28 LLI teachers and 125 classroom teachers across both districts participated in this study. The findings of this evaluation indicate that LLI combined with regular classroom instruction can positively impact student literacy achievement to a greater degree than classroom instruction alone for K-2 students who are struggling with reading and writing. ELL and special education students can also benefit from the LLI program, some with strong, educationally significant effects. Robust effects were found on the LLI Benchmarks across all grade levels for students who received LLI. Students in LLI achieved between 1 1/2 benchmark levels up to almost 5 1/2 benchmark levels while students who did not receive LLI achieved between less than 1 benchmark level up to about 3 benchmark levels. Students in LLI also finished on par with grade-level goals. Further, because the majority of students in the study were economically disadvantaged, the findings indicate that the LLI program is effective with this high-risk population. However, the current study is limited in generalizability to rural and suburban populations, as well as those economically disadvantaged. The efficacy of the LLI program has important implications for schools and districts with limited resources and time available for early reading interventions. LLI's short-term, small-group format allows a greater number of struggling students to achieve grade-level competency within a shorter period of time. LLI's success with early learners also demonstrates its potential for reducing the development of chronic, long-term reading deficiencies and academic problems. Given the positive potential of the LLI program, future research is warranted in this area. Specifically, additional studies should be conducted in urban areas, and longitudinal tracking should be utilized to determine the long-term impact of LLI on students' literacy development. (Contains 13 tables.) A Randomized Controlled Trial of a Response-to-Intervention (RTI) Tier 2 Literacy Program: Leveled Literacy Intervention (LLI) https://www.google.com/search?q=A+Randomized+Controlled+Trial+of+a+Response-to-Intervention+(RTI)+Tier+2+Literacy+Program:+Leveled+Literacy+Intervention+(LLI) 2011 Universal Regular Teachers/Lecturers More than One Term Literacy/English None Single 427 NA Yes Some Sub-Groups Reported Immediate Post-Test Only Yes No Yes, Theoretical Perspectives No
3031517 Rest of Europe Multiple Physical Health and Wellbeing Aim: A randomised field trial was conducted to evaluate a school-based programme to prevent tobacco use in children and adolescents. Subject and methods: The trial included 534 children and 308 adolescents who were randomly selected to receive or not to receive the prevention programme. The prevention programme included: (a) health facts and the effect of smoking, (b) analysis of the mechanisms underlying intiation of smoking and (c) refusal skills training to deal with the social pressures to smoke. A questionnaire was administered before the intervention programme and 2 years later. Results: The prevalence rates of smoking in both groups of children and adolescents were increased at the end of the study. Anyway, the difference of smoking prevalence between the intervention and control groups was statistically significant only for the children�s group (from 18.3 to 18.8% for the intervention group and from 17.8 to 26.9% in the control group) (p = 0.035). As regards reasons that induced the start of smoking, there was a significant increase of the issue �because smokers are fools� (p = 0.004 for children; p < 0.001 for adolescents) and �because smokers are irresponsible� (p &le; 0.001 for both children and adolescents) in the experimental groups. Conclusion: The results suggest that a school-based intervention programme addressing tobacco use among children and adolescents, based on the development of cognitive and behavioural aspects, can be effective. After 1 year of intervention, smoking prevalence was significantly lower in children belonging to the intervention group than in children not randomised to intervention. Targeting young children before they begin to smoke can be a successful way of prevention. (PsycINFO Database Record (c) 2012 APA, all rights reserved)(journal abstract) A randomized controlled trial of a school-based intervention to prevent tobacco use among children and adolescents in Italy https://www.google.com/search?q=A+randomized+controlled+trial+of+a+school-based+intervention+to+prevent+tobacco+use+among+children+and+adolescents+in+Italy 2010 Universal Regular Teachers/Lecturers Up to Half a Term None None Clustered 842 24 Yes Whole Sample Only At Least Some Follow-Up No No No No
8155656 USA/Canada Primary/Elementary Range of Academic Outcomes Objective: This study evaluated the efficacy of a novel psychosocial intervention (Collaborative Life Skills [CLS]) for primary-school students with attention-deficit/ hyperactivity disorder (ADHD) symptoms. CLS is a 12-week program consisting of integrated school, parent, and student treatments delivered by school-based mental health providers. Using a cluster randomized design, CLS was compared with usual school/community services on psychopathology and functional outcomes. Method: Schools within a large urban public school district were randomly assigned to CLS (12 schools) or usual services (11 schools). Approximately 6 students participated at each school (N ¼ 135, mean age 8.4 years, grade range 2–5, 71% boys). Using PROC GENMOD (SAS 9.4), the difference between the means of CLS and usual services for each outcome at posttreatment was tested. To account for clustering effects by school, the generalized estimating equation method was used. Results: Students from schools assigned to CLS compared with those assigned to usual services had significantly greater improvement on parent and teacher ratings of ADHD symptom severity and organizational functioning, teacher-rated academic performance, and parent ratings of oppositional defiant disorder symptoms and social/interpersonal skills. Conclusion: These results support the efficacy of CLS compared with typical school and community practices for decreasing ADHD and oppositional defiant disorder symptoms and improving key areas of functional impairment. They further suggest that existing schoolbased mental health resources can be redeployed from non-empirically supported practices to those with documented efficacy. This model holds promise for improving access to efficient evidence-based treatment for inattentive and disruptive behavior beyond the clinic setting. A Randomized Controlled Trial of a School-Implemented School–Home Intervention for Attention-Deficit/ Hyperactivity Disorder Symptoms and Impairment https://www.google.com/search?q=A+Randomized+Controlled+Trial+of+a+School-Implemented School–Home+Intervention+for+Attention-Deficit/ Hyperactivity+Disorder+Symptoms+and+Impairment 2016 Targeted Mixture Between Half and Full Term Behaviour and Social Wellbeing none Clustered 135 23 No Whole Sample Only Immediate Post-Test Only Yes No No No
3031770 Rest of Europe Primary/Elementary Behaviour and Social Wellbeing This study reports the results from a Swedish randomized controlled trial of a standardized behavior management intervention. The intervention targeted students with externalizing behavior in a regular education setting. First- and second-grade students (N = 100) from 38 schools were randomly assigned to either the intervention or an active comparison group. Observer, teacher, and peer ratings were collected at pretest, posttest (6 months later), and follow-up (14 months after pretest). Significant intervention effects were found on student externalizing behavior and teacher behavior management at both posttest and follow-up. The intervention effect on student externalizing behavior was mediated by change in teacher behavior. Moderating effects of demographic and classroom variables were explored, as well as the social validity of the intervention. The results are discussed in relation to cost-effectiveness and feasibility of behavioral interventions in typical school settings. (Contains 2 tables.) A Randomized Controlled Trial of a Standardized Behavior Management Intervention for Students with Externalizing Behavior https://www.google.com/search?q=A+Randomized+Controlled+Trial+of+a+Standardized+Behavior+Management+Intervention+for+Students+with+Externalizing+Behavior 2010 Targeted Mixture Up to Half a Term Behaviour and Social Wellbeing None Clustered 100 38 Yes Some Sub-Groups Reported At Least Some Follow-Up Yes No No No
3031788 USA/Canada College/University Study-Related Skills Many university students suffer from test anxiety that is severe enough to impair performance. Given mixed efficacy results of previous cognitive-behavior therapy (CBT) trials and a theoretically driven rationale, an acceptance-based behavior therapy (ABBT) approach was compared to traditional CBT (i.e., Beckian cognitive therapy; CT) for the treatment of test anxiety. In this pilot study, 16 university students with test anxiety were randomly assigned to receive either a CT or ABBT 2-hr group workshop. The two treatments produced markedly different effects on test performance (measured by exam scores), with those receiving ABBT experiencing improvements in performance, whereas those receiving CT exhibited reduced performance. In addition, there was a suggestion that ABBT might have been more effective at reducing subjectively experienced test anxiety (i.e., a nonsignificant but medium-sized group by time interaction effect). Implications of these results for the treatment of test anxiety and for theoretical notions related to cognitive change strategies are discussed. (Contains 1 table, 1 figure, and 2 notes.) A Randomized Controlled Trial of Acceptance-Based Behavior Therapy and Cognitive Therapy for Test Anxiety: A Pilot Study https://www.google.com/search?q=A+Randomized+Controlled+Trial+of+Acceptance-Based+Behavior+Therapy+and+Cognitive+Therapy+for+Test+Anxiety:+A+Pilot+Study 2011 Targeted Regular Teachers/Lecturers Up to Half a Term Study Skills Study Skills Single 16 NA Yes Whole Sample Only Immediate Post-Test Only Yes No Yes, Descriptive Theory of Change Yes
3031131 Rest of Europe Multiple Literacy/English Objective: Most children with autism rely on schools as their primary source of intervention, yet research has suggested that teachers rarely use evidence-based practices. To address the need for improved educational outcomes, a previously tested consultation intervention called the Collaborative Model for Promoting Competence and Success (COMPASS; Ruble, Dalrymple, & McGrew, 2010; Ruble, Dalrymple, & McGrew, 2012) was evaluated in a 2nd randomized controlled trial, with the addition of a web-based group. Method: Forty-nine teacher-child dyads were randomized into 1 of 3 groups: (1) a placebo control (PBO) group, (2) COMPASS followed by face-to-face (FF) coaching sessions, and (3) COMPASS followed by web-based (WEB) coaching sessions. Three individualized goals (social, communication, and independence skills) were selected for intervention for each child. The primary outcome of independent ratings of child goal attainment and several process measures (e.g., consultant and teacher fidelity) were evaluated. Results: Using an intent-to-treat approach, findings replicated earlier results with a very large effect size (d = 1.41) for the FF group and a large effect size (d = 1.12) for the WEB group relative to the PBO group. There were no differences in overall change across goal domains between the FF and WEB groups, suggesting the efficacy of videoconferencing technology. Conclusions: COMPASS is effective and results in improved educational outcomes for young children with autism. Videoconferencing technology, as a scalable tool, has promise for facilitating access to autism specialists and bridging the research-to-practice gap. (Contains 4 tables and 1 figure.) A Randomized Controlled Trial of Compass Web-Based and Face-to-Face Teacher Coaching in Autism https://www.google.com/search?q=A+Randomized+Controlled+Trial+of+Compass+Web-Based+and+Face-to-Face+Teacher+Coaching+in+Autism 2013 Targeted Regular Teachers/Lecturers Between Half and Full Term Other School Subjects None Single 49 NA Yes Whole Sample Only Immediate Post-Test Only Yes No Yes, Theoretical Perspectives No
5132637 USA/Canada College/University Other School Subjects Purpose: The purpose of this study was to compare the efficacy of simulation versus lecture-based education among preclinical medical students. Methods: Twenty medical students participated in this randomized, controlled crossover study. Students were randomized to four groups. Each group received two simulations and two lectures covering four different topics. Students were administered a pre-test, post-test and delayed post-test. The mean percentage of questions answered correctly on each test was calculated. The mean of each student’s change in score across the three tests was used to compare simulation- versus lecture-based education. Results:  Students in both the simulation and lecture groups demonstrated improvement between the pre-test and post-test (p  0.05). When comparing interventions, the change in score between the pre-test and post-test was similar among both the groups (p > 0.05). The change in score between the post-test and delayed post-test was greater in the simulation group (p < 0.05). Conclusions: High-fidelity simulation may serve as a viable didactic platform for preclinical medical education. Our study demonstrated equivalent immediate knowledge gain and superior long-term knowledge retention in comparison to lectures. ABSTRACT FROM AUTHOR]; Copyright of Medical Teacher is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) A randomized controlled trial of high-fidelity simulation versus lecture-based education in preclinical medical students https://www.google.com/search?q=A+randomized+controlled+trial+of+high-fidelity+simulation+versus+lecture-based+education+in+preclinical+medical+students 2016 Universal Regular Teachers/Lecturers Up to Half a Term Study Skills None Clustered 20 4 Yes Whole Sample Only At Least Some Follow-Up Yes No No No
3030674 Rest of Europe Preschool/Kindergarten Behaviour and Social Wellbeing Background: Deficits in joint attention (JA) and joint engagement (JE) represent a core problem in young children with autism as these affect language and social development. Studies of parent-mediated and specialist-mediated JA-intervention suggest that such intervention may be effective. However, there is little knowledge about the success of the intervention when done in preschools. Aim: Assess the effects of a preschool-based JA-intervention. Methods: 61 children (48 males) with autistic disorder (29-60 months) were randomized to either 8 weeks of JA-intervention, in addition to their preschool programs (n = 34), or to preschool programs only (n = 27). The intervention was done by preschool teachers with weekly supervision by trained counselors from Child and Adolescent Mental Health Clinics (CAMHC). Changes in JA and JE were measured by blinded independent testers using Early Social Communication Scale (ESCS) and video taped preschool teacher-child and mother-child play at baseline and post-intervention. Clinical trials registration: Clinicaltrials.gov: NCT00378157. Results: Intention-to-treat analysis showed significant difference between the intervention and the control group, with the intervention group yielding more JA initiation during interaction with the preschool teachers. The effect generalized to significantly longer duration of JE with the mothers. Conclusions: This is the first randomized study to show positive and generalized effects of preschool-based JA-intervention. A Randomized Controlled Trial of Preschool-Based Joint Attention Intervention for Children with Autism https://www.google.com/search?q=A+Randomized+Controlled+Trial+of+Preschool-Based+Joint+Attention+Intervention+for+Children+with+Autism 2012 Targeted Regular Teachers/Lecturers Up to Half a Term None None Single 61 NA yes Whole Sample Only Immediate Post-Test Only Yes No Yes, Descriptive Theory of Change Yes
3031509 USA/Canada Middle/High School Behaviour and Social Wellbeing Background/Context: Billions of dollars are spent annually on professional development (PD) for educators, yet few randomized controlled trials (RCT) have demonstrated the ultimate impact PD has on student learning. Further, while policymakers and others speak to the role schools should play in developing students&apos; civic awareness, RCTs of PD designed to foster civic learning are rare. This randomized controlled trial contributes to the knowledge base on the effectiveness of PD designed to integrate civic learning, ethical reflection, and historical thinking skills into high school humanities courses. Focus of Study: The study examined the impact of a PD intervention in two areas: (a) teacher self-efficacy, burnout, and professional engagement and satisfaction; and (b) the academic, civic, social, and ethical competencies of 9th and 10th grade students in the teachers&apos; classes. Population/Participants/Subjects: The study involved 113 teachers and 1,371 9th and 10th grade students in 60 high schools from eight metropolitan regions in the United States. Intervention/Program/Practice: The intervention, Facing History and Ourselves, provides PD through a five-day seminar, curricular materials, and follow-up coaching and workshops to help teachers develop their capacities to implement an interdisciplinary historical case study unit using student-centered pedagogy. Research Design: The study used a school-level, randomized, experimental design to investigate impacts of the intervention for teachers and their 9th and 10th grade students. Findings/Results: Intervention teachers showed significantly greater self-efficacy in all eight assessed domains, more positive perceptions of professional support, satisfaction and growth, and greater personal accomplishment. Intervention students demonstrated stronger skills for analyzing evidence, agency, and cause and effect on an historical understanding performance measure; greater self-reported civic efficacy and tolerance for others with different views; and more positive perceptions of the classroom climate and the opportunities afforded for engaging with civic matters. Fidelity analysis found these causal effects despite the fact that roughly half of the intervention teachers did not fully implement the program. Conclusions/Recommendations: Educators need evidence-based approaches for teaching complex social, civic, and political issues enabling students of diverse mindsets and backgrounds to engage constructively with one another while obtaining necessary skills and knowledge. These findings provide empirical support for a professional development approach that engages teachers in fostering academic and civic competencies critical to both participation in a democracy and success in college and career. A Randomized Controlled Trial of Professional Development for Interdisciplinary Civic Education: Impacts on Humanities Teachers and Their Students https://www.google.com/search?q=A+Randomized+Controlled+Trial+of+Professional+Development+for+Interdisciplinary+Civic+Education:+Impacts+on+Humanities+Teachers+and+Their+Students 2015 Universal Regular Teachers/Lecturers Full Academic Year or Longer Other School Subjects none Clustered 1371 60 Yes Some Sub-Groups Reported Immediate Post-Test Only No No Yes, Descriptive Theory of Change No
3031297 USA/Canada College/University Professional Training Objective: To compare simulator-based teaching with traditional instruction among clinical medical students. Methods: Randomized controlled trial with written pre-post testing. Third-year medical students (n = 38) received either a myocardial infarction (MI) simulation followed by a reactive airways disease (RAD) lecture, or a RAD simulation followed by an MI lecture. Results: Mean pre-post test score improvement was seen across teaching modalities (overall change score simulation] = 8.8 95% CI = 2.3-15.3], pretest 62.7]; change score lecture] = 11.3 95% CI = 5.7-16.9], pretest 59.7]). However, no significant differences were observed between simulator-based teaching and lecture, in either subject domain. Conclusions: After a single instructional session for clinical medical students, differences between simulator-based teaching and lecture could not be established by the written test protocols used in this pilot. Future studies should consider the effects of iterative exposure assessed by clinical performance measures across multiple centers. A Randomized Controlled Trial of Simulation-Based Teaching versus Traditional Instruction in Medicine: A Pilot Study among Clinical Medical Students https://www.google.com/search?q=A+Randomized+Controlled+Trial+of+Simulation-Based+Teaching+versus+Traditional+Instruction+in+Medicine:+A+Pilot+Study+among+Clinical+Medical+Students 2004 Universal Regular Teachers/Lecturers Single Session None None Single 38 NA No Whole Sample Only Immediate Post-Test Only No No Yes, Descriptive Theory of Change No
3031465 USA/Canada Primary/Elementary Behaviour and Social Wellbeing This article reports on a randomized controlled trial of the First Step to Success early intervention that was conducted over a 4-year period in Albuquerque Public Schools. First Step is a selected intervention for students in Grades 1 through 3 with externalizing behavior problems, and it addresses secondary prevention goals and objectives. It consists of three modular components (screening, school intervention, parent training); lasts approximately 3 months; and is initially set up, delivered, and coordinated by a behavioral coach (e.g., school counselor, behavior specialist, social worker). Project Year 1 of this efficacy trial was devoted to gearing-up activities (e.g., hiring, training, planning, logistical arrangements); Years 2 and 3 each involved implementing First Step with approximately 100 behaviorally at-risk students. Students, teachers, and classrooms were randomly assigned to either intervention or usual care comparison conditions. Year 4 activities focused on conducting long-term, follow-up assessments and implementing sustainability procedures to preserve achieved gains. Pre-post teacher and parent ratings of student behavior and social skills showed moderately robust effect sizes, ranging from 0.54 to 0.87, that favored the intervention group. Direct measures of academic performance (oral reading fluency, letter-word identification) were not sensitive to the intervention. The implications and limitations of the study are discussed. (Contains 3 tables and 1 figure.) A Randomized Controlled Trial of the First Step to Success Early Intervention: Demonstration of Program Efficacy Outcomes in a Diverse, Urban School District https://www.google.com/search?q=A+Randomized+Controlled+Trial+of+the+First+Step+to+Success+Early+Intervention:+Demonstration+of+Program+Efficacy+Outcomes+in+a+Diverse,+Urban+School+District 2009 Targeted External Educators Full Academic Year or Longer Literacy/English None Clustered 200 200 Yes Whole Sample Only Immediate Post-Test Only Yes No Yes, Descriptive Theory of Change Yes
3031473 UK/Ireland Primary/Elementary Behaviour and Social Wellbeing This randomized controlled trial (RCT) evaluated the efficacy of the Incredible Years (IY) Teacher Classroom Management (TCM; Webster-Stratton & Reid, 2002) program to assess whether training teachers in IY-TCM principles improve teacher behavior, whether any observed improvements impact pupil behavior classroom-wide, and whether these effects can be demonstrated with children at risk of developing conduct problems. Six intervention and six control classrooms comprising 12 teachers and 107 children (aged 3 to 7. years) were recruited. Children were screened for high or low behavior problems using the cut-off points of the teacher-rated Strengths and Difficulties Questionnaire (Goodman, 1997). The primary outcome measure was independent classroom observations using the Teacher-Pupil Observation Tool (Martin et al., 2010). Multilevel modeling analyses were conducted to examine the effect of the intervention on teacher, classroom, and child behavior. Results showed a significant reduction in classroom off-task behavior (. d= 0.53), teacher negatives to target children (. d= 0.36), target child negatives towards the teacher (. d= 0.42), and target child off-task behavior (. d= 0.48). These preliminary results demonstrate the potential impact of IY-TCM on both teacher and child behavior. 2013 Society for the Study of School Psychology. A randomized controlled trial of the impact of a teacher classroom management program on the classroom behavior of children with and without behavior problems https://www.google.com/search?q=A+randomized+controlled+trial+of+the+impact+of+a+teacher+classroom+management+program+on+the+classroom+behavior+of+children+with+and+without+behavior+problems 2013 Universal Regular Teachers/Lecturers More than One Term none none Clustered 107 12 Yes Some Sub-Groups Reported Immediate Post-Test Only Yes Yes, Fairly Well Yes, Descriptive Theory of Change Yes
3030730 USA/Canada Primary/Elementary Numeracy/Maths This study compared the effects of delivering a supplemental, small-group tutoring intervention on the mathematics outcomes of third-grade students at risk for mathematics difficulties (MD) who were randomly assigned to either a schema-based instruction (SBI) or control group. SBI emphasized the underlying mathematical structure of additive problems. All students at risk for MD identified through screening received a mathematics intervention in groups of 2-4 for 12 weeks across the school year. Results revealed that students in the SBI group outperformed students in the control group on a word problem solving (WPS) posttest ('g' = 0.46). The effect of SBI proved to be equivalent for students in both high and low at-risk subgroups. On a district-administered mathematics achievement test, SBI students scored significantly higher than control students (g = 0.34); however, there were no significant effects on the WPS retention test (8 weeks later). (Contains 3 tables and 1 figure.) A Randomized Controlled Trial of the Impact of Schema-Based Instruction on Mathematical Outcomes for Third-Grade Students with Mathematics Difficulties https://www.google.com/search?q=A+Randomized+Controlled+Trial+of+the+Impact+of+Schema-Based+Instruction+on+Mathematical+Outcomes+for+Third-Grade+Students+with+Mathematics+Difficulties 2013 Targeted External Educators Between Half and Full Term None None Single 109 NA No Some Sub-Groups Reported Immediate Post-Test Only Yes No Yes, Theoretical Perspectives Yes
3031609 USA/Canada Middle/High School Literacy/English This study estimates the effect of one year of Fusion Reading implementation, a multistrategy intervention, builds on the work of the Strategic Instruction Model's Learning Strategies Curriculum and Xtreme Reading by integrating some of the same strategies (e.g., paraphrasing, visual imagery, and self-questioning for information acquisition; mnemonics for information study; and writing and error monitoring for information expression), focusing on reading, and extending the time frame from 1 to 2 years in duration. Specifically, the study addressed the following: (1) What are the intent-to-treat impacts of the Fusion Reading intervention on the reading outcomes and motivation to read of struggling readers after receipt of 1 year of the intervention?; (2) For which students are the interventions most and least effective?; and (3) In what ways are implementation factors associated with impacts (or lack of impacts) on reading and motivation outcomes? The authors conducted a randomized controlled trial to estimate the effect of Fusion Reading on struggling readers in grades 6 through 10. Students in the intervention condition received the Fusion Reading intervention as a supplemental reading intervention in the 2010-11 school year, whereas students in the control condition engaged in nonliteracy, 'business-as-usual' activities. After one year of implementation of a two year intervention, the authors learned that when vocabulary, paraphrasing and word study strategies are explicitly taught by following a specific instructional routine supported by motivation strategies (e.g., setting goals and reading text relevant for the age group), word reading outcomes will significantly improve compared to control middle and high school students. Future research is needed to fully understand whether the intended two year intervention will improve struggling adolescent's reading comprehension outcomes. Appended are: (1) References; and (2) Tables and Figures. (Contains 2 figures and 5 tables.) A Randomized Controlled Trial of the Impact of the Fusion Reading Intervention on Reading Achievement and Motivation for Adolescent Struggling Readers https://www.google.com/search?q=A+Randomized+Controlled+Trial+of+the+Impact+of+the+Fusion+Reading+Intervention+on+Reading+Achievement+and+Motivation+for+Adolescent+Struggling+Readers 2012 Targeted Regular Teachers/Lecturers Full Academic Year or Longer Behaviour and Social Wellbeing none Clustered 871 7 Yes Some Sub-Groups Reported At Least Some Follow-Up Yes Yes, Fairly Well Yes, Descriptive Theory of Change Yes
3031800 Asia Middle/High School Behaviour and Social Wellbeing Impaired social functioning is a hallmark feature of autism spectrum disorder (ASD), often requiring treatment throughout the life span. PEERS&reg; (Program for the Education and Enrichment of Relational Skills) is a parent?assisted social skills training for teens with ASD. Although PEERS&reg; has an established evidence base in improving the social skills of adolescents and young adults with ASD in North America, the efficacy of this treatment has yet to be established in cross?cultural validation trials. The objective of this study is to examine the feasibility and treatment efficacy of a Korean version of PEERS&reg; for enhancing social skills through a randomized controlled trial (RCT).The English version of the PEERS&reg; Treatment Manual (Laugeson & Frankel, 2010) was translated into Korean and reviewed by 21 child mental health professionals. Items identified as culturally sensitive were surveyed by 447 middle school students, and material was modified accordingly. Participants included 47 teens between 12 and 18 years of age with a diagnosis of ASD and a verbal intelligence quotient (IQ) &ge; 65. Eligible teens were randomly assigned to a treatment group (TG) or delayed treatment control group (CG). Primary outcome measures included questionnaires and direct observations quantifying social ability and problems directly related to ASD. Secondary outcome measures included scales for depressive symptoms, anxiety, and other behavioral problems. Rating scales for parental depressive symptoms and anxiety were examined to detect changes in parental psychosocial functioning throughout the PEERS&reg; treatment. Independent samples t?tests revealed no significant differences at baseline across the TG and CG conditions with regard to age (14.04 &plusmn; 1.64 and 13.54 &plusmn; 1.50 years), IQ (99.39 &plusmn; 18.09 & 100.67 &plusmn; 16.97), parental education, socioeconomic status, or ASD symptoms (p < 0.05), respectively. Results for treatment outcome suggest that the TG showed significant improvement in communication and social interaction domain scores on the Autism Diagnostic Observation Schedule, interpersonal relationship and play/leisure time on the subdomain scores of the Korean version of the Vineland Adaptive Behavior Scale (p's < 0.01), social skills knowledge total scores on the Test of Adolescent Social Skills Knowledge�Revised (p < 0.01), and decreased depressive symptoms on the Child Depression Inventory following treatment (p < 0.05). Analyses of parental outcome reveal a significant decrease in maternal state anxiety in the TG after controlling for potential confounding variables (p < 0.05). Despite cultural and linguistic differences, the PEERS&reg; social skills intervention appears to be efficacious for teens with ASD in Korea with modest cultural adjustment. In an RCT, participants receiving the PEERS&reg; treatment showed significant improvement in social skills knowledge, interpersonal skills, and play/leisure skills, as well as a decrease in depressive symptoms and ASD symptoms. This study represents one of only a few cross?cultural validation trials of an established evidence?based treatment for adolescents with ASD. (PsycINFO Database Record (c) 2015 APA, all rights reserved)(journal abstract) A randomized controlled trial of the Korean version of the PEERS parent-assisted social skills training program for teens with ASD https://www.google.com/search?q=A+randomized+controlled+trial+of+the+Korean+version+of+the+PEERS+parent-assisted+social+skills+training+program+for+teens+with+ASD 2014 Targeted External Educators Up to Half a Term Physical Health and Wellbeing Other School Subjects Single 47 NA Yes Whole Sample Only Immediate Post-Test Only No No Yes, Descriptive Theory of Change Yes
3030795 USA/Canada Middle/High School Physical Health and Wellbeing OBJECTIVE: To evaluate the effect of the middle and junior high school Drug Abuse Resistance Education (D.A.R.E.) and D.A.R.E. Plus programs on drug use and violence. DESIGN: Randomized controlled trial of 24 schools, with 3 conditions: D.A.R.E. only, D.A.R.E. Plus, and delayed program control. SETTING: Schools and neighborhoods, primarily in Minneapolis-St Paul. PARTICIPANTS: All seventh-grade students in 24 schools in the academic year 1999-2000 (N = 6237 at baseline, 67.3% were white, and there was 84.0% retention at final follow-up). INTERVENTIONS: The middle and junior high school D.A.R.E. curriculum in the 16 schools that received D.A.R.E. only and D.A.R.E. Plus. In the 8 schoolts that received D.A.R.E. Plus, additional components included a peer-led parental involvement classroom program called 'On the VERGE,' youth-led extracurricular activities, community adult action teams, and postcard mailings to parents. The interventions were implemented during 2 school years, when the cohort was in the seventh and eighth grades. MAIN OUTCOME MEASURES: Self-reported tobacco, alcohol, and marijuana use; multidrug use; violence; and victimization, assessed at the beginning and end of seventh grade and at the end of eighth grade. Growth curve analytic methods were used to assess changes over time by condition. RESULTS: There were no significant differences between D.A.R.E. only and the controls; significant differences among boys between D.A.R.E. Plus and controls for tobacco, alcohol, and multidrug use and victimization; significant differences among boys between D.A.R.E. Plus and D.A.R.E. only in tobacco use and violence; and no significant behavioral differences among girls. CONCLUSION: D.A.R.E. Plus significantly enhanced the effectiveness of the D.A.R.E. curriculum among boys and was more effective than the delayed program controls, underscoring the potential for multiyear, multicomponent prevention programs and demonstrating sex differences in response to intervention programs. A randomized controlled trial of the middle and junior high school D.A.R.E. and D.A.R.E. Plus programs https://www.google.com/search?q=A+randomized+controlled+trial+of+the+middle+and+junior+high+school+D.A.R.E.+and+D.A.R.E.+Plus+programs 2003 Universal External Educators Full Academic Year or Longer Other School Subjects None Clustered 6237 24 Yes Some Sub-Groups Reported Immediate Post-Test Only No No No No
3030606 USA/Canada College/University Professional Training ; Background: Computer-based learning (CBL) is an effective form of medical education. Educators have developed recommendations for instructional design but there is only minimal research that evaluates these recommendations. Aim: To evaluate the effect of case-based questions contained in computer modules on learning efficacy. Methods: The authors conducted a randomized controlled trial in 124 medical students of two CBL PowerPoint modules-based on Medicare. The modules were identical except one contained 11 case-based scenarios followed by multiple choice questions. The primary outcome measurement was a previously validated, 11-item knowledge test taken at the end of the module and at the end of the academic year to test retention. Results: The students who studied the module with case-based questions answered one more item correctly in the first test (8.9 vs. 10.00 correct answers, p?=?0.001). This difference had disappeared by the time of the second test (4.2 vs. 4.7, p?=?0.095). Conclusions: This study shows that computer modules with case-based questions enhance learning in the short-term but at the expense of increased time and so decreased learning efficiency. This learning benefit was not maintained A randomized controlled trial of two different types of web-based instructional methods: one with case-based scenarios and one without https://www.google.com/search?q=A+randomized+controlled+trial+of+two+different+types+of+web-based+instructional+methods:+one+with+case-based+scenarios+and+one+without 2012 Universal Regular Teachers/Lecturers Up to Half a Term None None Single 124 NA Yes Whole Sample Only At Least Some Follow-Up Yes No Yes, Descriptive Theory of Change Yes
3030734 USA/Canada Preschool/Kindergarten Numeracy/Maths This study applies a randomized controlled trial to examine the effects of supplemental instruction using two online mathematics curricula--DreamBox and Reasoning Mind. It is an independent evaluation intended to generate unbiased results that will help inform the ongoing development of a charter school network's hybrid instructional model, which supplements traditional face-to-face instruction with instruction provided via computer-based programs. It also provides evidence on the effect of supplemental online instruction on student achievement to contribute to a larger body of research on the topic. Two studies evaluating the effect of Reasoning Mind reached different conclusions. Using RCTs comparing Reasoning Mind with traditional mathematics programs, Weber (2003) found statistically significant effects on the Texas Assessment of Knowledge and Skills (TAKS) mathematics scores for seventh-graders in one school, while Waxman and Houston (2008) found significant effects on fifth-graders in three schools on mathematics test developed by Reasoning Mind, but not on mathematics achievement on the TAKS. There have been no prior experimental or quasi-experimental studies on the effects of DreamBox Learning. (Contains 10 tables and 5 footnotes.) A Randomized Controlled Trial of Two Online Mathematics Curricula https://www.google.com/search?q=A+Randomized+Controlled+Trial+of+Two+Online+Mathematics+Curricula 2011 Universal Regular Teachers/Lecturers Between Half and Full Term None None Single 1255 NA No Whole Sample Only Immediate Post-Test Only Yes No Yes, Descriptive Theory of Change Yes
3030782 USA/Canada Preschool/Kindergarten Physical Health and Wellbeing In this article, we examine the impact of two universal, grade 1 preventive interventions on the onset of tobacco smoking as assessed in early adolescence. The classroom-centered (CC) intervention was designed to reduce the risk for tobacco smoking by enhancing teachers' behavior management skills in first grade and, thereby, reducing child attention problems and aggressive and shy behavior-known risk behaviors for later substance use. The family-school partnership (FSP) intervention targeted these early risk behaviors via improvements in parent-teacher communication and parents' child behavior management strategies. A cohort of 678 urban, predominately African-American, public school students were randomly assigned to one of three Grade 1 classrooms at entrance to primary school (age 6). One classroom featured the CC intervention, a second the FSP intervention, and the third served as a control classroom. Six years later, 81% of the students completed audio computer-assisted self-interviews. Relative to controls, a modest attenuation in the risk of smoking initiation was found for students who had been assigned to either the CC or FSP intervention classrooms (26% versus 33%) (adjusted relative risk for CC/control contrast=0.57, 95% confidence interval (CI), 0.34-0.96; adjusted relative risk for FSP/control contrast=0.69, 95% CI, 0.50-0.97). Results lend support to targeting the early antecedent risk behaviors for tobacco smoking. A randomized controlled trial of two primary school intervention strategies to prevent early onset tobacco smoking https://www.google.com/search?q=A+randomized+controlled+trial+of+two+primary+school+intervention+strategies+to+prevent+early+onset+tobacco+smoking 2002 Universal Mixture Full Academic Year or Longer Behaviour and Social Wellbeing None Single 678 NA No Some Sub-Groups Reported At Least Some Follow-Up No No No no
5132837 Asia Primary/Elementary Literacy/English Purpose: In this study, we aimed to evaluate the efficacy of sentence-combining (SC) and narrative-based (NAR) intervention approaches to syntax intervention using a randomized-controlled-trial design. Method: Fifty-two Cantonese-speaking, school-age children with language impairment were assigned randomly to either the SC or the NAR treatment arm. Seven children did not receive treatment as assigned. Intervention in both arms targeted the same complex syntactical structures. The SC group focused on sentence combination training, whereas the NAR group made use of narratives in which the target structures were embedded. Pretest and posttest performances measured using a standardized language assessment were subjected to analyses of covariance mixed-effect-model analyses of variance. Results: Children in both treatment arms demonstrated significant growth after 4 months of intervention. The main effect between treatment arms and time was not significant after controlling the pretest performance, suggesting that both treatment approaches showed similar effects. The main effect of time was significant. Conclusions: This study provided evidence to support language intervention in the school years in Cantonese-speaking children. However, neither approach was shown to be more efficacious than the other. Future researchers could examine the effects of a longer treatment period and include functional outcome measures. A Randomized Controlled Trial of Two Syntactic Treatment Procedures with Cantonese-Speaking, School-Age Children with Language Disorders https://www.google.com/search?q=A+Randomized+Controlled+Trial+of+Two+Syntactic+Treatment+Procedures+with+Cantonese-Speaking,+School-Age+Children+with+Language+Disorders 2015 Targeted Other School/College Employees Up to Half a Term None None Single 52 NA Yes Whole Sample Only Immediate Post-Test Only Yes No Yes, Descriptive Theory of Change Yes
3031194 USA/Canada College/University Professional Training STUDY OBJECTIVE: This study was conducted to determine the natural history of airway management skill decay and examine the effect of independent practice and periodic feedback on airway management skill maintenance. METHODS: This prospective, randomized controlled study conducted at Dalhousie University in Halifax, Nova Scotia, Canada, between November 1997 and September 1998. A convenience sample of 84 health sciences students with no prior airway management experience was used. Participants were trained using an advanced airway manikin and then were randomly assigned to control (n=24), periodic feedback only (n=30), and independent practice plus periodic feedback (n=30) groups. Performance was measured by a 52-point weighted checklist at 0, 16, 25, and 40 weeks after the initial program. RESULTS: Group scores were analyzed using a mixed-model repeated-measures analysis of variance and Bonferroni-adjusted P values. Overall group (P =.0002) and time (P =.0001) effects were significant. At time 0, there was no statistical difference in mean scores between groups (range 45.0 to 45.2). Control group performance fell over the first time interval (0 to 16 weeks) (mean score=34.0, P =.002) and remained lower at all intervals without further significant change. Scores in the independent practice plus feedback group revealed no significant changes over time and were significantly higher than the control group throughout. Performance in the periodic feedback only group showed a nonsignificant trend to improved performance over the control group. CONCLUSION: Airway management skill performance declines early after initial training. Independent practice combined with periodic feedback was effective in maintaining performance scores in an advanced airway management simulation. Periodic evaluation with feedback alone showed a nonsignificant trend toward improvement over control. A randomized controlled trial on the effect of educational interventions in promoting airway management skill maintenance https://www.google.com/search?q=A+randomized+controlled+trial+on+the+effect+of+educational+interventions+in+promoting+airway+management+skill+maintenance 2000 Universal External Educators Full Academic Year or Longer None None Single 84 NA Yes Whole Sample Only At Least Some Follow-Up Yes Yes, But Not Reported No Yes
3031718 USA/Canada Primary/Elementary Literacy/English This study reports a randomized controlled trial evaluation of a computer-based balanced literacy intervention, ABRACADABRA (http://grover.concordia.ca/abra/version1/abracadabra.html). Children (N = 144) in Grade 1 were exposed either to computer activities for word analysis, text comprehension, and fluency, alongside shared stories (experimental groups), or to balanced literacy approaches delivered by their classroom teachers (control group). Two computer-based interventions--a phoneme-based synthetic phonics method and a rime-based analytic phonics method--were contrasted. Children were taught 4 times per week for 12 weeks in small groups. There were significant improvements in letter knowledge in the analytic phonics program and significant improvements in phonological awareness, listening comprehension, and reading comprehension at immediate posttest and in phonological awareness and reading fluency at a delayed posttest in the synthetic phonics program. Effect size analyses confirmed that both interventions had a significant impact on literacy at both posttests. (Contains 2 tables.) A Randomized Controlled Trial Study of the ABRACADABRA Reading Intervention Program in Grade 1 https://www.google.com/search?q=A+Randomized+Controlled+Trial+Study+of+the+ABRACADABRA+Reading+Intervention+Program+in+Grade+1 2009 Universal Regular Teachers/Lecturers Between Half and Full Term None None Single 144 NA yes Whole Sample Only Immediate Post-Test Only Yes No Yes, Descriptive Theory of Change Yes
3031060 USA/Canada Middle/High School Physical Health and Wellbeing OBJECTIVE: To test the efficacy of a prevention intervention to reduce sexual risk behavior among Latino adolescents. DESIGN: Randomized controlled trial from April 2000 through March 2003, with data collection before and after intervention and at 3, 6, and 12 months. SETTING: Northeast Philadelphia schools. PARTICIPANTS: Latinos aged 13 through 18 years (249 males and 304 females); 81.6% retained at 12-month follow-up. INTERVENTIONS: The HIV and health-promotion control interventions consisted of six 50-minute modules delivered by adult facilitators to small, mixed-gender groups in English or Spanish. Main Outcome Measure Self-reported sexual behavior. RESULTS: Analyses using generalized estimation equations over the follow-up period revealed that adolescents in the HIV intervention were less likely to report sexual intercourse (odds ratio, 0.66; 95% confidence interval [CI], 0.46-0.96), multiple partners (odds ratio, 0.53; 95% CI, 0.31-0.90), and days of unprotected intercourse (relative risk, 0.47; 95% CI, 0.26-0.84) and more likely to report using condoms consistently (odds ratio, 1.91; 95% CI, 1.24-2.93). Baseline sexual experience and language use moderated intervention efficacy. Adolescents assigned to the HIV intervention who were sexually inexperienced at baseline reported fewer days of unprotected sex (relative risk, 0.22; 95% CI, 0.08-0.63); Spanish speakers were more likely to have used a condom at last intercourse (odds ratio, 4.73; 95% CI, 1.72-12.97) and had a greater proportion of protected sex (mean difference, 0.35; P<.01) compared with similar adolescents in the health-promotion intervention. CONCLUSION: Results provide evidence for the efficacy of HIV intervention in decreasing sexual activity and increasing condom use among Latino adolescents. A randomized controlled trial testing an HIV prevention intervention for Latino youth https://www.google.com/search?q=A+randomized+controlled+trial+testing+an+HIV+prevention+intervention+for+Latino+youth 2006 Targeted Mixture Full Academic Year or Longer None None Single 656 NA Yes Some Sub-Groups Reported At Least Some Follow-Up Yes No Yes, Theoretical Perspectives No
3030891 NA NA NA BACKGROUND: Children with (treated for) brain tumours are at risk for impaired social competence and reduced quality of life (QOL). Intervention programs targeting the social competence deficits of these children have received little empirical attention. OBJECTIVE: To determine if pediatric brain tumour (PBT) patients receiving a manualized group social skills training intervention program (SSIP; Experimental Group (EG)) improves social skills and QOL when compared to an Attention Control Group (CG). HYPOTHESIS: When compared to the CG, children in the EG will experience improved social skills and QOL. METHODS: This study employed a multisite randomized controlled trial (RCT) design with repeated measures. INCLUSION CRITERIA: PBT patients ages 8 to 16 years, in stable condition and attending school regularly. Both groups underwent 8 two-hour weekly group sessions and three assessments (pre, post, 6 month follow-up). In the EG, sessions consisted of manualized social skills training through games and crafts; CG sessions focused on socialization through games and crafts without skill training. Outcome measures included parent and self-reported social skills (Social Skills Rating System) and QOL (PedsQL4.0). Outcomes were compared using repeated-measures ANOVAs. RESULTS: Preliminary analyses were based on 42 PBT patients (21 per group) having completed all three assessments. Self Report: Group differences suggested improved cooperation in the EG (2 = 0.11) and greater empathy in EG than in CG (2 = 0.09); and positive changes in PedsQL feelings in the EG over time (2 = 0.14). Parent Report: A group by time interaction suggested improved social functioning in the EG over time (2 = 0.15). Finally, cooperation and emotional functioning improved over time across both groups (2 = 0.26 & h2 = 0.31). CONCLUSION: Preliminary findings suggest SSIP as a promising means to improve social competence and QOL of children with PBT based on parent and self-report. This RCTrepresents a major advancement in validating evidence-based psychosocial treatments for this population. A randomized controlled trial to evaluate the efficacy of a group social skills intervention for children with brain tumours https://www.google.com/search?q=A+randomized+controlled+trial+to+evaluate+the+efficacy+of+a+group+social+skills+intervention+for+children+with+brain+tumours NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA
3031444 USA/Canada College/University Professional Training OBJECTIVES: To determine whether pharmacy students who performed Diabetes Checks with patients have greater improvements in attitudes and behaviour regarding monitoring than students who performed a control activity. The Diabetes Check is a brief structured interaction that was designed to facilitate patient-pharmacist conversations about monitoring A1c, blood pressure and cholesterol (diabetes ABCs). METHODS: A randomized controlled trial was conducted where students in the intervention group performed five to ten Diabetes Checks. In the control group, students performed two drug-profile reviews for patients with diabetes. Students completed a pre- and post-assessment of the frequency of monitoring behaviour and attitudes, including self-efficacy, outcome expectancies, role beliefs (counselling role orientation and monitoring role orientation) and mattering. Improvements in behaviours and attitudes were assessed with bivariate and multiple linear regression. The study setting was University of Wisconsin-Madison School of Pharmacy and its affiliated Ambulatory Pharmaceutical Care Clerkship community pharmacies. KEY FINDINGS: Of 130 students, 119 (92%) completed surveys at both time points. Students who completed the Diabetes Check intervention had greater improvements in the frequency of monitoring patients' A1c values and in their counselling role orientation than control group students. CONCLUSIONS: The Diabetes Check improved pharmacy students' monitoring behaviour and general counselling beliefs. The Diabetes Check is a practical intervention to get patients and pharmacy students working together to monitor diabetes and potentially improve patient health. A randomized controlled trial to evaluate the impact of structured patient interactions on pharmacy students' counselling behaviours and attitudes https://www.google.com/search?q=A+randomized+controlled+trial+to+evaluate+the+impact+of+structured+patient+interactions+on+pharmacy+students'+counselling+behaviours+and+attitudes 2009 Universal Regular Teachers/Lecturers Up to Half a Term Behaviour and Social Wellbeing none Single 130 NA Yes Some Sub-Groups Reported At Least Some Follow-Up Yes Yes, Limited Yes, Theoretical Perspectives Yes
3031784 USA/Canada Primary/Elementary Behaviour and Social Wellbeing In this article, we report the results from a randomized evaluation of the Safe and Civil Schools (SCS) model for school-wide positive behavioral interventions and supports. Thirty-two elementary schools in a large urban school district were randomly assigned to an initial training cohort or a wait-list control group. Results suggested that SCS training positively affected school policies and student behavior. Surveys administered after the commencement of SCS training found large improvements in staff perceptions of school behavior policies and student behavior at schools receiving SCS training that were not observed at wait-list schools. Similarly, we observed reductions in student suspensions at schools implementing SCS that were not observed at control schools. The observed improvements persisted through the second year of trainings, and once the wait-list control schools commenced SCS training, they experienced similar improvements in school policies and student behavior. (PsycINFO Database Record (c) 2014 APA, all rights reserved)(journal abstract) A randomized evaluation of the Safe and Civil Schools model for positive behavioral interventions and supports at elementary schools in a large urban school district https://www.google.com/search?q=A+randomized+evaluation+of+the+Safe+and+Civil+Schools+model+for+positive+behavioral+interventions+and+supports+at+elementary+schools+in+a+large+urban+school+district 2013 Universal Other School/College Employees Full Academic Year or Longer None None Clustered 80000 33 no Whole Sample Only Immediate Post-Test Only Yes No Yes, Theoretical Perspectives Yes
3030819 USA/Canada Middle/High School Literacy/English This article describes a randomized evaluation of The Reading Edge, a reading program for middle school students. The Reading Edge was designed to integrate findings of research on cooperative learning and metacognitive reading strategies into a replicable reading instructional package that could be implemented effectively in Title I middle schools. In this study, 405 sixth graders in two high-poverty, rural middle schools previously unfamiliar with the program were randomly assigned to participate in The Reading Edge or to continue with their existing reading programs. After one year of instruction, observations of classroom use of metacognitive strategies, cooperative learning, goal setting/feedback, and classroom management, showed moderate levels of implementation in Reading Edge classes but little use of metacognitive strategies, cooperative learning, or goal setting/feedback in control classes. Statistically significant differences in student scores on the Vocabulary subscale of the Gates-MacGinitie Reading Test, and marginally significant scores on the Total Achievement score, provide support for the basic reading model, but larger and longer studies are needed to establish the full effects of this approach. (Contains 1 table.) A Randomized Evaluation of the Success for All Middle School Reading Program https://www.google.com/search?q=A+Randomized+Evaluation+of+the+Success+for+All+Middle+School+Reading+Program 2007 Targeted Regular Teachers/Lecturers Full Academic Year or Longer None None Single 405 NA Yes Whole Sample Only At Least Some Follow-Up Yes No No No
3031575 USA/Canada Middle/High School Literacy/English This study reports Year 1 findings from a multisite cluster randomized controlled trial of a cognitive strategies approach to teaching text-based analytical writing for mainstreamed Latino English language learners (ELLs) in 9 middle schools and 6 high schools. There were 103 English teachers stratified by school and grade and then randomly assigned to the Pathway Project professional development intervention or control group. The Pathway Project trains teachers to use a pretest on-demand writing assessment to improve text-based analytical writing instruction for mainstreamed Latino ELLs who are able to participate in regular English classes. The intervention draws on well-documented instructional frameworks for teaching mainstreamed ELLs. Such frameworks emphasize the merits of a cognitive strategies approach that supports these learners' English language development. Pathway teachers participated in 46 hrs of training and learned how to apply cognitive strategies by using an on-demand writing assessment to help students understand, interpret, and write analytical essays about literature. Multilevel models revealed significant effects on an on-demand writing assessment (d = 0.35) and the California Standards Test in English language arts (d = 0.07). (Contains 1 figure, 7 tables and 4 footnotes.) A Randomized Experiment of a Cognitive Strategies Approach to Text-Based Analytical Writing for Mainstreamed Latino English Language Learners in Grades 6 to 12 https://www.google.com/search?q=A+Randomized+Experiment+of+a+Cognitive+Strategies+Approach+to+Text-Based+Analytical+Writing+for+Mainstreamed+Latino+English+Language+Learners+in+Grades+6+to+12 2011 Targeted Regular Teachers/Lecturers More than One Term Literacy/English None Clustered 2726 103 Yes Some Sub-Groups Reported Immediate Post-Test Only Yes No Yes, Descriptive Theory of Change Yes
3030590 USA/Canada Primary/Elementary Literacy/English The purpose of this study was (1) to examine the causal effects of READ 180, a mixed-methods literacy intervention, on measures of word reading efficiency, reading comprehension and vocabulary, and oral reading fluency and (2) to examine whether print exposure among children in the experimental condition explained variance in posttest reading scores. A total of 294 children in Grades 4-6 were randomly assigned to READ 180 or a district after-school program. Both programs were implemented 4 days per week over 23 weeks. Children in the READ 180 intervention participated in three 20-min literacy activities, including (1) individualized computer-assisted reading instruction with videos, leveled text, and word study activities, (2) independent and modeled reading practice with leveled books, and (3) teacher-directed reading lessons tailored to the reading level of children in small groups. Children in the district after-school program participated in a 60-min program in which teachers were able to select from 16 different enrichment activities that were designed to improve student attendance. There was no significant difference between children in READ 180 and the district after-school program on norm-referenced measures of word reading efficiency, reading comprehension, and vocabulary. Although READ 180 had a positive impact on oral reading fluency and attendance, these effects were restricted to children in Grade 4. Print exposure, as measured by the number of words children read on the READ 180 computer lessons, explained 4% of the variance in vocabulary and 2% of the variance in word reading efficiency after all pretest reading scores were partialed out. A Randomized Experiment of a Mixed-Methods Literacy Intervention for Struggling Readers in Grades 4-6: Effects on Word Reading Efficiency, Reading Comprehension and Vocabulary, and Oral Reading Fluency https://www.google.com/search?q=A+Randomized+Experiment+of+a+Mixed-Methods+Literacy+Intervention+for+Struggling+Readers+in+Grades+4-6:+Effects+on+Word+Reading+Efficiency,+Reading+Comprehension+and+Vocabulary,+and+Oral+Reading+Fluency 2009 Targeted Regular Teachers/Lecturers More than One Term None None Clustered 294 3 Yes Some Sub-Groups Reported Immediate Post-Test Only Yes Yes, Fairly Well Yes, Theoretical Perspectives No
3031408 USA/Canada Primary/Elementary Literacy/English Components of the School RenaissanceR] program, including Accelerated Reader and Reading Renaissance, have been implemented in more than 65,000 schools in the United States. Despite the program's popularity, there have been no published, well-controlled evaluations of its effectiveness. This randomized field experiment was designed to gauge program impacts on the reading achievement of 978 urban students in Grades 3 to 6. Schools and teachers within schools volunteered to participate in the study, with the foreknowledge that teachers would be randomly assigned to either implement School Renaissance or serve as controls. A 3-level hierarchical linear model was used to estimate the impact of the program on student reading growth trajectories on the STAR Reading test. Students in School Renaissance classrooms exhibited significantly higher growth rates than those in control classrooms, with effect size estimates ranging from +0.07 to +0.34 across grades. Quality of program implementation did not predict student achievement growth but was correlated with a reduction in the negative effect of learning disability status. A Randomized Experimental Evaluation of the Impact of Accelerated Reader/Reading Renaissance Implementation on Reading Achievement in Grades 3 to 6 https://www.google.com/search?q=A+Randomized+Experimental+Evaluation+of+the+Impact+of+Accelerated+Reader/Reading+Renaissance+Implementation+on+Reading+Achievement+in+Grades+3+to+6 2006 Universal Regular Teachers/Lecturers Full Academic Year or Longer none none Clustered 978 44 Yes Some Sub-Groups Reported Immediate Post-Test Only Yes Yes, Fairly Well Yes, Theoretical Perspectives Yes
3031152 USA/Canada Multiple Literacy/English This article describes an independent assessment of the Fast ForWord Language computer-based training program developed by Scientific Learning Corporation. Previous laboratory research involving children with language-based learning impairments showed strong effects on their abilities to recognize brief and fast sequences of nonspeech and speech stimuli, but generalization of these effects beyond clinical settings and student populations and to broader literacy measures remains unclear. Implementing a randomized field trial in eight urban schools, we generated impact estimates from separate intent-to-treat and treatment-on-the-treated analyses of the literacy outcomes of second- and seventh-grade students who were more generally at risk for poor reading and language outcomes. There were some problems of implementation in the field setting, and the Fast ForWord Language program did not, in general, help students in these eight schools improve their language and reading comprehension test scores. (Contains 6 notes and 10 tables.) A Randomized Field Trial of the Fast ForWord Language Computer-Based Training Program https://www.google.com/search?q=A+Randomized+Field+Trial+of+the+Fast+ForWord+Language+Computer-Based+Training+Program 2009 Targeted Regular Teachers/Lecturers Between Half and Full Term None None Clustered 415 8 No Some Sub-Groups Reported Immediate Post-Test Only Yes No Yes, Theoretical Perspectives No
3030989 Asia Middle/High School Physical Health and Wellbeing BACKGROUND: Tobacco use is a significant public health problem in China. Culturally specific smoking prevention programs are needed for Chinese adolescents. This study evaluated a school-based smoking prevention curriculum with a social normative approach developed in the United States for adolescents in urban Wuhan, China. METHODS: As a randomized trial, the intervention was implemented in 1998 with 7th grade students in seven schools with seven matched control schools. Multilevel logistic regression models were used to compare ever and recent (past-month) smoking behaviors for the control and program conditions. RESULTS: At the 1-year follow-up, smoking had increased more rapidly in the control schools than in the program schools. The odds of baseline nonsmokers initiating smoking did not differ between the program and control groups (OR=1.08 with 95% CI=0.71, 1.64). The program prevented progression to recent smoking among boys who were baseline ever smokers. Among boys who were recent smokers at baseline, the prevention program significantly reduced risk of remaining recent smokers at follow-up (OR=0.45 with 95% CI=0.23, 0.88). CONCLUSIONS: This social normative smoking prevention curriculum did not demonstrate a significant primary prevention effect but showed potential for secondary prevention. Culturally specific smoking prevention programs are needed for Chinese adolescents. A randomized intervention of smoking for adolescents in urban Wuhan, China https://www.google.com/search?q=A+randomized+intervention+of+smoking+for+adolescents+in+urban+Wuhan,+China 2006 Universal Regular Teachers/Lecturers Between Half and Full Term None None Clustered 3998 16 Yes Some Sub-Groups Reported At Least Some Follow-Up No No No No
3030598 USA/Canada College/University Professional Training ; Background: Medical student education is challenging, and concept maps (CMs) can help students link new and existing knowledge, promote critical thinking and identify knowledge gaps. Aims: To study the feasibility, acceptability, and effectiveness of CMs in problem-based learning (PBL) tutorials. Method: Students and tutors were randomized to tutorials that used or did not use CMs. A mixed-methods approach generated qualitative and quantitative results of participants� perspectives on and the effects of CMs in PBL tutorials. Results: Student survey response rate was 71% (122/172). Most students (82.6%) planned to use CMs in the future at least occasionally, and students in CM tutorials endorsed increased likelihood of using CMs in the future (p?=?0.02) versus students in non-CM tutorials. Qualitative analyses identified consistent associations between CMs and recurrent themes: integration of physiological mechanisms, challenging students� knowledge of the material, and identification of knowledge gaps. Quantitative assessment of final exam scores revealed a statistically significant increase in the students� scores in CM tutorials versus students in non-CM tutorials with an a priori a of <0.10. Conclusions: CMs are well accepted by students and faculty, feasible to incorporate into PBL tutorials, and may result in improved exam performance and student learning of physiologic concepts A randomized pilot study of the use of concept maps to enhance problem-based learning among first-year medical students https://www.google.com/search?q=A+randomized+pilot+study+of+the+use+of+concept+maps+to+enhance+problem-based+learning+among+first-year+medical+students 2013 Universal Regular Teachers/Lecturers Between Half and Full Term None None Single 172 NA Yes Whole Sample Only Immediate Post-Test Only Yes Yes, Fairly Well Yes, Theoretical Perspectives No
3030731 Australia/New Zealand Middle/High School Behaviour and Social Wellbeing Objective: To conduct a placebo-controlled study of the effectiveness of a universal school-based depression prevention program. Method: Three hundred ninety-two students age 13 to 15 from two schools were randomized to intervention (RAP-Kiwi) and placebo programs run by teachers. RAP-Kiwi was an 11-session manual-based program derived from cognitive-behavioral therapy. The placebo was similar but with cognitive components removed. Outcomes were self-rated depression scales, the Reynolds Adolescent Depression Scale (RADS), and the Beck Depression Inventory II (BDI-II). Follow-up was to 18 months. Analysis was done on an intent-to-treat basis. Results: Immediately after the intervention, depression scores were reduced significantly more by RAP-Kiwi than by placebo, with a mean difference in change from baseline between groups of 1.5 on BDI-II (CI > 0.38, p = .01) and 2.24 on RADS (CI > 0.22, p = .04). Categorical analysis confirmed significant clinical benefit with an absolute risk reduction of 3% (95% CI, 1-11%, McNemar chi square], p = .03), with the 'number needed to treat' for short-term benefit of 33. Group differences in depression scores averaged across time to 18 months were significant on RADS but not on BDI-II. Retention rates were 91% at 6 months and 72% at 18 months. Conclusions: The RAP-Kiwi program is a potentially effective public health measure. Confirmation of effectiveness measuring episodes of depressive illness and broader measures of adjustment is warranted. J. Am. Acad. Child Adolesc. Psychiatry, 2004;43(5):538-547. Key Words: depression, prevention, adolescent, randomized controlled trial. A Randomized Placebo-Controlled Trial of a School-Based Depression Prevention Program https://www.google.com/search?q=A+Randomized+Placebo-Controlled+Trial+of+a+School-Based+Depression+Prevention+Program 2004 Universal Regular Teachers/Lecturers Between Half and Full Term None None Single 392 NA Yes Whole Sample Only At Least Some Follow-Up Yes No Yes, Descriptive Theory of Change Yes
3030609 USA/Canada Middle/High School Literacy/English This paper presents the findings from a randomized control trial study of reading/literacy-integrated science inquiry intervention after 1 year of implementation and the treatment effect on 5th-grade low-socio-economic African-American and Hispanic students� achievement in science and English reading. A total of 94 treatment students and 194 comparison students from four randomized intermediate schools participated in the current project. The intervention consisted of ongoing professional development and specific instructional science lessons with inquiry-based learning, direct and explicit vocabulary instruction, and integration of reading and writing. Results suggested that (a) there was a significantly positive treatment effect as reflected in students' higher performance in district-wide curriculum-based tests of science and reading and standardized tests of science, reading, and English reading fluency; (b) males and females did not differ significantly from participating in science inquiry instruction; (c) African-American students had lower chance of sufficiently mastering the science concepts and achieving above the state standards when compared with Hispanic students across gender and condition, and (d) below-poverty African-American females are the most vulnerable group in science learning. Our study confirmed that even a modest amount of literacy integration in inquiry-based science instruction can promote students' science and reading achievement. Therefore, we call for more experimental research that focus on the quality of literacy-integrated science instruction from which middle grade students, particularly low-socio-economic status students, can benefit. ABSTRACT FROM PUBLISHER]; Copyright of International Journal of Science Education is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) A Randomized Study of a Literacy-Integrated Science Intervention for Low-Socio-economic Status Middle School Students: Findings from first-year implementation https://www.google.com/search?q=A+Randomized+Study+of+a+Literacy-Integrated+Science+Intervention+for+Low-Socio-economic+Status+Middle+School+Students:+Findings+from+first-year+implementation 2014 Targeted Regular Teachers/Lecturers Full Academic Year or Longer None None Clustered 288 4 Yes Some Sub-Groups Reported Immediate Post-Test Only Yes Yes, But Not Reported Yes, Theoretical Perspectives No
3030694 Asia Primary/Elementary Study-Related Skills The present study was intended to compare the effects of two programs (yoga and physical activity), each of one-month duration on depth perception. Thirty two girls (aged between 10 and 11 years) in a residential school were matched as pairs for age and randomly assigned to the two groups. The groups practiced the assigned interventions as 75 minutes every day for 7 days a week. Depth perception was assessed using a standard apparatus measuring errors in 5 trials per subject. At the end of the month the yoga group showed a significant decrease in errors 26.5% (Kruskal-Wallis test for tied ranks), compared to the physical activity group, who showed no change. The significant improvement in the yoga group in depth perception compared to the physical training group, was speculated to be related to lower anxiety levels which have been proven to be associated with better visual perception. (PsycINFO Database Record (c) 2012 APA, all rights reserved)(journal abstract) A randomized trial comparing the effects of yoga and physical activity programs on depth perception in school children https://www.google.com/search?q=A+randomized+trial+comparing+the+effects+of+yoga+and+physical+activity+programs+on+depth+perception+in+school+children 2003 Universal Mixture Up to Half a Term None None Single 32 NA Yes Whole Sample Only Immediate Post-Test Only Yes No Yes, Descriptive Theory of Change Yes
8154672 Asia Primary/Elementary Physical Health and Wellbeing Objective: Dog-bite injuries pose significant threat to children globally. School-age children are especially at risk because of their insufficient safety knowledge and cognitively immature tendency toward low perceived vulnerability to bites, and this risk is elevated further for school-age children living in rural China due to the large number of stray dogs, all potential rabies carriers, present in their communities. Method: This randomized controlled trial evaluated whether viewing an educational video of testimonials would change safety knowledge, perceived vulnerability, and simulated behaviors with dogs among a sample of 280 third and fourth graders living in rural China. Participants were randomly assigned to view either an educational video of testimonials on dog-bite prevention (treatment) or an educational video of testimonials on drowning prevention (comparison). Safety knowledge, perceived vulnerability to dog bites, and simulated behavior with dogs using a dollhouse model were assessed both before and after exposure to the video of testimonials. Results: Children who watched the educational video of testimonials on dog-bite prevention had increased safety knowledge, higher perceived vulnerability, and less risky simulated behaviors with dogs compared with the comparison group. Mediation analysis revealed that the intervention successfully changed children’s simulated behaviors with dogs through greater safety knowledge and increased perceived vulnerability. Conclusions: Results suggest the incorporation of testimonials into injury prevention programs has potential for broad global dissemination. The fact that both increased knowledge and heightened perceived vulnerability mediated changes in simulated behavior suggests the dual roles of knowledge and appraisal on children’s injury-risk behavior. A randomized trial evaluating child dog-bite prevention in rural China through video-based testimonials https://www.google.com/search?q=A+randomized+trial+evaluating+child+dog-bite+prevention+in+rural+China+through+video-based+testimonials 2016 Universal External Educators Up to Half a Term None None Single 280 NA Yes Some Sub-Groups Reported Immediate Post-Test Only No Yes, Limited No Yes
3030847 USA/Canada Preschool/Kindergarten Behaviour and Social Wellbeing The present study is a large-scale randomized trial testing the efficacy of a family-school partnership model (i.e., conjoint behavioral consultation) for promoting behavioral competence and decreasing problem behaviors of students identified by their teachers as disruptive. The focus of this study is on student behavioral outcomes and the potential role of parent-teacher relationships as a mediating variable. Two hundred seven students, from 82 classrooms, and their families and teachers participated. Results indicated that, relative to the control group, students in the conjoint behavioral consultation condition demonstrated greater increases in adaptive behaviors and social skills over the 8-week intervention period. Compared to teachers in the control group, those in the experimental conjoint behavioral consultation condition demonstrated significantly greater change in their reported relationships with parents. Furthermore, improvements in teacher-reported relationships with parents mediated the effects of conjoint behavioral consultation on positive changes in children's behaviors. Interpretation and implications of these findings are discussed. (Contains 4 tables and 2 figures.) A Randomized Trial Examining the Effects of Conjoint Behavioral Consultation and the Mediating Role of the Parent-Teacher Relationship https://www.google.com/search?q=A+Randomized+Trial+Examining+the+Effects+of+Conjoint+Behavioral+Consultation+and+the+Mediating+Role+of+the+Parent-Teacher+Relationship 2012 Targeted Regular Teachers/Lecturers Between Half and Full Term None None Clustered 207 82 Yes Whole Sample Only Immediate Post-Test Only Yes No Yes, Descriptive Theory of Change Yes
3031183 USA/Canada Preschool/Kindergarten Literacy/English Language and literacy skills established during early childhood are critical for later school success. Parental engagement with children has been linked to a number of adaptive characteristics in preschoolers including language and literacy development, and family-school collaboration is an important contributor to school readiness. This study reports the results of a randomized trial of a parent engagement intervention designed to facilitate school readiness among disadvantaged preschool children, with a particular focus on language and literacy development. Participants included 217 children, 211 parents, and 29 Head Start teachers in 21 schools. Statistically significant differences in favor of the treatment group were observed between treatment and control participants in the rate of change over 2 academic years on teacher reports of children's language use (d = 1.11), reading (d = 1.25), and writing skills (d = 0.93). Significant intervention effects on children's direct measures of expressive language were identified for a subgroup of cases where there were concerns about a child's development upon entry into preschool. Additionally, other child and family moderators revealed specific variables that influenced the treatment's effects. (Contains 1 figure and 4 tables.) A Randomized Trial Examining the Effects of Parent Engagement on Early Language and Literacy: The Getting Ready Intervention https://www.google.com/search?q=A+Randomized+Trial+Examining+the+Effects+of+Parent+Engagement+on+Early+Language+and+Literacy:+The+Getting+Ready+Intervention 2010 Universal Regular Teachers/Lecturers Full Academic Year or Longer None None Single 217 NA Yes Some Sub-Groups Reported Immediate Post-Test Only Yes No Yes, Theoretical Perspectives Yes
3031318 USA/Canada Primary/Elementary Behaviour and Social Wellbeing Objective: Interventions for peer problems among children with attention-deficit/hyperactivity disorder (ADHD) typically focus on improving these children's behaviors. This study tested the proposition that an adjunctive component encouraging the peer group to be socially inclusive of children with ADHD would augment the efficacy of traditional interventions. Method: Two interventions were compared: contingency management training (COMET), a traditional behavioral management treatment to improve socially competent behavior in children with ADHD, and Making Socially Accepting Inclusive Classrooms (MOSAIC), a novel treatment that supplemented behavioral management for children with ADHD with procedures training peers to be socially inclusive. Children ages 6.8-9.8 (24 with ADHD; 113 typically developing TD]) attended a summer day program grouped into same-age, same-sex classrooms with previously unacquainted peers. Children with ADHD received both COMET and MOSAIC with a repeated measures crossover design. TD children provided sociometric information about the children with ADHD. Results: Whereas the level of behavior problems displayed by children with ADHD did not differ across treatment conditions, children with ADHD displayed improved sociometric preference and more reciprocated friendships, and received more positive messages from peers, when they were in MOSAIC relative to COMET. However, the beneficial effects of MOSAIC over COMET predominantly occurred for boys relative to girls. Conclusions: Data support the concept that adjunctive procedures to increase the inclusiveness of the peer group may ameliorate peer problems among children with ADHD, and suggest the potential utility of modifying MOSAIC to be delivered in regular classroom settings. (Contains 3 tables and 1 figure.) A Randomized Trial of a Classroom Intervention to Increase Peers' Social Inclusion of Children with Attention-Deficit/Hyperactivity Disorder https://www.google.com/search?q=A+Randomized+Trial+of+a+Classroom+Intervention+to+Increase+Peers'+Social+Inclusion+of+Children+with+Attention-Deficit/Hyperactivity+Disorder 2013 Targeted External Educators Up to Half a Term none none Single 137 NA No Some Sub-Groups Reported Immediate Post-Test Only Yes Yes, Fairly Well Yes, Descriptive Theory of Change Yes
3031601 USA/Canada Multiple Literacy/English Given that many schools have limited resources and a high proportion of students who present with deficits in early literacy skills, supports aimed at preventing reading failure must be simple and efficient and generate meaningful changes in student learning. We used a randomized group design with a wait-list control to extend the work of Volpe, Burns, DuBois, and Zaslofsky (2011), who found a computer-assisted tutoring program designed to teach young children letter sounds using incremental rehearsal to be an efficient and acceptable intervention for students who were slow to respond to class-wide early literacy intervention. In our study, a total of 30 kindergarten and first-grade students were randomly assigned to either 2 weeks of computer-aided tutoring or a wait-list control group. The effects of the intervention were investigated using multiple-level modeling over four assessment periods (pretreatment, 1 week of intervention, 2 weeks of intervention, and 1-week follow-up). Results were consistent across dependent measures, with rates of growth and follow-up scores significantly higher for the intervention group as compared with the control group. Given that these skills were enhanced in an efficient manner and maintained for at least 1 week, the computer-assisted tutoring intervention appears to be an appropriate support for rapidly improving early skill deficits related to letter-sound knowledge and decoding. (PsycINFO Database Record (c) 2014 APA, all rights reserved)(journal abstract) A randomized trial of a computer-assisted tutoring program targeting letter-sound expression https://www.google.com/search?q=A+randomized+trial+of+a+computer-assisted+tutoring+program+targeting+letter-sound+expression 2014 Targeted External Educators Up to Half a Term none none Single 30 NA Yes Some Sub-Groups Reported At Least Some Follow-Up Yes Yes, Fairly Well Yes, Descriptive Theory of Change Yes
3030908 Australia/New Zealand College/University Professional Training PURPOSE: To conduct a controlled trial of traditional and problem-based learning (PBL) methods of teaching epidemiology. METHOD: All second-year medical students (n = 136) at The University of Western Australia Medical School were offered the chance to participate in a randomized controlled trial of teaching methods for an epidemiology course. Students who consented to participate (n = 80) were randomly assigned to either a PBL or a traditional course. Students who did not consent or did not return the consent form (n = 56) were assigned to the traditional course. Students in both streams took identical quizzes and exams. These scores, a collection of semi-quantitative feedback from all students, and a qualitative analysis of interviews with a convenience sample of six students from each stream were compared. RESULTS: There was no significant difference in performances on quizzes or exams between PBL and traditional students. Students using PBL reported a stronger grasp of epidemiologic principles, enjoyed working with a group, and, at the end of the course, were more enthusiastic about epidemiology and its professional relevance to them than were students in the traditional course. PBL students worked more steadily during the semester but spent only marginally more time on the epidemiology course overall. Interviews corroborated these findings. Non-consenting students were older (p < 0.02) and more likely to come from non-English-speaking backgrounds (p < 0.005). CONCLUSIONS: PBL provides an academically equivalent but personally far richer learning experience. The adoption of PBL approaches to medical education makes it important to study whether PBL presents particular challenges for students whose first language is not the language of instruction. A randomized trial of a problem-based learning approach for teaching epidemiology https://www.google.com/search?q=A+randomized+trial+of+a+problem-based+learning+approach+for+teaching+epidemiology 2001 Universal Regular Teachers/Lecturers Up to Half a Term None None Single 136 NA No Whole Sample Only Immediate Post-Test Only Yes Yes, Fairly Well Yes, Descriptive Theory of Change Yes
3031631 UK/Ireland Primary/Elementary Behaviour and Social Wellbeing Primary school aged children with severe learning disabilities and behavioural problems were identified from those attending special needs schools in three adjacent Inner London boroughs. In two of the boroughs their parents/carers were randomly allocated to receive 5-7 group- or individually-based intervention sessions aimed at preventing or reducing their child's behaviour problems; teaching and support staff at their schools received a 2-day workshop with the same aims. Children in the third borough served as a 'no treatment' control group. Follow-up assessments were carried out shortly after the interventions were completed and 6 months later. Individually-based intervention was superior to group-based intervention in acceptability, attendance, levels of participant satisfaction and the likelihood of reported behavioural improvement. Within the individual intervention group, behaviours that had been targeted for intervention were more likely to show improvements than those that were untargeted. However, in spite of these improvements, there were no significant differences between groups in the absolute frequency or severity of the child's behaviour problems at either post-intervention assessment, and reductions in levels of parental distress noted on completion of the interventions were no longer apparent 6 months later. A randomized trial of brief individual versus group parent training for behaviour problems in children with severe learning disabilities https://www.google.com/search?q=A+randomized+trial+of+brief+individual+versus+group+parent+training+for+behaviour+problems+in+children+with+severe+learning+disabilities 2001 Targeted Mixture Up to Half a Term None None Single 40 NA No Whole Sample Only At Least Some Follow-Up Yes Yes, But Not Reported Yes, Descriptive Theory of Change Yes
3031608 NA NA NA Introduction We report preliminary results from a study in 17 schools examining the efficacy of 2 computerbased attention training systems in teaching children with Attention Deficit/Hyperactivity Disorder (ADHD) to concentrate more effectively. Several studies suggest that attention training using neurofeedback may result in decreased symptoms of ADHD and improved academic performance and behavior at school. In one such study of 100 children on stimulant medication (Monastra, Monastra, & George, 2002), only the participants who received additional neurofeedback sustained the positive gains after the stimulant medication was discontinued. A small, randomized controlled trial of neurofeedback with a waitlist control (Linden, Habib, & Radojevic, 1996) demonstrated improvements in behavioral symptoms of ADHD. Unfortunately, there were only 18 participants, so there was insufficient power to demonstrate a statistically significant difference between the groups. We compared a neurofeedback (NFB) computer attention training system that teaches children to alter their brainwave activity with a Standard Computer Format attention training system (SCF). We hypothesize that both treatments will show improvement in ADHD symptoms and academic outcomes compared to a control condition. Methods Forty-five children with ADHD in Grades 2 and 4 were randomly assigned to receive the NFB, SCF, or a waitlist-control condition (WLC) that receives NFB or SCF the following academic year. Children received forty 45-min sessions 3 times a week at school for 4 months. As part of a comprehensive assessment, we report data on the T-SKAMP completed by teachers that assesses symptoms of ADHD in the classroom; the PERMP, a math test completed by students that analyzes speed and accuracy; and the BOSS, double-blind classroom observations. Intervention/Program/Practice The neurofeedback intervention system used is commercially available and was chosen for several reasons: (a) The NFB component is directed at increased theta waves and decreased beta waves in the frontal cortex, which are the most frequently observed cortical deficits in children with ADHD, and (b) it uses EEG sensors that are embedded in a bicycle helmet, as opposed to EEG sensors placed directly on the scalp with wires, which significantly eases delivery in children. This system includes different tasks to train attention stamina, visual tracking (as required in the classroom), increased time-on-task, short-term memory and sequencing, and discriminatory processing. As the child advances, she or he progresses to more challenging tasks that include visual and auditory distractions, such as colorful shapes moving around on the screen and background noise. The SCF intervention used is also commercially available and was chosen for several reasons: (a) It includes an extensive array of cognitive exercises that target many areas of attention as well as working memory, and (b) the SCF system is designed to improve sustained concentration and working memory through a variety of specific interactive exercises manipulated with a standard computer mouse and keyboard. The exercises aim to maximize attention, decrease impulsivity, and train auditory and visual working memory. The tasks become more challenging as the participant progresses. Results Wave 1 participants include 41 children diagnosed with ADHD in Grades 2 and 4. We conducted preliminary analyses of variance of the PERMP, T-SKAMP, and BOSS (see Tables 3 and 4, Appendix B, in the paper). The NFB intervention group showed improvement on the number of math problems correct on the PERMP math test (p=.03), indicating an increase in accuracy as well as an increase in number of problems attempted on the PERMP math test (p=.02), illustrating an increase in speed. The NFB intervention group also demonstrated a decrease in ADHD symptoms as reported by teachers on the T-SKAMP Attention scale (p=.01). The SCF group showed improvement on the number of problems correct on the PERMP math test (p=.01) indicating an increase in accuracy, and a trend toward decreased ADHD symptoms on the T-SKAMP. The WLC showed no significant effects on either the PERMP or the T-SKAMP. The BOSS showed a trend toward ADHD symptom reduction in the classroom setting. Conclusion Our preliminary data from a 4-year study evaluating the efficacy of 2 computer-based attention training systems in schools shows significant results and promising trends. As this is a preliminary analysis of preliminary data, we have not addressed all of the study's aims and have not yet compared data between the 3 intervention groups. Teacher report of ADHD symptoms, math achievement by students, and objective classroom observations for our first wave were analyzed. Our preliminary data on these outcome measures suggest that computer-based attention training programs offered in an elementary school setting may be effective in reducing symptoms of ADHD and improved math achievement. We hope that analysis of full data collected after the intervention of Wave 2 will consolidate our findings and further explore the feasibility and effectiveness of computer attention training as a method to support children with attention issues in schools. A randomized trial of computer attention training in children with attention-deficit/hyperactivity disorder https://www.google.com/search?q=A+randomized+trial+of+computer+attention+training+in+children+with+attention-deficit/hyperactivity+disorder NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA
3031646 USA/Canada Primary/Elementary Behaviour and Social Wellbeing Mindfulness-based cognitive therapy for children (MBCT-C) is a manualized group psychotherapy for children ages 9-13 years old, which was developed specifically to increase social-emotional resiliency through the enhancement of mindful attention. Program development is described along with results of the initial randomized controlled trial. We tested the hypotheses that children randomized to participate in MBCT-C would show greater reductions in (a) attention problems, (b) anxiety symptoms, and (c) behavior problems than wait-listed age and gender-matched controls. Participants were boys and girls aged 9-13 (N = 25), mostly from low-income, inner-city households. Twenty-one of 25 children were ethnic minorities. A randomized cross-lagged design provided a wait-listed control group, a second trial of MBCT-C, and a 3-month follow-up of children who completed the first trial. Measures included the Child Behavior Checklist, State-Trait Anxiety Inventory for Children, and Multidimensional Anxiety Scale for Children. Participants who completed the program showed fewer attention problems than wait-listed controls and those improvements were maintained at three months following the intervention F (1, 1, 18) = 5.965, p = 0.025, Cohen's d = 0.42]. A strong relationship was found between attention problems and behavior problems (r = 0.678, p less than 0.01). Reductions in attention problems accounted for 46% of the variance of changes in behavior problems, although attention changes proved to be a non-significant mediator of behavior problems (p = 0.053). Significant reductions in anxiety symptoms and behavior problems were found for those children who reported clinically elevated levels of anxiety at pretest (n = 6). Results show that MBCT-C is a promising intervention for attention and behavior problems, and may reduce childhood anxiety symptoms. A Randomized Trial of Mindfulness-Based Cognitive Therapy for Children: Promoting Mindful Attention to Enhance Social-Emotional Resiliency in Children https://www.google.com/search?q=A+Randomized+Trial+of+Mindfulness-Based+Cognitive+Therapy+for+Children:+Promoting+Mindful+Attention+to+Enhance+Social-Emotional+Resiliency+in+Children 2009 Targeted External Educators Between Half and Full Term None None Single 25 NA Yes Whole Sample Only Immediate Post-Test Only Yes No Yes, Descriptive Theory of Change Yes
3031046 USA/Canada Middle/High School Literacy/English Motivational interviewing (MI) is an effective method of promoting change in adults, but research on adolescents is limited. This study tests the efficacy of MI for promoting academic achievement in middle school students. Participants were 103 6th-, 7th-, and 8th-grade students randomly assigned to either a MI (n = 50) or a waitlist control condition (n = 53). Students in the MI condition participated in a single MI session during the 7th or 8th week of the second semester. In comparison to the control group, students who received MI demonstrated significant improvements in their class participation, overall positive academic behavior, and significantly higher 4th quarter math grades. Thus, consistent with other studies finding single session effects of MI, a single MI session can have beneficial effects on academic behaviors. Pending further study and replication of these findings, MI could become an efficient and effective new counseling approach for improving academic performance. (Contains 2 tables.) A Randomized Trial of Motivational Interviewing to Improve Middle School Students' Academic Performance https://www.google.com/search?q=A+Randomized+Trial+of+Motivational+Interviewing+to+Improve+Middle+School+Students'+Academic+Performance 2012 Universal External Educators Single Session Numeracy/Maths Other School Subjects Single 103 NA Yes Whole Sample Only At Least Some Follow-Up Yes Yes, Fairly Well Yes, Theoretical Perspectives Yes
3031854 USA/Canada College/University Study-Related Skills The concern over student retention in colleges and universities continues to increase, despite years of research examining attrition risk factors and preventive interventions. Many universities have initiated strategies to improve graduation rates, by focusing on the actual activities necessary to organize and complete school work. However, although academic-related skills do predict academic performance, research suggests that motivational factors may mediate the execution of behaviors involved with self-regulated learning required for success in college. The purpose of this study was to examine a motivational intervention for college students. Specifically, this study investigated the efficacy of Motivational Enhancement Therapy (MET) for use as a viable intervention within educational settings. One hundred and ten students having difficulty in the Introductory Psychology Class at UNM were randomized to receive three sessions of MET or three sessions of prescriptive advice (Treatment as usual: TAU) from peer coaches over the course of a semester. (PsycINFO Database Record (c) 2012 APA, all rights reserved) A randomized trial of motivational interviewing with college students for academic success https://www.google.com/search?q=A+randomized+trial+of+motivational+interviewing+with+college+students+for+academic+success 2008 Universal Other School/College Employees Between Half and Full Term Range of Academic Outcomes none Single 110 NA Yes Some Sub-Groups Reported Immediate Post-Test Only Yes Yes, Fairly Well Yes, Theoretical Perspectives Yes
3030652 Asia Primary/Elementary Physical Health and Wellbeing Introduction Family- and school-based interventions for childhood obesity have been widely applied; however, the prevalence of childhood obesity remains high. The purpose of this RCT is to evaluate the effectiveness of a family-individual-school-based comprehensive intervention model. Design Cluster RCT. Setting/participants Fourteen primary schools were selected from 26 primary schools in a district of Shanghai, China, and then randomly divided into intervention and control groups with seven schools in each. The trial started with first-grade students. A total of 1,287 students in the intervention group and 1,159 in the control group were studied overall. Intervention The baseline study was conducted in January 2011, and family-individual-school-based interventions started in March 2011 and ended in December 2013 for intervention group students. Three follow-up studies were conducted in January 2012, January 2013, and January 2014. Data analysis was conducted in March 2014. Main outcome measures Students' weight and height were measured. The prevalence of obesity/overweight and BMI z-scores were calculated and analyzed using a generalized estimating equation approach. Results The overall prevalence of overweight/obesity declined from 28.92% in 2011 to 24.77% in 2014, with a difference of 4.15% in the intervention group compared with a 0.03% decline (from 30.71% to 30.68%) in the control group. The intervention group had significantly lower odds of developing obesity or overweight and had decreased average BMI z-scores compared with the control group, especially for obese or overweight students. Conclusions The family-individual-school-based comprehensive intervention model is effective for controlling childhood obesity and overweight. A randomized trial of multiple interventions for childhood obesity in china https://www.google.com/search?q=A+randomized+trial+of+multiple+interventions+for+childhood+obesity+in+china 2015 Universal Mixture Full Academic Year or Longer None None Clustered 2446 3 Yes Some Sub-Groups Reported At Least Some Follow-Up No No Yes, Descriptive Theory of Change Yes
3030838 USA/Canada Middle/High School Behaviour and Social Wellbeing This study was conducted to compare the outcomes of a group-based cognitive-behavioral preventive intervention (Positive Thoughts and Actions [PTA]) tailored to youth in middle school with a brief, individually administered supportive intervention (Individual Support Program [ISP]). A randomized, controlled trial was conducted with 120 early adolescents (72 girls, 48 boys; age�=�11-15 years) who had elevated depressive symptoms and were selected from a school-based population. Measures of internalizing problems, externalizing problems, personal adjustment, school problems, and interpersonal relations were obtained from parents, youth, and/or teachers at preintervention (Time 1) and postintervention (Time 2, 5-7 months after preintervention). General linear model repeated measures analyses yielded a significant Group�נTime interaction on youth-reported, but not parent-reported, depressive symptoms and internalizing symptoms. Youth in the PTA group showed greater decreases following intervention compared to youth who received ISP, yielding effect sizes (Cohen's d) of 0.36 for depressive symptoms, 95% CI [-.02, .73], and 0.44, 95% CI [.05, .82], for internalizing symptoms. PTA youth also showed improvements in their personal adjustment (sense of inadequacy, self-esteem), and parent-reported social skills, but no differences emerged between groups for externalizing symptoms, school problems, or interpersonal relationships. Cognitive-behavioral preventive interventions in which youth engage in personal goal-setting and practice social-emotional skills, such as PTA, may be beneficial for the reduction of depressive symptoms over and above general support and empathy. A randomized trial of the Positive Thoughts and Action program for depression among early adolescents https://www.google.com/search?q=A+randomized+trial+of+the+Positive+Thoughts+and+Action+program+for+depression+among+early+adolescents 2013 Targeted External Educators Between Half and Full Term None None Clustered 120 4 Yes Some Sub-Groups Reported At Least Some Follow-Up Yes Yes, Fairly Well Yes, Theoretical Perspectives Yes
3031461 USA/Canada Primary/Elementary Behaviour and Social Wellbeing To attain academic goals, school personnel must effectively manage 20% of students who engage in the disruptive behaviors that interrupt instruction, create teacher stress, and contribute to poor student outcomes. Without effective strategies, school personnel often respond to disruptive students with ineffective authoritarian tactics, exclusionary policies, and special education referrals. However, federal policies aim to improve student outcomes and reduce special education referrals. To achieve these goals, schools are integrating universal, selective, and indicated practices and programs in tiered response models. Though many effective universal programs exist, only a few selective programs are available. The few available and widely-used selective strategies are rooted in behaviorism, managed by school personnel, and do not integrate scientifically-based efforts that improve self-management outcomes for students. The purpose of the dissertation was to study the effectiveness of STARS, a manualized self-monitoring program designed to be a selective strategy within a tiered response model. The study relied upon a randomized trial with 108 disruptive students across 42 classrooms and 7 schools. Results indicated STARS was feasible, acceptable, and related to improvements in behavior, social competence, authority acceptance, and student-teacher relations. Mediation models confirm direct instruction through STARS in social competencies caused improvements in student behaviors. The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] A Randomized Trial of the Self-Management Training and Regulation Strategy (STARS): A Selective Intervention for Students with Disruptive Behaviors https://www.google.com/search?q=A+Randomized+Trial+of+the+Self-Management+Training+and+Regulation+Strategy+(STARS):+A+Selective+Intervention+for+Students+with+Disruptive+Behaviors 2012 Targeted Regular Teachers/Lecturers Between Half and Full Term Behaviour and Social Wellbeing Behaviour and Social Wellbeing Clustered 108 42 Yes Some Sub-Groups Reported Immediate Post-Test Only Yes No Yes, Theoretical Perspectives Yes
3030820 USA/Canada Primary/Elementary Behaviour and Social Wellbeing Objectives: The study examined the effects of the Self-Management Training and Regulation Strategy (STARS) on disruptive behavior, authority acceptance, social competency, and student-teacher relations. Method: All fourth- and fifth-grade students (N = 762) in seven schools and 42 classrooms were screened for disruptive behaviors. Using a cluster randomized design, 60 students in 23 classrooms and 48 students in 19 classrooms with highest levels of disruptive classroom behaviors were randomized to STARS or a control comparison condition. Multilevel models compared study conditions on all outcomes. Results: Study conditions were balanced at pretest. STARS students demonstrated improved teacher-rated disruptive behavior, social competence, authority acceptance, and relations. Conclusions: Selective programs targeting autonomy support improve social competencies and relationships that are important for school success. A Randomized Trial of the 'Self-Management Training and Regulation Strategy' for Disruptive Students https://www.google.com/search?q=A+Randomized+Trial+of+the+'Self-Management+Training+and+Regulation+Strategy'+for+Disruptive+Students 2014 Targeted External Educators Up to Half a Term None None Clustered 762 42 Yes Some Sub-Groups Reported Immediate Post-Test Only Yes No No Yes
3030839 USA/Canada Middle/High School Study-Related Skills Few studies have examined whether attention can be improved with training, even though attention difficulties adversely affect academic achievement. The present study was a randomized-controlled trial evaluating the impact of Computerized Attention Training (CAT) and Computer Assisted Instruction (CAI) on attention and academic performance in 77 inattentive first graders. Students receiving either intervention were more likely than controls to show a moderate decline in teacher rated attention problems in first grade. Students receiving CAI also showed gains in reading fluency and in teacher ratings of academic performance. Intervention effects for attention were absent by second grade largely because attention problems declined in all groups. However, post hoc analyses indicated potential longer-term benefits for children with 6 or more inattentive symptoms at baseline. Persistent attention problems were associated with poorer academic performance in multiple domains. Results provide initial evidence that CAT and CAI can improve children's attention in the classroom--and support additional studies to determine whether more clinically significant benefits are attainable. A Randomized Trial of Two Promising Computer-Based Interventions for Students with Attention Difficulties https://www.google.com/search?q=A+Randomized+Trial+of+Two+Promising+Computer-Based+Interventions+for+Students+with+Attention+Difficulties 2009 Targeted Mixture Between Half and Full Term Range of Academic Outcomes Behaviour and Social Wellbeing Single 77 NA Yes Some Sub-Groups Reported At Least Some Follow-Up Yes Yes, Limited Yes, Descriptive Theory of Change Yes
3031522 USA/Canada Preschool/Kindergarten Literacy/English In this 1-year experimental study of 254 students across 27 high-poverty preschool classrooms in an urban setting in the northeast, use of a technology-based prekindergarten literacy curriculum in addition to the district curriculum was compared with the use of the district curriculum alone. Results indicated no main effects for the experimental curriculum. Following the initial analyses, fidelity of implementation in the experimental classrooms was examined and results indicated that children in classrooms rated as having high fidelity of implementation significantly outperformed low-implementing classrooms on two important phonological awareness measures. This trend favoring high-implementing classrooms was also evident on measures of letter-name knowledge, and beginning sounds. These findings suggest that program implementation may be a significant variable when examining the potential effects of literacy curricula on learning outcomes for young at-risk children. (Contains 9 tables and 1 figure.) A Randomized Trial Study of a Preschool Literacy Curriculum: The Importance of Implementation https://www.google.com/search?q=A+Randomized+Trial+Study+of+a+Preschool+Literacy+Curriculum:+The+Importance+of+Implementation 2009 Universal Regular Teachers/Lecturers More than One Term none none Clustered 254 27 No Whole Sample Only Immediate Post-Test Only Yes Yes, Fairly Well Yes, Descriptive Theory of Change Yes
3031665 USA/Canada Middle/High School Behaviour and Social Wellbeing Purpose: Our research of MBSR for mostly female urban youth showed reductions in conflict, anxiety, and stress, as well as increased selfregulation. Reviews of mindfulness instruction suggest benefit but call for increased methodological rigor, particularly active control conditions. Here, we explore the specific effects of MBSR compared with an active control on stress and coping among young urban males. Methods: Participants were 7th and 8th grade boys in a small urban middle school for boys. They were randomly assigned to MBSR or an active control (Healthy Topics-HT), an age-appropriate health education program, designed to control for positive adult instructor, learning new information, and class time. Data were collected at baseline, postprogram, and three-month follow-up on psychological symptoms, stress, mindfulness, coping; sleep; teacher-rated behavior; and salivary cortisol, a physiologic measure of stress. Results: Forty-one (22 MBSR and 19 HT) boys participated. Ninety-five percent were African American, with a mean age of 12.5 years. There were no significant differences at baseline between groups. Following the programs, MBSR boys had significantly less anxiety (p=0.01), less rumination (p=0.02), and less negative coping (p=0.06) than HT boys. From pre- to post-program, daily cumulative cortisol levels increased during the academic terms for HT participants at a trend level (p=0.07) but remained constant for MBSR participants (p=0.33). Otherwise, we did not detect differences in outcomes. Conclusion: This study of MBSR compared with an active control for urban male youth shows less rumination, anxiety, and an attenuation of cortisol increase among MBSR participants. These results suggest that MBSR specifically enhances self-regulatory processes for urban male youth, including improved coping and emotion regulation. Additional research is needed to explore the impact of mindfulness instruction for urban male youth on self-regulation, the duration of its effect, and related social, psychological, and behavioral outcomes. A randomized, active-controlled trial of school-based mindfulness instruction for urban middle-school male youth https://www.google.com/search?q=A+randomized,+active-controlled+trial+of+school-based+mindfulness+instruction+for+urban+middle-school+male+youth 2012 Universal Regular Teachers/Lecturers Between Half and Full Term None None Single 41 NA yes Whole Sample Only Immediate Post-Test Only no No Yes, Descriptive Theory of Change no
3030747 USA/Canada Primary/Elementary Physical Health and Wellbeing OBJECTIVE: To investigate the feasibility and efficacy of a randomized clinical pilot trial comparing routine services (RS) with a school intervention program (SIP) for children with sickle cell anemia (SCA). METHOD: Twenty-four children (ages 8-12 years) with SCA were randomized to RS or SIP. General disease knowledge, consumer satisfaction, self-concept, and school absences were evaluated. RESULTS: Compared with children receiving RS, children and teachers receiving SIP evidenced more accurate information about their disease, and children with SCA had significantly fewer absences. Teachers receiving SIP reported higher consumer satisfaction. CONCLUSIONS: A modest educational curriculum can increase knowledge of SCA, is associated with lower absence rates, and yields high consumer satisfaction ratings. A randomized, controlled pilot trial of a school intervention for children with sickle cell anemia https://www.google.com/search?q=A+randomized,+controlled+pilot+trial+of+a+school+intervention+for+children+with+sickle+cell+anemia 2004 Targeted Regular Teachers/Lecturers Up to Half a Term None None Single 24 NA Yes Whole Sample Only Immediate Post-Test Only Yes No No No
3030690 USA/Canada Middle/High School Literacy/English The current study was conducted to test the premise that computer-based intervention that targets auditory temporal processing combined with language exercises (Fast ForWordR]) is effective in remediating children with disorders of language and reading. Sixty-five middle school struggling readers were randomly assigned to one of five groups and over a 12-week-period received one of the following interventions: (1) two phases of intervention with Fast ForWordR] (FFW, experimental group), (2) two phases of intervention with SuccessMaker (SM, active control group), (3) FFW followed by SM, (4) SM followed by FFW, or (5) no intervention beyond the regular class curriculum (developmental control group). Changes in reading, phonemic awareness, spelling and language skills were assessed via a repeated measures MANOVA. Results indicated significant within-subjects effects (i.e., change for all participants over time), but no between-subject group differences, failing to show that Fast ForWordR] resulted in any gains over and above those seen in the other groups. (Contains 4 tables.) A Randomized, Controlled Study of Computer-Based Intervention in Middle School Struggling Readers https://www.google.com/search?q=A+Randomized,+Controlled+Study+of+Computer-Based+Intervention+in+Middle+School+Struggling+Readers 2008 Targeted Regular Teachers/Lecturers More than One Term None None Single 65 NA Yes Some Sub-Groups Reported At Least Some Follow-Up Yes Yes, Limited Yes, Theoretical Perspectives Yes
3031441 USA/Canada Middle/High School Behaviour and Social Wellbeing PURPOSE: Few studies have rigorously evaluated school-based interventions to reduce violence and substance use in high school students, especially Latinos. This study assessed the effects of a school-based program on reducing violence and substance use among primarily Latino high school students. METHODS: Ninth-grade students at risk for violence and substance use were randomized to intervention or control groups. The intervention was based on an existing program developed for white and African American youth. Data on smoking, alcohol and drug use, fighting, and grades were collected at baseline and 4 and 8 months post enrollment. RESULTS: There were 55 students in the control and 53 in the intervention group; 74% of controls and 78% of intervention students were Latino. There were no significant changes in fighting, smoking, or alcohol or drug use, from baseline to 8-month follow-up, between the intervention and control group. Pre and post grade point average (GPA) decreased from 2.3 at baseline to 1.8 at follow-up (p<.01) in the intervention group, with no significant between-group changes in GPA from baseline to follow-up. CONCLUSIONS: This school-based program showed no reduction in violence or substance use. The findings suggest that a program targeting non-Latino youth may not be optimal for reducing violence and substance use in Latinos; greater attention to cultural appropriateness and racial/ethnic differences may be needed. There was a decrease in intervention-group GPA but no significant change compared with controls. Further studies of the impact of school-based substance use and violence prevention programs on academics, and the effectiveness of afterschool or community-based programs compared to school-based programs are needed. A randomized, controlled trial of a school-based intervention to reduce violence and substance use in predominantly Latino high school students https://www.google.com/search?q=A+randomized,+controlled+trial+of+a+school-based+intervention+to+reduce+violence+and+substance+use+in+predominantly+Latino+high+school+students 2011 Targeted Other School/College Employees More than One Term Physical Health and Wellbeing none Single 108 NA No Some Sub-Groups Reported At Least Some Follow-Up Yes Yes, Fairly Well Yes, Descriptive Theory of Change Yes
3030990 USA/Canada Primary/Elementary Physical Health and Wellbeing OBJECTIVE: Several educational theorists have suggested that young children are unlikely to benefit from detailed instruction regarding AIDS prevention because of inherent developmental cognitive limitations. This study aims to determine whether AIDS education in the elementary grades can advance young children's understanding of this illness. METHODS: A randomized, controlled trial was used to measure the impact of a 3-week, multifaceted AIDS education program on conceptual understanding, factual knowledge, and fears about AIDS in 189 students in grades kindergarten through 6th. The ASK (AIDS Survey for Kids), a standardized, semistructured interview that measures conceptual understanding, factual information, and fears about AIDS, was administered before and after the intervention. RESULTS: Children in the intervention group, as compared to those in the control group, showed significant (P < .0001) gains in their level of understanding of the concepts of causality and prevention of AIDS. These results were unaffected by controlling for grade, gender, race, socioeconomic status, and verbal fluency. The gains in children's understanding of causality of AIDS represented at least 2 years' growth in the level of conceptual sophistication and persisted at a follow-up evaluation several months later. After the intervention, more children (P < .001) in the intervention group than in the control group accurately identified causes of AIDS in response to open-ended questions: germ/germ theory (41% vs 13%), mother-to-infant transmission (54% vs 15%), blood transmission (83% vs 40%), and sexual transmission (56% vs 30%). Fewer than half as many children in the intervention group responded incorrectly to each of five direct questions about transmission of HIV through casual contact. The intervention did not increase children's fears about the illness. CONCLUSIONS: A short, developmentally based, multifaceted AIDS education program in the elementary grades can advance children's conceptual understanding and factual knowledge about AIDS and decrease their misconceptions about casual contact as a means of acquiring the illness, without increasing their fears. Significant advances in conceptual understanding about AIDS can be achieved through direct educational interventions. A randomized, controlled trial of a school-based, multi-faceted AIDS education program in the elementary grades: the impact on comprehension, knowledge and fears https://www.google.com/search?q=A+randomized,+controlled+trial+of+a+school-based,+multi-faceted+AIDS+education+program+in+the+elementary+grades:+the+impact+on+comprehension,+knowledge+and+fears 1995 Universal External Educators Up to Half a Term None None Clustered 189 NA Yes Some Sub-Groups Reported At Least Some Follow-Up Yes Yes, Limited Yes, Theoretical Perspectives Yes
3031417 USA/Canada Middle/High School Other School Subjects BACKGROUND AND PURPOSE: Underutilization of acute stroke therapy is driven by delay to hospital arrival. We present the primary results of a pilot, randomized, controlled trial to encourage calling 911 for witnessed stroke among middle school children and their parents. METHODS: This project occurred in Corpus Christi, an urban Texas community of 325,000. Three intervention and 3 control schools were randomly selected. The intervention contained 12 hours of classroom instruction divided among sixth, seventh, and eighth grades. Parents were educated indirectly through homework assignments. Two-sample t tests were used to compare pretest and posttest responses. RESULTS: Domain 1 test questions involved stroke pathophysiology. Intervention students improved from 29% to 34% correct; control students changed from 28% to 25%. Domain 2 test questions involved stroke symptom knowledge. Intervention school students changed from 28% correct to 43%; control school students answered 25% correctly on the pretest and 29% on the posttest. Domain 3 test questions involved what to do for witnessed stroke. Intervention school students answered 36% of questions correctly on the pretest and 54% correctly on the posttest, whereas control students changed from 32% correct to 34%. A comparison of change in the mean proportion correct over time between intervention and control students was P<0.001 for each of the 3 individual domains. A poor parental response rate impaired the ability to assess parental improvement. CONCLUSIONS: A scientific, theory-based, educational intervention can potentially improve intent to call 911 for stroke among middle school children. A different mechanism is needed to effectively diffuse the curriculum to parents. A randomized, controlled trial to teach middle school children to recognize stroke and call 911: the kids identifying and defeating stroke project https://www.google.com/search?q=A+randomized,+controlled+trial+to+teach+middle+school+children+to+recognize+stroke+and+call+911:+the+kids+identifying+and+defeating+stroke+project 2007 Universal Mixture Full Academic Year or Longer none none Clustered 573 6 Yes Some Sub-Groups Reported At Least Some Follow-Up Yes Yes, Limited Yes, Descriptive Theory of Change Yes
3031730 UK/Ireland College/University Professional Training BACKGROUND: Computer-based teaching may allow effective teaching of important psychiatric knowledge and skills. AIMS: To investigate the effectiveness and acceptability of computer-based teaching. METHOD: A single-blind, randomized, controlled study of 166 undergraduate medical students at the University of Leeds, involving an educational intervention of either a structured lecture or a computer-based teaching package (both of equal duration). RESULTS: There was no difference in knowledge between the groups at baseline or immediately after teaching. Both groups made significant gains in knowledge after teaching. Students who attended the lecture rated their subjective knowledge and skills at a statistically significantly higher level than students who had used the computers. Students who had used the computer package scored higher on an objective measure of assessment skills. Students did not perceive the computer package to be as useful as the traditional lecture format, despite finding it easy to use and recommending its use to other students. CONCLUSIONS: Medical students rate themselves subjectively as learning less from computer-based as compared with lecture-based teaching. Objective measures suggest equivalence in knowledge acquisition and significantly greater skills acquisition for computer-based teaching. A randomized, controlled, single-blind trial of teaching provided by a computer-based multimedia package versus lecture https://www.google.com/search?q=A+randomized,+controlled,+single-blind+trial+of+teaching+provided+by+a+computer-based+multimedia+package+versus+lecture 2001 Universal Regular Teachers/Lecturers Between Half and Full Term none none Single 166 NA No Whole Sample Only Immediate Post-Test Only No No Yes, Descriptive Theory of Change Yes
3031448 USA/Canada College/University Professional Training High fidelity human patient simulation (HPS) has become the newest tool in the medical education armamentarium. Medical students and faculty alike enjoy this method of training. HPS is very expensive, both in terms of equipment and faculty time. This randomized comparison trial compared students taught in the standard case-based learning (CBL) method to those taught using HPS. The CBL curriculum used for the control group was brought to life for the HPS group. The outcome measure was performance on an objective structured clinical examination (OSCE) taken by both groups. The chest pain curriculum was the one chosen for the study. Year 4 medical students enrolled in the mandatory 1 month emergency medicine clerkship at Wayne State University School of Medicine were the study subjects. They were randomized into the control CBL or experimental HPS group. At the end of the month, all students participated in an OSCE that compared their performance against a checklist of 44 actions that had been taught to both groups. These actions were divided into 3 subscales and the total. A 2x2x2 analysis of covariance (ANCOVA) layout was used to analyze the data. The independent variables were group, a self-declared decision to pursue emergency medicine, and gender. The dependent variables were the 3 subscales and total scores on the OSCE. Covariates were age and the United States Medical Licensing Exam step 2 Clinical Knowledge (USMLE 2CK) scores. A total of 212 medical students were randomly assigned. There were 108 medical students assigned to the CBL group and 104 to the HPS group. There were 54 men and 54 women in the CBL group, and 56 men and 48 women in the HPS group. There were no statistical differences in the mean OSCE scores, age, or USMLE 2CK scores between the 2 groups. There was no statistical difference in the chest pain OSCE scores between medical students taught using the CBL method of instruction as compared to those taught using HPS. A randomized-comparison trial of case-based learning versus human patient simulation in medical student education https://www.google.com/search?q=A+randomized-comparison+trial+of+case-based+learning+versus+human+patient+simulation+in+medical+student+education 2006 Universal Regular Teachers/Lecturers Up to Half a Term None None Single 102 NA No Whole Sample Only Immediate Post-Test Only Yes No Yes, Descriptive Theory of Change Yes
3031274 USA/Canada Multiple Other School Subjects Promoting student involvement in planning has become best practice in the field of transition. Research documents the positive impact of such efforts on greater student involvement. Research also suggests that promoting student involvement results in greater student self-determination, but a causal link has not been established. This study used a randomized-trial, placebo control group design to study the impact of intervention with the Whose Future Is It Anyway? process on self-determination. The authors also examined the impact of intervention on transition knowledge and skills. Results indicated that instruction using the Whose Future Is It Anyway? process resulted in significant, positive differences in self-determination when compared with a placebo-control group and that students who received instruction gained transition knowledge and skills. (Contains 6 tables.) A Randomized-Trial Evaluation of the Effect of Whose Future Is It Anyway? On Self-Determination https://www.google.com/search?q=A+Randomized-Trial+Evaluation+of+the+Effect+of+Whose+Future+Is+It+Anyway?+On+Self-Determination 2011 Targeted Regular Teachers/Lecturers More than One Term Other School Subjects None Clustered 493 50 Yes Some Sub-Groups Reported Immediate Post-Test Only Yes No Yes, Descriptive Theory of Change Yes
3031760 NA NA NA Aim: Individuals with Down syndrome have short-term memory difficulties, particularly in the verbal domain. These difficulties are thought to contribute to their overall profile of cognitive, language, and speech delay. Published research has shown that a computerised memory-training programme can significantly improve memory in typical children with low working memory or ADHD. This study aimed to evaluate computerbased memory training with children with Down syndrome. Method: A randomised controlled trial was conducted with 24 children, aged 7-12, over a 6-month period at school. The programme used in this study was Cogmed JM, a computer-based visual memory training programme that children can work through on their own, with support from a teaching assistant. This is the first independent evaluation of this programme for children with Down syndrome. Results: Children who completed the programme significantly improved on trained (Cogmed JM) and non-trained memory measures (visual memory scores on the AWMA). Conclusions: This demonstrates that this computer-based method of memory training can be feasible and beneficial for children with Down syndrome. Implications and limitations are discussed. A RCT of working memory training for children with Down syndrome https://www.google.com/search?q=A+RCT+of+working+memory+training+for+children+with+Down+syndrome NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA
3031150 USA/Canada Middle/High School Physical Health and Wellbeing BACKGROUND AND OBJECTIVES: Few evidence-based interventions address adolescent relationship abuse in clinical settings. This cluster randomized controlled trial tested the effectiveness of a brief relationship abuse education and counseling intervention in school health centers (SHCs). METHODS: In 2012-2013, 11 SHCs (10 clusters) were randomized to intervention (SHC providers received training to implement) or standard-of-care control condition. Among 1062 eligible students ages 14 to 19 years at 8 SHCs who continued participation after randomization, 1011 completed computer-assisted surveys before a clinic visit; 939 completed surveys 3 months later (93% retention). RESULTS: Intervention versus control adjusted mean differences (95% confidence interval) on changes in primary outcomes were not statistically significant: recognition of abuse = 0.10 (20.02 to 0.22); intentions to intervene = 0.03 (20.09 to 0.15); and knowledge of resources = 0.18 (20.06 to 0.42). Intervention participants had improved recognition of sexual coercion compared with controls (adjusted mean difference = 0.10 [0.01 to 0.18]). In exploratory analyses adjusting for intensity of intervention uptake, intervention effects were significant for increased knowledge of relationship abuse resources and self-efficacy to use harm reduction behaviors. Among participants reporting relationship abuse at baseline, intervention participants were less likely to report such abuse at follow-up (mean risk difference = 20.17 [20.21 to 20.12]). Adolescents in intervention clinics who reported ever being in an unhealthy relationship were more likely to report disclosing this during the SHC visit (adjusted odds ratio = 2.77 [1.29 to 5.95]). CONCLUSIONS: This is the first evidence of the potential benefit of a SHC intervention to address abusive relationships among adolescents. A school health center intervention for abusive adolescent relationships: A cluster RCT https://www.google.com/search?q=A+school+health+center+intervention+for+abusive+adolescent+relationships:+A+cluster+RCT 2015 Universal External Educators Between Half and Full Term None None Clustered 1011 10 Yes Some Sub-Groups Reported Immediate Post-Test Only Yes No No No
3031613 Australia/New Zealand Middle/High School Physical Health and Wellbeing AIMS: To determine the impact of a school-based harm minimization smoking intervention compared to traditional abstinence-based approaches. DESIGN, SETTING AND PARTICIPANTS: A school-based cluster randomized trial was conducted in Perth, Western Australia in 30 government high schools from 1999 to 2000. Over 4000 students were recruited to participate and schools were assigned randomly to either the harm minimization intervention or a standard abstinence-based programme. INTERVENTION: The harm minimization intervention comprised eight 1-hour lessons over 2 years, quitting support from school nurses and enactment of policies to support programme components. Comparison schools implemented standard abstinence-based programmes and policies. MEASURES: Cigarette smoking was categorized at two levels: regular smoking, defined as smoking on 4 or more days in the previous week; and 30-day smoking as any smoking within the previous month. FINDINGS: At immediate post-test (20 months post-baseline), after accounting for baseline differences, school-level clustering effects, socio-economic status, gender and family smoking, intervention students were less likely to smoke regularly [OR = 0.51, 95% confidence interval (CI) = 0.36, 0.71] or to have smoked within the previous 30 days (OR = 0.69, 95% CI = 0.53, 0.91). CONCLUSION: The school-based adolescent harm minimization intervention appears to have been more effective than the abstinence-based social influences programme at reducing regular smoking. A school-based harm minimization smoking intervention trial: outcome results https://www.google.com/search?q=A+school-based+harm+minimization+smoking+intervention+trial:+outcome+results 2005 Universal Mixture Full Academic Year or Longer None None Clustered 4636 30 Yes Whole Sample Only Immediate Post-Test Only Yes No Yes, Descriptive Theory of Change Yes
3031016 Rest of Europe Middle/High School Physical Health and Wellbeing BACKGROUND: Effective interventions to prevent overweight and obesity in children are urgently needed especially in inner-city neighbourhoods where prevalence of overweight and inactivity among primary school children is high. A school based intervention was developed aiming at the reduction of overweight and inactivity in these children by addressing both behavioural and environmental determinants. METHODS/DESIGN: The main components of the intervention (Lekker Fit!) are the re-establishment of a professional physical education teacher; three (instead of two) PE classes per week; additional sport and play activities outside school hours; fitness testing; classroom education on healthy nutrition, active living and healthy lifestyle choices; and the involvement of parents. The effectiveness of the intervention is evaluated through a cluster randomized controlled trial in 20 primary schools among grades 3 through 8 (6-12 year olds). Primary outcome measures are BMI, waist circumference and fitness. Secondary outcome measures are assessed in a subgroup of grade 6-8 pupils (9-12 year olds) through classroom questionnaires and constitute of nutrition and physical activity behaviours and behavioural determinants. Multilevel regression analyses are used to study differences in outcomes between children in the intervention schools and in control schools, taking clustering of children within schools into account. DISCUSSION: Hypotheses are that the intervention results in a lower prevalence of children being overweight and an improved mean fitness score, in comparison with a control group where the intervention is not implemented. The results of our study will contribute to the discussion on the role of physical education and physical activity in the school curriculum. TRIAL REGISTRATION: [ISRCTN84383524]. A school-based intervention to reduce overweight and inactivity in children aged 6-12 years: study design of a randomized controlled trial https://www.google.com/search?q=A+school-based+intervention+to+reduce+overweight+and+inactivity+in+children+aged+6-12+years:+study+design+of+a+randomized+controlled+trial 2008 Universal Regular Teachers/Lecturers Full Academic Year or Longer None None Clustered NA 20 NA NA NA NA NA Yes, Theoretical Perspectives NA
3031367 USA/Canada Middle/High School Behaviour and Social Wellbeing OBJECTIVE: To determine whether an interactive curriculum that integrates dating violence prevention with lessons on healthy relationships, sexual health, and substance use reduces physical dating violence (PDV). DESIGN: Cluster randomized trial with 2.5-year follow-up; prespecified subgroup analyses by sex. SETTING: Grade 9 health classes. PARTICIPANTS: A total of 1722 students aged 14-15 from 20 public schools (52.8% girls). Intervention A 21-lesson curriculum delivered during 28 hours by teachers with additional training in the dynamics of dating violence and healthy relationships. Dating violence prevention was integrated with core lessons about healthy relationships, sexual health, and substance use prevention using interactive exercises. Relationship skills to promote safer decision making with peers and dating partners were emphasized. Control schools targeted similar objectives without training or materials. MAIN OUTCOME MEASURES: The primary outcome at 2.5 years was self-reported PDV during the previous year. Secondary outcomes were physical peer violence, substance use, and condom use. Analysis was by intention-to-treat. RESULTS: The PDV was greater in control vs intervention students (9.8% vs 7.4%; adjusted odds ratio, 2.42; 95% confidence interval, 1.00-6.02; P = .05). A significant group x sex interaction effect indicated that the intervention effect was greater in boys (PDV: 7.1% in controls vs 2.7% in intervention students) than in girls (12.1% vs 11.9%). Main effects for secondary outcomes were not statistically significant; however, sex x group analyses showed a significant difference in condom use in sexually active boys who received the intervention (114 of 168; 67.9%) vs controls (65 of 111 [58.6%]) (P < .01). The cost of training and materials averaged CA$16 per student. CONCLUSION: The teaching of youths about healthy relationships as part of their required health curriculum reduced PDV and increased condom use 2.5 years later at a low per-student cost. A school-based program to prevent adolescent dating violence: a cluster randomized trial https://www.google.com/search?q=A+school-based+program+to+prevent+adolescent+dating+violence:+a+cluster+randomized+trial 2009 Universal Regular Teachers/Lecturers Between Half and Full Term Behaviour and Social Wellbeing None Clustered 1772 20 Yes Some Sub-Groups Reported At Least Some Follow-Up Yes No Yes, Descriptive Theory of Change Yes
3030717 UK/Ireland Middle/High School Physical Health and Wellbeing This article discusses the design of an ongoing cluster-randomized trial comparing two forms of school-based sex education in terms of educational process and sexual health outcomes. Twenty-nine schools in southern England have been randomized to either peer-led sex education or to continue with their traditional teacher-led sex education. The primary objective is to determine which form of sex education is more effective in promoting young people's sexual health. The trial includes an unusually detailed evaluation of the process of sex education as well as the outcomes. The sex education programs were delivered in school to pupils ages 13-14 years who are being followed until ages 19-20. Major trial outcomes are unprotected sexual intercourse and regretted intercourse by age 16 and cumulative incidence of abortion by ages 19-20. We discuss the rationale behind various aspects of the design, including ethical issues and practical challenges of conducting a randomized trial in schools, data linkage for key outcomes to reduce bias, and integrating process and outcome measures to improve the interpretation of findings. A school-based randomized controlled trial of peer-led sex education in England https://www.google.com/search?q=A+school-based+randomized+controlled+trial+of+peer-led+sex+education+in+England 2003 Universal Other School/College Employees Up to Half a Term None None Clustered 8750 29 No Some Sub-Groups Reported At Least Some Follow-Up Yes Yes, Limited Yes, Descriptive Theory of Change Yes
3031335 USA/Canada Middle/High School Behaviour and Social Wellbeing OBJECTIVES: To evaluate the effectiveness of a multilevel and multimodal school-based education abstract program. METHODS: A cluster randomized controlled trial with 14 secondary schools in Hong Kong and a total of 3713 students (intervention: 1545 vs control: 2168; 40.2% boys; mean age +/- SD: 14.72 +/- 1.53 years) were included in the final analysis. The intervention included a town hall seminar, small class workshops, a slogan competition, a brochure, and an educational Web site. Their parents and teachers were offered sleep education seminars. The control schools did not receive any sleep program. Data were collected before and 5 weeks after the intervention. RESULTS: The students in the intervention group had significantly improved sleep knowledge compared with the control group (mean difference: 3.64 [95% confidence interval (CI): 3.21 to 4.07]; Cohen's d = 0.51) as measured by using a sleep knowledge questionnaire. Weekday sleep duration was reduced in both groups, and the significant difference in weekday sleep duration was lost in the intention-to-treat analysis (mean difference: 0:01 [95% CI: -0:00 to 0: 04]). In addition, the intervention group had a lower incidence of consuming caffeinecontaining energy drinks (adjusted odds ratio: 0.46 [95% CI: 0.22 to 0.99]) and had better behavioral (mean difference: -0.56 [95% CI: -1.02 to -0.10]; Cohen's d = 0.13) and mental health (mean difference: -0.30 [95% CI: -0.15 to -0.46]; Cohen's d = 0.11) outcomes. CONCLUSIONS: A school-based sleep education program was effective in enhancing sleep knowledge and improving behavioral and mental health, but it had no significant impact on sleep duration or pattern among adolescents. A school-based sleep education program for adolescents: A cluster randomized trial https://www.google.com/search?q=A+school-based+sleep+education+program+for+adolescents:+A+cluster+randomized+trial 2015 Universal Regular Teachers/Lecturers Between Half and Full Term Physical Health and Wellbeing none Clustered 3713 14 Yes Some Sub-Groups Reported At Least Some Follow-Up Yes Yes, Limited Yes, Descriptive Theory of Change No
3030750 Asia Middle/High School Physical Health and Wellbeing Background: Since September 2000 Israeli children have been exposed to a large number of terrorist attacks. A universal, school-based intervention for dealing with the threat of terrorism as well as with terror-related symptoms, ERASE-Stress (ES), was evaluated in a male religious middle school in southern Israel. The program was administered by the homeroom teachers as part of the school curriculum. It consists of 12 classroom sessions each lasting 90 minutes, and included psycho-educational material, skill training and resiliency strategies delivered to the students by homeroom teachers. Methods: One hundred and fourteen 7th and 8th grade students were randomly assigned to the ES intervention or were part of a waiting list (WL). They were assessed on measures of posttraumatic symptomatology, depression, somatic symptoms and functional problems before and 3 months after the intervention or the WL period. Results: Three months after the program ended, students in the experimental group showed significant reduction in all measures compared to the waiting-list control group. Conclusions: The ERASE-Stress program may help students suffering from terror-related posttraumatic symptoms and mitigate the negative effects of future traumatic experiences. Furthermore, a school-based universal program such as the ERASE-Stress may potentially serve as an important and effective component of a community mental health policy for communities affected by terrorism. A School-Based, Teacher-Mediated Prevention Program (Erase-Stress) for Reducing Terror-Related Traumatic Reactions in Israeli Youth: A Quasi-Randomized Controlled Trial https://www.google.com/search?q=A+School-Based,+Teacher-Mediated+Prevention+Program+(Erase-Stress)+for+Reducing+Terror-Related+Traumatic+Reactions+in+Israeli+Youth:+A+Quasi-Randomized+Controlled+Trial 2008 Universal Regular Teachers/Lecturers Up to Half a Term None None Single 114 NA Yes Whole Sample Only At Least Some Follow-Up Yes No No No
3031839 USA/Canada Primary/Elementary Study-Related Skills Objective: To report experimental impacts of a universal, integrated school-based intervention in social-emotional learning and literacy development on change over 1 school year in 3rd-grade children's social-emotional, behavioral, and academic outcomes. Method: This study employed a school-randomized, experimental design and included 942 3rd-grade children (49% boys; 45.6% Hispanic/Latino, 41.1% Black/African American, 4.7% non-Hispanic White, and 8.6% other racial/ethnic groups, including Asian, Pacific Islander, Native American) in 18 New York City public elementary schools. Data on children's social-cognitive processes (e.g., hostile attribution biases), behavioral symptomatology (e.g., conduct problems), and literacy skills and academic achievement (e.g., reading achievement) were collected in the fall and spring of 1 school year. Results: There were main effects of the 4Rs Program after 1 year on only 2 of the 13 outcomes examined. These include children's self-reports of hostile attributional biases (Cohen's d = 0.20) and depression (d = 0.24). As expected based on program and developmental theory, there were impacts of the intervention for those children identified by teachers at baseline with the highest levels of aggression (d = 0.32-0.59) on 4 other outcomes: children's self-reports of aggressive fantasies, teacher reports of academic skills, reading achievement scaled scores, and children's attendance. Conclusions: This report of effects of the 4Rs intervention on individual children across domains of functioning after 1 school year represents an important first step in establishing a better understanding of what is achievable by a schoolwide intervention such as the 4Rs in its earliest stages of unfolding. The first-year impacts, combined with our knowledge of sustained and expanded effects after a second year, provide evidence that this intervention may be initiating positive developmental cascades both in the general population of students and among those at highest behavioral risk. (Contains 4 tables and 3 figures.) A School-Randomized Clinical Trial of an Integrated Social-Emotional Learning and Literacy Intervention: Impacts after 1 School Year https://www.google.com/search?q=A+School-Randomized+Clinical+Trial+of+an+Integrated+Social-Emotional+Learning+and+Literacy+Intervention:+Impacts+after+1+School+Year 2010 Universal External Educators Full Academic Year or Longer Behaviour and Social Wellbeing Literacy/English Clustered 942 24 Yes Some Sub-Groups Reported At Least Some Follow-Up Yes No Yes, Theoretical Perspectives Yes
3031939 NA NA NA During the 2009-2010 school year, Marzano Research Laboratory (MRL) was commissioned by Promethean Ltd. to conduct a second year evaluation study of the effects of Promethean ActivClassroom on student academic achievement. This executive summary highlights the key findings. For 'A Second Year Evaluation Study of Promethean ActivClassroom. Final Report,' see ED539810.] A Second Year Evaluation Study of Promethean ActivClassroom. Executive Summary https://www.google.com/search?q=A+Second+Year+Evaluation+Study+of+Promethean+ActivClassroom.+Executive+Summary NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA
3031831 Central/South America Primary/Elementary Physical Health and Wellbeing BACKGROUND: The objective of this study, focused on parents and children to reduce sedentary behavior, consumption of soft drinks and high-fat and salt containing snacks, and increase the consumption of fruits and vegetables, was to assess the effect of a six month intervention and an 18 month follow-up intervention on the body mass index, food consumption and physical activity of 2nd and 3rd grade elementary school children. METHODS: This was a randomized cluster controlled trial. School children were selected from 2nd and 3rd (n = 532) grade. Measurements: BMI z-score for age and sex was calculated and classified according to the WHO (2006). Abdominal obesity was defined as WC > 90th of NHANES III. RESULTS: At six months of the study differences were observed in BMI, -0.82 (p = 0.0001). At 24 months, results such as an increase of z-score BMI and waist circumference, a decrease in abdominal obesity, eighth per cent remission and an incidence of 18% of overweight and obesity were observed. Additionally, an increase (p = 0.007) in vegetable intake and physical activity (p = 0.0001) was also reported, along with a decrease in sedentary activities and the consumption of snacks high in fat and salt. CONCLUSIONS: The results of this study indicate that with a comprehensive intervention there is a positive response to lifestyle changes and a reduction of abdominal obesity. A six month randomized school intervention and an 18-month follow-up intervention to prevent childhood obesity in Mexican elementary schools https://www.google.com/search?q=A+six+month+randomized+school+intervention+and+an+18-month+follow-up+intervention+to+prevent+childhood+obesity+in+Mexican+elementary+schools 2012 Universal External Educators More than One Term Behaviour and Social Wellbeing None Clustered 532 4 Yes Whole Sample Only At Least Some Follow-Up Yes Yes, Fairly Well Yes, Descriptive Theory of Change Yes
3031626 USA/Canada College/University Physical Health and Wellbeing BACKGROUND: Online social networks, such as Facebook?, have extensive reach, and they use technology that could enhance social support, an established determinant of physical activity. This combination of reach and functionality makes online social networks a promising intervention platform for increasing physical activity. PURPOSE: To test the efficacy of a physical activity intervention that combined education, physical activity monitoring, and online social networking to increase social support for physical activity compared to an education-only control. DESIGN: RCT. Students (n=134) were randomized to two groups: education-only controls receiving access to a physical activity-focused website (n=67) and intervention participants receiving access to the same website with physical activity self-monitoring and enrollment in a Facebook group (n=67). Recruitment and data collection occurred in 2010 and 2011; data analyses were performed in 2011. SETTING/PARTICIPANTS: Female undergraduate students at a large southeastern public university. INTERVENTION: Intervention participants were encouraged through e-mails, website instructions, and moderator communications to solicit and provide social support related to increasing physical activity through a physical activity-themed Facebook group. Participants received access to a dedicated website with educational materials and a physical activity self-monitoring tool. MAIN OUTCOME MEASURES: The primary outcome was perceived social support for physical activity; secondary outcomes included self-reported physical activity. RESULTS: Participants experienced increases in social support and physical activity over time but there were no differences in perceived social support or physical activity between groups over time. Facebook participants posted 259 times to the group. Two thirds (66%) of intervention participants completing a post-study survey indicated that they would recommend the program to friends. CONCLUSIONS: Use of an online social networking group plus self-monitoring did not produce greater perceptions of social support or physical activity as compared to education-only controls. Given their promising features and potential reach, efforts to further understand how online social networks can be used in health promotion should be pursued. TRIAL REGISTRATION: This study is registered at clinicaltrials.govNCT01421758. A social media-based physical activity intervention: a randomized controlled trial https://www.google.com/search?q=A+social+media-based+physical+activity+intervention:+a+randomized+controlled+trial 2012 Targeted Regular Teachers/Lecturers Between Half and Full Term None None Single 134 NA no Whole Sample Only Immediate Post-Test Only Yes No Yes, Descriptive Theory of Change Yes
3031319 USA/Canada College/University Professional Training PURPOSE: To use a controlled, randomized design to assess the effect on patient satisfaction of an intensive psychosocial training program for residents. METHOD: Twenty-six first-year residents, in two internal medicine and family practice community-based programs affiliated with the Michigan State University College of Human Medicine, were randomly assigned during 1991 and 1992 to a control group or a one-month intensive training program. Experiential teaching focused on many psychosocial skills required in primary care. A 29-item questionnaire administered before and after the residents' training evaluated their patients' satisfaction regarding patient disclosure, physician empathy, confidence in physician, general satisfaction, and comparison of the physician with other physicians. Analyses of covariance with groups and gender as factors and pre-training patient satisfaction scores as the covariate evaluated the effect of the training. RESULTS: The patients of the trained residents expressed more confidence in their physicians (p = .01) and more general satisfaction (p = .02) than did the patients of controls. The effect of training on patient satisfaction with patient disclosure (p < .01) and physician empathy (p < .05) was greater for female than for male residents. CONCLUSION: The intensive psychosocial training program for residents improved their patients' satisfaction. A strategy for improving patient satisfaction by the intensive training of residents in psychosocial medicine: a controlled, randomized study https://www.google.com/search?q=A+strategy+for+improving+patient+satisfaction+by+the+intensive+training+of+residents+in+psychosocial+medicine:+a+controlled,+randomized+study 1995 Universal Regular Teachers/Lecturers Up to Half a Term Other School Subjects none Single 26 NA Yes Some Sub-Groups Reported Immediate Post-Test Only No Yes, Fairly Well Yes, Descriptive Theory of Change No
3031950 Australia/New Zealand Preschool/Kindergarten Literacy/English A study evaluated the Schoolwide Early Language and Literacy (SWELL) program using four Australian disadvantaged schools. Two schools implemented the program in the kindergarten year, while the other two schools pursued regular kindergarten curriculum. Children in the program outperformed others on words read in context, but not on words read in isolation. (Author/CR) A Trial Evaluation of SWELL (Schoolwide Early Language and Literacy): A Whole Class Early Literacy Program for At-Risk and Disadvantaged Children https://www.google.com/search?q=A+Trial+Evaluation+of+SWELL+(Schoolwide+Early+Language+and+Literacy):+A+Whole+Class+Early+Literacy+Program+for+At-Risk+and+Disadvantaged+Children 2006 Universal Regular Teachers/Lecturers Full Academic Year or Longer None None Clustered 156 4 Yes Whole Sample Only At Least Some Follow-Up Yes Yes, Fairly Well Yes, Theoretical Perspectives Yes
3030715 USA/Canada Primary/Elementary Behaviour and Social Wellbeing Objective: This study evaluated the efficacy of the Child Life and Attention Skills (CLAS) program, a behavioral psychosocial treatment integrated across home and school, for youth with attention-deficit/ hyperactivity disorder-inattentive type (ADHD-I). Method: In a 2-site randomized controlled trial, 199 children (ages 7-11 years) were randomized to CLAS (N = 74), parent-focused treatment (PFT, N = 74), or treatment as usual (TAU, N = 51). We compared groups on parent and teacher ratings of inattention symptoms, organizational skills, social skills, and global improvement at posttreatment and also at follow-up during the subsequent school year. Results: CLAS resulted in greater improvements in teacher-reported inattention, organizational skills, social skills, and global functioning relative to both PFT and TAU at posttreatment. Parents of children in CLAS reported greater improvement in organizational skills than PFT and greater improvements on all outcomes relative to TAU at posttreatment. Differences between CLAS and TAU were maintained at follow-up for most parent-reported measures but were not significant for teacherreported outcomes. Conclusions: These findings extend support for CLAS across 2 study sites, revealing that integrating parent, teacher, and child treatment components, specifically adapted for ADHD-I, is superior to parent training alone and to usual care. Direct involvement of teachers and children in CLAS appears to amplify effects at school and home and underscores the importance of coordinating parent, teacher, and child treatment components for cross-setting effects on symptoms and impairment associated with ADHD-I. A two-site randomized clinical trial of integrated psychosocial treatment for ADHD-inattentive type https://www.google.com/search?q=A+two-site+randomized+clinical+trial+of+integrated+psychosocial+treatment+for+ADHD-inattentive+type 2014 Targeted Mixture Full Academic Year or Longer None None Single 199 NA Yes Whole Sample Only At Least Some Follow-Up Yes No Yes, Descriptive Theory of Change Yes
8154261 Australia/New Zealand College/University Professional Training Background: In the interests of patient health outcomes, it is important for medical students to develop clinical communication skills. We previously proposed a telehealth communication skills training platform (EQClinic) with automated nonverbal behavior feedback for medical students, and it was able to improve medical students’ awareness of their nonverbal communication. Objective: This study aimed to evaluate the effectiveness of EQClinic to improve clinical communication skills of medical students. Methods: We conducted a 2-group randomized crossover trial between February and June 2016. Participants were second-year medical students enrolled in a clinical communication skills course at an Australian university. Students were randomly allocated to complete online EQClinic training during weeks 1–5 (group A) or to complete EQClinic training during weeks 8–11 (group B). EQClinic delivered an automated visual presentation of students’ nonverbal behavior coupled with human feedback from a standardized patient (SP). All students were offered two opportunities to complete face-to-face consultations with SPs. The two face-to-face consultations were conducted in weeks 6–7 and 12–13 for both groups, and were rated by tutors who were blinded to group allocation. Student-Patient Observed Communication Assessment (SOCA) was collected by blinded assessors (n=28) at 2 time points and also by an SP (n=83). Tutor-rated clinical communications skill in face-to-face consultations was the primary outcome and was assessed with the SOCA. We used t tests to examine the students’ performance during face-to-face consultations pre- and postexposure to EQClinic. Results: We randomly allocated 268 medical students to the 2 groups (group A: n=133; group B: n=135). SOCA communication skills measures (score range 4–16) from the first face-to-face consultation were significantly higher for students in group A who had completed EQClinic training and reviewed the nonverbal behavior feedback, compared with group B, who had completed only the course curriculum components (P=.04). Furthermore, at the second face-to-face assessment, the group that completed a teleconsultation between the two face-to-face consultations (group B) showed improved communication skills (P=.005), and the one that had teleconsultations before the first face-to-face consultation (group A) did not show improvement. Conclusions: The EQClinic is a useful tool for medical students’ clinical communication skills training that can be applied to university settings to improve students clinical communication skills development. A Web-Based Telehealth Training Platform Incorporating Automated Nonverbal Behavior Feedback for Teaching Communication Skills to Medical Students: A Randomized Crossover Study https://www.google.com/search?q=A+Web-Based+Telehealth+Training+Platform+Incorporating Automated+Nonverbal+Behavior+Feedback+for+Teaching Communication+Skills+to+Medical+Students:+A+Randomized Crossover+Study 2016 Universal External Educators Up to Half a Term Other School Subjects none Single 268 NA Yes Whole Sample Only Immediate Post-Test Only No No No No
3030696 USA/Canada Primary/Elementary Study-Related Skills In a randomized controlled trial, 205 students were followed from grades 1 to 3 with a focus on changes in their writing trajectories following an evidence-based intervention during the spring of second grade. Students were identified as being at-risk (n = 138), and then randomized into treatment (n = 68) versus business-as-usual conditions (n = 70). A typical group also was included (n = 67). The writing intervention comprised Lesson Sets 4 and 7 from the Process Assessment of the Learner (PAL), and was conducted via small groups (three to six students) twice a week for 12 weeks in accordance with a response-to-intervention Tier 2 model. The primary outcome was the Wechsler Individual Achievement Test-II Written Expression Scale. Results indicated modest support for the PAL lesson plans, with an accelerated rate of growth in writing skills following treatment. There were no significant moderator effects, although there was evidence that the most globally impaired students demonstrated a more rapid rate of growth following treatment. These findings suggest the need for ongoing examination of evidence-based treatments in writing for young elementary students. A Written Language Intervention for At-Risk Second Grade Students: A Randomized Controlled Trial of the Process Assessment of the Learner Lesson Plans in a Tier 2 Response-to-Intervention (RtI) Model https://www.google.com/search?q=A+Written+Language+Intervention+for+At-Risk+Second+Grade+Students:+A+Randomized+Controlled+Trial+of+the+Process+Assessment+of+the+Learner+Lesson+Plans+in+a+Tier+2+Response-to-Intervention+(RtI)+Model 2011 Universal Regular Teachers/Lecturers Between Half and Full Term None None Clustered 205 7 Yes Whole Sample Only Immediate Post-Test Only Yes Yes, But Not Reported Yes, Descriptive Theory of Change Yes
3031742 USA/Canada Middle/High School Physical Health and Wellbeing CONTEXT: African American adolescents are at high risk of contracting sexually transmitted infection with human immunodeficiency virus (HIV), but which behavioral interventions to reduce risk are most effective and who should conduct them is not known. OBJECTIVE: To evaluate the effects of abstinence and safer-sex HIV risk-reduction interventions on young inner-city African American adolescents' HIV sexual risk behaviors when implemented by adult facilitators as compared with peer cofacilitators. DESIGN: Randomized controlled trial with 3-, 6-, and 12-month follow-up. SETTING: Three middle schools serving low-income African American communities in Philadelphia, Pa. PARTICIPANTS: A total of 659 African American adolescents recruited for a Saturday program. INTERVENTIONS: Based on cognitive-behavioral theories and elicitation research, interventions involved 8 1-hour modules implemented by adult facilitators or peer cofacilitators. Abstinence intervention stressed delaying sexual intercourse or reducing its frequency; safer-sex intervention stressed condom use; control intervention concerned health issues unrelated to sexual behavior. MAIN OUTCOME MEASURES: Self-reported sexual intercourse, condom use, and unprotected sexual intercourse. RESULTS: Mean age of the enrollees was 11.8 years; 53% were female and 92.6% were still enrolled at 12 months. Abstinence intervention participants were less likely to report having sexual intercourse in the 3 months after intervention than were control group participants (12.5% vs 21.5%, P=.02), but not at 6- or 12-month follow-up (17.2% vs 22.7%, P=.14; 20.0% vs 23.1%, P=.42, respectively). Safer-sex intervention participants reported significantly more consistent condom use than did control group participants at 3 months (odds ratio [OR]=3.38; 95% confidence interval [CI], 1.25-9.16) and higher frequency of condom use at all follow-ups. Among adolescents who reported sexual experience at baseline, the safer-sex intervention group reported less sexual intercourse in the previous 3 months at 6- and 12-month follow-up than did control and abstinence intervention (adjusted mean days over prior 3 months, 1.34 vs 3.77 and 3.03, respectively; P< or =.01 at 12- month follow-up) and less unprotected intercourse at all follow-ups than did control group (adjusted mean days, 0.04 vs 1.85, respectively, P<.001, at 12-month follow-up). There were no differences in intervention effects with adult facilitators as compared with peer cofacilitators. CONCLUSION: Both abstinence and safer-sex interventions can reduce HIV sexual risk behaviors, but safer-sex interventions may be especially effective with sexually experienced adolescents and may have longer-lasting effects. Abstinence and safer sex HIV risk-reduction interventions for African American adolescents: a randomized controlled trial https://www.google.com/search?q=Abstinence+and+safer+sex+HIV+risk-reduction+interventions+for+African+American+adolescents:+a+randomized+controlled+trial 1998 Targeted External Educators Up to Half a Term None None Single 659 NA Yes Whole Sample Only At Least Some Follow-Up Yes No Yes, Descriptive Theory of Change Yes
8154989 Australia/New Zealand Primary/Elementary Literacy/English IMPORTANCE Working memory trainingmay help children with attention and learning difficulties, but robust evidence from population-level randomized controlled clinical trials is lacking. OBJECTIVE To test whether a computerized adaptive working memory intervention program improves long-term academic outcomes of children 6 to 7 years of age with low working memory compared with usual classroom teaching. DESIGN, SETTING, AND PARTICIPANTS Population-based randomized controlled clinical trial of first graders from 44 schools in Melbourne, Australia, who underwent a verbal and visuospatial working memory screening. Children were classified as having low working memory if their scores were below the 15th percentile on either the Backward Digit Recall or Mister X subtest from the AutomatedWorking Memory Assessment, or if their scores were below the 25th percentile on both. These children were randomly assigned by an independent statistician to either an intervention or a control arm using a concealed computerized random number sequence. Researchers were blinded to group assignment at time of screening.We conducted our trial from March 1, 2012, to February 1, 2015; our final analysis was on October 30, 2015.We used intention-to-treat analyses. INTERVENTION Cogmed working memory training, comprising 20 to 25 training sessions of 45 minutes' duration at school. MAIN OUTCOMES AND MEASURES Directly assessed (at 12 and 24 months) academic outcomes (reading, math, and spelling scores as primary outcomes) and working memory (also assessed at 6 months); parent-, teacher-, and child-reported behavioral and social-emotional functioning and quality of life; and intervention costs. RESULTS Of 1723 children screened (mean [SD] age, 6.9 [0.4] years), 226 were randomized to each arm (452 total), with 90% retention at 1 year and 88%retention at 2 years; 90.3%of children in the intervention arm completed at least 20 sessions. Of the 4 short-term and working memory outcomes, 1 outcome (visuospatial short-term memory) benefited the children at 6 months (effect size, 0.43 [95%CI, 0.25-0.62]) and 12 months (effect size, 0.49 [95%CI, 0.28-0.70]), but not at 24 months. There were no benefits to any other outcomes; in fact, the math scores of the children in the intervention arm were worse at 2 years (mean difference, -3.0 [95%CI, -5.4 to -0.7]; P = .01). Intervention costs were A$1035 per child. CONCLUSIONS AND RELEVANCE Working memory screening of children 6 to 7 years of age is feasible, and an adaptive working memory training program may temporarily improve visuospatial short-term memory. Given the loss of classroom time, cost, and lack of lasting benefit, we cannot recommend population-based delivery of Cogmed within a screening paradigm. TRIAL REGISTRATION anzctr.org.au Identifier: ACTRN12610000486022. Academic outcomes 2 years after working memory training for children with lowworking memory: A randomized clinical trial https://www.google.com/search?q=Academic+outcomes+2+years+after+working+memory+training+for+children+with+lowworking+memory:+A+randomized+clinical+trial 2016 Universal External Educators Between Half and Full Term Numeracy/Maths None Clustered 452 up to 4 children per cluster No Whole Sample Only At Least Some Follow-Up Yes No Yes, Descriptive Theory of Change Yes
5132566 UK/Ireland Middle/High School Literacy/English This paper describes an evaluation of an internet-based reading programme called Accelerated Reader (AR), which is widely used in UK schools and worldwide. AR is a whole-group reading management and monitoring programme that aims to stimulate the habit of independent reading among primary and secondary age pupils. The evaluation involved 349 pupils in Year 7 who had not achieved secure National Curriculum Level 4 in their Key Stage 2 results for English, randomised to two groups. The intervention group of 166 pupils was exposed to AR for 20 weeks, after which they recorded higher literacy scores in the New Group Reading Test (NGRT) post-test than the control group of 183 pupils (“effect” size of +0.24). The schools led the organisation and implementation of the intervention, and also conducted most elements of the evaluation, with advice from an expert external evaluation team. The process evaluation suggests that these schools were very capable of conducting evaluations of their own practice, given appropriate guidance. ABSTRACT FROM AUTHOR]; Copyright of Educational Review is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) Accelerated Reader as a literacy catch-up intervention during primary to secondary school transition phase https://www.google.com/search?q=Accelerated+Reader+as+a+literacy+catch-up+intervention+during+primary+to+secondary+school+transition+phase 2016 Targeted Regular Teachers/Lecturers Between Half and Full Term None None Clustered 349 4 Yes Whole Sample Only Immediate Post-Test Only Yes Yes, Limited Yes, Descriptive Theory of Change No
3031712 Rest of Europe College/University Professional Training BACKGROUND: Technology-enhanced learning (TEL) gives a view to improved education. However, there is a need to clarify how TEL can be used effectively. The study compared students' attitudes and opinions towards a traditional face-to-face course on theoretical radiological science and a TEL course where students could combine face-to-face lectures and e-learning modules at their best convenience. METHODS: 42 third-year dental students were randomly assigned to the traditional face-to-face group and the TEL group. Both groups completed questionnaires before the beginning and after completion of the course on attitudes and opinions towards a traditional face-to-face lectures and technology-enhanced learning. After completion of the course both groups also filled in the validated German-language TRIL (Trierer Inventar zur Lehrevaluation) questionnaire for the evaluation of courses given at universities. RESULTS: Both groups had a positive attitude towards e-learning that did not change over time. The TEL group attended significantly less face-to-face lectures than the traditional group. However, both groups stated that face-to-face lectures were the basis for education in a theoretical radiological science course. The members of the TEL group rated e-mail reminders significantly more important when they filled in the questionnaire on attitudes and opinions towards a traditional face-to-face lectures and technology-enhanced learning for the second time after completion of the course. The members of the technology-enhanced learning group were significantly less confident in passing the exam compared to the members of the traditional group. However, examination results did not differ significantly for traditional and the TEL group. CONCLUSIONS: It seems that technology-enhanced learning in a theoretical radiological science course has the potential to reduce the need for face-to-face lectures. At the same time examination results are not impaired. However, technology-enhanced learning cannot completely replace traditional face-to-face lectures, because students indicate that they consider traditional teaching as the basis of their education. Acceptance of technology-enhanced learning for a theoretical radiological science course: a randomized controlled trial https://www.google.com/search?q=Acceptance+of+technology-enhanced+learning+for+a+theoretical+radiological+science+course:+a+randomized+controlled+trial 2012 Universal Regular Teachers/Lecturers Up to Half a Term None None Single 42 NA No Whole Sample Only Immediate Post-Test Only Yes No Yes, Descriptive Theory of Change Yes
3031302 USA/Canada College/University Professional Training PURPOSE: Spaced education is a novel form of online education that harnesses the 2 psychology research findings of spacing and testing effects. Spaced education is delivered by daily emails containing clinically relevant multiple choice questions. To take advantage of the spacing effect the questions are repeated at fixed intervals for a fixed number of repetitions. An adaptive spaced education system was developed to customize spacing intervals and the number of repetitions based on learner knowledge level. To determine whether this system improves learning efficiency I performed a randomized trial to compare the learning efficiency of adaptive vs nonadaptive spaced education systems among surgery students at 2 medical schools. MATERIALS AND METHODS: A total of 62 year 3 students were randomized to identical course content in adaptive or nonadaptive spaced education formats. The course consisted of 40 validated, spaced education items on the 4 urology topics benign prostatic hyperplasia, erectile dysfunction, prostate cancer and prostate specific antigen screening. The nonadaptive cohort received daily emails containing 2 questions with a linear review of the material 20 days after initial presentation. The adaptive cohort received daily emails via an adaptive algorithm that limited the repetition of mastered content. Each cohort completed a validated end of course test. RESULTS: The adaptive cohort answered significantly fewer spaced education items than the nonadaptive cohort (p = 0.001) but achieved comparable end of course test scores (p = 0.37). The adaptive algorithm increased learning efficiency by 38%. CONCLUSIONS: Adaptive spaced education boosts learning efficiency. Adaptive spaced education improves learning efficiency: a randomized controlled trial https://www.google.com/search?q=Adaptive+spaced+education+improves+learning+efficiency:+a+randomized+controlled+trial 2009 Universal Regular Teachers/Lecturers Up to Half a Term None None Single 62 NA Yes Whole Sample Only Immediate Post-Test Only No No Yes, Descriptive Theory of Change No
3031437 Africa Middle/High School Physical Health and Wellbeing Context:Cost-effective, scalable programs are urgently needed in countries deeply affected by HIV.Methods:This parallel-group RCT was conducted in four secondary schools in Mbarara, Uganda. Participants were 12 years and older, reported past-year computer or Internet use, and provided informed caregiver permission and youth assent. The intervention, CyberSenga, was a five-hour online healthy sexuality program. Half of the intervention group was further randomized to receive a booster at four-months post-intervention. The control arm received 'treatment as usual' (i.e., school-delivered sexuality programming). The main outcome measures were: 1) condom use and 2) abstinence in the past three months at six-months' post-intervention. Secondary outcomes were: 1) condom use and 2) abstinence at three-month's post-intervention; and 6-month outcomes by booster exposure. Analyses were intention to treat.Results:All 416 eligible youth were invited to participate, 88% (n = 366) of whom enrolled. Participants were randomized to the intervention (n = 183) or control (n = 183) arm; 91 intervention participants were further randomized to the booster. No statistically significant results were noted among the main outcomes. Among the secondary outcomes: At three-month follow-up, trends suggested that intervention participants (81%) were more likely to be abstinent than control participants (74%; p = 0.08), and this was particularly true among youth who were abstinent at baseline (88% vs. 77%; p = 0.02). At six-month follow-up, those in the booster group (80%) reported higher rates of abstinence than youth in the intervention, no booster (57%) and control (55%) groups (p = 0.15); they also reported lower rates of unprotected sex (5%) compared to youth in the intervention, no booster (24%) and control (21%) groups (p = 0.21) among youth sexually active at baseline.Conclusions:The CyberSenga program may affect HIV preventive behavior among abstinent youth in the short term and, with the booster, may also promote HIV preventive behavior among sexually active youth in the longer term.Trial Registration: NCT00906178. 2013 Ybarra et al. Adolescent Abstinence and Unprotected Sex in CyberSenga, an Internet-Based HIV Prevention Program: Randomized Clinical Trial of Efficacy https://www.google.com/search?q=Adolescent+Abstinence+and+Unprotected+Sex+in+CyberSenga,+an+Internet-Based+HIV+Prevention+Program:+Randomized+Clinical+Trial+of+Efficacy 2013 Universal External Educators Up to Half a Term Behaviour and Social Wellbeing None Single 366 NA Yes Some Sub-Groups Reported At Least Some Follow-Up Yes Yes, Limited Yes, Descriptive Theory of Change Yes
8155315.01 Central/South America Primary/Elementary Physical Health and Wellbeing To address global questions regarding the timing of HIV-prevention efforts targeting youth and the possible additional benefits of parental participation, researchers from the USA and The Bahamas conducted two sequential longitudinal, randomized trials of an evidence-based intervention spanning the adolescent years. The first trial involved 1360 grade-6 students and their parents with three years of follow-up and the second 2564 grade-10 students and their parents with two years of follow-up. Through grade-12, involvement in the combined child and parent??�child HIV-risk reduction interventions resulted in increased consistent condom-use, abstinence/protected sex, condom-use skills and parent??�child communication about sex. Receipt of the grade-6 HIV-prevention intervention conferred lasting benefits regarding condom-use skills and self-efficacy. Youth who had not received the grade-six intervention experienced significantly greater improvement over baseline as a result of the grade-10 intervention. The HIV-risk reduction intervention delivered in either or both grade-6 and grade-10 conferred sustained benefits; receipt of both interventions appears to confer additional benefits. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract) Adolescent HIV risk reduction in the Bahamas: Results from two randomized controlled intervention trials spanning elementary school through high school https://www.google.com/search?q=Adolescent+HIV+risk+reduction+in+the+Bahamas:+Results+from+two+randomized+controlled+intervention+trials+spanning+elementary+school+through+high+school 2015 Universal Regular Teachers/Lecturers Full Academic Year or Longer Behaviour and Social Wellbeing None Clustered 1360 15 Yes Some Sub-Groups Reported At Least Some Follow-Up Yes Yes, Fairly Well Yes, Descriptive Theory of Change Yes
8155315.02 Central/South America Middle/High School Physical Health and Wellbeing To address global questions regarding the timing of HIV-prevention efforts targeting youth and the possible additional benefits of parental participation, researchers from the USA and The Bahamas conducted two sequential longitudinal, randomized trials of an evidence-based intervention spanning the adolescent years. The first trial involved 1360 grade-6 students and their parents with three years of follow-up and the second 2564 grade-10 students and their parents with two years of follow-up. Through grade-12, involvement in the combined child and parent??�child HIV-risk reduction interventions resulted in increased consistent condom-use, abstinence/protected sex, condom-use skills and parent??�child communication about sex. Receipt of the grade-6 HIV-prevention intervention conferred lasting benefits regarding condom-use skills and self-efficacy. Youth who had not received the grade-six intervention experienced significantly greater improvement over baseline as a result of the grade-10 intervention. The HIV-risk reduction intervention delivered in either or both grade-6 and grade-10 conferred sustained benefits; receipt of both interventions appears to confer additional benefits. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract) Adolescent HIV risk reduction in the Bahamas: Results from two randomized controlled intervention trials spanning elementary school through high school https://www.google.com/search?q=Adolescent+HIV+risk+reduction+in+the+Bahamas:+Results+from+two+randomized+controlled+intervention+trials+spanning+elementary+school+through+high+school 2015 Universal Regular Teachers/Lecturers Full Academic Year or Longer Behaviour and Social Wellbeing None Clustered 2564 26 Yes Some Sub-Groups Reported At Least Some Follow-Up Yes Yes, Fairly Well Yes, Descriptive Theory of Change Yes
3031204 Central/South America Middle/High School Physical Health and Wellbeing PURPOSE: To evaluate the efficacy of an abstinence-centered sex education program in adolescent pregnancy prevention, the TeenSTAR Program was applied in a high school in Santiago, Chile. METHODS: A total of 1259 girls from a Santiago high school were divided into three cohorts depending on the year they started high school: the 1996 cohort of 425 students, which received no intervention; the 1997 cohort, in which 210 students received an intervention and 213 (control group) did not; and the 1998 cohort, in which 328 students received an intervention and 83 (control group) did not. Students were randomly assigned to control and intervention groups in these cohorts, before starting with the program. We conducted a prospective, randomized study using the application of the TeenSTAR sex education program during the first year of high school to the intervention groups in the 1997 and 1998 cohorts. All cohorts were followed up for 4 years; pregnancy rates were recorded and subsequently contrasted in the intervention and control groups. Pregnancy rates were measured and Risk Ratio with 95% confidence interval were calculated for intervention and control groups in each cohort. RESULTS: Pregnancy rates for the intervention and control groups in the 1997 cohort were 3.3% and 18.9%, respectively (RR: 0.176, CI: 0.076-0.408). Pregnancy rates for the intervention and control groups in the 1998 cohort were 4.4% and 22.6%, respectively (RR 0.195, CI: 0.099-0.384). CONCLUSIONS: The abstinence-centered TeenSTAR sex education intervention was effective in the prevention of unintended adolescent pregnancy. Adolescent pregnancy prevention: An abstinence-centered randomized controlled intervention in a Chilean public high school https://www.google.com/search?q=Adolescent+pregnancy+prevention:+An+abstinence-centered+randomized+controlled+intervention+in+a+Chilean+public+high+school 2003 Universal Other School/College Employees Full Academic Year or Longer None None Single 1259 NA Yes Whole Sample Only At Least Some Follow-Up Yes No No No
3031792 NA NA NA A cluster randomised trial was conducted to evaluate the efficacy of a health promotion intervention aimed at improving knowledge and preventing sexually transmitted diseases (STD) amongst Grade 9 primary school students in Salerno (Italy). Students were randomized to either one of two groups: intervention group or control group. The intervention group was required to attend three meetings, each lasting one and a half hours. A questionnaire was then administered to both groups to evaluate knowledge of STD, contraception, sexuality, affectivity, satisfaction with interpersonal relationships with family, social groups and healthcare professionals. Variations of knowledge in the two groups were evaluated through calculation of odds ratios. Three hundred twenty-two students participated in the study. All students who received the study intervention were able to identify at least one STD post-intervention, while 2.5% of students in the control group did not indicate any. Students in the intervention group were more likely to select condoms as the most suitable contraception for young people (OR 5.54; 95% CI 3.27 -9.38), compared to controls (OR 1.91; 95% CI 1.20 - 3.05) (p = 0.002). They were also better aware of the possibility of contracting a STD even after incomplete sexual intercourse (OR 0.21, 95% CI 0.13 to 0.35), with a statistically significant difference (p <0.001) compared to the control group (OR 0.71, 95% CI 0.45 to 1.11). In addition, students in the intervention group were more likely to turn to their own parents when having doubts about sexual issues (p = 0.004) and female students to consider their gynecologist as a reference figure. In conclusion, the findings indicate that students randomized to the intervention group were more informed and aware of issues related to sexuality and its associated risks. Adolescents' affectivity and sexuality: a randomized trial of the efficacy of a school health promotion intervention in a primary school. Italian https://www.google.com/search?q=Adolescents'+affectivity+and+sexuality:+a+randomized+trial+of+the+efficacy+of+a+school+health+promotion+intervention+in+a+primary+school.+Italian NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA
3031391 USA/Canada Middle/High School Physical Health and Wellbeing Although media literacy represents an innovative venue for school-based antismoking programming, studies have not systematically compared student impressions of these and traditional programs. This study utilized data from a randomized trial comparing these two types of programs. After each program, students responded to three open-ended questions related to their assigned curriculum. Two coders, blinded to student assignments, independently coded these data. Coders had strong inter-rater agreement (kappa = 0.77). Our primary measures were spontaneously noted overall assessment, enjoyment/interest and the likelihood of changing smoking behavior. Of the 531 participants, 255 (48.0%) were randomized to the intervention (media literacy) group. Intervention participants had more net positive responses rate ratio (RR) = 1.27, 95% confidence interval (CI) = 1.05, 1.54], more responses rating the program as compelling (RR = 1.63, 95% CI = 1.16, 2.29) and fewer responses rating the program as non-compelling (RR = 0.62, 95% CI = 0.39, 0.97). However, the intervention group was not more likely to suggest that the curriculum was likely to change behavior positively (RR = 0.57, 95% CI = 0.30, 1.06). Findings suggest that although media literacy provides a compelling format for the delivery of antitobacco programming, integration of components of traditional programming may help media literacy programs achieve maximal efficacy. Adolescents' Impressions of Antismoking Media Literacy Education: Qualitative Results from a Randomized Controlled Trial https://www.google.com/search?q=Adolescents'+Impressions+of+Antismoking+Media+Literacy+Education:+Qualitative+Results+from+a+Randomized+Controlled+Trial 2009 Universal Regular Teachers/Lecturers Up to Half a Term Behaviour and Social Wellbeing none Clustered 531 28 No Whole Sample Only Immediate Post-Test Only Yes Yes, Fairly Well Yes, Theoretical Perspectives Yes
3030769 Rest of Europe College/University Professional Training BACKGROUND/AIM: Owing to the complex topographical aspects of ophthalmic surgery, teaching with conventional surgical videos has led to a poor understanding among medical students. A novel multimedia three dimensional (3D) computer animated program, called 'Ophthalmic Operation Vienna' has been developed, where surgical videos are accompanied by 3D animated sequences of all surgical steps for five operations. The aim of the study was to assess the effect of 3D animations on the understanding of cataract and glaucoma surgery among medical students. METHOD: Set in the Medical University of Vienna, Department of Ophthalmology, 172 students were randomised into two groups: a 3D group (n=90), that saw the 3D animations and video sequences, and a control group (n=82), that saw only the surgical videos. The narrated text was identical for both groups. After the presentation, students were questioned and tested using multiple choice questions. RESULTS: Students in the 3D group found the interactive multimedia teaching methods to be a valuable supplement to the conventional surgical videos. The 3D group outperformed the control group not only in topographical understanding by 16% (p<0.0001), but also in theoretical understanding by 7% (p<0.003). Women in the 3D group gained most by 19% over the control group (p<0.0001). CONCLUSIONS: The use of 3D animations lead to a better understanding of difficult surgical topics among medical students, especially for female users. Gender related benefits of using multimedia should be further explored. Advantage of three dimensional animated teaching over traditional surgical videos for teaching ophthalmic surgery: a randomised study https://www.google.com/search?q=Advantage+of+three+dimensional+animated+teaching+over+traditional+surgical+videos+for+teaching+ophthalmic+surgery:+a+randomised+study 2005 Universal Regular Teachers/Lecturers Up to Half a Term None None Clustered 172 2 Yes Whole Sample Only Immediate Post-Test Only No No No No
3031469 NA NA NA Objective: To investigate the safety and feasibility of a schoolbased aerobic training programme for young people with cerebral palsy. Design: A Phase I two-group single-blinded randomised controlled trial with a 1:1 allocation ratio. Method: Eligible to participate were 8-18 year olds attending one of three metropolitan specialist schools, with a diagnosis of cerebral palsy, GMFCS I-III, and a reliable yes/no response. Exclusion criteria were surgery or botulinum toxin- A to the lower-limbs, or aerobic training, in the previous 6 months. Recruitment was through the physiotherapy departments of the participating schools. Participants were randomised to either the intervention or control group. The intervention group completed a 9-week supervised group aerobic training programme, three times weekly for 30 minutes during their lunch break. The supervision ratio was either 1:1 or 1:2. The programmes were individualised, and considered student activity preferences. The control group completed an arts programme for the same time and duration. The primary outcomes were feasibility and safety. Feasibility included programme attendance and adherence to training heart rate targets, measured by heart rate monitors that were worn each session. Adverse safety events were recorded as serious or non-serious, expected or unexpected, and related or unrelated to the study. Secondary outcomes measured cardiovascular function and physical activity (6min walk test, Muscle Power Sprint Test, RT3 activity monitors). Results: Nineteen children, with a mean age of 13 year 10 months (GMFCS I n=4; GMFCS II n=9; GMFCS III n=6) took part. Two-hundred and six exercise sessions were attended with no serious adverse events. There were three non-serious adverse events, in two participants, which were expected and related to the intervention. One participant hit her leg on her bike, resulting in some redness that was treated with ice. Another participant tripped over on two separate instances, with no adverse consequences. Participants attended an average of 79% sessions; across the intervention there was 80% adherence to target heart rate. There were no betweengroup cardiovascular changes, though moderate effect sizes favouring the intervention group were found. Conclusion: This Phase I trial provided initial evidence that young people with high support needs can successfully participate in a school-based aerobic training programme. The data suggest aerobic training in this setting is safe, and participants are compliant and adherent. Future research may investigate using this programme framework for aerobic training for a wider group of young people in specialist school settings. Aerobic training for young people with cerebral palsy in specialist schools: A pilot randomised controlled trial https://www.google.com/search?q=Aerobic+training+for+young+people+with+cerebral+palsy+in+specialist+schools:+A+pilot+randomised+controlled+trial NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA
3030577 USA/Canada Primary/Elementary Range of Academic Outcomes This randomized controlled trial evaluated a culturally representative parent engagement strategy with Latino parents of elementary school children. Ten urban schools serving low-income children from mixed cultural backgrounds participated in a large study. Classrooms were randomly assigned either either to an after-school, multifamily support group (FAST: Families and Schools Together) or to receive eight behavioral parenting pamphlets with active follow-up (FAME: Family Education). Of 180 Latino parents assigned to FAST, 90 percent came once and 85 percent graduated. Two-year follow-up teacher data were collected for 130 Latino children. The teachers, blind to condition, evaluated the children's classroom functioning. Data were analyzed with hierarchical linear modeling, using a conservative, intent-to-treat model. On standardized mental health instruments (Teacher's Report Form of the Child Behavior Checklist; Social Skills Rating System), statistically significant differences favored assignment to FAST rather than to FAME on academic performance and classroom behaviors, including aggression and social skills. After-School Multifamily Groups: A Randomized Controlled Trial Involving Low-Income, Urban, Latino Children https://www.google.com/search?q=After-School+Multifamily+Groups:+A+Randomized+Controlled+Trial+Involving+Low-Income,+Urban,+Latino+Children 2006 Targeted External Educators Full Academic Year or Longer Behaviour and Social Wellbeing None Clustered 180 10 Yes Whole Sample Only At Least Some Follow-Up No Yes, But Not Reported Yes, Theoretical Perspectives No
3030626 USA/Canada Middle/High School Study-Related Skills This study examined the efficacy of an after-school program, called the Challenging Horizons Program (CHP) that met four days a week and focused on improving organization, academic skills, and social behavior. The CHP was compared with a treatment as usual (TAU) after-school program that met one to three days a week and focused on preparation for standardized testing. Participants were 48 middle-school youth, referred as experiencing a combination of learning and behavior problems, randomly assigned to either the CHP or the TAU program. A direct referral group was recruited for comparison and included 13 students previously diagnosed with ADHD accepted for participation in the CHP without random assignment. Parent ratings of behavioral and academic functioning were collected at the beginning of the academic year and again after one semester of intervention. Four of the 5 main comparisons between small group CHP and the TAU control yielded significant group x time interactions. Students in small group CHP improved significantly on parent ratings of behavioral and academic functioning while the control group significantly declined on 4 of the 5 measures. The direct referral group also demonstrated significant improvements that paralleled those of students randomly assigned to the CHP. (PsycINFO Database Record (c) 2012 APA, all rights reserved) After-school programming to improve the behavioral and academic functioning of middle school students: A randomized efficacy trial https://www.google.com/search?q=After-school+programming+to+improve+the+behavioral+and+academic+functioning+of+middle+school+students:+A+randomized+efficacy+trial 2006 Universal Mixture Between Half and Full Term Range of Academic Outcomes Behaviour and Social Wellbeing Single 48 NA Yes Some Sub-Groups Reported At Least Some Follow-Up Yes Yes, Limited Yes, Theoretical Perspectives Yes
3031235 UK/Ireland College/University Behaviour and Social Wellbeing Objective: This study investigated the effectiveness of three single-session interventions with high-risk mandated students while considering the influence of motivational interviewing (MI) microskills. Method: This randomized, controlled pilot trial evaluated single-session interventions: Alcohol Skills Training Program (ASTP), Brief Alcohol Screening and Intervention for College Students (BASICS) feedback sessions, and treatment-as-usual Alcohol Diversion Program (ADP) educational groups. Participants were 61 full-time undergraduates at a southern U.S. campus sanctioned to a clinical program following violation of an on-campus alcohol policy (Mage = 19.16 years; 42.6% female). Results: Results revealed a significant effect of time for reductions in estimated blood alcohol concentration (eBAC) and number of weekly drinks but not in alcohol-related consequences. Although ASTP and BASICS participants reported signifi cant decreases in eBAC over time, ADP participant levels did not change (with no intervention effects on quantity or consequences). MI microskills were not related to outcomes. Conclusions: Results from this study suggest equivalent behavioral impacts for the MI-based interventions, although individual differences in outcome trajectories suggest that research is needed to further customize mandated interventions. Given the overall decrease in eBAC following the sanction, the lack of reduction in the ADP condition warrants caution when using education-only interventions. (PsycINFO Database Record (c) 2015 APA, all rights reserved)(journal abstract) Alcohol interventions for mandated students: Behavioral outcomes from a randomized controlled pilot study https://www.google.com/search?q=Alcohol+interventions+for+mandated+students:+Behavioral+outcomes+from+a+randomized+controlled+pilot+study 2012 Universal Regular Teachers/Lecturers Single Session Professional Training none Clustered NA NA NA NA NA NA NA NA NA
3031211 USA/Canada Middle/High School Physical Health and Wellbeing This study evaluated All4You!, a theoretically based curriculum designed to reduce sexual risk behaviors associated with HIV, other STDs, and unintended pregnancy among students in alternative schools. The study featured a randomized controlled trial involving 24 community day schools in northern California. A cohort of 988 students was assessed four times during an 18-month period using a self report questionnaire. At the 6-month follow-up, the intervention reduced the frequency of intercourse without a condom during the previous 3 months, the frequency of intercourse without a condom with steady partners, and the number of times students reported having intercourse in the previous 3 months. It also increased condom use at last intercourse. These behavioral effects were no longer statistically significant at the 12- and 18-month follow-ups. The All4You! intervention was effective in reducing selected sexual risk behaviors among students in alternative school settings; however, the effects were modest and short term. All4You! A Randomized Trial of an HIV, Other STDs, and Pregnancy Prevention Intervention for Alternative School Students https://www.google.com/search?q=All4You!+A+Randomized+Trial+of+an+HIV,+Other+STDs,+and+Pregnancy+Prevention+Intervention+for+Alternative+School+Students 2006 Universal External Educators Between Half and Full Term None None Clustered 988 24 Yes Some Sub-Groups Reported At Least Some Follow-Up Yes No Yes, Theoretical Perspectives No
5132711 USA/Canada Middle/High School Numeracy/Maths The purpose of this study is to investigate the effectiveness of the think-pair-share cooperative learning strategy and the jigsaw cooperative learning strategy in improving ninth-grade students' achievement in Algebra I. Cooperative learning theory is one of the most effective theories that is applied in Algebra I classrooms. Cooperative learning gives students the opportunity to work in mixed-ability groups to help each other learn. In addition, students in cooperative learning groups work together to achieve a common goal. The researcher implemented a mixed-methodology design that included quantitative and qualitative instruments. The researcher drew the research sample of 54 students from three high school Algebra I classes. The experimental groups and control group consisted each of 18 students. The experimental groups learned using think-pair-share and jigsaw cooperative learning strategies, whereas the control group learned using the traditional teaching method. One mathematics teacher taught all of the groups. The research instruments included a pre-/post benchmark assessment, a post attitudinal survey, a classroom observation tool form, and a teacher interview questionnaire. The interview and classroom observations were used to document the teacher's perceptions about using the think-pair-share and jigsaw cooperative strategies in Algebra I classroom and the classroom behaviors associated with the implementation of strategies. The pre-/post benchmark assessment was used to determine if the think-pair-share and jigsaw cooperative learning strategies had an effect on ninth-grade students' achievement in Algebra I. The post attitudinal survey was used to determine the impact of the think-pair-share and jigsaw cooperative learning strategies on students' attitude toward Algebra I. There was a statistically significant difference between the think-pair-share cooperative learning group and the traditional teaching group. Also, a statistically significant difference was found between the jigsaw cooperative learning group and the control group. However, there was no statistically significant difference found between the think-pair-share cooperative learning group and the jigsaw cooperative learning group. The students believed that the think-pair-share and jigsaw cooperative learning strategies were both useful in learning Algebra I. The mathematics teacher perceived the think-pair-share and jigsaw cooperative learning strategies as important strategies that could improve the learning outcomes of students in Algebra I. An analysis of the implementation and the effect of jigsaw and think-pair-share cooperative learning strategies on ninth grade students' achievement in Algebra I https://www.google.com/search?q=An+analysis+of+the+implementation+and+the+effect+of+jigsaw+and+think-pair-share+cooperative+learning+strategies+on+ninth+grade+students'+achievement+in+Algebra+I 2015 Universal Regular Teachers/Lecturers Between Half and Full Term Range of Academic Outcomes Study Skills Clustered 54 3 Yes Whole Sample Only Immediate Post-Test Only No Yes, Limited No No
3030755 USA/Canada Primary/Elementary Behaviour and Social Wellbeing Anxiety disorders are prevalent in the school-aged population and are present across cultural groups. Scant research exists on culturally relevant prevention and intervention programs for mental health problems in the Aboriginal populations. An established cognitive behavioral program, FRIENDS for Life, was enriched to include content that was culturally relevant to Aboriginal students. Students ( N  = 533), including 192 students of Aboriginal background, participated in the cluster randomized control study. Data were collected three times over 1 year. A series of multilevel models were conducted to examine the effect of the culturally enriched FRIENDS program on anxiety. These analyses revealed that the FRIENDS program did not effectively reduce anxiety for the total sample or for Aboriginal children specifically. However, all students, regardless of intervention condition, Aboriginal status, or gender, reported a consistent decrease in feelings of anxiety over the 6-month study period. An Effectiveness Study of a Culturally Enriched School-Based CBT Anxiety Prevention Program https://www.google.com/search?q=An+Effectiveness+Study+of+a+Culturally+Enriched+School-Based+CBT+Anxiety+Prevention+Program 2011 Universal Mixture More than One Term Physical Health and Wellbeing None Clustered 533 15 No Some Sub-Groups Reported At Least Some Follow-Up Yes Yes, Fairly Well Yes, Descriptive Theory of Change Yes
3031698 USA/Canada Middle/High School Physical Health and Wellbeing Objective: Efficacy trials found that a dissonance-based eating disorder prevention program in which female high school and college students with body image concerns critique the thin ideal reduced eating disorder risk factors, eating disorder symptoms, and future eating disorder onset. The present effectiveness trial tested whether this program produces effects through long-term follow-up when high school clinicians recruit students and deliver the intervention under real-world conditions. Method: Female high school students with body image concerns (N = 306; M age = 15.7 years, SD = 1.1) were randomized to the dissonance intervention or an educational brochure control condition and completed assessments through 3-year follow-up. Results: Dissonance participants showed significantly greater decreases in body dissatisfaction at 2-year follow-up and eating disorder symptoms at 3-year follow-up than controls; effects on other risk factors, risk for eating disorder onset, and other outcomes (e.g., body mass) were marginal or nonsignificant. Conclusions: Although it was encouraging that some key effects persisted over long-term follow-up, effects were on average smaller in this effectiveness trial than previous efficacy trials, which could be due to (a) facilitator selection, training, and supervision; (b) the lower risk status of participants; or (c) the use of a control condition that produces some effects. (Contains 3 tables and 1 figure.) An Effectiveness Trial of a Selected Dissonance-Based Eating Disorder Prevention Program for Female High School Students: Long-Term Effects https://www.google.com/search?q=An+Effectiveness+Trial+of+a+Selected+Dissonance-Based+Eating+Disorder+Prevention+Program+for+Female+High+School+Students:+Long-Term+Effects 2011 Targeted Other School/College Employees Up to Half a Term None None Single 306 NA Yes Some Sub-Groups Reported At Least Some Follow-Up Yes Yes, Fairly Well Yes, Theoretical Perspectives Yes
5132845 USA/Canada Middle/High School Other School Subjects This study examined the efficacy of a curriculum-based intervention for high school science students. Specifically, the intervention was two years of research-based, multidisciplinary curriculum materials for science supported by comprehensive professional development for teachers that focused on those materials. A modest positive effect was detected when comparing outcomes from this intervention to those of business-as-usual materials and professional development. However, this effect was typical for interventions at this grade span that are tested using a state achievement test. Tests of mediation suggest a large treatment effect on teachers and in turn a strong effect of teacher practice on student achievement--reinforcing the hypothesized key role of teacher practice. Tests of moderation indicate no significant treatment by demographic interactions. An Efficacy Trial of Research-Based Curriculum Materials with Curriculum-Based Professional Development https://www.google.com/search?q=An+Efficacy+Trial+of+Research-Based+Curriculum+Materials+with+Curriculum-Based+Professional+Development 2015 Universal Regular Teachers/Lecturers Full Academic Year or Longer None None Clustered 3052 18 Yes Some Sub-Groups Reported Immediate Post-Test Only Yes No Yes, Theoretical Perspectives Yes
3030856 Australia/New Zealand Middle/High School Behaviour and Social Wellbeing OBJECTIVE: In this research we aimed to evaluate the efficacy of a theoretically derived school-based body image intervention for young adolescent girls. METHOD: Participants were 194, female Grade 7 students from two Catholic Secondary Schools in Melbourne, Australia. One school was allocated to the intervention group and the other school was allocated to the control group. The intervention group participated in three 50-min body image intervention sessions, while the control group received their usual classes. All participants completed baseline, post-intervention and 3-month follow-up questionnaires. RESULTS: The intervention group reported significantly more positive outcomes than the control group on measures of intervention topic knowledge, risk factors for body dissatisfaction, body image, dietary restraint and self-esteem, at post-intervention and follow-up. DISCUSSION: This study provides support for the efficacy of a theoretically derived school-based body image intervention with adolescent girls. An evaluation of a body image intervention based on risk factors for body dissatisfaction: a controlled study with adolescent girls https://www.google.com/search?q=An+evaluation+of+a+body+image+intervention+based+on+risk+factors+for+body+dissatisfaction:+a+controlled+study+with+adolescent+girls 2010 Targeted External Educators Single Session None None Not Randomised 194 2 Yes Whole Sample Only At Least Some Follow-Up Yes No Yes, Theoretical Perspectives Yes
5132914 UK/Ireland Middle/High School Literacy/English This paper describes a randomised controlled trial conducted with 10 secondary schools in England to evaluate the impact and feasibility of Fresh Start as an intervention to help new entrants with low prior literacy. Fresh Start is a synthetic phonics programme for small groups of pupils, here implemented three times per week over 22 weeks. The intervention was led by the schools themselves and assessed in cooperation with the independent evaluators. A group of 433 year 7 pupils (first year of secondary school) were identified by schools as having literacy attainment below “secure” KS2 level 4, and individually randomised to a treatment group or a waiting-list control. The pupils were assessed via GL’s New Group Reading Test. Missing data at pre- and post-test amounted to 3% of the total. The overall “effect” size in terms of gain scores from pre- to post-test was +0.24, and this was repeated in a sub-group analysis involving only FSM-eligible pupils. However, there was some imbalance between the two groups at the outset, and this must lead to a slight caution about the findings, and to some doubts about whether one or more schools unwittingly subverted the randomisation. Other than this, the aggregated trial shows that schools can conduct evaluations of their own interventions with firm guidance from experts, and under favourable conditions such as individual randomisation and lack of extended involvement by developers with a conflict of interests. ABSTRACT FROM AUTHOR]; Copyright of Educational Studies (03055698) is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) An evaluation of Fresh Start as a catch-up intervention: a trial conducted by teachers https://www.google.com/search?q=An+evaluation+of+Fresh+Start+as+a+catch-up+intervention:+a+trial+conducted+by+teachers 2016 Targeted Regular Teachers/Lecturers More than One Term None None Clustered 433 20 Yes Whole Sample Only Immediate Post-Test Only Yes No Yes, Descriptive Theory of Change No
5132604 Rest of Europe Primary/Elementary Other School Subjects The purpose of this study is to investigate the effectiveness of cooperative learning on the science lessons achievement of primary school students and to designate their views on cooperative learning process. 135 sixth-grade students attending the same school took part in the study. The model of this study was the Solomon four-group model. In the study, the Cooperative Learning Process Scale and the Science Achievement Test were used to collect data. In the light of the findings, the cooperative learning activities done in the experimental group have meaningfully increased the student achievement in comparison to the control group. According to the findings, it was determined that the activities were prepared appropriately to the cooperative learning and that they were organised considering the basic principles of cooperative learning. 85.07 per cent of the students have stated that the activities done were appropriate for high level cooperative learning. ABSTRACT FROM AUTHOR]; Copyright of Research in Education is the property of Manchester University Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) An evaluation of the cooperative learning process by sixth-grade students https://www.google.com/search?q=An+evaluation+of+the+cooperative+learning+process+by+sixth-grade+students 2016 Universal Regular Teachers/Lecturers Up to Half a Term Study Skills None Clustered 135 4 Yes Whole Sample Only Immediate Post-Test Only Yes No Yes, Descriptive Theory of Change Yes
3030947 USA/Canada Middle/High School Behaviour and Social Wellbeing The present study examines the effects of a culturally relevant school-based intervention in promoting cultural assets (i.e., ethnic identity, collectivist orientation, racism awareness, and liberatory youth activism) among a group of African American adolescent girls. The overall goal of the intervention was to promote cultural factors that can protect African American youth from the adverse effects of racism. A total of 74 African American girls participated in the study, of whom 36 were in the intervention group and 38 in the control group. Pre- and posttests were administered to assess intervention effects. Overall findings reveal that the intervention had significant and positive effects on ethnic identity, racism awareness, collectivism, and liberatory youth activism. Implications for risk prevention and promotion of psychosocial functioning among African American youth are discussed. (Contains 6 tables.) An Evaluation Study of the Young Empowered Sisters (YES!) Program: Promoting Cultural Assets among African American Adolescent Girls through a Culturally Relevant School-Based Intervention https://www.google.com/search?q=An+Evaluation+Study+of+the+Young+Empowered+Sisters+(YES!)+Program:+Promoting+Cultural+Assets+among+African+American+Adolescent+Girls+through+a+Culturally+Relevant+School-Based+Intervention 2008 Targeted External Educators Between Half and Full Term None None Single 74 NA Yes Some Sub-Groups Reported Immediate Post-Test Only Yes No Yes, Theoretical Perspectives Yes
3031532 USA/Canada Middle/High School Physical Health and Wellbeing BACKGROUND: There are few effective smoking cessation interventions for adolescent smokers. We developed a novel intervention to motivate tobacco use behavior change by (1) enhancing desire to quit through the use of abstinence-contingent incentives (CM), (2) increasing cessation skills through the use of cognitive behavioral therapy (CBT), and (3) removing cessation barriers through delivery within high schools. METHODS: An exploratory four-week, randomized controlled trial was conducted in Connecticut high schools to dismantle the independent and combined effects of CM and CBT; smokers received CM alone, CBT alone, or CM+CBT. Participants included 82 adolescent smokers seeking smoking cessation treatment. The primary outcome was seven-day end-of-treatment (EOT) point prevalence (PP) abstinence, determined using self-reports confirmed using urine cotinine levels. Secondary outcomes included one-day EOT PP abstinence and cigarette use during treatment and follow up. RESULTS: Among participants who initiated treatment (n=72), group differences in seven-day EOT-PP abstinence were observed (?(2)=10.48, p<0.01) with higher abstinence in the CM+CBT (36.7%) and CM (36.3%) conditions when compared with CBT (0%). One-day EOT-PP abstinence evidenced similar effects (?(2)=10.39, p<0.01; CM+CBT: 43%, CM: 43%, CBT: 4.3%). Survival analyses indicated differences in time to first cigarette during treatment (?(2)=8.73, p=0.003; CBT: Day 3, CM: Day 9, CM+CBT: Day 20). At one- and three-month follow ups, while no differences were observed, the CM alone group had the slowest increase in cigarette use. CONCLUSIONS: High-school, incentive-based smoking cessation interventions produce high rates of short-term abstinence among adolescent smokers; adding cognitive behavioral therapy does not appear to further enhance outcomes. An exploratory randomized controlled trial of a novel high-school-based smoking cessation intervention for adolescent smokers using abstinence-contingent incentives and cognitive behavioral therapy https://www.google.com/search?q=An+exploratory+randomized+controlled+trial+of+a+novel+high-school-based+smoking+cessation+intervention+for+adolescent+smokers+using+abstinence-contingent+incentives+and+cognitive+behavioral+therapy 2013 Targeted External Educators Up to Half a Term Physical Health and Wellbeing None Single 82 NA yes Whole Sample Only At Least Some Follow-Up Yes No Yes, Descriptive Theory of Change Yes
3031105 UK/Ireland Special School Numeracy/Maths Research investigating structured, comprehensive numeracy curricula appropriate for children with Intellectual Disabilities (ID) is limited. We conducted a pilot study focused on an adaptation of the Maths Recovery program. Twenty four elementary school children with severe ID or autism were randomly allocated into the intervention and control groups. For 12 weeks, children in the intervention group received individualized numeracy teaching based on the adapted Maths Recovery curriculum, whereas children in the control group received �mathematics as usual� teaching. Pre- and post- intervention tests on standardized numeracy measures were conducted. Children were successfully recruited into the study, parents were willing for their child to be randomised to one of the arms of the study, and the vast majority of children were retained to follow-up. Analysis of data from outcome measures indicated that the Maths Recovery group made improvements at post-intervention in comparison to the control group. A follow-up test showed that gains were maintained 7 months after the end of the intervention. These pilot results support the case for a definitive research trial of the adapted Maths Recovery intervention. (PsycINFO Database Record (c) 2014 APA, all rights reserved)(journal abstract) An individualized numeracy curriculum for children with intellectual disabilities: A single blind pilot randomized controlled trial https://www.google.com/search?q=An+individualized+numeracy+curriculum+for+children+with+intellectual+disabilities:+A+single+blind+pilot+randomized+controlled+trial 2013 Targeted Regular Teachers/Lecturers Full Academic Year or Longer None None Single 24 NA Yes Some Sub-Groups Reported Immediate Post-Test Only Yes No No No
3031763 UK/Ireland Middle/High School Physical Health and Wellbeing Background: Schools in many countries undertake programmes for smoking prevention, but systematic reviews have shown mixed evidence of their effectiveness. Most peer-led approaches have been classroom-based, and rigorous assessments are scarce. We assessed the effectiveness of a peer-led intervention that aimed to prevent smoking uptake in secondary schools. Methods: We undertook a cluster randomised controlled trial of 10 730 students aged 12-13 years in 59 schools in England and Wales. 29 schools (5372 students) were randomly assigned by stratified block randomisation to the control group to continue their usual smoking education and 30 (5358 students) to the intervention group. The intervention (ASSIST [A Stop Smoking In Schools Trial] programme) consisted of training influential students to act as peer supporters during informal interactions outside the classroom to encourage their peers not to smoke. Follow-up was immediately after the intervention and at 1 and 2 years. Primary outcomes were smoking in the past week in both the school year group and in a group at high risk of regular smoking uptake, which was identified at baseline as occasional, experimental, or ex-smokers. Analysis was by intention to treat. This study is registered, number ISRCTN55572965. Findings: The odds ratio of being a smoker in intervention compared with control schools was 0.75 (95% CI 0.55-1.01) immediately after the intervention (n = 9349 students), 0.77 (0.59-0.99) at 1-year follow-up (n = 9147), and 0.85 (0.72-1.01) at 2-year follow-up (n = 8756). The corresponding odds ratios for the high-risk group were 0.79 (0.55-1.13 [n = 3561]), 0.75 (0.56-0.99 [n = 3483]), and 0.85 (0.70-1.02 [n = 3294]), respectively. In a three-tier multilevel model with data from all three follow-ups, the odds of being a smoker in intervention compared with control schools was 0.78 (0.64-0.96). Interpretation: The results suggest that, if implemented on a population basis, the ASSIST intervention could lead to a reduction in adolescent smoking prevalence of public-health importance. (PsycINFO Database Record (c) 2015 APA, all rights reserved)(journal abstract) An informal school-based peer-led intervention for smoking prevention in adolescence (ASSIST): A cluster randomised trial https://www.google.com/search?q=An+informal+school-based+peer-led+intervention+for+smoking+prevention+in+adolescence+(ASSIST):+A+cluster+randomised+trial 2008 Targeted External Educators Up to Half a Term Physical Health and Wellbeing None Clustered 10730 59 Yes Some Sub-Groups Reported At Least Some Follow-Up Yes No No No
8154228 NA NA NA Thirty-two seventh-grade students attending a public middle school in a rural district in a midwestern state of the United States of America participated in a mixed-method intervention study aimed at enhancing student understandings of the algebraic concept of a variable, especially in relation to structure and modeling. Participating students were randomly allocated to two class groups, with one class initially being taught by Mr. X and the other by Mr. Y, who had both participated in professional development sessions led by two senior mathematics educators. Mr. X initially led one of the class groups in seven sessions on algebraic structures and Mr. Y led the other class group in seven sessions on modeling using algebra. Then, halfway through the intervention, the class groups swapped, with the teachers repeating the workshops with their new classes. Pre-teaching, mid-intervention, post-teaching, and retention assessment of learning occurred over a period of 24 weeks, with data gathered from pencil-and-paper tests and from 56 one-to-one interviews at various stages of the study. The theoretical bases for the study derived from the writings of two main scholars�first, the semiotic theory of Charles Sanders Peirce; and second, the theory of apperception put forward by Johann Friedrich Herbart. Six research questions were identified, and answered after all data had been collected and analyzed. Most of the participating students showed large gains in their understandings of algebraic structure and modeling, effect sizes of the intervention were large, and concept images of a variable were substantially modified. An intervention study aimed at enhancing seventh-grade students' development of the concept of a variable https://www.google.com/search?q=An+intervention+study+aimed+at+enhancing+seventh-grade+students'+development+of+the+concept+of+a+variable NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA
8155316 USA/Canada Preschool/Kindergarten Physical Health and Wellbeing Introduction A majority of preschool-aged children spend a significant portion of every weekday in a preschool or child care setting, where they typically participate in limited physical activity. This study determined if an ecologic physical activity intervention in preschools increases children's moderate- to vigorous-intensity physical activity (MVPA). Design RCT, with preschool as the unit of randomization and analysis. Child physical activity was measured by accelerometry. Mixed model analysis of covariance with preschool as a random variable was used to test the effects of the intervention on physical activity in the total group and in sex-specific subgroups. Data were collected in 2008-2010 and analyzed in 2012-2014. Setting/participants Children in 4-year-olds' classrooms in 16 preschools, pair matched and assigned to intervention or control groups. Intervention The intervention focused on increasing children's physical activity by changing instructional practices. Researchers trained preschool teachers to engage children in physical activity during (1) structured, teacher-led physical activity opportunities in the classroom; (2) structured and unstructured physical activity opportunities at recess; and (3) physical activity integrated into pre-academic lessons. Research staff encouraged teachers to adapt the intervention to their classrooms. Main outcome measures Minutes/hour of MVPA during the preschool day. Results In an analytic sample of 379 children (188 intervention, 191 control), those in the intervention schools engaged in significantly more MVPA than children in control schools (7.4 and 6.6 minutes/hour, respectively). This difference remained significant after adjusting for parent education and length of the school day (half versus full day). In the sex-specific analyses, the difference was significant for girls (6.8 vs 6.1 minutes/hour of MVPA, respectively) but not for boys (7.9 vs 7.2 minutes/hour, respectively). Conclusions A flexible ecologic physical activity intervention that trains teachers to provide children with opportunities to be active throughout the school day increased MVPA in preschool children. An intervention to increase physical activity in children: A randomized controlled trial with 4-year-olds in preschools https://www.google.com/search?q=An+intervention+to+increase+physical+activity+in+children:+A+randomized+controlled+trial+with+4-year-olds+in+preschools 2016 Universal Regular Teachers/Lecturers Full Academic Year or Longer None None Clustered 379 16 Yes Some Sub-Groups Reported Immediate Post-Test Only Yes No Yes, Theoretical Perspectives Yes
3030651 Asia Primary/Elementary Physical Health and Wellbeing Introduction: In Lebanon, childhood obesity doubled during the past decade. School-based programmes promoting healthy lifestyles are lacking. The purpose of this study was to develop, implement and evaluate the effectiveness of a multicomponent school-based intervention to promote healthy eating and physical activity and prevent obesity, with school children aged 9-11 years in Lebanon. Methods: The intervention was developed based on the constructs of the Social Cognitive Theory and adapted to the culture of Arab populations. It consisted of three components: class curriculum, family involvement and food service. Eight schools were purposively selected from two dif ferent communities in Beirut and were randomly assigned to either the intervention or control group. Anthropometric measurements were taken, and questionnaires on determinants of behavioural change, eating and physical activity habits were completed by the students in both groups at baseline and post intervention. Focus group interviews were conducted in intervention schools at the end of the study. Results: Students in the intervention group reported purchasing and consuming less chips and sweetened drinks post-intervention compared with controls (86% & 88% less respectively p<0.001). Knowledge and self-efficacy scores doubled only for the intervention group at post-test. No differences in physical activity or screen time habits were observed in either group. Focus groups interviews showed that the programme was well accepted and viewed as enjoyable. Limitations to better outcomes include the short duration of the intervention and the unchanged school environment. Conclusion: 'Health-E-PALS' is a promising theory-based, culturally sensitive intervention to promote healthy eating habits and physical activity in Lebanese school children. An intervention to promote Healthy Eating and Physical Activity in Lebanese School children: Health-E-PALS, a pilot cluster randomised controlled trial https://www.google.com/search?q=An+intervention+to+promote+Healthy+Eating+and+Physical+Activity+in+Lebanese+School+children:+Health-E-PALS,+a+pilot+cluster+randomised+controlled+trial 2014 Universal External Educators Between Half and Full Term None None Clustered 374 8 Yes Whole Sample Only Immediate Post-Test Only Yes Yes, Fairly Well Yes, Theoretical Perspectives No
3031916 USA/Canada College/University Professional Training Problem: Equipping current and future social work practitioners with skills to deliver evidence-based practice (EBP) has remained an elusive prospect since synchronized efforts with field instructors have not been a consistent part of dissemination and implementation efforts. Recognizing the highly influential position of field instructors, this dissertation presents a study of an innovative teaching model which included the field instructor and social work student dyad. Objective: To examine the effectiveness of an EBP teaching model that sought to enhance attitudes, subjective norms, perceived behavioral control and self-efficacy to engage in both the process of EBP as well as designated EBPs among dyads of graduate level field instructors and their social work student interns as compared to dyads in the control condition, who participated in education as usual. Methods: This was a pilot RCT comprised of a convenience sample of 40 dyads (n = 80) of field instructors and their social work interns. The intervention included a preliminary introduction to the process of EBP followed by a 6- hour didactic and experiential training on a designated EBP, Motivational Interviewing (MI). Experimental dyads completed practice audiotapes of new MI skills and searched literature as part of a booster activity. Experimental dyads also received a fidelity report on their audiotapes from an expert MI consultant. Data were collected via Survey Monkey at baseline and at one and 3 months post intervention. Measures included the Evidence Based Practice Process Assessment Scale (EBPPAS) (Parrish and Rubin, 2011) and the Evidence Based Practice Assessment Scale (EBPAS) (Aarons, 2004). It was hypothesized that attitudes toward both the process of EBP as well as toward designated EBPs would improve for experimental dyads compared to control dyads. A repeated measures ANOVA was run in PROC MIXED of the SAS system to examine whether there were significant over time differences between conditions. Results: Groups were not statistically different at baseline and at both follow up time points, experimental dyads had significantly better scores (<0.0001) on both outcome measures. Conclusions: This teaching model holds promise as one means of systematically imparting EBP concepts and competencies to the social work workforce. The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] An RCT of an Evidence-Based Practice Teaching Model with the Field Instructor https://www.google.com/search?q=An+RCT+of+an+Evidence-Based+Practice+Teaching+Model+with+the+Field+Instructor 2013 Universal Mixture Up to Half a Term Professional Training Professional Training Single 40 single Yes Whole Sample Only At Least Some Follow-Up Yes No Yes, Descriptive Theory of Change Yes
3031518.1 USA/Canada Primary/Elementary Literacy/English Learning to read requires knowledge of word meanings for those words most commonly encountered in basic reading materials. Many young students lack the basic vocabulary knowledge needed to facilitate learning to read. Two randomized studies were conducted to test the effects of an online, computer-adaptive vocabulary instruction program designed to provide remedial instruction on word meanings for high frequency words. Study 1 was small in scope (N = 43) and tested whether the program could improve word knowledge on a corpus of 100 target words taught to all students in the treatment group. Study 2 was larger in scope (N = 192) and tested whether more extensive use of the computer-adaptive program, which teaches students individualized sets of words from a 4000 word corpus, could improve vocabulary test scores. Scaling up from 100 words in Study 1 to 4000 words in Study 2 necessarily corresponded to a proportionally equivalent decrease in posttest sensitivity to changes in students' vocabulary knowledge. It is argued that such a decrease in standardized test sensitivity requires post-intervention analyses to be conducted at the item-level rather than the posttest total score level. These studies suggest that computer-delivered vocabulary instruction may be an efficient mechanism for remediation of vocabulary deficits. Assessment of post-intervention results at the item-level may be appropriate in other attempts to scale up curricula from pilot studies to classroom use. The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] Analysis of Two Randomized Field Trials Testing the Effects of Online Vocabulary Instruction on Vocabulary Test Scores https://www.google.com/search?q=Analysis+of+Two+Randomized+Field+Trials+Testing+the+Effects+of+Online+Vocabulary+Instruction+on+Vocabulary+Test+Scores 2011 Targeted Regular Teachers/Lecturers Up to Half a Term none none Single 43 NA Yes Some Sub-Groups Reported Immediate Post-Test Only Yes Yes, Fairly Well Yes, Theoretical Perspectives Yes
3031518.2 USA/Canada Primary/Elementary Literacy/English Learning to read requires knowledge of word meanings for those words most commonly encountered in basic reading materials. Many young students lack the basic vocabulary knowledge needed to facilitate learning to read. Two randomized studies were conducted to test the effects of an online, computer-adaptive vocabulary instruction program designed to provide remedial instruction on word meanings for high frequency words. Study 1 was small in scope (N = 43) and tested whether the program could improve word knowledge on a corpus of 100 target words taught to all students in the treatment group. Study 2 was larger in scope (N = 192) and tested whether more extensive use of the computer-adaptive program, which teaches students individualized sets of words from a 4000 word corpus, could improve vocabulary test scores. Scaling up from 100 words in Study 1 to 4000 words in Study 2 necessarily corresponded to a proportionally equivalent decrease in posttest sensitivity to changes in students' vocabulary knowledge. It is argued that such a decrease in standardized test sensitivity requires post-intervention analyses to be conducted at the item-level rather than the posttest total score level. These studies suggest that computer-delivered vocabulary instruction may be an efficient mechanism for remediation of vocabulary deficits. Assessment of post-intervention results at the item-level may be appropriate in other attempts to scale up curricula from pilot studies to classroom use. The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] Analysis of Two Randomized Field Trials Testing the Effects of Online Vocabulary Instruction on Vocabulary Test Scores https://www.google.com/search?q=Analysis+of+Two+Randomized+Field+Trials+Testing+the+Effects+of+Online+Vocabulary+Instruction+on+Vocabulary+Test+Scores 2011 Targeted Regular Teachers/Lecturers More than One Term none none Single 192 NA No Some Sub-Groups Reported Immediate Post-Test Only Yes Yes, Fairly Well Yes, Theoretical Perspectives Yes
3031927 NA NA NA Aquatic therapy is an intervention for children with Developmental Coordination Disorder (DCD) that has not been investigated formally. This was a pilot randomized controlled trial to investigate the feasibility and preliminary effectiveness of an aquatic therapy program to improve motor skills of children with DCD. Thirteen children (mean age 7 years 1 month; 10 males) with DCD were randomly allocated to receive either six sessions of aquatic therapy (once weekly session of 30 min for 6-8 weeks) or to a wait-list (control group). The intervention and measures were demonstrated to be feasible, but barriers, such as limited appointment times and accessibility, were encountered. Analysis of covariance indicated that at posttest, mean scores on the Movement Assessment Battery were higher for children who received aquatic therapy compared to those on the wait-list (p = 0.057). Similar trends were noted on the physical competence portion of the Pictorial Scale of Perceived Competence and Social Acceptance (p = 0.058). Participation levels, as measured by a parent questionnaire, showed improvement for both groups. Potential facilitators and barriers to implementation of an aquatic therapy for children with DCD are discussed. (Contains 4 tables and 1 figure.) Aquatic Physical Therapy for Children with Developmental Coordination Disorder: A Pilot Randomized Controlled Trial https://www.google.com/search?q=Aquatic+Physical+Therapy+for+Children+with+Developmental+Coordination+Disorder:+A+Pilot+Randomized+Controlled+Trial NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA
3030994 Australia/New Zealand Special School Physical Health and Wellbeing BACKGROUND: Adolescents with intellectual disability often have poor health and healthcare. This is partly as a consequence of poor communication and recall difficulties, and the possible loss of specialised paediatric services. METHODS/DESIGN: A cluster randomised trial was conducted with adolescents with intellectual disability to investigate a health intervention package to enhance interactions among adolescents with intellectual disability, their parents/carers, and general practitioners (GPs). The trial took place in Queensland, Australia, between February 2007 and September 2010. The intervention package was designed to improve communication with health professionals and families' organisation of health information, and to increase clinical activities beneficial to improved health outcomes. It consisted of the Comprehensive Health Assessment Program (CHAP), a one-off health check, and the Ask Health Diary, designed for on-going use. Participants were drawn from Special Education Schools and Special Education Units. The education component of the intervention was delivered as part of the school curriculum. Educators were surveyed at baseline and followed-up four months later. Carers were surveyed at baseline and after 26 months. Evidence of health promotion, disease prevention and case-finding activities were extracted from GPs clinical records. Qualitative interviews of educators occurred after completion of the educational component of the intervention and with adolescents and carers after the CHAP. DISCUSSION: Adolescents with intellectual disability have difficulty obtaining many health services and often find it difficult to become empowered to improve and protect their health. The health intervention package proposed may aid them by augmenting communication, improving documentation of health encounters, and improving access to, and quality of, GP care. Recruitment strategies to consider for future studies in this population include ensuring potential participants can identify themselves with the individuals used in promotional study material, making direct contact with their families at the start of the study, and closely monitoring the implementation of the educational intervention. TRIAL REGISTRATION NUMBER: ClinicalTrials.gov Identifier: NCT00519311. Ask: a health advocacy program for adolescents with an intellectual disability: a cluster randomised controlled trial https://www.google.com/search?q=Ask:+a+health+advocacy+program+for+adolescents+with+an+intellectual+disability:+a+cluster+randomised+controlled+trial 2011 Targeted Regular Teachers/Lecturers Full Academic Year or Longer None None Clustered 640 85 No Whole Sample Only At Least Some Follow-Up No Yes, But Not Reported No No
3031506 NA NA NA PURPOSE: The evidence for the effectiveness of theory of planned behavior (TPB)-based interventions is mixed. There is also mixed evidence on the effectiveness of adding implementation intentions to TPB-based interventions. In this study we assessed and compared the short-term effects of TPB-only intervention and TPB plus implementation intentions intervention on snacking behavior and intention to consume unhealthy snacks in Iranian adolescent girls. DESIGN: Three-arm cluster randomized controlled trial. SETTING: Ten middle schools in Tehran (Iran). SUBJECTS: A total of 29 classes included 739 female adolescents (age range: 12-15 years). Intervention. Two brief interventions including TPB-only intervention and TPB plus implementation intentions intervention. MEASURES: Food frequency questionnaire and intentions at baseline, 10 days, and 3 months measuring snacking behavior and cognitions about unhealthy snack consumption, respectively. ANALYSIS: Hierarchical linear modeling to assess the interventions' effects. RESULTS: Both interventions successfully decreased intention to consume and consumption of unhealthy snacks at postintervention. Calculation of the effect sizes revealed that the TPB plus implementation intentions intervention was more effective than the TPB-only intervention. The effects remained significant at 3-month follow-up in the TPB plus implementation intentions intervention group only, although the effect size decreased. CONCLUSION: Overall, the study suggests that adding implementation intentions on top of TPB-based persuasive messages improves effectiveness and sustainability of desirable changes. Assessing and comparing the short-term effects of TPB only and TPB plus implementation intentions interventions on snacking behavior in Iranian adolescent girls: a cluster randomized trial https://www.google.com/search?q=Assessing+and+comparing+the+short-term+effects+of+TPB+only+and+TPB+plus+implementation+intentions+interventions+on+snacking+behavior+in+Iranian+adolescent+girls:+a+cluster+randomized+trial NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA
3030880 USA/Canada Middle/High School Behaviour and Social Wellbeing The Safe Dates Project is a randomized trial for evaluating a school-based adolescent dating violence prevention program. Five waves of data were used to examine the effects of Safe Dates over time including primary and secondary prevention effects, moderators, and mediators of program effects. Using random coefficients models, with multiple imputation of missing data, significant program effects were found at all four follow-up periods on psychological, moderate physical, and sexual dating violence perpetration and moderate physical dating violence victimization. Marginal effects were found on sexual victimization. Effects on severe physical perpetration at all four follow-up periods were moderated by prior involvement in that type of violence. Primary and secondary prevention effects were found and the program was equally effective for males and females and for whites and non-whites. Program effects were mediated by changes in dating violence norms, gender-role norms, and awareness of community services. Assessing the effects of the dating violence prevention program 'safe dates' using random coefficient regression modeling https://www.google.com/search?q=Assessing+the+effects+of+the+dating+violence+prevention+program+'safe+dates'+using+random+coefficient+regression+modeling 2005 Universal Regular Teachers/Lecturers Between Half and Full Term None None Clustered 1566 14 Yes Some Sub-Groups Reported At Least Some Follow-Up Yes No Yes, Descriptive Theory of Change Yes
8155282 NA NA NA The powerful role teachers have on students??� learning and academic performance has been well established in the empirical literature. However, researchers have not been successful in explaining what exactly it is about teachers that foster students??� academic success in the classroom. The premise of this dissertation was that teachers who provide affirming, supportive, and organized interactions, also known as teacher interactional quality, have beneficial effects on students??� academic achievement. This dissertation used the largest education dataset of United States students, known as the Measures of Effective Teaching (MET), to examine the association of teacher interactional quality on classroom achievement. The MET dataset incorporated random assignment in the placement of teachers to classrooms of students and collected multiple measures of teacher quality. This investigation contributed to the existing body of research on teacher quality by examining the associations between teacher interactional quality in fourth and fifth grade classrooms and achievement outcomes. In addition, the distribution of teacher interactional quality across classrooms with different percentages of free or reduced lunch receipt was examined. Findings indicated that teacher interactional quality and free or reduced lunch percentage were associated with English/language art classroom achievement outcomes when teachers went about their everyday practices in the classroom and when teachers were randomized to classrooms of students. Teacher interactional quality was associated with math classroom achievement outcomes only during the business-as-usual year when teachers went about their usual teaching practices in the classroom. Furthermore, teacher interactional quality impact on English/language art classroom achievement outcomes changed based on the proportion of free or reduced lunch in the classroom during the business-as-usual year but not during the year when teachers were randomly assigned to classrooms of students. Recommendations are derived for conducting longitudinal follow-ups with students who have been exposed to certain levels of interactional quality, examining the experiences of students from different socioeconomic backgrounds and ethnicities, and pursuing the distinction between classrooms with and without typical random assignment of teachers. Teacher preparation programs have the ability to identify desirable teacher dispositions and positive interactional styles early on in the program through multiple observations and reflective opportunities. If preparation programs are able to better identify teacher qualities that have an impact on student learning, this information can be used to attract, prepare, support, and retain teachers who are skilled in their interactions and emotionally attuned to the needs of students. This information can be used as a foundation for states and districts as they develop mentoring, coaching, professional development, and teacher evaluation systems for strengthening the recruitment and retention of high quality teachers. Associations between teacher interactional quality and student achievement: A classroom-level analysis of randomized and non-randomized teacher assignments in the measure of effective teaching project https://www.google.com/search?q=Associations+between+teacher+interactional+quality+and+student+achievement:+A+classroom-level+analysis+of+randomized+and+non-randomized+teacher+assignments+in+the+measure+of+effective+teaching+project NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA
3031282 UK/Ireland College/University Behaviour and Social Wellbeing AIM: This paper reports a study to determine the effectiveness of autogenic training in reducing anxiety in nursing students. BACKGROUND: Nursing is stressful, and nursing students also have the additional pressures and uncertainties shared with all academic students. Autogenic training is a relaxation technique consisting of six mental exercises and is aimed at relieving tension, anger and stress. Meta-analysis has found large effect sizes for autogenic trainings intervention comparisons, medium effect sizes against control groups, and no effects when compared with other psychological therapies. A controlled trial with 50 nursing students found that the number of certified days off sick was reduced by autogenic training compared with no treatment, and a second trial with only 18 students reported greater improvement in Trait Anxiety, but not State Anxiety, compared with untreated controls. METHODS: A randomized controlled trial with three parallel arms was completed in 1998 with 93 nursing students aged 19-49 years. The setting was a university college in the United Kingdom. The treatment group received eight weekly sessions of autogenic training, the attention control group received eight weekly sessions of laughter therapy, and the time control group received no intervention. The outcome measures were the State-Trait Anxiety Inventory, the Maslach Burnout Inventory, blood pressure and pulse rate completed at baseline, 2 months (end of treatment), and 5, 8, and 11 months from randomization. RESULTS: There was a statistically significantly greater reduction of State (P<0.001) and Trait (P<0.001) Anxiety in the autogenic training group than in both other groups immediately after treatment. There were no differences between the groups for the Maslach Burnout Inventory. The autogenic training group also showed statistically significantly greater reduction immediately after treatment in systolic (P<0.01) and diastolic (P<0.05) blood pressure, and pulse rate (P<0.002), than the other two groups. CONCLUSION. Autogenic training has at least a short-term effect in alleviating stress in nursing students. Autogenic training to reduce anxiety in nursing students: randomized controlled trial https://www.google.com/search?q=Autogenic+training+to+reduce+anxiety+in+nursing+students:+randomized+controlled+trial 2006 Universal External Educators Between Half and Full Term None None Single 93 NA Yes Whole Sample Only Immediate Post-Test Only Yes No Yes, Theoretical Perspectives No
3030676 UK/Ireland Primary/Elementary Physical Health and Wellbeing Objectives: To assess the behavioural and weight status outcomes in English children in a feasibility study of a novel primary school-based obesity prevention programme. Design: Exploratory cluster randomised controlled trial of the Healthy Lifestyles Programme. Setting: Four city primary schools (two control and two intervention) in the South West of England. Participants: 202 children aged 9-10 years, of whom 193 and 188 were followed up at 18 and 24 months, respectively. No child was excluded from the study; however, to be eligible, schools were required to have at least one single Year 5 class. Intervention: Four-phase multicomponent programme using a range of school-based activities including lessons, assemblies, parents' evenings, interactive drama workshops and goal setting to engage and support schools, children and their families in healthy lifestyle behaviours. It runs over the spring and summer term of Year 5 and the autumn term of Year 6. Primary and secondary outcomes: Weight status outcomes were body mass index, waist circumference and body fat standard deviation scores (SDS) at 18 and 24 months, and behavioural outcomes were physical activity, television (TV) viewing/screen time and food intake at 18 months. Results: At 18 months of follow-up, intervention children consumed less energy-dense snacks and more healthy snacks; had less 'negative food markers', more 'positive food markers', lower mean TV/screen time and spent more time doing moderate-vigorous physical activity each day than those in the control schools. Intervention children had lower anthropometric measures at 18 and 24 months than control children, with larger differences at 24 months than at 18 months for nearly all measures. Conclusions: Results from this exploratory trial show consistent positive changes in favour of the intervention across all targeted behaviours, which, in turn, appear to affect weight status and body shape. A definitive trial is now justified. Behavioural and weight status outcomes from an exploratory trial of the Healthy Lifestyles Programme (HeLP): A novel school-based obesity prevention programme https://www.google.com/search?q=Behavioural+and+weight+status+outcomes+from+an+exploratory+trial+of+the+Healthy+Lifestyles+Programme+(HeLP):+A+novel+school-based+obesity+prevention+programme 2012 Universal Mixture Full Academic Year or Longer Behaviour and Social Wellbeing none Clustered 202 4 Yes Whole Sample Only At Least Some Follow-Up Yes No Yes, Descriptive Theory of Change No
3030991 UK/Ireland Middle/High School Physical Health and Wellbeing OBJECTIVE: To assess the feasibility of conducting a large randomised controlled trial (RCT) of peer led intervention in schools to reduce the risk of HIV/STD and promote sexual health. METHODS: Four secondary schools in Greater London were randomly assigned to receive peer led intervention (two experimental schools) or to act as control schools. In the experimental schools, trained volunteers aged 16-17 years (year 12) delivered the peer led intervention to 13-14 year old pupils (year 9). In the control schools, year 9 pupils received the usual teacher led sex education. Questionnaire data collected from year 9 pupils at baseline included views on the quality of sex education/intervention received, and knowledge and attitudes about HIV/AIDS and other sexual matters. Focus groups were also conducted with peer educators and year 9 pupils. Data on the process of delivering sex education/intervention and on attitudes to the RCT were collected for each of the schools. Analysis focused on the acceptability of a randomised trial to schools, parents, and pupils. RESULTS: Nearly 500 parents were informed about the research and invited to examine the study questionnaire; only nine raised questions and only one pupil was withdrawn from the study. Questionnaire completion rates were around 90% in all schools. At baseline, the majority of year 9 pupils wanted more information about a wide range of sexual matters. Focus group work indicated considerable enthusiasm for peer led education, among peer educators and year 9 pupils. Class discipline was the most frequently noted problem with the delivery of the peer led intervention. CONCLUSION: Evaluation of a peer led behavioural intervention through an RCT can be acceptable to schools, pupils, and parents and is feasible in practice. In general, pupils who received the peer led intervention responded more positively than those in control schools. A large RCT of the long term (5-7 year) effects of this novel intervention on sexual health outcomes is now under way. Behavioural intervention trials for HIV/STD prevention in schools: are they feasible? https://www.google.com/search?q=Behavioural+intervention+trials+for+HIV/STD+prevention+in+schools:+are+they+feasible? 1998 Universal Mixture Up to Half a Term None None Clustered 469 4 No Some Sub-Groups Reported Immediate Post-Test Only No Yes, Fairly Well No No
3031156 USA/Canada Primary/Elementary Physical Health and Wellbeing BACKGROUND: Daily maintenance medications are recommended for all children with mild persistent to severe persistent asthma; however, poor adherence to these medications is common. OBJECTIVE: To evaluate the impact of school-based provision of inhaled corticosteroids on asthma severity among urban children with mild persistent to severe persistent asthma. DESIGN: Children aged 3 to 7 years with mild persistent to severe persistent asthma were identified at the start of the 2000-2001 and 2001-2002 school years in Rochester. Children were assigned randomly to a school-based care group (daily inhaled corticosteroids provided through the school) or a usual-care group (inhaled corticosteroids not given through school). MAIN OUTCOME MEASURE: Improvement in parent-reported symptom-free days. RESULTS: Of 242 eligible children, 184 were enrolled from 54 urban schools. Data for 180 children were available. Parents of children in the school-based care group had a greater improvement in quality of life compared with parents of children in the usual-care group (change score, 0.63 vs 0.24; P =.047); also, children in the school-based care group vs the usual-care group missed less school because of asthma (mean total days missed, 6.8 vs 8.8; P =.047) and experienced more symptom-free days during the early winter months (mean days per 2-week period, 9.2 vs 7.3; P =.02). A post hoc analysis revealed that all significant findings were produced by differences among children who were not exposed to secondhand smoke. Furthermore, among children not exposed to smoke, those in the school-based care group vs the usual-care group had more symptom-free days overall (11.5 vs 10.5; P =.046), had fewer days needing rescue medications (1.6 vs 2.3; P =.03), and were less likely to have had 3 or more acute visits for asthma (6 [13%] of 47 children vs 17 [31%] of 54 children; P =.03). CONCLUSIONS: School-based provision of inhaled corticosteroids significantly improved symptoms, quality of life, and absenteeism among urban children with mild persistent to severe persistent asthma. This effect was seen only among children not exposed to secondhand smoke. Benefits of a school-based asthma treatment program in the absence of secondhand smoke exposure: results of a randomized clinical trial https://www.google.com/search?q=Benefits+of+a+school-based+asthma+treatment+program+in+the+absence+of+secondhand+smoke+exposure:+results+of+a+randomized+clinical+trial 2004 Targeted Other School/College Employees Up to Half a Term None None Single 180 NA Yes Some Sub-Groups Reported At Least Some Follow-Up Yes Yes, Fairly Well Yes, Descriptive Theory of Change Yes
3031398 USA/Canada Middle/High School Physical Health and Wellbeing OBJECTIVE: To test feasibility of yoga within a high school curriculum and evaluate preventive efficacy for psychosocial well-being. METHODS: Grade 11 or 12 students (N = 51) who registered for physical education (PE) were cluster-randomized by class 2:1 yoga:PE-as-usual. A Kripalu-based yoga program of physical postures, breathing exercises, relaxation, and meditation was taught 2 to 3 times a week for 10 weeks. Self-report questionnaires were administered to students 1 week before and after. Primary outcome measures of psychosocial well-being were Profile of Mood States-Short Form and Positive and Negative Affect Schedule for Children. Additional measures of psychosocial well-being included Perceived Stress Scale and Inventory of Positive Psychological Attitudes. Secondary measures of self-regulatory skills included Resilience Scale, State Trait Anger Expression Inventory-2?, and Child Acceptance Mindfulness Measure. To assess feasibility, yoga students completed a program evaluation. Analyses of covariance were conducted between groups with baseline as the covariate. RESULTS: Although PE-as-usual students showed decreases in primary outcomes, yoga students maintained or improved. Total mood disturbance improved in yoga students and worsened in controls (p = .015), as did Profile of Mood States-Short Form (POMS-SF) Tension-Anxiety subscale (p = .002). Although positive affect remained unchanged in both, negative affect significantly worsened in controls while improving in yoga students (p = .006). Secondary outcomes were not significant. Students rated yoga fairly high, despite moderate attendance. CONCLUSIONS: Implementation was feasible and students generally found it beneficial. Although not causal due to small, uneven sample size, this preliminary study suggests preventive benefits in psychosocial well-being from Kripalu yoga during high school PE. These results are consistent with previously published studies of yoga in school settings. Benefits of yoga for psychosocial well-being in a US high school curriculum: a preliminary randomized controlled trial https://www.google.com/search?q=Benefits+of+yoga+for+psychosocial+well-being+in+a+US+high+school+curriculum:+a+preliminary+randomized+controlled+trial 2012 Universal External Educators Up to Half a Term Physical Health and Wellbeing None Single 52 NA yes Whole Sample Only Immediate Post-Test Only Yes No Yes, Descriptive Theory of Change Yes
3031915 USA/Canada Middle/High School Behaviour and Social Wellbeing In this depression prevention trial, 341 high-risk adolescents (mean age = 15.6 years, SD = 1.2) with elevated depressive symptoms were randomized to a brief group cognitive-behavioral (CB) intervention, group supportive-expressive intervention, bibliotherapy, or assessment-only control condition. CB participants showed significantly greater reductions in depressive symptoms than did supportive-expressive, bibliotherapy, and assessment-only participants at posttest, though only the difference compared with assessment controls was significant at 6-month follow-up. CB participants showed significantly greater improvements in social adjustment and reductions in substance use at posttest and 6-month follow-up than did participants in all 3 other conditions. Supportive-expressive and bibliotherapy participants showed greater reductions in depressive symptoms than did assessment-only controls at certain follow-up assessments but produced no effects for social adjustment and substance use. CB, supportive-expressive, and bibliotherapy participants showed a significantly lower risk for major depression onset over the 6-month follow-up than did assessment-only controls. The evidence that this brief CB intervention reduced risk for future depression onset and outperformed alternative interventions for certain ecologically important outcomes suggests that this intervention may have clinical utility. (Contains 2 figures and 2 tables.) Brief Cognitive-Behavioral Depression Prevention Program for High-Risk Adolescents Outperforms Two Alternative Interventions: A Randomized Efficacy Trial https://www.google.com/search?q=Brief+Cognitive-Behavioral+Depression+Prevention+Program+for+High-Risk+Adolescents+Outperforms+Two+Alternative+Interventions:+A+Randomized+Efficacy+Trial 2008 Targeted External Educators Between Half and Full Term none none Single 341 NA Yes Whole Sample Only At Least Some Follow-Up Yes Yes, Fairly Well Yes, Theoretical Perspectives Yes
5132913 USA/Canada Middle/High School Range of Academic Outcomes A limitation of school-based mentoring (SBM) is the lack of structured, evidence-based practices in mentoring sessions that explicitly target school-relevant outcomes, such as academic performance and school behavior. To address this concern, we developed and experimentally evaluated a brief SBM program based on practices adapted from evidence-based counseling and academic interventions with the goal of improving the academic and behavioral performance of middle school students. The results indicate that students randomly assigned to instrumental SBM with an average of 8 sessions over a 2.5 month period (N = 74) showed better math grades, reduced school behavioral office referrals, and increased life satisfaction when compared to students randomly assigned to the control group (N = 60). Tentatively, our results suggest that SBM programs may benefit from the incorporation of instrumental elements based on evidence-based practices. (PsycINFO Database Record (c) 2015 APA, all rights reserved) (journal abstract) Brief instrumental school-based mentoring for first- and second-year middle school students: A randomized evaluation. https://www.google.com/search?q=Brief+instrumental+school-based+mentoring+for+first-+and+second-year+middle+school+students:+A+randomized+evaluation. 2015 Targeted External Educators Up to Half a Term Behaviour and Social Wellbeing Other School Subjects Single 134 NA Yes Whole Sample Only Immediate Post-Test Only Yes No Yes, Descriptive Theory of Change Yes
3031561 Rest of Europe College/University Professional Training OBJECTIVE: The influence of teaching leadership on the performance of rescuers remains unknown. The aim of this study was to compare leadership instruction with a general technical instruction in a high-fidelity simulated cardiopulmonary resuscitation scenario. DESIGN: Prospective, randomized, controlled superiority trial. SETTING: Simulator Center of the University Hospital Basel in Switzerland. SUBJECTS: Two-hundred thirty-seven volunteer medical students in teams of three. INTERVENTION: During a baseline visit, the medical students participated in a video-taped simulated witnessed cardiac arrest. Participants were thereafter randomized to receive instructions focusing either on correct positions of arms and shoulders (technical instruction group) or on leadership and communication to enhance team coordination (leadership instruction group). A follow-up simulation was conducted after 4 mos. MEASUREMENTS AND MAIN RESULTS: The primary outcome was the amount of hands-on time, defined as duration of uninterrupted cardiopulmonary resuscitation in the first 180 secs after the onset of the cardiac arrest (hands-on time) [corrected]. Secondary outcomes were time to start cardiopulmonary resuscitation, total leadership utterances, and technical skills. Outcomes were compared based on videotapes coded by two independent researchers. After a balanced performance at baseline, the leadership instruction group demonstrated a longer hands-on time (120 secs; interquartile range, 98-135 vs. 87 secs; interquartile range, 61-108; p < .001), a shorter median time to start cardiopulmonary resuscitation (44 secs; interquartile range, 32-62; vs. 67 secs; interquartile range, 43-79; p = .018), and had more leadership utterances (7; interquartile range, 4-10; vs. 5; interquartile range, 2-8; p = .02) in the follow-up visit. The rate of correct arm and shoulder positions was higher in teams with technical instruction (59%; 19 out of 32; vs. 23%; 7 out of 31; p = .003). CONCLUSIONS: Video-assisted leadership and technical instructions after a simulated cardiopulmonary resuscitation scenario showed sustained efficacy after a 4-mo duration. Leadership instructions were superior to technical instructions, with more leadership utterances and better overall cardiopulmonary resuscitation performance. Brief leadership instructions improve cardiopulmonary resuscitation in a high-fidelity simulation: a randomized controlled trial https://www.google.com/search?q=Brief+leadership+instructions+improve+cardiopulmonary+resuscitation+in+a+high-fidelity+simulation:+a+randomized+controlled+trial 2010 Universal Regular Teachers/Lecturers Single Session none none Single 237 NA Yes Whole Sample Only At Least Some Follow-Up Yes no Yes, Descriptive Theory of Change Yes
3031563 Australia/New Zealand College/University Professional Training BACKGROUND: Shared decision making is a crucial component of evidence-based practice, but a lack of training in the 'how to' of it is a major barrier to its uptake. OBJECTIVE: To evaluate the effectiveness of a brief intervention for facilitating shared decision making skills in clinicians and student clinicians. DESIGN: Multi-centre randomized controlled trial. PARTICIPANTS: One hundred and seven medical students, physiotherapy or occupational therapy students undertaking a compulsory course in evidence-based practice as part of their undergraduate or postgraduate degree from two Australian universities. INTERVENTION: The 1-h small-group intervention consisted of facilitated critique of five-step framework, strategies, and pre-recorded modelled role-play. Both groups were provided with a chapter about shared decision making skills. MAIN MEASURES: The primary outcome was skills in shared decision making and communicating evidence [Observing Patient Involvement (OPTION) scale, items from the Assessing Communication about Evidence and Patient Preferences (ACEPP) Tool], rated by a blinded assessor from videorecorded role-plays. SECONDARY OUTCOMES: confidence in these skills and attitudes towards patient-centred communication (Patient Practitioner Orientation Scale (PPOS)). KEY RESULTS: Of participants, 95 % (102) completed the primary outcome measures. Two weeks post-intervention, intervention group participants scored significantly higher on the OPTION scale (adjusted group difference?=?18.9, 95 % CI 12.4 to 25.4), ACEPP items (difference?=?0.9, 95 % CI 0.5 to 1.3), confidence measure (difference?=?13.1, 95 % CI 8.5 to 17.7), and the PPOS sharing subscale (difference?=?0.2, 95 % CI 0.1 to 0.5). There was no significant difference for the PPOS caring subscale. CONCLUSIONS: This brief intervention was effective in improving student clinicians' ability, attitude towards, and confidence in shared decision making facilitation. Following further testing of the longer-term effects of this intervention, incorporation of this brief intervention into evidence-based practice courses and workshops should be considered, so that student clinicians graduate with these important skills, which are typically neglected in clinician training. Brief training of student clinicians in shared decision making: a single-blind randomized controlled trial https://www.google.com/search?q=Brief+training+of+student+clinicians+in+shared+decision+making:+a+single-blind+randomized+controlled+trial 2014 Universal External Educators Single Session Behaviour and Social Wellbeing none Single 107 NA Yes Some Sub-Groups Reported At Least Some Follow-Up Yes Yes, Limited Yes, Theoretical Perspectives Yes
8154177 Australia/New Zealand Primary/Elementary Physical Health and Wellbeing Background: The implementation of nutrition policies in schools has been recommended as a strategy to improve child dietary intake. Internationally, research suggests that the majority of schools do not implement these policies. In New South Wales (NSW), Australia, the NSW Healthy School Canteen Policy requires that school canteens prohibit the sale of ‘red’ foods (i.e. foods that are typically nutrient poor and high in energy, such as confectionary and deep-fried foods) and ‘banned’drinks (i.e. soft drinks); and that the majority of items on the menu are ‘green’ (i.e. foods that are good sources of nutrients, such fruits, vegetables and lean meats). This study examined the impact of a multicomponent audit and feedback intervention on schools’ implementation of the NSW Healthy School Canteen Policy. A secondary aim was to assess the impact of the intervention on menu composition. Methods: This study was a parallel group randomised controlled trial with 72 rural and remote primary schools (36 interventions, 36 controls) located in one region within NSW, Australia. Intervention schools received an initial face to face contact and up to four cycles of audit and feedback (consisting of a menu audit, written feedback report and telephone feedback) over a 12-month period. The primary trial outcomes were the proportion of schools with a canteen menu that had: i) no ‘red’ foods or ‘banned’ drinks; and ii) >50% ‘green’ items, as assessed via standardised menu audits undertaken by trained dietitians. For each primary outcome, between-group differences were assessed using Fisher’s exact test under an intention to treat approach. Results: There was insufficient evidence to conclude the intervention had a positive impact on the proportion of intervention schools with no ‘red’ or ‘banned’ items on their menu (RR = 2.8; 95% CI: 0.9 to 8.9; p = 0.0895), or on the proportion of intervention schools with more than 50% ‘green’ items (RR = 1.5; 95% CI: 0.7 to 3.2; p = 0.2568). These findings remained non-significant in the multiple imputation analyses. Intervention schools were significantly more likely to have a lower percentage of ‘red’ items (p-value: 0.007) and a higher percentage of ‘green’ items on the menu (p-value: 0.014). This remained statistically significant in the multiple imputation analyses for ‘red items’ (p-value: 0.0081) but not for ‘green’ items (p-value: 0.0910). Conclusions: While there was insufficient statistical evidence to suggest that this multicomponent audit and feedback intervention was effective in improving primary schools’ compliance with a healthy canteen policy, the intervention demonstrated some positive impact in reducing the availability of ‘red’ items on the menu. CAFÉ: a multicomponent audit and feedback intervention to improve implementation of healthy food policy in primary school canteens: a randomised controlled trial https://www.google.com/search?q=CAFÉ:+a+multicomponent+audit+and feedback+intervention+to+improve implementation+of+healthy+food+policy+in primary+school+canteens:+a+randomised controlled+trial 2016 Universal Wider Policy Initiatives Full Academic Year or Longer None None Clustered NA 72 No Whole Sample Only At Least Some Follow-Up No No Yes, Theoretical Perspectives No
3030593 USA/Canada Primary/Elementary Literacy/English The authors describe an independent evaluation of the READ 180 Enterprise intervention designed by Scholastic, Inc. Despite widespread use of the program with upper elementary through high school students, there is limited empirical evidence to support its effectiveness. In this randomized controlled trial involving 312 students enrolled in an after-school program, the authors generated intention-to-treat and treatment-on-the-treated estimates of the program's impact on several literacy outcomes of fourth, fifth, and sixth graders reading below proficiency on a state assessment at baseline. READ 180 Enterprise students outperformed control group students on vocabulary (d = 0.23) and reading comprehension (d = 0.32) but not on spelling and oral reading fluency. The authors interpret the findings in light of the theory of instruction underpinning the READ 180 Enterprise intervention. (Contains 2 figures, 7 tables, and 4 notes.) Can a Mixed-Method Literacy Intervention Improve the Reading Achievement of Low-Performing Elementary School Students in an After-School Program? Results from a Randomized Controlled Trial of READ 180 Enterprise https://www.google.com/search?q=Can+a+Mixed-Method+Literacy+Intervention+Improve+the+Reading+Achievement+of+Low-Performing+Elementary+School+Students+in+an+After-School+Program?+Results+from+a+Randomized+Controlled+Trial+of+READ+180+Enterprise 2011 Targeted Regular Teachers/Lecturers More than One Term None None Clustered 312 2 Yes Whole Sample Only Immediate Post-Test Only Yes Yes, Limited Yes, Descriptive Theory of Change Yes
3031419 UK/Ireland Primary/Elementary Behaviour and Social Wellbeing Purpose: This study is two parallel randomised controlled trials (RCT) devised to evaluate the school gardening programme of the Royal Horticultural Society (RHS) Campaign for School Gardening, to determine if it has an effect on children's fruit and vegetable intake. These are the first RCTs of a school gardening intervention in the United Kingdom. Method: Trial One consisted of 26 schools; these schools were randomised into two groups, one to receive the RHS led intervention and the other to receive the Teacher Led intervention. Trial Two consisted of 32 schools; these schools were randomised into either the Teacher Led or a comparison group with delayed intervention. Baseline data collection was conducted in September 2009 using a 24-hour food diary (CADET) to collect data on dietary intake and a questionnaire exploring children's knowledge and attitudes towards fruit and vegetables. Follow- up collection was conducted in December 2011. Results: 663 children completed trial one and 959 completed trial two, with a mean age of 9.7 years (SD: 0.6). Clustered regression analysis revealed the intervention had no impact on change in intake of fruit and vegetables for trial one (16 g, 95% confidence interval -10 to 43 g; p=0.23) or for trial two (22 g, 95% confidence intervals -82 to 38 g; p=0.4) after adjusting for gender, ethnicity and Index of Multiple Deprivation Score. Conclusion: Whilst a school garden can be a positive teaching tool in primary schools, a more comprehensive focus on changing intake of fruit and vegetables consumption is required to increase children's intake. Can a school gardening intervention improve children's fruit and vegetable intake? Process evaluations of two clustered randomised controlled trials https://www.google.com/search?q=Can+a+school+gardening+intervention+improve+children's+fruit+and+vegetable+intake?+Process+evaluations+of+two+clustered+randomised+controlled+trials 2014 Universal Mixture Full Academic Year or Longer Physical Health and Wellbeing none Clustered 641 23 No Some Sub-Groups Reported At Least Some Follow-Up Yes Yes, Fairly Well Yes, Descriptive Theory of Change Yes
3031955 NA NA NA STUDY OBJECTIVE: To evaluate the effectiveness of two teaching interventions to increase residents' performance of smoking cessation counseling. DESIGN: Randomized controlled factorial trial. SETTING: Eleven residency programs, in internal medicine (six), family medicine (three), and pediatrics (two). Programs were located in three university medical centers and four university-affiliated community hospitals. PARTICIPANTS: 261 residents who saw ambulatory care patients at least one half-day per week, and 937 returning patients aged 17 to 75 years who reported having smoked five or more cigarettes in the preceding seven days. Of the 937, 843 were eligible for follow-up, and 659 (78%) were interviewed by phone at six months. INTERVENTIONS: Two interventions (tutorial and prompt) and four groups. The tutorial was a two-hour educational program in minimal-contact smoking cessation counseling for residents. The prompt was a chart-based reminder to assist physician counseling. One group of residents received the tutorial; one, the prompt; and one, both. A fourth group received no intervention. MEASUREMENT AND RESULTS: Six months after the intervention, physician self-reports showed that residents in the tutorial + prompt and tutorial-only groups had used more counseling techniques (1.5-1.9) than had prompt-only or control residents (0.9). Residents in all three intervention groups advised more patients to quit smoking (76-79%) than did control group residents (69%). The tutorial had more effect on counseling practices than did the prompt. Physician confidence, perceived preparedness, and perceived success followed similar patterns. Exit interviews with 937 patients corroborated physician self-reports of counseling practices. Six months later, self-reported and biochemically verified patient quitting rates for residents in the three intervention groups (self-reported: 5.3-8.2%; biochemically verified: 3.4-5.7%) were higher than those for residents in the control group (self-reported: 5.2%; biochemically verified: 1.7%), though the differences were not statistically significant. CONCLUSION: A simple and feasible educational intervention can increase residents' smoking cessation counseling. Can residents be trained to counsel patients about quitting smoking? Results from a randomized trial https://www.google.com/search?q=Can+residents+be+trained+to+counsel+patients+about+quitting+smoking?+Results+from+a+randomized+trial NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA
8155507 Asia Middle/High School Other School Subjects An alarming number of students drop out of junior high school in developing countries. In this study, we examine the impacts of providing a social-emotional learning (SEL) program on the dropout behavior and learning anxiety of students in the first two years of junior high. We do so by analyzing data from a randomized controlled trial involving 70 junior high schools and 7,495 students in rural China. After eight months, the SEL program reduces dropout by 1.6 percentage points and decreases learning anxiety by 2.3 percentage points. Effects are no longer statistically different from zero after 15 months, perhaps due to decreasing student interest in the program. However, we do find that the program reduces dropout among students at high risk of dropping out (older students and students with friends who have already dropped out), both after eight and 15 months of exposure to the SEL program. Copyright John Wiley & Sons. Reproduced with permission. An electronic version of this article is available online at http://www.interscience.wiley.com Can Social-Emotional Learning Reduce School Dropout in Developing Countries? https://www.google.com/search?q=Can+Social-Emotional+Learning+Reduce+School+Dropout+in+Developing+Countries? 2016 Universal Mixture Full Academic Year or Longer Range of Academic Outcomes None Clustered 7495 70 Yes Some Sub-Groups Reported At Least Some Follow-Up No No Yes, Descriptive Theory of Change No
3030881 UK/Ireland College/University Professional Training OBJECTIVE: To determine whether students acquired clinical skills as well in general practice as in hospital and whether there was any difference in the acquisition of specific skills in the two environments. DESIGN: Randomised crossover trial. SUBJECTS AND SETTING: Annual intake of first year clinical students at one medical school. INTERVENTION: A 10 week block of general internal medicine, one half taught in general practice, the other in hospital. Students started at random in one location and crossed over after five weeks. OUTCOME MEASURES: Students' performance in two equivalent nine station objective structured clinical examinations administered at the mid and end points of the block: a direct comparison of the two groups' performance at five weeks; analysis of covariance, using their first examination scores as a covariate, to determine students' relative improvement over the second five weeks of their attachment. RESULTS: 225 students rotated through the block; all took at least one examination and 208 (92%) took both. For the first half of the year there was no significant difference in the students' acquisition of clinical skills in the two environments; later, however, students taught in general practice improved slightly more than those taught in hospital (P = 0.007). CONCLUSIONS: Students can learn clinical skills as well in general practice as in hospital; more work is needed to clarify where specific skills, knowledge, and attitudes are best learnt to allow rational planning of the undergraduate curriculum. Can students learn clinical method in general practice? A randomised crossover trial based on objective structured clinical examinations https://www.google.com/search?q=Can+students+learn+clinical+method+in+general+practice?+A+randomised+crossover+trial+based+on+objective+structured+clinical+examinations 1997 Universal Mixture Full Academic Year or Longer None None Single 225 NA Yes Some Sub-Groups Reported Immediate Post-Test Only Yes No No No
3031721 UK/Ireland Primary/Elementary Behaviour and Social Wellbeing The aim of this study was to determine whether school-based intervention can help in making environmental citizens. A randomised control trial of 448 primary school students and their families in 27 primary schools located in Vale Royal, North West England was carried out between January and July 2008. The interventions were two types of class-based instruction on environmental issues, one long and the other short, which were designed to increase environmental awareness. Environmental attitudes and behaviours were measured by surveys completed by the students in their classes and in their homes before and after the interventions. The analysis reports school averages of the questionnaire responses, followed by regression analysis using robust clustered standard errors. The results show no statistically significant differences between schools in the intervention groups compared to the control group schools. The rising environmental awareness of the control group during the intervention may partly explain the positive results of existing non-experimental studies. Reprinted by permission of Frank Cass & Co. Ltd. Can we make environmental citizens? A randomised control trial of the effects of a school-based intervention on the attitudes and knowledge of young people https://www.google.com/search?q=Can+we+make+environmental+citizens?+A+randomised+control+trial+of+the+effects+of+a+school-based+intervention+on+the+attitudes+and+knowledge+of+young+people 2010 Universal External Educators Between Half and Full Term None None Clustered 448 27 No Whole Sample Only Immediate Post-Test Only Yes No Yes, Descriptive Theory of Change Yes
3031082 Rest of Europe College/University Professional Training Objectives: Undergraduate medical teaching in occupational health (OH) is a challenge in universities around the world. Case-based e-learning with an attractive clinical context could improve the attitude of medical students towards OH. The study question is whether case-based e-learning for medical students is more effective in improving knowledge, satisfaction and a positive attitude towards OH than non-case-based textbook learning. Methods: Participants, 141 second year medical students, were randomised to either case-based e-learning or text-based learning. Outcome measures were knowledge, satisfaction and attitude towards OH, measured at baseline, directly after the intervention, after 1 week and at 3-month follow-up. Results: Of the 141 participants, 130 (92%) completed the questionnaires at short-term follow-up and 41 (29%) at 3-month follow-up. At short-term follow-up, intervention and control groups did not show a significant difference in knowledge nor satisfaction but attitude towards OH was significantly more negative in the intervention group (F=4.041, p=0.047). At 3-month follow-up, there were no significant differences between intervention and control groups for knowledge, satisfaction and attitude. Conclusions: We found a significant decrease in favourable attitude during the internship in the experimental group compared with the control group. There were no significant differences in knowledge or satisfaction between case-based e-learning and text-based learning. The attitude towards OH should be further investigated as an outcome of educational programmes. Case-based e-learning to improve the attitude of medical students towards occupational health, a randomised controlled trial https://www.google.com/search?q=Case-based+e-learning+to+improve+the+attitude+of+medical+students+towards+occupational+health,+a+randomised+controlled+trial 2015 Universal Regular Teachers/Lecturers Up to Half a Term None None Single 141 NA No Whole Sample Only At Least Some Follow-Up No No No No
8154851 Rest of Europe College/University Professional Training Background: Underutilization of dialogue among students during small-group work is a threat to active meaningful learning. To encourage small-group learning, we challenged students to generate written questions during a small-group work session. As gender differences have been shown to affect learning, these were also inventoried. Methods: Prospective randomized study during a bachelor General Pathology course including 459 (bio) medical students, 315 females and 144 males. The intervention was to individually generate an extra written question on disease mechanisms, followed by a selection, by each student group, of the two questions considered to be most relevant. These selected questions were open for discussion during the subsequent interactive lecture. Outcome measure was the score on tumour pathology (range 1–10) on the course examination; the effect of gender was assessed. Results: The mean score per student was 7.2 (intervention) and 6.9 (control; p = 0.22). Male students in the intervention group scored 0.5 point higher than controls (p = 0.05). In female students, this was only 0.1 point higher (p = 0.75). Conclusions: Formulating and prioritizing an extra written question during small-group work seems to exert a positive learning effect on male students. This is an interesting approach to improve learning in male students, as they generally tend to perform less well than their female colleagues. Challenging students to formulate written questions: a randomized controlled trial to assess learning effects https://www.google.com/search?q=Challenging+students+to+formulate+written questions:+a+randomized+controlled+trial+to+assess learning+effects 2015 Universal Regular Teachers/Lecturers Single Session Other School Subjects none Clustered 459 2 Yes Some Sub-Groups Reported Immediate Post-Test Only Yes No Yes, Descriptive Theory of Change Yes
3031314 Rest of Europe Middle/High School Behaviour and Social Wellbeing The aim of our study was to compare the changes in children's oral health-related behavior, knowledge, and attitudes obtained using an oral health-promotion approach, a risk-strategy and promotion approach, and reference area, and to report changes in the behavior of children between the experimental and the control groups of a randomized clinical trial (RCT). The study population consisted of all fifth and sixth graders who started the 2001-2002 school year in Pori, Finland (n = 1,691), where the RCT and program of oral health promotion were implemented for 3.4 yr. Children with at least one active caries lesion were randomly assigned to experimental (n = 250) and control (n = 247) groups. Children in Rauma (n = 807) acted as the reference. Changes in children's self-reported behavior, knowledge, and attitudes were compared between groups. The subjects in the oral health-promotion group and in the risk-strategy and promotion group in Pori tended to show greater improvement in most of their oral health-related behaviors than those in the reference group, and children in the RCT experimental group showed greater improvement in most of their oral health-related behaviors than those in the RCT control group. Children can be helped to improve their oral health-related behavior by intervention, including oral hygiene and dietary counseling, or by implementing a multilevel-approach oral health-promotion program. Changes in children's oral health-related behavior, knowledge and attitudes during a 3.4-yr randomized clinical trial and oral health-promotion program https://www.google.com/search?q=Changes+in+children's+oral+health-related+behavior,+knowledge+and+attitudes+during+a+3.4-yr+randomized+clinical+trial+and+oral+health-promotion+program 2009 Targeted Other School/College Employees Full Academic Year or Longer Physical Health and Wellbeing none Single 497 NA Yes Whole Sample Only At Least Some Follow-Up Yes Yes, But Not Reported Yes, Descriptive Theory of Change Yes
8155465 USA/Canada Multiple Behaviour and Social Wellbeing This study evaluated the efficacy of an inquiry-based poverty curriculum unit on students’ beliefs about causes of poverty, economic mobility, and helping behaviors. Participants were 89 kindergarten, first- and second-grade students (mean age = 6.81 years, SD = .93) across two intervention and two control classrooms. Students in intervention classrooms participated in a 5- to 7-week curriculum unit focused on poverty. Preintervention results showed no differences in outcomes by condition. Postintervention results indicated that, compared to the control condition, students in the intervention were more likely to say that poverty is malleable over time and less likely to suggest giving money to poor families as a way to help. There were no differences, however, by condition in the types of causal attributions that students provided (i.e., individualistic, fatalistic, and structural). Implications for theory and educational practice regarding teaching about economic inequality and mobility are discussed. Children’s Reasoning about Poverty, Economic Mobility, and Helping Behavior: Results of a Curriculum Intervention in the Early School Years https://www.google.com/search?q=Children’s+Reasoning+about+Poverty,+Economic Mobility,+and+Helping+Behavior:+Results+of+a Curriculum+Intervention+in+the+Early+School+Years 2016 Universal Regular Teachers/Lecturers Up to Half a Term Other School Subjects none Clustered 86 NA No Some Sub-Groups Reported Immediate Post-Test Only No Yes, Limited Yes, Theoretical Perspectives Yes
3031754 Asia College/University Professional Training The determination of college students' academic performance is an important issue in higher education. Whether students' attendance at lectures affects students' exam performance has received considerable attention. The authors conduct a randomized experiment to study the average attendance effect for students who choose to attend lectures, which is known in program evaluation literature as the average treatment effect on the treated. This effect has long been neglected by researchers when estimating the impact of lecture attendance on students' academic performance. Under the randomized experiment approach, the results suggest that class attendance has a positive and significant impact on college students' exam performance. On average, the effect of attending lectures corresponds to a 9.4 percent to 18.0 percent improvement in exam performance for those who choose to attend classes. In comparison, the improvement is only 5.1 percent, using the empirical method of existing studies, which measures the overall average attendance impact. (Contains 4 tables and 3 notes.) Class Attendance and Exam Performance: A Randomized Experiment https://www.google.com/search?q=Class+Attendance+and+Exam+Performance:+A+Randomized+Experiment 2006 Universal Regular Teachers/Lecturers Between Half and Full Term Range of Academic Outcomes None Single 114 NA Yes Whole Sample Only Immediate Post-Test Only Yes No Yes, Theoretical Perspectives Yes
3031503 UK/Ireland Middle/High School Physical Health and Wellbeing OBJECTIVE: To compare the effectiveness of classroom based cognitive behavioural therapy with attention control and usual school provision for adolescents at high risk of depression. DESIGN: Three arm parallel cluster randomised controlled trial. SETTING: Eight UK secondary schools. PARTICIPANTS: Adolescents (n=5030) aged 12-16 years in school year groups 8-11. Year groups were randomly assigned on a 1:1:1 ratio to cognitive behavioural therapy, attention control, or usual school provision. Allocation was balanced by school, year, number of students and classes, frequency of lessons, and timetabling. Participants were not blinded to treatment allocation. INTERVENTIONS: Cognitive behavioural therapy, attention control, and usual school provision provided in classes to all eligible participants. MAIN OUTCOME MEASURES: Outcomes were collected by self completed questionnaire administered by researchers. The primary outcome was symptoms of depression assessed at 12 months by the short mood and feelings questionnaire among those identified at baseline as being at high risk of depression. Secondary outcomes included negative thinking, self worth, and anxiety. Analyses were undertaken on an intention to treat basis and accounted for the clustered nature of the design. RESULTS: 1064 (21.2%) adolescents were identified at high risk of depression: 392 in the classroom based cognitive behavioural therapy arm, 374 in the attention control arm, and 298 in the usual school provision arm. At 12 months adjusted mean scores on the short mood and feelings questionnaire did not differ for cognitive behavioural therapy versus attention control (-0.63, 95% confidence interval -1.85 to 0.58, P=0.41) or for cognitive behavioural therapy versus usual school provision (0.97, -0.20 to 2.15, P=0.12). CONCLUSION: In adolescents with depressive symptoms, outcomes were similar for attention control, usual school provision, and cognitive behavioural therapy. Classroom based cognitive behavioural therapy programmes may result in increased self awareness and reporting of depressive symptoms but should not be undertaken without further evaluation and research. TRIAL REGISTRATION: Current Controlled Trials ISRCTN19083628. Classroom based cognitive behavioural therapy in reducing symptoms of depression in high risk adolescents: pragmatic cluster randomised controlled trial https://www.google.com/search?q=Classroom+based+cognitive+behavioural+therapy+in+reducing+symptoms+of+depression+in+high+risk+adolescents:+pragmatic+cluster+randomised+controlled+trial 2012 Targeted External Educators Full Academic Year or Longer Physical Health and Wellbeing None Clustered 1064 28 No Whole Sample Only Immediate Post-Test Only No No Yes, Descriptive Theory of Change No
3031824 UK/Ireland Primary/Elementary Behaviour and Social Wellbeing Anxiety in children is common, impairs everyday functioning, and increases the risk of severe mental health disorders in adulthood. We investigated the effect of a classroom-based cognitive behaviour therapy prevention programme (FRIENDS) on anxiety symptoms in children. Methods: Preventing Anxiety in Children though Education in Schools (PACES) is a three-group parallel cluster randomised controlled trial. Interventions were given between September, 2011, and July, 2012, with schools as the unit of allocation and individual participants as the unit of analysis. We enrolled state-funded junior schools in southwest England. We sent information to all eligible schools (state-funded junior schools in southwest England) inviting them to enrol in the study. School year groups were assigned by computer-generated randomisation (1:1:1) to receive either school-led FRIENDS (led by teacher or school staff member), health-led FRIENDS (led by two trained health facilitators), or usual school provision. Children were not masked to treatment allocation. The allocated programme was given to all students (aged 9-10 years) in the school year (ie, universal delivery) as part of the school curriculum as nine, 60 min weekly sessions. Outcomes were collected by self-completed questionnaire administered by researchers masked to allocation. Primary outcome was symptoms of anxiety and low mood at 12 months assessed by the Revised Child Anxiety and Depression Scale (RCADS 30). Analyses were intention to treat and accounted for the clustered nature of the design. The study is registered, number ISRCTN23563048. Findings: 45 schools were enrolled: 14 (n=497 children) were randomly assigned to school-led FRIENDS, 14 (n=509) to health-led FRIENDS, and 12 (n=442) to usual school provision. 1257 (92%) children completed 12 month assessments (449 in health-led FRIENDS, 436 in school-led FRIENDS, and 372 in usual school provision). We recorded a difference at 12 months in adjusted mean child-reported RCADS scores for health-led versus school-led FRIENDS (1949 [SD 1481] vs 2286 [1524]; adjusted difference -391, 95% CI -648 to -135; p=00004) and health-led FRIENDS versus usual school provision (1949 [1481] vs 2248 [1574]; -266, -522 to -009; p=0043). We noted no differences in parent or teacher ratings. Training teachers to deliver mental health programmes was not as effective as delivery by health professionals. Interpretation: Universally delivered anxiety prevention programmes can be effective when used in schools. However, programme effectiveness varies depending on who delivers them. Funding: National Institute for Health Research Public Health Research Programme. Classroom-based cognitive behaviour therapy (FRIENDS): A cluster randomised controlled trial to Prevent Anxiety in Children through Education in Schools (PACES) https://www.google.com/search?q=Classroom-based+cognitive+behaviour+therapy+(FRIENDS):+A+cluster+randomised+controlled+trial+to+Prevent+Anxiety+in+Children+through+Education+in+Schools+(PACES) 2014 Universal Regular Teachers/Lecturers More than One Term None None Clustered 1257 45 Yes Whole Sample Only Immediate Post-Test Only Yes No Yes, Descriptive Theory of Change Yes
5132580 Rest of Europe Primary/Elementary Other School Subjects Content and language integrated learning (CLIL) has been widely implemented in Europe. This article presents a randomised controlled field experiment on the effects of CLIL on students' science learning. Thirty sixth-grade intermediate-track German secondary-school classes (722 students) were randomly assigned to learn (5 lessons, 90 min each) a physics topic taught either in German or in English and German. We expected that the monolingually taught students would outperform the bilingually taught ones immediately after the intervention. For the follow-up test 6 weeks later, the same or smaller differences between the groups were expected due to the potential for a deeper processing of the subject matter in the bilingual condition. The results showed that the bilingually educated students' learning gains were smaller than the monolingually educated ones' immediately after the intervention (d = −0.21) and at follow-up (d = −0.23). The expectation of more sustainable processing was not supported. ABSTRACT FROM AUTHOR]; Copyright of Learning & Instruction is the property of Pergamon Press - An Imprint of Elsevier Science and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) CLIL for all? A randomised controlled field experiment with sixth-grade students on the effects of content and language integrated science learning https://www.google.com/search?q=CLIL+for+all?+A+randomised+controlled+field+experiment+with+sixth-grade+students+on+the+effects+of+content+and+language+integrated+science+learning 2016 Universal Regular Teachers/Lecturers Single Session Literacy/English Study Skills Clustered 722 30 No Some Sub-Groups Reported At Least Some Follow-Up Yes No Yes, Theoretical Perspectives No
3031015 USA/Canada Middle/High School Behaviour and Social Wellbeing School-based social-emotional (SEL) programs that address interpersonal conflict and teach emotion management have succeeded in reducing youth aggression among elementary school youth, with few studies in middle schools. Results of a two-year cluster-randomized (36 schools) clinical trial of Second Step Middle School Program (Committee for Children, 2008) on reducing aggression and victimization are presented. Teachers implemented 28 lessons (6th & 7th-grade) that focused on social emotional learning skills (e.g., empathy, problem-solving). All 6th graders (n = 3658) completed self-report measures assessing bullying, aggression, homophobic name-calling and sexual harassment at three waves. Multilevel analyses revealed significant intervention effects for two of the seven outcomes. Students in intervention schools were 56% less likely to self-report homophobic name-calling victimization and 39% less likely to report sexual violence perpetration than students in control schools in one state. SS-SSTP holds promise as an efficacious program to reduce homophobic name-calling and sexual violence in adolescent youth. (PsycINFO Database Record (c) 2015 APA, all rights reserved)(journal abstract) Clinical trial of Second Step middle-school program: Impact on aggression & victimization https://www.google.com/search?q=Clinical+trial+of+Second+Step+middle-school+program:+Impact+on+aggression+&+victimization 2014 Universal Regular Teachers/Lecturers Full Academic Year or Longer None None Clustered 3658 36 Yes Some Sub-Groups Reported At Least Some Follow-Up Yes No Yes, Descriptive Theory of Change Yes
3030602 USA/Canada Primary/Elementary Physical Health and Wellbeing Depression among Mexican immigrant women and children exceeds national prevalence rates. Given the influence of maternal depression on children, a clinical trial testing the effects of the Mexican American Problem Solving (MAPS) program was designed to address depression symptoms of Mexican immigrant women and their 4th- and 5th-grade children (302 dyads) through a linked home visiting and after-school program compared to peers in a control group. Schools were randomized to intervention and control groups. There were statistically significant improvements in the children's health conceptions and family problem-solving communication, factors predictive of mental health. Improvements in children's depression symptoms in the intervention group approached statistical significance. These promising results suggest that refined school-based nursing interventions be included in community strategies to address the serious mental health problems that Mexican immigrants face. 2009 Springer Publishing Company. Clinical trial outcomes of the Mexican American Problem Solving program (MAPS) https://www.google.com/search?q=Clinical+trial+outcomes+of+the+Mexican+American+Problem+Solving+program+(MAPS) 2009 Targeted External Educators Full Academic Year or Longer Range of Academic Outcomes Behaviour and Social Wellbeing Clustered 302 10 Yes Some Sub-Groups Reported At Least Some Follow-Up Yes Yes, Limited Yes, Descriptive Theory of Change Yes
8154910 USA/Canada College/University Range of Academic Outcomes Many college students abandon their goal of completing a degree in science, technology, engineering, or math (STEM) when confronted with challenging introductory-level science courses. In the U.S., this trend is more pronounced for underrepresented minority (URM) and first-generation (FG) students, and contributes to persisting racial and social-class achievement gaps in higher education. Previous intervention studies have focused exclusively on race or social class, but have not examined how the 2 may be confounded and interact. This research therefore investigates the independent and interactive effects of race and social class as moderators of an intervention designed to promote performance, measured by grade in the course. In a double-blind randomized experiment conducted over 4 semesters of an introductory biology course (N 1,040), we tested the effectiveness of a utility-value intervention in which students wrote about the personal relevance of course material. The utility-value intervention was successful in reducing the achievement gap for FG-URM students by 61%: the performance gap for FG-URM students, relative to continuing generation (CG)-Majority students, was large in the control condition, .84 grade points (d .98), and the treatment effect for FG-URM students was .51 grade points (d 0.55). The UV intervention helped students from all groups find utility value in the course content, and mediation analyses showed that the process of writing about utility value was particularly powerful for FG-URM students. Results highlight the importance of intersectionality in examining the independent and interactive effects of race and social class when evaluating interventions to close achievement gaps and the mechanisms through which they may operate. Closing Achievement Gaps With a Utility-Value Intervention: Disentangling Race and Social Class https://www.google.com/search?q=Closing+Achievement+Gaps+With+a+Utility-Value+Intervention: Disentangling+Race+and+Social+Class 2016 Universal Regular Teachers/Lecturers Full Academic Year or Longer None None Single 1040 NA Yes Some Sub-Groups Reported Immediate Post-Test Only Yes No Yes, Theoretical Perspectives Yes
3030586 USA/Canada Primary/Elementary Behaviour and Social Wellbeing OBJECTIVE: To evaluate the impact of an early childhood, family-centered, school-based intervention on children's kindergarten academic achievement. METHODS: This was a cluster (school) randomized controlled trial with assessments from pre-kindergarten (pre-k) entry through the end of kindergarten. The setting was 10 public elementary schools with 26 pre-k classes in 2 school districts in urban disadvantaged neighborhoods serving a largely black, low-income population. Participants were 1050 black and Latino, low-income children (age 4; 88% of pre-k population) enrolled in 10 schools over 4 years. Universal intervention aimed to promote self-regulation and early learning by strengthening positive behavior support and effective behavior management at home and school, and increasing parent involvement in education. Intervention included after-school group sessions for families of pre-k students (13 2-hour sessions; co-led by pre-k teachers) and professional development for pre-k and kindergarten teachers. The outcome measures were standardized test scores of kindergarten reading, writing, and math achievement by independent evaluators masked to intervention condition (primary outcome); developmental trajectories of teacher-rated academic performance from pre-k through kindergarten (secondary outcome). RESULTS: Relative to children in control schools, children in intervention schools had higher kindergarten achievement test scores (Cohen's d = 0.18, mean difference = 2.64, SE = 0.90, P = .03) and higher teacher-rated academic performance (Cohen's d = 0.25, mean difference = 5.65, SE = 2.34, P = .01). CONCLUSIONS: Early childhood population-level intervention that enhances both home and school environments shows promise to advance academic achievement among minority children from disadvantaged, urban neighborhoods. Cluster (school) RCT of ParentCorps: impact on kindergarten academic achievement https://www.google.com/search?q=Cluster+(school)+RCT+of+ParentCorps:+impact+on+kindergarten+academic+achievement 2013 Targeted Mixture Full Academic Year or Longer Numeracy/Maths Literacy/English Clustered 1050 10 Yes Whole Sample Only Immediate Post-Test Only Yes No No No
3031619 USA/Canada Middle/High School Physical Health and Wellbeing OBJECTIVES: To examine whether a year long programme based on the transtheoretical model of behaviour change, incorporating three sessions using an expert system computer program and three class lessons, could reduce the prevalence of teenage smoking. DESIGN: Cluster randomised trial comparing the intervention to a control group exposed only to health education as part of the English national curriculum. SETTING: 52 schools in the West Midlands region. Participants: 8352 students in year 9 (age 13-14 years) at those schools. MAIN OUTCOME MEASURES: Prevalence of teenage smoking 12 months after the start of the intervention. RESULTS: Of the 8352 students recruited, 7444 (89.1%) were followed up at 12 months. The intention to treat odds ratio for smoking in the intervention group relative to control was 1.08 (95% confidence interval 0.89 to 1.33). Sensitivity analysis for loss to follow up and adjustment for potential confounders did not alter these findings. CONCLUSIONS: The smoking prevention and cessation intervention based on the transtheoretical model, as delivered in this trial, is ineffective in schoolchildren aged 13-14. Cluster randomised controlled trial of expert system based on the transtheoretical ('stages of change') model for smoking prevention and cessation in schools https://www.google.com/search?q=Cluster+randomised+controlled+trial+of+expert+system+based+on+the+transtheoretical+('stages+of+change')+model+for+smoking+prevention+and+cessation+in+schools 1999 Targeted Mixture Full Academic Year or Longer None None Clustered 8352 52 No Some Sub-Groups Reported At Least Some Follow-Up Yes No Yes, Descriptive Theory of Change Yes
8155373 UK/Ireland Middle/High School Physical Health and Wellbeing DESIGN: A clustered randomised controlled trial; classes, 1 per school, were assigned to 1 of 3 intervention arms or a control group based on a 2�2 factorial design. The interventions were peer-mentoring and participative learning. Year 7 children (aged 11-12) in the peer-mentoring intervention were paired with year 9 children for 6 weekly mentoring meetings. Year 7 children in the participative learning arm took part in 6 weekly geography lessons using personalised physical activity and Global Positioning System (GPS) data. Year 7 children in the combined intervention received both interventions, with the year 9 children only participating in the mentoring sessions.PARTICIPANTS: 1494 year 7 students from 60 schools in the North of England took part in the trial. Of these, 43 students opted out of taking part in the evaluation measurements, 2 moved teaching group and 58 changed school. Valid accelerometry outcome data were collected for 892 students from 53 schools; and well-being outcome data were available for 927 students from 52 schools.MAIN OUTCOME MEASURES: The primary outcomes were mean minutes of accelerometer-measured moderate-to-vigorous intensity physical activity per day, and well-being as evaluated by the KIDSCREEN-27 questionnaire. These data were collected 6?weeks after the intervention; a 12-month follow-up is planned.RESULTS: No significant effects (main or interaction) were observed for the outcomes. However, small positive differences were found for both outcomes for the participative learning intervention.CONCLUSIONS: These findings suggest that the 2 school-based interventions did not modify levels of physical activity or well-being within the period monitored. Change in physical activity may require more comprehensive individual behavioural intervention, and/or more system-based efforts to address wider environmental influences such as family, peers, physical environment, transport and educational policy.TRIAL REGISTRATION NUMBER: ISRCTN82956355.OBJECTIVE: To assess the effectiveness of 2 interventions in improving the physical activity and well-being of secondary school children. Clustered randomised controlled trial of two education interventions designed to increase physical activity and well-being of secondary school students: the MOVE Project https://www.google.com/search?q=Clustered+randomised+controlled+trial+of+two+education+interventions+designed+to+increase+physical+activity+and+well-being+of+secondary+school+students:+the+MOVE+Project 2016 Universal Mixture Full Academic Year or Longer None None Clustered 1494 60 No Some Sub-Groups Reported At Least Some Follow-Up No No No No
3031874 USA/Canada Primary/Elementary Literacy/English This study evaluated the results of a social and emotional learning (SEL) program on academic achievement among students attending a large, urban, high-risk school district. Using a cluster-randomized design, 24 elementary schools were assigned to receive either the intervention curriculum (Promoting Alternative Thinking Strategies, or PATHS) or a curriculum that delivered few if any SEL topics (i.e., the control group). In addition to state mastery test scores, demographic data, school attendance, and dosage information were obtained from 705 students who remained in the same group from the 3rd to the 6th grade. Analyses of odds ratios revealed that students enrolled in the intervention schools demonstrated higher levels of basic proficiency in reading, writing, and math at some grade levels. Although these between-groups differences held for race/ethnicity, gender, and socioeconomic status, significant within-group differences also were noted across these variables. Collectively, these findings indicated that social development instruction may be a promising approach to promote acquisition of academic proficiency, especially among youth attending high-risk school settings. Implications of these findings with respect to SEL programs conclude the article. (PsycINFO Database Record (c) 2014 APA, all rights reserved)(journal abstract) Cluster-Randomized Trial Demonstrating Impact on Academic Achievement of Elementary Social-Emotional Learning https://www.google.com/search?q=Cluster-Randomized+Trial+Demonstrating+Impact+on+Academic+Achievement+of+Elementary+Social-Emotional+Learning 2014 Universal Regular Teachers/Lecturers Full Academic Year or Longer Numeracy/Maths none Clustered 1394 24 Yes Some Sub-Groups Reported At Least Some Follow-Up Yes Yes, Fairly Well Yes, Theoretical Perspectives Yes
3031420 USA/Canada Middle/High School Behaviour and Social Wellbeing PURPOSE: Dating violence (DV)--physical, sexual, and psychological aggression in adolescent romantic relationships--is prevalent among youth. Despite broad calls for primary prevention, few programs with demonstrated effectiveness exist. This cluster-randomized trial examined the effectiveness of a DV perpetration prevention program targeting coaches and high school male athletes. METHODS: The unit of randomization was the high school (16 schools), and the unit of analysis was the athlete (N = 2,006 students). Primary outcomes were intentions to intervene, recognition of abusive behaviors, and gender-equitable attitudes. Secondary outcomes explored bystander behaviors and abuse perpetration. Regression models for clustered, longitudinal data assessed between-arm differences in over-time changes in mean levels of continuous outcomes in 1,798 athletes followed up at 3 months. RESULTS: Intervention athletes' changes in intentions to intervene were positive compared with control subjects, resulting in an estimated intervention effect of .12 (95% CI: .003, .24). Intervention athletes also reported higher levels of positive bystander intervention behavior than control subjects (.25, 95% CI: .13, .38). Changes in gender-equitable attitudes, recognition of abusive behaviors, and DV perpetration were not significant. Secondary analyses estimated intervention impacts according to intensity of program implementation. Compared with control subjects, athletes exposed to full-intensity implementation of the intervention demonstrated improvements in intentions to intervene (.16, 95% CI: .04, .27), recognition of abusive behaviors (.13, 95% CI: .003, .25), and positive bystander intervention (.28, 95% CI: .14, .41). CONCLUSION: This cluster-randomized controlled trial supports the effectiveness of a school athletics-based prevention program as one promising strategy to reduce DV perpetration. Coaching boys into men: a cluster-randomized controlled trial of a dating violence prevention program https://www.google.com/search?q=Coaching+boys+into+men:+a+cluster-randomized+controlled+trial+of+a+dating+violence+prevention+program 2012 Universal Regular Teachers/Lecturers Between Half and Full Term Behaviour and Social Wellbeing None Clustered 2006 16 yes Whole Sample Only At Least Some Follow-Up Yes No Yes, Theoretical Perspectives Yes
3030679 USA/Canada Preschool/Kindergarten Literacy/English The purpose of this study was to evaluate the effectiveness of code-oriented supplemental instruction for kindergarten students at risk for reading difficulties. Paraeducators were trained to provide 18 weeks of explicit instruction in phonemic skills and the alphabetic code. Students identified by their teachers meeting study eligibility criteria were randomly assigned to 2 groups: individual supplemental instruction and control. Students were pretested in December, midtested, and posttested in May-June of kindergarten. At posttest, treatment students significantly outperformed controls on measures of reading accuracy, reading efficiency, oral reading fluency, and developmental spelling. Treatment students had significantly higher linear growth rates in phonemic awareness and alphabetic knowledge during the kindergarten treatment. At a 1-year follow-up, significant group differences remained in reading accuracy and efficiency. Ethical challenges of longitudinal intervention research are discussed. Findings have policy implications for making supplemental instruction in critical early reading skills available. Code-Oriented Instruction for Kindergarten Students at Risk for Reading Difficulties: A Randomized Field Trial with Paraeducator Implementers https://www.google.com/search?q=Code-Oriented+Instruction+for+Kindergarten+Students+at+Risk+for+Reading+Difficulties:+A+Randomized+Field+Trial+with+Paraeducator+Implementers 2006 Targeted External Educators Up to Half a Term None None Single 67 NA Yes Whole Sample Only At Least Some Follow-Up Yes No Yes, Descriptive Theory of Change Yes
3031960 USA/Canada Primary/Elementary Physical Health and Wellbeing Background: Children with autism spectrum disorders often present with comorbid anxiety disorders that cause significant functional impairment. This study tested a modular cognitive behavioral therapy (CBT) program for children with this profile. A standard CBT program was augmented with multiple treatment components designed to accommodate or remediate the social and adaptive skill deficits of children with ASD that could pose barriers to anxiety reduction. Method: Forty children (7-11 years old) were randomly assigned to 16 sessions of CBT or a 3-month waitlist (36 completed treatment or waitlist). Therapists worked with individual families. The CBT model emphasized behavioral experimentation, parent-training, and school consultation. Independent evaluators blind to treatment condition conducted structured diagnostic interviews and parents and children completed anxiety symptom checklists at baseline and posttreatment/postwaitlist. Results: In intent-to-treat analyses, 78.5% of the CBT group met Clinical Global Impressions-Improvement scale criteria for positive treatment response at posttreatment, as compared to only 8.7% of the waitlist group. CBT also outperformed the waitlist on diagnostic outcomes and parent reports of child anxiety, but not children's self-reports. Treatment gains were maintained at 3-month follow-up. Conclusions: The CBT manual employed in this study is one of the first adaptations of an evidence-based treatment for children with autism spectrum disorders. Remission of anxiety disorders appears to be an achievable goal among high-functioning children with autism. Cognitive Behavioral Therapy for Anxiety in Children with Autism Spectrum Disorders: A Randomized, Controlled Trial https://www.google.com/search?q=Cognitive+Behavioral+Therapy+for+Anxiety+in+Children+with+Autism+Spectrum+Disorders:+A+Randomized,+Controlled+Trial 2009 Targeted External Educators Up to Half a Term Physical Health and Wellbeing None Single 40 single Yes Whole Sample Only At Least Some Follow-Up Yes No Yes, Descriptive Theory of Change Yes
3030761 USA/Canada Primary/Elementary Study-Related Skills The purpose of this study was to compare the effect of cognitive versus multisensory interventions on handwriting legibility of elementary school students referred to occupational therapy for handwriting difficulties. In this randomized controlled trial, 72 first- and second-grade students were assigned to either a cognitive intervention, multisensory intervention, or control (no intervention) group. Letter legibility was measured using the Evaluation Tool for Children's Handwriting before and after 10 weeks of intervention. Analysis of variance of change scores showed no statistically significant difference across the three groups. First-grade students improved with or without intervention, but second-grade students showed sizeable improvement with cognitive intervention compared to multisensory intervention (d = 1.09) or no intervention (d = .92). These results challenge current occupational therapy practice of using a multisensory approach for remediation of handwriting difficulties for students in second grade. A cognitive approach to handwriting intervention shows greater promise and is worthy of further investigation. (PsycINFO Database Record (c) 2015 APA, all rights reserved)(journal abstract) Cognitive versus multisensory approaches to handwriting intervention: A randomized controlled trial https://www.google.com/search?q=Cognitive+versus+multisensory+approaches+to+handwriting+intervention:+A+randomized+controlled+trial 2007 Targeted External Educators Between Half and Full Term None None Single 72 NA Yes Some Sub-Groups Reported Immediate Post-Test Only Yes No No No
3031153 Africa Middle/High School Physical Health and Wellbeing Rates of chronic diseases are high among Black South Africans but few studies have tested cognitive-behavioural health-promotion interventions to reduce this problem. We tested the efficacy of such an intervention among adolescents in a cluster-randomised controlled trial. We randomly selected 9 of 17 matched pairs of schools and randomised one school in each pair to the cognitive-behavioural health-promotion intervention designed to encourage health-related behaviours and the other to a human immunodeficiency virus (HIV)/sexually transmitted disease (STD) risk-reduction intervention that served as the control. Interventions were based on social cognitive theory, the theory of planned behaviour and qualitative data from the target population. Data collectors, blind to participants' intervention, administered confidential assessments at baseline and 3, 6 and 12 months post-intervention. Primary outcomes were fruit and vegetable consumption and physical activity. Participants were 1057 grade 6 learners (mean age = 12.4 years), with 96.7% retained at 12-month follow-up. Generalised estimating equations revealed that averaged over the follow-ups, a greater percentage of health-promotion intervention participants than HIV/STD control participants met 5-a-Day fruit and vegetable and physical activity guidelines. The intervention also increased health-promotion knowledge, attitude and intention, but did not decrease substance use or substance-use attitude and intention. The findings suggest that theory based and contextually appropriate interventions may increase health behaviours among young adolescents in sub-Saharan Africa. Cognitive-behavioural health-promotion intervention increases fruit and vegetable consumption and physical activity among South African adolescents: a cluster-randomised controlled trial https://www.google.com/search?q=Cognitive-behavioural+health-promotion+intervention+increases+fruit+and+vegetable+consumption+and+physical+activity+among+South+African+adolescents:+a+cluster-randomised+controlled+trial 2011 Targeted External Educators Up to Half a Term Behaviour and Social Wellbeing None Clustered 1057 9 Yes Some Sub-Groups Reported At Least Some Follow-Up Yes Yes, But Not Reported Yes, Theoretical Perspectives No
5132822 Asia Middle/High School Literacy/English This study examined the effects of collaborative dialogue in learning the speech act of request. Seventy-four second-grade girls' junior high students were divided into three groups. The 'collaborative group' (n = 25) received explicit metapragmatic information on request (request head act and modifications) followed by a dialogue construction task in pairs. The 'individual group' (n = 25) received the same information but completed the same task individually while thinking aloud. The last group, control group (n = 24), did not receive instruction. During-task interaction in the collaborative group and think-aloud protocols in the individual group were audio-recorded. Instructional effect was measured by a discourse completion task (DCT). Target request head acts in DCT were scored, and request modifications were analyzed for frequency. The collaborative group outperformed the individual group on the production of the head act at immediate post. No group difference was found in request modifications. Analysis of interaction and think-aloud data showed that the collaborative group produced the target head act more successfully than the individual group, but no group difference was found in the use of modifications. ABSTRACT FROM AUTHOR]; Copyright of Applied Linguistics is the property of Oxford University Press / USA and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) Collaborative Dialogue in Learning Pragmatics: Pragmatic-Related Episodes as an Opportunity for Learning Request-Making https://www.google.com/search?q=Collaborative+Dialogue+in+Learning+Pragmatics:+Pragmatic-Related+Episodes+as+an+Opportunity+for+Learning+Request-Making 2016 Universal Regular Teachers/Lecturers Up to Half a Term Study Skills None Clustered 74 3 Yes Whole Sample Only Immediate Post-Test Only Yes No Yes, Theoretical Perspectives Yes
3030767 Asia College/University Professional Training This study assessed the impact of a course on communication skills for third-year undergraduate dental students at a dental institute in India. A randomized pretest, posttest controlled trial was conducted with all the students from four cohorts of third-year dental undergraduate students, divided into an intervention group (n=30) and a control group (n=30). The course was developed using Kern's six-step approach to curriculum development. Needs assessment was ascertained, and readings, lectures, and role-plays with real and simulated patients were implemented. Encounters of students during two patient interviews (simulated and real) were rated by two raters using a twenty-seven-item dental consultation communication checklist with a rating scale 0 to 3. Students completed a questionnaire regarding their acceptance of the course. A 2�2 (group � time) ANOVA with group as a between-subjects factor (control vs. experimental) and time as a within-subjects factor (pre vs. post) was performed. The two groups did not differ at pretest but differed significantly at posttest. This study showed that simply attending to patients during a clinical course did not improve professional communication skills. In contrast, the implementation of a course on communication skills did improve the students' dentist-patient interactions. Integrating the teaching and development of a relevant, outcome-based course on communication skills provided clear evidence of communication skills acquisition among these dental students. The course could be introduced in other Indian dental schools. Communication skills course in an Indian undergraduate dental curriculum: a randomized controlled trial https://www.google.com/search?q=Communication+skills+course+in+an+Indian+undergraduate+dental+curriculum:+a+randomized+controlled+trial 2012 Universal External Educators Up to Half a Term None None Single 60 NA Yes Whole Sample Only Immediate Post-Test Only No No No No
3031797 USA/Canada College/University Numeracy/Maths The Maui Hawaii Educational consortium (the Maui School District and Maui Community College) sought scientifically based evidence for the effectiveness of the 'Cognitive Tutor (CT) Algebra I Curriculum' to inform adoption decisions. Decision makers were particularly interested in whether the use of the 'CT' program affects achievement of their students and is a useful tool for teachers. The participating teachers used the program in their randomly selected 'CT' classes for six months during the 2005-2006 school year while teaching their other classes with their standard materials. The experiment involved nine teachers, 22 classes, and 541 students. The experiment for the most part was unable to detect any impact of 'Cognitive Tutor' on student achievement. Of the four sub-strands, the analysis found negative results for two of them: Quadratic Equations and Algebraic Operations. The results must be interpreted in the context of the particular resources for the implementation of the program on Maui, which were not favorable. While teachers gave a generally positive view of 'CT', they reported difficulties with implementation--particularly access to computers. The researchers conducted an additional exploratory analysis of the data provided by the 'CT' intervention on units completed. This indicated that there is an overall positive relationship between the number of units completed and student outcomes on the Northwest Evaluation Association (NWEA) test. (Contains 11 figures, 21 tables, and 3 footnotes.) For research summary, see ED539000.] Comparative Effectiveness of Carnegie Learning's 'Cognitive Tutor' Algebra I Curriculum: A Report of a Randomized Experiment in the Maui School District. Research Report https://www.google.com/search?q=Comparative+Effectiveness+of+Carnegie+Learning's+'Cognitive+Tutor'+Algebra+I+Curriculum:+A+Report+of+a+Randomized+Experiment+in+the+Maui+School+District.+Research+Report 2007 Universal Regular Teachers/Lecturers Between Half and Full Term None None Single 541 NA No Whole Sample Only Immediate Post-Test Only Yes Yes, Fairly Well Yes, Theoretical Perspectives Yes
3031348 USA/Canada Middle/High School Numeracy/Maths Under the 'Math Science Partnership Grant,' the Maui Hawaii Educational Consortium sought scientifically based evidence for the effectiveness of Carnegie Learning's 'Cognitive TutorR]' (CT) program as part of the adoption process for pre-Algebra program. During the 2006-2007 school year, the researchers conducted a follow-on study to a previous randomized experiment in the Maui School District of the effectiveness of 'CT' in Algebra I. In this second year, the focus was on the newly developed 'Bridge to Algebra' program for pre-Algebra. The question being addressed specifically by the research is whether students in classes that use 'CT' materials achieve higher scores on the standardized math assessment, as measured by the Northwest Evaluation Association (NWEA) General Math Test, than they would if they had been in a control classroom using the pre-Algebra curricula the Maui schools currently have in place. The researchers found that most students in both 'CT' and control groups improved overall on the NWEA General Math Test. They did not find a difference in student performance in math between groups. Their analysis of the Algebraic Operations sub-strand revealed that many students in both groups did not demonstrate the growth in this scale, again with no discernible group differences. However, for Algebraic Operations outcomes, the researchers found a significant interaction between the pre-test and 'CT': student scoring low before participating in 'CT' got more benefit from the program's algebraic operations instruction than students with high initial scores. For the full report, 'Comparative Effectiveness of Carnegie Learning's 'Cognitive Tutor Bridge to Algebra' Curriculum: A Report of a Randomized Experiment in the Maui School District,' see ED538958.] Comparative Effectiveness of Carnegie Learning's Cognitive Tutor 'Bridge to Algebra' Curriculum: A Report of a Randomized Experiment in the Maui School District. Research Summary https://www.google.com/search?q=Comparative+Effectiveness+of+Carnegie+Learning's+Cognitive+Tutor+'Bridge+to+Algebra'+Curriculum:+A+Report+of+a+Randomized+Experiment+in+the+Maui+School+District.+Research+Summary 2007 Universal Regular Teachers/Lecturers Between Half and Full Term none none Clustered 476 32 No Some Sub-Groups Reported At Least Some Follow-Up Yes Yes, Fairly Well Yes, Descriptive Theory of Change Yes
3031184 USA/Canada Primary/Elementary Literacy/English This research project consists of a randomized experiment in St. Petersburg Catholic Schools. The question being addressed by the research is whether 'Scott Foresman Science' is as effective as the current curricula being used in the participating campuses of the Roman Catholic Diocese of St. Petersburg. The research focuses on 3rd, 4th, and 5th grade students. The outcomes were measured by student achievement on standardized tests administered at the beginning and end of the project. Two test areas were selected as the outcome measures: Science Concepts and Processes, and Reading Achievement. The overall comparison between Scott Foresman Science ('SFScience') and the program used in the control classroom was just the first step in the investigation. The authors also aimed to understand how the product was implemented and other ways that science instruction differed between the two groups. In addition, they sought to understand how characteristics of the students and of the teachers may have moderated the impact, that is, whether 'SFScience' was more effective with students or teachers with differing abilities or experience. Finally, they explored the extent to which the groups differed in amount of time devoted to science or specifically to inquiry and whether those differences may help to explain the results. The design of the experiment reflects the requirements of the No Child Left Behind Act, which directs schools to consult reports of rigorous research in making adoption decisions about instructional programs. The study was designed to provide useful information to support local decisions that take into account the specifics of district characteristics and their implementation of the program. This report provides a rich description of the conditions of implementation in order to assist the district in strengthening its program and to provide the reader with an understanding of the context for the findings. (Contains 32 tables, 5 figures and 4 footnotes.) Comparative Effectiveness of 'Scott Foresman Science': A Report of a Randomized Experiment in St. Petersburg Catholic Schools. Research Report https://www.google.com/search?q=Comparative+Effectiveness+of+'Scott+Foresman+Science':+A+Report+of+a+Randomized+Experiment+in+St.+Petersburg+Catholic+Schools.+Research+Report 2007 Universal Regular Teachers/Lecturers Full Academic Year or Longer Range of Academic Outcomes None Clustered 720 31 No Some Sub-Groups Reported Immediate Post-Test Only No Yes, But Not Reported No No
3031172 USA/Canada Middle/High School Numeracy/Maths The authors sought evidence of the effectiveness of the TI-Navigator classroom networking system for the second year of a two-year research study of Texas Instruments classroom technology. This randomized control trial compared Algebra I and Geometry instruction using the TI-Navigator system, which includes the TI-84 Silver Edition graphing calculator, to instruction with graphing calculators alone. The technologies did not provide a separate math curriculum, but did not include curricular materials. The authors asked whether students in classrooms with access to the TI-Navigator system and training, achieve higher scores than students in classrooms receiving only graphing calculators and training, whether TI-Navigator has a differential impact for students with various incoming math achievement levels, and whether the impact depends on gender or English proficiency. For the most part, the experiment could not discern an impact as a result of providing the equipment and training for TI-Navigator. In Algebra, while they found no overall difference, there was some evidence of a small negative impact for students scoring 'below basic' on the CST and, holding pretest score constant, for English proficient students. Overall, the authors found that the TI-Navigator affected the average number of minutes the technology was used. (Contains 16 figures, 60 tables, and 32 footnotes.) Comparative Effectiveness of the Texas Instruments TI-Navigator[TM]: Year 2 Report of Randomized Experiments in the East Side Union High School and San Diego Unified School District. Research Report https://www.google.com/search?q=Comparative+Effectiveness+of+the+Texas+Instruments+TI-Navigator[TM]:+Year+2+Report+of+Randomized+Experiments+in+the+East+Side+Union+High+School+and+San+Diego+Unified+School+District.+Research+Report 2007 Universal Regular Teachers/Lecturers Full Academic Year or Longer None None Single 44 NA No Whole Sample Only Immediate Post-Test Only No Yes, But Not Reported No No
3031364 USA/Canada Middle/High School Numeracy/Maths Texas Instruments has undertaken a research program with the goal of producing scientifically-based evidence of the effectiveness of graphing calculators and the 'TI-Navigator'TM] classroom networking system in the context of a professional development and curriculum framework. The program includes a two-year longitudinal study. The research is conducted as a set of randomized experiments working with teachers of Algebra I and Geometry in the East Side Union High School (ESUHSD) and the San Diego City Schools (SDCS). This report addresses the findings from ESUHSD and SDCS for the first year of the two year study. The research measures the impact of important components of the Texas Instruments (TI) offering, in the context of a field experiment. The outcomes of interest are student on standardized tests of Algebra and Geometry. The results are measures of the incremental effect of introducing advanced TI products and services into textbook-based college preparatory Algebra I and Geometry instruction. The authors have analyzed the effect of each component as well as important interactions among the components and interactions between the components and characteristics of the student and teacher familiarity with the technology over time since the full impact of technology introduction may not be seen within a single academic year. This experiment in SDCS and ESUHSD will inform the current literature on the benefit of calculator use in Algebra I. Appended are: (1) East Side Surveys; (2) San Diego Surveys; (3) East Side Calculator System Use; (4) San Diego Calculator System Use; (5) East Side Materials; (6) San Diego Materials; (7) East Side Observation Protocol; (8) San Diego Observation Protocol; and (9) East Side and San Diego Interview Protocol. (Contains 62 figures, 94 tables, and 5 footnotes.) Comparative Effectiveness of TI-84 Graphing Calculators on Algebra I and Geometry Outcomes: A Report of Randomized Experiments in the East Side Union High School District and San Diego Unified School District. Research Report NA 2007 Universal Regular Teachers/Lecturers Full Academic Year or Longer Other School Subjects none Single 3126 NA Yes Some Sub-Groups Reported At Least Some Follow-Up Yes Yes, Fairly Well Yes, Descriptive Theory of Change Yes
5132544 Rest of Europe College/University Other School Subjects Peer instruction has been recognized as an instructional method having a positive impact on learning compared to traditional lectures in science. This method has been widely supported by the socio-constructivist approach to learning giving a positive role to interaction between peers in the construction of knowledge. As far as we know, no study has been conducted from the socio-cognitive approach which suggests that individuals working alone perform better than those interacting with others in groups. Thus, the aim of the present study was to examine whether peer instruction improves learning when compared with an individual learning method that does not require any interaction with peers. After being randomly divided into either a peer instruction or an individual learning condition in a chromatography course, students had to answer to a series of multiple-choice questions using clickers at the beginning (pre-test) and end of (post-test) the session. Results revealed that the percentage of correct answers increased similarly from the pre- to the post-test in both conditions. Nevertheless, students perceived the peer instruction method as being more satisfying, engaging and useful than the individual learning method. The findings revealed that peer instruction provides subjective benefits, but failed to demonstrate a greater learning gain. ABSTRACT FROM AUTHOR]; Copyright of Journal of Computer Assisted Learning is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) Comparing the effectiveness of peer instruction to individual learning during a chromatography course https://www.google.com/search?q=Comparing+the+effectiveness+of+peer+instruction+to+individual+learning+during+a+chromatography+course 2015 Universal Regular Teachers/Lecturers Up to Half a Term Range of Academic Outcomes None Clustered 50 2 No Whole Sample Only Immediate Post-Test Only Yes No Yes, Theoretical Perspectives Yes
5132776 USA/Canada Middle/High School Literacy/English The importance of this research is to provide relevant information to middle school campuses that support the need for integrated reading and writing instruction for 7th and 8th grade students. The purpose of this study was to compare the reading achievement of eighth grade students in an urban middle school in Southeast Texas who participated in two different reading/writing classroom configurations. One group of students participated in an integrated reading and writing class with the same teacher for a 90 minute block and the other group had non-integrated reading and writing teachers for a 45 minute blocks each. The achievement scores of students in integrated reading and writing classes were compared to students in non-integrated classes based on the variables gender and ethnicity. The research results determined that integrated reading and writing yielded higher reading achievement averages in six out of the seven hypotheses that were evaluated. Students who participated in integrated reading and writing performed better as a whole when compared to students non-integrated reading and writing classes. In regards to gender, the mean female integrated students' reading score was 38.63 (SD = 8.82) and the mean female non-integrated students reading score was 35.42 (SD = 8.69). The mean reading score for male students in integrated classes was 37.80 (SD = 8.74) and the mean reading score for male students in non-integrated classes was 32.87 (SD = 8.64). Using data for ethnicity, it was determined that Hispanic and African American students who participated in integrated reading and writing had better reading achievement averages than Hispanic and African American students who were instructed using the non-integrated reading and writing method. The mean reading score for African American students in the integrated classes was 37.55 (SD = 8.17) and the mean reading score for African American students in the non-integrated classes was 33.61 (SD = 8.53). The mean score for Hispanics students in the integrated classes was 37.18 (SD = 8.710 and for those in the non-integrated classes, it was 33.88 (SD = 8.84). On the other hand, the data showed that when ethnicity was evaluated as a whole group, Hispanics versus African —Americans, there was no significant difference in the groups' reading academic achievement. The mean reading score for Hispanic students was 34.09 (SD = 9.08) and for African American students, 34.63 (SD = 8.59). The overall findings of this study revealed that students who participated in integrated reading and writing classes performed better than students in non-integrated reading and writing classes on standardized reading achievement examination. Comparing the reading achievement of 8th grade students in integrated reading and writing classes to students in non integrated reading and writing classes https://www.google.com/search?q=Comparing+the+reading+achievement+of+8th+grade+students+in+integrated+reading+and+writing+classes+to+students+in+non+integrated+reading+and+writing+classes 2015 Universal Regular Teachers/Lecturers Single Session None None Clustered 584 3 Yes Some Sub-Groups Reported Immediate Post-Test Only Yes No Yes, Theoretical Perspectives Yes
3031485 Rest of Europe College/University Professional Training OBJECTIVES: To compare 2 educational programmes for teaching evidence-based medicine (EBM). DESIGN: Prospective randomised controlled trial accompanied by a qualitative evaluation. SETTING: University of Oslo, Norway, 2002-03. PARTICIPANTS: A total of 175 students entered the study. All tenth semester medical students from 3 semesters were eligible for inclusion if they completed baseline assessment and consent forms and either attended teaching on the first day of the semester or gave reasons for their absence on the first day in advance. Interventions One intervention was based on computer-assisted, self-directed learning (self-directed intervention), whilst the other was organised as workshops based on social learning theory (directed intervention). Both educational interventions consisted of 5 half-day sessions. MAIN OUTCOME MEASURES: The primary outcomes were knowledge about EBM and skills in critical appraisal. A secondary outcome measured attitudes to EBM. Outcomes were compared on an intention-to-treat basis using a stratified Wilcoxon rank-sum test. RESULTS: There were no differences in outcomes for the 2 study groups in terms of EBM knowledge (mean deviation 0.0 [95% confidence interval - 1.0, 1.0], P = 0.8), critical appraisal skills (MD 0.1 [95% CI - 0.9, 1.1], P = 0.5), or attitudes to EBM (MD - 0.3 [95% CI - 1.4, 0.8], P = 0.5). Follow-up rates were 96%, 97% and 63%, respectively. CONCLUSIONS: This trial and its accompanying qualitative evaluation suggest that self-directed, computer-assisted learning may be an alternative format for teaching EBM. However, further research is needed to confirm this and investigate alternative educational models. Comparison of directed and self-directed learning in evidence-based medicine: a randomised controlled trial https://www.google.com/search?q=Comparison+of+directed+and+self-directed+learning+in+evidence-based+medicine:+a+randomised+controlled+trial 2005 Universal Regular Teachers/Lecturers Up to Half a Term Professional Training None Single 175 NA No Whole Sample Only At Least Some Follow-Up Yes Yes, But Not Reported Yes, Descriptive Theory of Change Yes
3031354 USA/Canada Middle/High School Physical Health and Wellbeing Background: Media literacy programs have shown potential for reduction of adolescent tobacco use. We aimed to determine if an anti-smoking media literacy curriculum improves students&apos; media literacy and affects factors related to adolescent smoking. Methods: We recruited 1170 9th-grade students from 64 classrooms in 3 public urban high schools. Students were randomized by classroom to a media literacy curriculum versus a standard educational program. In an intent-to-treat analysis, we used multilevel modeling to determine if changes in study outcomes were associated with the curricular intervention, controlling for baseline student covariates and the clustering of students within classrooms. Results: Among participants, mean age was 14.5 years and 51% were male, with no significant differences in baseline characteristics between groups. Smoking media literacy changed more among intervention participants compared with control participants (0.24 vs. 0.08, p < 0.001). Compared with controls, intervention students exhibited a greater reduction in the perceived prevalence of smoking (-14.0% vs. -4.6%, p < 0.001). Among those initially susceptible to smoking, intervention participants more commonly reverted to being nonsusceptible post-intervention (24% vs. 16%, p = 0.08). Conclusions: A school-based media literacy curriculum is more effective than a standard educational program in teaching media literacy and improving perceptions of the true prevalence of smoking among adolescents. Comparison of Media Literacy and Usual Education to Prevent Tobacco Use: A Cluster-Randomized Trial https://www.google.com/search?q=Comparison+of+Media+Literacy+and+Usual+Education+to+Prevent+Tobacco+Use:+A+Cluster-Randomized+Trial 2014 Universal External Educators More than One Term Behaviour and Social Wellbeing none Clustered 1170 64 Yes Some Sub-Groups Reported At Least Some Follow-Up Yes Yes, Fairly Well Yes, Descriptive Theory of Change Yes
3031351 Rest of Europe College/University Physical Health and Wellbeing OBJECTIVE: Adherence of young adults to preventive programmes is low. The following study compares three different educational concepts to increase toothbrushing adherence in young adults. METHODS: Nine vocational school classes (157 young adults) were randomly assigned to three different 60-min approaches: (I) Education by a dentist, (II) Peer-teaching and (III) 'Adherence triangle concept' uniting dentists, teachers and participants as equal partners in intervention planning combined with peer teaching. Follow-up was 1 week for approaches I and II, and 1 week, 3 and 9 months for approach III. Adherence was defined as reported change from the childhood toothbrushing technique to adult technique. Adherence was evaluated using anonymous questionnaires and by diary analysis. RESULTS: After instruction, 90% of participants (approaches I-III) showed the desired behaviour in practice and theory. Reported adherence after 1 week with approach I was 28.5%, with approach II 39% and with approach III 95%. Prolonged follow-up of approach III yielded 76% after 3 months and 68% after 9 months. Adherence using approach III was significantly higher (P ? 0.001) than using approach I and II after 1 week. Adherence rates with approach III after 9 months were still higher than those of approaches I and II after 1 week. CONCLUSIONS: The 'adherence triangle' concept enhanced reported adherence significantly in comparison with previous studies and the one-dimensional concepts of approaches I and II. The tools of the adherence triangle concept seem worthwhile to be considered when planning new preventive action. Comparison of three forms of teaching - a prospective randomized pilot trial for the enhancement of adherence https://www.google.com/search?q=Comparison+of+three+forms+of+teaching+-+a+prospective+randomized+pilot+trial+for+the+enhancement+of+adherence 2012 Universal External Educators Single Session Behaviour and Social Wellbeing none Single 157 NA Yes Some Sub-Groups Reported At Least Some Follow-Up Yes No Yes, Descriptive Theory of Change Yes
3030608 Asia College/University Professional Training ; Background: The precise effect and the quality of different cases used in dermatology problem-based learning (PBL) curricula are yet unclear. Aim: To prospectively compare the impact of real patients, digital, paper PBL (PPBL) and traditional lecture-based learning (LBL) on academic results and student perceptions. Methods: A total of 120 students were randomly allocated into either real-patients PBL (RPBL) group studied via real-patient cases, digital PBL (DPBL) group studied via digital-form cases, PPBL group studied via paper-form cases, or conventional group who received didactic lectures. Academic results were assessed through review of written examination, objective structured clinical examination and student performance scores. A five-point Likert scale questionnaire was used to evaluate student perceptions. Results: Compared to those receiving lectures only, all PBL participants had better results for written examination, clinical examination and overall performance. Students in RPBL group exhibited better overall performance than those in the other two PBL groups. Real-patient cases were more effective in helping develop students� self-directed learning skills, improving their confidence in future patient encounters and encouraging them to learn more about the discussed condition, compared to digital and paper cases. Conclusion: Both real patient and digital triggers are helpful in improving students� clinical problem-handling skills. However, real patients provide greater benefits to students Comparison of three problem-based learning conditions (real patients, digital and paper) with lecture-based learning in a dermatology course: a prospective randomized study from China https://www.google.com/search?q=Comparison+of+three+problem-based+learning+conditions+(real+patients,+digital+and+paper)+with+lecture-based+learning+in+a+dermatology+course:+a+prospective+randomized+study+from+China 2013 Universal Other School/College Employees Up to Half a Term None None Single 120 NA Yes Whole Sample Only Immediate Post-Test Only Yes Yes, Limited Yes, Theoretical Perspectives No
3031530 Africa Middle/High School Physical Health and Wellbeing BACKGROUND: Smoking rates are projected to increase substantially in developing countries such as South Africa. PURPOSE: The aim of this study was to test the efficacy of two contrasting approaches to school-based smoking prevention in South African youth compared to the standard health education program. One experimental program was based on a skills training/peer resistance model and the other on a harm minimization model. METHOD: Thirty-six public schools from two South African provinces, KwaZulu-Natal and the Western Cape, were stratified by socioeconomic status and randomized to one of three groups. Group 1 (comparison) schools (n = 12) received usual tobacco use education. Group 2 schools (n = 12) received a harm minimization curriculum in grades 8 and 9. Group 3 schools (n = 12) received a life skills training curriculum in grades 8 and 9. The primary outcome was past month use of cigarettes based on a self-reported questionnaire. RESULT: Five thousand two hundred sixty-six students completed the baseline survey. Of these, 4,684 (89%) completed at least one follow-up assessment. The net change in 30-day smoking from baseline to 2-year follow-up in the control group was 6% compared to 3% in both harm minimization (HM) and life skills training (LST) schools. These differences were not statistically significant. Intervention response was significantly moderated by both gender and race. The HM intervention was more effective for males, whereas the life skills intervention was more effective for females. For black African students, the strongest effect was evident for the HM intervention, whereas the strongest intervention effect for 'colored' students was evident for the LST group. CONCLUSION: The two experimental curricula both produced similar overall reductions in smoking prevalence that were not significantly different from each other or the control group. However, the impact differed by gender and race, suggesting a need to tailor tobacco and drug use prevention programs. More intensive intervention, in the classroom and beyond, may be needed to further impact smoking behavior. Comparison of two school-based smoking prevention programs among South African high school students: results of a randomized trial https://www.google.com/search?q=Comparison+of+two+school-based+smoking+prevention+programs+among+South+African+high+school+students:+results+of+a+randomized+trial 2008 Universal Regular Teachers/Lecturers Between Half and Full Term Behaviour and Social Wellbeing none Clustered 5266 36 No Some Sub-Groups Reported At Least Some Follow-Up Yes Yes, Fairly Well Yes, Theoretical Perspectives Yes
3030742 UK/Ireland College/University Study-Related Skills Background: Exposure therapy is effective for phobic anxiety disorders (specific phobias, agoraphobia, social phobia) and panic disorder. Despite their high prevalence in the community, sufferers often get no treatment or if they do, it is usually after a long delay. This is largely due to the scarcity of healthcare professionals trained in exposure therapy, which is due, in part, to the high cost of training. Traditional teaching methods employed are labour intensive, being based mainly on role-play in small groups with feedback and coaching from experienced trainers. In an attempt to increase knowledge and skills in exposure therapy, there is now some interest in providing relevant teaching as part of pre-registration nurse education. Computers have been developed to teach terminology and simulate clinical scenarios for health professionals, and offer a potentially cost effective alternative to traditional teaching methods. Objective: To test whether student nurses would learn about exposure therapy for phobia/panic as well by computer-aided self-instruction as by face-to-face teaching, and to compare the individual and combined effects of two educational methods, traditional face-to-face teaching comprising a presentation with discussion and questions/answers by a specialist cognitive behaviour nurse therapist, and a computer-aided self-instructional programme based on a self-help programme for patients with phobia/panic called FearFighter, on students' knowledge, skills and satisfaction. Design: Randomised controlled trial, with a crossover, completed in 2 consecutive days over a period of 4 h per day. Participants: Ninety-two mental health pre-registration nursing students, of mixed gender, age and ethnic origin, with no previous training in cognitive behaviour therapy studying at one UK university. Results: The two teaching methods led to similar improvements in knowledge and skills, and to similar satisfaction, when used alone. Using them in tandem conferred no added benefit. Computer-aided self-instruction was more efficient as it saved teacher preparation and delivery time, and needed no specialist tutor. Conclusion: Computer-aided self-instruction saved almost all preparation time and delivery effort for the expert teacher. When added to past results in medical students, the present results in nurses justify the use of computer-aided self-instruction for learning about exposure therapy and phobia/panic and of research into its value for other areas of health education. (PsycINFO Database Record (c) 2012 APA, all rights reserved)(journal abstract) Computer-aided vs. tutor-delivered teaching of exposure therapy for phobia/panic: Randomized controlled trial with pre-registration nursing students https://www.google.com/search?q=Computer-aided+vs.+tutor-delivered+teaching+of+exposure+therapy+for+phobia/panic:+Randomized+controlled+trial+with+pre-registration+nursing+students 2007 Universal Regular Teachers/Lecturers Up to Half a Term None None Single 92 NA Yes Whole Sample Only Immediate Post-Test Only Yes No Yes, Descriptive Theory of Change Yes
3031033 USA/Canada Middle/High School Behaviour and Social Wellbeing Objective. This study examined the efficacy of 2 computer-based training systems to teach children with attention deficit/hyperactivity disorder (ADHD) to attend more effectively. Design/methods. A total of 41 children with ADHD from 2 middle schools were randomly assigned to receive 2 sessions a week at school of either neurofeedback (NF) or attention training through a standard computer format (SCF), either immediately or after a 6-month wait (waitlist control group). Parents, children, and teachers completed questionnaires pre- and postintervention. Results. Primary parents in the NF condition reported significant (P < .05) change on Conners's Rating Scales-Revised (CRS-R) and Behavior Assessment Scales for Children (BASC) subscales; and in the SCF condition, they reported significant (P < .05) change on the CRS-R Inattention scale and ADHD index, the BASC Attention Problems Scale, and on the Behavioral Rating Inventory of Executive Functioning (BRIEF). Conclusion. This randomized control trial provides preliminary evidence of the effectiveness of computer-based interventions for ADHD and supports the feasibility of offering them in a school setting. Computer-based attention training in the schools for children with attention deficit/hyperactivity disorder: a preliminary trial https://www.google.com/search?q=Computer-based+attention+training+in+the+schools+for+children+with+attention+deficit/hyperactivity+disorder:+a+preliminary+trial 2011 Targeted External Educators More than One Term None None Single 41 NA Yes Whole Sample Only Immediate Post-Test Only No Yes, Fairly Well Yes, Theoretical Perspectives No
3031051.1 UK/Ireland College/University Numeracy/Maths In response to concern over the numeracy skills deficit displayed by student nurses, an online computer programme, 'Authentic WorldR]', which aims to simulate a real-life clinical environment and improve the medication dosage calculation skills of users, was developed (Founded in 2004 Authentic World Ltd is a spin out company of Glarmorgan and Cardiff Universities, Cardiff, Wales UK.). Two randomised controlled trials were conducted, each at a UK University, in order to investigate the impact of Authentic WorldR] on student nurses' general numeracy abilities. All first year nursing students who gave consent were randomised equally into an intervention or control group. The intervention group were given access to Authentic WorldR]. The primary outcome measure was the students' scores on a general numeracy test. The Intention to Treat (ITT) analysis in both trials revealed a small negative effect of Authentic WorldR] on general numeracy, which was statistically significant in one trial. However, compliance with the intervention was very low in both trials, with only 24 and 12% of students allocated to the intervention groups spending more than 15 minutes using the programme. Providing nursing students with access to Authentic WorldR] is not an effective use of resources since use of the programme appears to be very low. (Contains 2 figures and 4 tables.) Computer-Based Instruction for Improving Student Nurses' General Numeracy: Is It Effective? Two Randomised Trials https://www.google.com/search?q=Computer-Based+Instruction+for+Improving+Student+Nurses'+General+Numeracy:+Is+It+Effective?+Two+Randomised+Trials 2011 Universal Regular Teachers/Lecturers More than One Term None None Single 115 NA No Whole Sample Only Immediate Post-Test Only Yes No No No
3031051.2 UK/Ireland College/University Numeracy/Maths In response to concern over the numeracy skills deficit displayed by student nurses, an online computer programme, 'Authentic WorldR]', which aims to simulate a real-life clinical environment and improve the medication dosage calculation skills of users, was developed (Founded in 2004 Authentic World Ltd is a spin out company of Glarmorgan and Cardiff Universities, Cardiff, Wales UK.). Two randomised controlled trials were conducted, each at a UK University, in order to investigate the impact of Authentic WorldR] on student nurses' general numeracy abilities. All first year nursing students who gave consent were randomised equally into an intervention or control group. The intervention group were given access to Authentic WorldR]. The primary outcome measure was the students' scores on a general numeracy test. The Intention to Treat (ITT) analysis in both trials revealed a small negative effect of Authentic WorldR] on general numeracy, which was statistically significant in one trial. However, compliance with the intervention was very low in both trials, with only 24 and 12% of students allocated to the intervention groups spending more than 15 minutes using the programme. Providing nursing students with access to Authentic WorldR] is not an effective use of resources since use of the programme appears to be very low. (Contains 2 figures and 4 tables.) Computer-Based Instruction for Improving Student Nurses' General Numeracy: Is It Effective? Two Randomised Trials https://www.google.com/search?q=Computer-Based+Instruction+for+Improving+Student+Nurses'+General+Numeracy:+Is+It+Effective?+Two+Randomised+Trials 2011 Universal Regular Teachers/Lecturers More than One Term None None Single 182 NA No Whole Sample Only Immediate Post-Test Only Yes No No No
3030649 UK/Ireland College/University Professional Training BACKGROUND: Assessing in undergraduate medical education the educational effectiveness of a short computer-based session, integrating a lecturer's video with a standardized structure, for evidence based medicine (EBM) teaching, compared to a lecture-based teaching session of similar structure and duration. METHOD: A concealed, randomized controlled trial of computer based session versus lecture of equal duration (40 minutes) and identical content in EBM and systematic reviews. The study was based at the Medical School, University of Birmingham, UK involving one hundred and seventynine year one medical students. The main outcome measures were change from pre to post-intervention score measured using a validated questionnaire assessing knowledge (primary outcome) and attitudes (secondary outcome). RESULTS: Participants' improvement in knowledge in the computer based group was equivalent to the lecture based group (gain in score: 0.8 [S.D = 3.2] versus 1.3 [S.D = 2.4]; p = 0.24). Attitudinal gains were similar in both groups. CONCLUSION: Computer based teaching and typical lecture sessions have similar educational gains. Computer-based teaching is as good as face to face lecture-based teaching of evidence based medicine: a randomized controlled trial https://www.google.com/search?q=Computer-based+teaching+is+as+good+as+face+to+face+lecture-based+teaching+of+evidence+based+medicine:+a+randomized+controlled+trial 2007 Universal Regular Teachers/Lecturers Single Session None None Single 55 NA Yes Whole Sample Only Immediate Post-Test Only Yes No Yes, Theoretical Perspectives No
3031951 Rest of Europe Multiple Study-Related Skills Objective: Deficits in executive functioning, including working memory (WM) deficits, have been suggested to be important in attention-deficit/hyperactivity disorder (ADHD). During 2002 to 2003, the authors conducted a multicenter, randomized, controlled, double-blind trial to investigate the effect of improving WM by computerized, systematic practice of WM tasks. Method: Included in the trial were 53 children with ADHD (9 girls; 15 of 53 inattentive subtype), aged 7 to 12 years, without stimulant medication. The compliance criterion (>20 days of training) was met by 44 subjects, 42 of whom were also evaluated at follow-up 3 months later. Participants were randomly assigned to use either the treatment computer program for training WM or a comparison program. The main outcome measure was the span-board task, a visuospatial WM task that was not part of the training program. Results: For the span-board task, there was a significant treatment effect both post-intervention and at follow-up. In addition, there were significant effects for secondary outcome tasks measuring verbal WM, response inhibition, and complex reasoning. Parent ratings showed significant reduction in symptoms of inattention and hyperactivity/impulsivity, both post-intervention and at follow-up. Conclusions: This study shows that WM can be improved by training in children with ADHD. This training also improved response inhibition and reasoning and resulted in a reduction of the parent-rated inattentive symptoms of ADHD. Computerized Training of Working Memory in Children with ADHD-A Randomized, Controlled Trial https://www.google.com/search?q=Computerized+Training+of+Working+Memory+in+Children+with+ADHD-A+Randomized,+Controlled+Trial 2004 Targeted Regular Teachers/Lecturers Between Half and Full Term none none Single 52 NA Yes Whole Sample Only At Least Some Follow-Up Yes Yes, Fairly Well Yes, Theoretical Perspectives Yes
3031836 USA/Canada College/University Professional Training We have investigated the impact of using multimedia learning modules (MLM) on the learning of students enrolled in introductory physics courses at California State Polytechnic University, Pomona. One hundred fifty-nine students were randomly registered in two sections of an introductory mechanics course, one of which featured the MLMs. Both sections had the same instructor, participated in class discussions on identical topics, and used the same problem-solving examples. The students in the multimedia group outperformed the students who did not experience the MLMs in a final course examination and across identical discussion questions. (Contains 3 figures and 3 tables.) Controlled Study on the Effectiveness of Multimedia Learning Modules for Teaching Mechanics https://www.google.com/search?q=Controlled+Study+on+the+Effectiveness+of+Multimedia+Learning+Modules+for+Teaching+Mechanics 2012 Universal Regular Teachers/Lecturers Up to Half a Term none none Single 159 NA Yes Whole Sample Only Immediate Post-Test Only Yes Yes, Limited Yes, Descriptive Theory of Change Yes
8155609 NA NA NA Aggressive behaviors in schools have the potential to cause serious harm to students� emotional and social well-being and to limit their ability to achieve their full academic potential. Prevention programs developed to reduce children�s aggressive behaviors in school settings can provide interventions at a universal or targeted level. The main aim of our randomized control study was to examine the efficacy of Coping Power, adapted as a universal prevention program, in reducing children�s behavioral problems and improving school grades. Nine classes participated (184 students, mean age 91 months) from two elementary state schools in Tuscany, Italy. Study findings showed a significant reduction in behavioral problems and an improvement in school grades for the intervention classes relative to the control classes. This study suggests the Coping Power program can be delivered in school settings at both universal and targeted prevention levels, and that in this multi-tiered prevention model, teachers, educators and school psychologists can learn a set of intervention skills which can be delivered with flexibility, thus reducing some of the complexity and costs of schools using multiple interventions. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract) Coping Power adapted as universal prevention program: Mid term effects on children�s behavioral difficulties and academic grades https://www.google.com/search?q=Coping+Power+adapted+as+universal+prevention+program:+Mid+term+effects+on+children�s+behavioral+difficulties+and+academic+grades NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA
3030625 USA/Canada Multiple Behaviour and Social Wellbeing Although social impairments are considered the hallmark deficit of autism, many behavioral intervention studies rely on cognitive functioning as a primary outcome. Fewer studies have examined whether changes in cognition are associated with changes in social functioning. This study examined whether cognitive gains among 192 students from 47 kindergarten-through-second-grade autism support classrooms participating in a year-long behavioral intervention study were associated with gains in social functioning. Children�s gains in cognitive ability were modestly associated with independent assessors� and teachers� evaluations of social functioning but were not associated with changes in parent ratings. Observed social gains were not commensurate with gains in cognition, suggesting the need both for interventions that directly target social functioning and relevant field measures of social functioning. ABSTRACT FROM PUBLISHER]; Copyright of Autism: The International Journal of Research & Practice is the property of Sage Publications, Ltd. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) Correlation of cognitive and social outcomes among children with autism spectrum disorder in a randomized trial of behavioral intervention https://www.google.com/search?q=Correlation+of+cognitive+and+social+outcomes+among+children+with+autism+spectrum+disorder+in+a+randomized+trial+of+behavioral+intervention 2014 Targeted Mixture Full Academic Year or Longer None None Single 192 NA Yes Whole Sample Only Immediate Post-Test Only No Yes, But Not Reported No No
3031568 USA/Canada Middle/High School Other School Subjects Introduction: School-based cardiopulmonary resuscitation (CPR) and automated external defibrillator (AED) use training currently occur in approximately 50% of schools. Many attribute this to the increased time and cost of instructor-led programs. Previous studies have demonstrated the effectiveness of video-based CPR training programs in adults, but little is known about the impact of this technique in schoolchildren. We compared skill, willingness, and confidence in performing CPR and applying an AED between students receiving training though a traditional instructor-led course and a video-based training program. Methods: Grade 9 students were randomized to a 4-hour instructor-led course or a 45-minute video-based training course. Each student completed an attitudinal questionnaire (confidence, competence, willingness) at three time points: pretraining, immediately post-training, and 6 months posttraining. Performance skill testing was completed posttraining and 6 months later. Skill testing included evaluation of CPR quality and a measure of overall competence using a previously validated scoring tool. Results: A total of 307 students were randomized and completed the initial training; 86% completed follow-up testing at 6 months. Significant improvements in both training groups occurred across all attitudinal domains following training (p < 0.001). The Cronbach alpha for each attitudinal domain was 0.751 (confidence), 0.902 (competence), and 0.779 (willingness). Performance skill testing of CPR quality and overall competence score were not significantly different across training interventions when evaluated posttraining and 6 months later. Conclusions: Both groups reported improved confidence, competence, and willingness to perform CPR and use an AED after training. Both groups demonstrated similar skill test performance scores posttraining. These results suggest that expedited video-based training may be an effective alternative to traditional teaching models in schools. CPR anytime any-school: A randomized trial of strategies to teach CPR and use of AED to high school students https://www.google.com/search?q=CPR+anytime+any-school:+A+randomized+trial+of+strategies+to+teach+CPR+and+use+of+AED+to+high+school+students 2012 Universal External Educators Single Session none none Single 334 NA Yes Whole Sample Only At Least Some Follow-Up Yes Yes, Fairly Well no Yes
3031833 Asia College/University Professional Training This study examined the effect of critical appraisal exercises on the quality of preclinical tooth preparation skills and the confidence level of undergraduate dental students at a dental college in India. Forty-two student volunteers were randomly divided into critical appraisal (CA; n=19) and control (C; n=23) groups. Both groups were given conventional lecture and video demonstration; the CA group was also given critical appraisal exercises. Four evaluators assessed the incisor, canine, premolar, and molar preparations made by all students. The mean overall scores (reported as mean�SD) assigned to the CA group by all evaluators were significantly higher (independent t-test, p<0.05) than the C group for incisor (CA: 6.19�1.47, C: 5.09�1.52), canine (CA: 5.64�1.36, C: 4.50�1.35), premolar (CA: 5.88�1.03, C: 4.88�1.18), and molar (CA: 5.98�1.16, C: 5.20�0.71) teeth. The CA group also demonstrated a significant increase in self-confidence over that of the C group (repeated measures general linear model F=8.554, p=0.006). In this study, the critical appraisal exercises significantly improved the preclinical incisor, canine, premolar, and molar tooth preparation skills and the confidence level of the undergraduate dental students. Critical appraisal-based learning in a dental college in India: a randomized control study https://www.google.com/search?q=Critical+appraisal-based+learning+in+a+dental+college+in+India:+a+randomized+control+study 2013 Universal Regular Teachers/Lecturers Between Half and Full Term none none Single 42 NA Yes Whole Sample Only Immediate Post-Test Only Yes Yes, Limited Yes, Theoretical Perspectives Yes
3030961 USA/Canada Multiple Behaviour and Social Wellbeing This study provides preliminary evidence of the feasibility and efficacy of the Stanford cue-centered treatment for reducing posttraumatic stress, depression, and anxiety in children chronically exposed to violence. Sixty-five youth aged 8�17 years were recruited from 13 schools. Participants were randomly assigned to cue-centered treatment or a waitlist control group. Assessments were conducted at 4 discrete time points. Self-report measures assessed youth symptoms of posttraumatic stress disorder (PTSD), anxiety, and depression. Self-report ratings of caregiver anxiety and depression as well as caregiver report of child PTSD were also obtained. Therapists evaluated participants� overall symptom improvement across treatment sessions. Hierarchal linear modeling analyses showed that compared to the waitlist group, the cue-centered treatment group had greater reductions in PTSD symptoms both by caregiver and child report, as well as caregiver anxiety. Cue-centered treatment, a hybrid trauma intervention merging diverse theoretical approaches, demonstrated feasibility, adherence, and efficacy in treating youth with a history of interpersonal violence. (PsycINFO Database Record (c) 2014 APA, all rights reserved)(journal abstract) Cue centered treatment for youth exposed to interpersonal violence: A randomized controlled trial https://www.google.com/search?q=Cue+centered+treatment+for+youth+exposed+to+interpersonal+violence:+A+randomized+controlled+trial 2013 Targeted External Educators More than One Term None None Single 65 NA Yes Some Sub-Groups Reported At Least Some Follow-Up Yes Yes, Fairly Well Yes, Theoretical Perspectives Yes
3031479 USA/Canada Primary/Elementary Numeracy/Maths This study, sponsored by the Institute of Education Sciences (IES) in the U.S. Department of Education, examines whether some early elementary school math curricula are more effective than others at improving student math achievement in disadvantaged schools. A small number of curricula, which are based on different approaches for developing student math skills, dominate elementary math instruction--7 curricula make up 91 percent of those used by K-2 educators, according to a 2008 survey (Resnick et al. 2010). The main questions addressed by the study are: (1) What are the relative effects of the study's four math curricula on math achievement of first- and second-graders in disadvantaged schools? and (2) Are the relative curriculum effects influenced by school and classroom characteristics? The study is addressing these questions by examining the relative effects of four diverse curricula selected through a competitive process, recruiting schools to participate in the study, having publishers provide schools and teachers with curriculum materials and training, assessing student math achievement, and evaluating the effects of the curricula (including materials, training, content, and pedagogy) on student achievement. Other data (including school records, teacher surveys, and classroom observations) also were collected to examine whether relative curriculum effects are influenced by context and to conduct mediational analyses. The study team collected all data necessary to evaluate the four curricula. To measure the achievement effects of the curricula, the study team tested students at the beginning and end of the school year using the math assessment developed for the Early Childhood Longitudinal Study (ECLS-K) (West et al. 2000). The ECLS-K assessment is a nationally normed test designed to measure achievement gains both within and across elementary grades. The first- and second-grade results are based on students who were tested in both the fall and spring in those respective grades. As math skills have grown in importance in the workplace, so has the debate over how best to improve students' math skills. This study is an important step toward resolving that debate because it shows that four widely-used curricula have differential effects on student math achievement. These differential effects, which were measured after just one year of curriculum implementation, suggest that districts should carefully choose their math curriculum. (Contains 1 figure and 4 footnotes.) Curriculum Matters: Evidence from a Randomized Control Trial of Four Elementary School Math Curricula https://www.google.com/search?q=Curriculum+Matters:+Evidence+from+a+Randomized+Control+Trial+of+Four+Elementary+School+Math+Curricula 2011 Universal Regular Teachers/Lecturers More than One Term none none Clustered 8060 109 Yes Some Sub-Groups Reported Immediate Post-Test Only Yes Yes, But Not Reported Yes, Descriptive Theory of Change Yes
3031471 USA/Canada Primary/Elementary Physical Health and Wellbeing OBJECTIVE: To examine the effects of a multi-component, theory-based, 2.5-year intervention on children's fruit and vegetable consumption, preferences, knowledge and body mass index. METHODS: Four inner city elementary schools in the Northeastern United States were randomized to an intervention (n=149) or control group (n=148) in 2005. Fruit and vegetable consumption during school lunch (measured by plate waste), preferences, and knowledge, as well as body mass index, were assessed five times across 3.5 years (pre-intervention, spring 2006, 2007, 2008 and 2009). Hierarchical linear modeling was used to analyze program outcomes. RESULTS: At the first post-test assessment, children in the experimental group ate 0.28 more servings/lunch of fruit and vegetable relative to children in the control group and changes in fruit and vegetable consumption were found in each year throughout the program. However, this effect declined steadily across time so that by the delayed one-year follow-up period there was no difference between the groups in fruit and vegetable consumption. There were persistent intervention effects on children's knowledge. There were no effects on fruit and vegetable preferences and body mass index throughout the study. CONCLUSION: Although there was initial fruit and vegetable behavior change, annual measurements indicated a gradual decay of behavioral effects. These data have implications for the design of school-based fruit and vegetable interventions. Decaying behavioral effects in a randomized, multi-year fruit and vegetable intake intervention https://www.google.com/search?q=Decaying+behavioral+effects+in+a+randomized,+multi-year+fruit+and+vegetable+intake+intervention 2011 Universal Regular Teachers/Lecturers Full Academic Year or Longer Physical Health and Wellbeing None Single 297 NA Yes Whole Sample Only At Least Some Follow-Up Yes No Yes, Theoretical Perspectives Yes
3031559 Asia Preschool/Kindergarten Physical Health and Wellbeing AIM: Oral health is a reflection of general health and significantly influences the quality of life. Dental caries is one of the most common chronic diseases of childhood which may adversely affect physical, mental and social growth of children. Oral hygiene methods can effectively prevent oral and dental diseases, and oral hygiene education plays an important role in this regard. The aim of the present study was then to assess the effect of oral hygiene education on the oral and dental health of 6-year-olds. MATERIALS AND METHODS: A hundred and sixty 6-year-old children from 4 pre-school centers were divided into two groups, case and control, in this cluster randomised controlled trail. The children in the case group received oral and dental education in one session. The parents of the case group were also instructed in one session. The children and parents of the control group did not receive any instructions. Plaque index (PI): Turesky-Gilmore-Glickman; gingival index (GI): Loe & Silness; at a) baseline, b) 1.5 and c) 6 months after the first examination. Data were analysed by repeated measure ANOVA. RESULTS: PI: A significant difference was found between the baseline examination and the first follow-up (p 0.05). Regarding the number of brushing times, a statistically significant difference was found between the first and the second follow-ups of the study groups (p > 0.05). The brushing type and the application of other hygienic measures did not show any difference (p > 0.05). CONCLUSION: Within the limitations of the present study it may be concluded that oral hygiene instruction to 6-year-old children and their parents improves their dental health. Dental health education programme for 6-year-olds: a cluster randomised controlled trial https://www.google.com/search?q=Dental+health+education+programme+for+6-year-olds:+a+cluster+randomised+controlled+trial 2011 Universal External Educators Single Session Behaviour and Social Wellbeing none Clustered 160 4 Yes Whole Sample Only At Least Some Follow-Up Yes no Yes, Descriptive Theory of Change Yes
8154422 Rest of Europe College/University Professional Training OBJECTIVE: Our goal was to develop an e-learning course on breast imaging for radiographers, assessing its efficacy, effectiveness, and user satisfaction.METHODS: A stratified randomized controlled trial was performed with radiographers and radiology students who already had mammography training, using pre- and post-knowledge tests, and satisfaction questionnaires. The primary outcome was the improvement in test results (percentage of correct answers), using intention-to-treat and per-protocol analysis.RESULTS: A total of 54 participants were assigned to the intervention (20 students plus 34 radiographers) with 53 controls (19+34). The intervention was completed by 40 participants (11+29), with 4 (2+2) discontinued interventions, and 10 (7+3) lost to follow-up. Differences in the primary outcome were found between intervention and control: 21 versus 4 percentage points (pp), P<.001. Stratified analysis showed effect in radiographers (23 pp vs 4 pp; P=.004) but was unclear in students (18 pp vs 5 pp; P=.098). Nonetheless, differences in students' posttest results were found (88% vs 63%; P=.003), which were absent in pretest (63% vs 63%; P=.106). The per-protocol analysis showed a higher effect (26 pp vs 2 pp; P<.001), both in students (25 pp vs 3 pp; P=.004) and radiographers (27 pp vs 2 pp; P<.001). Overall, 85% were satisfied with the course, and 88% considered it successful.CONCLUSIONS: This e-learning course is effective, especially for radiographers, which highlights the need for continuing education.BACKGROUND: Mammography is considered the best imaging technique for breast cancer screening, and the radiographer plays an important role in its performance. Therefore, continuing education is critical to improving the performance of these professionals and thus providing better health care services. Development and assessment of an e-learning course on breast imaging for radiographers: a stratified randomized controlled trial https://www.google.com/search?q=Development+and+assessment+of+an+e-learning+course+on+breast+imaging+for+radiographers:+a+stratified+randomized+controlled+trial 2015 Universal Regular Teachers/Lecturers Up to Half a Term None None Single 40 NA Yes Some Sub-Groups Reported Immediate Post-Test Only Yes Yes, Limited No No
3031690 Rest of Europe Middle/High School Physical Health and Wellbeing This article reports the development and exploratory testing of a school-based intervention programme designed to enhance levels of physical activity in adolescents. The intervention is based on social cognitive theory (SCT), self-regulation theory (SRT) and planning as evidence-based mediators of physical activity changes. Two classes, paired on socio-economic variables, were selected from each of eight Portuguese schools and randomly assigned to an intervention or control group (N = 291). Primary outcome was �moderate to vigorous physical activity� (International Physical Activity Questionnaire) measured pre and post intervention and at three and nine months follow-up. SCT, SRT and planning variables were secondary outcomes measured pre and post intervention. At post test, participants in the intervention group reported 18 min per week more physical activity (PA), adjusted for pre-intervention, age and sex, than those in the control group (95% confidence interval -10 to 46; p = 0.249). This difference increased to 33 min (95% CI � 4 to 71; p = 0.082) at three months and to 57 min (95% CI 13 to 101, p = 0.008) at nine month followup. Moreover, the intervention resulted in changes of some of the theoretical target variables, including outcome expectancies and coping planning. However, no evidence was found for the changes in theoretical moderators to mediate the intervention effects on behaviour. Implications for theory and for future research are discussed. (PsycINFO Database Record (c) 2014 APA, all rights reserved)(journal abstract) Development and exploratory cluster-randomised opportunistic trial of a theory-based intervention to enhance physical activity among adolescents https://www.google.com/search?q=Development+and+exploratory+cluster-randomised+opportunistic+trial+of+a+theory-based+intervention+to+enhance+physical+activity+among+adolescents 2009 Universal Regular Teachers/Lecturers More than One Term Behaviour and Social Wellbeing None Clustered 291 16 Yes Whole Sample Only At Least Some Follow-Up Yes Yes, Fairly Well Yes, Theoretical Perspectives Yes
3031904 NA NA NA Describes the development and impact of a self-instruction indicated drug abuse prevention program, Project Towards No Drug Abuse, using a sample of 288 students. It is noted that self-instruction programming often is used to help youth that are at high risk for dropout and drug abuse to complete their high school education. This article describes the justification for the self-instruction program, keys to good programmed self-learning, and how a 12-session health educator delivered program was converted to a self-instruction format. In addition, the immediate impact of a 3-group experimental trial is presented. Health educator led, self-instruction, and standard care control conditions were compared on knowledge change, and the 2 program conditions were compared on process ratings. 572 students completed surveys. Students attended an average of two-thirds of the sessions in the health educator led condition, whereas students completed an average of 83% of the self-instruction sessions. It was found that the self-instruction condition was easier to implement, provided better implementation, and resulted in learning as great as the health educator condition. However, the health educator condition was better received and perceived as of relatively higher quality. (PsycINFO Database Record (c) 2015 APA, all rights reserved) Development and immediate impact of a self-instructed curriculum for an adolescent indicated drug abuse prevention trial https://www.google.com/search?q=Development+and+immediate+impact+of+a+self-instructed+curriculum+for+an+adolescent+indicated+drug+abuse+prevention+trial NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA
3031307 Rest of Europe Middle/High School physical Health and Wellbeing The objective of the present study was to describe the development of smoking from the sixth grade (age 12) to the eighth (age 14), for girls and for boys, and to study the effect of a simple anti-smoking intervention carried out in the sixth grade. All the roughly 2000 schoolchildren in Kronoberg County, born in 1982, completed an annual anonymous classroom questionnaire on smoking habits in the years 1994-96. In 1994, there were two visits, each lasting 80 min, by a campaigner from A Non-Smoking Generation to the 59 schools which opted for intervention, and no visits to the 21 schools which declined intervention. Before the intervention there were no differences in the frequency of smokers between the intervention group and the control group. In 2 y the proportion of smokers then rose among the girls from 1% to 12% and among the boys from 2% to 7%. Two years after the intervention, the proportion of smokers in the intervention group was approximately two-thirds of that in the control group. When the statistical analysis was based on the individual pupils, the difference between the two groups was statistically significant, but if the schools were used as the unit of analysis, the result was non-significant. Even a small- scale intervention may have an effect on the development of smoking among schoolchildren, but other preventive measures in the schools probably also contributed to the positive development of smoking in the intervention group Development of schoolchildren's smoking habits: questionnaire studies in intervention and control groups https://www.google.com/search?q=Development+of+schoolchildren's+smoking+habits:+questionnaire+studies+in+intervention+and+control+groups 2000 Universal External Educators Up to Half a Term None None Clustered 2034 80 Yes Some Sub-Groups Reported At Least Some Follow-Up Yes Yes, Limited Yes, Descriptive Theory of Change Yes
3031751 Central/South America Multiple Physical Health and Wellbeing Dramatic changes occur in abstract reasoning, physical maturation, familial relationships and risk exposure during adolescence. It is probable that delivery of behavioral interventions addressing decision-making during the preadolescent period and later in adolescence would result in different impacts. We evaluated the intervention effects of an HIV prevention program (Bahamian Focus on Older Youth, BFOOY) administered to grade 10 Bahamian youth and parents to target HIV protective and risk behaviors. We also examined the effects of prior exposure to a similar intervention (Focus on Youth in the Caribbean, FOYC) four years earlier. At six months post-intervention, receipt of BFOOY by youth unexposed to FOYC increased HIV knowledge and condom-use skills. Differences based on BFOOY exposure were not present among FOYC-exposed youth, whose knowledge and condom-use skills were already higher than those of unexposed youth. Youth receiving both interventions displayed a carryover effect from FOYC, demonstrating the highest scores six months post-intervention. Developmental Implications of HIV Prevention during Adolescence: Examination of the Long-Term Impact of HIV Prevention Interventions Delivered in Randomized Controlled Trials in Grade Six and in Grade 10 https://www.google.com/search?q=Developmental+Implications+of+HIV+Prevention+during+Adolescence:+Examination+of+the+Long-Term+Impact+of+HIV+Prevention+Interventions+Delivered+in+Randomized+Controlled+Trials+in+Grade+Six+and+in+Grade+10 2012 Universal Mixture Between Half and Full Term None None Single 2593 NA no Whole Sample Only At Least Some Follow-Up Yes No Yes, Descriptive Theory of Change Yes
8154817 USA/Canada Multiple Literacy/English We determined whether a widely used assessment of visual–motor skills, the Beery–Buktenica Developmental Test of Visual–Motor Integration (VMI), is appropriate for use as an outcome measure for handwriting interventions. A two-group pretest–posttest design was used with 207 kindergarten, first-grade, and secondgrade students. Two well-established handwriting measures and the VMI were administered pre- and postintervention. The intervention group participated in the Size Matters Handwriting Program for 40 sessions, and the control group received standard instruction. Paired and independent-samples t tests were used to analyze group differences. The intervention group demonstrated significant improvements on the handwriting measures, with change scores having mostly large effect sizes. We found no significant difference in change scores on the VMI, t(202) 5 1.19, p 5 .23. Results of this study suggest that the VMI may not detect changes in handwriting related to occupational therapy intervention. Developmental Test of Visual–Motor Integration (VMI): An Effective Outcome Measure for Handwriting Interventions for Kindergarten, First-Grade, and Second-Grade Students? https://www.google.com/search?q=Developmental+Test+of+Visual–Motor+Integration+(VMI):+An Effective+Outcome+Measure+for+Handwriting+Interventions for+Kindergarten,+First-Grade,+and+Second-Grade+Students? 2015 Universal Regular Teachers/Lecturers Up to Half a Term None None Clustered 207 NA No Some Sub-Groups Reported Immediate Post-Test Only No No Yes, Theoretical Perspectives Yes
3030667 UK/Ireland Primary/Elementary Study-Related Skills Background: Many school-age children with language impairments are enrolled in mainstream schools and receive indirect language therapy, but there have been, to the authors' knowledge, no previous controlled studies comparing the outcomes and costs of direct and indirect intervention delivered by qualified therapists and therapy assistants, and each delivery mode offered to children individually or in groups. Aims: To investigate the relative effectiveness of indirect and direct intervention therapy modes delivered individually or in groups for children with primary language impairment. Methods & Procedures: A multi-centre randomized controlled trial investigated 161 children with primary language impairment aged 6-11 years randomized to a usual-therapy control group or to direct individual, indirect individual, direct group or indirect group therapy modes. Intervention was delivered three times a week for 30-40-min sessions in mainstream schools over 15 weeks. Language performance was assessed at baseline, post-therapy and at 12 months. Cost analysis was based on salary and travel costs for intervention modes and usual therapy. Outcomes & Results: Compared with controls, children receiving project therapy made short-term improvements in expressive (p = 0.031), but not receptive, language immediately following intervention. Children with specific expressive language delay were more likely to show improvement than those with mixed receptive-expressive difficulties. The four project therapy modes did not differ on primary language outcomes (all p-values greater than 0.392) and there were no further improvements evident at follow-up. Indirect group therapy was the least costly mode, with direct individual therapy the most costly. Conclusions & Implications: Intervention in this age group can be effective for expressive language and can be delivered equally effectively though speech and language therapy assistants and to children in groups. (Contains 6 tables and 2 figures.) Direct versus Indirect and Individual versus Group Modes of Language Therapy for Children with Primary Language Impairment: Principal Outcomes from a Randomized Controlled Trial and Economic Evaluation https://www.google.com/search?q=Direct+versus+Indirect+and+Individual+versus+Group+Modes+of+Language+Therapy+for+Children+with+Primary+Language+Impairment:+Principal+Outcomes+from+a+Randomized+Controlled+Trial+and+Economic+Evaluation 2009 Targeted External Educators Between Half and Full Term None None Single 161 NA Yes Whole Sample Only At Least Some Follow-Up Yes No No Yes
3031729 USA/Canada Middle/High School Range of Academic Outcomes This paper presents findings from the first national randomized study of the impacts of charter schools on student achievement, which included 36 charter middle schools across 15 states. The paper compares students who applied and were admitted to these schools through randomized admissions lotteries with students who applied and were not admitted. It finds that, on average, charter middle schools in the study were neither more nor less successful than traditional public schools in improving student achievement. However, impacts varied significantly across schools and students, with positive impacts for more disadvantaged schools and students and negative impacts for the more advantaged. Appended are: (1) Baseline Characteristics of Treatment and Control Group Students in Full Sample; (2) Baseline Characteristics of Treatment and Control Group Students Included in Analysis of Year 2 Test Score Data; (3) Covariates Included in Impact Analysis Models; and (4) Impacts on State Proficiency Levels. (Contains 13 tables, 1 figure and 28 footnotes.) Do Charter Schools Improve Student Achievement? Evidence from a National Randomized Study. Working Paper https://www.google.com/search?q=Do+Charter+Schools+Improve+Student+Achievement?+Evidence+from+a+National+Randomized+Study.+Working+Paper 2011 Universal Wider Policy Initiatives Full Academic Year or Longer None None Single 2904 NA No Some Sub-Groups Reported Immediate Post-Test Only Yes No Yes, Descriptive Theory of Change Yes
3030612 USA/Canada Middle/High School Behaviour and Social Wellbeing Integrating social and emotional learning (SEL) programming throughout curricula to support the development of healthy behaviors and prevent violence is critical for a comprehensive approach to school health. This study used a post-test comparison design to evaluate a healthy relationships program for eighth grade students that applies a SEL approach. The program was adapted from the Fourth R, an evidence-based program for ninth graders, but matches the curriculum and developmental context for eighth graders. Surveys were collected post-intervention from 1012 students within 57 schools randomized to intervention or control conditions. Multivariate multilevel analysis accounted for the nested nature of students within schools. There were significant group differences on three of four outcomes following intervention, including improved knowledge about violence, critical thinking around the impact of violence, and identification of more successful coping strategies. There was no group difference on general acceptance of violence. Overall, students learned relevant information and strategies and were able to apply that knowledge to demonstrate critical thinking, suggesting that adapting an evidence-based approach for use with younger students provided similar benefits. These findings build a case for 2 years of consecutive evidence-based healthy relationships programming in grades 8 and 9, consistent with best practice guidelines. ABSTRACT FROM AUTHOR]; Copyright of Health Education Research is the property of Oxford University Press / USA and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) Does an evidence-based healthy relationships program for 9th graders show similar effects for 7th and 8th graders? Results from 57 schools randomized to intervention https://www.google.com/search?q=Does+an+evidence-based+healthy+relationships+program+for+9th+graders+show+similar+effects+for+7th+and+8th+graders?+Results+from+57+schools+randomized+to+intervention 2015 Universal Regular Teachers/Lecturers Full Academic Year or Longer None None Clustered 1112 57 Yes Some Sub-Groups Reported At Least Some Follow-Up No No Yes, Theoretical Perspectives No
8154347 Rest of Europe College/University Study-Related Skills METHODS: Two groups were randomly assigned to either a quiz-module with competition widgets or a module without. Pre-, post- and follow up test-results were recorded. Time used within the modules was measured and students reported time studying. Students were able to choose questions from former examinations in the quiz-module.RESULTS: Students from the competing group were significantly better at both post-and follow-up-test and had a significantly better overall learning efficiency than those from the non-competing group. They were also significantly better at guessing their post-test results.CONCLUSION: Quiz modules with competition widgets motivate students to become more active during the module and stimulate better total efficiency. They also generate improved self-awareness regarding post-test-results.BACKGROUND AND AIMS: Examinations today are often computerized and the primary motivation and curriculum is often based on the examinations. This study aims to test if competition widgets in e-learning quiz modules improve post-test and follow-up test results and self-evaluation. The secondary aim is to evaluate improvements during the training period comparing test-results and number of tests taken. Does competition work as a motivating factor in e-learning? A randomized controlled trial https://www.google.com/search?q=Does+competition+work+as+a+motivating+factor+in+e-learning?+A+randomized+controlled+trial 2014 Universal External Educators Up to Half a Term None None Single 121 NA Yes Whole Sample Only At Least Some Follow-Up Yes No Yes, Theoretical Perspectives Yes
3030870 Australia/New Zealand Middle/High School Physical Health and Wellbeing INTRODUCTION AND AIMS: Declines in adolescent smoking prevalence have slowed recently, resulting in increased interest and literature in tobacco harm minimisation. To date, harm reduction strategies have focused largely on modifying the product and alternative (safer) mechanisms of nicotine delivery. There has been little exploration of primary harm minimisation to prevent the onset of regular smoking among young people. A major concern expressed about harm reduction interventions and young people is that they may increase experimentation among non-users. DESIGN AND METHODS: The Smoking Cessation for Youth Project was a 2-year school-based cluster randomised controlled trial conducted in 30 Western Australian schools. Results on the primary outcome showed a significant reduction in regular smoking among 4636 13-15-year-olds receiving a harm minimisaton versus standard intervention. This paper addresses the intervention effects on 2078 students who had not smoked at baseline. RESULTS: At 20-month follow-up, smoking initiation was slightly lower among intervention students than comparison students (who received a largely abstinence-based intervention), although this difference did not attain statistical significance (OR=0.86; 95% confidence interval: 0.68, 1.09). DISCUSSION AND CONCLUSIONS: This study provided limited evidence to suggest that harm minimisation is a superior approach to abstinence-based interventions for non-smokers. However, this intervention did not contribute to increased experimentation among non-smokers. Although more trials are required, these results indicate that fears of potential negative iatrogenic effects from school-based harm minimisation interventions may be unwarranted. Does harm minimisation lead to greater experimentation? Results from a school smoking intervention trial https://www.google.com/search?q=Does+harm+minimisation+lead+to+greater+experimentation?+Results+from+a+school+smoking+intervention+trial 2007 Universal Other School/College Employees Full Academic Year or Longer None None Clustered 4636 30 No Whole Sample Only At Least Some Follow-Up Yes No Yes, Theoretical Perspectives Yes
3031490 Rest of Europe Primary/Elementary Physical Health and Wellbeing We examine the effects of a comprehensive school-based health education programme (introducing healthy habits in the curriculum) to combat childhood obesity in the mid-size urban city of Granollers (Catalonia, Spain). The intervention was carried out between 2006 and 2008. New anthropometric measurements were obtained in 2008, 2010 and 2012. The length of the intervention evaluation constitutes a valuable contribution to the existing literature. Data refers to 509 schoolchildren aged 6 years old from 16 schools that were randomly assigned to either the intervention group or to the control group. Our results indicate that children's BMI in the treatment group was reduced by 1.13 kg/m2 four years after the intervention, representing on average and for an average height, a loss of 1.6 kg. We examine heterogeneity and find that most effect is driven by children coming from disadvantaged backgrounds whilst no differences were obtained differentiating by gender. Does health education affect BMI? Evidence from a school-based randomised-control trial https://www.google.com/search?q=Does+health+education+affect+BMI?+Evidence+from+a+school-based+randomised-control+trial 2015 Universal Regular Teachers/Lecturers Full Academic Year or Longer none none Clustered 509 16 Yes Some Sub-Groups Reported At Least Some Follow-Up Yes Yes, Fairly Well Yes, Descriptive Theory of Change Yes
8154822 UK/Ireland College/University Professional Training Purpose: Medical education increasingly includes patient perspectives, but few studies look at the impact on students’ proficiency in standard examinations. We explored students’ exam performance after viewing video of patients’ experiences. Methods: Eighty-eight medical students were randomized to one of two e-learning modules. The experimental group saw video clips of patients describing their colposcopy, while the control group viewed a clinician describing the procedure. Students then completed a Multiple Choice Questionnaire (MCQ) and were assessed by a blinded clinical examiner in an Objective Structured Clinical Examination (OSCE) with a blinded simulated patient (SP). The SP scored students using the Doctors’ Interpersonal Skills Questionnaire (DISQ). Students rated the module’s effect on their skills and confidence. Regression analyses were used to compare the effect of the two modules on these outcomes, adjusting for gender and graduate entry. Results: The experimental group performed better in the OSCE than the control group (odds ratio 2.7 [95%CI 1.2–6.1]; p¼0.016). They also reported significantly more confidence in key areas, including comfort with patients’ emotions (odds ratio 6.4 [95%CI 2.7–14.9]; p<0.0005). There were no other significant differences. Conclusion: Teaching that included recorded elements of real patient experience significantly improved students’ examination performance and confidence. Does hearing the patient perspective improve consultation skills in examinations? An exploratory randomized controlled trial in medical undergraduate education https://www.google.com/search?q=Does+hearing+the+patient+perspective+improve consultation+skills+in+examinations?+An exploratory+randomized+controlled+trial+in+medical undergraduate+education 2016 Universal Regular Teachers/Lecturers Single Session none None Single 88 NA Yes Whole Sample Only Immediate Post-Test Only Yes No Yes, Theoretical Perspectives No
3031255 USA/Canada Multiple Range of Academic Outcomes A common criticism of merit-pay plans is that they fail to systematically target rewards to the most effective teachers. This study presents new evidence on this issue by evaluating data from Tennessee's Career Ladder Evaluation System and the Project STAR class-size experiment. Because the students and teachers participating in the experiment were randomly assigned, inferences about the relative quality of teachers certified by the career ladder should be unbiased. The results indicate that Tennessee's career ladder had mixed success in rewarding teachers who increased student achievement. Assignment to career-ladder teachers increased mathematics scores by roughly 3 percentile points but generally had smaller and statistically insignificant effects on reading scores. Does Merit Pay Reward Good Teachers? Evidence from a Randomized Experiment https://www.google.com/search?q=Does+Merit+Pay+Reward+Good+Teachers?+Evidence+from+a+Randomized+Experiment 2004 Universal Mixture Full Academic Year or Longer None None Clustered 11600 79 Yes Some Sub-Groups Reported Immediate Post-Test Only Yes No Yes, Descriptive Theory of Change Yes
3030724 Rest of Europe College/University Professional Training CONTEXT: This study aimed to assess if an additional patient feedback training programme leads to better consultation skills in general practice trainees (GPTs) than regular communication skills training, and whether process measurements (intensity of participation in the programme) predict the effect of the intervention. METHODS: We carried out a controlled trial in which two sub-cohorts of GPTs were allocated to an intervention group (n = 23) or a control group (n = 30), respectively. In 2006, allocated first-year GPTs in the VU University Medical Centre attended a patient feedback training programme in addition to the regular communication skills training. The control group attended only regular communication skills training. Trainees were assessed by simulated patients who visited the practices and videotaped the consultations at baseline and after 3 months. The videotapes were randomly assigned to eight trained staff members. The MAAS-Global Instrument (range 0-6) was used to assess (a change in) trainee consultation skills. RESULTS: were analysed using a multi-level, linear mixed-model analysis. Results Data on 50 GPTs were available for the follow-up analysis. Both intervention group and control group GPTs improved their consultation skills: mean MAAS-Global scores for all participants were 3.29 (standard deviation [SD] 0.75) at baseline and 3.54 (SD 0.66) at follow-up (P = 0.047). The improvement in MAAS-Global scores in the intervention group did not differ significantly from the improvement in the control group. The analysis showed a trend for intensity of participation in the patient feedback programme to predict greater improvement in MAAS-Global scores. DISCUSSION: Although the baseline scores were already in the high range, consultation skills in both groups improved significantly. This is reassuring for current teaching methods. The patient feedback programme did not improve consultation skills more than regular communication skills training. However, a subgroup of GPTs who participated intensively in the programme did improve their consultation skills further in comparison with the less motivated subgroup. Does patient feedback improve the consultation skills of general practice trainees? A controlled trial https://www.google.com/search?q=Does+patient+feedback+improve+the+consultation+skills+of+general+practice+trainees?+A+controlled+trial 2010 Universal Regular Teachers/Lecturers Between Half and Full Term None None Clustered 53 5 No Some Sub-Groups Reported At Least Some Follow-Up Yes Yes, Fairly Well Yes, Descriptive Theory of Change Yes
8155009 Africa Primary/Elementary Literacy/English Education policymakers are investing in information and communications technology (ICT) without a research base on how ICT improves outcomes. There is limited research on the effects of different types of ICT investments on outcomes. The Kenya Primary Math and Reading (PRIMR) study implemented a randomized controlled trial comparing the effects and cost of three interventions – e-readers for students, tablets for teachers, and the base PRIMR program with tablets for instructional supervisors. The results show that the ICT investments do not improve literacy outcomes significantly more than the base non-ICT instructional program. Our findings show that cost considerations should be paramount in selecting ICT investments in the education sector. Does technology improve reading outcomes? Comparing the effectiveness and cost-effectiveness of ICT interventions for early grade reading in Kenya https://www.google.com/search?q=Does+technology+improve+reading+outcomes?+Comparing+the effectiveness+and+cost-effectiveness+of+ICT+interventions+for+early+grade reading+in+Kenya 2016 Universal Regular Teachers/Lecturers Between Half and Full Term Range of Academic Outcomes None Clustered 1580 60 No Whole Sample Only Immediate Post-Test Only Yes No Yes, Descriptive Theory of Change Yes
3031078 USA/Canada Primary/Elementary Professional Training Reports an error in 'Does the responsive classroom approach affect the use of standards-based mathematics teaching practices? Results from a randomized controlled trial' by Erin R. Ottmar, Sara E. Rimm-Kaufman, Robert Q. Berry and Ross A. Larsen (The Elementary School Journal, 2013[Mar], Vol 113[3], 434-457). In the original article, there are some errors. The corrections are given in the erratum. (The following abstract of the original article appeared in record 2013-10638-006). This study highlights the connections between two facets of teachers� skills�those supporting teachers� mathematical instructional interactions and those underlying social interactions within the classroom. The impact of the Responsive Classroom (RC) approach and use of RC practices on the use of standards-based mathematics teaching practices was investigated in third-grade classrooms. Eighty-eight third-grade teachers from 24 elementary schools in a large suburban district were selected from a sample of teachers participating in a larger randomized-control study. Results showed that teachers at schools assigned randomly to receive training in the RC approach showed higher use of standards-based mathematics teaching practices than teachers in control schools. These findings were supported by analyses using fidelity of implementation: greater adherence to the intervention predicted the use of more standards-based mathematics teaching practices. Findings support the use of the RC approach for creating classroom social environments that facilitate standards-based mathematical practices. (PsycINFO Database Record (c) 2013 APA, all rights reserved) Does the responsive classroom approach affect the use of standards-based mathematics teaching practices? Results from a randomized controlled trial: Erratum https://www.google.com/search?q=Does+the+responsive+classroom+approach+affect+the+use+of+standards-based+mathematics+teaching+practices?+Results+from+a+randomized+controlled+trial:+Erratum 2013 Universal Regular Teachers/Lecturers Full Academic Year or Longer None None Clustered 88 21 Yes Whole Sample Only At Least Some Follow-Up Yes Yes, But Not Reported Yes, Theoretical Perspectives No
3030914 UK/Ireland Primary/Elementary Study-Related Skills Children with low working memory typically make poor educational progress, and it has been speculated that difficulties in meeting the heavy working memory demands of the classroom may be a contributory factor. Intensive working memory training has been shown to boost performance on untrained memory tasks in a variety of populations. This first randomized controlled trial with low working memory children investigated whether the benefits of training extend beyond standard working memory tasks to other more complex activities typical of the classroom in which working memory plays a role, as well as to other cognitive skills and developing academic abilities. Children aged 7-9 years received either adaptive working memory training, non-adaptive working memory training with low memory loads, or no training. Adaptive training was associated with selective improvements in multiple untrained tests of working memory, with no evidence of changes in classroom analogues of activities that tax working memory, or any other cognitive assessments. Gains in verbal working memory were sustained one year after training. Thus the benefits of working memory training delivered in this way may not extend beyond structured working memory tasks. Does Working Memory Training Lead to Generalized Improvements in Children with Low Working Memory? A Randomized Controlled Trial https://www.google.com/search?q=Does+Working+Memory+Training+Lead+to+Generalized+Improvements+in+Children+with+Low+Working+Memory?+A+Randomized+Controlled+Trial 2013 Targeted Regular Teachers/Lecturers More than One Term Numeracy/Maths Literacy/English Clustered 94 9 Yes Whole Sample Only At Least Some Follow-Up Yes Yes, But Not Reported Yes, Descriptive Theory of Change Yes
3031054.1 USA/Canada College/University Physical Health and Wellbeing Several early studies and subsequent reviews suggested that written emotional disclosure (WED)--writing repeatedly about personal stressful experiences--leads to improved academic performance of college students. A critical review of available studies casts some doubt on this conclusion, so we conducted three randomized, controlled experiments of the effects of WED versus control writing on grade point average (GPA) of college students. In all three studies, WED writing was implemented effectively--it contained more negative emotion language and generated more negative mood than did control writing. In Study 1, WED did not influence GPA during either the writing semester or subsequent semester among 96 students with headaches. In Study 2, WED had no effect on GPA compared with either control writing or no writing conditions among 124 students with unresolved stress. In Study 3, WED did not influence GPA or retention among 68 academically at-risk ethnic minority students, although secondary analyses suggested some benefits of WED among students who wrote more than once, particularly men. These three studies challenge the belief that WED improves academic performance of college students in general. Future research should examine subgroups of students who might benefit from WED. (Contains 3 tables.) Does Written Emotional Disclosure about Stress Improve College Students' Academic Performance? Results from Three Randomized, Controlled Studies https://www.google.com/search?q=Does+Written+Emotional+Disclosure+about+Stress+Improve+College+Students'+Academic+Performance?+Results+from+Three+Randomized,+Controlled+Studies 2010 Targeted External Educators Up to Half a Term None None Single 96 NA No Some Sub-Groups Reported At Least Some Follow-Up Yes Yes, Limited Yes, Theoretical Perspectives Yes
3031054.2 USA/Canada College/University Range of Academic Outcomes Several early studies and subsequent reviews suggested that written emotional disclosure (WED)--writing repeatedly about personal stressful experiences--leads to improved academic performance of college students. A critical review of available studies casts some doubt on this conclusion, so we conducted three randomized, controlled experiments of the effects of WED versus control writing on grade point average (GPA) of college students. In all three studies, WED writing was implemented effectively--it contained more negative emotion language and generated more negative mood than did control writing. In Study 1, WED did not influence GPA during either the writing semester or subsequent semester among 96 students with headaches. In Study 2, WED had no effect on GPA compared with either control writing or no writing conditions among 124 students with unresolved stress. In Study 3, WED did not influence GPA or retention among 68 academically at-risk ethnic minority students, although secondary analyses suggested some benefits of WED among students who wrote more than once, particularly men. These three studies challenge the belief that WED improves academic performance of college students in general. Future research should examine subgroups of students who might benefit from WED. (Contains 3 tables.) Does Written Emotional Disclosure about Stress Improve College Students' Academic Performance? Results from Three Randomized, Controlled Studies https://www.google.com/search?q=Does+Written+Emotional+Disclosure+about+Stress+Improve+College+Students'+Academic+Performance?+Results+from+Three+Randomized,+Controlled+Studies 2010 Targeted Mixture Between Half and Full Term Behaviour and Social Wellbeing None Single 124 NA No Some Sub-Groups Reported Immediate Post-Test Only Yes Yes, Limited Yes, Theoretical Perspectives Yes
3031054.3 USA/Canada College/University Range of Academic Outcomes Several early studies and subsequent reviews suggested that written emotional disclosure (WED)--writing repeatedly about personal stressful experiences--leads to improved academic performance of college students. A critical review of available studies casts some doubt on this conclusion, so we conducted three randomized, controlled experiments of the effects of WED versus control writing on grade point average (GPA) of college students. In all three studies, WED writing was implemented effectively--it contained more negative emotion language and generated more negative mood than did control writing. In Study 1, WED did not influence GPA during either the writing semester or subsequent semester among 96 students with headaches. In Study 2, WED had no effect on GPA compared with either control writing or no writing conditions among 124 students with unresolved stress. In Study 3, WED did not influence GPA or retention among 68 academically at-risk ethnic minority students, although secondary analyses suggested some benefits of WED among students who wrote more than once, particularly men. These three studies challenge the belief that WED improves academic performance of college students in general. Future research should examine subgroups of students who might benefit from WED. (Contains 3 tables.) Does Written Emotional Disclosure about Stress Improve College Students' Academic Performance? Results from Three Randomized, Controlled Studies https://www.google.com/search?q=Does+Written+Emotional+Disclosure+about+Stress+Improve+College+Students'+Academic+Performance?+Results+from+Three+Randomized,+Controlled+Studies 2010 Targeted Regular Teachers/Lecturers Up to Half a Term None None Single 68 NA yes Some Sub-Groups Reported Immediate Post-Test Only Yes Yes, Limited Yes, Theoretical Perspectives Yes
3031687 USA/Canada Middle/High School Numeracy/Maths Motivational interviewing (MI) is a brief client-centred intervention that increases intrinsic motivation for change. Little research has been conducted on MI to promote academic behaviours, but two studies found that one session of MI did improve middle-school students� math grades [Strait, G., Smith, B., McQuillin, S., Terry, J., Swan, S., & Malone, P. (2012). A randomized trial of motivational interviewing to improve middle school students� academic performance. Journal of Community Psychology, 40, 1032� 1039; Terry, J., Strait,G., Smith, B.,& McQuillin, S. (2013). Motivational interviewing to improve middle school students� academic performance: A replication study. Journal of Community Psychology, 41, 902�909]. This study examines dosage effects of MI by randomly assigning 42 middle-school students to either one or two sessions of MI (n = 21 per group). Significant dosage effects were found for math, science and history grades, with effect sizes of 0.55, 0.58 and 0.47, respectively. Considering that math effects were 0.47 and 0.37 in the prior studies, and math was the only significant change produced by one session of MI, these results strongly suggest that two sessions of MI are superior to one. Future studies should replicate these findings and explore if even higher doses produce stronger effects. (PsycINFO Database Record (c) 2014 APA, all rights reserved)(journal abstract) Dosage effects of motivational interviewing on middle-school students' academic performance: Randomized evaluation of one versus two sessions https://www.google.com/search?q=Dosage+effects+of+motivational+interviewing+on+middle-school+students'+academic+performance:+Randomized+evaluation+of+one+versus+two+sessions 2013 Universal External Educators Up to Half a Term Other School Subjects Range of Academic Outcomes Single 42 NA Yes Some Sub-Groups Reported Immediate Post-Test Only Yes Yes, Fairly Well Yes, Descriptive Theory of Change Yes
3030799 USA/Canada Preschool/Kindergarten Behaviour and Social Wellbeing Variations in the dosage of social interventions and the effects of dosage on program outcomes remain understudied. This study examines the dosage effects of the Chicago School Readiness Project, a randomized, multifaceted classroom-based intervention conducted in Head Start settings. Using a principal score matching method to address the issue of selection bias, the study finds that high-dosage levels of teacher training and mental health consultant class visits have larger effects on children�s school readiness than the effects estimated through intention-to-treat (ITT) analyses. Low-dosage levels of treatment are found to have effects that are smaller than those estimated in ITT analyses or to have no statistically significant program effects. Moreover, individual mental health consultation services provided to high-risk children are found to have statistically significant effects on their school readiness. The study discusses the implications of these findings for research and policy. (PsycINFO Database Record (c) 2012 APA, all rights reserved)(journal abstract) Dosage effects on school readiness: Evidence from a randomized classroom-based intervention https://www.google.com/search?q=Dosage+effects+on+school+readiness:+Evidence+from+a+randomized+classroom-based+intervention 2010 Targeted Regular Teachers/Lecturers Between Half and Full Term None None Clustered 602 35 Yes Some Sub-Groups Reported Immediate Post-Test Only Yes No No No
3031603 USA/Canada Middle/High School Behaviour and Social Wellbeing OBJECTIVES: This study evaluated the long-term effectiveness of Draw the Line/Respect the Line, a theoretically based curriculum designed to reduce sexual risk behaviors among middle school adolescents. METHODS: The randomized controlled trial involved 19 schools in northern California. A cohort of 2829 sixth graders was tracked for 36 months. RESULTS: The intervention delayed sexual initiation among boys, but not girls. Boys in the intervention condition also exhibited significantly greater knowledge than control students, perceived fewer peer norms supporting sexual intercourse, had more positive attitudes toward not having sex, had stronger sexual limits, and were less likely to be in situations that could lead to sexual behaviors. Psychosocial effects for girls were limited. CONCLUSIONS: The program was effective for boys, but not for girls. Draw the line/respect the line: a randomized trial of a middle school intervention to reduce sexual risk behaviors https://www.google.com/search?q=Draw+the+line/respect+the+line:+a+randomized+trial+of+a+middle+school+intervention+to+reduce+sexual+risk+behaviors 2004 Universal Mixture Full Academic Year or Longer none none Clustered 2829 19 Yes Some Sub-Groups Reported At Least Some Follow-Up Yes Yes, Fairly Well Yes, Theoretical Perspectives Yes
3031085 USA/Canada Multiple Professional Training The Distributed Leadership Teacher Training Program (DLT) was implemented to improve student's learning in the United States. However, empirical evidence of the effectiveness of DLT still lacks. This dissertation investigates the effectiveness of DLT using data from the first experimental study of distributed leadership in the United States. The study focuses on the analytic approaches and statistical models to analyze this complex intervention�a longitudinal cluster randomized control trial with cross-overs and unequal probability of treatment assignment. In 2005 the Distributed Leadership Teacher Training Program (DLT) was launched in the School District of Philadelphia funded by the Annenberg Foundation. This multifaceted professional development program for school leadership teams composed of principals and teacher leaders aims to improve student outcomes through developing effective instructional leaders within elementary and high schools under the framework of distributed leadership perspective. The evaluation of the DLT is a longitudinal, cluster randomized experiment. In the 2006-07 school year, 19 eligible elementary schools were recruited and four schools were randomly assigned to the treatment group receiving the intervention. In the 2007-08 school year, seven new elementary schools were recruited. Two out of 22 schools were randomly assigned to the treatment group with twice the probabilities assigned to the original 15 control schools. This dissertation applies 2-level Hierarchical Linear Modeling (HLM) with controlling for the baseline covariates to evaluate the two-year impact of DLT on school leadership teams (Instructional Leadership, and Leadership Data Use), teachers (Teaching Instruction, Interaction with Leader around Instruction, Interaction with Leader around Instruction, Deprivitized Practice/Peer Observation, and Teacher Data Use), and students (school attendance, math, and reading). Except the two-year impact on Deprivitized Practice/Peer Observation , which was significantly positive, no statistical significant results were found in any of the other outcome measures mentioned above at &alpha; = .05. However, the two-year impact on math was significantly negative at &alpha; = .10. In additional analyses, results based on the experimental design and a second-best non-experimental design are compared to assess the estimate bias of the non-experimental analysis. No significant difference was found from the result comparison between these two approaches. In addition, the issues of statistical model selection and specification in analyzing longitudinal cluster randomized controlled trials were discussed, and the suggestions were made. (PsycINFO Database Record (c) 2012 APA, all rights reserved) Drawing causal inferences from a longitudinal cluster randomized experiment with crossovers: A study of a distributed leadership program in urban schools https://www.google.com/search?q=Drawing+causal+inferences+from+a+longitudinal+cluster+randomized+experiment+with+crossovers:+A+study+of+a+distributed+leadership+program+in+urban+schools 2009 Universal Regular Teachers/Lecturers Full Academic Year or Longer None None Clustered 12534 21 No Some Sub-Groups Reported At Least Some Follow-Up Yes Yes, Fairly Well Yes, Theoretical Perspectives Yes
3030578 Rest of Europe College/University Professional Training Context Medical simulation training requires effective and efficient training strategies. Dyad practice may be a training strategy worth pursuing because it has been proven effective and efficient in motor skills learning. In dyad practice two participants collaborate in learning a task they will eventually perform individually. In order to explore the effects of dyad practice in a medical simulation setting, this study examined the effectiveness and efficiency of dyad practice compared with individual practice in the learning of bronchoscopy through simulation-based training. Methods A total of 36 students of medicine were randomly assigned to either individual practice or dyad practice. The training setting included video-based instruction, 10 bronchoscopy simulator cases and instructor feedback. Participants in the dyad practice group alternated between physical and observational practice and hence physically undertook only half of the training cases undertaken by participants who practised individually. Pre-, post- and delayed (3 weeks) retention tests were used to assess skills according to previously validated simulator measures. Data were analysed using repeated-measures analysis of variance ( anova) on each dependent measure. Results A significant main effect of test was found for all measures ( F2,67 > 23.32, p 0.49), indicating parallel learning curves. Most importantly, no main effect of group was found for any of the measures, indicating no difference between learning curves ( F1,34 = 2.08, p < 0.16). Conclusions Individual practice and dyad practice did not differ in their effectiveness for the acquisition of bronchoscopy skills through supervised simulation training. However, dyad practice proved more efficient than individual practice because two participants practising in dyads learned as much as one participant practising individually but required the same instructor resources and training time as the single learner. ABSTRACT FROM AUTHOR]; Copyright of Medical Education is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) Dyad practice is efficient practice: a randomised bronchoscopy simulation study https://www.google.com/search?q=Dyad+practice+is+efficient+practice:+a+randomised+bronchoscopy+simulation+study 2014 Universal Regular Teachers/Lecturers Single Session None None Single 36 NA No Whole Sample Only At Least Some Follow-Up Yes No Yes, Theoretical Perspectives No
8154185 USA/Canada Preschool/Kindergarten Behaviour and Social Wellbeing Objective: Despite recent federal recommendations calling for increased funding for early childhood mental health consultation (ECMHC) as a means to decrease preschool expulsions, no randomized-controlled evaluations of this form of intervention have been reported in the scientific literature. This study is the first attempt to isolate the effects of ECMHC for enhancing classroom quality, decreasing teacher-rated behavior problems, and decreasing the likelihood of expulsion in targeted children in early childhood classrooms. Method: The sample consisted of 176 target children (3�4 years old) and 88 preschool classrooms and teachers randomly assigned to receive ECMHC through Connecticut�s statewide Early Childhood Consultation Partnership (ECCP) or waitlist control treatment. Before randomization, teachers selected 2 target children in each classroom whose behaviors most prompted the request for ECCP. Evaluation measurements were collected before and after treatment, and child behavior and social skills and overall quality of the childcare environment were assessed. Hierarchical linear modeling was used to evaluate the effectiveness of ECCP and to account for the nested structure of the study design. Results: Children who received ECCP had significantly lower ratings of hyperactivity, restlessness, externalizing behaviors, problem behaviors, and total problems compared with children in the control group even after controlling for gender and pretest scores. No effects were found on likelihood of expulsion and quality of childcare environment. Conclusion: ECCP resulted in significant decreases across several domains of teacher-rated externalizing and problem behaviors and is a viable and potentially cost-effective means for infusing mental health services into early childhood settings. Clinical and policy implications for ECMHC are discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract) Early childhood mental health consultation: Results of a statewide random-controlled evaluation https://www.google.com/search?q=Early+childhood+mental+health+consultation:+Results+of+a+statewide+random-controlled+evaluation 2016 Targeted External Educators Between Half and Full Term None None Clustered 176 88 Yes Some Sub-Groups Reported Immediate Post-Test Only Yes Yes, Fairly Well Yes, Descriptive Theory of Change Yes
3031777 Asia Middle/High School Other School Subjects Many educational systems have struggled with the question about how best to give out financial aid. In particular, if students do not know the amount of financial aid that they can receive before they make a decision about where to go to college and what major to study, it may distort their decision. This study utilizes an experiment (implemented by the authors as a Randomized Control Trial) to analyze whether or not an alternative way of providing financial aid--by providing an early commitment on financial aid during the student's senior year of high school instead of after entering college--affects the college decision making of poor students in rural China. We find that if early commitments are made early enough; and they are large enough, students will make less distorting college decisions. (Contains 5 tables and 3 figures.) Early Commitment on Financial Aid and College Decision Making of Poor Students: Evidence from a Randomized Evaluation in Rural China https://www.google.com/search?q=Early+Commitment+on+Financial+Aid+and+College+Decision+Making+of+Poor+Students:+Evidence+from+a+Randomized+Evaluation+in+Rural+China 2011 Targeted Wider Policy Initiatives Full Academic Year or Longer None None Single 1177 NA no Whole Sample Only At Least Some Follow-Up Yes No Yes, Descriptive Theory of Change Yes
3031463 USA/Canada Multiple Literacy/English Children's aggressive behavior and reading difficulties during early elementary school years are risk factors for adolescent problem behaviors such as delinquency, academic failure, and substance use. This study determined if a comprehensive intervention that was designed to address both of these risk factors could affect teacher, parent, and observer measures of internalizing and externalizing problems. European American (n = 116) and Hispanic (n = 168) children from 3 communities who were selected for aggressiveness or reading difficulties were randomly assigned to an intervention or no-intervention control condition. Intervention families received parent training, and their children received social behavior interventions and supplementary reading instruction over a 2-year period. At the end of intervention, playground observations showed that treated children displayed less negative social behavior than controls. At the end of a 1-year follow-up, treated children showed less teacher-rated internalizing and less parent-rated coercive and antisocial behavior than controls. The study's limitations and implications for prevention are discussed. Early elementary school intervention to reduce conduct problems: a randomized trial with Hispanic and non-Hispanic children https://www.google.com/search?q=Early+elementary+school+intervention+to+reduce+conduct+problems:+a+randomized+trial+with+Hispanic+and+non-Hispanic+children 2002 Targeted Mixture Between Half and Full Term Behaviour and Social Wellbeing None Single 284 NA Yes Some Sub-Groups Reported At Least Some Follow-Up Yes Yes, Fairly Well Yes, Descriptive Theory of Change Yes
3031299 Africa Middle/High School Physical Health and Wellbeing Results from a randomized evaluation comparing 3 school-based human immunodeficiency virus/acquired immune deficiency syndrome (HIV/AIDS) interventions in Kenya (training teachers in the Kenyan government's HIV/AIDS-education curriculum; encouraging students to debate the role of condoms and to write essays on how to protect themselves against HIV/AIDS; and reducing the cost of education) are reported. After 2 years, girls in schools where teachers had been trained were more likely to be married in the event of a pregnancy; the programme had little impact on students' knowledge, attitudes and behaviour, or on the incidence of teen pregnancy. The programme involving condom debates and essays increased practical knowledge and self-reported use of condoms without increasing self-reporting sexual activity. Reducing the cost of education by paying for school uniforms reduced dropout rates, teen marriages and teen pregnancies Education and HIV/AIDS prevention: evidence from a randomized evaluation in Western Kenya. (Background Paper to the 2007 World Development Report WPS4024) https://www.google.com/search?q=Education+and+HIV/AIDS+prevention:+evidence+from+a+randomized+evaluation+in+Western+Kenya.+(Background+Paper+to+the+2007+World+Development+Report+WPS4024) 2006 Universal Regular Teachers/Lecturers Full Academic Year or Longer None None Clustered 74000 328 Yes Some Sub-Groups Reported At Least Some Follow-Up Yes No No No
3030830 Africa Preschool/Kindergarten Range of Academic Outcomes This paper uses a prospective randomized trial to assess the impact of two school feeding schemes on health and education outcomes for children from low-income households in northern rural Burkina Faso. The two school feeding programs under consideration are, on the one hand, school meals where students are provided with lunch each school day, and, on the other hand, take-home rations that provide girls with 10 kg of cereal flour each month, conditional on 90 percent attendance rate. After running for one academic year, both programs increased girls' enrollment by 5 to 6 percentage points. While there was no observable significant impact on raw scores in mathematics, the time-adjusted scores in mathematics improved slightly for girls. The interventions caused absenteeism to increase in households that were low in child labor supply while absenteeism decreased for households that had a relatively large child labor supply, consistent with the labor constraints. Finally, for younger siblings of beneficiaries, aged between 12 and 60 months, take-home rations have increased weight-for-age by .38 standard deviations and weight-for-height by .33 standard deviations. In contrast, school meals did not have any significant impact on the nutrition of younger children educational and health impacts of two school feeding schemes: evidence from a randomized trial in rural burkina faso https://www.google.com/search?q=educational+and+health+impacts+of+two+school+feeding+schemes:+evidence+from+a+randomized+trial+in+rural+burkina+faso 2009 Targeted Other School/College Employees Full Academic Year or Longer Physical Health and Wellbeing None Clustered 4140 2208 No Some Sub-Groups Reported At Least Some Follow-Up Yes No No No
3031257 UK/Ireland Primary/Elementary Numeracy/Maths It is known that computer games are motivating for children, but there is limited direct evidence of their effects on classroom learning. The studies that are available tend to be limited in terms of output data reported, or small in scale, or both. The aim of this randomised controlled trial was to upscale a recent study by Miller and Robertson investigating the effects of a commercial off-the-shelf computer game on children's mental computation skills and self-perceptions. A pre-post design was employed, with 634 primary (elementary) school children (10-11 years old) from 32 schools across Scotland. Schools were randomly assigned to experimental or control conditions. In the experimental schools, children used a games console for 20 minutes each day, running a 'brain training' game. The controls continued with their normal routine. The treatment period was 9 weeks. Significant pre-post gains in accuracy and speed of calculations were found in both experimental and control groups over the treatment period. Gains in the experimental group were 50% greater than those of the controls in accuracy, and twice those of the controls in speed. There were no significant changes in two measures of self-concept for either group. There was a small but statistically significant improvement in attitude towards school among the experimental group but not the controls. When scores were analysed by ability, different patterns were apparent. The design of the study allows a degree of confidence when generalising from these results. Some implications of the findings are discussed. Educational Benefits of Using Game Consoles in a Primary Classroom: A Randomised Controlled Trial https://www.google.com/search?q=Educational+Benefits+of+Using+Game+Consoles+in+a+Primary+Classroom:+A+Randomised+Controlled+Trial 2011 Universal Regular Teachers/Lecturers Between Half and Full Term None None Clustered 634 32 Yes Some Sub-Groups Reported Immediate Post-Test Only Yes No Yes, Theoretical Perspectives Yes
3031400 USA/Canada Preschool/Kindergarten Literacy/English The purpose of this study was to examine the hypothesis that helping preschoolers learn words through categorization may enhance their ability to retain words and their conceptual properties, acting as a bootstrap for self-learning. We examined this hypothesis by investigating the effects of the World of Words instructional program, a supplemental intervention for children in preschool designed to teach word knowledge and conceptual development through taxonomic categorization and embedded multimedia. Participants in the study included 3- and 4-year-old children from 28 Head Start classrooms in 12 schools, randomly assigned to treatment and control groups. Children were assessed on word knowledge, expressive language, conceptual knowledge, and categories and properties of concepts in a yearlong intervention. Results indicated that children receiving the WOW treatment consistently outperformed their control counterparts; further, treatment children were able to use categories to identify the meaning of novel words. Gains in word and categorical knowledge were sustained six months later for those children who remained in Head Start. These results suggest that a program targeted to learning words within taxonomic categories may act as a bootstrap for self-learning and inference generation. (Contains 2 notes, 10 tables, and 1 figure.) Educational Effects of a Vocabulary Intervention on Preschoolers' Word Knowledge and Conceptual Development: A Cluster-Randomized Trial https://www.google.com/search?q=Educational+Effects+of+a+Vocabulary+Intervention+on+Preschoolers'+Word+Knowledge+and+Conceptual+Development:+A+Cluster-Randomized+Trial 2011 Universal Regular Teachers/Lecturers Full Academic Year or Longer Literacy/English Literacy/English Clustered 604 12 Yes Whole Sample Only At Least Some Follow-Up Yes No Yes, Descriptive Theory of Change Yes
3031107 USA/Canada Preschool/Kindergarten Literacy/English Reports an error in 'Educational effects of a vocabulary intervention on preschoolers� word knowledge and conceptual development: A cluster-randomized trial' by Susan B. Neuman, Ellen H. Newman and Julie Dwyer (Reading Research Quarterly, 2011[Jul-Sep], Vol 46[3], 249-272). In the original article, there was an error that appeared in Table 2. In the 'Vocabulary' column, the boldface italicized words are the target vocabulary words, and those simply in italics are supporting words. None of the words should have been underlined. (The following abstract of the original article appeared in record 2011-24786-003). The purpose of this study was to examine the hypothesis that helping preschoolers learn words through categorization may enhance their ability to retain words and their conceptual properties, acting as a bootstrap for self-learning. We examined this hypothesis by investigating the effects of the World of Words instructional program, a supplemental intervention for children in preschool designed to teach word knowledge and conceptual development through taxonomic categorization and embedded multimedia. Participants in the study included 3- and 4-year-old children from 28 Head Start classrooms in 12 schools, randomly assigned to treatment and control groups. Children were assessed on word knowledge, expressive language, conceptual knowledge, and categories and properties of concepts in a yearlong intervention. Results indicated that children receiving the WOW treatment consistently outperformed their control counterparts; further, treatment children were able to use categories to identify the meaning of novel words. Gains in word and categorical knowledge were sustained six months later for those children who remained in Head Start. These results suggest that a program targeted to learning words within taxonomic categories may act as a bootstrap for self-learning and inference generation. (PsycINFO Database Record (c) 2012 APA, all rights reserved) Educational effects of a vocabulary intervention on preschoolers' word knowledge and conceptual development: A cluster-randomized trial https://www.google.com/search?q=Educational+effects+of+a+vocabulary+intervention+on+preschoolers'+word+knowledge+and+conceptual+development:+A+cluster-randomized+trial 2011 Universal Regular Teachers/Lecturers Full Academic Year or Longer None None Clustered 604 28 Yes Some Sub-Groups Reported Immediate Post-Test Only Yes Yes, But Not Reported Yes, Theoretical Perspectives No
3031036 USA/Canada Preschool/Kindergarten Literacy/English The effectiveness of the 'Tools of the Mind (Tools)' curriculum in improving the education of 3- and 4-year-old children was evaluated by means of a randomized trial. The 'Tools' curriculum, based on the work of Vygotsky, focuses on the development of self-regulation at the same time as teaching literacy and mathematics skills in a way that is socially mediated by peers and teachers and with a focus on play. The control group experienced an established district-created model described as a 'balanced literacy curriculum with themes.' Teachers and students were randomly assigned to either treatment or control classrooms. Children (88 'Tools' and 122 control) were compared on social behavior, language, and literacy growth. The 'Tools' curriculum was found to improve classroom quality and children's executive function as indicated by lower scores on a problem behavior scale. There were indications that Tools also improved children's language development, but these effects were smaller and did not reach conventional levels of statistical significance in multi-level models or after adjustments for multiple comparisons. Our findings indicate that a developmentally appropriate curriculum with a strong emphasis on play can enhance learning and development so as to improve both the social and academic success of young children. Moreover, it is suggested that to the extent child care commonly increases behavior problems this outcome may be reversed through the use of more appropriate curricula that actually enhance self-regulation. (Contains 8 tables.) Educational Effects of the Tools of the Mind Curriculum: A Randomized Trial https://www.google.com/search?q=Educational+Effects+of+the+Tools+of+the+Mind+Curriculum:+A+Randomized+Trial 2008 Universal Regular Teachers/Lecturers Full Academic Year or Longer Behaviour and Social Wellbeing None Clustered 210 4 Yes Some Sub-Groups Reported Immediate Post-Test Only Yes Yes, Limited Yes, Theoretical Perspectives Yes
3031843 USA/Canada Primary/Elementary Physical Health and Wellbeing Purpose: To assess the long-term impact of HIV-prevention interventions delivered to youth before sexual initiation and the effects of interventions delivered in nonstudy settings. Methods: A five-group comparison of HIV knowledge, and condom-use skills, self-efficacy, intentions, and practice among 1,997 grade 10 students attending one of the eight government high schools in Nassau, The Bahamas. Group 1 received an HIV-prevention intervention, Focus on Youth in the Caribbean (FOYC), in grade 6 as part of a randomized trial; group 2 received FOYC as part of the regular school curriculum but outside of the trial; group 3 received the control condition as part of the trial; group 4 received the control condition as part of the school curriculum but outside of the trial; and individuals in group 5 (naive controls) were not enrolled in a school receiving FOYC or the control conditon and did not participate in the trial. Results: FOYC youth compared with the control youth and naive controls had higher HIV knowledge, condom-use skills, and self-efficacy 4 years later. By subgroups, group 1 demonstrated higher HIV/AIDS knowledge than all groups except group 2, higher condom skills than all groups, and higher condom self-efficacy than Naive Controls. Youth in group 2 demonstrated higher HIV knowledge than youth in groups 35. Behavioral effects were not found. Conclusions: FOYC delivered to grade 6 students continued to have protective effects 4 years later. Positive effects are present among youth who received FOYC as part of the school curriculum but were not enrolled in the trial. 2012 Society for Adolescent Health and Medicine. All rights reserved. Effect of a grade 6 HIV risk reduction intervention four years later among students who were and were not enrolled in the study trial https://www.google.com/search?q=Effect+of+a+grade+6+HIV+risk+reduction+intervention+four+years+later+among+students+who+were+and+were+not+enrolled+in+the+study+trial 2012 Universal External Educators Up to Half a Term Behaviour and Social Wellbeing None Clustered 1360 15 Yes Whole Sample Only At Least Some Follow-Up Yes Yes, Limited Yes, Theoretical Perspectives Yes
3030720 NA NA NA Ballabeina): A cluster-randomized trial Effect of a lifestyle intervention on adiposity and fitness in high-risk subgroups of preschoolers () https://www.google.com/search?q=Effect+of+a+lifestyle+intervention+on+adiposity+and+fitness+in+high-risk+subgroups+of+preschoolers+() NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA
3031783 Rest of Europe Preschool/Kindergarten Physical Health and Wellbeing Objective: A multidimensional lifestyle intervention performed in 652 preschoolers (72% of migrant, 38% of low educational level (EL) parents) reduced body fat, but not BMI and improved fitness. The objective of this study is to examine whether the intervention was equally effective in children of migrant and/or low EL parents. Methods: Cluster-randomized controlled single blinded trial, conducted in 2008/09 in 40 randomly selected preschools in Switzerland. The culturally tailored intervention consisted of a physical activity program and lessons on nutrition, media use and sleep. Primary outcomes included BMI and aerobic fitness. Secondary outcomes included %body fat, waist circumference and motor agility. Results: Children of migrant parents benefitted similarly from the intervention compared to their counterparts (p for interaction>0.09). However, children of low EL parents benefitted less, although these differences did not reach statistical significance (p for interaction>0.06). Average intervention effect sizes for BMI were -0.10, -0.05, -0.11 and 0.04kg/m2 and for aerobic fitness were 0.55, 0.20, 0.37 and -0.05 stages for children of non-migrant, migrant, middle/high EL and low EL parents, respectively. Conclusions: This intervention was similarly effective among preschoolers of migrant parents compared to their counterparts, while children of low EL parents benefitted less. 2012 Elsevier Inc. Effect of a lifestyle intervention on adiposity and fitness in socially disadvantaged subgroups of preschoolers: A cluster-randomized trial (Ballabeina) https://www.google.com/search?q=Effect+of+a+lifestyle+intervention+on+adiposity+and+fitness+in+socially+disadvantaged+subgroups+of+preschoolers:+A+cluster-randomized+trial+(Ballabeina) 2011 Universal Regular Teachers/Lecturers Up to Half a Term None None Clustered 655 40 no Whole Sample Only Immediate Post-Test Only No No Yes, Theoretical Perspectives Yes
3031948 USA/Canada College/University Professional Training Advance directives, such as the durable power of attorney for health care (DPAHC), help patients and physicians make end-of-life health care decisions. Medical education should prepare student physicians to be knowledgeable about and comfortable with discussing advance directives. The authors developed an educational module for the third-year medical school curriculum and conducted a randomized trial to evaluate in students its effect on various outcome measures regarding the DPAHC. Over a six-week period, students who received written material about the DPAHC and a two-hour seminar significantly increased knowledge about and reported increased skill, comfort, and experience with the DPAHC. Effect of an educational program on medical students' conversations with patients about advance directives: a randomized trial https://www.google.com/search?q=Effect+of+an+educational+program+on+medical+students'+conversations+with+patients+about+advance+directives:+a+randomized+trial 1993 Universal Regular Teachers/Lecturers Up to Half a Term none none Clustered 132 8-10 students per cluster NA Whole Sample Only Immediate Post-Test Only No no No No
3031133 USA/Canada Primary/Elementary Physical Health and Wellbeing This study tested the efficacy of two school-based programs for prevention of body weight/fat gain in comparison to a control group, in all participants and in overweight children. The Louisiana (LA) Health study utilized a longitudinal, cluster randomized three-arm controlled design, with 28 months of follow-up. Children (N = 2,060; mean age = 10.5 years, SD = 1.2) from rural communities in grades 4-6 participated in the study. Seventeen school clusters (mean = 123 children/cluster) were randomly assigned to one of three prevention arms: (i) primary prevention (PP), an environmental modification (EM) program, (ii) primary + secondary prevention (PP+SP), the environmental program with an added classroom and internet education component, or (iii) control (C). Primary outcomes were changes in percent body fat and BMI z scores. Secondary outcomes were changes in behaviors related to energy balance. Comparisons of PP, PP+SP, and C on changes in body fat and BMI z scores found no differences. PP and PP+SP study arms were combined to create an EM arm. Relative to C, EM decreased body fat for boys (-1.7 � 0.38% vs. -0.14 � 0.69%) and attenuated fat gain for girls (2.9 � 0.22% vs. 3.93 � 0.37%), but standardized effect sizes were relatively small (<0.30). In conclusion, this school-based EM programs had modest beneficial effects on changes in percent body fat. Addition of a classroom/internet program to the environmental program did not enhance weight/fat gain prevention, but did impact physical activity and social support in overweight children. Effect of an environmental school-based obesity prevention program on changes in body fat and body weight: a randomized trial https://www.google.com/search?q=Effect+of+an+environmental+school-based+obesity+prevention+program+on+changes+in+body+fat+and+body+weight:+a+randomized+trial 2012 Targeted Mixture Full Academic Year or Longer Behaviour and Social Wellbeing None Clustered 2060 17 Yes Some Sub-Groups Reported At Least Some Follow-Up Yes Yes, But Not Reported No No
3030636 Asia College/University Professional Training A four-hour integrated teaching session on clinical decision analysis has been developed and introduced as part of the Life Long Learning Skills course for medical students at The Chinese University of Hong Kong. The feasibility and effectiveness of teaching the principles and practice of clinical decision analysis to final-year undergraduate medical students was evaluated. One hundred and thirty-two students were randomly assigned to medical (intervention) and surgical rotations (control) and were assessed two weeks before and three weeks following a teaching session. The students' performance was assessed in response to 10 A-type multiple choice question items that incorporated various clinical scenarios requiring decision making and interpreting cost-effectiveness ratios and sensitivity analysis graphs. More students in the intervention group improved their overall performance scores compared with those in the control group (23.4% vs. 7.4%; 16.1% difference; 95% confidence interval [CI], 3.8-28.5%; p = 0.01). Improvements were in interpretation of decision making (22.2% difference; 95% CI, 10.1-34.4%; p < 0.001). No improvements were seen for calculating cost-effectiveness ratios or interpreting sensitivity analysis graphs. The overall educational intervention was well received by students and effective in improving students' clinical decision analysis skills under simulated conditions. Effect of an integrated teaching intervention on clinical decision analysis: a randomized, controlled study of undergraduate medical students https://www.google.com/search?q=Effect+of+an+integrated+teaching+intervention+on+clinical+decision+analysis:+a+randomized,+controlled+study+of+undergraduate+medical+students 2007 Universal Regular Teachers/Lecturers Single Session None None Single 132 NA Yes Whole Sample Only Immediate Post-Test Only Yes No No No
3031139 Rest of Europe Middle/High School Physical Health and Wellbeing The aim of this study is to evaluate the effect of an intervention designed to prevent unwanted pregnancy in adolescents. A stratified sample of 74 compulsory schools was drawn at random from all compulsory schools in the county of Nordland in northern Norway. Of these 54 schools were willing to participate. The participating schools were assigned to four different groups according to a Solomon four-group design. A total of 1183 pupils gave their informed consent for participation. For the intervention, a textbook in sex education was developed and handed out to pupils and teachers participating in the intervention groups. Data collections were carried out from 1999-2001. The results from this study stem from data collected at post-test 1. The individual was used as unit of analysis. Among adolescents who made their coital debut between the pre-test and post-test 1, more of those in the intervention group than in the pre-test group reported use of contraception during first sexual intercourse. No other statistically significant effect of the intervention was found. The reason may be biased drop-out. (PsycINFO Database Record (c) 2012 APA, all rights reserved) Effect of an intervention to prevent unwanted pregnancy in adolescents. A randomized, prospective study from Nordland county, Norway, 1999-2001 https://www.google.com/search?q=Effect+of+an+intervention+to+prevent+unwanted+pregnancy+in+adolescents.+A+randomized,+prospective+study+from+Nordland+county,+Norway,+1999-2001 2003 Universal Regular Teachers/Lecturers Full Academic Year or Longer None None Clustered 1183 54 Yes Some Sub-Groups Reported At Least Some Follow-Up Yes No Yes, Theoretical Perspectives No
3030648 USA/Canada Middle/High School Physical Health and Wellbeing Background: Appearance-based education shows promise in promoting sunscreen use although resource-intensive methods used in prior studies preclude wide dissemination. Appearance-based video education can be made easily accessible. Objective: We sought to compare the effectiveness of appearance-based video education with that of health-based video education in improving sunscreen use and knowledge. Design: In a randomized controlled trial, participants viewed either an appearance-based video on ultraviolet-induced premature aging or a health-based video emphasizing ultraviolet exposure and skin cancer risk. Results: Fifty high-school students participated in the study, conducted from February through March 2012. The health-based group had a nonstatistically significant increase in sunscreen use (0.9 + 1.9 d/wk, P = .096), whereas the appearance-based group demonstrated a statistically significant increase in sunscreen use (2.8 + 2.2, P < .001). Between-group comparisons revealed that the appearance-based group applied sunscreen at significantly greater frequencies compared with the health-based group (2.2 + 1.4 vs 0.2 + 0.6, P < .001). Knowledge scores significantly improved in both study groups. The difference in knowledge scores between the study groups was not significant. Limitations: The study population may not reflect the general population. Conclusion: Appearance-based video education appears to be effective in promoting sunscreen use and knowledge in adolescents. 2013 by the American Academy of Dermatology, Inc. Effect of appearance-based education compared with health-based education on sunscreen use and knowledge: A randomized controlled trial https://www.google.com/search?q=Effect+of+appearance-based+education+compared+with+health-based+education+on+sunscreen+use+and+knowledge:+A+randomized+controlled+trial 2014 Universal External Educators Up to Half a Term None None Single 50 NA Yes Whole Sample Only At Least Some Follow-Up Yes Yes, Limited Yes, Theoretical Perspectives No
3030926 USA/Canada College/University Professional Training IMPORTANCE: Communication about end-of-life care is a core clinical skill. Simulation-based training improves skill acquisition, but effects on patient-reported outcomes are unknown. OBJECTIVE: To assess the effects of a communication skills intervention for internal medicine and nurse practitioner trainees on patient- and family-reported outcomes. DESIGN, SETTING, AND PARTICIPANTS: Randomized trial conducted with 391 internal medicine and 81 nurse practitioner trainees between 2007 and 2013 at the University of Washington and Medical University of South Carolina. INTERVENTION: Participants were randomized to an 8-session, simulation-based, communication skills intervention (N?=?232) or usual education (N?=?240). MAIN OUTCOMES AND MEASURES: Primary outcome was patient-reported quality of communication (QOC; mean rating of 17 items rated from 0-10, with 0?=?poor and 10?=?perfect). Secondary outcomes were patient-reported quality of end-of-life care (QEOLC; mean rating of 26 items rated from 0-10) and depressive symptoms (assessed using the 8-item Personal Health Questionnaire [PHQ-8]; range, 0-24, higher scores worse) and family-reported QOC and QEOLC. Analyses were clustered by trainee. RESULTS: There were 1866 patient ratings (44% response) and 936 family ratings (68% response). The intervention was not associated with significant changes in QOC or QEOLC. Mean values for postintervention patient QOC and QEOLC were 6.5 (95% CI, 6.2 to 6.8) and 8.3 (95% CI, 8.1 to 8.5) respectively, compared with 6.3 (95% CI, 6.2 to 6.5) and 8.3 (95% CI, 8.1 to 8.4) for control conditions. After adjustment, comparing intervention with control, there was no significant difference in the QOC score for patients (difference, 0.4 points [95% CI, -0.1 to 0.9]; P?=?.15) or families (difference, 0.1 [95% CI, -0.8 to 1.0]; P?=?.81). There was no significant difference in QEOLC score for patients (difference, 0.3 points [95% CI, -0.3 to 0.8]; P?=?.34) or families (difference, 0.1 [95% CI, -0.7 to 0.8]; P?=?.88). The intervention was associated with significantly increased depression scores among patients of postintervention trainees (mean score, 10.0 [95% CI, 9.1 to 10.8], compared with 8.8 [95% CI, 8.4 to 9.2]) for control conditions; adjusted model showed an intervention effect of 2.2 (95% CI, 0.6 to 3.8; P?=?.006). CONCLUSIONS AND RELEVANCE: Among internal medicine and nurse practitioner trainees, simulation-based communication training compared with usual education did not improve quality of communication about end-of-life care or quality of end-of-life care but was associated with a small increase in patients' depressive symptoms. These findings raise questions about skills transfer from simulation training to actual patient care and the adequacy of communication skills assessment. TRIAL REGISTRATION: clinicaltrials.gov Identifier: NCT00687349. Effect of communication skills training for residents and nurse practitioners on quality of communication with patients with serious illness: a randomized trial https://www.google.com/search?q=Effect+of+communication+skills+training+for+residents+and+nurse+practitioners+on+quality+of+communication+with+patients+with+serious+illness:+a+randomized+trial 2013 Universal Regular Teachers/Lecturers Up to Half a Term None None Single 472 NA No Some Sub-Groups Reported Immediate Post-Test Only Yes Yes, But Not Reported Yes, Descriptive Theory of Change Yes
3030759 USA/Canada College/University Professional Training Reports an error in 'Effect of communication skills training for residents and nurse practitioners on quality of communication with patients with serious illness: A randomized trial' by J. Randall Curtis, Anthony L. Back, Dee W. Ford, Lois Downey, Sarah E. Shannon, Ardith Z. Doorenbos, Erin K. Kross, Lynn F. Reinke, Laura C. Feemster, Barbara Edlund, Richard W. Arnold, Kim O�Connor and Ruth A. Engelberg (JAMA: Journal of the American Medical Association, 2013[Dec][4], Vol 310[21], 2271-2281). In the original article, the language in Figure 1 was incorrect. On both the left and right halves of the figure, in the second, third, and fourth boxes beneath the �Randomized� oval, the language �evaluations received� should have read �evaluations sought.� This article has been corrected online. (The following abstract of the original article appeared in record 2013-43138-009). Importance: Communication about end-of-life care is a core clinical skill. Simulation-based training improves skill acquisition, but effects on patient-reported outcomes are unknown. Objective: To assess the effects of a communication skills intervention for internal medicine and nurse practitioner trainees on patient- and family-reported outcomes. Design, Setting, and Participants: Randomized trial conducted with 391 internal medicine and 81 nurse practitioner trainees between 2007 and 2013 at the University of Washington and Medical University of South Carolina. Intervention: Participants were randomized to an 8-session, simulation-based, communication skills intervention (N = 232) or usual education (N = 240). Main Outcomes and Measures: Primary outcome was patient-reported quality of communication (QOC; mean rating of 17 items rated from 0-10, with 0 = poor and 10 = perfect). Secondary outcomes were patient-reported quality of end-of-life care (QEOLC; mean rating of 26 items rated from 0-10) and depressive symptoms (assessed using the 8-item Personal Health Questionnaire [PHQ-8]; range, 0-24, higher scores worse) and family-reported QOC and QEOLC. Analyses were clustered by trainee. Results: There were 1866 patient ratings (44% response) and 936 family ratings (68% response). The intervention was not associated with significant changes in QOC or QEOLC. Mean values for postintervention patient QOC and QEOLC were 6.5 (95%CI, 6.2 to 6.8) and 8.3 (95%CI, 8.1 to 8.5) respectively, compared with 6.3 (95% CI, 6.2 to 6.5) and 8.3 (95%CI, 8.1 to 8.4) for control conditions. After adjustment, comparing intervention with control, there was no significant difference in the QOC score for patients (difference, 0.4 points [95%CI, &minus;0.1 to 0.9]; P = .15) or families (difference, 0.1 [95%CI, &minus;0.8 to 1.0]; P = .81). There was no significant difference in QEOLC score for patients (difference, 0.3 points [95% CI, &minus;0.3 to 0.8]; P = .34) or families (difference, 0.1 [95% CI, &minus;0.7 to 0.8]; P = .88). The intervention was associated with significantly increased depression scores among patients of postintervention trainees (mean score, 10.0 [95%CI, 9.1 to 10.8], compared with 8.8 [95%CI, 8.4 to 9.2]) for control conditions; adjusted model showed an intervention effect of 2.2 (95%CI, 0.6 to 3.8; P = .006). Conclusions and Relevance: Among internal medicine and nurse practitioner trainees, simulation-based communication training compared with usual education did not improve quality of communication about end-of-life care or quality of end-of-life care but was associated with a small increase in patients� depressive symptoms. These findings raise questions about skills transfer from simulation training to actual patient care and the adequacy of communication skills assessment. (PsycINFO Database Record (c) 2014 APA, all rights reserved) Effect of communication skills training for residents and nurse practitioners on quality of communication with patients with serious illness: A randomized trial': Correction https://www.google.com/search?q=Effect+of+communication+skills+training+for+residents+and+nurse+practitioners+on+quality+of+communication+with+patients+with+serious+illness:+A+randomized+trial':+Correction 2013 Universal Regular Teachers/Lecturers Up to Half a Term None None Single 240 NA Yes Whole Sample Only Immediate Post-Test Only Yes No No No
3030925 UK/Ireland Primary/Elementary Physical Health and Wellbeing Objective To investigate the effectiveness of a school based intervention to increase physical activity, reduce sedentary behaviour, and increase fruit and vegetable consumption in children. Design Cluster randomised controlled trial. Setting 60 primary schools in the south west of England. Participants Primary school children who were in school year 4 (age 8-9 years) at recruitment and baseline assessment, in year 5 during the intervention, and at the end of year 5 (age 9-10) at follow-up assessment. Intervention The Active for Life Year 5 (AFLY5) intervention consisted of teacher training, provision of lesson and child-parent interactive homework plans, all materials required for lessons and homework, and written materials for school newsletters and parents. The intervention was delivered when children were in school year 5 (age 9-10 years). Schools allocated to control received standard teaching. Main outcome measures The pre-specified primary outcomes were accelerometer assessed minutes of moderate to vigorous physical activity per day, accelerometer assessed minutes of sedentary behaviour per day, and reported daily consumption of servings of fruit and vegetables. Results 60 schools with more than 2221 children were recruited; valid data were available for fruit and vegetable consumption for 2121 children, for accelerometer assessed physical activity and sedentary behaviour for 1252 children, and for secondary outcomes for between 1825 and 2212 children for the main analyses. None of the three primary outcomes differed between children in schools allocated to the AFLY5 intervention and those allocated to the control group. The difference in means comparing the intervention group with the control group was -1.35 (95% confidence interval -5.29 to 2.59) minutes per day for moderate to vigorous physical activity, -0.11 (-9.71 to 9.49) minutes per day for sedentary behaviour, and 0.08 (-0.12 to 0.28) servings per day for fruit and vegetable consumption. The intervention was effective for three out of nine of the secondary outcomes after multiple testing was taken into account: self reported time spent in screen viewing at the weekend (-21 (-37 to -4) minutes per day), self reported servings of snacks per day (-0.22 (-0.38 to -0.05)), and servings of high energy drinks per day (-0.26 (-0.43 to -0.10)) were all reduced. Results from a series of sensitivity analyses testing different assumptions about missing data and from per protocol analyses produced similar results. Conclusion The findings suggest that the AFLY5 school based intervention is not effective at increasing levels of physical activity, decreasing sedentary behaviour, and increasing fruit and vegetable consumption in primary school children. Change in these activities may require more intensive behavioural interventions with children or upstream interventions at the family and societal level, as well as at the school environment level. These findings have relevance for researchers, policy makers, public health practitioners, and doctors who are involved in health promotion, policy making, and commissioning services. Effect of intervention aimed at increasing physical activity, reducing sedentary behaviour, and increasing fruit and vegetable consumption in children: Active for Life Year 5 (AFLY5) school based cluster randomised controlled trial NA 2014 Universal Regular Teachers/Lecturers More than One Term None None Clustered 2221 60 No Whole Sample Only Immediate Post-Test Only Yes No Yes, Descriptive Theory of Change Yes
3030763 Rest of Europe Preschool/Kindergarten Physical Health and Wellbeing Objective: To test the effect of a multidimensional lifestyle intervention on aerobic fitness and adiposity in predominantly migrant preschool children. Design: Cluster randomised controlled single blinded trial (Ballabeina study) over one school year; randomisation was performed after stratification for linguistic region. Setting: 40 preschool classes in areas with a high migrant population in the German and French speaking regions of Switzerland. Participants: 652 of the 727 preschool children had informed consent and were present for baseline measures (mean age 5.1 years (SD 0.7), 72% migrants of multicultural origins). No children withdrew, but 26 moved away. Intervention: The multidimensional culturally tailored lifestyle intervention included a physical activity programme, lessons on nutrition, media use (use of television and computers), and sleep and adaptation of the built environment of the preschool class. It lasted from August 2008 to June 2009. Main outcome measures: Primary outcomes were aerobic fitness (20 m shuttle run test) and body mass index (BMI). Secondary outcomes included motor agility, balance, percentage body fat, waist circumference, physical activity, eating habits, media use, sleep, psychological health, and cognitive abilities. Results: Compared with controls, children in the intervention group had an increase in aerobic fitness at the end of the intervention (adjusted mean difference: 0.32 stages (95% confidence interval 0.07 to 0.57; P=0.01) but no difference in BMI (-0.07 kg/m2, -0.19 to 0.06; P=0.31). Relative to controls, children in the intervention group had beneficial effects in motor agility (-0.54 s, -0.90 to -0.17; P=0.004), percentage body fat (-1.1%, -2.0 to -0.2; P=0.02), and waist circumference (-1.0 cm, -1.6 to -0.4; P=0.001). There were also significant benefits in the intervention group in reported physical activity, media use, and eating habits, but not in the remaining secondary outcomes. Conclusions: A multidimensional intervention increased aerobic fitness and reduced body fat but not BMI in predominantly migrant preschool children. Trial registration: Clinical Trials NCT00674544. Effect of multidimensional lifestyle intervention on fitness and adiposity in predominantly migrant preschool children (Ballabeina): Cluster randomised controlled trial https://www.google.com/search?q=Effect+of+multidimensional+lifestyle+intervention+on+fitness+and+adiposity+in+predominantly+migrant+preschool+children+(Ballabeina):+Cluster+randomised+controlled+trial 2011 Universal Mixture Full Academic Year or Longer None None Clustered 652 40 Yes Whole Sample Only Immediate Post-Test Only Yes Yes, Limited No No
3031809 Australia/New Zealand Middle/High School Physical Health and Wellbeing OBJECTIVE: To determine the effect of a peer led programme for asthma education on quality of life and related morbidity in adolescents with asthma. DESIGN: Cluster randomised controlled trial. SETTING: Six high schools in rural Australia. PARTICIPANTS: 272 students with recent wheeze, recruited from a cohort of 1515 students from two school years (mean age 12.5 and 15.5 years); 251 (92.3%) completed the study. INTERVENTION: A structured education programme for peers comprising three steps (the 'Triple A Program'). MAIN OUTCOME MEASURES: Quality of life, school absenteeism, asthma attacks, and lung function. RESULTS: When adjusted for year and sex, mean total quality of life scores showed significant improvement in the intervention than control group. Clinically important improvement in quality of life (>0.5 units) occurred in 25% of students with asthma in the intervention group compared with 12% in the control group (P=0.01). The number needed to treat was 8 (95% confidence interval 4.5 to 35.7). The effect of the intervention was greatest in students in year 10 and in females. Significant improvements occurred in the activities domain (41% v 28%) and in the emotions domain (39% v 19%) in males in the intervention group. School absenteeism significantly decreased in the intervention group only. Asthma attacks at school increased in the control group only. CONCLUSION: The triple A programme leads to a clinically relevant improvement in quality of life and related morbidity in students with asthma. Wider dissemination of this programme in schools could play an important part in reducing the burden of asthma in adolescents. Effect of peer led programme for asthma education in adolescents: cluster randomised controlled trial https://www.google.com/search?q=Effect+of+peer+led+programme+for+asthma+education+in+adolescents:+cluster+randomised+controlled+trial 2001 Targeted Other School/College Employees More than One Term None None Clustered 272 2 Yes Whole Sample Only Immediate Post-Test Only Yes No Yes, Descriptive Theory of Change Yes
3031779 USA/Canada College/University Study-Related Skills This study investigated exam achievement and affective characteristics of students in general chemistry in a fully-randomized experimental design, contrasting Peer-Led Team Learning (PLTL) participation with a control group balanced for time-on-task and study activity. This study population included two independent first-semester courses with enrollments of about 600. Achievement was measured by scores on exams written by an instructor blind to student participation. Established instruments were used to assess changes in attitude to chemistry and self-concept as a chemistry learner. No differences were found in achievement, attitude, or self-concept for students who participated in PLTL vs. those who participated in documented alternative study activities. Overall, certain aspects of attitude and self-concept showed a slight but significant decline from beginning to end of semester, consistent with previous studies. Males have higher positive attitude and self-concept than females, and first-year students have higher positive attitude, self-concept, and achievement than non first-year students. In a quasi-experimental comparison of 10 other course sections over seven years, students who self-selected into PLTL showed stronger exam achievement than those who did not choose to participate. These findings suggest that past reports of improved student performance with PLTL may in part be a consequence of attracting students who are already motivated to take advantage of its value. Effect of Peer-Led Team Learning (PLTL) on Student Achievement, Attitude, and Self-Concept in College General Chemistry in Randomized and Quasi Experimental Designs https://www.google.com/search?q=Effect+of+Peer-Led+Team+Learning+(PLTL)+on+Student+Achievement,+Attitude,+and+Self-Concept+in+College+General+Chemistry+in+Randomized+and+Quasi+Experimental+Designs 2015 Universal Regular Teachers/Lecturers Between Half and Full Term None None Single 297 NA no Some Sub-Groups Reported Immediate Post-Test Only Yes No Yes, Descriptive Theory of Change Yes
3031524 Asia Primary/Elementary Numeracy/Maths Objective: To assess the effect of provision of free glasses on academic performance in rural Chinese children with myopia. Design: Cluster randomized, investigator masked, controlled trial. Setting: 252 primary schools in two prefectures in western China, 2012-13. Participants: 3177 of 19 934 children in fourth and fifth grades (mean age 10.5 years) with visual acuity 6/12 with glasses. 3052 (96.0%) completed the study. Interventions: Children were randomized by school (84 schools per arm) to one of three interventions at the beginning of the school year: prescription for glasses only (control group), vouchers for free glasses at a local facility, or free glasses provided in class. Main outcome measures: Spectacle wear at endline examination and end of year score on a specially designed mathematics test, adjusted for baseline score and expressed in standard deviations. Results: Among 3177 eligible children, 1036 (32.6%) were randomized to control, 988 (31.1%) to vouchers, and 1153 (36.3%) to free glasses in class. All eligible children would benefit from glasses, but only 15% wore them at baseline. At closeout glasses wear was 41% (observed) and 68% (self reported) in the free glasses group, and 26% (observed) and 37% (self reported) in the controls. Effect on test score was 0.11 SD (95% confidence interval 0.01 to 0.21) when the free glasses group was compared with the control group. The adjusted effect of providing free glasses (0.10, 0.002 to 0.19) was greater than parental education (0.03, &minus;0.04 to 0.09) or family wealth (0.01, &minus;0.06 to 0.08). This difference between groups was significant, but was smaller than the prespecified 0.20 SD difference that the study was powered to detect. Conclusions: The provision of free glasses to Chinese children with myopia improves children�s performance on mathematics testing to a statistically significant degree, despite imperfect compliance, although the observed difference between groups was smaller than the study was originally designed to detect. Myopia is common and rarely corrected in this setting. (PsycINFO Database Record (c) 2014 APA, all rights reserved)(journal abstract) Effect of providing free glasses on children's educational outcomes in China: Cluster randomized controlled trial https://www.google.com/search?q=Effect+of+providing+free+glasses+on+children's+educational+outcomes+in+China:+Cluster+randomized+controlled+trial 2014 Targeted Regular Teachers/Lecturers Up to Half a Term Numeracy/Maths Behaviour and Social Wellbeing Clustered 3177 252 Yes Whole Sample Only At Least Some Follow-Up Yes Yes, Fairly Well Yes, Descriptive Theory of Change Yes
3031114 Rest of Europe Primary/Elementary Physical Health and Wellbeing OBJECTIVE: To assess the effectiveness of a school based physical activity programme during one school year on physical and psychological health in young schoolchildren. DESIGN: Cluster randomised controlled trial. SETTING: 28 classes from 15 elementary schools in Switzerland randomly selected and assigned in a 4:3 ratio to an intervention (n=16) or control arm (n=12) after stratification for grade (first and fifth grade), from August 2005 to June 2006. PARTICIPANTS: 540 children, of whom 502 consented and presented at baseline. INTERVENTION: Children in the intervention arm (n=297) received a multi-component physical activity programme that included structuring the three existing physical education lessons each week and adding two additional lessons a week, daily short activity breaks, and physical activity homework. Children (n=205) and parents in the control group were not informed of an intervention group. For most outcome measures, the assessors were blinded. MAIN OUTCOME MEASURES: Primary outcome measures included body fat (sum of four skinfolds), aerobic fitness (shuttle run test), physical activity (accelerometry), and quality of life (questionnaires). Secondary outcome measures included body mass index and cardiovascular risk score (average z score of waist circumference, mean blood pressure, blood glucose, inverted high density lipoprotein cholesterol, and triglycerides). RESULTS: 498 children completed the baseline and follow-up assessments (mean age 6.9 (SD 0.3) years for first grade, 11.1 (0.5) years for fifth grade). After adjustment for grade, sex, baseline values, and clustering within classes, children in the intervention arm compared with controls showed more negative changes in the z score of the sum of four skinfolds (-0.12, 95 % confidence interval -0.21 to -0.03; P=0.009). Likewise, their z scores for aerobic fitness increased more favourably (0.17, 0.01 to 0.32; P=0.04), as did those for moderate-vigorous physical activity in school (1.19, 0.78 to 1.60; P<0.001), all day moderate-vigorous physical activity (0.44, 0.05 to 0.82; P=0.03), and total physical activity in school (0.92, 0.35 to 1.50; P=0.003). Z scores for overall daily physical activity (0.21, -0.21 to 0.63) and physical quality of life (0.42, -1.23 to 2.06) as well as psychological quality of life (0.59, -0.85 to 2.03) did not change significantly. CONCLUSIONS: A school based multi-component physical activity intervention including compulsory elements improved physical activity and fitness and reduced adiposity in children. Trial registration Current Controlled Trials ISRCTN15360785. Effect of school based physical activity programme (KISS) on fitness and adiposity in primary schoolchildren: cluster randomised controlled trial https://www.google.com/search?q=Effect+of+school+based+physical+activity+programme+(KISS)+on+fitness+and+adiposity+in+primary+schoolchildren:+cluster+randomised+controlled+trial 2010 Universal Regular Teachers/Lecturers Full Academic Year or Longer None None Clustered 502 28 Yes Some Sub-Groups Reported At Least Some Follow-Up Yes No Yes, Theoretical Perspectives No
3030762 Rest of Europe College/University Professional Training Screen-based computer simulations are considered a method of skill teaching in health education. This study examined the effect of screen-based computer simulation on knowledge, skill, and the clinical decision-making process in teaching preoperative and postoperative care management to second-year students in an undergraduate school of nursing. It is a randomized controlled study. The study sample was composed of 82 students. They received education in screen-based computer simulation (n = 41) and skill laboratories (n = 41). Three instruments were used: a preoperative and postoperative care management cognitive level assessment test, skill control lists of preoperative and postoperative care management, and the Clinical Decision Making in Nursing Scale. There was not a significant difference between the students' posteducation knowledge levels (P = .421), practical deep breathing and coughing exercise education skills (P = .867), or clinical decision-making scale total and subscale scores (P = .065). However, a significant difference was found between the admission of the patient in the surgical clinic after surgery skill scores of the students (P = .04). Education provided in the screen-based computer simulation laboratory was equivalent to that provided in the skill laboratory. Effect of screen-based computer simulation on knowledge and skill in nursing students' learning of preoperative and postoperative care management: a randomized controlled study https://www.google.com/search?q=Effect+of+screen-based+computer+simulation+on+knowledge+and+skill+in+nursing+students'+learning+of+preoperative+and+postoperative+care+management:+a+randomized+controlled+study 2012 Universal Regular Teachers/Lecturers Single Session None None Single 82 NA Yes Whole Sample Only Immediate Post-Test Only No No No No
8155232 NA NA NA Aims: Advantages of 3D visualization compared to 2D systems in laparoscopic tasks have been reported. Laparoscopic training programs for acquisition of surgical skills are widely spread, but implementation of such 3D systems is scarce. In this prospective randomized controlled trial we evaluated the effect of a third visual dimension on the performance of trainees without laparoscopic skills in a laparoscopy training setup. Methods: 40 in laparoscopy unexperienced medical students and doctors were randomly grouped into a 2D system training and a 3D system training. The same standardized tasks were carried out by both groups and a learning curve for each group was obtained. After absolving the training the 3D group also carried out the tasks under 2-dimensional vision. Precision, processing time and rounds till learning curve plateau reached' were the parameters obtained. Results: At the end of the training processing time was significantly slower under 2D than under 3D vision (median: 78.7 vs. 108.3 s; interquartile range (IQR): 19.6 vs. 108.3 s; p = 0.0049). results in precision were better within the 3D group, but no significance was measured (p = 0.49). The plateau of the learning curve was reached faster with 3D than under 2-dimensional training. Carrying out the tasks under 2-dimensional vision after absolving the training in 3D the test persons showed faster processing time than in the 2D group's final training results. Conclusions: Implementation of 3-dimensional view leads to faster acquisition of laparoscopic skills and faster processing time of standardized laparoscopic tasks. It does not significantly improve precision. Still, the test persons had a benefit of being trained under 3D vision even after switching to 2D. Thus, implementation of 3D systems in laparoscopy training is of advantage even if no such system is available in the operating room. Effect of stereoscopic vision on the learning curve of laparoscopic training: A prospective randomized controlled trial https://www.google.com/search?q=Effect+of+stereoscopic+vision+on+the+learning+curve+of+laparoscopic+training:+A+prospective+randomized+controlled+trial NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA
3030935 Rest of Europe Primary/Elementary Behaviour and Social Wellbeing Children of divorced parents have an increased risk of a variety of problems in comparison to children from intact families. Therefore, several intervention programs have been developed directed at children of divorced parents. Yet, empirical data on the effectiveness of these interventions are limited. This study evaluated the school-based, child-directed prevention program Kids In Divorce Situations (KIDS) using a randomized controlled trial. The sample consisted of 156 children randomly assigned at the school level into an experimental (80 children) and control condition (76 children). In addition, 131 mothers and 76 fathers participated in the study. Four assessments took place: a pretest, a posttest, and two follow-up assessments conducted 6 months and 1 year after finishing KIDS. Latent growth analyses demonstrated that the intervention significantly reduced child-reported emotional problems and enhanced child-reported communication with the father and mother-reported communication with the child. The effect sizes ranged from .30�.63. Few moderation effects of gender, time since divorce, or perceived parental conflict on the intervention effects were found. After parental divorce, a limited school-based intervention for children can be efficacious in promoting children�s emotional well-being and parent-child communication. (PsycINFO Database Record (c) 2015 APA, all rights reserved)(journal abstract) Effectiveness and Moderators of the Preventive Intervention Kids in Divorce Situations: A Randomized Controlled Trial https://www.google.com/search?q=Effectiveness+and+Moderators+of+the+Preventive+Intervention+Kids+in+Divorce+Situations:+A+Randomized+Controlled+Trial 2015 Universal External Educators Up to Half a Term None None Clustered 156 20 No Some Sub-Groups Reported At Least Some Follow-Up Yes No Yes, Descriptive Theory of Change Yes
3031661 NA NA NA This paper is a limited-scope experimental study to evaluate the effectiveness of the Dental Health Educational Programs implemented in Venezuelan schools by the Dentistry Division of the Ministry of Health and Social Welfare. Two hundred and ninety-six six-to-twelve year olds were randomly selected from two schools, one private, the other public, located in the Municipality of Maracaibo, State of Zulia, Venezuela. The children assigned to each school were randomly distributed among the experimental and control groups. A general hypothesis was set up, stating that reinforcement and motivation generate changes in the gingival health of the children under study, but with different results for each, depending on their psycho-social characteristics. Two approaches were used: instruction/supervision and instruction/supervision/reinforcement/stimulation. These two approaches were then measured against a 'psycho-social profile' which is based on material conditions and the developmental stages of the children. Instructions were given to the experimental group on how to brush their teeth. They were supervised, reinforced and stimulated for a period of six months, with a post-test assessment. The control group was only given instructions on how to brush their teeth and supervised. A scale based on Massler's classification was used to determine the developmental stages. Standardized indices were used to evaluate the dependent variable: Plaque Index and Gingival Index. The results showed that: the material living conditions and developmental stage of the child are elements that influence the assimilation of pre-established behavior, the basis of preventive programs. Effectiveness educational programs for school dental health. Experimental trial https://www.google.com/search?q=Effectiveness+educational+programs+for+school+dental+health.+Experimental+trial NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA
8155235 Rest of Europe Middle/High School Behaviour and Social Wellbeing Problematic substance use and mental health problems often co-occur in adolescents. Effective school-based interventions that are brief and target multiple problems are promising in the field of health promotion. Preventure is a brief, school-based, selective preventive intervention, tailored to four personality profiles. Preventure has already proved effective on alcohol outcomes. Previous trials also reveal effects on several mental health outcomes, yet the evidence for these outcomes is limited. This study presents the results of the Dutch Preventure Trial, on a range of mental health outcomes. In a cluster RCT, including 699 high risk students (mean age 14 years), the intervention effects on mental health problems at 2, 6, and 12 months post intervention were tested in the total high risk population and in four specific personality groups. No significant intervention effects were found on 22 from the 24 tests. A positive intervention effect on anxiety was found in the anxiety sensitivity personality group at 12-month follow-up, and a negative intervention effect on depression was found at 12-month follow-up in the negative thinking group. In post hoc growth curve analyses these effects were not found. This study found no convincing evidence for the effectiveness of Preventure in The Netherlands on mental health problems. This finding is not in line with the results of an earlier effectiveness study in the UK. This highlights the need for more research into the knowledge transfer model of interventions, to ensure that interventions are effective in a variety of circumstances. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract) Effectiveness of a brief school-based intervention on depression, anxiety, hyperactivity, and delinquency: A cluster randomized controlled trial https://www.google.com/search?q=Effectiveness+of+a+brief+school-based+intervention+on+depression,+anxiety,+hyperactivity,+and+delinquency:+A+cluster+randomized+controlled+trial 2016 Targeted External Educators Up to Half a Term None None Clustered 699 8 No Some Sub-Groups Reported At Least Some Follow-Up No No Yes, Theoretical Perspectives No
3030611 Rest of Europe Preschool/Kindergarten Behaviour and Social Wellbeing Highlights: �] The ASP Program supports preschool staff in their efforts to analyze and change current practices. �] A randomized controlled study indicates a decrease in child socio-emotional problems. �] The program led to a decrease in emotional symptoms, conduct problems, hyperactivity and improve attentiveness, but did not decrease socioeconomic differences in child socio-emotional development. Copyright &y& Elsevier]; Copyright of International Journal of Educational Research is the property of Pergamon Press - An Imprint of Elsevier Science and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) Effectiveness of a Danish early year preschool program: A randomized trial https://www.google.com/search?q=Effectiveness+of+a+Danish+early+year+preschool+program:+A+randomized+trial 2013 Universal Mixture Full Academic Year or Longer None None Clustered 2314 58 Yes Some Sub-Groups Reported Immediate Post-Test Only Yes No Yes, Theoretical Perspectives No
3031486 Asia Middle/High School Behaviour and Social Wellbeing This study evaluated the effect of a forgiveness counseling intervention with 146 Arab adolescents in Israel. Students from seven classrooms and schools participated in an experimental intervention study in which half of each class was randomly assigned to a forgiveness-promoting program while the other half remained in class for a social discussion with their homeroom teacher. Results indicated that students in the forgiveness intervention condition reported more increased empathy and greater reductions in endorsement of aggression, revenge, avoidance, and hostility than students in the control condition. Of the group process variables, depth of the session appears to be the best predictor of outcomes. The discussion highlights the theoretical, clinical, and didactical implications. (PsycINFO Database Record (c) 2012 APA, all rights reserved)(journal abstract) Effectiveness of a forgiveness program for Arab Israeli adolescents in Israel: An empirical trial https://www.google.com/search?q=Effectiveness+of+a+forgiveness+program+for+Arab+Israeli+adolescents+in+Israel:+An+empirical+trial 2009 Universal Other School/College Employees More than One Term none none Single 146 NA Yes Whole Sample Only At Least Some Follow-Up Yes Yes, Fairly Well Yes, Theoretical Perspectives Yes
3031670 USA/Canada College/University Professional Training BACKGROUND: Continuum: Lifelong Learning in Neurology� is a well-regarded and widely used continuing medical education tool published by the American Academy of Neurology. The objective of this study was to test the effectiveness of a modified version of the Dementia module of the Continuum curriculum, adapted for medical students rotating on their neurology clerkship, in increasing medical knowledge of dementia. METHODS: A multisite longitudinal randomized controlled design was used. Medical students rotating on their Neurology clerkship were recruited from 2 US medical schools. Participants completed 10 multiple-choice questions, 1 fill-in-the-blank, and 1 patient case simulation question to assess medical knowledge of the most prevalent dementias pre- and post-curriculum implementation. All students received their standard dementia curriculum (45-minute live didactic presentation on dementia along with a copy of the slides in handout form). Students were randomized to either the intervention (standard + Continuum curriculum) or control (standard curriculum alone) group. Data collection and outcomes assessment was optimized via an interactive audience response system (pretest) and Web-based survey/database tool (post-test and student satisfaction surveys). RESULTS: From pre- to post-clinical clerkship, medical students completing the Continuum dementia curriculum in addition to standard clerkship curriculum demonstrated significantly greater increases in medical knowledge of dementia, relative to students completing only the standard curriculum. Subscores were significantly higher among Continuum-trained students on questions regarding Alzheimer disease (AD), frontotemporal lobar dementia, Lewy body dementia, AD treatment fill-in-the-blank, and AD patient case simulation. CONCLUSIONS: The Continuum: Dementia for Medical Students curriculum provided an inexpensive and readily implementable means for improving medical knowledge of dementia. Improved performance on an AD patient case simulation may be considered a surrogate marker for optimized patient care. Effectiveness of a modified Continuum curriculum for medical students: a randomized trial https://www.google.com/search?q=Effectiveness+of+a+modified+Continuum+curriculum+for+medical+students:+a+randomized+trial 2011 Universal Regular Teachers/Lecturers Single Session none none Single 226 NA yes Whole Sample Only Immediate Post-Test Only Yes No Yes, Descriptive Theory of Change Yes
3031673 USA/Canada Preschool/Kindergarten Physical Health and Wellbeing OBJECTIVES: The level of children's motor skill proficiency may be an important determinant of their physical activity behaviors. This study assessed the efficacy of an intervention on gross motor skill performance, physical activity, and weight status of preschoolers. METHOD: The Food Friends: Get Movin' With Mighty Moves(�) program was conducted in four Head Start centers. Measurements included the Peabody Developmental Motor Scales, pedometer counts, and body mass index (BMI) z scores. RESULTS: The intervention led to significant changes in gross motor skills in the treatment group (n = 98) compared with the control group (n = 103) and was a strong predictor of overall gross motor performance (gross motor quotient), locomotor, stability, and object manipulation skills. No intervention effect was found for physical activity levels or weight status. CONCLUSION: The intervention dose was adequate for enhancing gross motor skill performance but not for increasing physical activity levels or reducing BMI. Effectiveness of a physical activity intervention for Head Start preschoolers: a randomized intervention study https://www.google.com/search?q=Effectiveness+of+a+physical+activity+intervention+for+Head+Start+preschoolers:+a+randomized+intervention+study 2013 Universal Regular Teachers/Lecturers Between Half and Full Term Physical Health and Wellbeing None Single 201 NA Yes Some Sub-Groups Reported Immediate Post-Test Only Yes No Yes, Descriptive Theory of Change Yes
3031142 Central/South America Middle/High School Physical Health and Wellbeing OBJECTIVE: To evaluate the effectiveness of a school-based intervention involving the families and teachers that aimed to promote healthy eating habits in adolescents; the ultimate aim of the intervention was to reduce the increase in body mass index (BMI) of the students. DESIGN: Paired cluster randomized school-based trial conducted with a sample of fifth graders. SETTING: Twenty classes were randomly assigned into either an intervention group or a control group. PARTICIPANTS: From a total of 574 eligible students, 559 students participated in the study (intervention: 10 classes with 277 participants; control: 10 classes with 282 participants). The mean age of students was 11 years. INTERVENTION: Students attended 9 nutritional education sessions during the 2010 academic year. Parents/guardians and teachers received information on the same subjects. MAIN OUTCOME MEASUREMENT: Changes in BMI and percentage of body fat. RESULTS: Intention-to-treat analysis showed that changes in BMI were not significantly different between the 2 groups (??=?0.003; p?=?0.75). There was a major reduction in the consumption of sugar-sweetened beverages and cookies in the intervention group; students in this group also consumed more fruits. CONCLUSION: Encouraging the adoption of healthy eating habits promoted important changes in the adolescent diet, but this did not lead to a reduction in BMI gain. Strategies based exclusively on the quality of diet may not reduce weight gain among adolescents. TRIAL REGISTRATION: Clinicaltrials.gov NCT01046474. Effectiveness of a randomized school-based intervention involving families and teachers to prevent excessive weight gain among adolescents in Brazil https://www.google.com/search?q=Effectiveness+of+a+randomized+school-based+intervention+involving+families+and+teachers+to+prevent+excessive+weight+gain+among+adolescents+in+Brazil 2013 Universal Mixture More than One Term None None Clustered 559 20 No Whole Sample Only Immediate Post-Test Only Yes No No No
3031399 Asia Middle/High School Physical Health and Wellbeing Objective: To assess the effectiveness of a multi-component school based intervention in improving knowledge and behavioral practices regarding diet, physical activity and tobacco use in middle schoolchildren of rural-Ballabgarh, North-India. Methods: A total of 40 middle schools were grouped into two, based on geographic proximity and randomly assigned to the intervention or control group in a cluster randomized controlled trial. The target population consisted of 2,348 children studying in 6th and 7th grades in these schools. The intervention consisted of a school component (policies), a classroom component (activities) and a family component [Information Education & Communication (IEC) material]. The main outcome measures were knowledge and behavioral changes in physical activity, diet and tobacco which were self- reported. Results: Post-intervention, a significant number of intervention schools adopted the tobacco policy (16/19), physical activity policy (6/19) and healthy food policy (14/19) as compared to the control schools (n = 21). Knowledge about physical activity, diet and tobacco improved significantly in the intervention group as compared to the control group. Proportion of students attending Physical Training (PT) classes for five or more days in a week in the intervention group compared to the control group increased significantly (17.8 %; p < 0.01). Proportion of students consuming fruits increased in the intervention group compared to the control group (10 %; p < 0.01). Pre-post decrease in the prevalence of current smoking was significantly more in the intervention group as compared to the control group (7.7 %; p < 0.01). Conclusions: Healthy settings approach for schools is feasible and effective in improving knowledge and behavioral practices of non-communicable diseases (NCD) risk factors in adolescents in rural India. Effectiveness of a School Based Intervention for Prevention of Non-communicable Diseases in Middle School Children of Rural North India: A Randomized Controlled Trial https://www.google.com/search?q=Effectiveness+of+a+School+Based+Intervention+for+Prevention+of+Non-communicable+Diseases+in+Middle+School+Children+of+Rural+North+India:+A+Randomized+Controlled+Trial 2014 Universal Regular Teachers/Lecturers Up to Half a Term Physical Health and Wellbeing None Clustered 2348 40 Yes Whole Sample Only At Least Some Follow-Up Yes No Yes, Descriptive Theory of Change Yes
3031640 Rest of Europe Middle/High School Behaviour and Social Wellbeing The study assesses the comparative efficacy of a classroom-based psycho-education and skills intervention and a school-based trauma- and grief-focused group treatment of a three-tiered mental health program for adolescents exposed to severe war-trauma, traumatic bereavement, and postwar adversity. The two-tier approach, combined with community-based mental health program, proves an effective and efficient method for the recovery of war-exposed adolescents. Effectiveness of a School-Based Group Psychotherapy Program for War-Exposed Adolescents: A Randomized Control Trial https://www.google.com/search?q=Effectiveness+of+a+School-Based+Group+Psychotherapy+Program+for+War-Exposed+Adolescents:+A+Randomized+Control+Trial 2008 Targeted Mixture Full Academic Year or Longer None None Single 127 NA Yes Whole Sample Only At Least Some Follow-Up Yes No Yes, Theoretical Perspectives Yes
3031000 Rest of Europe Middle/High School Behaviour and Social Wellbeing OBJECTIVE: To evaluate the comparative effectiveness of a classroom-based psychoeducation and skills intervention (tier 1) and a school-based trauma- and grief-focused group treatment (tier 2) of a three-tiered mental health program for adolescents exposed to severe war-related trauma, traumatic bereavement, and postwar adversity. METHOD: A total of 127 war-exposed and predominantly ethnic Muslim secondary school students attending 10 schools in central Bosnia who reported severe symptoms of posttraumatic stress disorder (PTSD), depression, or maladaptive grief and significant impairment in school or relationships were randomly assigned to one of two experimental conditions. These included either an active-treatment comparison condition (tier 1), consisting of a classroom-based psychoeducation and skills intervention alone (n = 61, 66% girls, mean age 16.0 years, SD 1.13) or a treatment condition composed of both the classroom-based intervention and a 17-session manual-based group therapy intervention (tier 2), trauma and grief component therapy for adolescents (n = 66, 63% girls, mean age 15.9 years, SD 1.11). Both interventions were implemented throughout the school year. Distressed students who were excluded from the study due to acute risk for harm (n = 9) were referred for community-based mental health services (tier 3). RESULTS: Program effectiveness was measured via reductions in symptoms of PTSD, depression, and maladaptive grief assessed at pretreatment, posttreatment, and 4-month follow-up. Analysis of mean-level treatment effects showed significant pre- to posttreatment and posttreatment to 4-month follow-up reductions in PTSD and depression symptoms in both the treatment and comparison conditions. Significant pre- to posttreatment reductions in maladaptive grief reactions were found only in the treatment condition. Analyzed at the individual case level, the percentages of students in the treatment condition who reported significant (p <.05) pre- to posttreatment reductions in PTSD symptoms (58% at posttreatment, 81% at 4-month follow-up) compare favorably to those reported in controlled treatment efficacy trials, whereas the percentages who reported significant reductions in depression symptoms (23% at posttreatment, 61% at follow-up) are comparable to, or higher than, those found in community treatment settings. Lower but substantial percentages of significant symptom reduction were found for PTSD (33% at posttreatment, 48% at follow-up) and depression symptoms (13% at posttreatment; 47% at follow-up) in students in the comparison condition. The odds of significant symptom reduction were higher for PTSD symptoms at both posttreatment and 4-month follow-up and for maladaptive grief at posttreatment (no follow-up was conducted on maladaptive grief). Rates of significantly worsened cases were generally rare in both the treatment and comparison conditions. CONCLUSIONS: A three-tiered, integrative mental health program composed of schoolwide dissemination of psychoeducation and coping skills (tier 1), specialized trauma- and grief-focused intervention for severely traumatized and traumatically bereaved youths (tier 2), and referral of youths at acute risk for community-based mental health services (tier 3) constitutes an effective and efficient method for promoting adolescent recovery in postwar settings. Effectiveness of a school-based group psychotherapy program for war-exposed adolescents: a randomized controlled trial https://www.google.com/search?q=Effectiveness+of+a+school-based+group+psychotherapy+program+for+war-exposed+adolescents:+a+randomized+controlled+trial 2008 Targeted External Educators Full Academic Year or Longer None None Single 159 NA Yes Whole Sample Only At Least Some Follow-Up Yes No Yes, Theoretical Perspectives No
3031567 Rest of Europe Middle/High School Physical Health and Wellbeing Objective: We assessed the effectiveness of the Luoghi di Prevenzione-Prevention Grounds school-based smoking prevention programme. Methods: We undertook a cluster randomized controlled trial of 989 students aged 14-15. years in 13 secondary schools located in Reggio Emilia, Italy. The intervention consisted of the 'Smoking Prevention Tour' (SPT) out-of-school workshop, one in-depth lesson on one Smoking Prevention Tour topic, a life-skills peer-led intervention, and enforcement surveillance of school antismoking policy. Self-reported past 30-day smoking of >. 20 or 1-19. days of cigarette smoking (daily or frequent smoking, respectively) was recorded in 2 surveys administered immediately before and 18. months after the beginning of the programme. Analysis was by intention to treat. The effect of the intervention was evaluated using random effects logistic regression and propensity score-matching analyses. Results: Past 30-day smoking and daily cigarette use at eighteen months follow-up were 31% and 46% lower, respectively, for intervention students compared to control students. Taking into account non-smokers at baseline only, daily smoking at eighteen months follow-up was 59% lower in intervention students than in controls. Past 30-day smoking in school areas was 62% lower in intervention students compared to controls. Conclusions: The Luoghi di Prevenzione-Prevention Grounds programme was effective in reducing daily smokers and in reducing smoking in school areas. 2014 Elsevier Inc. Effectiveness of a school-based multi-component smoking prevention intervention: The LdP cluster randomized controlled trial https://www.google.com/search?q=Effectiveness+of+a+school-based+multi-component+smoking+prevention+intervention:+The+LdP+cluster+randomized+controlled+trial 2014 Universal Mixture Single Session Behaviour and Social Wellbeing none Clustered 989 13 Yes Some Sub-Groups Reported At Least Some Follow-Up Yes Yes, Fairly Well Yes, Descriptive Theory of Change Yes
3030937 Rest of Europe Primary/Elementary Physical Health and Wellbeing OBJECTIVE: To study the effects of a school-based injury prevention program on physical activity injury incidence and severity. DESIGN: Cluster randomized controlled trial performed from January 1, 2006, through July 31, 2007. SETTING: Forty Dutch primary schools. PARTICIPANTS: A total of 2210 children (aged 10-12 years). INTERVENTION: Schools were randomized to receive either the regular curriculum or an intervention program that targeted physical activity injuries. OUTCOME MEASURES: Incidence and severity of physical activity injuries per 1000 hours of physical activity participation. RESULTS: A total of 100 injuries in the intervention group and 104 injuries in the control group were registered. Nonresponse at baseline or follow-up was minimal (8.7%). The Cox regression analyses adjusted for clustering showed a small nonsignificant intervention effect on total (HR, 0.81; 95% confidence interval [CI], 0.41-1.59), sports club (0.69; 0.28-1.68), and leisure time injuries (0.75; 0.36-1.55). However, physical activity appeared to be an effect modifier. In those who were less physically active, the intervention had a larger effect. The intervention reduced the total and leisure time injury incidence (HR, 0.47; 95% CI, 0.21-1.06; and 0.43; 0.16-1.14; respectively). Sports club injury incidence was significantly reduced (HR, 0.23; 95% CI, 0.07-0.75). CONCLUSION: We found a substantial and relevant reduction in physical activity injuries, especially in children in the low active group, because of the intervention. This school-based injury prevention program is promising, but future large-scale research is needed. Effectiveness of a school-based physical activity injury prevention program: a cluster randomized controlled trial https://www.google.com/search?q=Effectiveness+of+a+school-based+physical+activity+injury+prevention+program:+a+cluster+randomized+controlled+trial 2010 Universal Regular Teachers/Lecturers Full Academic Year or Longer none none Clustered 2210 40 No Some Sub-Groups Reported At Least Some Follow-Up Yes No Yes, Descriptive Theory of Change Yes
3030711 Rest of Europe Primary/Elementary Behaviour and Social Wellbeing Background: To investigate the effects of a school-based physical activity-related injury prevention program, called 'iPlay', on risk behavior and neuromotor fitness.Methods: In this cluster randomized controlled trial 40 primary schools throughout the Netherlands were randomly assigned in an intervention (n = 20) or control group (n = 20). The study includes 2,210 children aged 10-12 years.The iPlay-intervention takes one school year and consists of a teacher manual, informative newsletters and posters, a website, and simple exercises to be carried out during physical education classes.Outcomes measures were self-reported injury preventing behavior, self-reported behavioral determinants (knowledge, attitude, social-influence, self-efficacy, and intention), and neuromotor fitness.Results: The iPlay-program was not able to significantly improve injury-preventing behavior. The program did significantly improve knowledge and attitude, two determinants of behavior. The effect of the intervention-program on behavior appeared to be significantly mediated by knowledge and attitude. Improved scores on attitude, social norm, self-efficacy and intention were significantly related to changes in injury preventing behavior. Furthermore, iPlay resulted in small non-significant improvements in neuromotor fitness in favor of the intervention group.Conclusion: This cluster randomized controlled trial showed that the iPlay-program did significantly improved behavioral determinants. However, this effect on knowledge and attitude was not strong enough to improve injury preventing behavior. Furthermore, the results confirm the hypothetical model that injury preventing behavior is determined by intention, attitude, social norm and self-efficacy. 2010 Collard et al; licensee BioMed Central Ltd. Effectiveness of a school-based physical activity-related injury prevention program on risk behavior and neuromotor fitness a cluster randomized controlled trial https://www.google.com/search?q=Effectiveness+of+a+school-based+physical+activity-related+injury+prevention+program+on+risk+behavior+and+neuromotor+fitness+a+cluster+randomized+controlled+trial 2010 Universal Regular Teachers/Lecturers Full Academic Year or Longer none none Clustered 2210 40 Yes Whole Sample Only Immediate Post-Test Only Yes No Yes, Theoretical Perspectives Yes
8154369 Rest of Europe Middle/High School Physical Health and Wellbeing Background Physical activity is associated not only with health-related parameters, but also with cognitive and academic performance. However, no large scale school-based physical activity interventions have investigated effects on cognitive performance in adolescents. The aim of this study was to describe the effectiveness of a school-based physical activity intervention in enhancing cognitive performance in 12–14 years old adolescents. Methods A 20 week cluster randomized controlled trial was conducted including seven intervention and seven control schools. A total of 632 students (mean (SD) age: 12.9 (0.6) years) completed the trial with baseline and follow-up data on primary or secondary outcomes (74% of randomized subjects). The intervention targeted physical activity during academic subjects, recess, school transportation and leisure-time. Cognitive performance was assessed using an executive functions test of inhibition (flanker task) with the primary outcomes being accuracy and reaction time on congruent and incongruent trials. Secondary outcomes included mathematics performance, physical activity levels, body-mass index, waist-circumference and cardiorespiratory fitness. Results No significant difference in change, comparing the intervention group to the control group, was observed on the primary outcomes (p’s>0.05) or mathematics skills (p>0.05). An intervention effect was found for cardiorespiratory fitness in girls (21 meters (95% CI: 4.4– 38.6) and body-mass index in boys (-0.22 kg/m2 (95% CI: -0.39–0.05). Contrary to our predictions, a significantly larger change in interference control for reaction time was found in favor of the control group (5.0 milliseconds (95% CI: 0–9). Baseline to mid-intervention changes in physical activity levels did not differ significantly between groups (all p’s>0.05). Conclusions No evidence was found for effectiveness of a 20-week multi-faceted school-based physical activity intervention for enhancing executive functioning or mathematics skills compared to a control group, but low implementation fidelity precludes interpretation of the causal relationship. Effectiveness of a School-Based Physical Activity Intervention on Cognitive Performance in Danish Adolescents: LCoMotion—Learning, Cognition and Motion – A Cluster Randomized Controlled Trial https://www.google.com/search?q=Effectiveness+of+a+School-Based+Physical Activity+Intervention+on+Cognitive+Performance in+Danish+Adolescents:+LCoMotion—Learning, Cognition+and+Motion+–+A+Cluster+Randomized Controlled+Trial 2016 Universal Mixture Between Half and Full Term Range of Academic Outcomes None Clustered 632 14 Yes Some Sub-Groups Reported Immediate Post-Test Only Yes No No No
8154258 USA/Canada Middle/High School Range of Academic Outcomes The purpose of this study was to assess the effectiveness of a yoga-based social-emotional wellness promotion program, Transformative Life Skills (TLS), on indicators of adolescent emotional distress, prosocial behavior, and school functioning. Participants included 159 students attending an inner-city school district who were randomly assigned to treatment or business-as-usual comparison conditions. Results suggested that students who participated in the TLS program demonstrated significant reductions on unexcused absences, detentions, and increases in school engagement. Significant concurrent improvements in primary engagement stress-coping strategies and secondary engagement stress-coping strategies were noted as well. Specifically, significant increases in student emotion regulation, positive thinking, and cognitive restructuring in response to stress were found. No effects were found for measures of somatization, suspensions, academic grades, or general affect. Student report of treatment acceptability indicated that the intervention was generally well-received and strategies were perceived as socially valid by most participants. Implications and directions for future research are discussed. Effectiveness of a School-Based Yoga Program on Adolescent Mental Health and School Performance: Findings from a Randomized Controlled Trial https://www.google.com/search?q=Effectiveness+of+a+School-Based+Yoga+Program+on+Adolescent Mental+Health+and+School+Performance:+Findings from+a+Randomized+Controlled+Trial 2016 Universal External Educators Up to Half a Term Physical Health and Wellbeing Other School Subjects Clustered 159 2 Yes Whole Sample Only Immediate Post-Test Only No No No No
3031526 UK/Ireland Middle/High School Physical Health and Wellbeing CONTEXT: Selective school-based alcohol prevention programs targeting youth with personality risk factors for addiction and mental health problems have been found to reduce substance use and misuse in those with elevated personality profiles. OBJECTIVES: To report 24-month outcomes of the Teacher-Delivered Personality-Targeted Interventions for Substance Misuse Trial (Adventure trial) in which school staff were trained to provide interventions to students with 1 of 4 high-risk (HR) profiles: anxiety sensitivity, hopelessness, impulsivity, and sensation seeking and to examine the indirect herd effects of this program on the broader low-risk (LR) population of students who were not selected for intervention. DESIGN: Cluster randomized controlled trial. SETTING: Secondary schools in London, United Kingdom. PARTICIPANTS: A total of 1210 HR and 1433 LR students in the ninth grade (mean [SD] age, 13.7 [0.33] years). INTERVENTION: Schools were randomized to provide brief personality-targeted interventions to HR youth or treatment as usual (statutory drug education in class). MAIN OUTCOME MEASURES: Participants were assessed for drinking, binge drinking, and problem drinking before randomization and at 6-monthly intervals for 2 years. RESULTS: Two-part latent growth models indicated long-term effects of the intervention on drinking rates (? = -0.320, SE = 0.145, P = .03) and binge drinking rates (? = -0.400, SE = 0.179, P = .03) and growth in binge drinking (? = -0.716, SE = 0.274, P = .009) and problem drinking (? = -0.452, SE = 0.193, P = .02) for HR youth. The HR youth were also found to benefit from the interventions during the 24-month follow-up on drinking quantity (? = -0.098, SE = 0.047, P = .04), growth in drinking quantity (? = -0.176, SE = 0.073, P = .02), and growth in binge drinking frequency (? = -0.183, SE = 0.092, P = .047). Some herd effects in LR youth were observed, specifically on drinking rates (? = -0.259, SE = 0.132, P = .049) and growth of binge drinking (? = -0.244, SE = 0.073, P = .001), during the 24-month follow-up. CONCLUSIONS: Findings further support the personality-targeted approach to alcohol prevention and its effectiveness when provided by trained school staff. Particularly novel are the findings of some mild herd effects that result from this selective prevention program. TRIAL REGISTRATION: clinicaltrials.gov Identifier: NCT00776685. Effectiveness of a selective, personality-targeted prevention program for adolescent alcohol use and misuse: a cluster randomized controlled trial https://www.google.com/search?q=Effectiveness+of+a+selective,+personality-targeted+prevention+program+for+adolescent+alcohol+use+and+misuse:+a+cluster+randomized+controlled+trial 2013 Targeted Regular Teachers/Lecturers Up to Half a Term Behaviour and Social Wellbeing none Clustered 2643 21 Yes Whole Sample Only At Least Some Follow-Up Yes Yes, Fairly Well Yes, Descriptive Theory of Change Yes
3031542 Rest of Europe Preschool/Kindergarten Behaviour and Social Wellbeing Objective: To develop and evaluate the effectiveness of a parental support programme to promote healthy dietary and physical activity habits and to prevent overweight and obesity in Swedish children. Methods: A cluster-randomised controlled trial was carried out in areas with low to medium socio-economic status. Participants were six-year-old children (n = 243) and their parents. Fourteen pre-school classes were randomly assigned to intervention (n = 7) and control groups (n = 7). The intervention lasted for 6 months and included: 1) Health information for parents, 2) Motivational Interviewing with parents and 3) Teacher-led classroom activities with children. Physical activity was measured by accelerometry, dietary and physical activity habits and parental self-efficacy through a questionnaire. Body weight and height were measured and BMI standard deviation score was calculated. Measurements were conducted at baseline, post-intervention and at 6-months follow-up. Group differences were examined using analysis of covariance and Poisson regression, adjusted for gender and baseline values. Results: There was no significant intervention effect in the primary outcome physical activity. Subgroup analyses showed a significant gender-group interaction in total physical activity (TPA), with girls in the intervention group demonstrating higher TPA during weekends (p = 0.04), as well as in sedentary time, with boys showing more sedentary time in the intervention group (p = 0.03). There was a significantly higher vegetable intake (0.26 servings) in the intervention group compared to the control group (p = 0.003). At follow-up, sub-group analyses showed a sustained effect for boys. The intervention did not affect the prevalence of overweight or obesity. Conclusions: It is possible to influence vegetable intake in children and girls' physical activity through a parental support programme. The programme needs to be intensified in order to increase effectiveness and sustain the effects long-term. These findings are an important contribution to the further development of evidence-based parental support programmes to prevent overweight and obesity in children. Effectiveness of a universal parental support programme to promote healthy dietary habits and physical activity and to prevent overweight and obesity in 6-year-old children: The healthy school start study, a cluster-randomised controlled trial NA 2015 Universal Regular Teachers/Lecturers Between Half and Full Term Physical Health and Wellbeing none Clustered 243 14 Yes Some Sub-Groups Reported At Least Some Follow-Up Yes Yes, Fairly Well Yes, Descriptive Theory of Change Yes
3031106 USA/Canada Primary/Elementary Behaviour and Social Wellbeing OBJECTIVE: To determine if a commonly used violence prevention curriculum, Second Step: A Violence Prevention Curriculum, leads to a reduction in aggressive behavior and an increase in prosocial behavior among elementary school students. DESIGN: Randomized controlled trial. SETTING: Urban and suburban elementary schools in the state of Washington. PARTICIPANTS: Six matched pairs of schools with 790 second-grade and third-grade students. The students were 53% male and 79% white. INTERVENTION: The curriculum uses 30 specific lessons to teach social skills related to anger management, impulse control, and empathy. MAIN OUTCOME MEASURES: Aggressive and prosocial behavior changes were measured 2 weeks and 6 months after participation in the curriculum by parent and teacher reports (Achenbach Child Behavior Checklist and Teacher Report Form, the School Social Behavior Scale, and the Parent-Child Rating Scale) and by observation of a random subsample of 588 students in the classroom and playground/cafeteria settings. RESULTS: After adjusting for sex, age, socioeconomic status, race, academic performance, household size, and class size, change scores did not differ significantly between the intervention and control schools for any of the parent-reported or teacher-reported behavior scales. However, the behavior observations did reveal an overall decrease 2 weeks after the curriculum in physical aggression (P=.03) and an increase in neutral/prosocial behavior (P=.04) in the intervention group compared with the control group. Most effects persisted 6 months later. CONCLUSIONS: The Second Step violence prevention curriculum appears to lead to a moderate observed decrease in physically aggressive behavior and an increase in neutral and prosocial behavior in school. Effectiveness of a violence prevention curriculum among children in elementary school. A randomized controlled trial https://www.google.com/search?q=Effectiveness+of+a+violence+prevention+curriculum+among+children+in+elementary+school.+A+randomized+controlled+trial 1997 Universal Regular Teachers/Lecturers Full Academic Year or Longer Other School Subjects None Clustered 790 12 Yes Whole Sample Only At Least Some Follow-Up Yes No No No
3031565 Rest of Europe Middle/High School Behaviour and Social Wellbeing Background: To promote well-being and health behaviors among adolescents, 2 interventions were implemented at 12 secondary schools. Adolescents in the E-health4Uth group received Web-based tailored messages focused on their health behaviors and well-being. Adolescents in the E-health4Uth and consultation group received the same tailored messages, but were subsequently referred to a school nurse for a consultation if they were at risk of mental health problems. Objective: This study evaluated the effect of E-health4Uth and E-health4Uth and consultation on well-being (ie, mental health status and health-related quality of life) and health behaviors (ie, alcohol and drug use, smoking, safe sex). Methods: A cluster randomized controlled trial was conducted among third- and fourth-year secondary school students (mean age 15.9, SD 0.69). School classes (clusters) were randomly assigned to (1) E-health4Uth group, (2) E-health4Uth and consultation group, or (3) control group (ie, care as usual). Adolescents completed a questionnaire at baseline and at 4-month follow-up assessing alcohol consumption, smoking, drug use, condom use, mental health via the Strengths and Difficulties Questionnaire (SDQ) and the Youth Self Report (YSR; only measured at follow-up), and health-related quality of life. Multilevel logistic, ordinal, and linear regression analyses were used to reveal differences in health behavior and well-being between the intervention groups and the control group at follow-up. Subsequently, it was explored whether demographics moderated the effects. Results: Data from 1256 adolescents were analyzed. Compared to the control intervention, the E-health4Uth intervention, as a standalone intervention, showed minor positive results in health-related quality of life (B = 2.79, 95% CI 0.72-4.87) and condom use during intercourse among adolescents of Dutch ethnicity (OR 3.59, 95% CI 1.71-7.55) not replicated in the E-health4Uth and consultation group. The E-health4Uth and consultation intervention showed minor positive results in the mental health status of adolescents (SDQ: B = &minus;0.60, 95% CI &minus;1.17 to &minus;0.04), but a negative effect on drug use among boys (OR 0.36, 95% CI 0.13-0.96). In the subgroup of adolescents who were at risk of mental health problems at baseline (and referred for a consultation with the nurse), the E-health4Uth and consultation group showed minor to moderate positive results in mental health status (SDQ: B = &minus;1.79, 95% CI &minus;3.35 to &minus;0.22; YSR: B = &minus;9.11, 95% CI &minus;17.52 to &minus;0.71) and health-related quality of life (B = 7.81, 95% CI 2.41-13.21) at follow-up compared to adolescents in the control group who were at risk of mental health problems at baseline. Conclusions: Findings from this study support the use of the E-health4Uth and consultation intervention in promoting the well-being of adolescents at risk of mental health problems. Future research is needed to further evaluate the effects of the consultation as a standalone intervention, and the dual approach of further tailored eHealth messages and a consultation. (PsycINFO Database Record (c) 2014 APA, all rights reserved)(journal abstract) Effectiveness of a web-based tailored intervention (E-health4Uth) and consultation to promote adolescents' health: Randomized controlled trial https://www.google.com/search?q=Effectiveness+of+a+web-based+tailored+intervention+(E-health4Uth)+and+consultation+to+promote+adolescents'+health:+Randomized+controlled+trial 2014 Universal Other School/College Employees More than One Term Physical Health and Wellbeing none Clustered 1692 12 Yes Some Sub-Groups Reported At Least Some Follow-Up Yes Yes, Limited Yes, Descriptive Theory of Change Yes
3031197 Rest of Europe Primary/Elementary Behaviour and Social Wellbeing Background: For elementary school-children with aggressive behaviour problems, there is a strong need for effective preventive interventions to interrupt the developmental trajectory towards more serious behaviour problems. Aim: The aim of this RCT-study was to evaluate a school-based individual tailor-made intervention (Stay Cool Kids), designed to reduce aggressive behaviour in selected children by enhancing cognitive behavioural skills. Method: The sample consisted of 48 schools, with 264 fourth-grade children selected by their teachers because of elevated levels of externalizing behaviour (TRF T-score > 60), randomly assigned to the intervention or no-intervention control condition. Results: The intervention was found to be effective in reducing reactive and proactive aggressive behaviour as reported by children, mothers, fathers or teachers, with effect sizes ranging from .11 to .32. Clinically relevant changes in teacher-rated externalizing behaviour were found: the intervention reduced behaviour problems to (sub) clinical or normative levels for significantly more children than the control condition. Some aspects of problems in social cognitive functioning were reduced and children showed more positive self-perception. Ethnic background and gender moderated intervention effects on child and teacher reported aggression and child response generation. Conclusions: The results of this study demonstrate the effectiveness on outcome behaviour and child cognitions of an individual tailor-made intervention across informants under real-world conditions. (PsycINFO Database Record (c) 2013 APA, all rights reserved)(journal abstract) Effectiveness of an individual school-based intervention for children with aggressive behaviour: A randomized controlled trial https://www.google.com/search?q=Effectiveness+of+an+individual+school-based+intervention+for+children+with+aggressive+behaviour:+A+randomized+controlled+trial 2012 Targeted External Educators Up to Half a Term Behaviour and Social Wellbeing Behaviour and Social Wellbeing Clustered 264 48 Yes Some Sub-Groups Reported Immediate Post-Test Only Yes No Yes, Theoretical Perspectives Yes
3030784 Multiple Middle/High School Other School Subjects Objective: To investigate the effectiveness of educational poster on improving secondary school students' knowledge of emergency management of dental trauma. Methods: A cluster randomised controlled trial was conducted. 16 schools with total 671 secondary students who can read Chinese or English were randomised into intervention (poster, 8 schools, 364 students) and control groups (8 schools, 305 students) at the school level. Baseline knowledge of dental trauma was obtained by a questionnaire. Poster containing information of dental trauma management was displayed in a classroom for 2 weeks in each school in the intervention group whereas in the control group there was no display of such posters. Students of both groups completed the same questionnarie after 2 weeks. Results: Two-week display of posters improved the knowledge score by 1.25 (p-value = 0.0407) on average. Conclusion: Educational poster on dental trauma management significantly improved the level of knowledge of secondary school students in Hong Kong. Trial Registration: HKClinicalTrial.com HKCTR-1343 ClinicalTrials.gov NCT01809457. 2014 Young et al. Effectiveness of educational poster on knowledge of emergency management of dental trauma - Part 2: Cluster randomised controlled trial for secondary school students https://www.google.com/search?q=Effectiveness+of+educational+poster+on+knowledge+of+emergency+management+of+dental+trauma+-+Part+2:+Cluster+randomised+controlled+trial+for+secondary+school+students 2014 Universal Regular Teachers/Lecturers Between Half and Full Term None None Clustered 364 16 Yes Whole Sample Only Immediate Post-Test Only No No No No
3031304 Asia College/University Professional Training BACKGROUND: The first step toward increasing the level of patient safety in endoscopic surgery is for all endoscopic surgeons to acquire fundamental skills, including psychomotor skills, in the preoperation stage of training. The current study aimed to evaluate the effectiveness of virtual reality (VR) simulator training and box training for training the fundamental skills of endoscopic surgery. METHODS: For this study, 35 medical students at Kyushu University were divided into three groups: simulator (SIM) group (n = 20), box trainer (BOX) group (n = 20), and control group (n = 15). None of the students had any experience assisting with endoscopic surgery or any previous training for endoscopic surgery. The students in the SIM group underwent training using a VR simulator, the Procedicus MIST, 2 h per day for 2 days. The students in the BOX group underwent training using a box trainer 2 h per day for 2 days. The students in the control group watched an educational video for 30 min. The endoscopic surgical skills of all the students were evaluated before and after training with a task of suturing and knot tying using a box trainer. RESULTS: Although no significant differences were found between the three groups in the total time taken to complete the evaluation task before training, there were significant improvements in the SIM and BOX groups after training compared with the control group. Box training increased errors during the task, but simulator training did not. CONCLUSION: The findings showed that box training and VR training have different outcomes. The authors expect that the best curriculum for their training center would involve a combination that uses the merits of both methods. Effectiveness of endoscopic surgery training for medical students using a virtual reality simulator versus a box trainer: a randomized controlled trial https://www.google.com/search?q=Effectiveness+of+endoscopic+surgery+training+for+medical+students+using+a+virtual+reality+simulator+versus+a+box+trainer:+a+randomized+controlled+trial 2008 Universal Regular Teachers/Lecturers Up to Half a Term None None Single 35 NA Yes Whole Sample Only Immediate Post-Test Only Yes No No No
3030979 Asia Primary/Elementary Physical Health and Wellbeing OBJECTIVE: To evaluate effectiveness of motor learning coaching on retention and transfer of gross motor function in children with cerebral palsy. DESIGN: Block randomized trial, matched for age and gross motor function. SETTING: Coordinated, multinational study (Israel, Jordan and Palestinian Authority) in schools and rehabilitation centers. SUBJECTS: 78 children with spastic cerebral palsy, gross motor functional levels II and III, aged 66 to 146 months. INTERVENTIONS: 1 hr/day, 3 days/week for 3 months treatment with motor learning coaching or neurodevelopmental treatment: two groups. MAIN MEASURES: Gross motor function Measure (GMFM-66), stair-climbing mechanical efficiency (ME) and parent questionnaire rating their child's mobility. Immediate treatment effects were assessed after 3 months and retention determined from follow-up measurements 6 months after treatment. RESULTS: GMFM-66, ME and parent questionnaires were obtained from 65, 31 and 64 subjects, respectively. Although both groups increased GMFM-66 score over 3 months, measurements 6 months later indicated retention was significantly superior by 2.7 in the motor learning coaching children of level-II. Similar retention trend was evident for ME, increasing 6 months after motor learning coaching by 1.1% and declining 0.3% after neurodevelopmental treatment. Mobility performance in the outdoors and community environment increased 13% from 3 to 9 months after motor learning coaching and decreased 12% after neurodevelopmental treatment. Minor group differences occurred in children of level-III. CONCLUSIONS: In higher functioning children with cerebral palsy, the motor learning coaching treatment resulted in significantly greater retention of gross motor function and transfer of mobility performance to unstructured environments than neurodevelopmental treatment. Effectiveness of motor learning coaching in children with cerebral palsy: a randomized controlled trial https://www.google.com/search?q=Effectiveness+of+motor+learning+coaching+in+children+with+cerebral+palsy:+a+randomized+controlled+trial 2010 Targeted External Educators Between Half and Full Term None None Single 78 NA Yes Some Sub-Groups Reported At Least Some Follow-Up Yes No Yes, Theoretical Perspectives Yes
3031587 Central/South America Primary/Elementary Literacy/English Introduction: Difficulties in word-level reading skills are prevalent in Brazilian schools and may deter children from gaining the knowledge obtained through reading and academic achievement. Music education has emerged as a potential method to improve reading skills because due to a common neurobiological substratum. Objective: To evaluate the effectiveness of music education for the improvement of reading skills and academic achievement among children (eight to 10 years of age) with reading difficulties. Method: 235 children with reading difficulties in 10 schools participated in a five-month, randomized clinical trial in cluster (RCT) in an impoverished zone within the city of Sao Paulo to test the effects of music education intervention while assessing reading skills and academic achievement during the school year. Five schools were chosen randomly to incorporate music classes (n = 114), and five served as controls (n = 121). Two different methods of analysis were used to evaluate the effectiveness of the intervention: The standard method was intention-to-treat (ITT), and the other was the Complier Average Causal Effect (CACE) estimation method, which took compliance status into account. Results: The ITT analyses were not very promising; only one marginal effect existed for the rate of correct real words read per minute. Indeed, considering ITT, improvements were observed in the secondary outcomes (slope of Portuguese = 0.21 [p<0.001] and slope of math = 0.25 [p<0.001]). As for CACE estimation (i.e., complier children versus non-complier children), more promising effects were observed in terms of the rate of correct words read per minute [beta = 13.98, p<0.001] and phonological awareness [beta = 19.72, p<0.001] as well as secondary outcomes (academic achievement in Portuguese [beta = 0.77, p<0.0001] and math [beta = 0.49, p<0.001] throughout the school year). Conclusion: The results may be seen as promising, but they are not, in themselves, enough to make music lessons as public policy. 2013 Cogo-Moreira et al. Effectiveness of Music Education for the Improvement of Reading Skills and Academic Achievement in Young Poor Readers: A Pragmatic Cluster-Randomized, Controlled Clinical Trial https://www.google.com/search?q=Effectiveness+of+Music+Education+for+the+Improvement+of+Reading+Skills+and+Academic+Achievement+in+Young+Poor+Readers:+A+Pragmatic+Cluster-Randomized,+Controlled+Clinical+Trial 2013 Targeted Regular Teachers/Lecturers More than One Term Range of Academic Outcomes None Clustered 230 10 Yes Some Sub-Groups Reported Immediate Post-Test Only Yes No No No
3031460 USA/Canada Primary/Elementary Literacy/English The authors conducted an experiment during the 2003-2004 school year to determine whether 'On Our Way to English' ('OWE'), a product to help elementary students learn to read and speak English, was more effective in a California and a Texas school district than materials already in place. In the California study, 384 English learners and 24 teachers participated, including 6 bilingual classes and 21 immersion classes. In the Texas study, 169 students and 20 teachers participated, including 7 bilingual and 13 immersion classrooms. Findings from the two settings were similar: 'OWE' is generally as effective as the products used by the control group for reading proficiency and is generally more effective than control in improving oral proficiency. In California the value of 'OWE' in promoting oral proficiency was greater in the immersion setting, where the effect was greater for students starting with low proficiency. However, in the Texas district, where immersion students, were already proficient, the positive impact of 'OWE' is observed for bilingual students. The authors' recommendation for the districts in this study is to focus the use of 'On Our Way to English' in the area of oral proficiency. For the full report, see ED538417.] Effectiveness of 'On Our Way to English' for Development of Reading and Oral Proficiency by Elementary English Learners: A Report of Randomized Experiments in a California and a Texas School District. Research Summary https://www.google.com/search?q=Effectiveness+of+'On+Our+Way+to+English'+for+Development+of+Reading+and+Oral+Proficiency+by+Elementary+English+Learners:+A+Report+of+Randomized+Experiments+in+a+California+and+a+Texas+School+District.+Research+Summary 2005 Targeted Regular Teachers/Lecturers Up to Half a Term none none Single 553 NA Yes Some Sub-Groups Reported Immediate Post-Test Only Yes Yes, Fairly Well Yes, Descriptive Theory of Change Yes
8155182 Asia Middle/High School Physical Health and Wellbeing Introduction: Oral Health Education (OHE) in schools is routinely delivered by the dentist. Another approach which can be cost-effective, easily accessible and equally effective is the trained group of peer students. Aim: The objective of the present study was to assess and compare the effectiveness of peer-led and conventional method (dentist-led), OHE on oral health status, oral health knowledge, attitude and practices among 12-15 year old government school children in Bengaluru South Zone-I at baseline, 3 months and 6 months. Materials and Methods: The study population comprised of 450 subjects, 150 each in peer, dentist and control group. At baseline, a pre-tested 14 item questionnaire was used to assess the existing oral health knowledge, attitude and oral hygiene practices of the subjects. Clinical examination included recording of plaque index and gingival index, by a pre-calibrated examiner. OHE was provided by the peer group and dentist (using power-point presentation, chalk and talk presentation, using charts, posters, booklets and tooth brushing demonstration models). Data was analyzed using Kruskal Wallis and Chi-square test. Results: Both the peer-led and dentist-led OHE intervention were effective in improving oral health knowledge, attitude, oral hygiene practices and oral health status at three and six months when compared to control group. The adolescents in the peer-led group, however, exhibited statistically better oral health behavior than their counterparts in the dentist-led group and control group. Conclusion: The two educator-led strategies (peer group and dentist) had a modest effect on the outcome variables included in the study, the results provide some evidence to show that the peer-led strategy may provide a feasible and almost equally effective alternative to the traditional dentist led strategy of oral health education. Effectiveness of peer group and conventional method (Dentist) of oral health education programme among 12-15 year old school children - A randomized controlled trial https://www.google.com/search?q=Effectiveness+of+peer+group+and+conventional+method+(Dentist)+of+oral+health+education+programme+among+12-15+year+old+school+children+-+A+randomized+controlled+trial 2016 Universal Mixture Between Half and Full Term Other School Subjects None Clustered 450 NA Yes Whole Sample Only At Least Some Follow-Up Yes No Yes, Descriptive Theory of Change No
3030821 USA/Canada Middle/High School Numeracy/Maths This study examined the effect of schema-based instruction (SBI) on 7th-grade students' mathematical problem-solving performance. SBI is an instructional intervention that emphasizes the role of mathematical structure in word problems and also provides students with a heuristic to self-monitor and aid problem solving. Using a pretest-intervention-posttest-retention test design, the study compared the learning outcomes for 1,163 students in 42 classrooms who were randomly assigned to treatment (SBI) or control condition. After 6 weeks of instruction, results of multilevel modeling indicated significant differences favoring the SBI condition in proportion problem solving involving ratios/rates and percents on an immediate posttest (g = 1.24) and on a 6-week retention test (g = 1.27). No significant difference between conditions was found for a test of transfer. These results demonstrate that SBI was more effective than students' regular mathematics instruction. (Contains 7 tables.) Effectiveness of Schema-Based Instruction for Improving Seventh-Grade Students' Proportional Reasoning: A Randomized Experiment https://www.google.com/search?q=Effectiveness+of+Schema-Based+Instruction+for+Improving+Seventh-Grade+Students'+Proportional+Reasoning:+A+Randomized+Experiment 2015 Universal Regular Teachers/Lecturers Up to Half a Term None None Clustered 1163 42 Yes Whole Sample Only Immediate Post-Test Only Yes No Yes, Theoretical Perspectives Yes
3031331 UK/Ireland Primary/Elementary Numeracy/Maths The present research assessed the efficacy of two tutoring protocols for improving the mathematics outcomes of at-risk third-grade students. Results indicated that students in the schema-based instruction (SBI) group outperformed students in the control group on word problem solving performance after 30 hours of problem-solving experience, but the problem-solving performance was not maintained 8 weeks following the tutoring intervention. However, the SBI condition led to superior performance on a standardized mathematics achievement test compared with the control group. With respect to metacognitive strategy knowledge, the SBI condition outscored the control condition. Further, results suggested that SBI was equally effective for students from various at-risk subgroups. These findings demonstrate the efficacy of SBI tutoring conducted by trained tutors. (Contains 3 tables.) Effectiveness of Small-Group Tutoring Interventions for Improving the Mathematical Problem-Solving Performance of Third-Grade Students with Mathematics Difficulties: A Randomized Experiment https://www.google.com/search?q=Effectiveness+of+Small-Group+Tutoring+Interventions+for+Improving+the+Mathematical+Problem-Solving+Performance+of+Third-Grade+Students+with+Mathematics+Difficulties:+A+Randomized+Experiment 2012 Targeted External Educators Between Half and Full Term None None Single 125 NA Yes Some Sub-Groups Reported At Least Some Follow-Up No Yes, Fairly Well Yes, Descriptive Theory of Change Yes
3031701 Rest of Europe Middle/High School Physical Health and Wellbeing To evaluate the effectiveness of the Healthy School and Drugs programme on alcohol, tobacco and marijuana use among Dutch early adolescents. Randomized clustered trial with two intervention conditions (i.e. e-learning and integral). General population of 11-15-year-old adolescents in the Netherlands. A total of 3784 students of 23 Dutch secondary schools. Structured digital questionnaires were administered pre-intervention and at 32 months follow-up. The primary outcome measures were new incidences of alcohol (life-time and 1-month prevalence), tobacco (life-time and 1-month prevalence) and marijuana use (life-time prevalence). Main effect analyses showed no programme effects on incidences of alcohol consumption (life-time prevalence: e-learning condition: B=0.102, P=0.549; integral condition: B=-0.157, P=0.351; 1-month prevalence: e-learning condition: B=0.191, P=0.288; integral condition: B=-0.140, P=0.445), tobacco consumption (life-time prevalence: e-learning condition: B=0.164, P=0.444; integral condition: B=0.160, P=0.119; 1-month prevalence: e-learning condition: B=0.088, P=0.746; integral condition: B=0.261, P=0.093), or marijuana consumption (life-time prevalence: e-learning condition: B=0.070, P=0.732; integral condition: B=0.186, P=0.214). The non-significant impact of the Healthy School and Drugs programme (a Dutch school-based prevention programme for early adolescents) on incidences of alcohol, tobacco and marijuana use indicates that the programme is either ineffective or implemented inadequately. Reprinted by permission of Blackwell Publishing Effectiveness of the 'Healthy School and Drugs' prevention programme on adolescents' substance use: a randomized clustered trial https://www.google.com/search?q=Effectiveness+of+the+'Healthy+School+and+Drugs'+prevention+programme+on+adolescents'+substance+use:+a+randomized+clustered+trial 2014 Universal Regular Teachers/Lecturers Full Academic Year or Longer None None Clustered 3784 23 no Whole Sample Only At Least Some Follow-Up Yes No Yes, Descriptive Theory of Change Yes
3031226 Asia Middle/High School Physical Health and Wellbeing There are two tiers of programs in the Project P.A.T.H.S. (Positive Adolescent Training through Holistic Social Programs). In the Tier 1 Program, teaching units based on different positive youth development constructs are covered. A total of 24 experimental schools (N = 4,121 students) and 24 control schools (N = 3,854 students) were randomly selected to participate in a randomized group trial. Analyses of covariance and linear mixed models controlling for differences between the two groups in terms of pretest scores, personal variables, and random effects of schools showed that participants in the experimental schools had significantly higher positive youth development levels than did participants in the control schools at post-test based on different indicators derived from the Chinese Positive Youth Development Scale. In conjunction with other evaluation findings reported previously, the present study suggests that the Tier 1 Program of P.A.T.H.S. promotes the positive development of Chinese adolescents in Hong Kong. Effectiveness of the Tier 1 Program of Project P.A.T.H.S.: objective outcome evaluation based on a randomized group trial https://www.google.com/search?q=Effectiveness+of+the+Tier+1+Program+of+Project+P.A.T.H.S.:+objective+outcome+evaluation+based+on+a+randomized+group+trial 2008 Universal Mixture Full Academic Year or Longer Behaviour and Social Wellbeing None Clustered 7975 48 Yes Whole Sample Only Immediate Post-Test Only No Yes, But Not Reported No No
3031267 Rest of Europe Middle/High School Physical Health and Wellbeing BACKGROUND: Substance use is highly prevalent among Dutch adolescents. The Healthy School and Drugs program is a nationally implemented school-based prevention program aimed at reducing early and excessive substance use among adolescents. Although the program's effectiveness was tested in a quasi-experimental design before, many program changes were made afterwards. The present study, therefore, aims to test the effects of this widely used, renewed universal prevention program. METHODS/DESIGN: A randomized clustered trial will be conducted among 3,784 adolescents of 23 secondary schools in The Netherlands. The trial has three conditions; two intervention conditions (i.e., e-learning and integral) and a control condition. The e-learning condition consists of three digital learning modules (i.e., about alcohol, tobacco, and marijuana) that are sequentially offered over the course of three school years (i.e., grade 1, grade 2, and grade 3). The integral condition consists of parental participation in a parental meeting on substance use, regulation of substance use, and monitoring and counseling of students' substance use at school, over and above the three digital modules. The control condition is characterized as business as usual. Participating schools were randomly assigned to either an intervention or control condition.Participants filled out a digital questionnaire at baseline and will fill out the same questionnaire three more times at follow-up measurements (8, 20, and 32 months after baseline). Outcome variables included in the questionnaire are the percentage of binge drinking (more than five drinks per occasion), the average weekly number of drinks, and the percentage of adolescents who ever drunk a glass of alcohol and the percentage of adolescents who ever smoked a cigarette or a joint respectively for tobacco and marijuana. DISCUSSION: This study protocol describes the design of a randomized clustered trial that evaluates the effectiveness of a school-based prevention program. We expect that significantly fewer adolescents will engage in early or excessive substance use behaviors in the intervention conditions compared to the control condition as a direct result of the intervention. We expect that the integral condition will yield most positive results, compared with the e-learning condition and control condition. TRIAL REGISTRATION: The protocol for this study is registered with the Nederlands Trial Register NTR1516. Effectiveness of the universal prevention program 'Healthy School and Drugs': study protocol of a randomized clustered trial https://www.google.com/search?q=Effectiveness+of+the+universal+prevention+program+'Healthy+School+and+Drugs':+study+protocol+of+a+randomized+clustered+trial 2010 Universal Mixture Full Academic Year or Longer None None Clustered 2784 23 Yes NA At Least Some Follow-Up NA NA Yes, Theoretical Perspectives NA
3031556 USA/Canada Middle/High School Behaviour and Social Wellbeing Objective: The main goal of this study was to evaluate the long-term effects of a brief group cognitive�behavioral (CB) adolescent depression indicated prevention program through 2-year follow-up, relative to CB bibliotherapy and brochure control, when high school personnel recruited students and delivered the program. Method: Three hundred seventy-eight adolescents (M age = 15.5, SD = 1.2; 68% female, 72% White) with elevated self-assessed depressive symptoms who were randomized to CB group, CB bibliotherapy, or educational brochure control were assessed at pretest, posttest, and 6-, 12-, 18-, and 24-month follow-up. Results: By 2 years postintervention, CB group participants showed significantly lower major depressive disorder (MDD) onset versus CB bibliotherapy (10% vs. 25%, respectively; hazard ratio = 2.48, p = .006), but the incidence difference relative to brochure controls (17%) was nonsignificant; MDD incidence for bibliotherapy and brochure controls did not differ. Although CB group participants showed lower depressive symptoms at posttest versus brochure controls, there were no effects for this outcome or for social adjustment or substance use over 2-year follow-up. Moderator analyses suggested that participants with higher baseline depressive symptoms showed greater long-term symptom reductions in the CB group intervention versus bibliotherapy. Conclusions: The evidence that a brief CB group intervention delivered by real-world providers significantly reduced MDD onset versus CB bibliotherapy is potentially encouraging. However, the lack of MDD prevention effects relative to brochure control and lack of long-term symptom effects (though consistent with results from other depression prevention trials), suggest that the delivery of the CB group should be refined to strengthen its effectiveness. (PsycINFO Database Record (c) 2015 APA, all rights reserved)(journal abstract) Effectiveness Trial of an Indicated Cognitive�Behavioral Group Adolescent Depression Prevention Program Versus Bibliotherapy and Brochure Control at 1- and 2-Year Follow-Up https://www.google.com/search?q=Effectiveness+Trial+of+an+Indicated+Cognitive�Behavioral+Group+Adolescent+Depression+Prevention+Program+Versus+Bibliotherapy+and+Brochure+Control+at+1-+and+2-Year+Follow-Up 2015 Targeted Other School/College Employees Up to Half a Term Physical Health and Wellbeing None Clustered 378 5 Yes Whole Sample Only At Least Some Follow-Up Yes Yes, Fairly Well Yes, Descriptive Theory of Change Yes
3030855 USA/Canada Middle/High School Behaviour and Social Wellbeing OBJECTIVE: To test the efficacy of 2 programs designed to reduce high-risk behaviors among inner-city African American youth. DESIGN: Cluster randomized trial. SETTING: Twelve metropolitan Chicago, Ill, schools and the communities they serve, 1994 through 1998. PARTICIPANTS: Students in grades 5 through 8 and their parents and teachers. INTERVENTIONS: The social development curriculum (SDC) consisted of 16 to 21 lessons per year focusing on social competence skills necessary to manage situations in which high-risk behaviors occur. The school/community intervention (SCI) consisted of SDC and school-wide climate and parent and community components. The control group received an attention-placebo health enhancement curriculum (HEC) of equal intensity to the SDC focusing on nutrition, physical activity, and general health care. MAIN OUTCOME MEASURES: Student self-reports of violence, provocative behavior, school delinquency, substance use, and sexual behaviors (intercourse and condom use). RESULTS: For boys, the SDC and SCI significantly reduced the rate of increase in violent behavior (by 35% and 47% compared with HEC, respectively), provoking behavior (41% and 59%), school delinquency (31% and 66%), drug use (32% and 34%), and recent sexual intercourse (44% and 65%), and improved the rate of increase in condom use (95% and 165%). The SCI was significantly more effective than the SDC for a combined behavioral measure (79% improvement vs 51%). There were no significant effects for girls. CONCLUSIONS: Theoretically derived social-emotional programs that are culturally sensitive, developmentally appropriate, and offered in multiple grades can reduce multiple risk behaviors for inner-city African American boys in grades 5 through 8. The lack of effects for girls deserves further research. Effects of 2 prevention programs on high-risk behaviors among African American youth: a randomized trial https://www.google.com/search?q=Effects+of+2+prevention+programs+on+high-risk+behaviors+among+African+American+youth:+a+randomized+trial 2004 Targeted External Educators Full Academic Year or Longer Physical Health and Wellbeing None Clustered 644 12 Yes Some Sub-Groups Reported At Least Some Follow-Up Yes No Yes, Theoretical Perspectives No
3030910 Rest of Europe Middle/High School Physical Health and Wellbeing BACKGROUND: School-based interventions that target prevention of overweight and obesity in children have been tested with mixed results. Thus, successful interventions are still called for. The aim of the present study was to investigate effects of a multicomponent school-based intervention programme targeting physical activity, sedentary and dietary behaviours on anthropometric outcomes. METHODS: A 20-month intervention was evaluated in a cluster randomised, controlled study of 1324 11-year-olds. Outcome variables were body mass index (BMI), BMI-for-age z-score (BMIz), waist circumference (WC), waist-to-height ratio (WTHR) and weight status (International Obesity Task Force's cut-offs). Weight, height and WC were measured objectively; pubertal status was self-reported and parental education was self-reported by the parents. Intervention effects were determined by one-way analysis of covariance and logistic regression, after checking for clustering effects of school, and moderating effects of gender, pubertal status and parental education. RESULTS: Beneficial effects were found for BMI (p=0.02) and BMIz (p=0.003) in girls, but not in boys. While a beneficial effect was found for BMI (p=0.03) in participants of parents reporting a high level of education, a negative effect was found for WTHR in participants with parents reporting a low level of education (p=0.003). There were no intervention effects for WC and weight status. CONCLUSIONS: A multicomponent 20-month school-based intervention had a beneficial effect on BMI and BMIz in adolescent girls, but not in boys. Furthermore, children of higher educated parents seemed to benefit more from the intervention, and this needs attention in future interventions to avoid further increase in social inequalities in overweight and obesity. Effects of a 20-month cluster randomised controlled school-based intervention trial on BMI of school-aged boys and girls: the HEIA study https://www.google.com/search?q=Effects+of+a+20-month+cluster+randomised+controlled+school-based+intervention+trial+on+BMI+of+school-aged+boys+and+girls:+the+HEIA+study 2013 Universal Regular Teachers/Lecturers Full Academic Year or Longer None None Clustered 1324 37 Yes Some Sub-Groups Reported Immediate Post-Test Only Yes No Yes, Theoretical Perspectives Yes
3031771 Asia College/University Behaviour and Social Wellbeing Pursuing undergraduate medical training can be very stressful and academically challenging experience. A 5-week mindfulness-based stress management (MBSM/Mindful-Gym) program was developed to help medical students cope with stress. The aim of this study was to evaluate the effectiveness of the intervention in reducing stress among students in a medical school in Malaysia. Seventy-five medical students participated in the program. They were stratified according to years of studies and randomly allocated to intervention (N = 37) and control groups (N = 38). The following outcome variables were measured at pre- and post-intervention: mindfulness (with Mindful Awareness Attention Scale); perceived stress (with Perceived Stress Scale); mental distress (with General Health Questionnaire), and self-efficacy (with General Self-efficacy Scale). Hierarchical multiple regressions were used to analyse the effect of group (intervention vs. control) on changes in the outcome variables. There were significant improvements at one week post-intervention in all outcome variables: mindfulness (&beta; = 0.19, &Delta;R2 = 0.04, p = .040, f 2 = 0.05), perceived stress (&beta; = &minus;0.26, &Delta;R2 = 0.07, p = .009, f 2 = 0.10); mental distress (&beta; = &minus;0.28, &Delta;R2 = 0.10, p = .003, f 2 = 0.15); and self-efficacy (&beta; = 0.30, &Delta;R2 = 0.09, p < .001, f 2 = 0.21). Six months after the intervention, those who had joined the program reported higher self-efficacy compared to those in the control group (&beta; = 0.24, &Delta;R2 = 0.06, p = .020, f 2 = 0.08); but there was no difference in other outcome measures. More than 90 % of the participants found the program applicable in helping patients and all reported that they would recommend it to others. This study indicates that the program is potentially an effective stress management program for medical students in Malaysia. (PsycINFO Database Record (c) 2015 APA, all rights reserved)(journal abstract) Effects of a brief mindfulness-based intervention program for stress management among medical students: The mindful-gym randomized controlled study https://www.google.com/search?q=Effects+of+a+brief+mindfulness-based+intervention+program+for+stress+management+among+medical+students:+The+mindful-gym+randomized+controlled+study 2015 Universal External Educators Up to Half a Term None None Single 75 NA yes Whole Sample Only At Least Some Follow-Up Yes No Yes, Descriptive Theory of Change Yes
3030834 Rest of Europe Preschool/Kindergarten Other School Subjects The aim of this study was to evaluate the effects of a four-session school-based media literacy curriculum on adolescent computer gaming and Internet use behavior. The study comprised a cluster randomized controlled trial with three assessments (baseline, posttest, and 12-month follow-up). At baseline, a total of 2,303 sixth and seventh grade adolescents from 27 secondary schools were assessed. Of these, 1,843 (80%) could be reached at all three assessments (M age = 12.0 years; SD = 0.83). Students of the intervention group received the media literacy program Vernetzte www.Welten ('Connected www.Worlds ') implemented by trained teachers during class time. The control group attended regular class. Main outcome measures were adolescents' computer gaming and Internet use: days per month, hours per day, and addictive use patterns. Parental media monitoring and rules at home were assessed as secondary outcomes. Results of multilevel growth-curve models revealed a significant intervention effect in terms of a lower increase in self-reported gaming frequency (&beta; = &minus;1.10 [95% CI &minus;2.06, &minus;0.13]), gaming time (&beta; = &minus;0.27 [95% CI &minus;0.40, &minus;0.14]), and proportion of excessive gamers (AOR = 0.21 [95% CI 0.08, 0.57]) in the intervention group. There were also significant group-time interactions for the addictive gaming scale (&beta; = &minus;0.08 [95% CI &minus;0.12, &minus;0.04]), and the Internet Addiction Scale (&beta; = &minus;0.06 [95% CI &minus;0.10, &minus;0.01]). No effect was found for days and hours of Internet use or parental media behavior. The study shows that the program Vernetzte www.Welten can influence adolescents' media use behavior. Future research should address mediating and moderating variables of program effects. (PsycINFO Database Record (c) 2014 APA, all rights reserved)(journal abstract) Effects of a brief school-based media literacy intervention on digital media use in adolescents: Cluster randomized controlled trial https://www.google.com/search?q=Effects+of+a+brief+school-based+media+literacy+intervention+on+digital+media+use+in+adolescents:+Cluster+randomized+controlled+trial 2014 Universal Regular Teachers/Lecturers Between Half and Full Term Other School Subjects None Clustered 1843 27 Yes Whole Sample Only At Least Some Follow-Up No No No No
3031180 NA NA NA Background: Universal programs aimed at executive cognitive function (ECF) may prevent childhood obesity, but may need to be tailored to children's patterns of behavior. The objective is to evaluate the main and interaction effects of an ECF program, Pathways, on physical activity and waist circumference of 4th grade children. Methods: Relatively low income, high Hispanic/Latino schools in Southern California were randomly assigned to a program or control condition (N=28 schools). The 15 session, teacher-led, 4th grade program focused on ECF skills applied to emotional regulation and impulse control over eating and physical activity. Children with full active consent were administered a survey, and height, weight, and waist measures at the beginning and end of 4th grade (N=1002,44% H/L; 25% on free/reduced lunch; 52% female; 74% active consent rate). Predictors included program, obesity risk class, ECF class, and interactions; covariates included age, gender, free/reduced lunch, ethnicity, and school-level effect. Dependent variables included total physical activity scores (NPAQ, SAPAC), intentions, and 75th and 90th% waist circumference. PROC. MIXED and MPlus latent class and latent profile analyses were used. Results: The program had a main effect on waist circumference, and interaction effects with baseline ECF and obesity risk on intentions and physical activity (all p's<.05). Conclusions: Findings argue for childhood obesity prevention programs tailored to different patterns of baseline risk. Effects of a childhood obesity prevention program aimed at executive cognitive function: The pathways trial https://www.google.com/search?q=Effects+of+a+childhood+obesity+prevention+program+aimed+at+executive+cognitive+function:+The+pathways+trial NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA
3031119 USA/Canada Middle/High School Behaviour and Social Wellbeing Evidence suggests that poor mental health literacy is a key barrier to help-seeking for mental health difficulties in adolescence. Educational programs have shown positive effects on literacy, however, the evidence base remains limited and available studies have many methodological limitations. Using cluster Randomised Control Trial (RCT) methodology, the current study examines the impact of 'HeadStrong', a school-based educational intervention, on mental health literacy, stigma, help-seeking, psychological distress and suicidal ideation. A total of 380 students in 22 classes (clusters) from 10 non-governmentsecondary schools was randomised to receive either HeadStrong or Personal Development, Health and Physical Education (PDHPE) classes. Participants were assessed pre- and post-intervention, and at 6-month follow-up. Literacy improved and stigma reduced in both groups at post-intervention and follow-up, relative to baseline. However, these effects were significantly greater in the HeadStrong condition. The study demonstrates the potential of HeadStrong to improve mental health literacy and reduce stigma. 2014 The Foundation for Professionals in Services for Adolescents. Effects of a classroom-based educational resource on adolescent mental health literacy: A cluster randomised controlled trial https://www.google.com/search?q=Effects+of+a+classroom-based+educational+resource+on+adolescent+mental+health+literacy:+A+cluster+randomised+controlled+trial 2014 Universal Regular Teachers/Lecturers Between Half and Full Term None None Clustered 380 22 Yes Whole Sample Only At Least Some Follow-Up Yes No No No
3030774 USA/Canada Middle/High School Other School Subjects This article describes EXCEL, a program that encourages youth underrepresented in higher education to enroll in higher education, specifically at the sponsoring university. Eighty-three eighth grade students with GPA of B and above and standardized test scores at grade level or above were randomly assigned to the program or to a control group. The program guaranteed a scholarship to the sponsoring university and provided enrichment activities throughout high school. Program students were more likely to enroll at the sponsoring university than were control students. However, program and control students enrolled in higher education at rates that did not differ significantly. No differences were detected in self-esteem or high school GPA. Program students desired more education than control students. The results suggest that scholarship incentive and support programs that target average to above average achieving students in the eighth grade may not raise the overall number of aspiring minority youth attending college, but may be useful to specific universities to raise their minority enrollment. Effects of a College Access Program for Youth Underrepresented in Higher Education: A Randomized Experiment https://www.google.com/search?q=Effects+of+a+College+Access+Program+for+Youth+Underrepresented+in+Higher+Education:+A+Randomized+Experiment 2007 Targeted Mixture Full Academic Year or Longer Range of Academic Outcomes Behaviour and Social Wellbeing Single 83 NA No Some Sub-Groups Reported At Least Some Follow-Up No No Yes, Descriptive Theory of Change Yes
3031825 Australia/New Zealand Primary/Elementary Study-Related Skills Background Free school breakfast programmes exist in a number of high income countries, but their effects on educational outcomes have rarely been evaluated in randomised controlled trials. Objective To evaluate the effect of a free school breakfast programme on children's school attendance, academic achievement and short-term hunger. Design A stepped-wedge, cluster randomised controlled trial was conducted. Schools were randomised to cross over from control to intervention phase (i.e. one-way switch over) in different terms during a full school year. Setting: 14 New Zealand schools (decile 1-4). Participants: 424 children, mean age 9.4 + 2 years, 53% female, 34% Maori, 42% Pacific, 23% New Zealand European/Other ethnicities. Intervention: A free daily school breakfast programme. Outcome measures: The primary outcome was children's school attendance. Secondary outcomes were academic achievement; self-reported grades; sense of belonging at school; behaviour; short-term hunger; breakfast habits; and food security. Results There was no statistically significant effect of the breakfast programme on children's school attendance. The odds of children achieving an attendance rate <95% was 0.76 (95% confidence interval [CI] 0.56, 1.02) during the intervention phase, and 0.93 (95% CI 0.67, 1.31) during the control phase, giving an odds ratio of 0.81 (95% CI 0.59, 1.11); p = 0.19. There was a significant decrease in children's self-reported short-term hunger during the intervention phase compared with the control phase, demonstrated by an increase of 8.6 units on the Freddy satiety scale (95% CI 3.4 - 13.7, p = 0.001). There were no effects of the intervention on any other outcome. Conclusion A free school breakfast programme did not have a significant effect on children's school attendance or academic achievement, but had significant positive effects on children's short-term satiety ratings. More frequent programme attendance may be required to influence other outcomes. Effects of a free school breakfast programme on children's attendance, academic achievement, and short-term hunger: A stepped-wedge, cluster randomised controlled trial https://www.google.com/search?q=Effects+of+a+free+school+breakfast+programme+on+children's+attendance,+academic+achievement,+and+short-term+hunger:+A+stepped-wedge,+cluster+randomised+controlled+trial 2012 Universal Regular Teachers/Lecturers Full Academic Year or Longer Range of Academic Outcomes None Clustered 424 14 Yes Whole Sample Only Immediate Post-Test Only Yes No Yes, Descriptive Theory of Change Yes
3030675 UK/Ireland Primary/Elementary Behaviour and Social Wellbeing BACKGROUND: Randomized controlled trials (RCT) are required to test relationships between physical activity and cognition in children, but these must be informed by exploratory studies. This study aimed to inform future RCT by: conducting practical utility and reliability studies to identify appropriate cognitive outcome measures; piloting an RCT of a 10 week physical education (PE) intervention which involved 2 hours per week of aerobically intense PE compared to 2 hours of standard PE (control). METHODS: 64 healthy children (mean age 6.2 yrs SD 0.3; 33 boys) recruited from 6 primary schools. Outcome measures were the Cambridge Neuropsychological Test Battery (CANTAB), the Attention Network Test (ANT), the Cognitive Assessment System (CAS) and the short form of the Connor's Parent Rating Scale (CPRS:S). Physical activity was measured habitually and during PE sessions using the Actigraph accelerometer. RESULTS: Test- retest intraclass correlations from CANTAB Spatial Span (r 0.51) and Spatial Working Memory Errors (0.59) and ANT Reaction Time (0.37) and ANT Accuracy (0.60) were significant, but low. Physical activity was significantly higher during intervention vs. control PE sessions (p < 0.0001). There were no significant differences between intervention and control group changes in CAS scores. Differences between intervention and control groups favoring the intervention were observed for CANTAB Spatial Span, CANTAB Spatial Working Memory Errors, and ANT Accuracy. CONCLUSIONS: The present study has identified practical and age-appropriate cognitive and behavioral outcome measures for future RCT, and identified that schools are willing to increase PE time. TRIAL REGISTRATION NUMBER: ISRCTN70853932 (http://www.controlled-trials.com). Effects of a physical education intervention on cognitive function in young children: randomized controlled pilot study https://www.google.com/search?q=Effects+of+a+physical+education+intervention+on+cognitive+function+in+young+children:+randomized+controlled+pilot+study 2011 Universal Mixture Between Half and Full Term Physical Health and Wellbeing None Clustered 64 6 No Whole Sample Only Immediate Post-Test Only No No Yes, Descriptive Theory of Change Yes
3031167 USA/Canada Preschool/Kindergarten Behaviour and Social Wellbeing OBJECTIVES: We used 37 years of follow-up data from a randomized controlled trial to explore the linkage between an early educational intervention and adult health. METHODS: We analyzed data from the High/Scope Perry Preschool Program (PPP), an early school-based intervention in which 123 children were randomized to a prekindergarten education group or a control group. In addition to exploring the effects of the program on health behavioral risk factors and health outcomes, we examined the extent to which educational attainment, income, family environment, and health insurance access mediated the relationship between randomization to PPP and behavioral and health outcomes. RESULTS: The PPP led to improvements in educational attainment, health insurance, income, and family environment Improvements in these domains, in turn, lead to improvements in an array of behavioral risk factors and health (P = .01). However, despite these reductions in behavioral risk factors, participants did not exhibit any overall improvement in physical health outcomes by the age of 40 years. CONCLUSIONS: Early education reduces health behavioral risk factors by enhancing educational attainment, health insurance coverage, income, and family environments. Further follow-up will be needed to determine the long-term health effects of PPP. Effects of a prekindergarten educational intervention on adult health: 37-year follow-up results of a randomized controlled trial https://www.google.com/search?q=Effects+of+a+prekindergarten+educational+intervention+on+adult+health:+37-year+follow-up+results+of+a+randomized+controlled+trial 2009 Targeted Regular Teachers/Lecturers Full Academic Year or Longer Physical Health and Wellbeing None Single 123 NA Yes Some Sub-Groups Reported At Least Some Follow-Up No No No No
3031594 USA/Canada Preschool/Kindergarten Numeracy/Maths Research indicates that a socioeconomic status-related gap in mathematical knowledge appears early and widens during early childhood. Young children from economically disadvantaged families receive less support for mathematical development both at home and in preschool. Consequently, children from different socioeconomic backgrounds enter elementary school at different levels of readiness to learn a standards-based mathematics curriculum. One approach to closing this gap is the development and implementation of effective mathematics curricula for public preschool programs enrolling economically disadvantaged children. A randomized controlled trial was conducted in 40 Head Start and state preschool classrooms, with 278 children, to determine whether a pre-kindergarten mathematics intervention was effective. Intervention teachers received training that enabled them to implement with fidelity, and a large majority of parents regularly used math activities teachers sent home. Intervention and control groups did not differ on math assessments at pretest; however, gain scores of intervention children were significantly greater than those of control children at posttest. Thus, the intervention reduced the gap in children's early mathematical knowledge. (Contains 3 tables and 1 figure.) Effects of a Pre-Kindergarten Mathematics Intervention: A Randomized Experiment https://www.google.com/search?q=Effects+of+a+Pre-Kindergarten+Mathematics+Intervention:+A+Randomized+Experiment 2008 Universal Regular Teachers/Lecturers More than One Term none none Single 278 NA Yes Some Sub-Groups Reported Immediate Post-Test Only Yes Yes, Fairly Well Yes, Descriptive Theory of Change Yes
8154634.01 Rest of Europe Primary/Elementary Literacy/English An intensive phonics-based intervention program for nine-year-old Swedish pupils with reading difficulties was performed. Pupils (N = 112) were randomly assigned to either an intervention or a control group. The training was tailored to the Swedish transparent orthography and designed for one-to-one-tutoring during twelve weeks. Previously, reading speed has been shown to be hard to remediate, and one important purpose was to improve reading speed by explicit training. The intervention group showed improvements immediately after intervention in spelling, reading comprehension, reading speed, and phoneme awareness. There were also significant indirect effects from intervention to all variables one year later. Reading comprehension at immediate post-test predicted spelling one year later, and phoneme awareness at post-test predicted both spelling and reading comprehension one year later. The results suggest the importance of a multi-component intervention, even in transparent orthographies, which includes phonics combined with comprehension strategies and fluency training. Effects of a randomised reading intervention study: an application of structural equation modelling. https://www.google.com/search?q=Effects+of+a+randomised+reading+intervention+study:+an+application+of+structural+equation+modelling. 2011 Targeted Regular Teachers/Lecturers Between Half and Full Term None None Single 112 NA Yes Whole Sample Only At Least Some Follow-Up Yes No Yes, Descriptive Theory of Change Yes
3031523 Africa Middle/High School Physical Health and Wellbeing Conducted a randomized controlled study on reproductive health knowledge and behavior among adolescents (aged 10�19 yrs) from rural and urban secondary schools in Zimbabwe. A self-administered questionnaire was used to assess reproductive health knowledge and behavior at baseline, followed by a health education intervention at certain schools and retesting. Results are based on 1,689 responses made up of 1,159 intervention and 530 control respondents. There was a significant increase in correct knowledge about aspects of menstruation in intervention as compared with control schools. Knowledge of family planning was low in both groups at baseline but was high at 5-mo follow-up in the intervention schools. Findings point to the need for early school-based reproductive health education programs. (PsycINFO Database Record (c) 2012 APA, all rights reserved) Effects of a randomized health education intervention on aspects of reproductive health knowledge and reported behaviour among adolescents in Zimbabwe https://www.google.com/search?q=Effects+of+a+randomized+health+education+intervention+on+aspects+of+reproductive+health+knowledge+and+reported+behaviour+among+adolescents+in+Zimbabwe 1997 Universal Regular Teachers/Lecturers Up to Half a Term None None Clustered 1689 NA Yes Some Sub-Groups Reported At Least Some Follow-Up No No No No
8154634.02 Rest of Europe Primary/Elementary Literacy/English The present paper reports on a 5-year follow-up of a randomized reading intervention in grade 3 in Sweden. An intervention group (n = 57) received daily training for 12 weeks in phoneme/grapheme mapping, reading comprehension and reading speed, whereas a control group (n = 55) participated in ordinary classroom activities. The main aim was to investigate if there were remaining effects of the intervention on reading-related skills. Previous analyses showed that the intervention group performed significantly better than the control group on spelling, reading speed, reading comprehension and phoneme awareness at the immediate post-test with sustained effects 1 year later. Results from the 5-year follow-up show that the only significant difference between the intervention (n = 47) and the control group (n = 37) was on word decoding. There was also a significant interaction effect of group assignment and initial word decoding, in the way that the lowest-performing students benefitted the most from the intervention. Another aim was to examine if the children identified in a screening (n = 2212) as poor readers in grade 2 still performed worse than typical readers. The analyses showed that the typically developing students (n = 66) outperformed the students identified as poor readers in grade 2 on working memory, spelling, reading comprehension and word decoding. Effects of a Randomized Reading Intervention Study Aimed at 9-Year-Olds: A 5-Year Follow-up https://www.google.com/search?q=Effects+of+a+Randomized+Reading+Intervention+Study+Aimed+at+9-Year-Olds:+A+5-Year+Follow-up 2016 Targeted NA NA None None Single 84 NA Yes Some Sub-Groups Reported At Least Some Follow-Up Yes No Yes, Descriptive Theory of Change No
3031815 USA/Canada Primary/Elementary Study-Related Skills This experimental study evaluated the effectiveness of a research-based intervention, schema-based instruction (SBI), on students� proportional problem solving. SBI emphasizes the underlying mathematical structure of problems, uses schematic diagrams to represent information in the problem text, provides explicit problem-solving and metacognitive strategy instruction, and focuses on the flexible use of multiple solution strategies. Eighty-two teachers/classrooms, with a total of 1,999 7th-grade students across 50 school districts, were randomly assigned to a treatment (SBI) or control (business-as-usual) condition. An observational measure provided evidence that the SBI intervention was implemented with fidelity. Results of multilevel modeling indicated that the SBI group scored, on average, significantly higher than the control group on the posttest and retention test (9 weeks later) and also showed significantly more growth in proportional problem solving. There were no treatment effects on the Process and Applications subtest of the Group Mathematics Assessment and Diagnostic Evaluation. These results demonstrate that SBI can be more effective than the control approach in improving students� proportional problem solving. (PsycINFO Database Record (c) 2015 APA, all rights reserved)(journal abstract) Effects of a Research-Based Intervention to Improve Seventh-Grade Students' Proportional Problem Solving: A Cluster Randomized Trial https://www.google.com/search?q=Effects+of+a+Research-Based+Intervention+to+Improve+Seventh-Grade+Students'+Proportional+Problem+Solving:+A+Cluster+Randomized+Trial 2015 Universal Regular Teachers/Lecturers Up to Half a Term None None Clustered 1999 82 Yes Whole Sample Only Immediate Post-Test Only Yes No Yes, Theoretical Perspectives Yes
3031271 Rest of Europe Primary/Elementary Physical Health and Wellbeing The present study tested the effect of a school-based physical activity (PA) program on quality of life (QoL) in 540 elementary school children. First and fifth graders were randomly assigned to a PA program or a no-PA control condition during one academic year. QoL was assessed by the Child Health Questionnaire at baseline and postintervention. Based on mixed linear model analyses, physical QoL in first graders and physical and psychosocial QoL in fifth graders were not affected by the intervention. In first graders, the PA intervention had a positive impact on psychosocial QoL (effect size [d], 0.32; p < .05). Subpopulation analyses revealed that this effect was caused by an effect in urban (effect size [d], 0.38; p < .05) and overweight first graders (effect size [d], 0.45; p < .05). In conclusion, a school-based PA intervention had little effect on QoL in elementary school children. Effects of a school-based physical activity program on physical and psychosocial quality of life in elementary school children: a cluster-randomized trial https://www.google.com/search?q=Effects+of+a+school-based+physical+activity+program+on+physical+and+psychosocial+quality+of+life+in+elementary+school+children:+a+cluster-randomized+trial 2010 Universal Regular Teachers/Lecturers Full Academic Year or Longer None None Clustered 540 15 Yes Some Sub-Groups Reported Immediate Post-Test Only Yes Yes, Fairly Well Yes, Descriptive Theory of Change Yes
3031634 Rest of Europe Primary/Elementary Physical Health and Wellbeing Objectives: To test the effects of a school-based prevention programme on students' smoking-related behaviour, attitudes and knowledge 6 months after implementation over 2 school-years has ended. Design: Two-arm prospective cluster randomised controlled trial with a follow-up survey 6 months after end of programme implementation, that is, 26 months after baseline. Setting: 45 public secondary schools from four federal states in Germany (Bremen, Hesse, North Rhine-Westphalia, Schleswig-Holstein). Participants: A total of 3444 students from 172 classes with a mean age of 10.37 years (SD=0.59) and 47.9% girls at baseline. Analysis sample with follow-up up data merged to baseline data comprises 2513 datasets (73%). Intervention: 'Eigenstandig werden 5+6', a school-based prevention programme for grades 5 and 6 to enhance substance-specific and general life skills, consisting of 14 units (a 90 min) and two workshops (4-6 h) being taught over a time period of 2 school-years by trained teachers. Outcome measures: Lifetime and current smoking, incidence of smoking in baseline never smokers, smoking-related knowledge, attitudes, perceived norms of smoking and self-efficacy to refuse cigarette offers were assessed in students. Results: 6 months after the end of programme implementation, students of intervention classes showed significantly lower rates for lifetime smoking (adjusted OR=0.63; 95% CI 0.41 to 0.96; p=0.026) and incidence of smoking (adjusted OR=0.66; 95% CI 0.43 to 1.00; p=0.047), a higher increase of smoking-related knowledge (adjusted beta=9.38; 95% CI 6.73 to 12.04; p<0.001) and a greater change in attitudes towards a more critical perception of risks and disadvantages of smoking (adjusted beta=0.10; 95% CI 0.03 to 0.16; p=0.002). No group differences were found for current smoking, perceived norms of smoking and self-efficacy to refuse cigarette offers. Conclusions: Participation in the school-based prevention programme 'Eigenstandig werden 5+6' may have small effects on smoking behaviour and attitudes and a moderate effect on smoking-related knowledge. Effects of a school-based prevention programme on smoking in early adolescence: A 6-month follow-up of the 'Eigenstandig werden' cluster randomised trial https://www.google.com/search?q=Effects+of+a+school-based+prevention+programme+on+smoking+in+early+adolescence:+A+6-month+follow-up+of+the+'Eigenstandig+werden'+cluster+randomised+trial 2013 Universal Regular Teachers/Lecturers Full Academic Year or Longer None None Clustered 3444 45 Yes Whole Sample Only Immediate Post-Test Only Yes No Yes, Descriptive Theory of Change Yes
3031752 USA/Canada Middle/High School Behaviour and Social Wellbeing The effects of a school-based social-emotional and character development program, Positive Action, on the developmental trajectory of social-emotional and character-related behaviors was evaluated using data from three school-based randomized trials in elementary schools. Results come from 1) 4 years of data from students in 20 Hawai'i schools, 2) 3 years of data from students in 14 schools in Chicago and 3) 3 years of data from students in 8 schools in a southeastern state. Random intercept, multilevel, growth-curve analyses showed that students in both control and Positive Action schools exhibited a general decline in the number of positive behaviors associated with social-emotional and character development that were endorsed. However, the Positive Action intervention significantly reduced these declines in all three trials. Taken together, these analyses 1) give insight into the normative trajectory of behaviors associated with social-emotional and character development and 2) provide evidence for the effectiveness of Positive Action in helping children maintain a relatively beneficial developmental trajectory. Effects of a social-emotional and character development program on the trajectory of behaviors associated with social-emotional and character development: findings from three randomized trials https://www.google.com/search?q=Effects+of+a+social-emotional+and+character+development+program+on+the+trajectory+of+behaviors+associated+with+social-emotional+and+character+development:+findings+from+three+randomized+trials 2011 Universal Regular Teachers/Lecturers Full Academic Year or Longer None None Clustered NA 41 Yes Some Sub-Groups Reported At Least Some Follow-Up No No Yes, Theoretical Perspectives Yes
3031034 USA/Canada Primary/Elementary Literacy/English The effects of a voluntary summer reading intervention were assessed in a randomized field trial involving 552 students in 10 schools. In this study, fourth-grade children received eight books to read during their summer vacation and were encouraged by their teachers to practice oral reading at home with a family member and to use comprehension strategies during independent, silent reading. Reading lessons occurred during the last month of school in June, and eight books were mailed to students biweekly during July and August. The estimated treatment effects on a standardized test of reading achievement (Iowa Test of Basic Skills) were largest for Black students (ES = 0.22), Latino students (ES = 0.14), less fluent readers (ES = 0.17), and students who reported owning fewer than 50 children's books (ES = 0.13). The main findings suggest that a voluntary summer reading intervention may represent a scalable policy for improving reading achievement among lower performing students. (Contains 6 tables and 22 notes.) Effects of a Voluntary Summer Reading Intervention on Reading Achievement: Results from a Randomized Field Trial https://www.google.com/search?q=Effects+of+a+Voluntary+Summer+Reading+Intervention+on+Reading+Achievement:+Results+from+a+Randomized+Field+Trial 2006 Universal Regular Teachers/Lecturers Between Half and Full Term None None Clustered 552 10 Yes Some Sub-Groups Reported Immediate Post-Test Only Yes No Yes, Theoretical Perspectives No
3031266 USA/Canada Middle/High School Literacy/English We conducted a randomized field trial to test an academic vocabulary intervention designed to bolster the language and literacy skills of linguistically diverse sixth-grade students (N = 2,082; n = 1,469 from a home where English is not the primary language), many demonstrating low achievement, enrolled in 14 urban middle schools. The 20-week classroom-based intervention improved students&apos; vocabulary knowledge, morphological awareness skills, and comprehension of expository texts that included academic words taught, as well as their performance on a standardized measure of written language skills. The effects were generally larger for students whose primary home language is not English and for those students who began the intervention with underdeveloped vocabulary knowledge. Effects of Academic Vocabulary Instruction for Linguistically Diverse Adolescents: Evidence from a Randomized Field Trial https://www.google.com/search?q=Effects+of+Academic+Vocabulary+Instruction+for+Linguistically+Diverse+Adolescents:+Evidence+from+a+Randomized+Field+Trial 2014 Universal Regular Teachers/Lecturers More than One Term Literacy/English Literacy/English Clustered 2082 14 Yes Some Sub-Groups Reported Immediate Post-Test Only Yes No Yes, Descriptive Theory of Change Yes
3031515 USA/Canada College/University Physical Health and Wellbeing International university students often experience acculturative stress, and culturally appropriate techniques to manage stress are needed. This randomized trial tested the effects of group assertiveness training, private expressive writing, their combination, and a wait-list control on the acculturative stress, affect, and health of 118 international students at an urban North American university. Interventions were conducted at the start of a semester, and assessments were conducted at baseline and at the end of the semester. Group assertiveness training was rated positively by students and led to lower negative affect, whereas expressive writing was less well received and led to higher homesickness and fear, but also to higher positive affect. The combined intervention had no effects, perhaps because the 2 components negated each other. It is concluded that group assertiveness training improves emotional adjustment of international students but that expressive writing has mixed effects and needs further development and study. (Contains 1 table.) Effects of Assertiveness Training and Expressive Writing on Acculturative Stress in International Students: A Randomized Trial https://www.google.com/search?q=Effects+of+Assertiveness+Training+and+Expressive+Writing+on+Acculturative+Stress+in+International+Students:+A+Randomized+Trial 2009 Targeted Regular Teachers/Lecturers Up to Half a Term Physical Health and Wellbeing None Single 118 NA Yes Whole Sample Only Immediate Post-Test Only Yes No Yes, Descriptive Theory of Change Yes
3031555 USA/Canada Middle/High School Study-Related Skills Objectives: This study examined the effects of Check & Connect (C&C) on the attendance, behavior, and academic outcomes of at-risk youth in a field-based effectiveness trial. Method: A multisite randomized block design was used, wherein 260 primarily Hispanic (89%) and economically disadvantaged (74%) students were randomized to treatment or control conditions within 14 urban middle and high schools. The social service organization Communities In Schools implemented C&C in each of the schools, and the effects were compared to those of typical Communities In Schools services. Hierarchical linear modeling was used to account for the nested or random school-level effects when modeling student-level responses to the intervention. Results: Controlling for pretest performance and all relevant student- and school-level characteristics, C&C was significantly related to improvements in academic performance and reductions in disciplinary referrals. No significant effects were found for attendance. Conclusions: C&C is a promising intervention to improve outcomes for at-risk youth in school settings. Application to social work practice and research are discussed. Effects of Check and Connect on Attendance, Behavior, and Academics: A Randomized Effectiveness Trial https://www.google.com/search?q=Effects+of+Check+and+Connect+on+Attendance,+Behavior,+and+Academics:+A+Randomized+Effectiveness+Trial 2013 Universal External Educators Between Half and Full Term Range of Academic Outcomes Behaviour and Social Wellbeing Clustered 260 14 Yes Some Sub-Groups Reported Immediate Post-Test Only Yes Yes, Fairly Well Yes, Descriptive Theory of Change Yes
5132788 USA/Canada Primary/Elementary Literacy/English The purpose of this study was to examine the extent to which Data-Based Instruction (DBI) was effective in improving early writing performance of students with intensive needs depending on their special education status and types of writing skills. The extent to which DBI is feasible to implement was examined as a secondary purpose. A pretest-posttest control group design was used. Forty-eight students identified as at risk or with disabilities that affect their writing skills were assigned randomly within classrooms to either treatment or control conditions. Students in the treatment condition received DBI by six trained tutors three times per week, for 30 min per day, over 12 weeks. Students in the control condition received business as usual writing instruction in their classrooms. Students' writing performance was measured by Curriculum-Based Measures in Writing (CBM-W) and the Woodcock Johnson III Tests of Achievement (WJ III) writing subtests (Spelling, Writing Fluency, and Writing Samples) before and after the treatment. Tutors were asked to rate the feasibility, usefulness, and their overall satisfaction with DBI at the end of the study. Results of multivariate analyses of variance revealed a significant main effect of DBI for CBM-W. There was no significant main effect of DBI found for the WJ III writing subtests; however, a significant interaction between special education status and treatment condition was found, whereby students with disabilities in the treatment condition outperformed control students with disabilities. Tutors' positive ratings on the feasibility survey indicate the potential of DBI to be implemented in schools. Limitations followed by implications for research and practice are discussed. Effects of data-based instruction for students with intensive early writing needs: A randomized control trial https://www.google.com/search?q=Effects+of+data-based+instruction+for+students+with+intensive+early+writing+needs:+A+randomized+control+trial 2015 Targeted External Educators Up to Half a Term Range of Academic Outcomes None Clustered 46 6 Yes Some Sub-Groups Reported Immediate Post-Test Only Yes No Yes, Descriptive Theory of Change Yes
3031111 NA NA NA Background and objectives: We developed a food frequency questionnaire (FFQW82, Adachi et al, 2008; Watanabe, et al, 2008), and reported the effects of the classroom dietary education (DLE) based on a cluster randomized controlled trial (Yamaoka, et al, 2010). The aim of the study is to evaluate the effect of the revised version of the DLE program for adolescents based on a cluster randomized trial (CRT) in middle schools. This study explores the design of a two-arm CRT on the effectiveness of the DLE based on the preliminary survey results. Methods: The preliminary survey was conducted in 2012 for the students of junior high schools aged 12-13 in Kumamoto Prefecture, Japan. The items used for the preliminary survey were self-rated health status, lifestyle, exercise, food intakes, BMI, etc.. Results: In total, 1182 adolescents responded the survey and analyzed the association of lifestyle characteristics on BMI and health status. Especially, indefinite complaints significantly (p < 0.05) related to intake of breakfast. Based on the observations, the study protocol including sample size (10 clusters in total; assumptions: 120 for each cluster, power=80%, significance level=5%, effect size=0.3, ICC=0.02) and education programs were determined. The hypothesis underlying the study is that adolescents in the DLE group might improve indefinite complaints from baseline after 6-month education compared to the control group. Effects of the intervention are expected to be measured after 6 months using a self-administered questionnaire. The primary endpoint is a change from baseline of a number of indefinite complaints. Energy and nutrients intakes by meal assessed using the FFQW82 as well as body mass index are the secondary endpoints. Outcomes are examined using a mixed model by adjusting for baseline values and other factors. Conclusions: The proposed study will provide practical information about the usefulness of the DLE program in school education settings. Effects of dietary lifestyle education program for adolescents in middle schools: Study design of a cluster randomized controlled trial https://www.google.com/search?q=Effects+of+dietary+lifestyle+education+program+for+adolescents+in+middle+schools:+Study+design+of+a+cluster+randomized+controlled+trial NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA
8155647 USA/Canada College/University Study-Related Skills This dissertation addresses the differential effects of two oral corrective feedback strategies, recasts and metalinguistic prompts, on the acquisition of Chinese wh-questions and classifiers, while examining how individual differences (i.e. language analytical abilities, attitudes, and anxiety) would moderate the effects of CF. Two beginning Chinese classes were randomly assigned to the recast or metalinguistic prompts group. In a span of 5 weeks, a total of 4 treatment sessions took place. Students were tested with an oral production task and a written error correction task before, immediately after, and two weeks after the treatment. Mixed-method ANOVAs were used to analyze the differential effects of the two CF strategies on the acquisition of wh-questions and classifiers. In addition, students also completed two questionnaires, with one testing their language analytical ability, and a combined questionnaire measuring their attitudes and anxiety. Multiple regressions were used to analyze the relationship between individual differences and students??� learning outcome. The results showed that the metalinguistic prompts group had significant gains in accuracy in all measures, regardless of testing time (posttests or delayed posttests), target forms (wh-questions or classifiers), and testing mode (oral production or written error correction tests). The recast group showed significant gains in the written tests for wh-questions and classifiers, but only achieved significant short-term gains for wh-questions in the oral test. Regarding individual differences, we found that learners??� language analytical abilities and attitudes were important in predicting their test performance, while anxiety did not affect the learning outcome. Results were discussed within the Interactional Cognitive Framework. Form-focused instruction, along with metalinguistic prompts, which were consistent, output-pushing, and reminded students of previous learned declarative knowledge, worked better than input-providing CF (recasts) for both syntactic and lexical features. Metalinguistic prompts withheld the target L2 forms, provided metalinguistic comments, and pushed for modified output, which may have increased the likelihood for learners to close the gap between their existing knowledge and the target L2 forms, and convert declarative knowledge into procedural knowledge. The findings also suggested that CF could be delivered without raising students??� anxiety, and helping students maintain positive attitude was important for their language development. Effects of form-focused instruction, corrective feedback, and individual differences on the acquisition of Chinese wh-questions and classifiers https://www.google.com/search?q=Effects+of+form-focused+instruction,+corrective+feedback,+and+individual+differences+on+the+acquisition+of+Chinese+wh-questions+and+classifiers 2016 Universal Regular Teachers/Lecturers Between Half and Full Term None None Single 50 NA Yes Some Sub-Groups Reported At Least Some Follow-Up Yes Yes, Fairly Well Yes, Theoretical Perspectives Yes
3030804 USA/Canada Primary/Elementary Other School Subjects Data from 122 Head Start children were analyzed to examine the impact of computer use on school readiness and psychomotor skills. Children in the experimental group were given the opportunity to work on a computer for 15-20 minutes per day with their choice of developmentally appropriate educational software, while the control group received a standard Head Start curriculum. Four standardized tests were administered at baseline and 6 months later to assess their school readiness, visual motor skills, gross motor skills, and cognitive development. The experimental group performed significantly better than the control group on the school readiness test. The effect of computer use at school was strongly enhanced by the children's home computer experience. The data were inconclusive regarding the potential effect of computer use on motor skills. These findings underscore the importance of early childhood computer use in the development of minds and bodies of children from socioeconomically disadvantaged families. Effects of Home and School Computer Use on School Readiness and Cognitive Development among Head Start Children: A Randomized Controlled Pilot Trial https://www.google.com/search?q=Effects+of+Home+and+School+Computer+Use+on+School+Readiness+and+Cognitive+Development+among+Head+Start+Children:+A+Randomized+Controlled+Pilot+Trial 2006 Universal Regular Teachers/Lecturers Full Academic Year or Longer Other School Subjects None Clustered 122 8 Yes Some Sub-Groups Reported Immediate Post-Test Only Yes No Yes, Theoretical Perspectives Yes
5132649.1 Rest of Europe Primary/Elementary Literacy/English To assess the efficacy of guided oral reading as a remedy for low-achieving readers, two experiments were conducted in the early grades of primary school. In the first, poor- reading students were randomly divided between two treatment groups and a control group. In treatment groups, the intervention was delivered one-to-one, either in a repeated reading (RR) or in a continuous reading format, depending on how often students practised with the same text. In the second experiment, poor-reading students were randomly divided between a group-based guided oral reading condition and a control condition. Groups comprised three students who received an integrated version of continuous and RR. Measures included tests for fluency, reading comprehension (RC), vocabulary (VOC) and reading attitude (RA). The results demonstrate that both the individual and the group variants of guided oral reading are effective for improving fluency and RA. Transfer effects on RC and VOC could not be established. Reprinted by permission of Routledge, Taylor and Francis Ltd. Effects of individualised and small-group guided oral reading interventions on reading skills and reading attitude of poor readers in grades 2-4 https://www.google.com/search?q=Effects+of+individualised+and+small-group+guided+oral+reading+interventions+on+reading+skills+and+reading+attitude+of+poor+readers+in+grades+2-4 2015 Targeted Other School/College Employees Up to Half a Term None None Single 126 NA Yes Whole Sample Only At Least Some Follow-Up Yes No No No
5132649.2 Rest of Europe Primary/Elementary Literacy/English To assess the efficacy of guided oral reading as a remedy for low-achieving readers, two experiments were conducted in the early grades of primary school. In the first, poor- reading students were randomly divided between two treatment groups and a control group. In treatment groups, the intervention was delivered one-to-one, either in a repeated reading (RR) or in a continuous reading format, depending on how often students practised with the same text. In the second experiment, poor-reading students were randomly divided between a group-based guided oral reading condition and a control condition. Groups comprised three students who received an integrated version of continuous and RR. Measures included tests for fluency, reading comprehension (RC), vocabulary (VOC) and reading attitude (RA). The results demonstrate that both the individual and the group variants of guided oral reading are effective for improving fluency and RA. Transfer effects on RC and VOC could not be established. Reprinted by permission of Routledge, Taylor and Francis Ltd. Effects of individualised and small-group guided oral reading interventions on reading skills and reading attitude of poor readers in grades 2-4 https://www.google.com/search?q=Effects+of+individualised+and+small-group+guided+oral+reading+interventions+on+reading+skills+and+reading+attitude+of+poor+readers+in+grades+2-4 2015 Targeted Other School/College Employees Up to Half a Term Study Skills None Single 139 NA Yes Whole Sample Only At Least Some Follow-Up Yes No No No
8155234 Asia College/University Professional Training Objective: to investigate the effectiveness of the Micro Expression Training Tool (METT) and the Subtle Expression Training Tool (SETT) to help improve the non-verbal communication skills of medical students. Methods: In a randomized controlled trial, all participants were randomly allocated to either a training (n = 41) or control group (n = 41) and were pre-tested before education with METT and SETT at baseline. Then, training students took second tests after a 1-h class about interpreting micro and subtle expressions and control students took the second tests without the class. Results: METT pre-test scores were positively related with female gender, agreeableness, whereas SETT pre-test scores were negatively related with age and positively related with female gender. Mean METT score increases of 29.3% and mean SETT score increases of 36.2% were observed after training, whereas the control group achieved only a mean METT score increase of 11.0% at second testing. Increases in both test scores in the training group were significantly higher than in the control group. Conclusion: METT and SETT are effective, simple tools for improving the micro- and subtle-expression reading skills of medical students. Practice implications: METT and SETT can be effective for improving the non-verbal communication skills of medical students. Effects of micro- and subtle-expression reading skill training in medical students: A randomized trial https://www.google.com/search?q=Effects+of+micro-+and+subtle-expression+reading+skill+training+in+medical students:+A+randomized+trial 2016 Universal Regular Teachers/Lecturers Single Session None None Single 82 NA Yes Some Sub-Groups Reported Immediate Post-Test Only No No No No
8155086 Rest of Europe Middle/High School Physical Health and Wellbeing Objectives: Evidence suggests that physical activity is positively related to several aspects of cognitive functioning in children, among which is selective attention. To date, no information is available on the optimal frequency of physical activity on cognitive functioning in children. The current study examined the acute effects of one and two bouts of moderate-intensity physical activity on children's selective attention. Design: Randomized controlled trial (ISRCTN97975679). Methods: Thirty boys and twenty-six girls, aged 10�13 years, were randomly assigned to three conditions: (A) sitting all morning working on simulated school tasks; (B) one 20-min physical activity bout after 90min; and (C) two 20-min physical activity bouts, i.e. at the start and after 90min. Selective attention was assessed at five time points during the morning (i.e. at baseline and after 20, 110, 130 and 220min), using the �Sky Search� subtest of the �Test of Selective Attention in Children�. We used GEE analysis to examine differences in Sky Search scores between the three experimental conditions, adjusting for school, baseline scores, self-reported screen time and time spent in sports. Results: Children who performed two 20-min bouts of moderate-intensity physical activity had significantly better Sky Search scores compared to children who performed one physical activity bout or remained seated the whole morning (B =&minus;0.26; 95% CI=[&minus;0.52; &minus;0.00]). Conclusions: Our findings support the importance of repeated physical activity during the school day for beneficial effects on selective attention in children. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract) Effects of one versus two bouts of moderate intensity physical activity on selective attention during a school morning in Dutch primary schoolchildren: A randomized controlled trial https://www.google.com/search?q=Effects+of+one+versus+two+bouts+of+moderate+intensity+physical+activity+on+selective+attention+during+a+school+morning+in+Dutch+primary+schoolchildren:+A+randomized+controlled+trial 2015 Universal External Educators Single Session Other School Subjects None Clustered 62 NA Yes Some Sub-Groups Reported At Least Some Follow-Up Yes No No No
3030579 USA/Canada Middle/High School Behaviour and Social Wellbeing This study assessed the effects of attending an after-school program (ASP) on a range of outcomes for middle school youths. The program operated for 9 hr per week for 30 weeks and included attendance monitoring and reinforcement, academic assistance, a prevention curriculum, and recreational programming. Participants were 447 students randomly assigned either to the ASP or to after-school activities as usual. Program attendance was sporadic. Although treatment students experienced increased exposure to ASPs relative to controls, nearly all youth in both groups reported participating in some organized activity during the after-school hours, and the number of different activities in which youths reported being involved did not differ across groups. Participation in the treatment reduced time spent with friends with no adults present during the after-school hours. No differences between treatment and control youths were found on measures of conduct problems, academic performance, school attendance, or any of the intermediate behaviors and attitudes targeted. The study replicates findings from the national evaluation of the 21st Century Community Learning Centers Program for middle school students using a more rigorous research design. (Contains 1 figure, 6 tables, and 7 footnotes.) Effects of Participation in after-School Programs for Middle School Students: A Randomized Trial https://www.google.com/search?q=Effects+of+Participation+in+after-School+Programs+for+Middle+School+Students:+A+Randomized+Trial 2010 Universal Regular Teachers/Lecturers More than One Term Range of Academic Outcomes None Single 447 NA No Whole Sample Only Immediate Post-Test Only Yes Yes, But Not Reported No No
8154894 Rest of Europe Primary/Elementary Range of Academic Outcomes Objective. To investigate the effect of a seven-month, school-based cluster-randomized controlled trial on academic performance in 10-year-old children. Methods. In total, 1129 fifth-grade children from57 elementary schools in Sogn og Fjordane County, Norway, were cluster-randomized by school either to the intervention group or to the control group. The children in the 28 intervention schools participated in a physical activity intervention between November 2014 and June 2015 consisting of three components: 1) 90 min/week of physically active educational lessonsmainly carried out in the school playground; 2) 5 min/day of physical activity breaks during classroomlessons; 3) 10 min/day physical activity homework. Academic performance in numeracy, reading and English was measured using standardized Norwegian national tests. Physical activity was measured objectively by accelerometry. Results.We found no effect of the intervention on academic performance in primary analyses (standardized difference 0.01–0.06, p N 0.358). Subgroup analyses, however, revealed a favorable intervention effect for those who performed the poorest at baseline (lowest tertile) for numeracy (p=0.005 for the subgroup ∗ group interaction), compared to controls (standardized difference 0.62, 95% CI 0.19–1.07). Conclusions. This large, rigorously conducted cluster RCT in 10-year-old children supports the notion that there is still inadequate evidence to conclude that increased physical activity in school enhances academic achievement in all children. Still, combining physical activity and learning seems a viable model to stimulate learning in those academically weakest schoolchildren. Effects of physical activity on schoolchildren's academic performance: The Active Smarter Kids (ASK) cluster-randomized controlled trial https://www.google.com/search?q=Effects+of+physical+activity+on+schoolchildren's+academic+performance: The+Active+Smarter+Kids+(ASK)+cluster-randomized+controlled+trial 2016 Universal Regular Teachers/Lecturers Between Half and Full Term Physical Health and Wellbeing None Clustered 1129 57 No Some Sub-Groups Reported Immediate Post-Test Only Yes No Yes, Theoretical Perspectives Yes
8155015 Africa Middle/High School Physical Health and Wellbeing Young South Africans, especially women, are at high risk of HIV. We evaluated the effects of PREPARE, a multi-component, school-based HIV prevention intervention to delay sexual debut, increase condom use and decrease intimate partner violence (IPV) among young adolescents. We conducted a cluster RCT among Grade eights in 42 high schools. The intervention comprised education sessions, a school health service and a school sexual violence prevention programme. Participants completed questionnaires at baseline, 6 and 12 months. Regression was undertaken to provide ORs or coefficients adjusted for clustering. Of 6244 sampled adolescents, 55.3 % participated. At 12 months there were no differences between intervention and control arms in sexual risk behaviours. Participants in the intervention arm were less likely to report IPV victimisation (35.1 vs. 40.9 %; OR 0.77, 95 % CI 0.61??�0.99; t(40) = 2.14) suggesting the intervention shaped intimate partnerships into safer ones, potentially lowering the risk for HIV. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract) Effects of PREPARE, a multi-component, school-based HIV and intimate partner violence (IPV) prevention programme on adolescent sexual risk behaviour and IPV: Cluster randomised controlled trial https://www.google.com/search?q=Effects+of+PREPARE,+a+multi-component,+school-based+HIV+and+intimate+partner+violence+(IPV)+prevention+programme+on+adolescent+sexual+risk+behaviour+and+IPV:+Cluster+randomised+controlled+trial 2016 Universal External Educators More than One Term Behaviour and Social Wellbeing None Clustered 3451 42 Yes Some Sub-Groups Reported At Least Some Follow-Up Yes Yes, Fairly Well Yes, Descriptive Theory of Change No
3030992 Rest of Europe Middle/High School Physical Health and Wellbeing BACKGROUND: The Smokefree Class Competition, a school-based smoking prevention intervention, is widely disseminated in Europe. Participating classes commit themselves to be smoke-free and self-monitor their smoking status. Classes that remain smoke-free for 6 months can win prizes. Effects of the intervention on current smoking, initiation and progression of smoking were investigated. METHODS: Cluster randomised controlled trial. 84 schools (208 classes with 3490 students; mean age 12.6 years, 50.4% female) in Saxony-Anhalt, Germany, were randomly assigned to intervention or control condition. A baseline survey was conducted before the implementation of the programme, while post-test and follow-up surveys were carried out 7 (immediately after the end of the competition), 12 and 19 months after baseline. Effects of participation in the programme on current and lifetime smoking were analysed by multilevel models controlling for confounding variables. RESULTS: Intervention students smoking occasionally at baseline smoked less frequently than students taking not part in the intervention at 7 and 12 months after baseline. Persistent beneficial programme effects were also found for lifetime smoking: intervention students were less likely to progress from experimental to established use. CONCLUSION: Data suggest that Smokefree Class Competition reduces the probability of progressing from occasional and experimental stages of smoking to more established forms of use. CLINICAL TRIALS REGISTRATION NUMBER: Trial registration ISRCTN27091233 in Current Control Trial Register. Effects of Smokefree Class Competition 1 year after the end of intervention: a cluster randomised controlled trial https://www.google.com/search?q=Effects+of+Smokefree+Class+Competition+1+year+after+the+end+of+intervention:+a+cluster+randomised+controlled+trial 2010 Universal Regular Teachers/Lecturers More than One Term None None Clustered 3440 84 Yes Some Sub-Groups Reported At Least Some Follow-Up Yes No Yes, Descriptive Theory of Change Yes
3031447 USA/Canada Primary/Elementary Study-Related Skills Objective: We used a randomized controlled design to investigate whether using stability balls during the school day was associated with higher levels of on-task behavior and academic achievement and fewer discipline referrals. Method: Over 9 mo, students in 2 second-grade classrooms in a southeastern rural elementary school used stability balls as chairs while students in 2 control classrooms used chairs as usual. We collected measures of on-task behavior, standardized measures of literacy and mathematics achievement, and discipline referrals. Results: We found similar levels of on-task behavior and achievement in treatment and control classrooms and a downward trend in disruptive behaviors in treatment classrooms. Conclusion: This study did not find use of stability balls for entire general education classrooms to be a practical use of resources for schools. More research with rigorous controlled designs is needed to support the use of stability balls for the general education population. (PsycINFO Database Record (c) 2015 APA, all rights reserved)(journal abstract) Effects of stability balls on children's on-task behavior, academic achievement, and discipline referrals: A randomized controlled trial https://www.google.com/search?q=Effects+of+stability+balls+on+children's+on-task+behavior,+academic+achievement,+and+discipline+referrals:+A+randomized+controlled+trial 2015 Universal Regular Teachers/Lecturers More than One Term Literacy/English Behaviour and Social Wellbeing Single 67 NA No Whole Sample Only Immediate Post-Test Only Yes No Yes, Theoretical Perspectives Yes
3030886 USA/Canada Middle/High School Behaviour and Social Wellbeing We examined whether It's Your Game . . . Keep It Real (IYG) reduced dating violence among ethnic-minority middle school youths, a population at high risk for dating violence. We analyzed data from 766 predominantly ethnic-minority students from 10 middle schools in southeast Texas in 2004 for a group randomized trial of IYG. We estimated logistic regression models, and the primary outcome was emotional and physical dating violence perpetration and victimization by ninth grade. Control students had significantly higher odds of physical dating violence victimization (adjusted odds ratio [AOR] = 1.52; 95% confidence interval [CI] = 1.20, 1.92), emotional dating violence victimization (AOR = 1.74; 95% CI = 1.36, 2.24), and emotional dating violence perpetration (AOR = 1.58; 95% CI = 1.11, 2.26) than did intervention students. The odds of physical dating violence perpetration were not significantly different between the 2 groups. Program effects varied by gender and race/ethnicity. IYG significantly reduced 3 of 4 dating violence outcomes among ethnic-minority middle school youths. Although further study is warranted to determine if IYG should be widely disseminated to prevent dating violence, it is one of only a handful of school-based programs that are effective in reducing adolescent dating violence behavior. Effects of the It's Your Game . . . Keep It Real program on dating violence in ethnic-minority middle school youths: a group randomized trial https://www.google.com/search?q=Effects+of+the+It's+Your+Game+.+.+.+Keep+It+Real+program+on+dating+violence+in+ethnic-minority+middle+school+youths:+a+group+randomized+trial 2014 Targeted Mixture Full Academic Year or Longer None None Clustered 1445 10 Yes Some Sub-Groups Reported Immediate Post-Test Only Yes No Yes, Theoretical Perspectives No
3031454 USA/Canada Primary/Elementary Behaviour and Social Wellbeing This study examined the effects of the Positive Action (PA) programme in Chicago Public Schools on problem behaviours among a cohort of elementary school students from grade three through grade five. Using a matched-pair, randomised control design with 14 elementary schools, approximately 510 fifth-graders self-reported lifetime substance use, serious violence-related behaviour, and current bullying and disruptive behaviours. Three-level (i.e. students nested within schools within school pairs) overdispersed Poisson models were used to examine programme effects on the number of items endorsed for each of the four outcomes. Findings indicated that students in the intervention endorsed 31% fewer substance use behaviours (incidence rate ratio [IRR] = 0.69), 37% fewer violence-related behaviours (IRR = 0.63) and 41% fewer bullying behaviours (IRR = 0.59), respectively, compared to students in the control schools. Reduction in reported disruptive behaviours was of a similar magnitude (27%, IRR = 0.73), but was not statistically significant. These results replicate findings of an earlier randomised trial of the PA programme and extend evidence of its effectiveness to youth attending large urban school systems. Effects of the Positive Action programme on problem behaviours in elementary school students: a matched-pair randomised control trial in Chicago https://www.google.com/search?q=Effects+of+the+Positive+Action+programme+on+problem+behaviours+in+elementary+school+students:+a+matched-pair+randomised+control+trial+in+Chicago 2011 Targeted Regular Teachers/Lecturers Full Academic Year or Longer Behaviour and Social Wellbeing None Single 510 NA yes Some Sub-Groups Reported Immediate Post-Test Only Yes No Yes, Theoretical Perspectives Yes
3031108 Africa Middle/High School Physical Health and Wellbeing In this study, the effects on young adolescent sexual risk behaviour of teacher-led school HIV prevention programmes were examined in two sites in South Africa (Cape Town and Mankweng) and one site in Tanzania (Dar es Salaam). In Cape Town, Dar es Salaam and Mankweng, 26, 24 and 30 schools, respectively, were randomly allocated to intervention or comparison groups. Primary outcomes were delayed sexual debut and condom use among adolescents aged 12-14 years (grade 8 in South Africa and grades 5 and 6 in Tanzania). In total, 5352, 4197 and 2590 students participated at baseline in 2004 in Cape Town, Dar es Salaam and Mankweng, respectively, and 73% (n. =. 3926), 88% (n. =. 3693) and 83% (n. =. 2142) were retained 12-15 months later. At baseline, 13% (n. =. 224), 5% (n. =. 100) and 17% (n. =. 164) had had their sexual debut, and 44% (n. =. 122), 20% (n. =. 17) and 37% (n. =. 57) of these used a condom at last sex, respectively. In Dar es Salaam, students in the intervention were less likely to have their sexual debut during the study (OR 0.65, 95% CI 0.48-0.87). In Cape Town and Mankweng, the intervention had no impact. The current interventions were effective at delaying sexual debut in Dar es Salaam but not in South Africa, where they need to be supplemented with programmes to change the environment in which adolescents make decisions about sexual behaviour. 2012 Royal Society of Tropical Medicine and Hygiene. Effects of the SATZ teacher-led school HIV prevention programmes on adolescent sexual behaviour: Cluster randomised controlled trials in three sub-Saharan African sites https://www.google.com/search?q=Effects+of+the+SATZ+teacher-led+school+HIV+prevention+programmes+on+adolescent+sexual+behaviour:+Cluster+randomised+controlled+trials+in+three+sub-Saharan+African+sites 2012 Universal Regular Teachers/Lecturers Full Academic Year or Longer None None Clustered 12657 80 Yes Some Sub-Groups Reported At Least Some Follow-Up Yes No Yes, Descriptive Theory of Change No
3031617 Rest of Europe Preschool/Kindergarten Literacy/English The most common interventions for children with lexical disorders are forms and combinations of interventions focusing on phonological and semantic elaboration and retrieval. Systematic reviews of intervention studies on children with lexical disorders show that a significant generalization of therapeutic effects to untrained vocabulary was rarely achieved. The aim of this study was to investigate whether preschool children with lexical deficits profit from an intervention approach that focuses on implementing lexical learning strategies. A randomized controlled trial was conducted. The control group consisted of 25 children, who received language support in their kindergarten. The 26 children in the experimental group additionally received 15 intervention sessions of the lexical strategy intervention �lexicon pirate�. Intervention effects were measured using a standardized expressive vocabulary assessment one year after the intervention. All children significantly improved on the expressive vocabulary measure. In addition, the gain in expressive vocabulary size was higher for children in the experimental group than for the participants in the control group. Further analysis revealed that �lexicon pirate� was as effective for children with qualitative (word-finding) lexical deficits as for those with quantitative (vocabulary) lexical deficits. The gain in expressive vocabulary size was independent of nonverbal IQ, deficits in phonological working memory or other possible influencing factors. (PsycINFO Database Record (c) 2012 APA, all rights reserved)(journal abstract) Effects of the strategy therapy 'lexicon pirate' on lexical deficits in preschool age: A randomized controlled trial https://www.google.com/search?q=Effects+of+the+strategy+therapy+'lexicon+pirate'+on+lexical+deficits+in+preschool+age:+A+randomized+controlled+trial 2012 Targeted External Educators Up to Half a Term Study Skills None Single 514 NA Yes Some Sub-Groups Reported At Least Some Follow-Up Yes Yes, Fairly Well Yes, Descriptive Theory of Change Yes
3030953 Rest of Europe College/University Professional Training Introduction: Adequate education in first aid and basic life support (BLS) is an essential part of the medical curriculum. Since 2005 all first-year medical students of the Radboud University Nijmegen Medical Centre participate in a first aid and BLS-course. Senior medical students, who have attended an in-service training but are not officially certified, are the course instructors. Recently, the Dutch Resuscitation Council (DRC) provides and certifies a 2-days train the trainer course for BLS. The aim of this study was to evaluate the additional value of such course on the quality of feedback and hands-on exercises. Materials and methods: Ten senior student certified DRCinstructors (in-service training + train the trainer) and 14 student control instructors (in-service training only), and 350 first year medical students participated in this study. Students were randomized to receive training from either a control instructor (n = 202) or DRC-instructor (n = 148). They were blinded for the type of instructor. Every student filled in a questionnaire after the first, fourth and eighth lesson scoring the quality of the training and the feedback they received. Secondary endpoint was the result of the final BLS examination by type of instructor. Results: Cronbach's alpha of the questionnaire was 0.915. The appreciation of feedback increased from lesson one to lesson eight. DRC-instructors scored significantly higher on the practical training of BLS (p = 0.008) whereas control instructors performed significantly better on parts of the theoretical BLS training (p = 0.001). The type of instructor had no effect on the result of the final exam of the first year students (p = 0.949). Discussion: The additional value of a train the trainer course on top of in-service training for senior medical students is not evident from the trainee perspective. Further research will focus on difference in self-confidence of senior medical student instructors and expert assessment on quality of training and feedback. Effects of train the trainer course on the quality and feedback in a basis life support course for first year medical students - A randomized controlled trial https://www.google.com/search?q=Effects+of+train+the+trainer+course+on+the+quality+and+feedback+in+a+basis+life+support+course+for+first+year+medical+students+-+A+randomized+controlled+trial 2012 Universal Other School/College Employees Up to Half a Term None None Single 350 NA Yes Whole Sample Only Immediate Post-Test Only Yes Yes, But Not Reported No No
3030836 USA/Canada Middle/High School Physical Health and Wellbeing Data are lacking on long-term effects of HIV behavioural intervention programmes. In this study, we report intervention effects 36 months postintervention on condom use and relevant outcome variables from the theory-based programme 'Focus on Youth in the Caribbean' (FOYC). Participants (1360 sixth-grade youth) were randomized by school into: (1) FOYC, plus one of two brief parent interventions or (2) the control condition 'Wondrous Wetlands', plus a brief parent intervention. Mixed effect analysis demonstrated significant programme effects, including enhanced HIV/AIDS knowledge (effect size D = 0.44, 95% confidence interval [CI]: 0.43, 0.46), increased self-efficacy of (D = 0.42, 95% CI: 0.30, 0.54), skills for (D = 0.62, 95% CI: 0.56, 0.64) and intention to use a condom (D = 0.20, 95% CI: 0.03, 0.37). Youth who received FOYC plus the parental monitoring intervention had higher condom use rates (odds ratio = 1.49,95% CI: 0.97, 2.28). Feedback effects from key variables were also detected, supporting the sustained effect. (PsycINFO Database Record (c) 2013 APA, all rights reserved)(journal abstract) Effects on condom use of an HIV prevention programme 36 months postintervention: A cluster randomized controlled trial among Bahamian youth https://www.google.com/search?q=Effects+on+condom+use+of+an+HIV+prevention+programme+36+months+postintervention:+A+cluster+randomized+controlled+trial+among+Bahamian+youth 2010 Universal External Educators Full Academic Year or Longer Other School Subjects None Clustered 1360 15 Yes Some Sub-Groups Reported At Least Some Follow-Up No No Yes, Theoretical Perspectives No
3031693 NA NA NA Youths' mental health is a growing concern in New Brunswick as in the rest of Canada. Faced with this observation, the governments of Canada and New Brunswick wish for a greater involvement of schools in prevention and detection efforts. To do this, schools would notably play a role in the development of protective factors that foster resilience in youth. The Search Institute's developmental assets framework provides a target for interventions by suggesting a list of internal and external resources that youth should be able to draw on to face adversity. Dialectic behavioural therapy (DBT) constitutes one form of intervention that aims at developing individuals' capabilities to deal with adversity. This paper presents results from a randomized trial that examined the effect of a DBT-based intervention on the progression of developmental assets. The intervention consisted in six weekly sessions of 70 minutes during which social and emotional competency training was offered to groups of 25 to 30 pupils. There were 146 study participants, grade 9 and 10, from two francophone schools in New Brunswick. Pupils were randomly assigned to one of three groups (experimental, placebo and control) and completed the French version of the Developmental Assets Profile before the intervention as well as one month after Results suggest a positive effect of the intervention on four types of assets (support, empowerment, boundaries and expectations, and commitment to learning), especially for pupils with the lowest developmental asset scores at baseline. Practical implications of these findings and limitations to the study are discussed. (PsycINFO Database Record (c) 2014 APA, all rights reserved)(journal abstract) Effet d'une intervention bas�e sur la th�rapie comportementale dialectique sur les acquis d�veloppementaux de jeunes de 9e et 10e ann�es: R�sultats d'un essai randomis� https://www.google.com/search?q=Effet+d'une+intervention+bas�e+sur+la+th�rapie+comportementale+dialectique+sur+les+acquis+d�veloppementaux+de+jeunes+de+9e+et+10e+ann�es:+R�sultats+d'un+essai+randomis� NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA
3031638 Rest of Europe Middle/High School Behaviour and Social Wellbeing There is growing interest in the phenomenon of school violence, which has been associated in diverse works with youth's attitudes towards violence, and it has been the focus of many intervention programs. However, the high human and economic cost entailed can impede its administration in some school centers. Therefore, the goal of the present study is to assess the efficacy of a brief intervention aimed at modifying attitudes towards violence to reduce the phenomenon of school bullying. The sample was obtained from a Secondary Education Institute during the 2010�2011 school term, and was made up of 252 students aged between 12 and 15 years. A controlled and randomized design was used in order to assess the effects of the program �Count on Me.� Ten classrooms were randomly assigned either to the intervention or to a waiting-list. Results show a significant reduction of playground violence perceived by the students, especially among the girls. Implications for the development of future brief programs for the prevention of school violence are discussed. (PsycINFO Database Record (c) 2013 APA, all rights reserved)(journal abstract) Efficacy of a brief intervention on attitudes to reduce school violence: A randomized clinical trial https://www.google.com/search?q=Efficacy+of+a+brief+intervention+on+attitudes+to+reduce+school+violence:+A+randomized+clinical+trial 2013 Universal Regular Teachers/Lecturers Up to Half a Term None None Single 252 NA No Whole Sample Only Immediate Post-Test Only Yes No Yes, Descriptive Theory of Change Yes
3031436 USA/Canada Middle/High School Behaviour and Social Wellbeing In a community randomized controlled trial, intervention middle school students from small towns were exposed to a community and school-based anti-violence intervention ('Resolve It, Solve It'). The primary intervention was a media campaign in which local high school students served as models in print, radio, and television PSAs and spearheaded local school and community activities. The media campaign was supported with school and community events that reinforced campaign messages. Tests of recognition and recall indicated widespread exposure to the media intervention. Multiple group latent growth models indicated that relative to control students, intervention students reported significant differences in rates of growth for intent for violence, physical assault against people, verbal victimization, and perceived safety at school. No differences were found for verbal assault, physical assault against objects, physical victimization, or self-efficacy for avoiding violence. When examined by sex, it was determined that results for physical assault against people were obtained only among female students, and changes in verbal victimization and perceived school safety were observed only among male students. These results suggest that a media and reinforcing community intervention led by older peers can alter rates of growth for some measures of violence and associated factors among small-town youth. Further research is indicated to determine how different campaign messages influence students by sex. Efficacy of a randomized trial of a community and school-based anti-violence media intervention among small-town middle school youth https://www.google.com/search?q=Efficacy+of+a+randomized+trial+of+a+community+and+school-based+anti-violence+media+intervention+among+small-town+middle+school+youth 2008 Universal Mixture Full Academic Year or Longer None None Clustered 1492 5 Yes Some Sub-Groups Reported Immediate Post-Test Only Yes No Yes, Descriptive Theory of Change Yes
3030967 UK/Ireland Primary/Elementary Literacy/English Background: This study evaluates the effects of a language and literacy intervention for children with Down syndrome. Methods: Teaching assistants (TAs) were trained to deliver a reading and language intervention to children in individual daily 40-min sessions. We used a waiting list control design, in which half the sample received the intervention immediately, whereas the remaining children received the treatment after a 20-week delay. Fifty-seven children with Down syndrome in mainstream primary schools in two UK locations (Yorkshire and Hampshire) were randomly allocated to intervention (40 weeks of intervention) and waiting control (20 weeks of intervention) groups. Assessments were conducted at three time points: pre-intervention, after 20 weeks of intervention, and after 40 weeks of intervention. Results: After 20 weeks of intervention, the intervention group showed significantly greater progress than the waiting control group on measures of single word reading, letter-sound knowledge, phoneme blending and taught expressive vocabulary. Effects did not transfer to other skills (nonword reading, spelling, standardised expressive and receptive vocabulary, expressive information and grammar). After 40 weeks of intervention, the intervention group remained numerically ahead of the control group on most key outcome measures; but these differences were not significant. Children who were younger, attended more intervention sessions, and had better initial receptive language skills made greater progress during the course of the intervention. Conclusions: A TA-delivered intervention produced improvements in the reading and language skills of children with Down syndrome. Gains were largest in skills directly taught with little evidence of generalization to skills not directly taught in the intervention. (Contains 5 tables and 3 figures.) Efficacy of a Reading and Language Intervention for Children with Down Syndrome: A Randomized Controlled Trial https://www.google.com/search?q=Efficacy+of+a+Reading+and+Language+Intervention+for+Children+with+Down+Syndrome:+A+Randomized+Controlled+Trial 2012 Targeted Regular Teachers/Lecturers Between Half and Full Term None None Single 57 NA Yes Some Sub-Groups Reported At Least Some Follow-Up Yes No Yes, Theoretical Perspectives No
3030668 Rest of Europe Middle/High School Physical Health and Wellbeing To evaluate the efficacy of a school-based educational programme in reducing the incidence and prevalence of smoking in secondary school students (compulsory secondary education: CSE) in Catalonia (Spain). Schools in the Tarragona Health Care Region of Spain. All students enrolled in the first year of CSE during the 2007-08 school year in the 29 participating schools (n=2245); 1583 students completed the follow-up over the 4-year study period (804 and 779 in the control and intervention groups, respectively). Self-reported questionnaires were administered during the first quarter of the 2007, 2008, 2009 and 2010 school years. A smoker was defined as 'smoking cigarettes daily or occasionally within the past 30days'. Multi-level logistic regression analysis was conducted to analyse the prevalence and incidence of smoking between the intervention and control groups. A school-based educational programme comprising seven modules, each with a different approach to smoking habits. Each module included activities, work-shops and/or class sessions. The initial prevalence of smokers in the control and intervention groups who completed the follow-up was 3.9% and 4.2%, respectively. At the end of the study, the prevalence of smokers was 24.4% in the control group and 19.9% in the intervention group. The accumulated incidence of new smokers was 230.57/1000 in the control group and 183.65/1000 in the intervention group. The adjusted odds ratio (OR) comparing the intervention group with the control group was 0.75 [95% confidence interval (CI)=0.49, 1.15] for smoking prevalence, and 0.74 (95% CI=0.48, 1.14) for smoking incidence. A school-based educational intervention for secondary school students in Catalonia, Spain was not found to lead to a statistically significant reduction of smoking prevalence and incidence. // ABSTRACT IN : Cluster-randomized controlled trial. Reprinted by permission of Blackwell Publishing Efficacy of a smoking prevention programme in Catalan secondary schools: a cluster-randomized controlled trial in Spain https://www.google.com/search?q=Efficacy+of+a+smoking+prevention+programme+in+Catalan+secondary+schools:+a+cluster-randomized+controlled+trial+in+Spain 2014 Universal Other School/College Employees Full Academic Year or Longer None None Clustered 2245 29 No Whole Sample Only At Least Some Follow-Up Yes No Yes, Descriptive Theory of Change Yes
3031689 USA/Canada Middle/High School Physical Health and Wellbeing OBJECTIVE: To evaluate the efficacy of an abstinence-only intervention in preventing sexual involvement in young adolescents. DESIGN: Randomized controlled trial. SETTING: Urban public schools. PARTICIPANTS: A total of 662 African American students in grades 6 and 7. INTERVENTIONS: An 8-hour abstinence-only intervention targeted reduced sexual intercourse; an 8-hour safer sex-only intervention targeted increased condom use; 8-hour and 12-hour comprehensive interventions targeted sexual intercourse and condom use; and an 8-hour health-promotion control intervention targeted health issues unrelated to sexual behavior. Participants also were randomized to receive or not receive an intervention maintenance program to extend intervention efficacy. OUTCOME MEASURES: The primary outcome was self-report of ever having sexual intercourse by the 24-month follow-up. Secondary outcomes were other sexual behaviors. RESULTS: The participants' mean age was 12.2 years; 53.5% were girls; and 84.4% were still enrolled at 24 months. Abstinence-only intervention reduced sexual initiation (risk ratio [RR], 0.67; 95% confidence interval [CI], 0.48-0.96). The model-estimated probability of ever having sexual intercourse by the 24-month follow-up was 33.5% in the abstinence-only intervention and 48.5% in the control group. Fewer abstinence-only intervention participants (20.6%) than control participants (29.0%) reported having coitus in the previous 3 months during the follow-up period (RR, 0.94; 95% CI, 0.90-0.99). Abstinence-only intervention did not affect condom use. The 8-hour (RR, 0.96; 95% CI, 0.92-1.00) and 12-hour comprehensive (RR, 0.95; 95% CI, 0.91-0.99) interventions reduced reports of having multiple partners compared with the control group. No other differences between interventions and controls were significant. CONCLUSION: Theory-based abstinence-only interventions may have an important role in preventing adolescent sexual involvement. TRIAL REGISTRATION: clinicaltrials.gov Identifier: NCT00640653. Efficacy of a theory-based abstinence-only intervention over 24 months: a randomized controlled trial with young adolescents https://www.google.com/search?q=Efficacy+of+a+theory-based+abstinence-only+intervention+over+24+months:+a+randomized+controlled+trial+with+young+adolescents 2010 Universal External Educators Full Academic Year or Longer None None Single 662 NA no Whole Sample Only Immediate Post-Test Only Yes No Yes, Theoretical Perspectives Yes
3031808 USA/Canada College/University Range of Academic Outcomes Previous research on advising outreach, including intrusive or proactive advising, suggests required advising improves contact frequency, student retention, and academic achievement, especially for students on probation. We show results of a 4-year randomized trial of 501 students at an urban state university. One half the cohort received advising outreach every semester of enrollment. The other half received typical university announcements about advising but no additional outreach. Advising outreach increased student contact with professional advisors but offered minimal support for outreach to improve retention. Future researchers should continue evaluating advising outreach and proactive advising to improve student success. (Contains 1 table.) Efficacy of Advising Outreach on Student Retention, Academic Progress and Achievement, and Frequency of Advising Contacts: A Longitudinal Randomized Trial https://www.google.com/search?q=Efficacy+of+Advising+Outreach+on+Student+Retention,+Academic+Progress+and+Achievement,+and+Frequency+of+Advising+Contacts:+A+Longitudinal+Randomized+Trial 2012 Targeted Regular Teachers/Lecturers Full Academic Year or Longer None None Single 501 NA Yes Whole Sample Only At Least Some Follow-Up Yes No Yes, Descriptive Theory of Change Yes
3031674 Asia Preschool/Kindergarten Study-Related Skills OBJECTIVE: We report the results of a preschool-based multidisciplinary intervention program. METHOD: This study took place in two educational settings and included 81 preschool boys from unique cultural backgrounds and of low social economic status (SES). The settings were randomly assigned to an intervention or control group. In the intervention group, boys identified as at risk for or with developmental delays received 8 mo. of intervention through a monitoring model. Additionally, a collaborative consultation model was used with all participants. Performance skills (visual-motor integration, motor, and cognitive) and performance and participation in preschool activities were evaluated at pretest and posttest. RESULTS: At termination of intervention, all children in the intervention group scored significantly better than control children on most performance skills and more fully participated in preschool activities. CONCLUSION: A multidisciplinary preschool early intervention program appears to assist children of low SES with improving their performance skills, and participation in preschool activities. Efficacy of an early intervention program for at-risk preschool boys: a two-group control study https://www.google.com/search?q=Efficacy+of+an+early+intervention+program+for+at-risk+preschool+boys:+a+two-group+control+study 2011 Universal Regular Teachers/Lecturers Full Academic Year or Longer None None Single 81 NA Yes Whole Sample Only Immediate Post-Test Only No No Yes, Descriptive Theory of Change Yes
3031786 Rest of Europe Middle/High School Other School Subjects AIM: Organ shortage is a rate-limiting factor for transplantation. The aim of this study was to evaluate the impact of an educational program targeted to high school students on opinions concerning organ donation. METHODS: Sixteen public high schools in Torino, Italy, were randomized (2001 to 2002) as interventions (n = 8) or controls (n = 8). Intervention was composed of first questionnaire, first lesson (one to two classes; 2 hours, by a trained nephrology fellow); second lesson (all classes together; coordinated by a nephrologist, with patients and trainees); second questionnaire. Control included questionnaires. Statistical analysis compared the opinions in the questionnaires after stratification for age, sex, and type of school. RESULTS: Fourteen schools completed the program (seven interventions: 937 first and 808 second questionnaires; controls: 739 and 659). Television (82.5%) and newspapers (43.2%) were the main sources of information; knowledge on renal transplantation (grafts feasible per patient, average duration) was low; only 12.2% of the students gave correct answers. The opinions on living donation were highly positive (76.8%) with no difference in control, intervention schools, first and second questionnaires, according to sex, age, or type of school. The opinions on cadaveric transplantation were affected by the educational intervention with a drop in negative answers (from 33.7% to 16%), with an increase in positive (from 31.5% to 42.9%) and in uncertain ones (from 34.8% to 41.1%) among the intervention schools; 98% of the students appreciated the program. CONCLUSION: The positive effect on student opinions suggests the need to develop educational approaches as a part of our routine clinical work. Efficacy of an educational program on dialysis, renal transplantation, and organ donation on the opinions of high school students: a randomized controlled trial https://www.google.com/search?q=Efficacy+of+an+educational+program+on+dialysis,+renal+transplantation,+and+organ+donation+on+the+opinions+of+high+school+students:+a+randomized+controlled+trial 2004 Universal External Educators Up to Half a Term None None Clustered 1676 14 yes Whole Sample Only Immediate Post-Test Only No No Yes, Descriptive Theory of Change No
3031028 Rest of Europe Middle/High School Other School Subjects CONTEXT: Organ shortage for transplantation is a crucial problem; educational interventions may increase donations and decrease opposition. OBJECTIVE: To test the efficacy of an educational programme on opinions on organ transplantation and kidney donation. DESIGN AND PARTICIPANTS: Cluster Randomized Controlled Trial: eight intervention and eight control schools were randomly selected from the 33 public schools that agreed to participate. Targets: students in the last 2 years of secondary school (17-18 years); seven schools per group completed the study. EDUCATIONAL PROGRAMME: Intervention: first questionnaire (anonymous); 2 h lesson in each class; 2 h general session with patients and experts; second questionnaire. CONTROL: questionnaires. MAIN OUTCOME MEASURES: Differences between questionnaires (comparative analysis); interest; satisfaction with the programme; (cross-sectional analysis). RESULTS: 1776 first, 1467 second questionnaires were retrieved. Living kidney donation: at baseline 78.8% of students would donate a kidney to a relative/friend in need. The answers were unaffected by type of school but depended on sex (females more prone to donate, P<0.001); the answers did not change after the lessons. Cadaveric kidney donation: baseline opinions were mixed (intervention schools: 31.5% yes, 33.7% no, 34.8% uncertain), depending on type of school (classical-scientific high schools more positive than technical institutes, P<0.001), sex (males more prone to donate, P<0.001). Answers on living and cadaveric donation were correlated (P<0.001). The educational intervention increased favourable (31.5 to 42.9%) and uncertain (34.8 to 41.1%) opinions and decreased negative ones (33.7 to 16%) (P<0.001). CONCLUSIONS: Educational interventions are effective in increasing interest and improving opinions about cadaveric organ donation. Efficacy of an educational programme for secondary school students on opinions on renal transplantation and organ donation: a randomized controlled trial https://www.google.com/search?q=Efficacy+of+an+educational+programme+for+secondary+school+students+on+opinions+on+renal+transplantation+and+organ+donation:+a+randomized+controlled+trial 2006 Universal External Educators Up to Half a Term None None Clustered 1776 16 Yes Some Sub-Groups Reported Immediate Post-Test Only Yes Yes, Fairly Well Yes, Descriptive Theory of Change Yes
3031014 USA/Canada College/University Professional Training Purpose: To examine whether an Internet-based learning module and small-group debriefing can improve medical trainees� attitudes and communication skills toward patients with substance use disorders (SUDs). Method: In 2011�2012, 129 internal and family medicine residents and 370 medical students at two medical schools participated in a cluster randomized controlled trial, which assessed the effect of adding a two-part intervention to the SUDs curricula. The intervention included a self-directed, media-rich Internet-based learning module and a small-group, faculty-led debriefing. Primary study outcomes were changes in self-assessed attitudes in the intervention group (I-group) compared with those in the control group (C-group) (i.e., a difference of differences). For residents, the authors used real-time, Web-based interviews of standardized patients to assess changes in communication skills. Statistical analyses, conducted separately for residents and students, included hierarchical linear modeling, adjusted for site, participant type, cluster, and individual scores at baseline. Results: The authors found no significant differences between the I- and C-groups in attitudes for residents or students at baseline. Compared with those in the C-group, residents, but not students, in the I-group had more positive attitudes toward treatment efficacy and self-efficacy at follow-up (P < .006). Likewise, compared with residents in the C-group, residents in the I-group received higher scores on screening and counseling skills during the standardized patient interview at follow-up (P = .0009). Conclusions: This intervention produced improved attitudes and communication skills toward patients with SUDs among residents. Enhanced attitudes and skills may result in improved care for these patients. (PsycINFO Database Record (c) 2015 APA, all rights reserved)(journal abstract) Efficacy of an Internet-based learning module and small-group debriefing on trainees� attitudes and communication skills toward patients with substance use disorders: Results of a cluster randomized controlled trial https://www.google.com/search?q=Efficacy+of+an+Internet-based+learning+module+and+small-group+debriefing+on+trainees�+attitudes+and+communication+skills+toward+patients+with+substance+use+disorders:+Results+of+a+cluster+randomized+controlled+trial 2015 Universal Mixture Single Session None None Clustered 370 12 Yes Whole Sample Only Immediate Post-Test Only Yes No Yes, Theoretical Perspectives No
3030837 USA/Canada College/University Physical Health and Wellbeing Research on treatments for reducing pathological worry is limited. In particular, academic worry is a common theme in generalized anxiety disorder (GAD) samples as well as non-clinical student samples. Given the high cost of anxiety disorders to society, research is needed to examine the efficacy of self-administered treatments designed to reduce pathological worry. The primary goal of this study was to investigate the benefits of three self-administered interventions for reducing academic worry. College students (N = 113) experiencing clinically significant academic worry were randomized to either: (a) worry exposure (WE); (b) expressive writing (EW); (c) relaxation consisting of pulsed audio-photic stimulation (APS); or (d) waitlist control (WLC). Participants were instructed to practice their interventions three times per week for one month and completed home practice logs online to track treatment adherence. Academic worry, general anxiety, and perceived stress were assessed at baseline and post-treatment. Academic worry and general anxiety were also assessed at a three-month follow-up. Those assigned to the WE and APS conditions showed significant improvement relative to EW and WLC at post-treatment. All treatment conditions showed continued improvement by follow-up, with no between-group differences. Treatment and public health implications are discussed. Efficacy of self-administered treatments for pathological academic worry: A randomized controlled trial https://www.google.com/search?q=Efficacy+of+self-administered+treatments+for+pathological+academic+worry:+A+randomized+controlled+trial 2010 Targeted External Educators Up to Half a Term Physical Health and Wellbeing None Single 113 NA Yes Whole Sample Only At Least Some Follow-Up Yes No No No
3031327 USA/Canada Primary/Elementary Literacy/English Background: This study evaluated the effectiveness of an intervention for reading-delayed children in Year-1 classes. Methods: A sample (N = 77) of children drawn from 14 schools representing those with the weakest reading skills were randomly allocated to one of two groups. A 20-week intervention group received the intervention for two consecutive 10-week periods, while a 10-week intervention group only received the intervention for the second 10 weeks of the study. The programme was delivered in daily 20-minute sessions that alternated between small group (N = 3) and individual teaching. The programme combined phoneme awareness training, word and text reading, and phonological linkage exercises. Results: The children receiving the intervention during the first 10-week period made significantly more progress on measures of letter knowledge, single word reading, and phoneme awareness than children not receiving the intervention. However, the children who only received the intervention during the second 10-week period made rapid progress and appeared to catch up with the children who had been given the more prolonged intervention. Failure to respond to the intervention was predicted by poor initial literacy skills and being in receipt of free school meals. Conclusion: A reading intervention programme delivered on a daily basis by trained teaching assistants is an effective intervention for children who show reading delays at the end of their first year in school. However, around one-quarter of the children did not respond to this intervention and these children would appear to need more intensive or more prolonged help to improve their reading skills. Efficacy of Small Group Reading Intervention for Beginning Readers with Reading-Delay: A Randomised Controlled Trial https://www.google.com/search?q=Efficacy+of+Small+Group+Reading+Intervention+for+Beginning+Readers+with+Reading-Delay:+A+Randomised+Controlled+Trial 2006 Targeted Regular Teachers/Lecturers More than One Term none none Single 77 NA Yes Some Sub-Groups Reported At Least Some Follow-Up Yes Yes, Limited Yes, Descriptive Theory of Change Yes
3030581 Rest of Europe Primary/Elementary Literacy/English Lexicon Pirate was originally developed as a strategy intervention programme to treat lexical disorders of pre-school children. To evaluate the therapy's effectiveness for school-age students, a randomized controlled trial (RCT, N = 157) was conducted. Based on a pre-post-test design, the programme's impacts were compared with a control group (CG) that did not receive the strategy training. Potential long-term impacts were analysed with a follow-up test (four months after the intervention was completed). Therapeutic success is interpreted by an improved performance in standardized tests compared to the CG. The experimental group (EG) made significant to highly significant progress on both lexical and syntactical levels. The improvements of the EG are statistically significantly higher compared to the control group's performance (exception: Subtest I, P-ITPA). Consequently, the trial proves the advantages of this strategy therapy compared to the CG, finding that the Lexicon Pirate is an effective approach for treating lexical disorders of school-age students. ABSTRACT FROM AUTHOR]; Copyright of Child Language Teaching & Therapy is the property of Sage Publications, Ltd. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) Efficacy of the Lexicon Pirate strategy therapy for improving lexical learning in school-age children: A randomized controlled trial https://www.google.com/search?q=Efficacy+of+the+Lexicon+Pirate+strategy+therapy+for+improving+lexical+learning+in+school-age+children:+A+randomized+controlled+trial 2015 Targeted External Educators More than One Term None None Single 157 NA Yes Some Sub-Groups Reported Immediate Post-Test Only Yes No Yes, Theoretical Perspectives No
3031337 USA/Canada Primary/Elementary Range of Academic Outcomes This randomized controlled field trial examined the efficacy of the Responsive Classroom (RC) approach on student achievement. Schools (n = 24) were randomized into intervention and control conditions; 2,904 children were studied from end of second to fifth grade. Students at schools assigned to the RC condition did not outperform students at schools assigned to the control condition in math or reading achievement. Use of RC practices mediated the relation between treatment assignment and improved math and reading achievement. Effect sizes (ES) were calculated as standardized coefficients. ES relations between use of RC practices and achievement were 0.26 for math and 0.30 for reading. The RC practices and math achievement relation was greater for students with low initial math achievement (ES = 0.89). Results emphasize fidelity of implementation. Efficacy of the 'Responsive Classroom' Approach: Results from a 3-Year, Longitudinal Randomized Controlled Trial https://www.google.com/search?q=Efficacy+of+the+'Responsive+Classroom'+Approach:+Results+from+a+3-Year,+Longitudinal+Randomized+Controlled+Trial 2012 Universal Regular Teachers/Lecturers Full Academic Year or Longer None None Clustered 2904 24 Yes Some Sub-Groups Reported Immediate Post-Test Only No No Yes, Theoretical Perspectives No
3031545 USA/Canada Middle/High School Behaviour and Social Wellbeing OBJECTIVES: The US Department of Education requires schools to choose substance abuse and violence prevention programs that meet standards of effectiveness. The Substance Abuse and Mental Health Services Agency certifies 'model' programs that meet this standard. We compared findings from a large, multisite effectiveness trial of 1 model program to its efficacy trial findings, upon which the certification was based. METHODS: 1370 high-risk youths were randomized to experimental or control groups across 9 high schools in 2 large urban school districts. We used intent-to-treat and on-treatment approaches to examine baseline equivalence, attrition, and group differences in outcomes at the end of the program and at a 6-month follow-up. RESULTS: Positive efficacy trial findings were not replicated in the effectiveness trial. All main effects were either null or worse for the experimental than for the control group. CONCLUSIONS: These findings suggest that small efficacy trials conducted by developers provide insufficient evidence of effectiveness. Federal agencies and public health scientists must work together to raise the standards of evidence and ensure that data from new trials are incorporated into ongoing assessments of program effects. Efficacy vs effectiveness trial results of an indicated 'model' substance abuse program: implications for public health https://www.google.com/search?q=Efficacy+vs+effectiveness+trial+results+of+an+indicated+'model'+substance+abuse+program:+implications+for+public+health 2006 Targeted Regular Teachers/Lecturers More than One Term none none Single 1370 NA No Some Sub-Groups Reported At Least Some Follow-Up Yes Yes, Fairly Well Yes, Theoretical Perspectives Yes
3030681 NA NA NA BACKGROUND: Curricular medical training on dementia at the Department of Psychiatry and Psychotherapy at the University of Erlangen comprises of a traditional lecture. This setting was compared with two different E-Learning formats using a randomized study design. METHODS: 104 students (average age 26.3 +/- 3.6 years) were randomized into 3 groups: Interactive e-Learning; virtual lecture (slides and audio) and standard lecture (control group; 90 minutes). RESULTS: Overall, the response rate was 40.4 %. Assessment of formal knowledge using a multiple-choice test yielded no differences between the three groups. In the students' evaluation, the interactive e-learning showed the best results (1.86 +/- 0.69), followed by the standard lecture (2.0 +/- 0.71) and the virtual lecture (2.6 +/- 0.8). Nevertheless, the students would not prefer e-learning to the standard lecture when both methods are directly compared. CONCLUSION: Our findings suggest that e-learning is equivalent to a standard lecture when formal knowledge is assessed. Evaluation results are best for interactive e-learning formats. The detailed reasons for the preference of different learning styles should be further investigated. E-learning about dementia: a randomized study https://www.google.com/search?q=E-learning+about+dementia:+a+randomized+study NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA
3030613 USA/Canada College/University Professional Training ; Background: Oral case presentations are critical for patient care and student assessment. The best method to prepare early medical students for oral presentations is unknown. Aim: We aimed to develop and evaluate a curriculum of on-line learning and deliberate practice to improve pre-clinical students� case presentation skills. Methods: We developed a web-based, interactive curriculum emphasizing conciseness and clinical reasoning. Using a waitlist control design, we randomly assigned groups of second-year students to receive the curriculum in December 2010 or in April 2011. We evaluated their presentations at three time points. We also examined the performance of an untrained class of students as a historical comparison. Results: We evaluated 132 second-year medical students at three time points. After the curriculum, mean scores of the intervention students improved from 60.2% to 70.1%, while scores of the waitlist control students improved less, from 61.8% to 64.5% (p?<?0.01 for between-group difference in improvement). Once all students had received the curriculum, mean scores for the intervention and waitlist control students rose to 77.8% and 78.4%, respectively, compared to 68.1% for the untrained comparison students (p?<?0.0001 compared to all curriculum students). Conclusion: An on-line curriculum followed by deliberate practice improved students� oral presentation skills E-learning and deliberate practice for oral case presentation skills: a randomized trial https://www.google.com/search?q=E-learning+and+deliberate+practice+for+oral+case+presentation+skills:+a+randomized+trial 2012 Universal Regular Teachers/Lecturers More than One Term None None Clustered 132 4 Yes Whole Sample Only Immediate Post-Test Only Yes Yes, Limited Yes, Theoretical Perspectives No
3031224 NA NA NA Background: Curricular medical training on dementia at the Department of Psychiatry and Psychotherapy at the University of Erlangen comprises of a traditional lecture. This setting was compared with two different E-Learning formats using a randomized study design. Methods: 104 students (average age 26.3 &plusmn; 3.6 years) were randomized into 3 groups: Interactive e-Learning; virtual lecture (slides and audio) and standard lecture (control group; 90 minutes). Results: Overall, the response rate was 40.4 %. Assessment of formal knowledge using a multiple-choice test yielded no differences between the three groups. In the students' evaluation, the interactive e-learning showed the best results (1.86 &plusmn; 0.69), followed by the standard lecture (2.0 &plusmn; 0.71) and the virtual lecture (2.6 &plusmn; 0.8). Nevertheless, the students would not prefer e-learning to the standard lecture when both methods are directly compared. Conclusion: Our findings suggest that e-learning is equivalent to a standard lecture when formal knowledge is assessed. Evaluation results are best for interactive e-learning formats. The detailed reasons for the preference of different learning styles should be further investigated. (PsycINFO Database Record (c) 2012 APA, all rights reserved)(journal abstract) E-Learning demenz: Eine randomisierte untersuchung https://www.google.com/search?q=E-Learning+demenz:+Eine+randomisierte+untersuchung NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA
8155497 USA/Canada College/University Professional Training Enhanced podcasts increase learning, but evidence is lacking on how they should be designed to optimize their effectiveness. This study assessed the impact two learning instructional design methods (mental practice and modeling), either on their own or in combination, for teaching complex cognitive medical content when incorporated into enhanced podcasts. Sixty-three medical students were randomised to one of four versions of an airway management enhanced podcast: (1) control: narrated presentation; (2) modeling: narration with video demonstration of skills; (3) mental practice: narrated presentation with guided mental practice; (4) combined: modeling and mental practice. One week later, students managed a manikin-based simulated airway crisis. Knowledge acquisition was assessed by baseline and retention multiple-choice quizzes. Two blinded raters assessed all videos obtained from simulated crises to measure the students’ skills using a key-elements scale, critical error checklist, and the Ottawa global rating scale (GRS). Baseline knowledge was not different between all four groups (p = 0.65). One week later, knowledge retention was significantly higher for (1) both the mental practice and modeling group than the control group (p = 0.01; p = 0.01, respectively) and (2) the combined mental practice and modeling group compared to all other groups (all ps = 0.01). Regarding skills acquisition, the control group significantly under-performed in comparison to all other groups on the key-events scale (all ps B 0.05), the critical error checklist (all ps B 0.05), and the Ottawa GRS (all ps B 0.05). The combination of mental practice and modeling led to greater improvement on the key events checklist (p = 0.01) compared to either strategy alone. However, the combination of the two strategies did not result in any further learning gains on the two other measures of clinical performance (all ps[0.05). The effectiveness of enhanced podcasts for knowledge retention and clinical skill acquisition is increased with either mental practice or modeling. The combination of mental practice and modeling had synergistic effects on knowledge retention, but conveyed less clear advantages in its application through clinical skills. E-learning optimization: the relative and combined effects of mental practice and modeling on enhanced podcast-based learning—a randomized controlled trial https://www.google.com/search?q=E-learning+optimization:+the+relative+and+combined effects+of+mental+practice+and+modeling+on+enhanced podcast-based+learning—a+randomized+controlled+trial 2016 Universal External Educators Single Session none none Single 63 NA Yes Whole Sample Only At Least Some Follow-Up Yes No Yes, Descriptive Theory of Change Yes
8155262 Rest of Europe College/University Professional Training Objective An ECG is pivotal for the diagnosis of coronary heart disease. Previous studies have reported deficiencies in ECG interpretation skills that have been responsible for misdiagnosis. However, the optimal way to acquire ECG interpretation skills is still under discussion. Thus, our objective was to compare the effectiveness of e-learning and lecture-based courses for learning ECG interpretation skills in a large randomized study. Participants and methods We conducted a prospective, randomized, controlled, noninferiority study. Participants were recruited from among fifth-year medical students and were assigned to the e-learning group or the lecture-based group using a computer-generated random allocation sequence. The e-learning and lecture-based groups were compared on a score of effectiveness, comparing the 95% unilateral confidence interval (95% UCI) of the score of effectiveness with the mean effectiveness in the lecturebased group, adjusted for a noninferiority margin. Results Ninety-eight students were enrolled. As compared with the lecture-based course, e-learning was noninferior with regard to the postcourse test score (15.1; 95% UCI 14.2; +∞), which can be compared with 12.5 [the mean effectiveness in the lecture-based group (15.0) minus the noninferiority margin (2.5)]. Furthermore, there was a significant increase in the test score points in both the e-learning and lecture-based groups during the study period (both P<0.0001). Conclusion Our randomized study showed that the e-learning course is an effective tool for the acquisition of ECG interpretation skills by medical students. These preliminary results should be confirmed with further multicenter studies before the implementation of e-learning courses for learning ECG interpretation skills during medical school. e-Learning versus lecture-based courses in ECG interpretation for undergraduate medical students: a randomized noninferiority study https://www.google.com/search?q=e-Learning+versus+lecture-based+courses+in+ECG interpretation+for+undergraduate+medical+students: a+randomized+noninferiority+study 2016 Universal Regular Teachers/Lecturers Up to Half a Term none none Single 98 NA Yes Some Sub-Groups Reported Immediate Post-Test Only Yes No Yes, Descriptive Theory of Change Yes
3031589 Rest of Europe College/University Professional Training Introduction: The '4-stage approach' has been widely accepted for practical skill training replacing the traditional 2 stages (' see one, do one' ). However, the superior effectiveness of the 4-stage approach was never proved. Objectives: To evaluate whether skill training with the 4-stage approach results in shorter performance time needed for a successful percutaneous needle-puncture cricothyroidotomy, and consequently in a reduced number of attempts needed to perform the skill in <60 s compared to traditional teaching. Trial design: Randomized controlled single-blinded parallel group study at the University Hospital Bern. Methods: With IRB approval and informed consent 128 undergraduate medical students were randomized in four groups: traditional teaching, no stage 2, no stage 3, and 4-stage approach for the training of cricothyroidotomy. Everyone watched a video of the cricothyroidotomy as stage 1 followed by skill training in the respective teaching group. Participants had to perform the cricothyroidotomy 10 times on skin-covered pig larynxes. Performance time was measured from skin palpation to trachea ventilation. Study participants filled out a self-rating on competency during the training. Results: Performance time for each attempt was comparable in all groups and improved similarly to reach a performance time of <60 s. Self-rating revealed that all groups felt equally competent throughout. Conclusions: Even if the 4-stage approach is widely accepted and used as a didactic method for skill teaching we could not find evidence that its use or omitting stage 2 or 3 results in superior learning of an emergency skill compared to traditional teaching. 2010 Elsevier Ireland Ltd. Emergency skill training-A randomized controlled study on the effectiveness of the 4-stage approach compared to traditional clinical teaching https://www.google.com/search?q=Emergency+skill+training-A+randomized+controlled+study+on+the+effectiveness+of+the+4-stage+approach+compared+to+traditional+clinical+teaching 2010 Universal Regular Teachers/Lecturers Single Session none none Single 128 NA Yes Some Sub-Groups Reported At Least Some Follow-Up Yes Yes, Fairly Well Yes, Theoretical Perspectives Yes
3031569 USA/Canada College/University Professional Training BACKGROUND: Formal training in cultural competence for health care providers has become vital as the US population continues to become increasingly culturally diverse. However, a low percentage of medical schools offer formal training in this area, and there is a lack of curriculum evaluation reported in the literature. PURPOSE: To determine the impact of formal cultural competence teaching on third-year medical students' knowledge of cultural competence. METHOD: Data from 109 third-year medical students during the period of November 2001 to February 2004 were analyzed in the study. The intervention was a comprehensive cultural competence curriculum, and the primary outcome measure was the change score in cultural competence knowledge demonstrated by the medical students after completing a precourse and postcourse 40-item multiple-choice questionnaire. RESULTS: Forty-seven medical students in the control group and 62 medical students in the intervention group completed both the pretest and posttest. The overall knowledge scores in the intervention group increased by 19%, compared to a 4% increase in the controls (p < .01). CONCLUSIONS: Third-year medical students in the intervention group were significantly empowered with cultural competence knowledge when compared to the control group. Empowering students with cultural competence knowledge: randomized controlled trial of a cultural competence curriculum for third-year medical students https://www.google.com/search?q=Empowering+students+with+cultural+competence+knowledge:+randomized+controlled+trial+of+a+cultural+competence+curriculum+for+third-year+medical+students 2009 Universal Regular Teachers/Lecturers Between Half and Full Term none none Single 109 NA Yes Some Sub-Groups Reported Immediate Post-Test Only Yes Yes, Fairly Well Yes, Descriptive Theory of Change Yes
3031252 USA/Canada Primary/Elementary Literacy/English The authors studied a longitudinal English intervention in a 70/30 (Spanish/ English) developmental bilingual education (DBE) program (n = 302) and compared this model with a typical-practice, 80/20, late-exit transitional bilingual education program (n = 187) in terms of students' language and literacy acquisition from kindergarten to second grade in an urban school district in southeastern Texas. The findings revealed significant differences (p values less than 0.05) in favor of DBE students on (a) English measures of oral language, preliteracy skills, and reading fluency and comprehension (effect sizes of 0.12 to 0.71) and (b) Spanish measures of letter name and sound, preliteracy skills, and reading comprehension (effect sizes of 0.19 to 0.38). It was concluded that quality English instruction that incorporates direct and focused instruction, context-embedded vocabulary learning, and ongoing professional training in DBE programs is much needed to promote bilingualism and biliteracy. (Contains 3 tables.) English and Spanish Acquisition by Hispanic Second Graders in Developmental Bilingual Programs: A 3-Year Longitudinal Randomized Study https://www.google.com/search?q=English+and+Spanish+Acquisition+by+Hispanic+Second+Graders+in+Developmental+Bilingual+Programs:+A+3-Year+Longitudinal+Randomized+Study 2008 Targeted Regular Teachers/Lecturers Full Academic Year or Longer None None Clustered 489 19 Yes Whole Sample Only At Least Some Follow-Up Yes Yes, But Not Reported Yes, Theoretical Perspectives No
3031328 Rest of Europe College/University Professional Training Background: It is essential that medical students are adequately trained in smoking cessation. A web-based tobacco abstinence training program might supplement or replace traditional didactic methods. Methods: One-hundred and forty third-year medical students were all provided access to a self-directed web-based learning module on smoking cessation. Thereafter, they were randomly allocated to attend 1 of 4 education approaches: (a) web-based training using the same tool, (b) lecture, role playing, and (d) supervised interaction with real patients. Results: Success of the intervention was measured in an objective structured clinical examination. Scores were highest in Group 4 (35.9 + 8.7), followed by Groups 3 (35.7 + 6.5), 2 (33.5 + 9.4), and 1 (28.0 + 9.6; p = .007). Students in Groups 4 (60.7%) and 3 (57.7%) achieved adequate counseling skills more frequently than those in Groups 2 (34.8%) and 1 (30%; p = .043). There was no difference in the scores reflecting theoretical knowledge (p = .439). Self-assessment of cessation skills and students' satisfaction with training was significantly better in Groups 3 and 4 as compared with 1 and 2 (p < .001 and p = .006, respectively). Conclusions: Role playing and interaction with real patients are equally efficient and both more powerful learning tools than web-based learning with or without a lecture. The Author 2011. Published by Oxford University Press on behalf of the Society for Research on Nicotine and Tobacco. All rights reserved. Enhanced didactic methods of smoking cessation training for medical students-A randomized study https://www.google.com/search?q=Enhanced+didactic+methods+of+smoking+cessation+training+for+medical+students-A+randomized+study 2011 Universal Regular Teachers/Lecturers Up to Half a Term Professional Training None Single 140 NA yes Whole Sample Only Immediate Post-Test Only Yes No Yes, Descriptive Theory of Change Yes
3030915 USA/Canada Primary/Elementary Behaviour and Social Wellbeing The authors hypothesized that a social and emotional learning (SEL) program involving mindfulness and caring for others, designed for elementary school students, would enhance cognitive control, reduce stress, promote well-being and prosociality, and produce positive school outcomes. To test this hypothesis, 4 classes of combined 4th and 5th graders (N = 99) were randomly assigned to receive the SEL with mindfulness program versus a regular social responsibility program. Measures assessed executive functions (EFs), stress physiology via salivary cortisol, well-being (self-reports), prosociality and peer acceptance (peer reports), and math grades. Relative to children in the social responsibility program, children who received the SEL program with mindfulness (a) improved more in their cognitive control and stress physiology; (b) reported greater empathy, perspective-taking, emotional control, optimism, school self-concept, and mindfulness, (c) showed greater decreases in self-reported symptoms of depression and peer-rated aggression, (d) were rated by peers as more prosocial, and (e) increased in peer acceptance (or sociometric popularity). The results of this investigation suggest the promise of this SEL intervention and address a lacuna in the scientific literature--identifying strategies not only to ameliorate children&apos;s problems but also to cultivate their well-being and thriving. Directions for future research are discussed. Enhancing Cognitive and Social-Emotional Development through a Simple-to-Administer Mindfulness-Based School Program for Elementary School Children: A Randomized Controlled Trial https://www.google.com/search?q=Enhancing+Cognitive+and+Social-Emotional+Development+through+a+Simple-to-Administer+Mindfulness-Based+School+Program+for+Elementary+School+Children:+A+Randomized+Controlled+Trial 2015 Universal Regular Teachers/Lecturers Between Half and Full Term None None Clustered 99 4 Yes Whole Sample Only Immediate Post-Test Only Yes No Yes, Descriptive Theory of Change Yes
3030909 Central/South America Primary/Elementary Behaviour and Social Wellbeing Interest in social-emotional and character development (SECD) programming has intensified in recent years. SECD-related programs often seek to enhance a variety of health-related outcomes by addressing multiple influences and embracing a comprehensive approach that includes youth, school personnel, families, and communities. Alongside a comprehensive approach arises the need for a comprehensive, integrative theory. To address this need, the first manuscript serves as (1) an empirical review of the SECD-related literature and (2) a theoretical orientation whereby the Theory of Triadic Influence provides a roadmap to guide the design and evaluation of SECD-related programs. The second and third manuscripts examine one example of a SECD program, Positive Action (PA), utilizing data from the PA Hawai'i trial conducted from 2002�03 through 2005�06. The trial was a matched-pair, cluster-randomized, controlled trial that included 20 racially/ethnically diverse schools. Specifically, the second manuscript builds upon previous research and examines a mechanism whereby improvements in academic-related behaviors mediated the PA program effects on negative behaviors. Structural equation models, with a latent academic behavior mediator, indicated that students attending program schools reported significantly better academic behavior. Program effects on student-reported substance use, violence, and sexual activity were mediated by greater academic behavior. Teacher reports corroborated these results. The third manuscript explores the impact of the PA program on school-level indicators of school quality, thereby examining the ability of a SECD program to create contextual, whole-school change. Teacher, parent, and student archival school-level data were analyzed to examine indicators of school quality such as student safety and well-being, involvement, and satisfaction, as well as overall school quality. Program schools demonstrated a significant improvement in individual indicators and overall school quality compared to control schools. Therefore, consistent with theory, a SECD program demonstrated the ability to enhance school quality and facilitate whole-school change. (PsycINFO Database Record (c) 2012 APA, all rights reserved) Enhancing social-emotional and character development for youths' success: A theoretical orientation and an evaluation using a cluster-randomized design https://www.google.com/search?q=Enhancing+social-emotional+and+character+development+for+youths'+success:+A+theoretical+orientation+and+an+evaluation+using+a+cluster-randomized+design 2011 Universal Regular Teachers/Lecturers Full Academic Year or Longer None None Clustered 1784 20 yes Whole Sample Only Immediate Post-Test Only Yes No Yes, Theoretical Perspectives Yes
3031269 USA/Canada Middle/High School Literacy/English In this study, 72 secondary English teachers from the Santa Ana Unified School District were randomly assigned to participate in the Pathway Project, a cognitive strategies approach to teaching interpretive reading and analytical writing, or to a control condition involving typical district training focusing on teaching content from the textbook. Pathway teachers learned how to use an on-demand writing assessment to help mainstreamed English learners understand, interpret, and write analytical essays. In Year 2, treatment effects were replicated on an on-demand writing assessment (d = 0.67) and showed evidence of transfer to improved performance on a standardized writing test (d = 0.10). The results underscore the efficacy of a cognitive strategies reading/writing intervention for mainstreamed English learners (ELs) in the secondary grades. (Contains 1 note, 4 tables, and 3 figures.) Enhancing the Interpretive Reading and Analytical Writing of Mainstreamed English Learners in Secondary School: Results from a Randomized Field Trial Using a Cognitive Strategies Approach https://www.google.com/search?q=Enhancing+the+Interpretive+Reading+and+Analytical+Writing+of+Mainstreamed+English+Learners+in+Secondary+School:+Results+from+a+Randomized+Field+Trial+Using+a+Cognitive+Strategies+Approach 2012 Targeted Regular Teachers/Lecturers Full Academic Year or Longer None None Clustered 2000 72 Yes Whole Sample Only At Least Some Follow-Up Yes Yes, Fairly Well Yes, Descriptive Theory of Change No
3031040 USA/Canada Primary/Elementary Behaviour and Social Wellbeing This randomized trial tested the efficacy of an intensive, four-week summer program designed to enhance low-income children's transition to kindergarten (n's = 60 program children, 40 controls). Administered in four public schools, the program focused on social competence, pre-literacy and pre-numeracy skills, school routines, and parental involvement. Hierarchical linear modeling indicated that the program significantly improved teachers' ratings of (a) the transition to the social aspect of kindergarten for girls (but not boys); and (b) the transition to kindergarten routines for the subgroup of children who had the same teacher for kindergarten as for the summer program. Findings are discussed in terms of practices and policies for supporting children's transition to school. Enhancing the Transition to Kindergarten: A Randomized Trial to Test the Efficacy of the 'Stars' Summer Kindergarten Orientation Program https://www.google.com/search?q=Enhancing+the+Transition+to+Kindergarten:+A+Randomized+Trial+to+Test+the+Efficacy+of+the+'Stars'+Summer+Kindergarten+Orientation+Program 2011 Targeted Mixture Up to Half a Term Literacy/English None Clustered 100 4 Yes Some Sub-Groups Reported Immediate Post-Test Only Yes No Yes, Theoretical Perspectives No
3030617 Rest of Europe Preschool/Kindergarten Numeracy/Maths Abstract: Children in kindergarten were randomly assigned to adaptive computerised counting or comparison interventions, or to a business-as-usual control group. Children in both intervention groups, including children with poor calculation skills at the start of the intervention, performed better than controls in the posttest. However the effects of training held in grade 1, playing serious counting games improving number knowledge and mental arithmetic performances, and playing serious comparison games, only enhanced the number knowledge proficiency in grade 1. The value of these short periods of intensive gaming in kindergarten are discussed as a look-ahead approach to enhance arithmetic proficiency. Copyright &y& Elsevier]; Copyright of Teaching & Teacher Education is the property of Pergamon Press - An Imprint of Elsevier Science and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) Enhancing young children's arithmetic skills through non-intensive, computerised kindergarten interventions: A randomised controlled study https://www.google.com/search?q=Enhancing+young+children's+arithmetic+skills+through+non-intensive,+computerised+kindergarten+interventions:+A+randomised+controlled+study 2014 Universal External Educators Up to Half a Term None None Single 132 NA Yes Some Sub-Groups Reported At Least Some Follow-Up Yes No Yes, Theoretical Perspectives No
3031580 USA/Canada Middle/High School Physical Health and Wellbeing BACKGROUND: Our objective was to evaluate the effects of environmental, policy, and social marketing interventions on physical activity and fat intake of middle school students on campus. DESIGN: Twenty-four middle schools were randomly assigned to intervention or control conditions. Baseline measures were collected in spring 1997, and interventions were conducted during the 1997-1998 and 1998-1999 school years SETTING/PARTICIPATION: The schools had mean enrollments of 1109, with 44.5% nonwhite students. Over 2 years, physical activity interventions were designed to increase physical activity in physical education classes and throughout the school day. Nutrition interventions were designed to provide and market low-fat foods at all school food sources, including cafeteria breakfasts and lunches, a la carte sources, school stores, and bag lunches. School staff and students were engaged in policy change efforts, but there was no classroom health education. MAIN OUTCOMES MEASURES: Primary outcomes were measured by direct observation and existing records. RESULTS: Randomized regression models (N =24 schools) revealed a significant intervention effect for physical activity for the total group (p <0.009) and boys (p <0.001), but not girls (p <0.40). The intervention was not effective for total fat (p <0.91) or saturated fat (p <0.79). Survey data indicated that the interventions reduced reported body mass index for boys (p <0.05). CONCLUSIONS: Environmental and policy interventions were effective in increasing physical activity at school among boys but not girls. The interventions were not effective in reducing fat intake at school. School environmental and policy interventions have the potential to improve health behavior of the student population, but barriers to full implementation need to be better understood and overcome. Environmental interventions for eating and physical activity: a randomized controlled trial in middle schools https://www.google.com/search?q=Environmental+interventions+for+eating+and+physical+activity:+a+randomized+controlled+trial+in+middle+schools 2003 Universal Mixture Full Academic Year or Longer Behaviour and Social Wellbeing none Clustered 1109 24 Yes Some Sub-Groups Reported Immediate Post-Test Only Yes Yes, Limited Yes, Descriptive Theory of Change Yes
3031052 USA/Canada College/University Professional Training BACKGROUND: As medical schools continue to strive to deliver high quality education with diminishing resources, the need to evaluate long-standing teaching techniques becomes imperative. The use of gynecological teaching associates to teach pelvic exam skills to medical students is an example of an education intervention that deserves thorough evaluation. PURPOSE: The objective was to evaluate effects of two pelvic examination training methods on OB/GYN clerkship students with respect to costs, students' performance, and perception. METHOD: During the academic year 2007-08, 106 medical students were randomized to receive either pelvic examination training by a gynecological teaching associate (GTA) alone or a standardized patient (SP) accompanied by an obstetrics and gynecology faculty member. Students participated in an objective structured clinical exam (OSCE) and completed questionnaires regarding the educational intervention at the end of the clerkship. RESULTS: The two training methods produced comparable OSCE scores, and students in both groups felt more confident after training and found the training sessions to be valuable. There was a significant cost-savings associated with using GTAs for pelvic exam training. CONCLUSIONS: Faculty time and effort need not be utilized for pelvic exam training exercises, since using GTAs for pelvic exam training produces comparable results. Evaluating pelvic examination training: does faculty involvement make a difference? A randomized controlled trial https://www.google.com/search?q=Evaluating+pelvic+examination+training:+does+faculty+involvement+make+a+difference?+A+randomized+controlled+trial 2010 Universal Mixture Full Academic Year or Longer None None Single 106 NA No Whole Sample Only Immediate Post-Test Only Yes No No No
3031474 NA NA NA The Picture Exchange Communication System (PECS: Bondy & Frost, 1998) is a communication intervention widely used with children with autism. To date, the majority of PECS studies have been largely based on single cases or small groups. The effectiveness of implementing PECS in school has received little attention. Seventeen classes, from 15 schools, with a total of 84 children participated in the study. Using a group-randomised, control trial design (RCT), class groups were assigned into one of three treatment groups: Immediate, Delayed or No treatment. Class staff from the Immediate and Delayed treatment groups attended a PECS workshop and received 6 in-class consultation visits. Children were observed in class snack sessions and assessed on standardised tests of social communication, language and nonverbal ability at baseline and twice further over 20 months. Following PECS training, rates of children's spontaneous communication and use of pictures of symbols during snack time had significantly increased. Specifically higher rates of spontaneous use of pictures of symbols and spontaneous use of speech or vocalisation to make requests for objects of help were seen. There was no effect of treatment on overall speech or vocalisation production and the effects of treatment did not appear to generalise to a formal assessment of social communication skills. Ten months after training had ceased none of the treatment effects had persisted. Further analyses revealed that children who had the poorest language comprehension skills at baseline were the children most likely to show increased spontaneous communication following PECS training. Evaluating the effectiveness of the picture exchange communication system (PECS) for children with autism: a group randomised controlled trial https://www.google.com/search?q=Evaluating+the+effectiveness+of+the+picture+exchange+communication+system+(PECS)+for+children+with+autism:+a+group+randomised+controlled+trial NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA
3030887 USA/Canada Primary/Elementary Numeracy/Maths Despite the potential of differentiated curricula to enhance learning, limited research exists that documents their impact on Grade 3 students of all ability levels. To determine if there was a difference in achievement between students involved in 16 weeks of predifferentiated, enriched mathematics curricula and students using their district&apos;s curricula, we conducted a multisite cluster-randomized control trial with 43 schools in 12 states. A series of three-level models, using pre- and postachievement test data, failed to show a main effect for treatment, but the results suggested a treatment by achievement-level interaction that was moderated by the achievement level of the school. As a result, the highest achieving students in the lower achieving schools seemed to receive the greatest benefit from the treatment curricula. An analysis of researcher-developed unit tests revealed that treatment students successfully learned and applied the curricula&apos;s challenging mathematics. Thus, using the predifferentiated and enriched mathematics curricula with heterogeneous ability students appeared to 'do no harm'-students who completed the treatment curricula did as well as their control counterparts, on average. Evidence of its achievement-related benefits is more ambiguous; however, the findings do suggest some benefits for the highest achieving students in lower achieving schools. Evaluating the Efficacy of Using Predifferentiated and Enriched Mathematics Curricula for Grade 3 Students: A Multisite Cluster-Randomized Trial https://www.google.com/search?q=Evaluating+the+Efficacy+of+Using+Predifferentiated+and+Enriched+Mathematics+Curricula+for+Grade+3+Students:+A+Multisite+Cluster-Randomized+Trial 2014 Universal Regular Teachers/Lecturers Between Half and Full Term None None Clustered 2290 43 Yes Some Sub-Groups Reported Immediate Post-Test Only No Yes, But Not Reported Yes, Theoretical Perspectives No
3031373 USA/Canada Primary/Elementary Literacy/English The purpose of this randomized controlled trial was to evaluate elementary-aged students' writing fluency growth in response to (a) instructional practices, (b) sex differences, and (c) student's initial level of writing fluency. Third-grade students (n = 133) in three urban elementary schools were randomly assigned to either an individualized performance feedback condition (n = 46), a practice-only condition (i.e., weekly writing practice; n = 39), or an instructional control condition (n = 48) for 8 weeks. Findings included support for use of performance feedback as an instructional component in general education classrooms (Hedges' g = 0.66), whereas simple practice with curriculum-based measurement in written expression did not produce growth significantly greater than standard instructional practices. The hypothesis that girls write significantly more than boys was supported. However, girls and boys did not differ in their rate of growth. Finally, students' initial risk status in writing fluency did not differentially predict growth in writing fluency over the course of the study. Implications for incorporating feedback as a basic component of intervention in writing are discussed. (PsycINFO Database Record (c) 2015 APA, all rights reserved)(journal abstract) Evaluating the impact of feedback on elementary aged students' fluency growth in written expression: A randomized controlled trial https://www.google.com/search?q=Evaluating+the+impact+of+feedback+on+elementary+aged+students'+fluency+growth+in+written+expression:+A+randomized+controlled+trial 2014 Universal Regular Teachers/Lecturers Between Half and Full Term none none Single 133 NA Yes Some Sub-Groups Reported Immediate Post-Test Only Yes Yes, Fairly Well Yes, Theoretical Perspectives Yes
3030587 UK/Ireland Primary/Elementary Behaviour and Social Wellbeing Schools are recognized as one of the most important settings for promoting social and emotional well-being among children and adolescents. This clustered randomized controlled trial evaluated Zippy�s Friends, an international school-based emotional well-being programme, with 766 children from designated disadvantaged schools. The purpose of this study was to evaluate the immediate and long term impact of the programme and to determine the impact of implementation fidelity on programme outcomes. Teachers reported emotional literacy outcomes using the Emotional Literacy Checklist, and emotional and behavioural outcomes using the Strengths and Difficulties Questionnaire. Controlling for the hierarchical structure of the data, path analysis using structural equation modelling revealed that the programme had a significant positive impact on the children�s emotional literacy scores including significant improvements in the subscale scores of self-awareness (P < 0.001), self-regulation (P < 0.01), motivation (P < 0.001) and social skills (P < 0.001) at post-intervention. These results were maintained at 12-month follow-up (P < 0.01). The programme, however, did not have a significant impact on children�s emotional and behavioural problems. Analysis of programme fidelity indicated that high fidelity was directly related to improved emotional literacy scores at post-intervention. ABSTRACT FROM PUBLISHER]; Copyright of Health Education Research is the property of Oxford University Press / USA and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) Evaluating the implementation of a school-based emotional well-being programme: a cluster randomized controlled trial of Zippy�s Friends for children in disadvantaged primary schools https://www.google.com/search?q=Evaluating+the+implementation+of+a+school-based+emotional+well-being+programme:+a+cluster+randomized+controlled+trial+of+Zippy�s+Friends+for+children+in+disadvantaged+primary+schools 2014 Targeted Regular Teachers/Lecturers Full Academic Year or Longer None None Clustered 766 44 Yes Whole Sample Only At Least Some Follow-Up Yes Yes, Limited No No
3030962 USA/Canada College/University Professional Training Bootstrapping methods and random distribution methods are increasingly recommended as better approaches for teaching students about statistical inference in introductory-level statistics courses. The authors examined the effect of teaching undergraduate business statistics students using random distribution and bootstrapping simulations. It is the first such empirical demonstration employing an experimental research design. Results indicate that students in the experimental group—where random distribution and bootstrapping simulations were used to reinforce learning—demonstrated significantly greater gains in learning as indicated by both gain scores on the Assessment of Statistical Inference and Reasoning Ability and final course grade point averages, relative to students in the control group. Evaluating the Use of Random Distribution Theory to Introduce Statistical Inference Concepts to Business Students https://www.google.com/search?q=Evaluating+the+Use+of+Random+Distribution+Theory+to+Introduce+Statistical+Inference+Concepts+to+Business+Students+ 2011 Universal Regular Teachers/Lecturers Up to Half a Term None None Single 54 NA Yes Whole Sample Only At Least Some Follow-Up Yes Yes, Limited Yes, Theoretical Perspectives Yes
3031379 USA/Canada Primary/Elementary Behaviour and Social Wellbeing OBJECTIVE: To evaluate the effectiveness of a skills training program in improving safe cycling behavior, knowledge, and attitudes in young children. METHODS: Grade 4 children from six elementary schools in East York (a borough of Metropolitan Toronto) participated. The intervention--playground based instruction on bicycle handling skills by certified instructors--was randomly allocated to three schools. Altogether 141 children participated: 73 in the intervention group and 68 in the control group, with follow up evaluations available on 117 (83%). The primary outcome was safe cycling behavior (straight line riding, coming to a complete stop, and shoulder checking before a left turn). A self report questionnaire collected data on knowledge and attitudes. Baseline assessments were made in June, with follow up evaluations in September, 1995. RESULTS: The prevalence of safe cycling behaviors at follow up in the intervention and control groups respectively, were: straight line riding (90% v 88%; p = 0.782), coming to a complete stop (90% v 76%; p = 0.225), and shoulder checking (0% v 2%; p = 1.000). Over time (from baseline to follow up) children in both groups were more likely to maintain straight line riding, less likely to ride on the sidewalk, and less likely to consider that a car had more right to the road. CONCLUSIONS: This brief skills training program was not effective in improving safe cycling behavior, knowledge, or attitudes among grade 4 children. Evaluation of a bicycle skills training program for young children: a randomized controlled trial https://www.google.com/search?q=Evaluation+of+a+bicycle+skills+training+program+for+young+children:+a+randomized+controlled+trial 1998 Universal External Educators Single Session none none Clustered 141 3 No Whole Sample Only At Least Some Follow-Up Yes Yes, Limited Yes, Descriptive Theory of Change Yes
3030796 Multiple Middle/High School Physical Health and Wellbeing Background: In situations of ongoing violence, childhood psychosocial and mental health problems require care. However, resources and evidence for adequate interventions are scarce for children in low- and middle-income countries. This study evaluated a school-based psychosocial intervention in conflict-affected, rural Nepal. Methods: A cluster randomized controlled trial was used to evaluate changes on a range of indicators, including psychiatric symptoms (depression, anxiety, posttraumatic stress disorder), psychological difficulties, resilience indicators (hope, prosocial behavior) and function impairment. Children (n = 325) (mean age = 12.7, SD = 1.04, range 11-14 years) with elevated psychosocial distress were allocated to a treatment or waitlist group. Results: Comparisons of crude change scores showed significant between-group differences on several outcome indicators, with moderate effect sizes (Cohen d = 0.41 to 0.58). After correcting for nested variance within schools, no evidence for treatment effects was found on any outcome variable. Additional analyses showed gender effects for treatment on prosocial behavior (mean change difference: 2.70; 95% CI, 0.97 to 4.44), psychological difficulties (-2.19; 95% CI, -3.82 to -0.56), and aggression (-4.42; 95% CI, -6.16 to -2.67). An age effect for treatment was found for hope (0.90; 95% CI, -1.54 to -0.26). Conclusions: A school-based psychosocial intervention demonstrated moderate short-term beneficial effects for improving social-behavioral and resilience indicators among subgroups of children exposed to armed conflict. The intervention reduced psychological difficulties and aggression among boys, increased prosocial behavior among girls, and increased hope for older children. The intervention did not result in reduction of psychiatric symptoms. Evaluation of a Classroom-Based Psychosocial Intervention in Conflict-Affected Nepal: A Cluster Randomized Controlled Trial https://www.google.com/search?q=Evaluation+of+a+Classroom-Based+Psychosocial+Intervention+in+Conflict-Affected+Nepal:+A+Cluster+Randomized+Controlled+Trial 2010 Targeted External Educators Up to Half a Term None None Clustered 325 8 Yes Some Sub-Groups Reported Immediate Post-Test Only Yes No No No
3031622 UK/Ireland College/University Professional Training BACKGROUND: The teaching of anatomy to medical undergraduates continues to develop. Medical imaging can accurately demonstrate anatomy. 'disect' is a computer program which manipulates and reconstructs real CT images in 3-D. AIM: To implement and assess a novel computer-based imaging resource. METHODS: Third-year undergraduate medical students at the University of East Anglia were randomised to different methods of delivering the program - either self-directed use or guided use with worksheets. Knowledge of gastro-intestinal anatomy was assessed using a 20-item test. Attitudes to using 'disect' were evaluated using Likert scales. RESULTS: Most students reported the program was easy to use and a valuable resource for learning anatomy. There was no difference in scores between guided use and self-directed use (10.7 marks versus 10.6 marks, p = 0.52). Students who undertook the anatomy special study module, which involved dissection of the digestive system, performed best (12.8 marks versus 9.9 marks, p = 0.005). CONCLUSION: Students can adequately use a computer program to see major anatomical structures derived from CT scans. Students reported that learning anatomy can be aided by the imaging-based resource. Learning anatomy is a multi-modal activity and packages like 'disect' can enhance learning by supplementing current teaching methods. Evaluation of a computer program ('disect') to consolidate anatomy knowledge: a randomised-controlled trial https://www.google.com/search?q=Evaluation+of+a+computer+program+('disect')+to+consolidate+anatomy+knowledge:+a+randomised-controlled+trial 2010 Universal Regular Teachers/Lecturers Up to Half a Term Professional Training None Clustered 128 34 Yes Whole Sample Only Immediate Post-Test Only Yes No No No
3031453 Africa Middle/High School Behaviour and Social Wellbeing A community intervention trial was undertaken in KwaZulu Natal, South Africa to evaluate the effectiveness of a high school drama-in-education programme. Seven pairs of secondary schools were randomized to receive either written information about HIV/AIDS or the drama programme. Questionnaire surveys of knowledge, attitude and behaviour were compared before and 6 months after the interventions. One thousand and eighty students participated in the first survey and 699 in the second. Improvements in knowledge (P=0.0002) and attitudes (P < 0.00001) about HIV/AIDS were demonstrated in pupils at schools receiving the drama programme when compared to pupils receiving written information alone. These changes were independent of age, gender, school or previous sexual experience. In schools receiving the drama programme, sexually active pupils reported an increase in condom use (P < 0.01). It is important to provide resources to sustain such programmes and to obtain stronger evidence of effect on behaviour by measuring changes in HIV incidence. Evaluation of a drama-in-education programme to increase AIDS awareness in South African high schools: a randomized community intervention trial https://www.google.com/search?q=Evaluation+of+a+drama-in-education+programme+to+increase+AIDS+awareness+in+South+African+high+schools:+a+randomized+community+intervention+trial 2000 Universal External Educators Up to Half a Term none none Clustered 1080 14 Yes Whole Sample Only At Least Some Follow-Up Yes Yes, Fairly Well Yes, Descriptive Theory of Change Yes
3031577 USA/Canada Middle/High School Behaviour and Social Wellbeing Depression is a common psychological problem in adolescence. Recent research suggests that group cognitive-behavioral interventions can reduce and prevent symptoms of depression in youth. Few studies have tested the effectiveness of such interventions when delivered by school teachers and counselors (as opposed to research team staff). We evaluated the effectiveness of the Penn Resiliency Program for adolescents (PRP-A), a school-based group intervention that targets cognitive behavioral risk factors for depression. We randomly assigned 408 middle school students (ages 10-15) to one of three conditions: PRP-A, PRP-AP (in which adolescents participated in PRP-A and parents were invited to attend a parent intervention component), or a school-as-usual control. Adolescents completed measures of depression and anxiety symptoms, cognitive style, and coping at baseline, immediately after the intervention, and at 6-month follow-up. PRP-A reduced depression symptoms relative to the school as usual control. Baseline levels of hopelessness moderated intervention effects. Among participants with average and high levels of hopelessness, PRP (A and AP) significantly improved depression symptoms, anxiety symptoms, hopelessness, and active coping relative to control. Among participants with low baseline hopelessness, we found no intervention effects. PRP-AP was not more effective than PRP-A alone. We found no intervention effects on clinical levels of depression or anxiety. These findings suggest that cognitive-behavioral interventions can be beneficial when delivered by school teachers and counselors. These interventions may be most helpful to students with elevated hopelessness. (Contains 5 tables and 3 figures.) Evaluation of a Group Cognitive-Behavioral Depression Prevention Program for Young Adolescents: A Randomized Effectiveness Trial https://www.google.com/search?q=Evaluation+of+a+Group+Cognitive-Behavioral+Depression+Prevention+Program+for+Young+Adolescents:+A+Randomized+Effectiveness+Trial 2012 Targeted Mixture More than One Term none none Single 408 NA Yes Some Sub-Groups Reported At Least Some Follow-Up Yes Yes, Fairly Well Yes, Descriptive Theory of Change Yes
3030980 Rest of Europe College/University Study-Related Skills An experimental model of teaching/learning involving the formulation, execution and presentation of results of a research project has been developed and introduced as part of a Basic Pharmacology course for medical students at the University of the Basque Country (UPV/EHU). The perceptions of the students who participated in the experimental model were evaluated and compared with those who participated in a traditional model of practical activity. An 18-point questionnaire evaluated students' perceptions of aspects of the course itself (such as its duration and organization), personal response characteristics (such as entertainment, interest and effort required) and the current and future utility of the activities which had been carried out. A randomized, double-controlled and double-blind study compared experimental (n = 110) and control groups (n = 63). Students pertaining to the experimental group reported deeper satisfaction and greater participation in the activity. They evaluated more positively the utility of the educational activity for their future profession and more frequently considered that they had acquired useful skills or attitudes. Members of the experimental group recognized that they had invested more time and effort than those of the control group. No differences related to organization, support received and attitudes of teachers were observed between groups. In conclusion, a transitional intervention from traditional models towards PBL-based medical education was favourably evaluated by the participants. The activity was received with deeper satisfaction when compared with a traditional model of practical activity in Pharmacology. Evaluation of a pharmacology educational activity based on a research project: a randomized, controlled and blind analysis of medical students' perceptions https://www.google.com/search?q=Evaluation+of+a+pharmacology+educational+activity+based+on+a+research+project:+a+randomized,+controlled+and+blind+analysis+of+medical+students'+perceptions 2005 Universal Regular Teachers/Lecturers Full Academic Year or Longer None None Single 274 NA Yes Whole Sample Only Immediate Post-Test Only Yes No Yes, Theoretical Perspectives Yes
3031748 USA/Canada Primary/Elementary Behaviour and Social Wellbeing The present research examined the effectiveness of a cognitive-behavioral therapy (CBT) based intervention program, FRIENDS, for children from grades 4 to 6, using random assignment at the school-level and an attention-control design in two longitudinal studies. The first study targeted children with anxiety symptoms (N=191, mean age=10.1) as screened with self, parent, and teacher-reports; the second study took a universal approach with full classrooms of children participating (N=253, mean age=9.8). The�results showed no intervention effect in both studies, with children's anxiety symptoms decreasing over time regardless of whether they were in the story-reading (attention control) or FRIENDS condition. The findings also indicated that girls reported a higher level of anxiety than boys and children in higher grades reported lower anxiety relative to younger children in both studies. In addition, similar patterns were found using a subgroup of children with high-anxiety symptoms from both studies. Evaluation of a preventive intervention for child anxiety in two randomized attention-control school trials https://www.google.com/search?q=Evaluation+of+a+preventive+intervention+for+child+anxiety+in+two+randomized+attention-control+school+trials 2011 Targeted Regular Teachers/Lecturers Between Half and Full Term None None Single 191 NA No Some Sub-Groups Reported Immediate Post-Test Only Yes No Yes, Descriptive Theory of Change Yes
3031924 USA/Canada Preschool/Kindergarten Literacy/English A follow-up study of 62 children in grades 1 and 2 instructed in phonemic awareness in preschool showed that, compared with 53 controls, trained children were superior in nonword reading 2 and 3 years later and in reading comprehension at 3 years. A supplemental study supported these results. (SLD) Evaluation of a Program to Teach Phonemic Awareness to Young Children: A 2- and 3-Year Follow-Up and a New Preschool Trial https://www.google.com/search?q=Evaluation+of+a+Program+to+Teach+Phonemic+Awareness+to+Young+Children:+A+2-+and+3-Year+Follow-Up+and+a+New+Preschool+Trial 1995 Universal Regular Teachers/Lecturers Between Half and Full Term none none Single 118 NA Yes Some Sub-Groups Reported At Least Some Follow-Up Yes Yes, Fairly Well Yes, Theoretical Perspectives Yes
3030898 Rest of Europe Middle/High School Behaviour and Social Wellbeing A randomized controlled trial was conducted among a potential high-risk group of 1,343 adolescents from low-income areas in The Netherlands to test the effectiveness of the depression prevention program Op Volle Kracht (OVK) as provided by teachers in a school setting. The results showed no main effect of the program on depressive symptoms at one-year follow-up. A moderation effect was found for parental psychopathology; adolescents who had parents with psychopathology and received the OVK program had less depressive symptoms compared to adolescents with parents with psychopathology in the control condition. No moderating effects on depressive symptoms were found for gender, ethnical background, and level of baseline depressive symptoms. An iatrogenic effect of the intervention was found on the secondary outcome of clinical depressive symptoms. Based on the low level of reported depressive symptoms at baseline, it seems that our sample might not meet the characteristics of a high-risk selective group for depressive symptoms. Therefore, no firm conclusions can be drawn about the selective potential of the OVK depression prevention program. In its current form, the OVK program should not be implemented on a large scale in the natural setting for non-high-risk adolescents. Future research should focus on high-risk participants, such as children of parents with psychopathology. 2014 by the authors; licensee MDPI, Basel, Switzerland. Evaluation of a school-based depression prevention program among adolescents from low-income areas: A randomized controlled effectiveness trial https://www.google.com/search?q=Evaluation+of+a+school-based+depression+prevention+program+among+adolescents+from+low-income+areas:+A+randomized+controlled+effectiveness+trial 2014 Universal Regular Teachers/Lecturers Between Half and Full Term None None Clustered 1343 61 No Whole Sample Only At Least Some Follow-Up Yes No Yes, Theoretical Perspectives Yes
3031761 Asia Middle/High School Physical Health and Wellbeing The effectiveness of a peer-led education intervention in HIV/AIDS prevention was assessed in the Chinese children of migrant workers. A prospective study was conducted in 12 junior high schools for migrant children. Among the intervention group, a peer-education-based HIV/AIDS prevention was implemented for three months. The results during the baseline survey indicated that the level of knowledge on HIV/AIDS was lower in children of migrant workers. After three months of peer-led intervention, compared with the control group, students in the intervention group positively increased their HIV/AIDS-related knowledge, modified their attitude and improved their protection self-efficacy. Compared with attitude, intervention was more effective in the improvement of knowledge and protection self-efficacy, especially knowledge. The findings suggest that peer-led education was an effective method in improving knowledge, attitude and protection self-efficacy in Chinese children of migrant workers. Heightened concerns targeting the group students were particularly necessary, given their lower level of related knowledge and vulnerability to HIV infection. Evaluation of a school-based HIV/AIDS peer-led prevention programme: the first intervention trial for children of migrant workers in China https://www.google.com/search?q=Evaluation+of+a+school-based+HIV/AIDS+peer-led+prevention+programme:+the+first+intervention+trial+for+children+of+migrant+workers+in+China 2010 Universal Mixture Between Half and Full Term Behaviour and Social Wellbeing None Clustered 2237 4 Yes Some Sub-Groups Reported Immediate Post-Test Only Yes Yes, But Not Reported Yes, Descriptive Theory of Change Yes
3031796 USA/Canada College/University Behaviour and Social Wellbeing National surveys indicate that approximately 15.9 percent of full-time students attending 4-year universities in the U.S. for the first time come from families where neither of their parents attended college (Pryor et al. 2006). These 'first-generation college students' have been deemed an at-risk group based on evidence that they experience extensive stressors, both those related to adjusting to being a college student generally as well as unique disadvantages and heightened stressors related to factors associated with their first-generation status (Choy, 2001; Pryor et al., 2006; Thayer, 2000). Although previous studies have examined the outcomes of stress management programs for college students, these studies have methodological limitations and no known study has examined the areas of impact of such an intervention for first-generation college students specifically. Accordingly, the present project examined important adjustment outcomes of a stress management program designed to help first-generation freshman effectively cope with the demands of college life. Using a RCT design, 56 incoming first-generation college students were randomly assigned to either a control or an intervention group. Participants in the intervention group participated in a weekly 7-session mind/body stress management and support group. All participants completed a pre- and post-intervention assessment that included measures of distress/impaired functioning, social support, health promoting behaviors, adaptive coping, and academic performance. Using MANCOVA, controlling for pre-intervention differences between groups, there was a significant difference at post-intervention between the intervention and control group on the combined dependent variables. Specifically, the intervention group reported significantly lower distress and impaired functioning, significantly greater social support, marginally greater health promoting behaviors, and no significant difference in perceived stress and adaptive coping. Independent samples t-tests revealed no difference between intervention participants and controls in GPA at either post-intervention or 16 week follow-up. Participant satisfaction with the intervention was high. These results indicate that university personnel may improve important areas of short-term adjustment to college in first-generation freshman by providing them with stress management programs to complement extant support services offered them. Evaluation of a Stress Management Program for Newly Matriculated First-Generation College Students: A Randomized Controlled Trial https://www.google.com/search?q=Evaluation+of+a+Stress+Management+Program+for+Newly+Matriculated+First-Generation+College+Students:+A+Randomized+Controlled+Trial 2013 Universal External Educators Between Half and Full Term None None Clustered 56 2 No Whole Sample Only At Least Some Follow-Up Yes No Yes, Theoretical Perspectives Yes
3031599 UK/Ireland Middle/High School Behaviour and Social Wellbeing The aim of this research was to evaluate the effectiveness of a school-based intervention designed to enhance young people's motivations to breastfeed. A cluster randomized controlled trial was conducted involving 50 post-primary schools from across Northern Ireland. However, dropout and exclusion criteria utilized for the current study resulted in an effective sample size of 42 schools. The intervention was delivered in two 35-min classroom sessions targeting those beliefs identified by the theory of planned behaviour (TPB) as significant in predicting motivation to breastfeed. Questionnaires incorporating the key components of the TPB were administered to all intervention and control schools at baseline, 1 and 6 months post-intervention. Multi-level modelling was used to analyse the data. Findings suggest that the intervention was effective in that it increased females' intentions to breastfeed, expanded their knowledge and led to more favourable attitudes and perceptions of subjective norms. Notably, females' knowledge increased more in secondary schools than in grammar schools irrespective of whether they were control or intervention schools. The research has provided evidence to support the use of the TPB in the design and evaluation of an intervention to increase females' intentions to breastfeed. 2013 The British Psychological Society. Evaluation of a theory of planned behaviour-based breastfeeding intervention in Northern Irish schools using a randomized cluster design https://www.google.com/search?q=Evaluation+of+a+theory+of+planned+behaviour-based+breastfeeding+intervention+in+Northern+Irish+schools+using+a+randomized+cluster+design 2014 Universal External Educators Up to Half a Term none none Clustered 698 42 Yes Some Sub-Groups Reported At Least Some Follow-Up Yes Yes, Fairly Well Yes, Theoretical Perspectives Yes
3030823 Australia/New Zealand Middle/High School Other School Subjects Objective: Epilepsy is a common and often highly stigmatized disorder. Several international organizations indicate a need to assess the stigma that exists and to develop and evaluate interventions to dispel myths about epilepsy. Methods: A stratified cluster randomized controlled trial evaluated whether an epilepsy education program (intervention) increases knowledge of and positive attitudes about epilepsy in Grade 5 students (ages 9-11). The study also investigated characteristics of the individuals (gender, language spoken at home, familiarity with epilepsy) and schools (Catholic vs public, size of school, and school level socioeconomic status) that affect epilepsy knowledge and attitudes. We assessed epilepsy knowledge and attitudes at baseline and 1 month following the program using a 33-item questionnaire. Results: In total, 24 schools (783 individuals) were cluster randomized. Those in the intervention group had an average 11.8-point increase (95% confidence interval (CI)=11.4-12.5) in knowledge 1 month following the program, compared with the control group increase of 2.2 points (95% CI = 1.8-2.6) out of a total of 57 points. For attitudes, the intervention group had a mean increase of 8.15 points (95% CI=4.70-11.60), compared with the control group increase of 1.64 points (95% CI=-0.84-4.42) out of a total of 50 points. The intervention was responsible for 63% of the variation in postprogram epilepsy knowledge and 28% of the variation in postprogram attitudes about epilepsy. Conclusions: The epilepsy education program was associated with a significant increase in epilepsy knowledge and positive attitudes in the intervention group 1 month later compared with the control group. (PsycINFO Database Record (c) 2012 APA, all rights reserved)(journal abstract) Evaluation of an epilepsy education program for Grade 5 students: A cluster randomized trial https://www.google.com/search?q=Evaluation+of+an+epilepsy+education+program+for+Grade+5+students:+A+cluster+randomized+trial 2007 Universal Regular Teachers/Lecturers Single Session None None Clustered 783 24 Yes Whole Sample Only Immediate Post-Test Only Yes No No No
3031707 Rest of Europe College/University Professional Training Objective: The purpose of this study was to determine whether the acquisition of competence in palpation and ultrasound imaging in the lumbopelvic region can be improved by the use of e-learning strategies. Methods: This study was a single-blind randomized controlled study. Forty-four physical therapy undergraduate students (29 females) from the University of Granada (Spain) received an educational module of on-campus training in palpation and ultrasound examination of the lumbopelvic area. The participants were randomly distributed into 2 groups: the e-learning group, with free access to a Web site on musculoskeletal palpation and ultrasound assessment, and the control group, with access to documents and books on the topic. Objective structured clinical evaluation and reproducibility between professorial staff and students in multifidus cross-sectional area ultrasound imaging were used to assess the educational intervention. Results: Objective structured clinical evaluation scores were statistically significantly higher in the e-learning group than in the control group for skills in palpation ability and ultrasound assessment of the lumbopelvic area (both P <.001). Conclusion: This study suggests that e-learning may be an adjunct educational strategy to acquire musculoskeletal manual skills and ultrasound imaging of the lumbopelvic area. 2012 National University of Health Sciences. Evaluation of e-learning as an adjunctive method for the acquisition of skills in bony landmark palpation and muscular ultrasound examination in the lumbopelvic region: A controlled study https://www.google.com/search?q=Evaluation+of+e-learning+as+an+adjunctive+method+for+the+acquisition+of+skills+in+bony+landmark+palpation+and+muscular+ultrasound+examination+in+the+lumbopelvic+region:+A+controlled+study 2012 Universal Regular Teachers/Lecturers Between Half and Full Term None None Single 44 NA Yes Whole Sample Only Immediate Post-Test Only Yes No Yes, Descriptive Theory of Change Yes
3031805 USA/Canada College/University Other School Subjects This paper reports the results of a randomized trial of the College Possible program, which provides two years of college preparatory work for high school juniors and seniors in Minneapolis and St. Paul. The trial involved 238 students, including 134 who were randomly selected for admission to the program. The results indicate that the College Possible program significantly increased both applications and enrollment to both four-year colleges and selective four-year colleges; we estimate that initial enrollment at four-year colleges increased by more than 15 percentage points for program participants, but find little evidence of any effect of the program on ACT performance or college enrollment overall. For the What Works Clearinghouse Quick Review of this document, see ED544550.] Evaluation of the College Possible Program: Results from a Randomized Controlled Trial. NBER Working Paper No. 19562 https://www.google.com/search?q=Evaluation+of+the+College+Possible+Program:+Results+from+a+Randomized+Controlled+Trial.+NBER+Working+Paper+No.+19562 2013 Targeted External Educators Between Half and Full Term None None Single 238 NA Yes Whole Sample Only Immediate Post-Test Only Yes No Yes, Descriptive Theory of Change Yes
3031361 USA/Canada Middle/High School Physical Health and Wellbeing The goal of this study was to evaluate potential mental health benefits of yoga for adolescents in secondary school. Students were randomly assigned to either regular physical education classes or to 11 weeks of yoga sessions based upon the Yoga Ed program over a single semester. Students completed baseline and end-program self-report measures of mood, anxiety, perceived stress, resilience, and other mental health variables. Independent evaluation of individual outcome measures revealed that yoga participants showed statistically significant differences over time relative to controls on measures of anger control and fatigue/inertia. Most outcome measures exhibited a pattern of worsening in the control group over time, whereas changes in the yoga group over time were either minimal or showed slight improvements. These preliminary results suggest that implementation of yoga is acceptable and feasible in a secondary school setting and has the potential of playing a protective or preventive role in maintaining mental health. Evaluation of the mental health benefits of yoga in a secondary school: a preliminary randomized controlled trial https://www.google.com/search?q=Evaluation+of+the+mental+health+benefits+of+yoga+in+a+secondary+school:+a+preliminary+randomized+controlled+trial 2012 Universal Regular Teachers/Lecturers Between Half and Full Term Physical Health and Wellbeing Physical Health and Wellbeing Single 121 NA Yes Whole Sample Only Immediate Post-Test Only Yes No Yes, Descriptive Theory of Change Yes
3030749 Rest of Europe Primary/Elementary Physical Health and Wellbeing Background: The UP4FUN intervention is a family-involved school-based intervention aiming at reducing and breaking up sitting time at home (with special emphasis on screen time), and breaking up sitting time in school among 10-12 year olds in Europe. The purpose of the present paper was to evaluate its short term effects. Methodology/Principal Findings: A total of 3147 pupils from Belgium, Germany, Greece, Hungary and Norway participated in a school-randomized controlled trial. The intervention included 1-2 school lessons per week for a period of six weeks, along with assignments for the children and their parents. Screen time and breaking up sitting time were registered by self-report and total sedentary time and breaking up sitting time by accelerometry. The effect of the intervention on these behaviors was evaluated by multilevel regression analyses. All analyses were adjusted for baseline values and gender. Significance level was p<.01. No significant intervention effects were observed, neither for self-reported TV/DVD or computer/game console time, nor for accelerometer-assessed total sedentary time and number of breaks in sitting time. The intervention group, however, reported more positive attitudes towards (beta = 0.25 (95% CI 0.11, 0.38)) and preferences/liking for (beta = 0.20 (95% CI 0.08, 0.32)) breaking up sitting time than the control group. Conclusions/Significance: No significant intervention effect on self-reported screen time or accelerometer-assessed sedentary time or breaks in sitting time was observed, but positive effects on beliefs regarding breaking up sitting time were found in favor of the intervention group. Overall, these results do not warrant wider dissemination of the present UP4FUN intervention. Trial Registration: International Standard Randomized Controlled Trial Number Registry ISRCTN34562078. Evaluation of the UP4FUN intervention: A cluster randomized trial to reduce and break up sitting time in European 10-12-year-old children https://www.google.com/search?q=Evaluation+of+the+UP4FUN+intervention:+A+cluster+randomized+trial+to+reduce+and+break+up+sitting+time+in+European+10-12-year-old+children 2015 Universal Regular Teachers/Lecturers Up to Half a Term None None Clustered 3147 62 Yes Whole Sample Only Immediate Post-Test Only Yes No Yes, Descriptive Theory of Change Yes
3031913 USA/Canada Primary/Elementary Literacy/English Purpose: A pilot study of the 'Language, Literacy, & Vocabulary!' program was conducted by Learning Gauger, Inc., for National Geographic School Publishing, in spring 2006. The program evaluation examined the classroom adoption approaches used by participating teachers and the subsequent impact of the 'Language, Literacy, & Vocabulary!' (LLV) program on students' content area literacy development. The LLV program provides curriculum resources for vocabulary and comprehension development through study of academic content. Materials are designed for multi-need instruction of English language learners, at-risk readers, and special need learners. Methodology: The study was conducted in urban Illinois public schools with 259 students in 4 schools, 90 students in the treatment groups and 169 students in the control groups. Classes of students were assigned to treatment or control groups. Pre- and post-test data from students provides insight into how effectively the 'Language, Literacy, & Vocabulary!' program improves students' content area literacy. Teachers in the treatment classrooms taught 3 to 6 units and used a wide variety of LLV instructional tools and assessments with students on a daily basis. Weekly units were taught in a continuous duration. Results: A thorough analysis of the data collected indicates that the students in treatment groups made statistically significant gains in their content area literacy development compared with student who did not use the 'Language, Literacy, & Vocabulary!' curriculum. In each curriculum group, the mean improvement from pretest to posttest was substantially higher for the students in the treatment groups. In addition to gains on the pre- and post-test, student groups who used the 'Language, Literacy, & Vocabulary!' program showed considerably less variance and were more consistent in their literacy growth compared with the wide ranging variance, including frequent negative gains, among control group students. Appended are: (1) Test Validation; (2) Descriptive statistics by grade level; (3) Group frequency charts by grade level; (4) Histograms; (5) Focus Group Questions; (6) WOL Survey; and (7) RE Survey. (Contains 17 tables.) Evaluation Study of 'Language, Literacy, & Vocabulary!' Spring 2006 Pilot https://www.google.com/search?q=Evaluation+Study+of+'Language,+Literacy,+&+Vocabulary!'+Spring+2006+Pilot 2006 Universal Regular Teachers/Lecturers Between Half and Full Term Study Skills None Clustered 259 4 Yes Some Sub-Groups Reported Immediate Post-Test Only Yes Yes, Fairly Well No Yes
3031410 USA/Canada Middle/High School Behaviour and Social Wellbeing Purpose: There is a need for evidence-based violence prevention programs for middle schools, where students experience one of the highest rates of school-based violence relative to students in other grades. We describe promising results from Grade 6 threeyear middle school curriculum emphasizing positive youth potential and is responsive to parents in rural northwest Indiana. Methods: Northwest Indiana rural communities, white population, public middle schools. Positive Youth Potential curriculum; engaging, participatory; multi-media, in the classroom with malefemale team; theory-based - positive youth development; future self, goal orientation; parent-adolescent communication; school success; and, healthy choices, risk avoidance decisions. Topics include sexual activity, alcohol, drugs, tobacco, violence, and pornography. 6th grade curriculum is 5 50 min and one multimedia booster assembly session. School-cluster randomized design, pair-blocked by size, Treatment (Tx), usual instruction Control (Co), 6th grade recruitment; 2/16 schools dropped out. Results are from Cohort 1, 407 Co, 419 Tx. Students completed PRE6, FUP6 survey 3-months after instruction and PRE7 Grade 7 survey, 12-month follow-up.We report (A) demographics, (B) one ecologic home environment indicator question (student's opinion of parent( s) belief about teen sex before marriage (yes, don't know, no)) and (C) Violence score from mean on 4 questions,1=yes or 0=no: if in the past year (1) 'cyber bullied someone', (2) 'physically bullied someone', (3) 'have been in a physical fight', and (4) 'hurt someone in a physical fight'. Consent rate was 66% Co and 73% Tx. Time of survey administration was matched between Tx and Co. Results: Analysis and Results: Four level mixed effects regression models (PROC MIXED, SAS) were examined: random effects; time (3), student (1775), classroom (104 [median 15]), school (14); fixed effects covariates: gender, Hispanic, race, age, administration, groups, home environment indicator; p < .05 significance level. Cronbach alpha was ,67 for 4 items. Independent observer assessments, educator self-assessments, student feedback, school teacher ratings, and attendance tracking indicated implementation with high fidelity. Demographics: female 48%, Hispanic 11%, white 92%; predominantly 11 (40%), 12 (54%) years of age; 6% reported parent(s) OK with sex before marriage; 47% did not know their parent(s) opinion; 48% reported 'my parents believe is that I should not have sex before marriage.' Prevalence of reported youth violence before instructionwas: cyber bullied, 9.6%, physical bullied 10.8%, physical fight 31.1%, hurt someone in a fight, 23.0%. Mean PRE6, 12-month Violence values: C0 0.179 and 0.138; Tx 0.192 and 0.130. School and classroom ICCs were under 5%. Interaction of time and group indicated statistically significant reduction and lower Violence score (F 4.24, p < .0397) in the Tx group when compared to the Co group. Youth characteristics were also significant - violence score lower for girls (F 88.88, p < .0001); higher for Hispanic youth (F 5.68, p < .0174); higher when reporting parent(s) belief about sex as OK/I'don't know (F13.1, p < .0001). Conclusions: Positive Youth Potential Curriculum with multiple and diverse learning objectives for 6th graders made a positive impact 12-months after instruction. Student violence behaviors were lower in the treatment instruction group. Evidence of reduction of aggression and violent behaviors after the positive youth potential curriculum intervention in the sixth grade: A 12-month follow-up in a rural Indiana middle school cluster randomized controlled trial NA 2014 Universal Regular Teachers/Lecturers Up to Half a Term Physical Health and Wellbeing none Clustered 1775 104 Yes Some Sub-Groups Reported At Least Some Follow-Up No Yes, But Not Reported No No
3031190 USA/Canada Middle/High School Behaviour and Social Wellbeing Objective: Some research suggests that group interventions with antisocial youth may, on occasion, have iatrogenic effects. This is the first study to test the effects of group versus individual delivery of evidence-based intervention for aggressive children. Method: Three hundred sixty fourth-grade children were randomly assigned by school to group coping power (GCP) or individual coping power (ICP). Longitudinal assessments of teacher and parent reports of behavior (Behavior Assessment System for Children [BASC]; Peer Affiliation and Social Acceptance [PASA]) were collected from baseline through a 1-year follow-up. Results: Growth curve analyses revealed that children in both conditions reduced teacher- and parent-reported externalizing behavior problems and internalizing behavior problems by the end of the 1-year follow-up. However, the degree of improvement in teacher-reported outcomes was significantly greater for children receiving an individual version of the program. In addition, children�s baseline level of inhibitory control moderated intervention effects, showing children with low initial levels of inhibitory control to respond poorly in teacher-rated outcomes to group interventions compared to those delivered individually. Conclusions: This study suggests overall benefits to children for either group or individual delivery of the Coping Power program under high-fidelity conditions; however, for children with low levels of initial self-regulation, individualized interventions will likely yield the most significant reduction in externalizing behavior in the school setting in preadolescence. (PsycINFO Database Record (c) 2015 APA, all rights reserved)(journal abstract) Evidence-Based Preventive Intervention for Preadolescent Aggressive Children: One-Year Outcomes Following Randomization to Group Versus Individual Delivery https://www.google.com/search?q=Evidence-Based+Preventive+Intervention+for+Preadolescent+Aggressive+Children:+One-Year+Outcomes+Following+Randomization+to+Group+Versus+Individual+Delivery 2015 Targeted External Educators Full Academic Year or Longer Behaviour and Social Wellbeing Behaviour and Social Wellbeing Clustered 360 20 Yes Some Sub-Groups Reported At Least Some Follow-Up Yes No Yes, Descriptive Theory of Change Yes
5132900 USA/Canada Multiple Literacy/English The purpose of this study was to confirm and extend previous findings on the direct instruction of expository text structure using social studies content for second-grade students. A total of 16 classrooms (N = 258) were randomly assigned to one of three conditions: Text Structure (TS) Program, Content-Only (CO) Program, or No Treatment (Control) group. The TS Program consisted of five units, with each unit focusing on one text structure (sequence, compare-contrast, cause-effect, description, and problem-solution) and on one historical community (Native Americans, Colonists, Pioneers, Immigrants, modern urban residents). Students in TS learned strategies for reading and closely analyzing well-structured text: clue words, strategy questions, and graphic organizers. Other activities included trade book reading and summary writing. Students in the CO Program studied the same five historical communities, read the same trade books, closely read the same well-structured texts, and also wrote summaries, but did not explicitly learn about the text structure or its related strategies. Results from two-level hierarchical linear modeling analyses indicated that students in TS significantly outperformed the other two groups in Comprehension Written Summary measures (main idea, structure statements) in both the end-of-unit tests given immediately after each unit and in the posttest given at the very end of the year-long program. Students in TS also significantly outperformed the other two groups in some Comprehension Transfer measures (sentence completion, main idea questions and paragraph structure identification questions). Students in TS also showed some transfer to comprehending authentic text. TS outperformed the control group in structure-related comprehension questions, but did not outperform the CO group, although the overall pattern of results across the three conditions was the same as that of the other measures. Additional analyses showed some potential benefits of the program for students with initially low reading comprehension skills. Results also suggest that text structure lessons can be simultaneously taught within social studies without reducing acquisition of content knowledge, since there were no significant differences between TS and CO on content outcome measures, and both groups outperformed the control group. Examining a Year-Long Intervention Program to Teach Expository Text Structure Within Social Studies Content to Second-Grade Students https://www.google.com/search?q=Examining+a+Year-Long+Intervention+Program+to+Teach+Expository+Text+Structure+Within+Social+Studies+Content+to+Second-Grade+Students 2015 Universal Regular Teachers/Lecturers Full Academic Year or Longer Range of Academic Outcomes Other School Subjects Clustered 258 16 Yes Whole Sample Only Immediate Post-Test Only Yes No Yes, Descriptive Theory of Change Yes
3030900 USA/Canada Primary/Elementary Behaviour and Social Wellbeing Schoolwide Positive Behavioral Interventions and Supports (SWPBIS) is a universal, schoolwide prevention strategy that is currently implemented in over 9,000 schools across the nation to reduce disruptive behavior problems through the application of behavioral, social learning, and organizational behavioral principles. SWPBIS aims to alter school environments by creating improved systems and procedures that promote positive change in student behavior by targeting staff behaviors. This study uses data from a 5-year longitudinal randomized controlled effectiveness trial of SWPBIS conducted in 37 elementary schools to examine the impact of training in SWPBIS on implementation fidelity as well as student suspensions, office discipline referrals, and academic achievement. School-level longitudinal analyses indicated that the schools trained in SWPBIS implemented the model with high fidelity and experienced significant reductions in student suspensions and office discipline referrals. (Contains 1 table and 5 figures.) Examining the Effects of Schoolwide Positive Behavioral Interventions and Supports on Student Outcomes: Results from a Randomized Controlled Effectiveness Trial in Elementary Schools https://www.google.com/search?q=Examining+the+Effects+of+Schoolwide+Positive+Behavioral+Interventions+and+Supports+on+Student+Outcomes:+Results+from+a+Randomized+Controlled+Effectiveness+Trial+in+Elementary+Schools 2010 Universal Mixture Full Academic Year or Longer None None NA NA NA Yes Whole Sample Only At Least Some Follow-Up Yes No Yes, Descriptive Theory of Change Yes
3030800 USA/Canada Middle/High School Literacy/English This study reports on the effects of the Pathway Project, a professional development intervention aimed at supporting the academic language development of English Learners (ELs). Using a subset of data collected during a multi-site cluster randomized controlled trial involving nine middle and six high schools in an urban, low-income school district over 3 years, this study examines how the Pathway Project intervention impacted ELs&apos; abilities to analyze literature, use academic words, and include commentary in their essays. A total of 103 English teachers were stratified by school and grade and randomly assigned to the intervention or control group. Each year, Pathway teachers participated in 46 hours of training and learned how to apply a cognitive strategies approach to literacy instruction in order to help students understand, interpret, and write analytical essays about themes in literature. Through a textual analysis of 300 randomly sampled pre- and 300 post-intervention essays collected from 1,640 mainstreamed secondary ELs (820 experimental and 820 control), this study examined the ways in which the intervention impacted the writing outcomes of secondary ELs. A univariate analysis of variance (ANOVA) of the students&apos; literary analysis and the use of commentary in their essays with the number of years in the treatment condition as the independent variable revealed significant effects of the intervention on the afore-mentioned posttest measures, with students who received 2 years of the intervention outperforming those who received only 1 year of the intervention. Examining the Text-Based, On-Demand, Analytical Writing of Mainstreamed Latino English Learners in a Randomized Field Trial of the Pathway Project Intervention https://www.google.com/search?q=Examining+the+Text-Based,+On-Demand,+Analytical+Writing+of+Mainstreamed+Latino+English+Learners+in+a+Randomized+Field+Trial+of+the+Pathway+Project+Intervention 2013 Targeted Regular Teachers/Lecturers Full Academic Year or Longer None None Clustered 300 6 Yes Whole Sample Only Immediate Post-Test Only Yes No No No
3031073 USA/Canada Primary/Elementary Behaviour and Social Wellbeing School-Wide Positive Behavioral Interventions and Supports (SWPBIS; Sugai & Horner, 2006) is currently implemented in over 20,000 schools across the country with the goal of preventing disruptive behavior problems and enhancing the school climate. While previous studies have indicated significant main effects of SWPBIS on student outcomes, the program impacts likely vary as a function of children�s social�emotional characteristics. This study examined variation in the effects of SWPBIS based on children�s baseline pattern of behavior problems and social�emotional skills using data from a randomized controlled effectiveness trial. Data come from 12,344 elementary school children (52.9% male; 45.1% African American and 46.1% White; 49% received free or reduced-price meals; and 12.9% received special education services). The group randomized controlled effectiveness trial was implemented in 37 elementary schools. Latent profile analyses (LPA) were conducted on teachers� baseline ratings of children�s behavior problems, concentration problems, social�emotional functioning, and prosocial behavior using the Teacher Observation of Classroom Adaptation�Checklist (TOCA�C; Koth, Bradshaw, & Leaf, 2009). LPA revealed 4 latent classes: high-risk (6.6%), at-risk (23.3%), normative (36.5%), and socially�emotionally skilled (33.6%). LPA membership was found to have a moderating impact on children�s subsequent discipline problems and need for and use of school-based services. Findings suggest that the effects of SWPBIS on student outcomes tend to be greatest among at-risk and high-risk children. (PsycINFO Database Record (c) 2015 APA, all rights reserved)(journal abstract) Examining variation in the impact of school-wide positive behavioral interventions and supports: Findings from a randomized controlled effectiveness trial https://www.google.com/search?q=Examining+variation+in+the+impact+of+school-wide+positive+behavioral+interventions+and+supports:+Findings+from+a+randomized+controlled+effectiveness+trial 2015 Targeted Regular Teachers/Lecturers Full Academic Year or Longer None None Clustered 12344 37 Yes Some Sub-Groups Reported At Least Some Follow-Up Yes No Yes, Theoretical Perspectives Yes
8155349 Rest of Europe College/University Study-Related Skills METHODS: Participants were students with high levels of study-related fatigue, currently not exercising or receiving other psychological or pharmacological treatments, and with no medical cause of fatigue. They were randomly assigned to either a six-week exercise intervention (low-intensity running three times a week, n = 49) or wait list (no intervention, n = 48). All participants were measured before the intervention (T0), and immediately after the intervention (T1). Exercisers were also investigated 4 weeks (T2) and 12 weeks (T3) after the intervention.RESULTS: Participants in the exercise condition showed a larger decrease in two of the three indicators of study-related fatigue (i.e., overall fatigue and need for recovery) as compared to controls. Additionally, sleep quality and some indicators of cognitive functioning improved more among exercisers than among controls. No effects were found for self-efficacy, and physical fitness. The initial effects of the exercise intervention lasted at follow-up (T2 and T3). At 12-week follow up (T3), 80% of participants in the exercise condition still engaged in regular exercise, and further enhancements were seen for emotional exhaustion, overall fatigue, and sleep quality.CONCLUSIONS: These results underline the value of low-intensity exercise for university students with high levels of study-related fatigue. The follow-up effects that were found in this study imply that the intervention has the potential to promote regular exercise and accompanying beneficial effects in the longer run.TRIAL REGISTRATION: Netherlands Trial Register NTR4412.BACKGROUND: Many university students experience high levels of study-related fatigue. This high prevalence, and the negative impact of fatigue on health and academic performance, call for prevention and reduction of these symptoms. The primary aim of the current study was to investigate to what extent an exercise intervention is effective in reducing three indicators of study-related fatigue (emotional exhaustion, overall fatigue, and need for recovery). Effects of exercise on secondary outcomes (sleep quality, self-efficacy, physical fitness, and cognitive functioning) were also investigated. Exercise as an Intervention to Reduce Study-Related Fatigue among University Students: a Two-Arm Parallel Randomized Controlled Trial https://www.google.com/search?q=Exercise+as+an+Intervention+to+Reduce+Study-Related+Fatigue+among+University+Students:+a+Two-Arm+Parallel+Randomized+Controlled+Trial 2016 Universal External Educators Between Half and Full Term None None Single 99 NA Yes Some Sub-Groups Reported At Least Some Follow-Up Yes Yes, Fairly Well Yes, Descriptive Theory of Change Yes
3030930 USA/Canada Middle/High School Behaviour and Social Wellbeing In this study, we randomly assigned 123 sixth and seventh grade classrooms from seven middle schools in the greater Cleveland area to one of two five-session curricula addressing gender violence/sexual harassment (GV/SH) or to a no-treatment control group. A baseline survey and two follow-up surveys were administered immediately after the treatment (Wave 2) and about six months posttreatment (Wave 3). In an earlier paper, we demonstrated the effectiveness of two approaches to youth GV/SH prevention programming (a fact-based, law and justice curriculum and an interaction-based curriculum). In this paper, we explored whether these largely positive findings remain for both girls and boys, including whether girls experience higher levels of GV/SH than boys. Most of our statistical models proved to be non-statistically significant. However, in 2 of our 48 victimization/ perpetration (any violence, sexual violence and non-sexual violence) models (across two post-intervention follow-up points), we observed that the interventions reduced peer (male or female, non-dating partner) sexual violence victimization and reduced peer perpetration, but another outcome model indicated that the interventions increased dating perpetration. These mixed findings will need to be explored further in future research. Regarding our primary research question, we observed no statistically significant differences for the treatment multiplied by gender interaction terms for any of the perpetration or victimization outcome models, suggesting that the treatment had similar effects on girls and boys. However, we did observe that boys are more involved in violence than girls: both as victims and perpetrators. Boys experienced significantly more of three types of victimization from peers and dating partners compared to what girls experienced at the hands of their peers and dating partners. As perpetrators, boys committed more sexual victimization against peers (immediately post-intervention only) and more sexual victimization against dating partners than girls. The implications of these results are discussed. (PsycINFO Database Record (c) 2012 APA, all rights reserved)(journal abstract) Exploring gender differences in dating violence/harassment prevention programming in middle schools: Results from a randomized experiment https://www.google.com/search?q=Exploring+gender+differences+in+dating+violence/harassment+prevention+programming+in+middle+schools:+Results+from+a+randomized+experiment 2010 Universal External Educators Up to Half a Term None None Clustered 1639 123 Yes Some Sub-Groups Reported At Least Some Follow-Up No No Yes, Theoretical Perspectives No
3030622 USA/Canada College/University Professional Training ; Participant attrition may be a significant threat to the generalizability of the results of educational research studies if participants who do not persist in a study differ from those who do in ways that can affect the experimental outcomes. A multi-center trial of the efficacy of different computer-based instructional strategies gave us the opportunity to observe institutional and student factors linked to attrition from a study and the ways in which they altered the participation profile. The data is from a randomized controlled trial conducted at seven US medical schools investigating the educational impact of different instructional designs for computer-based learning modules for surgical clerks. All students undertaking their surgical clerkships at the participating schools were invited participate and those that consented were asked to complete five study measures during their surgery clerkship. Variations in study attrition rates were explored by institution and by participants� self-regulation, self-efficacy, perception of task value, and mastery goal orientation measured on entry to the study. Of the 1,363 invited participants 995 (73 %) consented to participate and provided baseline data. There was a significant drop in the rate of participation at each of the five study milestones with 902 (94 %) completing at least one of two module post-test, 799 (61 %) both module post-tests, 539 (36 %) the mid-rotation evaluation and 252 (25 %) the final evaluation. Attrition varied between institutions on survival analysis (p < 0.001). Small but statistically significant differences in self-regulation (p = 0.01), self-efficacy (p = 0.02) and task value (p = 0.04) were observed but not in mastery or performance goal orientation measures (p = NS). Study attrition was correlated with lower achievement on the National Board of Medical Examiners subject exam. The results of education trials should be interpreted with the understanding that students who persist may be somewhat more self-regulated, self-efficacious and higher achievers than their peers who drop out and as such do not represent the class as a whole Factors influencing medical student attrition and their implications in a large multi-center randomized education trial https://www.google.com/search?q=Factors+influencing+medical+student+attrition+and+their+implications+in+a+large+multi-center+randomized+education+trial 2012 Universal Regular Teachers/Lecturers Between Half and Full Term None None Single 995 NA Yes Whole Sample Only Immediate Post-Test Only No No Yes, Theoretical Perspectives No
3031596 USA/Canada Middle/High School Physical Health and Wellbeing The purpose of this study was to test the feasibility and short-term outcomes of Asthma: It's a Family Affair!, a school-based intervention for adolescents with asthma and their caregivers. Twenty-four ethnic minority families with a middle school student with asthma were randomized to immediate intervention or no-treatment control. Intervention students received six group sessions on prevention and management of asthma. Caregivers received five group sessions teaching child-rearing skills to support the youth's autonomy and asthma self-management. All students attended all sessions; caregivers attended an average of three. Two months post-intervention, relative to controls, intervention caregivers reported better problem-solving with children. Intervention students were more responsible for carrying medication, took more prevention steps, and woke fewer nights from asthma. The intervention resulted in positive short-term changes in family relations, asthma management by students, and health status. Feasibility and impact of a school-based intervention for families of urban adolescents with asthma: results from a randomized pilot trial https://www.google.com/search?q=Feasibility+and+impact+of+a+school-based+intervention+for+families+of+urban+adolescents+with+asthma:+results+from+a+randomized+pilot+trial 2008 Targeted External Educators Between Half and Full Term Behaviour and Social Wellbeing none Single 24 NA Yes Some Sub-Groups Reported At Least Some Follow-Up Yes Yes, Fairly Well Yes, Theoretical Perspectives Yes
3030596 USA/Canada Middle/High School Range of Academic Outcomes Objective: This pilot study tests the feasibility and preliminary efficacy of an after-school treatment program for middle schoolers with ADHD using a randomized clinical trial design. Method: A total of 23 students with ADHD (25% female, 48% African American) from a large public middle school were randomly assigned to a 10-week program or to community comparison. Manualized treatment targeted educational, social, and recreational skills, homework completion, and school and home behavior. Parents participated. Results: Recruitment and randomization targets were easily met (87% completion). Parent and teacher satisfaction was positive. Small to medium treatment effects resulted despite greater medication use in the control group, with improvements in functioning for the program-treated youth or absence of deterioration relative to the comparison group. Conclusion: Despite testing an abbreviated version of the after-school program (less than 5 months), this study reveals feasibility and palatability for this intervention and modest beneficial effects on behavioral and academic outcomes. (Contains 3 tables.) Feasibility and Preliminary Efficacy of an After-School Program for Middle Schoolers with ADHD: A Randomized Trial in a Large Public Middle School https://www.google.com/search?q=Feasibility+and+Preliminary+Efficacy+of+an+After-School+Program+for+Middle+Schoolers+with+ADHD:+A+Randomized+Trial+in+a+Large+Public+Middle+School 2008 Targeted External Educators Between Half and Full Term Behaviour and Social Wellbeing Study Skills Single 23 NA Yes Whole Sample Only At Least Some Follow-Up Yes Yes, Fairly Well Yes, Descriptive Theory of Change Yes
3031722 UK/Ireland Middle/High School Behaviour and Social Wellbeing Background: Body image dissatisfaction during adolescence is common but not benign. School-based interventions have the potential for wide reach, but scalability of previous programmes is limited by a reliance on external facilitators. Aims: To assess the acceptability, feasibility and efficacy of a teacher-delivered body image intervention. Method: A pilot clustered randomised controlled trial in which 16 classes of adolescent girls were allocated to a 6-session body image programme (n = 261), or usual curriculum control (n = 187) (registration: ISRCTN42594993). Results: Students in the intervention group had significantly improved body esteem and self-esteem and reduced thin-ideal internalisation. Effects for body esteem and thin-ideal internalisation were maintained for 3 months. There were no group differences for eating pathology, peer factors or depression. Acceptability, feasibility and efficacy varied between schools. Conclusions: Teacher-delivered body image lessons have promise but further work is needed to increase efficacy and make interventions suitable across a range of schools. Feasibility, acceptability and efficacy of a school-based prevention programme for eating disorders: Cluster randomised controlled trial https://www.google.com/search?q=Feasibility,+acceptability+and+efficacy+of+a+school-based+prevention+programme+for+eating+disorders:+Cluster+randomised+controlled+trial 2013 Universal Regular Teachers/Lecturers Up to Half a Term None None Clustered 448 3 Yes Whole Sample Only Immediate Post-Test Only Yes No Yes, Descriptive Theory of Change Yes
3031937 Rest of Europe Multiple Study-Related Skills Objective:Studies have shown that children with ADHD profit from working memory training, although few studies have investigated transfer effects comprehensively. The current Randomized Controlled Trial analyzes transfer to other neuropsychological (NP) domains, academic performance and everyday functioning at home and school.Method:Sixty-seven children with ADHD were randomized into a control group or a training group. The training group underwent Cogmed's RoboMemo program. All participants were assessed pre-training, immediately after and eight months later with a battery of NP tests, measures of mathematical and reading skills, as well as rating scales filled out by parents and teachers.Results:There was a significant training effect in psychomotor speed, but not to any other NP measures. Reading and mathematics were improved. There were no training induced changes in symptom rating scales either at home or at school. The increased reading scores remained significant eight months later.Conclusion:The study is the most comprehensive study of transfer effects to date, and with mixed results compared to previous research. More research is needed regarding how to improve the training program and the conditions and thresholds for successful training.Trial Registration: Controlled-Trials.com ISRCTN19133620. 2013 Egeland et al. Few Effects of Far Transfer of Working Memory Training in ADHD: A Randomized Controlled Trial https://www.google.com/search?q=Few+Effects+of+Far+Transfer+of+Working+Memory+Training+in+ADHD:+A+Randomized+Controlled+Trial 2013 Targeted Regular Teachers/Lecturers Up to Half a Term None None Single 67 NA Yes Some Sub-Groups Reported At Least Some Follow-Up Yes Yes, Limited Yes, Descriptive Theory of Change Yes
3030812 USA/Canada Primary/Elementary Physical Health and Wellbeing To evaluate methods of preventing young children from experimenting with tobacco and to determine cost effectiveness, students (n = 1005) in 31 primary schools, from randomly selected higher grade-levels were recruited into a partially randomized, single blinded controlled trial in which seven groups of schools were randomly assigned to a combination of teaching, leaflet, and drama, in order to modify students' knowledge, attitudes, beliefs and behaviour (KAB). The eighth group (n = 346) with ten schools, distantly separated from the former, was assigned to be the control, but was dropped from comparison analysis for lack of randomness at baseline. The mean, standard deviation and median age of the intervention groups was 9.94 years (0.81), 10.0 years, (n = 669) at baseline; and 10.62 years (0.66), 11.0 years, (n = 397), at 12 months follow-up. In all, 6.6% had ever used tobacco at least once at a median age of seven years. Teaching health education at school when combined with other methods was significantly better at improving KAB. In 2003, after a year post-intervention, the occurrence of experimentation smoking in the last 30 days, dropped from 9.2% to 1.2% (p = 0.00), equivalent to 87% (95% CI 78, 93) reduction in the group exposed to health education compared to none in the leaflet-only group and Numbers Needed to Treat (NNT) = 12.5. Due to its cost-effectiveness (comparable to child immunizations) at BDS dollars 1.89 to 2.89 or US dollars 1 to 1.5 per child contacted and BDS dollars 100 to 140 (US dollars 50 to 70) capital investment in other resources per school, the experience could be utilized routinely in elementary schools. Field trial to test and evaluate primary tobacco prevention methods in clusters of elementary schools in Barbados https://www.google.com/search?q=Field+trial+to+test+and+evaluate+primary+tobacco+prevention+methods+in+clusters+of+elementary+schools+in+Barbados 2005 Universal Regular Teachers/Lecturers Full Academic Year or Longer None None Clustered 1005 31 Yes Some Sub-Groups Reported At Least Some Follow-Up Yes No Yes, Theoretical Perspectives Yes
3030871 Rest of Europe Middle/High School Other School Subjects We experimentally study the effect of financial education on investment attitudes in a large sample of high school students in Italy. Students in the treated classes were taught a course in finance and interviewed before and after the study, while controls were only interviewed. Our principal result is that the difference-in-difference estimates of the effect of the course are not statistically significant. However, the course in finance reduces the virtual demand for cash and increases the level of financial literacy and the propensity to read (and the capacity to understand) economic articles in both treated and control classes compared with pre-treatment baseline levels. A breakdown of the cognitive process, which is statistically significant for the classes treated, suggests that error and ignorance reduction is sizable and that the progress in financial literacy is stronger in subgroups which exhibit lower ex ante knowledge levels. Reprinted by permission of Routledge, Taylor and Francis Ltd. Financial education and investment attitudes in high schools: evidence from a randomized experiment https://www.google.com/search?q=Financial+education+and+investment+attitudes+in+high+schools:+evidence+from+a+randomized+experiment 2011 Universal Regular Teachers/Lecturers Between Half and Full Term None None Clustered 944 36 Yes Some Sub-Groups Reported Immediate Post-Test Only No No Yes, Theoretical Perspectives Yes
3031598 Asia College/University Professional Training Purpose: To study the performance of final year medical students, at the end of module assessments, following exposure to a web-based tutorial programme designed to facilitate critical thinking and logical reasoning. Method: Multimedia enhanced web-based tutorials based on patient oriented problems, designed to develop higher cognitive skills in students, were used as a supplement to an existing curricular programme for final year medical students attending an orthopaedic surgery rotation. We tested this intervention in a group of 163 final year medical students. Clusters of 15 students were randomly assigned either to an intervention or a control group. Students were examined for their clinical examination skills, critical thinking abilities, and specific factual knowledge based on curricular requirements. Results: Mean scores between control and intervention group were analyzed, and the intervention group outperformed the control group (Statistically Significant). Conclusion: Interactive web-based tutorial programmes can be successfully designed to develop higher cognitive skills in medical students. This results in more sound clinical decision making skills than simple noninteractive, content-rich web resources. Fostering Critical Thinking Skills through a Web-Based Tutorial Programme for Final Year Medical Students--A Randomized Controlled Study https://www.google.com/search?q=Fostering+Critical+Thinking+Skills+through+a+Web-Based+Tutorial+Programme+for+Final+Year+Medical+Students--A+Randomized+Controlled+Study 2003 Universal External Educators Full Academic Year or Longer none none Clustered 163 11 Yes Whole Sample Only Immediate Post-Test Only Yes Yes, Fairly Well Yes, Descriptive Theory of Change Yes
3031489 UK/Ireland Primary/Elementary Physical Health and Wellbeing OBJECTIVE: The present study evaluated the impact of a national school programme of universal free healthy breakfast provision in Wales, UK. DESIGN: A cluster randomised controlled trial with repeated cross-sectional design and a 12-month follow-up. Primary outcomes were breakfast skipping, breakfast diet and episodic memory. Secondary outcomes were frequency of eating breakfast at home and at school, breakfast attitudes, rest-of-day diet and class behaviour. SETTING: Primary schools in nine local education authority areas. SUBJECTS: A total of 4350 students (aged 9-11 years) at baseline and 4472 at follow-up in 111 schools. RESULTS: Students in intervention schools reported significantly higher numbers of healthy food items consumed at breakfast and more positive attitudes towards breakfast eating at 12 months. Parents in intervention schools reported significantly higher rates of consumption of breakfast at school and correspondingly lower rates of breakfast consumption at home. No other significant differences were found. CONCLUSIONS: The intervention did not reduce breakfast skipping; rather, pupils substituted breakfast at home for breakfast at school. However, there were improvements in children's nutritional intake at breakfast time, if not the rest of the day, and more positive attitudes to breakfast, which may have implications for life-course dietary behaviours. There was no impact on episodic memory or classroom behaviour, which may require targeting breakfast skippers. Free healthy breakfasts in primary schools: a cluster randomised controlled trial of a policy intervention in Wales, UK https://www.google.com/search?q=Free+healthy+breakfasts+in+primary+schools:+a+cluster+randomised+controlled+trial+of+a+policy+intervention+in+Wales,+UK 2010 Universal Wider Policy Initiatives Full Academic Year or Longer Physical Health and Wellbeing None Clustered 4350 111 Yes Whole Sample Only At Least Some Follow-Up Yes No No No
3031182 Rest of Europe Special School Study-Related Skills Background: When compared with more traditional instructional methods, Game-based e-learning (GbEl) promises a higher motivation of learners by presenting contents in an interactive, rule-based and competitive way. Most recent systematic reviews and meta-analysis of studies on Game-based learning and GbEl in the medical professions have shown limited effects of these instructional methods. Objectives: To compare the effectiveness on the learning outcome of a Game-based e-learning (GbEl) instruction with a conventional script-based instruction in the teaching of phase contrast microscopy urinalysis under routine training conditions of undergraduate medical students. Methods: A randomized controlled trial was conducted with 145 medical students in their third year of training in the Department of Urology at the University Medical Center Freiburg Germany. 82 subjects where allocated for training with an educational adventure-game (GbEl group) and 69 subjects for conventional training with a written scriptbased approach (script group). Learning outcome was measured with a 34 item single choice test. Students' attitudes were collected by a questionnaire regarding fun with the training, motivation to continue the training and selfassessment of acquired knowledge. Results: The students in the GbEl group achieved significantly better results in the cognitive knowledge test than the students in the script group: the mean score was 28.6 for the GbEl group and 26.0 for the script group of a total of 34.0 points with a Cohen's d effect size of 0.71 (ITT analysis). Attitudes towards the recent learning experience were significantly more positive with GbEl. Students reported to have more fun while learning with the game when compared to the script-based approach. Conclusions: Game-based e-learning is more effective than a script-based approach for the training of urinalysis in regard to cognitive learning outcome and has a high positive motivational impact on learning. Game-based e-learning can be used as an effective teaching method for self-instruction. 2013 Boeker et al. Game-based e-learning is more effective than a conventional instructional method: A randomized controlled trial with third-year medical students https://www.google.com/search?q=Game-based+e-learning+is+more+effective+than+a+conventional+instructional+method:+A+randomized+controlled+trial+with+third-year+medical+students 2013 Universal Regular Teachers/Lecturers Up to Half a Term Other School Subjects None Single 145 NA Yes Whole Sample Only Immediate Post-Test Only Yes No No No
3031606 Rest of Europe Middle/High School Other School Subjects Background: Knowledge of first aid (FA), which constitutes lifesaving treatments for injuries or illnesses, is important for every individual. In this study, we have set up a group-randomized controlled trial to assess the effectiveness of a board game for learning FA. Methods: Four class groups (120 students) were randomly assigned to 2 conditions, a board game or a traditional lecture method (control condition). The effect of the learning environment on students&apos; achievement was examined through a paper-and-pencil test of FA knowledge. Two months after the intervention, the participants took a retention test and completed a questionnaire assessing enjoyment, interest, and motivation. Results: An analysis of pre- and post-test knowledge scores showed that both conditions produced significant increases in knowledge. The lecture was significantly more effective in increasing knowledge, as compared to the board game. Participants indicated that they liked the game condition more than their fellow participants in the traditional lecture condition. Conclusion: These results suggest that traditional lectures are more effective in increasing student knowledge, whereas educational games are more effective for student enjoyment. From this case study we recommend alteration or a combination of these teaching methods to make learning both effective and enjoyable. (Contains 1 table and 2 figures.) Game-Based Learning as a Vehicle to Teach First Aid Content: A Randomized Experiment https://www.google.com/search?q=Game-Based+Learning+as+a+Vehicle+to+Teach+First+Aid+Content:+A+Randomized+Experiment 2013 Universal Regular Teachers/Lecturers Between Half and Full Term none none Single 120 NA Yes Some Sub-Groups Reported At Least Some Follow-Up Yes Yes, Fairly Well Yes, Descriptive Theory of Change Yes
3031547 Central/South America Primary/Elementary Physical Health and Wellbeing Objective: To evaluate the impact of a school-based obesity prevention program that seeks to change food intake among students at schools in Rosario, Argentina. Methods: This was a prospective study involving 405 children 9-11 years of age at six schools in the poor areas of Rosario, Argentina, in May-October 2008. After matching for socioeconomic status, schools were selected by simple randomization; participants were assessed at baseline (T1) and again 6 months later, after completion of the intervention (T2). The program focused on increasing the children's knowledge of healthy nutrition and exercise through four workshops; educating the parents/caregivers; and offering healthy options at the school snack bar. The main outcome measures were the children's intake of healthy and unhealthy foods (assessed with a weekly food frequency questionnaire) and their body mass index (BMI). Results: Of the 387 children assessed at T1, 369 were reassessed at T2 (205 intervention; 164 control). Girls at the schools where the intervention occurred increased their intake of three of the five healthy food items promoted by the program (fruits, vegetables, low-sugar cereals). Statistical significance was reached for skim milk (P = 0.03) and for pure orange juice (P = 0.05). Boys of both the intervention and control groups failed to improve their intake of healthy foods, but those of the intervention arm significantly reduced their intake of hamburgers and hot dogs (P = 0.001). Conclusions: Girls were more amenable to improving their dietary intake. Overall, the program was more likely to increase consumption of healthy food than to decrease intake of unhealthy foods. Gender differences should be taken into account when designing preventive interventions. Gender differences and a school-based obesity prevention program in Argentina: A randomized trial https://www.google.com/search?q=Gender+differences+and+a+school-based+obesity+prevention+program+in+Argentina:+A+randomized+trial 2013 Universal Mixture Up to Half a Term None None Single 387 NA Yes Some Sub-Groups Reported Immediate Post-Test Only No No Yes, Descriptive Theory of Change Yes
8154394 Rest of Europe Primary/Elementary Range of Academic Outcomes Background. As revealed by national surveys and comparisons with other countries, Italian students may have difficulties in learning mathematical content, and geometry in particular. Aim. This research aimed at ascertaining if, with respect to traditional methods, the structural characteristics of simulation games designed on the basis of specific theoretical and methodological choices can: (a) facilitate comprehension and improve the retention of geometric concepts ; (b) increase pupils' motivation to learn geometry; (c) affect perceived social and scholastic self-efficacy . Method. This mixed method research included an experimental and a control group and a qualitative analysis of an open-ended examination. Results. Our research with Y4 primary pupils (n=104) indicates that students who learned geometrical concepts via the simulation game had a higher level of both content retention and level of abstraction compared with those in the control group. Conclusions. The results of this study highlight the didactic effectiveness of simulation games with reference to the cognitive aspects of the learning process and indicate the need to develop design models for geometry-based simulations. Geometry Classrooms With Simulation/Games. Research Results and Future Developments https://www.google.com/search?q=Geometry+Classrooms+With+Simulation/Games.+Research+Results+and+Future+Developments 2016 Universal Regular Teachers/Lecturers Single Session None None Clustered 179 6- 7 in each group Yes Whole Sample Only At Least Some Follow-Up No Yes, Fairly Well Yes, Theoretical Perspectives Yes
3031700 USA/Canada Middle/High School Behaviour and Social Wellbeing We tested the effects of a school-based, multisystemic intervention to reduce relational aggression among adolescent girls, Growing Interpersonal Relationships through Learning and Systemic Supports (GIRLSS). GIRLSS is a 10-week, group counseling, caregiver training, and caregiver phone consultation intervention for relationally aggressive middle school girls. The study addresses the pressing need for empirical examination of ecologically valid, secondary intervention practices in this area. Thirty female youth in grades 6�8 (ages 12�15 years) and their parents were randomly assigned to either the intervention group (N = 22) or a wait list control group (N = 12). Changes in self, teacher and school counselor reported relationally aggressive behavior from pretest to posttest was compared across groups for statistical and clinically significant change. Intervention participants demonstrated significantly more change in the desired direction than control participants according to school counselors and an averaged score of school counselor and teacher-reported relational aggression. We discuss the clinical significance findings and implications of perceptual data from social validity surveys of each intervention component. Limitations are also discussed and the need for future research to further examine empirically and ecologically valid interventions for relational aggression in schools, community, and family contexts is highlighted. (PsycINFO Database Record (c) 2014 APA, all rights reserved)(journal abstract) Girlss: A randomized, pilot study of a multisystemic, school-based intervention to reduce relational aggression https://www.google.com/search?q=Girlss:+A+randomized,+pilot+study+of+a+multisystemic,+school-based+intervention+to+reduce+relational+aggression 2015 Targeted Other School/College Employees More than One Term None None Single 30 NA Yes Some Sub-Groups Reported Immediate Post-Test Only Yes Yes, Fairly Well Yes, Descriptive Theory of Change Yes
3031032 NA NA NA The objective of the present thesis was to carry out a controlled evaluation of the impact of a new goal-setting intervention on clients' participation in and benefits from the process of career counselling. Goal setting is a technique originally developed by researchers in industrial and organizational psychology to help managers motivate employees to set difficult but reachable goals and thereby improve their work-related performance. The present thesis marked one of the first times that goal-setting had been adapted to and rigorously evaluated within career counselling. The thesis involved random assignment of subjects to either a control (n = 31) or an experimental (n = 32) group. The control group received the standard, group-oriented, career-counselling program that is offered at the University of Ottawa Career and Counselling Services (UOCCS), where the study was conducted. The experimental group, received in addition to the standard UOCCS career counselling program, a new collaborative (counsellor-client) goal-setting intervention that included feedback to subjects on progress towards the attainment of their goals. The intervention aimed at increasing the amount of time spent by clients on self-chosen career-counselling activities and, thereby, the overall benefits derived from the career-counselling process. It was anticipated that goal-setting would help counsellors to motivate clients to set specific, challenging, but attainable career-counselling goals and to pursue and implement these goals. The basic hypothesis was that subjects in the experimental (goal-setting) group, compared with those in the control group, would participate to a greater extent in and obtain greater benefits from the career-counselling process. Participation was operationalized as an equally weighed combination of the total amount of time spent on career-counselling activities and the total number of activities engaged in. The following variables were used as career-counselling outcomes: satisfaction with services, number of problem issues interfering with career decision-making, career decidedness, degree of comfort with level of career decidedness, self-clarity about interests and abilities, knowledge of pertinent occupations and training, decisiveness, career-choice importance, and objectives in coming for career counselling (i.e., gaining reassurance on the appropriateness of career options, expanding or narrowing career options, exploring 'backup' career options, deciding on an academic major, and gaining an understanding of occupational interests and abilities). The results of t-tests and a series of split-plot ANOVAS revealed that there was no significant effect (at the p < .05) of treatment on participation in career counselling or on any of the 15 career-counselling outcomes. It therefore seems appropriate to regard the two interventions (i.e., goal-setting plus group career counselling, versus group career counselling alone), as about equally (rather than differentially) effective in motivating students to participate in, and thereby benefit from, the career-counselling process. Although there was no main effect for treatment, a series of hierarchial regressions revealed significant interactions between treatment and level of conscientiousness. The goal-setting intervention produced greater benefits than the control condition (i.e., greater participation in career counselling), but only for subjects low in conscientiousness. The failure to find differential benefits should not lead one to conclude that the programs were not effective (even though the absence of a no-intervention control group does not allow us to say just how effective they were, compared with no career counselling program at all). (PsycINFO Database Record (c) 2012 APA, all rights reserved) Goal-setting to improve participation and outcomes among university career-counselling clients: A randomized evaluation https://www.google.com/search?q=Goal-setting+to+improve+participation+and+outcomes+among+university+career-counselling+clients:+A+randomized+evaluation NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA
3030677 UK/Ireland College/University Professional Training The aim of this study was to detect a difference in knowledge gain between students receiving structured versus student-directed learning for the two-week Child Health outpatient module. A total of 138 phase 3 (year 4) medical students in 10 two-week paediatric outpatient blocks at the Department of Child Health, University of Dundee, Scotland, were randomized to student-directed or structured learning between January and December 2002. Pre- and post-course tests were administered at the start and the end of the attachment; 129 students sat both tests. Results are presented as mean scores with standard deviations or 95% confidence intervals (CI) in parentheses. The primary outcome measure was gain in knowledge of the Child Health core curriculum that is covered in the outpatient setting. Although pre-course scores were similar (student-directed 25.3 (7.3); structured 24.8 (7.5)) the structured approach resulted in higher post-course scores in comparison with the student-directed approach (student-directed 41.8 (9.4); structured 53.8 (8.8); p < 0.01). Knowledge gain showed significant differences between the two learning approaches (student-directed 16.5 (3.7); structured 29.1 (3.8), difference = 12.6 (95% CI 11.3 to 13.9)). Low pre-course scores or gender did not affect knowledge gain. In the Child Health outpatient setting, the 'traditional' structured approach led to significantly greater knowledge gain in comparison with the 'novel' student-directed approach. The findings emphasize the importance of careful evaluation of novel medical education strategies before their implementation in medical schools, and the need for further research to define the effective methods for delivering medical education in Child Health. Greater knowledge gain with structured than student-directed learning in Child Health: cluster randomized trial https://www.google.com/search?q=Greater+knowledge+gain+with+structured+than+student-directed+learning+in+Child+Health:+cluster+randomized+trial 2006 Universal Regular Teachers/Lecturers More than One Term None None Clustered 138 10 yes Whole Sample Only Immediate Post-Test Only Yes No Yes, Descriptive Theory of Change Yes
3031154 USA/Canada Middle/High School Physical Health and Wellbeing BACKGROUND: The Hutchinson Study of High School Smoking randomized trial was designed to rigorously evaluate a proactive, personalized telephone counseling intervention for adolescent smoking cessation. METHODS: Fifty randomly selected Washington State high schools were randomized to the experimental or control condition. High school junior smokers were proactively identified (N = 2151). Trained counselors delivered the motivational interviewing plus cognitive behavioral skills training telephone intervention to smokers in experimental schools during their senior year of high school. Participants were followed up, with 88.8% participation, to outcome ascertainment more than 1 year after random assignment. The main outcome was 6-months prolonged abstinence from smoking. All statistical tests were two-sided. RESULTS: The intervention increased the percentage who achieved 6-month prolonged smoking abstinence among all smokers (21.8% in the experimental condition vs 17.7% in the control condition, difference = 4.0%, 95% confidence interval [CI] = -0.2 to 8.1, P = .06) and in particular among daily smokers (10.1% vs 5.9%, difference = 4.1%, 95% CI = 0.8 to 7.1, P = .02). There was also generally strong evidence of intervention impact for 3-month, 1-month, and 7-day abstinence and duration since last cigarette (P = .09, .015, .01, and .03, respectively). The intervention effect was strongest among male daily smokers and among female less-than-daily smokers. CONCLUSIONS: Proactive identification and recruitment of adolescents via public high schools can produce a high level of intervention reach; a personalized motivational interviewing plus cognitive behavioral skills training counseling intervention delivered by counselor-initiated telephone calls is effective in increasing teen smoking cessation; and both daily and less-than-daily teen smokers participate in and benefit from telephone-based smoking cessation intervention. Group-randomized trial of a proactive, personalized telephone counseling intervention for adolescent smoking cessation https://www.google.com/search?q=Group-randomized+trial+of+a+proactive,+personalized+telephone+counseling+intervention+for+adolescent+smoking+cessation 2009 Targeted External Educators Full Academic Year or Longer None None Clustered 2151 50 Yes Some Sub-Groups Reported At Least Some Follow-Up Yes No Yes, Theoretical Perspectives Yes
3031249 NA NA NA In 1987 a small health education research team in Montpellier became interested in AIDS prevention among high school students (15-19 years old). Studies at that time indicated that the majority of the youth were relatively well informed about AIDS, for example 99% of those questioned knew that the disease was transmitted by sexual intercourse or by the exchange of contaminated needles. Further studies indicated, however, that the young people did not feel that the subject concerned them personally--it was considered a problem like many others. The team decided therefore to design a programme which would involve the young people, and thus motivate them not only to question, but to look for answers and implicate themselves in the search for information. The programme design consisted in creating video workshops in selected high schools. Adults with different backgrounds were trained in video production and communication skills in order to develop sufficient staff for workshop supervision. A network of available specialists was recruited for consulting purposes and a specialized library which included audiovisual materials was created so that the young people would have sufficient resources available for their research. In order to incite the students to contemplate the subject of AIDS and all that it involves, a contest was held. The theme was simply, 'AIDS' and the duration was the length of the 1988-89 school year. Eight workshops were created in eight different schools. The teams were created quite spontaneously and the dynamic of interrogation anticipated was realized. With the help of trained adult supervisors, each team started their project by designing a five minute video.(ABSTRACT TRUNCATED AT 250 WORDS) Health education and AIDS. A randomized controlled trial https://www.google.com/search?q=Health+education+and+AIDS.+A+randomized+controlled+trial NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA
8154265 Rest of Europe Primary/Elementary Behaviour and Social Wellbeing Objective: The objective of this study was to investigate the relationship between classroom psychological climate and the physical and sedentary behaviour of primary school students after the implementation of an innovative education programme regarding nutrition and physical activity. Design: Randomised controlled trial. Setting: Study participants were 729 students, aged 8–10 years, in the third and fourth grade of 30 public primary schools in the Athens Metropolitan Area. Methods: Students were randomly assigned to three study groups: an Intensive Intervention Group (IIG) that underwent an intensive nutrition and physical activity education programme delivered by specialised personnel and teachers, an Intervention Group (IG) that underwent a less intensive programme delivered by their regular teacher and a Control Group (CG) that received no instruction. Classroom Psychological Climate (CPC) was measured in all groups, and the data regarding physical activity and sedentary lifestyle habits, such as the time spent viewing TV or video games (screen time), were recorded. Results: Friction declined and satisfaction increased significantly after the intervention in the IG compared with the CG. There was no significant difference in physical activity and screen time between the groups. Daily screen time was positively associated with increased friction, which is a measure of conflicts between students in the school environment. Conclusion: A school nutrition and physical activity education programme was shown to decrease friction by decreasing daily screen time and increasing outdoor activities. These findings also suggest that teachers alone may be more effective in delivering optional health education programmes than specialised personnel and instructors. Health education: Effects on classroom climate and physical activity https://www.google.com/search?q=Health+education:+Effects+on classroom+climate+and physical+activity 2016 Universal Mixture More than One Term Physical Health and Wellbeing Other School Subjects Clustered 729 3 Yes Whole Sample Only Immediate Post-Test Only Yes No No No
3031678 USA/Canada Middle/High School Physical Health and Wellbeing The Healthy Youth Places (HYP) intervention targeted increased fruit and vegetable consumption (FV) and physical activity (PA) through building the environmental change skills and efficacy of adults and youth. HYP included group training for adult school site leaders, environmental change skill curriculum, and youth-led FV and PA environment change teams. Sixteen schools were randomized to either implement the HYP program or not. Participants (N = 1,582) were assessed on FV and PA and hypothesized HYP program mediators (e.g., proxy efficacy) at the end of sixth grade (baseline), seventh grade (Postintervention Year 1), and eighth grade (Postintervention Year 2). After intervention, HYP schools did not change in FV but did significantly change in PA compared to control schools. Proxy efficacy to influence school PA environments mediated the program effects. Building the skills and efficacy of adults and youth to lead school environmental change may be an effective method to promote youth PA. (Contains 3 figures and 1 table.) Healthy Youth Places: A Randomized Controlled Trial to Determine the Effectiveness of Facilitating Adult and Youth Leaders to Promote Physical Activity and Fruit and Vegetable Consumption in Middle Schools https://www.google.com/search?q=Healthy+Youth+Places:+A+Randomized+Controlled+Trial+to+Determine+the+Effectiveness+of+Facilitating+Adult+and+Youth+Leaders+to+Promote+Physical+Activity+and+Fruit+and+Vegetable+Consumption+in+Middle+Schools 2009 Universal Mixture Between Half and Full Term Physical Health and Wellbeing None Clustered 1582 16 Yes Some Sub-Groups Reported Immediate Post-Test Only Yes No Yes, Theoretical Perspectives Yes
3030766 USA/Canada Middle/High School Physical Health and Wellbeing OBJECTIVES: (1) To conduct a contemporary analysis of historical data on short-term efficacy of a 3-year hearing conservation program conducted from 1992 to 1996 in Wisconsin, USA, with 753 high school students actively involved in farm work; (2) to establish procedures for assessment of hearing loss for use in a recently funded follow-up of this same hearing conservation program cohort. METHODS: We analyzed a pragmatic cluster-randomized controlled trial, with schools as the unit of randomization. Thirty-four rural schools were recruited and randomized to intervention or control. The intervention included classroom instruction, distribution of hearing protection devices, direct mailings, noise level assessments, and yearly audiometric testing. The control group received the audiometric testing. RESULTS: Students exposed to the hearing conservation program reported more frequent use of hearing protection devices, but there was no evidence of reduced levels of noise-induced hearing loss (NIHL). CONCLUSION: Our analysis suggests that, since NIHL is cumulative, a 3-year study was likely not long enough to evaluate the efficacy of this intervention. While improvements in reported use of hearing protection devices were noted, the lasting impact of these behaviors is unknown and the finding merits corroboration by longer term objective hearing tests. A follow-up study of the cohort has recently been started. Hearing conservation program for agricultural students: short-term outcomes from a cluster-randomized trial with planned long-term follow-up https://www.google.com/search?q=Hearing+conservation+program+for+agricultural+students:+short-term+outcomes+from+a+cluster-randomized+trial+with+planned+long-term+follow-up 2009 Targeted Regular Teachers/Lecturers Full Academic Year or Longer None None Clustered 753 34 Yes Whole Sample Only Immediate Post-Test Only Yes No No No
3031820 Asia Middle/High School Behaviour and Social Wellbeing This study evaluates a school-based primary prevention intervention designed to promote adolescents� coping in the immediate aftermath of war exposure in Operation Cast Lead. Participants were 179 adolescents from two demographically similar schools in Ashkelon in south Israel. The intervention incorporated two previously proven resilience factors� mobilization of support and self-efficacy. In a repeated measures design, the study assessed pre- to post-test changes in intervention (n = 94) and control (n = 85) conditions among adolescents exposed to high or low political life events (PLE). Findings showed significant pre-test differences in self-efficacy and psychological symptoms between participants with low and high PLE. For both PLE groups, the intervention strengthened support mobilization and self-efficacy and reduced psychological distress and emotional symptoms. Findings reinforce the importance of offering appropriate evidence-based interventions for school staff to restore security and wellbeing to adolescents in a crisis context immediately following war. Despite the apparent return to a school routine after war, school staff should be aware of the risk to youth for development of psychological symptoms and disorders, and the need for preventative intervention. (PsycINFO Database Record (c) 2014 APA, all rights reserved)(journal abstract) Helping youth immediately following war exposure: A randomized controlled trial of a school-based intervention program https://www.google.com/search?q=Helping+youth+immediately+following+war+exposure:+A+randomized+controlled+trial+of+a+school-based+intervention+program 2013 Universal Regular Teachers/Lecturers Up to Half a Term None None Single 179 NA Yes Whole Sample Only Immediate Post-Test Only Yes No Yes, Descriptive Theory of Change Yes
5132614 USA/Canada Middle/High School Literacy/English A 2-year, randomized control trial with 9th to 10th grade students with significant reading problems was provided for 50 minutes a day in small groups. Comparison students were provided an elective class and treatment students the reading intervention. Students were identified as demonstrating reading difficulties through failure on their state accountability test and were randomly assigned to one of three treatment conditions and a business as usual (BAU) condition: reading without dropout prevention, reading with dropout prevention, dropout prevention without reading, or a BAU condition. Findings from the 2-year reading intervention (reading with and without dropout prevention combined and BAU) are reported in this article. Students in reading treatment compared to students in BAU demonstrated significant gains on reading comprehension (effect size = 0.43), and improved reading was associated with better grades in social studies. Findings from this study provide a rationale for further implementation and investigation of intensive intervention for high school students with reading difficulties. High School Students with Reading Comprehension Difficulties: Results of a Randomized Control Trial of a Two-Year Reading Intervention https://www.google.com/search?q=High+School+Students+with+Reading+Comprehension+Difficulties:+Results+of+a+Randomized+Control+Trial+of+a+Two-Year+Reading+Intervention 2015 Targeted Regular Teachers/Lecturers Full Academic Year or Longer None None Clustered 375 6 Yes Whole Sample Only Immediate Post-Test Only Yes No No No
3030995 UK/Ireland College/University Professional Training Objective Developmental assessment is a core paediatric competency, but research demonstrates teaching gaps. This single-blinded, randomised controlled study compares three teaching approaches to developmental assessment in a large group setting based on a student's self-perception and objective competency assessment. Design Students were randomised into one of the following: ? a didactic lecture followed by self-study with online resources (control group), ? a didactic lecture and small group tutorial (small group) ? a combined didactic lecture and interactive component using audio-visual equipment (Interactive Developmental Teaching-IDT group). Competency scores (based on the Royal College of Paediatrics and Child Health (RCPCH) scoring system, adapted for undergraduates), mean scores of selfreported confidence and degree of motivation were compared between groups. Results 114 students participated . Statistically significant difference between mean assessment scores was demonstrated for the small group (38.0; 95% CI 36.5 to 39.6) and the IDT group (37.9; 95% CI 36.5 to 39.4) compared to the control group (34.8; 95% CI 33.2 to 36.4). Students' self-reported confidence, acquisition of knowledge and degree of motivation to practice was higher in IDT and small groups compared to the didactically taught control group. Teaching costs, if measured by trainer's time, were one-fifth in the IDT group compared to the small group teaching. Conclusions The IDT is an effective teaching method in large groups, improves competencies compared to didactic lecturing, and is as effective as small group teaching. Adoption of the IDT appears to facilitate learning and can be easily delivered with falling ratios of teachers to students. How best to teach developmental assessment? A single-blinded randomised study https://www.google.com/search?q=How+best+to+teach+developmental+assessment?+A+single-blinded+randomised+study 2014 Universal Regular Teachers/Lecturers Between Half and Full Term None None Single 114 NA Yes Whole Sample Only Immediate Post-Test Only Yes No No No
8154864 Rest of Europe College/University Professional Training Background: There is an ongoing debate on how ECG interpretation should be taught during undergraduate medical training. This study addressed the impact of teaching format, examination consequences and student motivation on skills retention. Methods: A total of 493 fourth-year medical students participated in a six-group, partially randomised trial. Students received three levels of teaching intensity: self-directed learning (2 groups), lectures (2 groups) or small-group peer-teaching (2 groups). On each level of teaching intensity, end-of-course written examinations (ECG exit exam) were summative in one group and formative in the other. Learning outcome was assessed in a retention test two months later. Results: Retention test scores were predicted by summative assessments (adjusted beta 4.08; 95% CI 1.39–6.78) but not by the type of teaching. Overall performance levels and motivation did not predict performance decrease or skills retention. Conclusions: Summative assessments increase medium-term retention of ECG interpretation skills, irrespective of instructional format. How can we improve teaching of ECG interpretation skills? Findings from a prospective randomised trial https://www.google.com/search?q=How+can+we+improve+teaching+of+ECG+interpretation+skills?+Findings+from a+prospective+randomised+trial 2016 Universal Mixture Up to Half a Term none None Clustered 493 6 No Some Sub-Groups Reported At Least Some Follow-Up No No No No
3031772 Central/South America Multiple Physical Health and Wellbeing Object. A previous study published by the authors showed that a single intervention could not change the baseline attitudes toward neurotrauma prevention. The present study was designed to evaluate the effectiveness of multiple interventions in modifying knowledge and attitudes for the prevention of neurotrauma in Brazilian preteens and adolescents. Methods. In a randomized controlled trial, fifth-year primary school (PS) and second-year high school (HS) students were divided into a control and 2 intervention (single/multiple) groups. The study was conducted in the following 8 stages: T1, questionnaire to measure baseline characteristics; T2, lecture on trauma prevention; T3, reapplying the questionnaire used in T1; T4, Traffic Department intervention; T5, a play about trauma and its consequences; T6, Fire Department intervention; T7, Emergency Medical Service intervention; and T8, reapplying the questionnaire used in T1 and T3. Positive answers were considered those affirming the use of safety devices 'always or sometimes' and negative as 'never' using safety devices. Results. The sample consisted of 535 students. Regarding attitudes, students in all groups at any stage of measurement showed protective behavior more than 95% of the time about seat belt use. There were only differences between attitudes in PS and HS students on T8 assessment concerning the use of safety equipment on bikes in the multiple-intervention group and concerning the use of safety equipment on skateboards and rollerblades in single-and multiple-intervention groups. These differences were caused mainly by the reduction in positive answers by the HS group, rather than by the increase in positive or protective answers by the PS group. However, there was no difference when the control and intervention groups were compared, independent of the attitudes or the student groups studied. The most important reason for not using protective devices was the belief that they would not get hurt. Conclusions. Multiple and different types of educational interventions, such as lectures, scenes from plays about trauma and its consequences, traffic and fire department intervention, and medical emergency intervention directed to preteens and adolescents from public and private schools did not modify most students' attitudes toward injury prevention. Clinical trial registration no: U1111-1121-0192 (National System of Ethics and Research in Brazil). AANS, 2014. How can we teach them about neurotrauma prevention? Prospective and randomized 'Pense Bem - Caxias do Sul' study with multiple interventions in preteens and adolescents: Clinical article https://www.google.com/search?q=How+can+we+teach+them+about+neurotrauma+prevention?+Prospective+and+randomized+'Pense+Bem+-+Caxias+do+Sul'+study+with+multiple+interventions+in+preteens+and+adolescents:+Clinical+article 2014 Universal External Educators More than One Term Behaviour and Social Wellbeing None Clustered 535 6 Yes Some Sub-Groups Reported Immediate Post-Test Only Yes No Yes, Descriptive Theory of Change Yes
3031728 USA/Canada Primary/Elementary Physical Health and Wellbeing OBJECTIVE: The purpose of this impact evaluation was to measure the influence of a government of Ontario, Canada health promotion initiative, the Northern Fruit and Vegetable Pilot Programme (NFVPP), on elementary school-aged children's psychosocial variables regarding fruit and vegetables, and fruit and vegetable consumption patterns. DESIGN: A cluster-randomised controlled trial design was used. The NFVPP consisted of three intervention arms: (i) Intervention I: Free Fruit and Vegetable Snack (FFVS) + Enhanced Nutrition Education; (ii) Intervention II: FFVS-alone; and (iii) Control group. Using the Pro-Children Questionnaire, the primary outcome measure was children's fruit and vegetable consumption, and the secondary outcome measures included differences in children's awareness, knowledge, self-efficacy, preference, intention and willingness to increase fruit and vegetable consumption. SETTING/SUBJECTS: Twenty-six elementary schools in a defined area of Northern Ontario were eligible to participate in the impact evaluation. A final sample size of 1,277 students in grades five to eight was achieved. RESULTS: Intervention I students consumed more fruit and vegetables at school than their Control counterparts by 0.49 serving/d (P < 0.05). Similarly, Intervention II students consumed more fruit and vegetables at school than Control students by 0.42 serving/d, although this difference was not statistically significant. Among students in both intervention groups, preferences for certain fruit and vegetables shifted from 'never tried it' towards 'like it'. CONCLUSIONS: The NFVPP resulted in positive changes in elementary school-aged children's fruit and vegetable consumption at school, and favourable preference changes for certain fruit and vegetables. Impact evaluation of the Northern Fruit and Vegetable Pilot Programme - a cluster-randomised controlled trial https://www.google.com/search?q=Impact+evaluation+of+the+Northern+Fruit+and+Vegetable+Pilot+Programme+-+a+cluster-randomised+controlled+trial 2009 Universal Regular Teachers/Lecturers Between Half and Full Term Behaviour and Social Wellbeing NA Clustered 1277 26 Yes Whole Sample Only Immediate Post-Test Only Yes No Yes, Descriptive Theory of Change Yes
8154937 NA NA NA Aims Laparoscopic surgery has been created under the concept of 2-dimensional (2-D) imaging, which is known to cause inconveniences for any operator, especially novices. Latest studies have proposed potential benefits offered by innovative 3D technology. To date there is no research dedicated to quantify an impact of training using 3-D over conventional practice. The goal of this study is to analyse the influence of 3-D training on beginner's performance in 2-D laparoscopic simulation. Methods A Total of thirty-two (32) medical students (novices) were selected and equally divided in Group A and Group B to complete 3 FLS tasks: Peg transfer, Pattern cutting, and Intra- corporeal suturing, using validated 2-D and 3-D models. The phase 1 comprised 5 attempts, in which group A applied the 3-D system, and group B the 2-D system. The second phase consisted of 3 attempts using exclusively the 2-D system for both groups. The mean value of time completion (seconds), mean error rate, and efficiency improvement (%) were assessed. Student T-test was used to calculate the results. Results Group A took overall less time to absorb laparoscopic skills compared to its counterpart, Group B, which is statistically significant in advance laparoscopic skills such as pattern cutting (p = 0.02) and applying suture (p = 0.00). Conclusion Implementation of 3-D training for novices has shown benefits, whilst executing laparoscopic skills under 2-D vision. Key statement The initiation of laparoscopic training using 3-D imaging should be considered for novice's training in order to optimise the learning curve. Impact of 3-D laparoscopic surgical training on performance in standard 2-D laparoscopic surgery: A randomised prospective study https://www.google.com/search?q=Impact+of+3-D+laparoscopic+surgical+training+on+performance+in+standard+2-D+laparoscopic+surgery:+A+randomised+prospective+study NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA
3030950 USA/Canada Primary/Elementary Behaviour and Social Wellbeing Background: Adolescent substance use is associated with both earlier childhood behavioural problems and serious lifetime addiction problems later in life. Aims: To examine whether, and through which mechanisms, targeting risk factors in early childhood prevents substance use across adolescence. Method: Disruptive kindergarten boys (n = 172) living in Montreal were randomly allocated to a preventive intervention and a control condition. The intervention was delivered over 2 years (7�9 years of age) with two main components: (a) social and problem-solving skills training for the boys; and (b) training for parents on effective child-rearing skills. Results: Adolescent substance use, up to 8 years post-intervention, was reduced in those who received the intervention (d = 0.48�0.70). Of most interest, the intervention effects were explained partly by reductions in impulsivity, antisocial behaviour and affiliation with less deviant peers during pre-adolescence (11�13 years). Conclusions: Adolescent substance use may be indirectly prevented by selectively targeting childhood risk factors that disrupt the developmental cascade of adolescent risk factors for substance use. (PsycINFO Database Record (c) 2013 APA, all rights reserved)(journal abstract) Impact of a 2-year multimodal intervention for disruptive 6-year-olds on substance use in adolescence: Randomised controlled trial https://www.google.com/search?q=Impact+of+a+2-year+multimodal+intervention+for+disruptive+6-year-olds+on+substance+use+in+adolescence:+Randomised+controlled+trial 2013 Targeted Mixture Full Academic Year or Longer Study Skills None Single 250 NA Yes Whole Sample Only At Least Some Follow-Up Yes No Yes, Theoretical Perspectives No
5132909 USA/Canada Middle/High School Behaviour and Social Wellbeing Objective: This study evaluated the effectiveness of a school-based mental health literacy intervention for adolescents on knowledge and stigma. Method: A total of 24 high schools and 534 students in the regional area of Ottawa, Ontario, Canada participated in this randomized controlled trial. Schools were randomly assigned to either the curriculum or control condition. The curriculum was integrated into the province's grade 11 and 12 'Healthy Living' courses and was delivered by teachers. Changes in mental health knowledge and stigma were measured using pre- and posttest questionnaires. Descriptive analyses were conducted to provide sample characteristics, and multilevel modeling was used to examine study outcomes. Results: For the curriculum condition, there was a significant change in stigma scores over time (p = .001), with positive attitudes toward mental illness increasing from pre to post. There was also a significant change in knowledge scores over time (p < .001), with knowledge scores increasing from pre to post. No significant changes in knowledge or stigma were found for participants in the control condition. A meaningful relationship was found whereby increases in knowledge significantly predicted increases in positive attitudes toward mental health (p < .001). Conclusion: This is the first large randomized controlled trial to demonstrate the effectiveness in mental health literacy of an integrated, manualized mental health educational resource for high school students on knowledge and stigma. Findings also support the applicability by teachers and suggest the potential for broad-based implementation of the educational curriculum in high schools. Replication and further studies are warranted. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (journal abstract) Impact of a mental health curriculum on knowledge and stigma among high school students: A randomized controlled trial. https://www.google.com/search?q=Impact+of+a+mental+health+curriculum+on+knowledge+and+stigma+among+high+school+students:+A+randomized+controlled+trial. 2016 Universal Regular Teachers/Lecturers Up to Half a Term Physical Health and Wellbeing Other School Subjects Clustered 534 24 Yes Whole Sample Only Immediate Post-Test Only No No No No
3031429 USA/Canada Middle/High School Study-Related Skills OBJECTIVES: We conducted a comprehensive evaluation of a rural youth health and safety initiative implemented in 4000 National FFA (formerly Future Farmers of America) chapters across the United States. METHODS: Data were collected from high school students and their FFA advisers at 3 time intervals (preintervention, immediate postintervention, and 1 year postintervention) with a 3-group (standard, enhanced, and control), cluster-randomized, controlled trial design. RESULTS: Matched data from 3081 students and 81 advisers revealed no significant effect of this initiative on agricultural health and safety knowledge, safety attitudes, leadership, self-concept, and self-reported injuries of project participants. Data from 30 public health nurses following the intervention confirmed the program's failure to develop sustainable community partnerships. CONCLUSIONS: This nationally coordinated initiative was funded with more than $1 million donated by agribusinesses. Program implementation was inconsistent, and desired outcomes were not achieved. Future efforts should better guide effective use of private sector resources aimed at reducing agricultural disease and injury among rural youths. Impact of a national rural youth health and safety initiative: results from a randomized controlled trial https://www.google.com/search?q=Impact+of+a+national+rural+youth+health+and+safety+initiative:+results+from+a+randomized+controlled+trial 2004 Universal Other School/College Employees Full Academic Year or Longer None None Clustered 8068 123 No Whole Sample Only At Least Some Follow-Up Yes Yes, Fairly Well Yes, Descriptive Theory of Change Yes
3031132 USA/Canada Primary/Elementary Physical Health and Wellbeing BACKGROUND: Underserved children, particularly girls and those in urban communities, do not meet the recommended physical activity guidelines (>60min of daily physical activity), and this behavior can lead to obesity. The school years are known to be a critical period in the life course for shaping attitudes and behaviors. Children look to schools for much of their access to physical activity. Thus, through the provision of appropriate physical activity programs, schools have the power to influence apt physical activity choices, especially for underserved children where disparities in obesity-related outcomes exist. OBJECTIVES: To evaluate the impact of a nurse directed, coordinated, culturally sensitive, school-based, family-centered lifestyle program on activity behaviors and body mass index. DESIGN, SETTINGS AND PARTICIPANTS: This was a parallel group, randomized controlled trial utilizing a community-based participatory research approach, through a partnership with a University and 5 community schools. Participants included 251 children ages 8-12 from elementary schools in urban, low-income neighborhoods in Los Angeles, USA. METHODS: The intervention included Kids N Fitness(�), a 6-week program which met weekly to provide 45min of structured physical activity and a 45min nutrition education class for parents and children. Intervention sites also participated in school-wide wellness activities, including health and counseling services, staff professional development in health promotion, parental education newsletters, and wellness policies for the provision of healthy foods at the school. The Child and Adolescent Trial for Cardiovascular Health School Physical Activity and Nutrition Student Questionnaire measured physical activity behavior, including: daily physical activity, participation in team sports, attending physical education class, and TV viewing/computer game playing. Anthropometric measures included height, weight, body mass index, resting blood pressure, and waist circumference. Measures were collected at baseline, completion of the intervention phase (4 months), and 12 months post-intervention. RESULTS: Significant results for students in the intervention, included for boys decreases in TV viewing; and girls increases in daily physical activity, physical education class attendance, and decreases in body mass index z-scores from baseline to the 12 month follow-up. CONCLUSIONS: Our study shows the value of utilizing nurses to implement a culturally sensitive, coordinated, intervention to decrease disparities in activity and TV viewing among underserved girls and boys. Impact of a nurse-directed, coordinated school health program to enhance physical activity behaviors and reduce body mass index among minority children: a parallel-group, randomized control trial https://www.google.com/search?q=Impact+of+a+nurse-directed,+coordinated+school+health+program+to+enhance+physical+activity+behaviors+and+reduce+body+mass+index+among+minority+children:+a+parallel-group,+randomized+control+trial 2013 Targeted Other School/College Employees Up to Half a Term Behaviour and Social Wellbeing None Single 251 NA Yes Some Sub-Groups Reported At Least Some Follow-Up Yes Yes, But Not Reported Yes, Theoretical Perspectives No
3030793 USA/Canada Middle/High School Other School Subjects PURPOSE: Given the high rate of dating violence between teens and associated deleterious outcomes, the need for effective prevention and early intervention programs is clear. Break the Cycle's Ending Violence curriculum, a three-class-session prevention program focused on legal issues, is evaluated here for its impact on Latino/a youth. METHODS: Tracks within large urban high schools that had at least 80% Latino/a students were randomized to immediate or delayed curriculum. Classrooms were randomly selected within tracks and individual student outcomes were assessed pre- and postintervention and six months later. RESULTS: Students in intervention classrooms showed improved knowledge, less acceptance of female-on-male aggression, and enhanced perception of the helpfulness and likelihood of seeking assistance from a number of sources immediately after the program. Improved knowledge and perceived helpfulness of an attorney were maintained six months later. There were no differences in recent abusive/fearful dating experiences or violence victimization or perpetration. CONCLUSIONS: The Ending Violence curriculum has an impact on teen norms, knowledge, and help-seeking proclivities that may aid in early intervention for dating violence among Latino/a students. Impact of a school-based dating violence prevention program among Latino teens: randomized controlled effectiveness trial https://www.google.com/search?q=Impact+of+a+school-based+dating+violence+prevention+program+among+Latino+teens:+randomized+controlled+effectiveness+trial 2006 Universal External Educators Full Academic Year or Longer None None Clustered 2540 160 Yes Some Sub-Groups Reported Immediate Post-Test Only Yes No No No
3031877 Multiple College/University Professional Training Irrational prescribing is a habit which is difficult to cure. However, prevention is possible and for this reason the WHO Action Programme on Essential Drugs aims to improve the teaching of pharmacotherapy to medical students. The impact of a short problem-based training course in pharmacotherapy, using a WHO manual on the principles of rational prescribing, was measured in an international multi-centre randomised controlled study of 219 undergraduate medical students in Groningen (Netherlands), Kathmandu (Nepal), Lagos (Nigeria), Newcastle (Australia), New Delhi (India), San Francisco (USA), and Yogyakarta (Japan). The manual and the course presented the students, who were about to enter the clinical phase of their studies, with a normative model for pharmacotherapeutic reasoning in which they were taught to generate a 'standard' pharmacotherapeutic approach to common disorders, resulting in a set of first-choice drugs called P(ersonal)-drugs. The students were then taught how to apply this set of P-drugs to specific patient problems on the symptomatic treatment of pain, using a six-step problem-solving routine. The impact of the course was measured by tests before training, immediately after, and six months later. After the course, students from the study group performed significantly better than controls in all patient problems presented (p < 0.05). The students not only remembered how to solve old problems, but they could also apply their skills to new problems. Both retention and transfer effect were maintained at least six months after the training session in all seven medical schools. In view of the impossibility of teaching students all basic knowledge on the thousands of drugs available, this approach seems to be an efficient way of teaching rational prescribing. However, the method should be accompanied by a change in teaching methods away from the habit of transferring knowledge about the drugs towards problem-based teaching of therapeutic reasoning. Impact of a short course in pharmacotherapy for undergraduate medical students: an international randomised controlled study https://www.google.com/search?q=Impact+of+a+short+course+in+pharmacotherapy+for+undergraduate+medical+students:+an+international+randomised+controlled+study 1995 Universal Regular Teachers/Lecturers More than One Term none none Single 219 NA Yes Whole Sample Only At Least Some Follow-Up Yes Yes, Fairly Well Yes, Descriptive Theory of Change Yes
3030753 USA/Canada Primary/Elementary Range of Academic Outcomes This article reports the effects of a comprehensive elementary school-based social-emotional and character education program on school-level achievement, absenteeism, and disciplinary outcomes utilizing a matched-pair, cluster-randomized, controlled design. The 'Positive Action' Hawai'i trial included 20 racially/ethnically diverse schools (M enrollment = 544) and was conducted from the 2002-03 through the 2005-06 academic years. Using school-level archival data, analyses comparing change from baseline (2002) to 1-year posttrial (2007) revealed that intervention schools scored 9.8% better on the TerraNova (2nd ed.) test for reading and 8.8% on math, that 20.7% better in Hawai'i Content and Performance Standards scores for reading and 51.4% better in math, and that intervention schools reported 15.2% lower absenteeism and fewer suspensions (72.6%) and retentions (72.7%). Overall, effect sizes were moderate to large (range = 0.5-1.1) for all of the examined outcomes. Sensitivity analyses using permutation models and random-intercept growth curve models substantiated results. The results provide evidence that a comprehensive school-based program, specifically developed to target student behavior and character, can positively influence school-level achievement, attendance, and disciplinary outcomes concurrently. (Contains 6 tables and 2 figures.) Impact of a Social-Emotional and Character Development Program on School-Level Indicators of Academic Achievement, Absenteeism, and Disciplinary Outcomes: A Matched-Pair, Cluster-Randomized, Controlled Trial https://www.google.com/search?q=Impact+of+a+Social-Emotional+and+Character+Development+Program+on+School-Level+Indicators+of+Academic+Achievement,+Absenteeism,+and+Disciplinary+Outcomes:+A+Matched-Pair,+Cluster-Randomized,+Controlled+Trial 2010 Universal Regular Teachers/Lecturers Full Academic Year or Longer Behaviour and Social Wellbeing None Clustered 544 20 Yes Whole Sample Only Immediate Post-Test Only Yes No Yes, Descriptive Theory of Change Yes
3031068 Rest of Europe College/University Professional Training Background: Cardiopulmonary resuscitation (CPR) causes significant stress for the rescuers which may cause deficiencies in attention and increase distractibility. This may lead to misjudgements of priorities and delays in CPR performance, which may further increase mental stress (vicious cycle). This study assessed the impact of a task-focusing strategy on perceived stress levels and performance during a simulated CPR scenario.Methods: This prospective, randomized-controlled trial was conducted at the simulator-center of the University Hospital Basel, Switzerland. A total of 124 volunteer medical students were randomized to receive a 10 minute instruction to cope with stress by loudly posing two task-focusing questions (' what is the patient's condition?' , ' what immediate action is needed?' ) when feeling overwhelmed by stress (intervention group) or a control group. The primary outcome was the perceived levels of stress and feeling overwhelmed (stress/overload); secondary outcomes were hands-on time, time to start CPR and number of leadership statements.Results: Participants in the intervention group reported significantly less stress/overload levels compared to the control group (mean difference: -0.6 (95% CI -1.3, -0.1), p=0.04). Higher stress/overload was associated with less hands-on time. Leadership statements did not differ between groups, but the number of leadership statements did relate to performance. Hands-on time was longer in the intervention- group, but the difference was not statistically significant (difference 5.5 (95% CI -3.1, 14.2), p=0.2); there were no differences in time to start CPR (difference -1.4 (95% CI -8.4, 5.7), p=0.71).Conclusions: A brief stress-coping strategy moderately decreased perceived stress without significantly affecting performance in a simulated CPR. Further studies should investigate more intense interventions for reducing stress.Trial registration: NCT01645566. 2013 Hunziker et al.; licensee BioMed Central Ltd. Impact of a stress coping strategy on perceived stress levels and performance during a simulated cardiopulmonary resuscitation: A randomized controlled trial https://www.google.com/search?q=Impact+of+a+stress+coping+strategy+on+perceived+stress+levels+and+performance+during+a+simulated+cardiopulmonary+resuscitation:+A+randomized+controlled+trial 2013 Universal External Educators Single Session None None Single 124 NA Yes Some Sub-Groups Reported Immediate Post-Test Only Yes No No No
3031009 Rest of Europe College/University Professional Training Introduction: Cardiopulmonary resuscitation (CPR) results in significant stress, which may causer deficiencies in attention and increase distractibility. This may lead to misjudgements of priorities and delays in CPR performance, which further increase mental stress. Interventions to stop this vicious cycle by reducing stress and its negative consequences are largely lacking. Hypothesis: We hypothesized that a task focusing strategy would lower perceived stress levels of rescuers and thereby improve performance during a simulated CPR scenario. Methods: This prospective, randomized-controlled trial was conducted at the simulator center of the University Hospital Basel, Switzerland. A total of 124 volunteer medical students were randomized to receive instructions about focusing on relevant tasks by posing two task focusing questions (>>what is the patient's condition?>what immediate action is needed?<<) when feeling overwhelmed by stress (intervention group) or a control group without a similar instruction.The primary outcome was the perceived levels of stress and feeling overwhelmed (stress/overload) during the simulated resuscitation. Secondary outcomes were amount of hands-on time in the first 120 seconds after the onset of the cardiac arrest, time to start CPR and number of leadership statements. Results: Participants in the intervention group reported significantly less perceived stress/overload levels compared to the control group (mean difference: -0.6 (95%CI -1.3, -0.1), p = 0.04). No significant difference was found in regard to hands-on time (difference 5.5 (95%CI -3.1, 14.2), p = 0.2) and time to start CPR (difference -1.4 (95%CI -8.4, 5.7), p = 0.71). Conclusions: A brief task focusing strategy decreased perceived stress without, however, significantly affecting performance of rescuers in a simulated CPR scenario. Further studies into the effect of stress and stress reducing strategies are warranted. Impact of a task focusing strategy on stress levels and performance during a simulated cardiopulmonary resuscitation: A randomized controlled trial https://www.google.com/search?q=Impact+of+a+task+focusing+strategy+on+stress+levels+and+performance+during+a+simulated+cardiopulmonary+resuscitation:+A+randomized+controlled+trial 2013 Universal Other School/College Employees Single Session None None Single 124 NA Yes Some Sub-Groups Reported Immediate Post-Test Only Yes No Yes, Theoretical Perspectives No
3031672 UK/Ireland Middle/High School Physical Health and Wellbeing Objective: To assess the impact of a theoretically based sex education programme (SHARE) delivered by teachers compared with conventional education in terms of conceptions and terminations registered by the NHS. Design: Follow-up of cluster randomised trial 4.5 years after intervention. Setting: NHS records of women who had attended 25 secondary schools in east Scotland. Participants: 4196 women (99.5% of those eligible). Intervention: SHARE programme (intervention group) v existing sex education (control group). Main outcome measure: NHS recorded conceptions and terminations for the achieved sample linked at age 20. Results: In an 'intention to treat' analysis there were no significant differences between the groups in registered conceptions per 1000 pupils (300 SHARE v 274 control; difference 26, 95% confidence interval -33 to 86) and terminations per 1000 pupils (127 v 112; difference 15, -13 to 42) between ages 16 and 20. Conclusions: This specially designed sex education programme did not reduce conceptions or terminations by age 20 compared with conventional provision. The lack of effect was not due to quality of delivery. Enhancing teacher led school sex education beyond conventional provision in eastern Scotland is unlikely to reduce terminations in teenagers. (PsycINFO Database Record (c) 2012 APA, all rights reserved)(journal abstract) Impact of a theoretically based sex education programme (SHARE) delivered by teachers on NHS registered conceptions and terminations: Final results of cluster randomised trial https://www.google.com/search?q=Impact+of+a+theoretically+based+sex+education+programme+(SHARE)+delivered+by+teachers+on+NHS+registered+conceptions+and+terminations:+Final+results+of+cluster+randomised+trial 2006 Universal Regular Teachers/Lecturers Full Academic Year or Longer None None Clustered 4196 25 no Whole Sample Only At Least Some Follow-Up Yes No Yes, Descriptive Theory of Change Yes
3031757 Rest of Europe Primary/Elementary Physical Health and Wellbeing OBJECTIVE: To examine the effects of an intervention program held by teachers previously trained in nutrition, on the consumption of low nutrient, energy-dense (LNED) foods, of children attending elementary schools. METHOD: 464 children (239 female, 6 to 12 years) from seven elementary Portuguese schools participated in this randomized trial. Three schools were allocated to the intervention, and four to the control group. The intervention program was based on the Health Promotion Model and social cognitive theory. Teachers previously trained by researchers in nutrition and healthy eating implemented the intervention in the classroom from November 2008 to March 2009. Sociodemographic, anthropometric, physical activity, and dietary assessments were performed before (2007/2008) and at the end of the intervention (2009). Dietary intake was gathered by a 24-hour dietary recall and two groups of LNED foods were defined, namely SSBs and solid LNED foods. RESULTS: Children from intervention group reported a reduction whereas the control group reported an increase in solid LNED foods consumption. The odds of increasing solid LNED foods consumption was 0.48, 95%CI (0.24, 0.95) in the intervention schools. CONCLUSION: Our study provides further support for the success of intervention programs aimed at limiting the consumption of solid LNED foods in children. Impact of an intervention through teachers to prevent consumption of low nutrition, energy-dense foods and beverages: a randomized trial https://www.google.com/search?q=Impact+of+an+intervention+through+teachers+to+prevent+consumption+of+low+nutrition,+energy-dense+foods+and+beverages:+a+randomized+trial 2013 Universal Regular Teachers/Lecturers Between Half and Full Term None None Clustered 464 7 Yes Some Sub-Groups Reported Immediate Post-Test Only Yes No Yes, Theoretical Perspectives Yes
3031301 USA/Canada Multiple Behaviour and Social Wellbeing Objective: To assess the impact of comorbid anxiety on treatment for adolescent depression in an effectiveness study of interpersonal psychotherapy for depressed adolescents (IPT-A). Method: A randomized clinical trial was conducted from April 1, 1999, through July 31, 2002. Sixty-three depressed adolescents, ages 12 to 18, received either IPT-A or treatment as usual delivered by school-based mental health clinicians. Adolescents with and without probable comorbid anxiety disorders were compared on depression and overall functioning. All analyses used an intent-to-treat design. Results: Comorbid anxiety was associated with higher depression scores at baseline (p less than 0.01) and poorer depression outcome posttreatment (p less than 0.05). IPT-A was nonsignificantly more effective in treating the depression of adolescents with comorbid anxiety (p = 0.07). Adolescents whose depression and functioning improved during the course of treatment also showed an improvement in anxiety (p less than 0.01), largely irrespective of treatment condition. Conclusions: Adolescents with comorbid depression and anxiety present with more severe depression and may be more difficult to treat. Structured treatments like IPT-A may be particularly helpful for comorbidly depressed adolescents as compared to supportive therapy. (Contains 2 tables and 2 figures.) Impact of Comorbid Anxiety in an Effectiveness Study of Interpersonal Psychotherapy for Depressed Adolescents https://www.google.com/search?q=Impact+of+Comorbid+Anxiety+in+an+Effectiveness+Study+of+Interpersonal+Psychotherapy+for+Depressed+Adolescents 2006 Targeted Other School/College Employees More than One Term None None Single 63 NA Yes Whole Sample Only Immediate Post-Test Only Yes Yes, Fairly Well Yes, Descriptive Theory of Change Yes
3031787 UK/Ireland Primary/Elementary Behaviour and Social Wellbeing OBJECTIVES: To investigate the impact of early school-based screening and educational interventions on longer-term outcomes for children at risk for attention-deficit/hyperactivity disorder (ADHD) and the predictive utility of teacher ratings. DESIGN: A population-based 5-year follow-up of a randomized, school-based intervention. SETTING: Schools in England. PARTICIPANTS: Children between 4 and 5 years of age with high teacher-rated hyperactivity/inattention scores. Follow-up data were collected on 487 children in 308 schools. INTERVENTIONS: Following screening, using a 2 x 2 factorial design, schools randomly received an educational intervention (books about ADHD for teachers), the names of children with high hyperactivity/inattention scores between ages 4 and 5 years (identification), both educational intervention and identification, or no intervention. OUTCOME MEASURES: Parent-rated hyperactivity/inattention, impairment in classroom learning, and access to specialist health services for mental health or behavioral problems. RESULTS: None of the interventions were associated with improved outcomes. However, children receiving the identification-only intervention were twice as likely as children in the no-intervention group to have high hyperactivity/inattention scores at follow-up (adjusted odds ratio, 2.11; 95% confidence interval, 1.12-4.00). Regardless of intervention, high baseline hyperactivity/inattention scores were associated with high hyperactivity/inattention and specialist health service use at follow-up. CONCLUSIONS: We did not find evidence of long-term, generalizable benefits following a school-based universal screening program for ADHD. There may be adverse effects associated with labeling children at a young age. Impact of early school-based screening and intervention programs for ADHD on children's outcomes and access to services: follow-up of a school-based trial at age 10 years https://www.google.com/search?q=Impact+of+early+school-based+screening+and+intervention+programs+for+ADHD+on+children's+outcomes+and+access+to+services:+follow-up+of+a+school-based+trial+at+age+10+years 2010 Targeted Regular Teachers/Lecturers Full Academic Year or Longer None None Single 487 NA No Whole Sample Only At Least Some Follow-Up No No Yes, Descriptive Theory of Change Yes
3031680 Asia Middle/High School Physical Health and Wellbeing OBJECTIVE: The number of extremely thin young women has increased and education at school on maintaining an optimal weight has become important. The aim of the present study was to assess the effectiveness of a group-based home-collaborative dietary education (HCDE) programme to maintain appropriate dietary intake compared to conventional school classroom education. DESIGN: Two-arm cluster randomized controlled trial. Twelve classes were randomly assigned as clusters to either the HCDE group or the control group. Each participant in the HCDE group received twelve sessions of group counselling aimed at increasing energy intake at breakfast by modifying dietary intake and adopting appropriate habits. The hypothesis underlying the study was that after 6 months of HCDE the total energy intake would be increased by 627 kJ from baseline (primary endpoint). Secondary outcomes were differences in intake of various nutrients from baseline. Outcome measures after log transformation were examined by t tests and linear mixed models (crude and baseline-adjusted). SETTING: Young women among Japanese female adolescents in Tokyo. SUBJECTS: Four hundred and seventy-four participants aged 13-15 years. RESULTS: Students in twelve classes were used for analysis (n 459). Energy intake was decreased in many of the classes during the 6-month period, especially for those in the control group. After adjustment for the baseline value, significant increases in energy intake and protein, calcium, magnesium and iron intakes at breakfast were observed (P<0.05) CONCLUSIONS: Although energy intake was increased in the HCDE group compared to the control group, further study of the HCDE is warranted. Impact of group-based dietary education on the dietary habits of female adolescents: a cluster randomized trial https://www.google.com/search?q=Impact+of+group-based+dietary+education+on+the+dietary+habits+of+female+adolescents:+a+cluster+randomized+trial 2011 Universal External Educators Between Half and Full Term None None Clustered 459 12 yes Whole Sample Only Immediate Post-Test Only Yes No Yes, Descriptive Theory of Change Yes
3031562 Central/South America Primary/Elementary Physical Health and Wellbeing To control soil-transmitted helminth (STH) infections, the World Health Organization recommends school-based deworming programs with a health hygiene education component. The effect of such health hygiene interventions, however, has not been adequately studied. The objective of the present study was to determine the effectiveness of a health hygiene education intervention on the occurrence of STH re-infection four months post-de-worming. An open-label pair-matched cluster-randomized trial was conducted in Grade 5 schoolchildren of 18 primary schools (9 intervention and 9 control) in the Peruvian Amazon. Baseline assessment included interview with a pre-tested questionnaire and collection of single stool specimens that were examined using the single Kato-Katz thick smear. All schoolchildren were then treated with single-dose albendazole (400 mg). Schoolchildren in intervention schools then received 1) an initial one hour in-class activity on health hygiene and sanitation and 30-minute refresher activities every two weeks over four months; and 2) a half-day workshop for teachers and principals, while children in control schools did not. Four months later, STH infection was re-assessed in all schools by laboratory technologists blinded to intervention status. From April 21-October 20, 2010, a total of 1,089 schoolchildren (518 and 571 from intervention and control schools, respectively) participated in this study. Intervention children scored significantly higher on all aspects of a test of STH-related knowledge compared with control children (aOR = 184; 95% CI: 127 to 266). The intensity of Ascaris lumbricoides infection at follow-up was statistically significantly lower (by 58%) in children in intervention schools compared with children in control schools (aIRR = 042; 95% CI = 021 to 085). No significant changes in hookworm or Trichuris trichiura intensity were observed. A school-based health hygiene education intervention was effective in increasing STH knowledge and in reducing Ascaris lumbricoides infection. The benefits of school-based periodic deworming programs are likely to be enhanced when a sustained health hygiene education intervention is integrated into school curricula. Impact of health education on soil-transmitted helminth infections in schoolchildren of the Peruvian Amazon: a cluster-randomized controlled trial https://www.google.com/search?q=Impact+of+health+education+on+soil-transmitted+helminth+infections+in+schoolchildren+of+the+Peruvian+Amazon:+a+cluster-randomized+controlled+trial 2013 Universal External Educators More than One Term none none Clustered 1089 18 Yes Some Sub-Groups Reported At Least Some Follow-Up Yes Yes, Fairly Well Yes, Descriptive Theory of Change Yes
3031012 USA/Canada Middle/High School Range of Academic Outcomes Purpose: To determine whether a school-wide intervention program to reduce risk factors for type 2 diabetes (T2D) affected student achievement, rates of disciplinary actions, and attendance rates. Design: The HEALTHY primary prevention trial was designed to evaluate a comprehensive school-based intervention to reduce factors for T2D, especially overweight and obesity. Students were followed up from beginning of sixth grade (Fall 2006) through end of eighth grade (Spring 2009). Setting: Forty-two middle schools at seven U.S. sites. Subjects: Schools were randomized in equal numbers at each site to intervention (21 schools, 2307 students) or control (21 schools, 2296 students). Intervention: An integrated school-wide program that focused on (1) foods and beverages, (2) physical education, (3) classroom-based behavior change and education, and (4) social marketing communication and promotional campaigns. Measures: Aggregate (grade- and school-wide) test performance (passing rate), attendance, and referrals for disciplinary actions. Analysis: Descriptive statistics and tests of intervention versus control using mixed linear models methods to adjust for the clustering of students within schools. Results: There were no differences between intervention and control schools in test performance for mathematics (p = .7835) or reading (p = .6387), attendance (p = .5819), or referrals for disciplinary action (p = .8671). Conclusion: The comprehensive HEALTHY intervention and associated research procedures did not negatively impact student achievement test scores, attendance, or referrals for disciplinary action. (PsycINFO Database Record (c) 2014 APA, all rights reserved)(journal abstract) Impact of implementation and conduct of the HEALTHY primary prevention trial on student performance https://www.google.com/search?q=Impact+of+implementation+and+conduct+of+the+HEALTHY+primary+prevention+trial+on+student+performance 2014 Universal Regular Teachers/Lecturers Full Academic Year or Longer Behaviour and Social Wellbeing None Clustered 4603 42 No Whole Sample Only Immediate Post-Test Only Yes No No No
3031227 USA/Canada College/University Professional Training Purpose: To address whether increasingly authentic instructional formats are more effective in improving preclerkship medical students' performance. Method: From 2007 to 2009, the authors conducted a prospective, randomized, crossover study with second-year medical students in a clinical reasoning course at the Uniformed Services University of the Health Sciences. The authors randomly assigned students to one of three cohorts and used instructional formats of differing authenticity (paper, DVD, standardized patient) to teach three subject areas (abdominal pain, anemia, polyuria). Each cohort received one instructional format for each subject area. The authors collected outcome measures (objective structured clinical exam, video quiz, and essay exam scores) at the end of each academic year. They stratified the students into tertiles by first-year grade point average to investigate the impact of instructional formats on learners of different abilities. Results: Outcomes for students in the top tertile improved with increased authenticity of the instructional format compared with outcomes for students in the middle and bottom tertiles (0.188 versus -0.038 and -0.201, P = .001 and .027, respectively). However, outcomes for students in the bottom tertile decreased when students were given only the paper case, compared with the middle and top tertiles (-0.374 versus 0.043 and 0.023, respectively, P = .001), but subsequently improved with more authentic instructional formats. Conclusions: The authors could not demonstrate that increased authenticity of the instructional format resulted in improved learner performance. However, they believe that there may be some benefit to tailoring preclerkship clinical education based on students' ability. Impact of increased authenticity in instructional format on preclerkship students' performance: a two-year, prospective, randomized study https://www.google.com/search?q=Impact+of+increased+authenticity+in+instructional+format+on+preclerkship+students'+performance:+a+two-year,+prospective,+randomized+study 2012 Universal Regular Teachers/Lecturers Full Academic Year or Longer Professional Training Professional Training Single 338 NA no Some Sub-Groups Reported Immediate Post-Test Only yes no Yes, Theoretical Perspectives Yes
3031290 Africa Primary/Elementary Physical Health and Wellbeing Background:Improving the health of school-aged children can yield substantial benefits for cognitive development and educational achievement. However, there is limited experimental evidence of the benefits of alternative school-based malaria interventions or how the impacts of interventions vary according to intensity of malaria transmission. We investigated the effect of intermittent screening and treatment (IST) for malaria on the health and education of school children in an area of low to moderate malaria transmission.Methods and Findings:A cluster randomised trial was implemented with 5,233 children in 101 government primary schools on the south coast of Kenya in 2010-2012. The intervention was delivered to children randomly selected from classes 1 and 5 who were followed up for 24 months. Once a school term, children were screened by public health workers using malaria rapid diagnostic tests (RDTs), and children (with or without malaria symptoms) found to be RDT-positive were treated with a six dose regimen of artemether-lumefantrine (AL). Given the nature of the intervention, the trial was not blinded. The primary outcomes were anaemia and sustained attention. Secondary outcomes were malaria parasitaemia and educational achievement. Data were analysed on an intention-to-treat basis.During the intervention period, an average of 88.3% children in intervention schools were screened at each round, of whom 17.5% were RDT-positive. 80.3% of children in the control and 80.2% in the intervention group were followed-up at 24 months. No impact of the malaria IST intervention was observed for prevalence of anaemia at either 12 or 24 months (adjusted risk ratio [Adj.RR]: 1.03, 95% CI 0.93-1.13, p = 0.621 and Adj.RR: 1.00, 95% CI 0.90-1.11, p = 0.953) respectively, or on prevalence of P. falciparum infection or scores of classroom attention. No effect of IST was observed on educational achievement in the older class, but an apparent negative effect was seen on spelling scores in the younger class at 9 and 24 months and on arithmetic scores at 24 months.Conclusion:In this setting in Kenya, IST as implemented in this study is not effective in improving the health or education of school children. Possible reasons for the absence of an impact are the marked geographical heterogeneity in transmission, the rapid rate of reinfection following AL treatment, the variable reliability of RDTs, and the relative contribution of malaria to the aetiology of anaemia in this setting.Trial registration:www.ClinicalTrials.gov NCT00878007Please see later in the article for the Editors' Summary. 2014 Halliday et al. Impact of Intermittent Screening and Treatment for Malaria among School Children in Kenya: A Cluster Randomised Trial https://www.google.com/search?q=Impact+of+Intermittent+Screening+and+Treatment+for+Malaria+among+School+Children+in+Kenya:+A+Cluster+Randomised+Trial 2014 Universal Mixture Up to Half a Term Range of Academic Outcomes None Clustered 5233 101 No Some Sub-Groups Reported At Least Some Follow-Up Yes No No No
3031467 Asia College/University Professional Training Movie-based simulation training may be useful in delivering the preclinical observed OSPE curriculum, minimising the need of subjects/patients: however, a double-control trial needs to be performed and optimal timing and duration of training is yet to be defined. Likewise, gender-based response and students' feedback has to be assessed. The objective of this study was to compare the movie-based and traditional verbal demonstration teaching methodologies. Second-year medical undergraduates (n = 90) of Avicenna Medical College were randomised to movie-based simulation training (group B, n = 30), traditional verbal training alone (group C, n=30), and a combination (group A, n = 30). The scores were marked by observers using a standardised key and were compared for performance at 2 observed OSPE stations. Group B and A performed significantly better than group C on station 1 and 2. Gender factor did not seem to influence the score. A total of 99% students reported that combination of the 2 teaching modes is the best option. They believed it offers more clear understanding with interest (61%), long term memory (21%), use of both senses; seeing & hearing (10%) & better focus of attention (3%). Even half an hour of movie-based simulation training with traditional instructor-based training may improve student performance significantly, and the students prefer a combination of the both. Impact of movie-based simulation training, with or without conventional verbal demonstration on observed OSPE scores in medical undergraduates: a double control study https://www.google.com/search?q=Impact+of+movie-based+simulation+training,+with+or+without+conventional+verbal+demonstration+on+observed+OSPE+scores+in+medical+undergraduates:+a+double+control+study 2013 Universal Regular Teachers/Lecturers Up to Half a Term none none Single 90 NA Yes Some Sub-Groups Reported Immediate Post-Test Only No Yes, Limited No No
5132495 USA/Canada Middle/High School Other School Subjects The 'Framework for K-12 Science Education' (National Research Council, 2012) sets an ambitious vision for science learning by emphasizing that for students to achieve proficiency in science they will need to participate in the authentic practices of scientists. To realize this vision, all students will need opportunities to learn from high-quality curriculum materials where they engage in science practices. We report on our study of a middle school curriculum called 'Project-Based Inquiry Science' that has some design features that match well with the new directions in science education. To measure the impact of these materials, we conducted a randomized controlled trial in sixth grade science classrooms across 42 schools in an urban school district. We randomly assigned schools to either a treatment condition where teachers implemented the project-based science curriculum or a comparison condition where teachers implemented the district-adopted textbook. Teachers in both conditions received professional development on the 'Framework'. Students who participated in the project-based science curriculum outperformed students in the comparison curriculum on outcome measures that were aligned to core science ideas and science practices in the 'Framework'. Importantly, the results show that project-based curriculum materials that incorporate science practices along with disciplinary content can help students achieve next generation science learning outcomes when there is coherence with district guidance about instruction. The study findings suggest that curriculum materials, district involvement, and support for teachers' implementation of new forms of instruction are important for realizing the vision and key principles of the 'Framework' in the context of a large and diverse urban school district. Impact of Project-Based Curriculum Materials on Student Learning in Science: Results of a Randomized Controlled Trial https://www.google.com/search?q=Impact+of+Project-Based+Curriculum+Materials+on+Student+Learning+in+Science:+Results+of+a+Randomized+Controlled+Trial 2015 Universal Regular Teachers/Lecturers Up to Half a Term Range of Academic Outcomes None Clustered 1411 103 Yes Some Sub-Groups Reported Immediate Post-Test Only Yes No Yes, Theoretical Perspectives No
8154571 Asia College/University Professional Training Background: The present study was designed to implement an interprofessional simulation-based education program for nursing students and evaluate the influence of this program on nursing students’ attitudes toward interprofessional education and knowledge about operating room nursing. Methods: Nursing students were randomly assigned to either the interprofessional simulation-based education or traditional course group. A before-and-after study of nursing students’ attitudes toward the program was conducted using the Readiness for Interprofessional Learning Scale. Responses to an open-ended question were categorized using thematic content analysis. Nursing students’ knowledge about operating room nursing was measured. Results: Nursing students from the interprofessional simulation-based education group showed statistically different responses to four of the nineteen questions in the Readiness for Interprofessional Learning Scale, reflecting a more positive attitude toward interprofessional learning. This was also supported by thematic content analysis of the open-ended responses. Furthermore, nursing students in the simulation-based education group had a significant improvement in knowledge about operating room nursing. Conclusions: The integrated course with interprofessional education and simulation provided a positive impact on undergraduate nursing students’ perceptions toward interprofessional learning and knowledge about operating room nursing. Our study demonstrated that this course may be a valuable elective option for undergraduate nursing students in operating room nursing education. Implementation and evaluation of an interprofessional simulation-based education program for undergraduate nursing students in operating room nursing education: a randomized controlled trial https://www.google.com/search?q=Implementation+and+evaluation+of+an interprofessional+simulation-based+education program+for+undergraduate+nursing+students in+operating+room+nursing+education:+a randomized+controlled+trial 2015 Universal Regular Teachers/Lecturers Up to Half a Term Other School Subjects None Clustered 55 NA Yes Whole Sample Only Immediate Post-Test Only No Yes, Limited Yes, Descriptive Theory of Change No
8154793 Rest of Europe Primary/Elementary Behaviour and Social Wellbeing Behavioral problems in schools can cause serious harm to the emotional and social well-being of students and limit their ability to achieve their full academic potential. A prior pilot study on the universal application of Coping Power showed a significant decrease in the hyperactivity behaviors of five classes. The next step was to test whether Coping Power Universal could be successfully implemented by teachers in a variety of Italian schools. The sample involved 40 third- and fourth-grade classes (901 students) from public schools located in three Italian cities. Twenty classes were randomly assigned to Coping Power Universal, and 20 classes were randomly assigned to the control group, which received the strictly standard academic curriculum of Italian elementary schools. At each assessment period, the teachers completed the Strengths and Difficulties Questionnaire. The findings showed a significant reduction in hyperactive and inattention behaviors and conduct problems and emotional symptoms in the intervention classes compared with the control classes. This study suggests that Coping Power model can be delivered in school settings at both universal and targeted prevention levels and that in this multi-tiered prevention model, teachers can learn a set of intervention skills which can be delivered with flexibility, thus reducing some of the complexity and costs of schools using multiple interventions. Implementing Coping Power Adapted as a Universal Prevention Program in Italian Primary Schools: a Randomized Control Trial https://www.google.com/search?q=Implementing+Coping+Power+Adapted+as+a+Universal+Prevention Program+in+Italian+Primary+Schools:+a+Randomized+Control+Trial 2016 Universal Regular Teachers/Lecturers More than One Term none None Clustered 905 40 Yes Whole Sample Only Immediate Post-Test Only No No Yes, Theoretical Perspectives Yes
3031466 UK/Ireland Primary/Elementary Literacy/English Districts are an important unit for administrative purposes, but they vary little in their impact on students' attainment, at least in the UK. Further, government attempts to raise attainment are often disappointing. The project described in this article aimed to engage schools in reform to change students' attainment and attitudes in schools across a whole district. The intervention, peer tutoring, has a good research pedigree in small-scale studies, but scaling it up to district-level implementation has not been rigorously evaluated. Over 2 years, 129 elementary schools in 1 Scottish district were randomly assigned to different interventions. The implementation was not perfect, but the results were positive with respect to cross-age tutoring, which had effect sizes of about 0.2. Despite limitations, the study demonstrates that it is possible to carry out a clustered randomized controlled trial (RCT) on a large scale working with districts and suggests that peer tutoring has promise when scaled up. (Contains 10 tables and 1 figure.) Improving Attainment across a Whole District: School Reform through Peer Tutoring in a Randomized Controlled Trial https://www.google.com/search?q=Improving+Attainment+across+a+Whole+District:+School+Reform+through+Peer+Tutoring+in+a+Randomized+Controlled+Trial 2011 Universal External Educators Full Academic Year or Longer Numeracy/Maths none Clustered 3861 129 Yes Some Sub-Groups Reported Immediate Post-Test Only Yes Yes, Fairly Well Yes, Theoretical Perspectives Yes
3030771 Rest of Europe Middle/High School Behaviour and Social Wellbeing Aim: Although inclusive education of disabled children is now an accepted practice, it is often challenged by negative peer attitudes. We undertook an interventional study aimed at improving students' attitudes towards their disabled peers. Method: The participants were students from the 7th grade of twelve paired schools (1509 students from 62 classes; age 12-13y), randomly allocated to an intervention group (205 males, 285 females) or a control group (132 males, 165 females). The intervention consisted of a mandatory comprehensive educational project on disability. The Chedoke-McMaster Attitudes Towards Children with Handicaps Scale (CATCH) was used to assess children's attitudes before (T0) and after (T1) intervention. The hierarchical structure of the data was taken into account by adjusting standard deviations and using linear multilevel models. Results: Seven hundred and eighty-four students had at least one score on the three domains (cognitive, affective, behavioural) of the CATCH at T0 and T1. The final scores were higher than baseline scores (total scores, intervention group: baseline score 25.6 (SD=5.4), final score 26.8 (5.9), p less than 0.001; Control group: baseline 25.2 (5.4), final 26.0 (5.7), p less than 0.009) with no significant difference between the intervention and control groups. Individual score changes over time were associated with baseline score (p less than 0.001 for total and all sub-scores). Lower improvement in attitudes was found in students from schools with special units for their peers with cognitive impairment for total (p=0.013), affective (p less than 0.001), and behavioural (p=0.001) scores, while higher improvement existed for the cognitive domain (p=0.029). Interpretation: Although we found no effect of our intervention, we found an improvement in attitudes in the intervention and control groups that could be a result of the nature of the scales and questionnaires the students had to complete before the intervention. Improving Attitudes towards Children with Disabilities in a School Context: A Cluster Randomized Intervention Study https://www.google.com/search?q=Improving+Attitudes+towards+Children+with+Disabilities+in+a+School+Context:+A+Cluster+Randomized+Intervention+Study 2010 Universal Mixture Up to Half a Term None None Clustered 1509 12 No Whole Sample Only Immediate Post-Test Only No No Yes, Descriptive Theory of Change Yes
3030621 UK/Ireland Special School Literacy/English Background Little evidence exists for the effectiveness of therapy for children with receptive language difficulties, particularly those whose difficulties are severe and persistent. Aims To establish the effectiveness of explicit speech and language therapy with visual support for secondary school-aged children with language impairments focusing on comprehension of coordinating conjunctions in a randomized control trial with an assessor blind to group status. Methods & Procedures Fourteen participants (aged 11;3-16;1) with severe RELI (mean standard scores: CELF4 ELS = 48, CELF4 RLS = 53 and TROG-2 = 57), but higher non-verbal (Matrices = 83) and visual perceptual skills (Test of Visual Perceptual Skills (TVPS) = 86) were randomly assigned to two groups: therapy versus waiting controls. In Phase 1, the therapy group received eight 30-min individual sessions of explicit teaching with visual support (Shape Coding) with their usual SLT. In Phase 2, the waiting controls received the same therapy. The participants' comprehension was tested pre-, post-Phase 1 and post-Phase 2 therapy on (1) a specific test of the targeted conjunctions, (2) the TROG-2 and (3) a test of passives. Outcomes & Results After Phase 1, the therapy group showed significantly more progress than the waiting controls on the targeted conjunctions ( d = 1.6) and overall TROG-2 standard score ( d = 1.4). The two groups did not differ on the passives test. After Phase 2, the waiting controls made similar progress to those in the original therapy group, who maintained their previous progress. Neither group showed progress on passives. When the two groups were combined, significant progress was found on the specific conjunctions ( d = 1.3) and TROG-2 raw ( d = 1.1) and standard scores ( d = 0.9). Correlations showed no measures taken (including Matrices and TVPS) correlated significantly with progress on the targeted conjunctions or the TROG-2. Conclusions & Implications Four hours of Shape Coding therapy led to significant gains on comprehension of coordinating conjunctions which were maintained after 4 months. Given the significant progress at a group level and the lack of reliable predictors of progress, this approach could be offered to other children with similar difficulties to the participants. However, the intervention was delivered one-to-one by speech and language therapists, thus the effectiveness of this therapy method with other methods of delivery remains to be evaluated. ABSTRACT FROM AUTHOR]; Copyright of International Journal of Language & Communication Disorders is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) Improving comprehension in adolescents with severe receptive language impairments: a randomized control trial of intervention for coordinating conjunctions https://www.google.com/search?q=Improving+comprehension+in+adolescents+with+severe+receptive+language+impairments:+a+randomized+control+trial+of+intervention+for+coordinating+conjunctions 2014 Targeted Regular Teachers/Lecturers Up to Half a Term None None Single 14 NA Yes Some Sub-Groups Reported At Least Some Follow-Up Yes Yes, Limited Yes, Theoretical Perspectives Yes
3031236 USA/Canada Primary/Elementary Behaviour and Social Wellbeing Background: School safety and quality affect student learning and success. This study examined the effects of a comprehensive elementary school-wide social-emotional and character education program, Positive Action, on teacher, parent, and student perceptions of school safety and quality utilizing a matched-pair, cluster-randomized, controlled design. The Positive Action Hawai&apos;i trial included 20 racially/ethnically diverse schools and was conducted from 2002-2003 through 2005-2006. Methods: School-level archival data, collected by the Hawai&apos;i Department of Education, were used to examine program effects at 1-year post-trial. Teacher, parent, and student data were analyzed to examine indicators of school quality such as student safety and well-being, involvement, and satisfaction, as well as overall school quality. Matched-paired 't'-tests were used for the primary analysis, and sensitivity analyses included permutation tests and random-intercept growth curve models. Results: Analyses comparing change from baseline to 1-year post-trial revealed that intervention schools demonstrated significantly improved school quality compared to control schools, with 21%, 13%, and 16% better overall school quality scores as reported by teachers, parents, and students, respectively. Teacher, parent, and student reports on individual school-quality indicators showed improvement in student safety and well-being, involvement, satisfaction, quality student support, focused and sustained action, standards-based learning, professionalism and system capacity, and coordinated team work. Teacher reports also showed an improvement in the responsiveness of the system. Conclusions: School quality was substantially improved, providing evidence that a school-wide social-emotional and character education program can enhance school quality and facilitate whole-school change. (Contains 4 tables and 1 figure.) Improving Elementary School Quality through the Use of a Social-Emotional and Character Development Program: A Matched-Pair, Cluster-Randomized, Controlled Trial in Hawai&apos;i https://www.google.com/search?q=Improving+Elementary+School+Quality+through+the+Use+of+a+Social-Emotional+and+Character+Development+Program:+A+Matched-Pair,+Cluster-Randomized,+Controlled+Trial+in+Hawai&apos;i 2012 Universal Regular Teachers/Lecturers Full Academic Year or Longer Behaviour and Social Wellbeing Behaviour and Social Wellbeing Clustered 544 20 Yes Some Sub-Groups Reported At Least Some Follow-Up Yes No Yes, Theoretical Perspectives Yes
3030645 USA/Canada College/University Professional Training Organ donation and transplantation are issues that every nurse will eventually face either directly or indirectly. This study explored how an educational intervention related to organ donation and transplantation affected the knowledge and attitude of a randomized two (2) group sample of pre-licensure baccalaureate nursing students enrolled in a southern public university. A convenience sample consisted of 101 subjects in the experimental group and 83 subjects in the control group. All participants were asked to complete a pretest and the results were used to adapt an intervention aimed at specific educational needs of the subjects. One week later the experimental group was exposed to the educational intervention. The intervention consisted of a one (1) hour lecture (based on pre-test analysis) and viewing a DVD depicting an actual organ procurement procedure. Both experimental and control groups were provided a resource list which they could explore if they wished. Two weeks after the intervention the pretest questionnaire was administered again as a post test to both the experimental and control groups. Following a repeated measures design, SPSS was utilized to analyze the data and evaluate the effect of the educational intervention. Results indicated a 7.99 point (40 percent) overall increase in knowledge and an 18.16 point (8.5 percent) increase in attitudes after exposure to the educational intervention. Multiple regression analyses indicated that being in the experimental group resulted in a 5.02 point improvement in knowledge scores and a 14.37 point increase in attitude scores over those in the control group. When added to the regression, post-intervention knowledge was the sole significant predictor of post-intervention attitude scores. Of interest is the fact that among African Americans there was a notable change in post intervention knowledge, but not in attitude. Improving nursing students' knowledge and attitudes toward organ donation and transplantation: A randomized intervention https://www.google.com/search?q=Improving+nursing+students'+knowledge+and+attitudes+toward+organ+donation+and+transplantation:+A+randomized+intervention 2012 Universal Regular Teachers/Lecturers Up to Half a Term Professional Training None Single 184 NA Yes Whole Sample Only At Least Some Follow-Up Yes No Yes, Theoretical Perspectives Yes
8154712 NA NA NA NEEDS AND OBJECTIVES: There is a need for increased opportunities for distance learning and asynchronous learning in undergraduate medical education. Students have many reasons for not being at their institution's main campus including visiting electives or rotations at other campuses. Online courses, particularly those that are asynchronous, can fill this need, but different strategies for effective instruction have not been studied extensively. Of particular interest are strategies that increase interactivity without overburdening faculty. The main objectives of this project are to: 1) Determine the feasibility of adding basic interaction to recorded lectures using a novel learning tool; and 2) Determine whether this interaction improves students' short- and intermediate-term knowledge and self-efficacy. We will determine these outcomes by performing a randomized controlled trial (RCT) comparing recorded lectures to an interactive lecture. SETTING AND PARTICIPANTS: Clinical Therapeutics is an entirely online elective course available to all senior medical students at the University of Wisconsin School of Medicine and Public Health. The course is almost entirely asynchronous and is available from the beginning of December until the end of March to coincide with the residency interview season. DESCRIPTION: The RCT involves comparing interactive lectures that use a novel program developed at the University of Wisconsin called 'Case Scenario/Critical Reader Builder' (CSCR) to matched recorded lectures without interaction. All students taking the Clinical Therapeutics course during the 2015-2016 academic year (n = 118) were randomized to the recorded lecture group (control) or the interactive lecture group (intervention). Students in the control group view a recorded lecture online with accompanying PowerPoint slides roughly 45 min in duration. The recorded lectures have example cases mixed throughout the lecture and faculty pose questions about the cases to learners in the recording. Students in the intervention group view the same components, however, the cases and questions are presented to them via CSCR which requires them to answer questions about the cases correctly before proceeding with the lecture. CSCR provides feedback for each correct and incorrect answer chosen. We selected five learning topics taught by five faculty members for this RCT: depression, hypertension, sexually transmitted diseases, skin and soft tissue infections, and vasopressors. Students were randomized to receive all five topics in either the control or intervention format. Following the completion of each topic, students answer a five-question multiple-choice quiz querying the most important content of the lecture. Students are asked as part of the evaluation, 'Overall this was an excellent session,' rated on a 4 point scale (1 = strongly agree to 4 = strongly disagree). In addition, the students complete a self-efficacy question, 'I am confident in my ability to treat a patient with [conditions described in the lecture]', rated on a 10-point scale (1 = Not at all Confident to 10 = Extremely Confident). Students are given the same five-question quiz 2 weeks after completion of the topic to determine intermediate-term knowledge. EVALUATION: The main outcome measure is difference in student short-term and intermediate-term knowledge, as measured by the five-question quizzes. Knowledge difference will be analyzed using repeated analysis of variance in order to account for the five matched lecture pairings. Self-efficacy in the topic area will be evaluated by the single confidence question, and learning session satisfaction will be assessed by student ratings of the sessions. Feasibility of the intervention will be evaluated by comparing the time it takes for students to complete the interactive learning session versus the recorded lecture, and the self-reported additional time it takes faculty to develop the interactive learning session. To date, intervention students have completed 89 interactive lectures with a rating of 1.28 (standard deviation 0.48). Control students have completed 76 recorded lectures with a rating of 1.44 (standard deviation 0.50). Faculty reported an average of 5.75 extra hours to develop the interactive content versus the lecture. DISCUSSION / REFLECTION / LESSONS LEARNED: Data obtained from this study will help inform the use of interactive methods for online medical student education. Early results show that students rate the interactive sessions highly and additional faculty time to prepare the sessions using CSCR is manageable. If this moderate amount of interactivity improves students' short-term and/or intermediate-term knowledge, we will have identified a basic online teaching method that increases learner knowledge without requiring a large amount of faculty time. If we find no increases in student knowledge, further investigations will focus on whether increased amounts of interactivity will improve online learning, understanding that this will be increasingly burdensome for faculty. Improving online medical student learning through interaction: A randomized controlled trial https://www.google.com/search?q=Improving+online+medical+student+learning+through+interaction:+A+randomized+controlled+trial NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA
3031446 Asia Primary/Elementary Literacy/English We evaluate a program that aims to improve children's reading skills by providing classes with age-appropriate reading material and incentivizing children to read through a 31 day read-a-thon. During the read-a-thon, the program significantly increases the propensity of children to read, causing 20 percent more children to have read a book in the last week at school and increasing the number of books read by 2.3 in the last week and 7.2 in the last month. These increases extend both after the end of the program and outside of school, although at lower rates. The program also increased students' scores on a reading assessment, causing students' scores to improve by 0.13 standard deviations immediately after the program. The effect persisted even after the program ended with an effect of 0.06 standard deviations three months later. Improving Reading Skills by Encouraging Children to Read: A Randomized Evaluation of the Sa Aklat Sisikat Reading Program in the Philippines. NBER Working Paper No. 17185 https://www.google.com/search?q=Improving+Reading+Skills+by+Encouraging+Children+to+Read:+A+Randomized+Evaluation+of+the+Sa+Aklat+Sisikat+Reading+Program+in+the+Philippines.+NBER+Working+Paper+No.+17185 2011 Universal Regular Teachers/Lecturers Between Half and Full Term None None Clustered 5510 100 Yes Whole Sample Only At Least Some Follow-Up Yes Yes, Fairly Well Yes, Descriptive Theory of Change No
3031821 UK/Ireland Middle/High School Physical Health and Wellbeing OBJECTIVE: To assess the effectiveness of a teacher led intervention to improve teenagers' knowledge about emergency contraception. DESIGN: Cluster randomised controlled trial. SETTING: 24 mixed sex, state secondary schools in Avon, south west England. PARTICIPANTS: 1974 boys and 1820 girls in year 10 (14-15 year olds). INTERVENTION: Teachers gave a single lesson on emergency contraception to year 10 pupils. The teachers had previously received in-service training on giving the lesson. The pupils were actively involved during the lesson. MAIN OUTCOME MEASURES: Questionnaires distributed to pupils at baseline and six months after the intervention assessed their knowledge of the correct time limits for hormonal emergency contraception and for use of the intrauterine device as emergency contraception, the proportion of pupils who were not virgins, the proportion who had used emergency contraception, and the pupils' intention to use emergency contraception in the future. RESULTS: The proportion of pupils knowing the correct time limits for both types of emergency contraception was significantly higher in the intervention group than in the control group at six months' follow up (hormonal contraception: proportion of boys 15.9% higher (95% confidence interval 6.5% to 25.3%), girls 20.4% (10.4% to 30.4%); intrauterine device used as emergency contraception: boys 4.2% (0.7% to 7.7%), girls 10.7% (0.4% to 21.0%). The number of pupils needed to be taught for one more pupil to know the correct time limits was six for boys and five for girls. The intervention and control groups did not differ in the proportion of pupils who were not virgins, in the proportion who had used emergency contraception, and in the proportion intending to use emergency contraception in the future. CONCLUSIONS: The intervention significantly improved the proportion of boys and girls knowing the correct time limits for both types of emergency contraception. The intervention did not change the pupils' sexual activity or use of emergency contraception. Improving teenagers' knowledge of emergency contraception: cluster randomised controlled trial of a teacher led intervention https://www.google.com/search?q=Improving+teenagers'+knowledge+of+emergency+contraception:+cluster+randomised+controlled+trial+of+a+teacher+led+intervention 2002 Universal Regular Teachers/Lecturers Single Session Physical Health and Wellbeing Physical Health and Wellbeing Clustered 1974 24 Yes Some Sub-Groups Reported At Least Some Follow-Up Yes No Yes, Descriptive Theory of Change Yes
3030766 USA/Canada Preschool/Kindergarten Behaviour and Social Wellbeing This paper reports the results from a randomized clinical trial evaluating an adaptation of the Promoting Alternative Thinking Strategies curriculum (PATHS) for preschool-age children in Head Start. PATHS is a universal, teacher-taught social-emotional curriculum that is designed to improve children's social competence and reduce problem behavior. Twenty classrooms in two Pennsylvania communities participated in the study. Teachers in the 10 intervention classrooms implemented weekly lessons and extension activities across a 9-month period. Child assessments and teacher and parent reports of child behavior assessments were collected at the beginning and end of the school year. Analysis of covariance was used to control for baseline differences between the groups and pretest scores on each of the outcome measures. The results suggest that after exposure to PATHS, intervention children had higher emotion knowledge skills and were rated by parents and teachers as more socially competent compared to peers. Further, teachers rated intervention children as less socially withdrawn at the end of the school year compared to controls. Improving young children's social and emotional competence: a randomized trial of the preschool 'PATHS' curriculum https://www.google.com/search?q=Improving+young+children's+social+and+emotional+competence:+a+randomized+trial+of+the+preschool+'PATHS'+curriculum 2007 Universal Regular Teachers/Lecturers More than One Term None None Clustered 292 20 Yes Whole Sample Only Immediate Post-Test Only No No Yes, Descriptive Theory of Change Yes
3031118 Africa Middle/High School Physical Health and Wellbeing OBJECTIVE: To evaluate an HIV risk-reduction intervention among Namibian adolescents. METHODS: A randomized trial of a 14-session face-to-face intervention emphasizing abstinence and safer sexual practices conducted among 515 youths (median age 17 years and median grade 11) attending 10 secondary schools located in two districts in Namibia. Youths were randomly assigned to the intervention or control condition at the level of the individual. HIV risk behaviours, intentions and perceptions were assessed at baseline, immediately post-intervention and at 6 and 12 months post-intervention. RESULTS: Among all 515 youths who enrolled in the programme, rates of either abstinence or sex with a condom were not different between control and intervention youths at baseline or in the follow-up period. However, analyses conducted among the subset of youths who were sexually inexperienced at baseline (n = 255) revealed that a higher percentage of intervention youths (17%) than control youths (9%, P<0.05) remained sexually inexperienced one year later. Moreover, in the immediate post-intervention period, among baseline virgins who subsequently initiated sex, intervention youths were more likely than control youths to use a condom (18 versus 10%, P<0.05). Additional HIV-related risk behaviours (failure to discuss previous HIV risk exposure with one's sexual partner and alcohol use), intentions to use condoms, and perceptions of the ability to use condoms were positively affected by the intervention. CONCLUSIONS: There is evidence that the 'My Future is My Choice' (MFMC) intervention is reducing HIV risk behaviours among sexually inexperienced participants aged 15-18. Related risk behaviours and perceptions are also positively impacted by the intervention. Increased protected sex and abstinence among Namibian youth following a HIV risk-reduction intervention: a randomized, longitudinal study https://www.google.com/search?q=Increased+protected+sex+and+abstinence+among+Namibian+youth+following+a+HIV+risk-reduction+intervention:+a+randomized,+longitudinal+study 1998 Universal Regular Teachers/Lecturers Between Half and Full Term None None Clustered 515 10 Yes Some Sub-Groups Reported At Least Some Follow-Up Yes No Yes, Theoretical Perspectives Yes
3030956 Rest of Europe Middle/High School Behaviour and Social Wellbeing Background: Depressive disorders in adolescents are a widespread and increasing problem. Prevention seems a promising and feasible approach. Methods: We designed a cognitive-behavioral school-based universal primary prevention program and followed 347 eighth-grade students participating in a randomized controlled trial for three months. Results: In line with our hypothesis, participants in the prevention program remained on a low level of depressive symptoms, having strong social networks. The control group showed increasing depressive symptoms and a reduced social network. Contrary to our expectations, students low in self-efficacy benefited more from the program than high self-efficient students. Social network did not mediate the relationship between participation in the prevention program and changes in depressive symptoms. Conclusions: Our results show that the prevention program had favorable effects. Further research is needed to explore the impact of self-efficacy on the effects of prevention programs. Influence of General Self-Efficacy on the Effects of a School-Based Universal Primary Prevention Program of Depressive Symptoms in Adolescents: A Randomized and Controlled Follow-up Study https://www.google.com/search?q=Influence+of+General+Self-Efficacy+on+the+Effects+of+a+School-Based+Universal+Primary+Prevention+Program+of+Depressive+Symptoms+in+Adolescents:+A+Randomized+and+Controlled+Follow-up+Study 2005 Targeted External Educators Between Half and Full Term None None Single 347 NA Yes Some Sub-Groups Reported At Least Some Follow-Up Yes No Yes, Theoretical Perspectives No
3031959 USA/Canada Primary/Elementary Literacy/English Fast Track is a multisite, multicomponent preventive intervention for young children at high risk for long-term antisocial behavior. Based on a comprehensive developmental model, intervention included a universal-level classroom program plus social skills training, academic tutoring, parent training, and home visiting to improve competencies and reduce problems in a high-risk group of children selected in kindergarten. At the end of Grade 1, there were moderate positive effects on children's social, emotional, and academic skills; peer interactions and social status; and conduct problems and special-education use. Parents reported less physical discipline and greater parenting satisfaction/ease of parenting and engaged in more appropriate/consistent discipline, warmth/positive involvement, and involvement with the school. Evidence of differential intervention effects across child gender, race, site, and cohort was minimal. (PsycINFO Database Record (c) 2012 APA, all rights reserved)(journal abstract) Initial impact of the fast track prevention trial for conduct problems: I. The high-risk sample https://www.google.com/search?q=Initial+impact+of+the+fast+track+prevention+trial+for+conduct+problems:+I.+The+high-risk+sample 1999 Targeted Regular Teachers/Lecturers Full Academic Year or Longer Behaviour and Social Wellbeing none Clustered 891 401 Yes Some Sub-Groups Reported At Least Some Follow-Up Yes Yes, Fairly Well Yes, Theoretical Perspectives Yes
3031385 USA/Canada Primary/Elementary Physical Health and Wellbeing This study examined the effectiveness of the universal component of the Fast Track prevention model: the PATHS (Promoting Alternative THinking Strategies) curriculum and teacher consultation. This randomized clinical trial involved 198 intervention and 180 comparison classrooms from neighborhoods with greater than average crime in 4 U.S. locations. In the intervention schools, Grade 1 teachers delivered a 57-lesson social competence intervention focused on self-control, emotional awareness, peer relations, and problem solving. Findings indicated significant effects on peer ratings of aggression and hyperactive-disruptive behavior and observer ratings of classroom atmosphere. Quality of implementation predicted variation in assessments of classroom functioning. The results are discussed in terms of both the efficacy of universal, school-based prevention models and the need to examine comprehensive, multiyear programs. Initial impact of the Fast Track prevention trial for conduct problems: II. Classroom effects. Conduct Problems Prevention Research Group https://www.google.com/search?q=Initial+impact+of+the+Fast+Track+prevention+trial+for+conduct+problems:+II.+Classroom+effects.+Conduct+Problems+Prevention+Research+Group 1999 Universal Regular Teachers/Lecturers More than One Term Behaviour and Social Wellbeing None Clustered 6715 378 Yes Some Sub-Groups Reported Immediate Post-Test Only Yes No Yes, Descriptive Theory of Change Yes
3031706 USA/Canada Primary/Elementary Physical Health and Wellbeing OBJECTIVE: To evaluate sustained improvements 6 months after a 40-session, in-school computer attention training intervention using neurofeedback or cognitive training (CT) administered to 7- to 11- year-olds with attention-deficit/hyperactivity disorder (ADHD). METHODS: One hundred four children were randomly assigned to receive neurofeedback, CT, or a control condition and were evaluated 6 months postintervention. A 3-point growth model assessed change over time across the conditions on the Conners 3-Parent Assessment Report (Conners 3-P), the Behavior Rating Inventory of Executive Function Parent Form (BRIEF), and a systematic double-blinded classroom observation (Behavioral Observation of Students in Schools). Analysis of variance assessed community-initiated changes in stimulant medication. RESULTS: Parent response rates were 90% at the 6-month follow-up. Six months postintervention, neurofeedback participants maintained significant gains on Conners 3-P (Inattention effect size [ES] = 0.34, Executive Functioning ES = 0.25, Hyperactivity/Impulsivity ES = 0.23) and BRIEF subscales including the Global Executive Composite (ES = 0.31), which remained significantly greater than gains found among children in CT and control conditions. Children in the CT condition showed delayed improvement over immediate postintervention ratings only on Conners 3-P Executive Functioning (ES = 0.18) and 2 BRIEF subscales. At the 6-month follow-up, neurofeedback participants maintained the same stimulant medication dosage, whereas participants in both CT and control conditions showed statistically and clinically significant increases (9 mg [P = .002] and 13 mg [P < .001], respectively). CONCLUSIONS: Neurofeedback participants made more prompt and greater improvements in ADHD symptoms, which were sustained at the 6-month follow-up, than did CT participants or those in the control group. This finding suggests that neurofeedback is a promising attention training treatment for children with ADHD. Copyright 2014 by the American Academy of Pediatrics. In-school neurofeedback training for ADHD: Sustained improvements from a randomized control trial https://www.google.com/search?q=In-school+neurofeedback+training+for+ADHD:+Sustained+improvements+from+a+randomized+control+trial 2013 Targeted External Educators More than One Term Physical Health and Wellbeing None Single 104 NA Yes Whole Sample Only At Least Some Follow-Up No No Yes, Descriptive Theory of Change No
3031248.1 USA/Canada Middle/High School Physical Health and Wellbeing Objective: Each year, thousands of college students receive mandated intervention as a sanction for alcohol use or alcohol-related behavior. For these mandated students, brief motivational interventions (BMIs) are currently the most efficacious individual intervention. However, little is known about how the technical (therapist behaviors) and relational (e.g., global ratings of therapist empathy) components of BMIs influence client language as well as subsequent change in alcohol use and consequences. Method: This study used the Motivational Interviewing Skills Code (MISC 2.0; Miller, Moyers, Ernst, & Amrhein, 2003) to code BMI sessions from 2 randomized clinical trials that facilitated significant reductions in alcohol use (Study 1, n = 91) and alcohol-related consequences (Study 2, n = 158) in mandated students. Results: There were significant relationships among therapist behaviors, global scores, and client language both for and against change, yet there were no links between in-session client language and subsequent changes in alcohol use or problems. In contrast, relational aspects of motivational interviewing (MI; global ratings of therapist MI Spirit and client self-exploration) were most predictive of postsession alcohol use. Mediation models incorporating both technical and relational components revealed that higher levels of client self-exploration mediated the relationship between higher therapist ratings of MI Spirit and reduced drinking at follow-up. Conclusions: Findings highlight the importance of considering how both technical and relational components of MI may influence alcohol use in mandated college students and also suggest more exact analyses to better understand this complex relationship. (PsycINFO Database Record (c) 2015 APA, all rights reserved)(journal abstract) In-session processes of brief motivational interventions in two trials with mandated college students https://www.google.com/search?q=In-session+processes+of+brief+motivational+interventions+in+two+trials+with+mandated+college+students 2014 Targeted External Educators Single Session None None Single 198 NA Yes Some Sub-Groups Reported At Least Some Follow-Up Yes No Yes, Theoretical Perspectives Yes
3031248.2 USA/Canada Middle/High School Physical Health and Wellbeing Objective: Each year, thousands of college students receive mandated intervention as a sanction for alcohol use or alcohol-related behavior. For these mandated students, brief motivational interventions (BMIs) are currently the most efficacious individual intervention. However, little is known about how the technical (therapist behaviors) and relational (e.g., global ratings of therapist empathy) components of BMIs influence client language as well as subsequent change in alcohol use and consequences. Method: This study used the Motivational Interviewing Skills Code (MISC 2.0; Miller, Moyers, Ernst, & Amrhein, 2003) to code BMI sessions from 2 randomized clinical trials that facilitated significant reductions in alcohol use (Study 1, n = 91) and alcohol-related consequences (Study 2, n = 158) in mandated students. Results: There were significant relationships among therapist behaviors, global scores, and client language both for and against change, yet there were no links between in-session client language and subsequent changes in alcohol use or problems. In contrast, relational aspects of motivational interviewing (MI; global ratings of therapist MI Spirit and client self-exploration) were most predictive of postsession alcohol use. Mediation models incorporating both technical and relational components revealed that higher levels of client self-exploration mediated the relationship between higher therapist ratings of MI Spirit and reduced drinking at follow-up. Conclusions: Findings highlight the importance of considering how both technical and relational components of MI may influence alcohol use in mandated college students and also suggest more exact analyses to better understand this complex relationship. (PsycINFO Database Record (c) 2015 APA, all rights reserved)(journal abstract) In-session processes of brief motivational interventions in two trials with mandated college students https://www.google.com/search?q=In-session+processes+of+brief+motivational+interventions+in+two+trials+with+mandated+college+students 2014 Targeted External Educators Single Session None None Single 598 NA Yes Some Sub-Groups Reported At Least Some Follow-Up Yes No Yes, Theoretical Perspectives Yes
3030889 Rest of Europe College/University Professional Training BACKGROUND: Several studies have found a positive effect on the learning curve as well as the improvement of basic psychomotor skills in the operating room after virtual reality training. Despite this, the majority of surgical and gynecological departments encounter hurdles when implementing this form of training. This is mainly due to lack of knowledge concerning the time and human resources needed to train novice surgeons to an adequate level. The purpose of this trial is to investigate the impact of instructor feedback regarding time, repetitions and self-perception when training complex operational tasks on a virtual reality simulator. METHODS/DESIGN: The study population consists of medical students on their 4th to 6th year without prior laparoscopic experience. The study is conducted in a skills laboratory at a centralized university hospital. Based on a sample size estimation 98 participants will be randomized to an intervention group or a control group. Both groups have to achieve a predefined proficiency level when conducting a laparoscopic salpingectomy using a surgical virtual reality simulator. The intervention group receives standardized instructor feedback of 10 to 12 min a maximum of three times. The control group receives no instructor feedback. Both groups receive the automated feedback generated by the virtual reality simulator. The study follows the CONSORT Statement for randomized trials. Main outcome measures are time and repetitions to reach the predefined proficiency level on the simulator. We include focus on potential sex differences, computer gaming experience and self-perception. DISCUSSION: The findings will contribute to a better understanding of optimal training methods in surgical education. TRIAL REGISTRATION: NCT01497782. Instructor feedback versus no instructor feedback on performance in a laparoscopic virtual reality simulator: a randomized educational trial https://www.google.com/search?q=Instructor+feedback+versus+no+instructor+feedback+on+performance+in+a+laparoscopic+virtual+reality+simulator:+a+randomized+educational+trial 2012 Universal External Educators NA None None Not Randomised 98 NA NA NA NA NA NA NA NA
3030701 USA/Canada College/University Professional Training Abstract Online instruction is quickly gaining in importance in U.S. higher education, but little rigorous evidence exists as to its effect on student learning. We measure the effect on learning outcomes of a prototypical interactive learning online statistics course by randomly assigning students on six public university campuses to take the course in a hybrid format (with machine?guided instruction accompanied by one hour of face?to?face instruction each week) or a traditional format (as it is usually offered by their campus, typically with about three hours of face?to?face instruction each week). We find that learning outcomes are essentially the same�that students in the hybrid format are not harmed by this mode of instruction in terms of pass rates, final exam scores, and performance on a standardized assessment of statistical literacy. We also conduct speculative cost simulations and find that adopting hybrid models of instruction in large introductory courses has the potential to significantly reduce instructor compensation costs in the long run. (PsycINFO Database Record (c) 2014 APA, all rights reserved)(journal abstract) Interactive learning online at public universities: Evidence from a six?campus randomized trial https://www.google.com/search?q=Interactive+learning+online+at+public+universities:+Evidence+from+a+six?campus+randomized+trial 2014 Universal Regular Teachers/Lecturers Between Half and Full Term None None Clustered 605 6 No Whole Sample Only Immediate Post-Test Only Yes No Yes, Descriptive Theory of Change Yes
3031100 USA/Canada College/University Professional Training PURPOSE: This study is an assessment of the acceptability and short-term educational efficacy of interactive spaced education compared to web based teaching cases within the compact time frame of a clinical clerkship. MATERIALS AND METHODS: All 237 third-year students completing their 3-month surgery clerkships at 2 medical schools were asked to complete a urology online-education program covering 4 core topics of benign prostatic hyperplasia, erectile dysfunction, prostate cancer and screening with prostate specific antigen. Students were stratified by clinical site and randomized to 1 of 2 cohorts. Students in cohort A received interactive spaced education on prostate cancer/prostate specific antigen and web based teaching on benign prostatic hyperplasia/erectile dysfunction. Students in cohort B received interactive spaced education on benign prostatic hyperplasia/erectile dysfunction and web based teaching on prostate cancer/prostate specific antigen. A validated 28-item test on all 4 topics was administered at the end of the 10-week program. RESULTS: No statistically significant differences in end-of-program test scores were observed between cohorts in the topics of prostate cancer/prostate specific antigen with 87.6% (SD 12.9) for cohort A (interactive spaced education) and 82.4% (SD 19.6) for cohort B (web based teaching) (p = 0.25). Similarly there was also no statistically significant difference in test scores in the topics of benign prostatic hyperplasia/erectile dysfunction with 79.5% (SD 15.9) for cohort A (web based teaching) and 82.1% (SD 14.7) for cohort B (interactive spaced education, p = 0.28). When students were asked which format they would prefer if they were to receive all their urology online education in a single format, 55% of students (109 of 198 respondents) preferred interactive spaced education while 45% (89 of 109) preferred web based teaching (p = 0.16). CONCLUSIONS: Within the compact time frame of a clinical clerkship interactive spaced education is equivalent to web based teaching in short-term learning gains and in acceptability by medical students. Interactive spaced education versus web based modules for teaching urology to medical students: a randomized controlled trial https://www.google.com/search?q=Interactive+spaced+education+versus+web+based+modules+for+teaching+urology+to+medical+students:+a+randomized+controlled+trial 2007 Universal Regular Teachers/Lecturers Between Half and Full Term None None Clustered 237 2 No Whole Sample Only Immediate Post-Test Only Yes No Yes, Theoretical Perspectives No
3031842 USA/Canada College/University Professional Training BACKGROUND: Several studies have documented that physical examination knowledge and skills are limited among medical trainees. OBJECTIVES: The objective of the study is to investigate the efficacy and acceptability of a novel online educational methodology termed 'interactive spaced-education' (ISE) as a method to teach the physical examination. DESIGN: The design of the study is randomized controlled trial. PARTICIPANTS: All 170 second-year students in the physical examination course at Harvard Medical School were eligible to enroll. MEASUREMENTS: Spaced-education items (questions and explanations) were developed on core physical examination topics and were content-validated by two experts. Based on pilot-test data, 36 items were selected for inclusion. Students were randomized to start the 18-week program in November 2006 or 12 weeks later. Students were sent 6 spaced-education e-mails each week for 6 weeks (cycle 1) which were then repeated in two subsequent 6-week cycles (cycles 2 and 3). Students submitted answers to the questions online and received immediate feedback. An online end-of-program survey was administered. RESULTS: One-hundred twenty students enrolled in the trial. Cycles 1, 2, and 3 were completed by 88%, 76%, and 71% of students, respectively. Under an intent-to-treat analysis, cycle 3 scores for cohort A students [mean 74.0 (SD 13.5)] were significantly higher than cycle 1 scores for cohort B students [controls; mean 59.0 (SD 10.5); P < .001], corresponding to a Cohen's effect size of 1.43. Eighty-five percent of participants (102 of 120) recommended the ISE program for students the following year. CONCLUSIONS: ISE can generate significant improvements in knowledge of the physical examination and is very well-accepted by students. Interactive spaced-education to teach the physical examination: a randomized controlled trial https://www.google.com/search?q=Interactive+spaced-education+to+teach+the+physical+examination:+a+randomized+controlled+trial 2008 Universal Regular Teachers/Lecturers More than One Term Professional Training None Single 170 single Yes Whole Sample Only Immediate Post-Test Only Yes No Yes, Descriptive Theory of Change Yes
3031020 USA/Canada College/University Professional Training Background: Experienced colonoscopists reported that use of the water method for colonoscopy significantly increased adenoma detection rate (ADR) compared to traditional colonoscopy using only air insufflation. Whether trainees learning to perform colonoscopy can reproduce the observation is unknown. Aim: To compare the water method vs. usual air method in teaching novice trainee colonoscopy. This interim analysis is undertaken because trainees have reported anecdotally ease of learning colonoscopy with the water method. Confirmation by the interim data, even with all other outcome measures being comparable, may prompt other training programs to consider similar evaluations. Method: An IRB approved prospective randomized cross-over study (NCT01482546) in a university setting with diverse patient population. Design: Three first year GI fellows consented to participate in the study. Trainees were randomized to learn with either usual air method or the water method in performing colonoscopy with a dedicated endoscopy attending during their weekly outpatient endoscopy clinics for the initial six months of training and then cross-over to the other method for the remaining six months. The attending was familiar with the teaching technique and provided verbal instructions during the colonoscopy. Attending took over scope insertion if the trainee failed to advance the scope after 5 minutes or failed to get to the cecum in 20 minutes. The details of each procedure were documented by the nurse (e.g. medications, cecal intubation time, volume of water infused), the trainee (e.g. ease of learning colonoscopy, confidence) and the instructor (e.g. assessment of trainee competence). Procedure-related variables included ADR (primary outcome) and unassisted cecal intubation success rate. In recovery, a satisfaction survey was administered to the patient. Analysis was done by intention-to-treat. Results: The interim data (Table 1) revealed no significant difference in age, gender, and body mass index (BMI). ADR was significantly higher (p=0.035) and cecal intubation time was almost significantly lower (p=0.05) in the water method group. The unassisted cecal intubation rate (water 57.9% vs. air 42.1%, p=0.12), though in favor of the water method, did not reach statistical significance, likely because of the small sample size at this stage. Trainees rated the water method colonoscopy as significantly easier to learn compared to the air method (p=0.007). Conclusions: The interim data favor the water method with a significantly higher ADR and a shorter cecal intubation time that was nearly significant. The analysis also showed ease of learning colonoscopy with the water method by novice trainees. Fellowship programs are encouraged to consider evaluation of the water method in the education of novice trainees. (Table presented). Interim report of a randomized cross-over study comparing clinical performance of novice trainee endoscopists using conventional air insufflation versus warm water infusion colonoscopy https://www.google.com/search?q=Interim+report+of+a+randomized+cross-over+study+comparing+clinical+performance+of+novice+trainee+endoscopists+using+conventional+air+insufflation+versus+warm+water+infusion+colonoscopy 2012 Universal Other School/College Employees More than One Term Professional Training None Single 6 NA Yes Whole Sample Only Immediate Post-Test Only Yes No No No
3030744 Asia Primary/Elementary Behaviour and Social Wellbeing We examined the effectiveness of a psychosocial intervention in reducing mental health symptoms among war-affected children, and the role of peritraumatic dissociation in moderating the intervention impact on posttraumatic stress symptoms (PTSS). School classes were randomized into intervention (n = 242) and waitlist control (n = 240) conditions in Gaza, Palestine. The intervention group participated in 16 extracurriculum sessions of teaching recovery techniques (TRT) and the controls received normal school-provided support. Participants were 10- to 13-year-old Palestinian girls (49.4%) and boys (50.6%). Data on PTSS, depressive symptoms, and psychological distress were collected at baseline (T1), postintervention (T2), and 6-month follow-up (T3). Peritraumatic dissociation was assessed only at baseline. Regression analyses that took regression to the mean and cluster sampling into account were applied. The results on intervention effectiveness were specific to gender and peritraumatic dissociation. At T2, the intervention significantly reduced the proportion of clinical PTSS among boys, and both the symptom level (R(2) = .24), and proportion of clinical PTSS among girls who had a low level of peritraumatic dissociation. The results have implications for risk-specific tailoring of psychosocial interventions in war conditions. Intervention effectiveness among war-affected children: a cluster randomized controlled trial on improving mental health https://www.google.com/search?q=Intervention+effectiveness+among+war-affected+children:+a+cluster+randomized+controlled+trial+on+improving+mental+health 2012 Universal External Educators Up to Half a Term None None Clustered 482 16 Yes Some Sub-Groups Reported At Least Some Follow-Up Yes No No No
3031450 Rest of Europe Middle/High School Physical Health and Wellbeing Background: Although school-based interventions to promote physical activity in adolescents have been suggested in several recent reviews, questions have been raised regarding the effects of the strategies and the methodology applied and for whom the interventions are effective. The aim of the present study was to investigate effects of a school-based intervention program: the HEalth in Adolescents (HEIA) study, on change in physical activity, and furthermore, to explore whether potential effects varied by gender, weight status, initial physical activity level and parental education level. Methods: This was a cluster randomized controlled 20 month intervention study which included 700 11-year-olds. Main outcome-variable was mean count per minute (cpm) derived from ActiGraph accelerometers (Model 7164/GT1M). Weight and height were measured objectively. Adolescents reported their pubertal status in a questionnaire and parents reported their education level on the consent form. Linear mixed models were used to test intervention effects and to account for the clustering effect of sampling by school. Results: The present study showed an intervention effect on overall physical activity at the level of p = 0.05 with a net effect of 50 cpm increase from baseline to post intervention in favour of the intervention group (95% CI &minus;0.4, 100). Subgroup analyses showed that the effect appeared to be more profound among girls (Est 65 cpm, CI 5, 124, p = 0.03) and among participants in the low-activity group (Est 92 cpm, CI 41, 142, p < 0.001), as compared to boys and participants in the high-activity group, respectively. Furthermore, the intervention affected physical activity among the normal weight group more positively than among the overweight, and participants with parents having 13�16 years of education more positively than participants with parents having either a lower or higher number of years of education. The intervention seemed to succeed in reducing time spent sedentary among girls but not among boys. Conclusions: A comprehensive but feasible, multi-component school-based intervention can affect physical activity patterns in adolescents by increasing overall physical activity. This intervention effect seemed to be more profound in girls than boys, low-active adolescents compared to high-active adolescents, participants with normal weight compared to the overweight, and for participants with parents of middle education level as opposed to those with high and low education levels, respectively. An implementation of the HEIA intervention components in the school system may have a beneficial effect on public health by increasing overall physical activity among adolescents and possibly among girls and low-active adolescents in particular. (PsycINFO Database Record (c) 2013 APA, all rights reserved)(journal abstract) Intervention effects on physical activity: The HEIA study � A cluster randomized controlled trial https://www.google.com/search?q=Intervention+effects+on+physical+activity:+The+HEIA+study+�+A+cluster+randomized+controlled+trial 2013 Universal Regular Teachers/Lecturers Full Academic Year or Longer none none Clustered 1528 37 Yes Some Sub-Groups Reported At Least Some Follow-Up Yes Yes, Fairly Well Yes, Descriptive Theory of Change Yes
3031917 UK/Ireland Special School Literacy/English Purpose: The authors aimed to establish whether 2 theoretically motivated interventions could improve use of verb argument structure in pupils with persistent specific language impairment (SLI). Method: Twenty-seven pupils with SLI (ages 11;0-16;1) participated in this randomized controlled trial with 'blind' assessment. Participants were randomly assigned to 1 of 3 therapy groups: syntactic-semantic, semantic, and control. All pupils received 9 weekly half-hour individual therapy sessions. They were assessed on a specifically designed video test pretherapy, posttherapy, and at follow-up. Results: Pupils receiving the syntactic-semantic and semantic therapies made significant progress (d greater than 1.0), which was maintained at follow-up and generalized to control verbs. Both therapies improved linking of arguments to syntax, and the syntactic-semantic therapy tended to increase use of optional arguments. Pupils receiving the control therapy made no progress. Conclusion: Both methods of argument structure therapy were effective. Comparisons of their effectiveness in specific areas led to the hypotheses that the pupils' initial difficulties with linking resulted from ill-defined semantic representations, whereas their limited use of arguments may have resulted from syntactic difficulties. When therapy is theoretically grounded, it can inform theories, be time limited, and be effective for older children with SLI. The following are appended: (1) Scenes in video test; and (2) Shapes, colors, questions, and symbols for syntactic-semantic therapy. (Contains 4 tables and 7 figures.) Intervention for Verb Argument Structure in Children with Persistent SLI: A Randomized Control Trial https://www.google.com/search?q=Intervention+for+Verb+Argument+Structure+in+Children+with+Persistent+SLI:+A+Randomized+Control+Trial 2007 Targeted Regular Teachers/Lecturers Between Half and Full Term None None Single 27 NA Yes Some Sub-Groups Reported At Least Some Follow-Up Yes Yes, Limited Yes, Descriptive Theory of Change Yes
3031616 USA/Canada Preschool/Kindergarten Behaviour and Social Wellbeing Background: Social and communication impairments are core deficits and prognostic indicators of autism. We evaluated the impact of supplementing a comprehensive intervention with a curriculum targeting socially synchronous behavior on social outcomes of toddlers with autism spectrum disorders (ASD). Methods: Fifty toddlers with ASD, ages 21 to 33 months, were randomized to one of two six-month interventions: Interpersonal Synchrony or Non-Interpersonal Synchrony. The interventions provided identical intensity (10 hours per week in classroom), student-to-teacher ratio, schedule, home-based parent training (1.5 hours per month), parent education (38 hours), and instructional strategies, except the Interpersonal Synchrony condition provided a supplementary curriculum targeting socially engaged imitation, joint attention, and affect sharing; measures of these were primary outcomes. Assessments were conducted pre-intervention, immediately post-intervention, and, to assess maintenance, at six-month follow-up. Random effects models were used to examine differences between groups over time. Secondary analyses examined gains in expressive language and nonverbal cognition, and time effects during the intervention and follow-up periods. Results: A significant treatment effect was found for socially engaged imitation (p = 0.02), with more than doubling (17% to 42%) of imitated acts paired with eye contact in the Interpersonal Synchrony group after the intervention. This skill was generalized to unfamiliar contexts and maintained through follow-up. Similar gains were observed for initiation of joint attention and shared positive affect, but between-group differences did not reach statistical significance. A significant time effect was found for all outcomes (p less than 0.001); greatest change occurred during the intervention period, particularly in the Interpersonal Synchrony group. Conclusions: This is the first ASD randomized trial involving toddlers to identify an active ingredient for enhancing socially engaged imitation. Adding social engagement targets to intervention improves short-term outcome at no additional cost to the intervention. The social, language, and cognitive gains in our participants provide evidence for plasticity of these developmental systems in toddlers with ASD. http://www.clinicaltrials.gov/ct2/show/NCT00106210?term = landa&rank = 3. (Contains 3 tables and 1 figure.) Intervention Targeting Development of Socially Synchronous Engagement in Toddlers with Autism Spectrum Disorder: A Randomized Controlled Trial https://www.google.com/search?q=Intervention+Targeting+Development+of+Socially+Synchronous+Engagement+in+Toddlers+with+Autism+Spectrum+Disorder:+A+Randomized+Controlled+Trial 2011 Targeted Mixture More than One Term Literacy/English None Single 50 NA Yes Whole Sample Only At Least Some Follow-Up Yes No Yes, Descriptive Theory of Change Yes
3031200 Rest of Europe Multiple Study-Related Skills BACKGROUND: Deficits in executive functioning are of great significance in attention-deficit/hyperactivity disorder (ADHD). One of these executive functions, working memory, plays an important role in academic performance and is often seen as the core deficit of this disorder. There are indications that working memory problems and academic performance can be improved by school-oriented interventions but this has not yet been studied systematically. In this study we will determine the short- and long-term effects of a working memory--and an executive function training applied in a school situation for children with AD(H)D, taking individual characteristics, the level of impairment and costs (stepped-care approach) into account. METHODS/DESIGN: The study consists of two parts: the first part is a randomised controlled trial with school-aged children (8-12 yrs) with AD(H)D. Two groups (each n = 50) will be randomly assigned to a well studied computerized working memory training 'Cogmed', or to the 'Paying attention in class' intervention which is an experimental school-based executive function training. Children will be selected from regular -and special education primary schools in the region of Amsterdam, the Netherlands. The second part of the study will determine which specific characteristics are related to non-response of the 'Paying attention in class' intervention. School-aged children (8-12 yrs) with AD(H)D will follow the experimental school-based executive function training 'Paying attention in class' (n = 175). Academic performance and neurocognitive functioning (primary outcomes) are assessed before, directly after and 6 months after training. Secondary outcome measures are: behaviour in class, behaviour problems and quality of life. DISCUSSION: So far, there is limited but promising evidence that working memory - and other executive function interventions can improve academic performance. Little is know about the applicability and generalization effects of these interventions in a classroom situation. This study will contribute to this lack of information, especially information related to real classroom and academic situations. By taking into account the costs of both interventions, level of impairment and individual characteristics of the child (stepped-care approach) we will be able to address treatment more adequately for each individual in the future. Trial registration: Nederlands Trial Register NTR3415. Interventions to improve executive functioning and working memory in school-aged children with AD(H)D: a randomised controlled trial and stepped-care approach https://www.google.com/search?q=Interventions+to+improve+executive+functioning+and+working+memory+in+school-aged+children+with+AD(H)D:+a+randomised+controlled+trial+and+stepped-care+approach 2008 Targeted Regular Teachers/Lecturers Up to Half a Term Behaviour and Social Wellbeing None Single 100 NA NA NA NA NA NA Yes, Theoretical Perspectives NA
3031324 USA/Canada Middle/High School Physical Health and Wellbeing Purpose: This paper presents results from a randomized controlled trial that assessed the short- and longer-term impact of a skills-based HIV/STI/pregnancy prevention curriculum, service learning, and the combination. Methods: The study featured a four-arm experimental design involving 47 classrooms (765 youth) from continuation high schools. Classrooms were randomly assigned to one of four conditions: (1) HIV/STI/pregnancy prevention curriculum only; (2) service learning only; (3) HIV/STI/pregnancy prevention curriculum plus service learning; or (4) an attention control curriculum. Students completed 3 surveys over 18 months. Multi-level analysis was used to adjust for the correlation among students within the same classroom and school, and the correlation of repeated measurements. Results: Participants were 53% male (mean age: 16.2 years). The majority of youth reported being Hispanic/Latino or African-American (37.9% and 22.3%, respectively). Students in the HIV/STI/pregnancy prevention curriculum condition were less likely to have vaginal intercourse without a condom in the 3 months prior to the survey [odds ratio (OR) =.58, p =.04]; these effects diminished by final follow-up. The program also significantly reduced students' exposure to risky situations. These changes were not significant in the service learning only or combined intervention conditions relative to control. Conclusion: This study is one of a few controlled studies of HIV/STI and pregnancy prevention programs in continuation settings, and suggests the curriculum was effective in changing selected risk behaviors in the short term. 2013 Society for Adolescent Health and Medicine. All rights reserved. Interventions to reduce sexual risk behaviors among youth in alternative schools: A randomized controlled trial https://www.google.com/search?q=Interventions+to+reduce+sexual+risk+behaviors+among+youth+in+alternative+schools:+A+randomized+controlled+trial 2013 Universal External Educators Between Half and Full Term Behaviour and Social Wellbeing none Clustered 765 47 Yes Some Sub-Groups Reported At Least Some Follow-Up Yes Yes, Fairly Well Yes, Theoretical Perspectives Yes
3031758 Asia Preschool/Kindergarten Literacy/English A paired reading program was implemented for 195 Hong Kong preschoolers (mean age = 4.7 years) and their parents from families with a wide range of family income. The preschoolers were randomly assigned to experimental or waitlist control groups. The parents in the experimental group received 12 sessions of school-based training on paired reading in 7 weeks. They were required to do paired reading with their children for at least four times in each of these 7 weeks. At the end of the program, the preschoolers in the experimental group had better performance in word recognition and reading fluency than their counterparts in the control group. They were also reported as more competent and motivated in reading by their parents. More importantly, the program had many favorable effects on parents. Parents in the experimental group had higher self-efficacy in helping their children to be better readers and learners. They also reported that they had better relationships with their children. Their changes in relationships and self-efficacy were found to mediate the program impact on some of the child outcomes. However, family income did not moderate the effectiveness of the program. Families with high and low income both benefited from the program alike. (Contains 1 figure and 4 tables.) Involving Parents in Paired Reading with Preschoolers: Results from a Randomized Controlled Trial https://www.google.com/search?q=Involving+Parents+in+Paired+Reading+with+Preschoolers:+Results+from+a+Randomized+Controlled+Trial 2013 Universal Mixture Up to Half a Term Behaviour and Social Wellbeing None Single 195 NA Yes Some Sub-Groups Reported Immediate Post-Test Only Yes No Yes, Descriptive Theory of Change Yes
3031277 UK/Ireland Middle/High School Literacy/English Background: Computer software is widely used to support literacy learning. There are few randomised trials to support its effectiveness. Therefore, there is an urgent need to rigorously evaluate computer software that supports literacy learning. Methods: We undertook a pragmatic randomised controlled trial among pupils aged 11-12 within a single state comprehensive school in the North of England. The pupils were randomised to receive 10 hours of literacy learning delivered via laptop computers or to act as controls. Both groups received normal literacy learning. A pre-test and two post-tests were given in spelling and literacy. The main pre-defined outcome was improvements in spelling scores. Results: 155 pupils were randomly allocated, 77 to the ICT group and 78 to control. Four pupils left the school before post-testing and 25 pupils did not have both pre- and post-test data. Therefore, 63 and 67 pupils were included in the main analysis for the ICT and control groups respectively. After adjusting for pre-test scores there was a slight increase in spelling scores, associated with the ICT intervention, but this was not statistically significant (0.954, 95% confidence interval (CI) -1.83 to 3.74, p = 0.50). For reading scores there was a statistically significant decrease associated with the ICT intervention (-2.33, 95% CI -0.96 to -3.71, p = 0.001). Conclusions: We found no evidence of a statistically significant benefit on spelling outcomes using a computer program for literacy learning. For reading there seemed to be a reduction in reading scores associated with the use of the program. All new literacy software needs to be tested in a rigorous trial before it is used routinely in schools. (Contains 1 figure and 2 tables.) Is an Intervention Using Computer Software Effective in Literacy Learning? A Randomised Controlled Trial https://www.google.com/search?q=Is+an+Intervention+Using+Computer+Software+Effective+in+Literacy+Learning?+A+Randomised+Controlled+Trial 2006 Universal Other School/College Employees Up to Half a Term Literacy/English None Single 155 NA Yes Whole Sample Only At Least Some Follow-Up Yes No Yes, Descriptive Theory of Change Yes
3030924 USA/Canada Multiple Physical Health and Wellbeing In this paper, we follow up the important class size reduction randomized experiment in Tennessee in the mid 1980s (Project STAR) to attempt to further understand the long-lasting influences of early education interventions. While STAR led to large test score benefits during the intervention, these benefits quickly faded at its conclusion. However, research has recently shown that the STAR experiment led to long term benefits, including increases in college entrance exams participation (ACT/SAT), especially for minority students. We collect new follow up data on high school participation in extracurricular activities to examine whether (1) STAR increased participation in high school activities and (2) whether this increase in participation in high school is the explanation behind the long term benefits of the intervention. We find suggestive evidence that STAR did indeed increase some aspects of high school participation, including scholastic honors and participation in sports, especially for minority students. In contrast, we find little evidence that this increase in participation is the mechanism that has conferred higher rates of college-going to the STAR students. (Contains 9 tables.) Is Identification with School the Key Component in the 'Black Box' of Education Outcomes? Evidence from a Randomized Experiment https://www.google.com/search?q=Is+Identification+with+School+the+Key+Component+in+the+'Black+Box'+of+Education+Outcomes?+Evidence+from+a+Randomized+Experiment 2009 Universal Regular Teachers/Lecturers Full Academic Year or Longer None None Clustered 1300 20 Yes Whole Sample Only Immediate Post-Test Only Yes No Yes, Descriptive Theory of Change Yes
3031458 Rest of Europe Middle/High School Physical Health and Wellbeing PURPOSE: To evaluate the effectiveness of peer education when compared to teacher-led curricula in AIDS prevention programs conducted in schools in Rome, Italy. METHODS: Eighteen high schools were randomly assigned to one of two prevention programs: one led by teachers and the other by peer leaders. A sample of students attending the last 2 years (n = 1295) completed pre and post-intervention questionnaires. Changes in sexual behaviors, knowledge, prevention skills, risk perception and attitudes were first evaluated within each intervention group. Afterwards, changes in knowledge, prevention skills, risk perception, and attitudes total scale scores (post-test scores minus pre-test scores) were compared between the two groups, through linear regression models, in order to control for confounders, taking into account the within-school correlation in score changes. As for sexual behaviors, number of sexual partners and frequency of condom use in the 3 months before post-test were compared by intervention group through ordinal regression models, also taking into account behaviors reported before pre-test. RESULTS: For both groups, we observed significant improvements in skills, knowledge, attitudes and risk perception. The peer-led group showed a 6.7% (95% C.I. 1.9-11.5) scores greater improvement in knowledge, compared to the teacher-led group. In neither group were improvements observed in condom use or number of sexual partners. CONCLUSIONS: The only apparent benefit of the peer-led intervention, compared to that led by teachers, was a greater improvement in knowledge of HIV. Neither of the interventions induced changes in sexual behavior. However, the role of possible biases and methodological problems must be considered when interpreting these results. Is peer education the best approach for HIV prevention in schools? Findings from a randomized controlled trial https://www.google.com/search?q=Is+peer+education+the+best+approach+for+HIV+prevention+in+schools?+Findings+from+a+randomized+controlled+trial 2005 Universal Regular Teachers/Lecturers Between Half and Full Term Physical Health and Wellbeing None Clustered 1295 9 yes Whole Sample Only Immediate Post-Test Only Yes No Yes, Theoretical Perspectives Yes
3031912 USA/Canada Preschool/Kindergarten Literacy/English Examined effectiveness and feasibility of phonological awareness training, with and without a beginning decoding component. Teachers were assigned randomly to three groups: control, phonological awareness training, and phonological awareness training with beginning decoding instruction and practice. Group differences were identified at the end of kindergarten and remained, although diminished, in the fall of the next year. (BF) Is Reading Important in Reading-Readiness Programs? A Randomized Field Trial with Teachers as Program Implementers https://www.google.com/search?q=Is+Reading+Important+in+Reading-Readiness+Programs?+A+Randomized+Field+Trial+with+Teachers+as+Program+Implementers 2001 Universal Regular Teachers/Lecturers Full Academic Year or Longer none none Clustered 404 33 Yes Some Sub-Groups Reported At Least Some Follow-Up Yes Yes, Fairly Well Yes, Theoretical Perspectives Yes
3030917 Rest of Europe Multiple Physical Health and Wellbeing Introduction: Early prevention of obesity and overweight requires an intervention during childhood and adolescence. Since, at that age, game appears to be an appropriate tool to teach nutrition knowledge and to influence dietary behaviour, the new educational board-game Kaledo was tested for promoting a healthy diet and lifestyle in children. Methods: A two group design (treatment and control) with 1 pre-intervention assessment and 2 post-intervention assessments after 6 and 18 months was used. School was the unit of recruitment and random assignment to groups. During a 20 weeks period, once a week, a group of 1076 students (10 schools) participated to 1530 minute-long play sessions with Kaledo. The control group (1081 students from 9 schools) did not participate in any play session with Kaledo. Changes in diet and physical activity were evaluated through validated questionnaires (Turconi et al. 2003; Johnson et al. 2002) collected at the 3 assessment times. At the same time, anthropometric measurements were performed in order to evaluate changes in the body mass index of the participants. Results: In the two post-intervention assessments, the treated group obtained significant better scores than the control in the questionnaire sections labelled 'Nutrition Knowledge', 'Healthy and Unhealthy Diet and Food', 'Food Habits Checklist', 'Physical Activity and Lifestyle' and 'Food Habits'. Remarkably, the treated group showed a significant lower mean BMI z-score with respect to the control group.Conclusion: Our results show that Kaledo could be an effective and powerful tool for nutrition education. Kaledo, a new educational board-game for nutrition education: Cluster randomized trial of healthy lifestyle promotion https://www.google.com/search?q=Kaledo,+a+new+educational+board-game+for+nutrition+education:+Cluster+randomized+trial+of+healthy+lifestyle+promotion 2014 Universal Regular Teachers/Lecturers Between Half and Full Term None None Clustered 3110 20 Yes Whole Sample Only At Least Some Follow-Up Yes No Yes, Descriptive Theory of Change Yes
8154240 Rest of Europe Primary/Elementary Behaviour and Social Wellbeing The present study aims to evaluate the effectiveness of the KiVa anti-bullying program in Italy through a randomized control trial of students in grades 4 and 6. The sample involved 2042 students (51 % female; grade 4, mean age = 8.85; ds = 0.43; grade 6, mean age = 10.93; ds = 0.50); 13 comprehensive schools were randomly assigned into intervention (KiVa) or control (usual school provision) conditions. Different outcomes (bullying, victimization, pro-bullying attitudes, pro-victim attitudes, empathy toward victims), analyses (longitudinal mixed model with multipleitem scales; longitudinal prevalence of bullies and victims using Olweus’ single question), and estimates of effectiveness (Cohen’s d; odds ratios) were considered in order to compare the Italian results with those from other countries. Multilevel models showed that KiVa reduced bullying and victimization and increased pro-victim attitudes and empathy toward the victim in grade 4, with effect sizes from 0.24 to 0.40. In grade 6, KiVa reduced bullying, victimization, and pro-bullying attitudes; the effects were smaller as compared to grade 4, yet significant (d ≥ 0.20). Finally, using Olweus dichotomous definition of bullies and victims, results showed that the odds of being a victim were 1.93 times higher for a control student than for a KiVa student in grade 4. Overall, the findings provide evidence of the effectiveness of the program in Italy; the discussion will focus on factors that influenced successfully the transportability of the KiVa program in KiVa Anti-Bullying Program in Italy: Evidence of Effectiveness in a Randomized Control Trial https://www.google.com/search?q=KiVa+Anti-Bullying+Program+in+Italy:+Evidence+of+Effectiveness in+a+Randomized+Control+Trial 2016 Universal Regular Teachers/Lecturers Up to Half a Term Physical Health and Wellbeing none Clustered 2042 13 Yes Some Sub-Groups Reported Immediate Post-Test Only Yes No Yes, Descriptive Theory of Change No
8154497 USA/Canada Primary/Elementary Other School Subjects Objectives. We evaluated a school-based child sexual abuse (CSA) prevention program, Safe Touches, in a low–socioeconomic status, racially diverse sample. Methods. Participants were 492 second- and third-grade students at 6 public elementary schools in New York City. The study period spanned fall 2012 through summer 2014. We cluster-randomized classrooms to the Safe Touches intervention or control groups and assessed outcomes with the Children’s Knowledge of Abuse Questionnaire. Hierarchical models tested change in children’s knowledge of inappropriate and appropriate touch. Results. The intervention group showed significantly greater improvement than the control group on knowledge of inappropriate touch. Children in second grade and children in schools with a greater proportion of students in general (vs special) education showed greater gains than other participants in knowledge of inappropriate touch. We observed no significant change in knowledge of appropriate touch among control or intervention groups. Conclusions. Young children benefited from a school-based, 1-time CSA prevention program. Future research should explore the efficacy of CSA prevention programs with children before the second grade to determine optimal age for participation. Knowledge Gains Following a Child Sexual Abuse Prevention Program Among Urban Students: A Cluster-Randomized Evaluation https://www.google.com/search?q=Knowledge+Gains+Following+a+Child+Sexual+Abuse Prevention+Program+Among+Urban+Students:+A Cluster-Randomized+Evaluation 2015 Universal External Educators Single Session Physical Health and Wellbeing None Clustered 492 38 Yes Some Sub-Groups Reported Immediate Post-Test Only Yes No no no
3031780 Rest of Europe College/University Professional Training PURPOSE: To assess the use of peer-assisted learning (PAL) of complex manipulative motor skills with respect to gender in medical students. METHODS: In 2007-2010, 292 students in their 3rd and 4th years of medical school were randomly assigned to two groups [Staff group (SG), PAL group (PG)] led by either staff tutors or student-teachers (ST). The students were taught bimanual practical and diagnostic skills (course education module of eight separate lessons) as well as a general introduction to the theory of spinal manipulative therapy. In addition to qualitative data collection (Likert scale), evaluation was performed using a multiple-choice questionnaire in addition to an objective structured clinical examination (OSCE). RESULTS: Complex motor skills as well as palpatory diagnostic competencies could in fact be better taught through professionals than through ST (manipulative OSCE grades/diagnostic OSCE score; SG vs. PG; male: P = 0.017/P < 0.001, female: P < 0.001/P < 0.001). The registration of theoretical knowledge showed equal results in students taught by staff or ST. In both teaching groups (SG: n = 147, PG: n = 145), no significant differences were observed between male and female students in matters of manipulative skills or theoretical knowledge. Diagnostic competencies were better in females than in males in the staff group (P = 0.041) Overall, students were more satisfied with the environment provided by professional teachers than by ST, though male students regarded the PAL system more suspiciously than their female counterparts. CONCLUSIONS: The peer-assisted learning system does not seem to be generally qualified to transfer such complex spatiotemporal demands as spinal manipulative procedures. Knowledge transfer of spinal manipulation skills by student-teachers: a randomised controlled trial https://www.google.com/search?q=Knowledge+transfer+of+spinal+manipulation+skills+by+student-teachers:+a+randomised+controlled+trial 2012 Universal Regular Teachers/Lecturers Between Half and Full Term None None Single 292 NA no Some Sub-Groups Reported Immediate Post-Test Only Yes Yes, But Not Reported Yes, Descriptive Theory of Change Yes
3031138 UK/Ireland College/University Professional Training Objectives: The objectives of this study were (1) to compare different methods of learning basic laparoscopic skills using box trainer (BT), virtual reality simulator (VRS) and mental training (MT); and (2) to determine the most effective method of learning laparoscopic skills. Design: Randomized controlled trial. Setting: King's College, London. Methods: 41 medical students were included in the study. After randomization, they were divided into 5 groups. Group 1 was the control group without training; group 2 was box trained; group 3 was also box trained with an additional practice session; group 4 was VRS trained; and group 5 was solely mentally trained. The task was to cut out a circle marked on a stretchable material. All groups were assessed after 1 week on both BT and VRS. Four main parameters were assessed, namely time, precision, accuracy, and performance. Results: Time: On BT assessment, the box-trained group with additional practice group 3 was the fastest, and the mental-trained group 5 was the slowest. On VRS assessment, the time difference between group 3 and the control group 1 was statistically significant. Precision: On BT assessment, the box-trained groups 2 and 3 scored high, and mental trained were low on precision. On VRS assessment, the VRS-trained group ranked at the top, and the MT group was at the bottom on precision. Accuracy: On BT assessment, the box-trained group 3 was best and the mental-trained group was last. On VRS assessment, the VRS-trained group 4 scored high closely followed by box-trained groups 2 and 3. Performance: On BT assessment, the box-trained group 3 ranked above all the other groups, and the mental-trained group ranked last. On VRS assessment, the VRS group 4 scored best, followed closely by box-trained groups 2 and 3. Conclusions: The skills learned on box training were reproducible on both VRS and BT. However, not all the skills learned on VRS were transferable to BT. Furthermore, VRS was found to be a reliable and the most convenient method of assessment. MT alone cannot replace conventional training. 2012 Association of Program Directors in Surgery. Learning basic laparoscopic skills: A randomized controlled study comparing box trainer, virtual reality simulator, and mental training https://www.google.com/search?q=Learning+basic+laparoscopic+skills:+A+randomized+controlled+study+comparing+box+trainer,+virtual+reality+simulator,+and+mental+training 2012 Universal External Educators Up to Half a Term None None Single 41 NA Yes Some Sub-Groups Reported Immediate Post-Test Only No Yes, But Not Reported Yes, Theoretical Perspectives No
3031827 Rest of Europe Middle/High School Professional Training Background: It is often assumed that animations (i.e., videos) will lead to higher learning compared to static media (i.e., pictures) because they provide a more realistic demonstration of the learning task. Aim: To investigate whether learning basic life support (BLS) and cardiopulmonary resuscitation (CPR) from video produce higher learning outcomes compared to pictures in reciprocal learning. Methods: A randomized controlled trial. A total of 128 students (mean age: 17 years) constituting eight intact classes from a secondary school learned BLS in reciprocal roles of doer and helper with tablet PCs. Student pairs in each class were randomized over a Picture and a Video group. In the Picture group, students learned BLS by means of pictures combined with written instructions. In the Video group, BLS was learned through videos with on-screen instructions. Informational equivalence was assured since instructions in both groups comprised exactly the same words. BLS assessment occurred unannounced, three weeks following intervention. Results: Analysis of variance demonstrated no significant differences in chest compression depths between the Picture group (M= 42. mm, 95% CI. = 40-45) and the Video group (M= 39. mm, 95% CI. = 36-42). In the Picture group significantly higher percentages of chest compressions with correct hand placement were achieved (M= 67%, CI = 58-77) compared to the Video group (M= 53%, CI. = 43-63), P= .03, p2=.03. No other significant differences were found. Conclusion: Results do not support the assumption that videos are superior to pictures for learning BLS and CPR in reciprocal learning. 2014 Elsevier Ireland Ltd. Learning basic life support (BLS) with tablet PCs in reciprocal learning at school: Are videos superior to pictures? A randomized controlled trial https://www.google.com/search?q=Learning+basic+life+support+(BLS)+with+tablet+PCs+in+reciprocal+learning+at+school:+Are+videos+superior+to+pictures?+A+randomized+controlled+trial 2014 Universal Regular Teachers/Lecturers Single Session None None Single 128 NA No Whole Sample Only Immediate Post-Test Only Yes No Yes, Descriptive Theory of Change Yes
3031401 USA/Canada College/University Professional Training This paper presents results from a rigorous random assignment study of Learning Communities programs operated at three of six community colleges participating in the National Center for Postsecondary Research's (NCPR) Learning Communities Demonstration. The demonstration's focus is on determining whether Learning Communities are an effective strategy for helping students who have been referred to developmental education. The setting of this research is Hillsborough Community College, Queensborough Community College and Houston Community College. Findings from these three Learning Communities Demonstration sites are as follows: (1) Hillsborough's fairly basic Learning Communities' model did not have a meaningful impact on students' academic success (in terms of likelihood of completing developmental reading, average total credits attempted/earned, and rates of persistence); (2) Both Houston's and Queensborough's Learning Communities programs showed evidence of helping students progress through the developmental math sequence more quickly; and (3) Houston's and Queensborough's Learning Communities programs both did not show evidence of lasting impacts on credit accumulation or retention. (Contains 2 tables.) Learning Communities for Developmental Education Students: Early Results from Randomized Experiments at Three Community Colleges https://www.google.com/search?q=Learning+Communities+for+Developmental+Education+Students:+Early+Results+from+Randomized+Experiments+at+Three+Community+Colleges 2011 Targeted Regular Teachers/Lecturers More than One Term Numeracy/Maths Literacy/English Single 3378 NA Yes Some Sub-Groups Reported At Least Some Follow-Up Yes Yes, Fairly Well Yes, Descriptive Theory of Change Yes
3031265 USA/Canada College/University Professional Training Background: With the advent of multiple novel techniques, optimal methods to teach advanced imaging techniques like pCLE have not yet been developed. There are limited data regarding the learning curve for trainees for using pCLE in diagnosing BE associated neoplasia. Aim: To determine the learning curve of medical trainees in diagnosing BE associated neoplasia using pCLE. Methods: Videos from a previously conducted multicenter trial evaluating the utility of pCLE in BE were used for this study. Study participants (GI fellows and medical students) with no previous pCLE experience were randomized to either in-class didactic or selfdirected teaching groups stratified by level of training. A standardized power point presentation was developed explaining the technology, the disease state and using previously published validated criteria for diagnosing dysplasia in BE: 1)epithelial surface: saw-toothed 2)goblet cells: sparse 3)glands: not equidistant 4)glands: unequal in size and shape 5)cells: enlarged 6)cells: pleomorphic. For in-class didactic group, an expert in pCLE conducted a classroom teaching session with an opportunity for interaction. Every study participant in the self-directed teaching group was provided with the same teaching power point but with recorded audio explaining the pCLE features to distinguish dysplastic and non-dysplastic BE. Following this initial training, all participants completed 1st set of 20 pCLE videos (pre-feedback) after which they reviewed correct responses with either the expert (in-class didactic group) or on audio power point (self teaching group). Finally, all participants completed next set of 40 videos (post-feedback) and marked their level of confidence in video interpretation for all assessments. Fisher's exact test was used to calculate statistical differences between groups. Results:60 pCLE videos (nondysplastic BE 40 and dysplastic 20) were assessed by 18 study participants (10 GI fellows and 8 students). The overall accuracy of the entire group significantly improved from 73% to 79% post feedback (p=0.04) (Table). This improvement was driven by overall improvement post feedback for the in-class didactic group (from 74% to 84%; p<0.01). Students had improvement in the proportion of predictions with high confidence (from 47% to 54.4% p 0.1) while fellows improved their pCLE accuracy in high-confidence predictions (from 82% to 91%, p 0.02) (Table). Finally, accuracy improved with years in endoscopy training (72.08% Students, 77.08% FY1, 82% FY2 and 85% FY3, p 0.003). Conclusions: Trainees taught by an in-class, didactic teaching session (overall 1 hour) had a shorter learning curve and achieved higher accuracies compared to self-directed learning group for the use of pCLE to diagnose BE associated neoplasia. In-class didactic teaching sessions should be the preferred method to teach pCLE for use in BE. (Table presented). Learning curve in diagnosing dysplasia in Barrett's esophagus (BE) using probe-based confocal laser endomicroscopy (PCLE): Results from a randomized controlled trial https://www.google.com/search?q=Learning+curve+in+diagnosing+dysplasia+in+Barrett's+esophagus+(BE)+using+probe-based+confocal+laser+endomicroscopy+(PCLE):+Results+from+a+randomized+controlled+trial 2014 Universal External Educators Single Session None None Single 18 NA Yes Whole Sample Only Immediate Post-Test Only No No No No
3031468 USA/Canada College/University Behaviour and Social Wellbeing A consistent finding from research on motivation is that when people pursue learning versus performance goals (i.e., seek to improve rather than prove their ability), they are more likely to respond constructively to stressful situations. The current study investigates the effectiveness of a workshop designed to foster learning goals for emotion regulation. Fifty participating college students (ages 18 to 21) were randomly assigned to either an intervention or a waitlist control condition and completed measures at baseline and post-test (approximately four weeks later). The intervention consisted of a three-session workshop in which participants explored hands-on activity stations, each based on an area of current research in emotion regulation. The intervention applied principles from goal orientation theory to promote learning goals, including focusing on personally meaningful tasks, engaging participants in making choices, and providing recognition for experimenting and practice rather than judging results. Outcome variables included emotion regulation strategies, emotion regulation competence beliefs, physiological and experiential responses to an emotional induction, depressive symptoms, and college grades. The results of this randomized control trial indicated that relative to control participants, intervention participants showed increased use of new emotion regulation strategies and greater reflection on emotions at post-test. The findings are discussed in light of related research suggesting that, in addition to promoting constructive strategies, it may also be important to address individuals' goals for managing their emotions. (PsycINFO Database Record (c) 2012 APA, all rights reserved) Learning goals for emotion regulation: A randomized intervention study https://www.google.com/search?q=Learning+goals+for+emotion+regulation:+A+randomized+intervention+study 2011 Universal External Educators Up to Half a Term Study Skills none Single 50 NA Yes Some Sub-Groups Reported At Least Some Follow-Up Yes Yes, Fairly Well Yes, Theoretical Perspectives Yes
3031110 USA/Canada College/University Professional Training There is increased pressure in universities and in the business community to use online methods for adult education. Historically asynchronous technologies have dominated distance education programs. Asynchronous technologies allow the learner any time access to learning activities. Technology has now progressed and synchronous or real-time interactive technologies such as webinars are proliferating. Despite increasing use, research on educational effectiveness is lacking in published research. If evidence is to guide educational practice research of sufficient rigor is required. A two-group experimental posttest only study was therefore conducted to compare the differential effect of a 30 minute learning module delivered by webinar versus classroom instruction to 224 randomly assigned baccalaureate nursing students. The independent variable was the teaching modality (i.e., webinar versus classroom) and the dependent variable was learning outcomes as measured by the score achieved on an online proctored 30 minute posttest administered immediately after the teaching modality. The posttest was a custom exam developed by Elsevier HESI&reg; Testing, a company experienced in the development of test items based on the NCLEX-RN&reg; blueprint. The andragogy in practice model and Bloom's revised taxonomy formed the conceptual framework for the study. Webinar participants received the learning module in a classroom via an individual computer and audio/voice headset and classroom participants in a regular classroom without computers. The learning module was taught on the same day by the researcher using the same PowerPoint lecture, with 5 minutes between the groups to minimize opportunities for exchange of information. Study protocols were carefully followed to ensure both groups received equal attention. The researcher hypothesized that participants randomly assigned to the webinar group would score higher on the posttest than classroom participants. A significant Levene's test of homogeneity prompted the use of the Welch's t -test. Based on an alpha of .05 and a one-tailed test, the research hypothesis was not supported. No significance difference in learning outcomes was noted between the groups (p = .40). In this study of undergraduate nursing students a webinar was as effective as classroom instruction. Suggestions for further webinar research with other outcomes, in other settings, and with other populations, are explicated. Learning outcomes of webinar versus classroom instruction among baccalaureate nursing students: A randomized controlled trial https://www.google.com/search?q=Learning+outcomes+of+webinar+versus+classroom+instruction+among+baccalaureate+nursing+students:+A+randomized+controlled+trial 2010 Universal External Educators Single Session None None Single 303 NA No Whole Sample Only Immediate Post-Test Only Yes No Yes, Theoretical Perspectives No
3030582 USA/Canada College/University Professional Training ; Background: The development of competency frameworks, such as CanMEDS, has helped define professional behavior, but programs that translate their theoretical aspects into practical learning are lacking. Aim: To improve instruction of the CanMEDS framework, the University of Alberta implemented a program in which 83 first-year medical students shadowed a first-year resident for eight months. Methods: A randomized trial compared participants� attitudes and knowledge regarding CanMEDS to controls. A concurrent�triangulation mixed methods design with questionnaires and interviews provided a comprehensive understanding of program experiences. Results: Students reported increasing their understanding of CanMEDS and increased their acceptance of the framework's importance and knowledge of its contents when compared to controls. Residents also reported that their knowledge of CanMEDS had increased. Participants considered the program to be effective for learning CanMEDS and developing professionalism, especially when paired with clinical encounters relevant to given professional roles. Conclusion: This simple, low cost, near-peer shadowing program can be useful for teaching professional behavior Learning the CanMEDS roles in a near-peer shadowing program: a mixed methods randomized control trial https://www.google.com/search?q=Learning+the+CanMEDS+roles+in+a+near-peer+shadowing+program:+a+mixed+methods+randomized+control+trial 2012 Universal Regular Teachers/Lecturers Full Academic Year or Longer None None Single 83 NA Yes Whole Sample Only Immediate Post-Test Only Yes Yes, Fairly Well Yes, Theoretical Perspectives Yes
3030760 UK/Ireland Middle/High School Physical Health and Wellbeing Used a cluster randomized trial with follow up 2 yrs after baseline (6 mo after intervention) to determine whether a teacher-delivered, theoretically-based sex education program for adolescents--SHARE (Sexual Health and Relationships: Safe, Happy and Responsible)--reduced unsafe sexual intercourse (SI) compared with existing sex education (control). 25 secondary schools in east Scotland participated in the study. Of 8,430 pupils (aged 13-15 yrs), 7,616 completed the baseline questionnaire and 5,854 completed the 2-yr follow-up. Main outcome measures were self-reported exposure to sexually transmitted disease, use of condoms and contraceptives at 1st and most recent SI, and unwanted pregnancies. When the comparing the control and intervention groups in an intention to treat analysis, there were no differences in sexual activity or sexual risk taking by age 16 yrs. However, Ss in the intervention group reported less regret of 1st SI with most recent partner. Ss evaluated the intervention program more positively and their knowledge of sexual health improved. Lack of behavioral effect could not be linked to differential quality of delivery of intervention. Compared with conventional sex education this specially designed intervention did not reduce sexual risk taking in adolescents. (PsycINFO Database Record (c) 2012 APA, all rights reserved) Limits of teacher delivered sex education: Interim behavioral outcomes from randomised trial https://www.google.com/search?q=Limits+of+teacher+delivered+sex+education:+Interim+behavioral+outcomes+from+randomised+trial 2002 Universal Regular Teachers/Lecturers Between Half and Full Term None None Clustered 8430 25 Yes Some Sub-Groups Reported At Least Some Follow-Up No No No No
3031024 Asia Middle/High School Behaviour and Social Wellbeing OBJECTIVE: The aim of the present study was to evaluate the therapeutic effectiveness of group cognitive behavioural therapy (CBT) for Internet addiction in adolescents. METHOD: A total of 56 patients, who met Beard's diagnostic criteria for Internet addiction, aged 12-17 years, were divided randomly into an active treatment group (n = 32) and a clinical control group (n = 24). Participants in the active treatment group were treated with an eight-session multimodal school-based group CBT while participants in the clinical control group received no intervention. Internet use, time management, emotional, cognitive and behavioural measures were assessed for both groups at baseline, immediately after the intervention and at 6 month follow up by investigators blind to the participants' group status. RESULTS: Internet use decreased in both groups while only the multimodal school-based group CBT evinced improved time management skills and better emotional, cognitive and behavioural symptoms. CONCLUSIONS: Multimodal school-based group CBT is effective for adolescents with Internet addiction, particularly in improving emotional state and regulation ability, behavioural and self-management style. Longer term effect of randomized, controlled group cognitive behavioural therapy for Internet addiction in adolescent students in Shanghai https://www.google.com/search?q=Longer+term+effect+of+randomized,+controlled+group+cognitive+behavioural+therapy+for+Internet+addiction+in+adolescent+students+in+Shanghai 2010 Targeted External Educators Up to Half a Term None None Single 56 NA Yes Whole Sample Only At Least Some Follow-Up Yes No Yes, Theoretical Perspectives No
3031065 USA/Canada Multiple Literacy/English Employing a randomized field trial, this 3-year study explored the effects of a multiyear summer school program in preventing the cumulative effect of summer learning losses and promoting longitudinal achievement growth, for a total treatment group of 438 students from high-poverty schools. Longitudinal outcomes for the participants were contrasted to those for 248 children randomized into a no-treatment control condition. Multilevel growth models revealed no intention-to-treat effects of assignment to the multiyear summer school program. However, student attendance patterns at the voluntary program were variable across the 3 years that the intervention was offered. Maximum likelihood mixture models, which estimated the effects of the treatment for compliers, revealed statistically significant effects on learning across all three literacy domains tested for those students who attended the Summer Academy at an above average rate across two or more of the three summers that it was offered. Relative to their control-group counterparts, treatment compliers held advantages of 40% to 50% of one grade level on the final posttests. Longitudinal Achievement Effects of Multiyear Summer School: Evidence from the Teach Baltimore Randomized Field Trial https://www.google.com/search?q=Longitudinal+Achievement+Effects+of+Multiyear+Summer+School:+Evidence+from+the+Teach+Baltimore+Randomized+Field+Trial 2006 Universal External Educators Full Academic Year or Longer None None Clustered 686 10 No Some Sub-Groups Reported At Least Some Follow-Up Yes No Yes, Theoretical Perspectives No
3031472 Rest of Europe Primary/Elementary Physical Health and Wellbeing Background: School-based intervention studies promoting a healthy lifestyle have shown favorable immediate health effects. However, there is a striking paucity on long-term follow-ups. The aim of this study was therefore to assess the 3 yr-follow- up of a cluster-randomized controlled school-based physical activity program over nine month with beneficial immediate effects on body fat, aerobic fitness and physical activity. Methods and Findings: Initially, 28 classes from 15 elementary schools in Switzerland were grouped into an intervention (16 classes from 9 schools, n = 297 children) and a control arm (12 classes from 6 schools, n = 205 children) after stratification for grade (1st and 5th graders). Three years after the end of the multi-component physical activity program of nine months including daily physical education (i.e. two additional lessons per week on top of three regular lessons), short physical activity breaks during academic lessons, and daily physical activity homework, 289 (58%) participated in the follow-up. Primary outcome measures included body fat (sum of four skinfolds), aerobic fitness (shuttle run test), physical activity (accelerometry), and quality of life (questionnaires). After adjustment for grade, gender, baseline value and clustering within classes, children in the intervention arm compared with controls had a significantly higher average level of aerobic fitness at follow-up (0.373 z-score units [95%-CI: 0.157 to 0.59, p = 0.001] corresponding to a shift from the 50th to the 65th percentile between baseline and follow-up), while the immediate beneficial effects on the other primary outcomes were not sustained. Conclusions: Apart from aerobic fitness, beneficial effects seen after one year were not maintained when the intervention was stopped. A continuous intervention seems necessary to maintain overall beneficial health effects as reached at the end of the intervention. Trial Registration: ControlledTrials.com ISRCTN15360785 2014 Meyer et al. Long-term effect of a school-based physical activity program (KISS) on fitness and adiposity in children: A cluster-randomized controlled trial https://www.google.com/search?q=Long-term+effect+of+a+school-based+physical+activity+program+(KISS)+on+fitness+and+adiposity+in+children:+A+cluster-randomized+controlled+trial 2014 Universal Regular Teachers/Lecturers More than One Term none none Clustered 502 28 Yes Some Sub-Groups Reported At Least Some Follow-Up Yes Yes, Fairly Well Yes, Descriptive Theory of Change Yes
3031477 Rest of Europe Middle/High School Behaviour and Social Wellbeing BACKGROUND: Early onset of drinking among Dutch adolescents is highly prevalent. A lower age of onset is associated with several developmental and social risks. PURPOSE: To evaluate the long-term effectiveness of two preventive interventions targeting heavy drinking in third-year high school students. DESIGN: Cluster RCT using four conditions for comparing two active interventions (separately and simultaneously) with a control group. SETTING/PARTICIPANTS: 152 classes of 19 high schools in the Netherlands; 3490 first-year high school students (M=12.6 years, SD=0.49) and their parents. INTERVENTION: (1) parent intervention aimed at encouraging restrictive parental rule-setting concerning their children's alcohol consumption; (2) student intervention aimed at increasing self-control and healthy attitudes toward alcohol, consisting of four digital lessons based on the principles of the theory of planned behavior and social cognitive theory; (3) interventions 1 and 2 combined; and (4) the regular curriculum as control condition. MAIN OUTCOME MEASURES: Incidence of (heavy) weekly alcohol use at 34 months (2009) after baseline measurement (2006). RESULTS: There were 2937 students eligible for analyses in this study. At follow-up, only the combined student-parent intervention showed substantial and significant effects on heavy weekly and weekly drinking. CONCLUSIONS: The short-term effects found in the present study further support that adolescents as well as their parents should be targeted in order to delay the onset of (heavy) drinking. TRIAL REGISTRATION: NTR649. Long-term effects of a parent and student intervention on alcohol use in adolescents: a cluster randomized controlled trial https://www.google.com/search?q=Long-term+effects+of+a+parent+and+student+intervention+on+alcohol+use+in+adolescents:+a+cluster+randomized+controlled+trial 2011 Universal External Educators Up to Half a Term Physical Health and Wellbeing none Clustered 2937 19 Yes Whole Sample Only At Least Some Follow-Up Yes Yes, But Not Reported Yes, Descriptive Theory of Change Yes
3030655 Rest of Europe College/University Professional Training BACKGROUND: The long-term effect of problem-based learning (PBL) on factual knowledge is poorly investigated. We took advantage of a previous randomised comparison between PBL and traditional teaching in a 3rd year course to follow up factual knowledge of the students during their 4th and 5th year of medical school training. METHODS: 3rd year medical students were initially randomized to participate in a problem-based (PBL, n = 55), or a lecture-based (LBL, n = 57) course in basic pharmacology. Summative exam results were monitored 18 months later (after finishing a lecture-based course in clinical pharmacology). Additional results of an unscheduled, formative exam were obtained 27 months after completion of the first course. RESULTS: Of the initial sample of 112 students, 90 participated in the second course and exam (n = 45, 45). 32 (n = 17 PBL, n = 15 LBL) could be exposed to the third, formative exam. Mean scores (+/- SD) were 22.4 +/- 6.0, 27.4 +/- 4.9 and 20.1 +/- 5.0 (PBL), or 22.2 +/- 6.0, 28.4 +/- 5.1 and 19.0 +/- 4.7 (LBL) in the first, second and third test, respectively (maximum score: 40). No significant differences were found between the two groups. CONCLUSION: A small-scale exposure to PBL, applied under randomized conditions but in the context of a traditional curriculum, does not sizeably change long-term presence of factual knowledge within the same discipline. Long-term follow up of factual knowledge after a single, randomised problem-based learning course https://www.google.com/search?q=Long-term+follow+up+of+factual+knowledge+after+a+single,+randomised+problem-based+learning+course 2003 Universal Regular Teachers/Lecturers Full Academic Year or Longer None None Single 112 NA No Some Sub-Groups Reported At Least Some Follow-Up Yes No No No
3031933 Australia/New Zealand Middle/High School Behaviour and Social Wellbeing This study evaluated the long-term effectiveness of the FRIENDS Program in reducing anxiety and depression in a sample of children from Grade 6 and Grade 9 in comparison to a control condition. Longitudinal data for Lock and Barrett's (2003) universal prevention trial is presented, along with data from 12-month follow-up to 24- and 36-month follow-up. Results of this study indicate that intervention reductions in anxiety reported in Lock and Barrett were maintained for students in Grade 6, with the intervention group reporting significantly lower ratings of anxiety at long-term follow-up. A significant Time x Intervention Group x Gender Effect on Anxiety was found, with girls in the intervention group reporting significantly lower anxiety at 12-month and 24-month follow-up but not at 36-month follow-up in comparison to the control condition. Results demonstrated a prevention effect with significantly fewer high-risk students at 36-month follow-up in the intervention condition than in the control condition. Results are discussed within the context of prevention research. Long-Term Outcomes of an Australian Universal Prevention Trial of Anxiety and Depression Symptoms in Children and Youth: An Evaluation of the Friends Program https://www.google.com/search?q=Long-Term+Outcomes+of+an+Australian+Universal+Prevention+Trial+of+Anxiety+and+Depression+Symptoms+in+Children+and+Youth:+An+Evaluation+of+the+Friends+Program 2006 Universal External Educators Between Half and Full Term None None Clustered 669 6 Yes Some Sub-Groups Reported At Least Some Follow-Up Yes Yes, Fairly Well Yes, Descriptive Theory of Change Yes
3030949 USA/Canada College/University Behaviour and Social Wellbeing This study followed up 50 Harvard Medical School (Massachusetts) students who participated in the New Pathway (NP) program, an innovative curriculum that stressed humanistic medicine, lifelong learning, and social learning. Forty percent of NP students and 18 percent of traditional students went on to practice primary care or psychiatry; more NP than other students were positive about their training. (DB) Long-Term Outcomes of the New Pathway Program at Harvard Medical School: A Randomized Controlled Trial https://www.google.com/search?q=Long-Term+Outcomes+of+the+New+Pathway+Program+at+Harvard+Medical+School:+A+Randomized+Controlled+Trial 2000 Universal Regular Teachers/Lecturers Full Academic Year or Longer Study Skills None Single 100 NA Yes Whole Sample Only At Least Some Follow-Up Yes Yes, Limited Yes, Theoretical Perspectives No
3030883 NA NA NA Introduction: In two northwestern cities of Mexico the prevalence of overweight and obesity in 6-12 years old children is 48%. Objective: The objective of this study was to evaluate a school intervention program to promote lifestyle changes and to prevent obesity among third and fourth grade children through changes in lifestyle at schools and home. Methods: This was a cluster randomized controlled trial conducted in four elementary schools in Tijuana during 18 months. Two public and two private schools were randomly selected. Weight, height and waist circumference (cc) was assessed. The program included activities addressed to children, parents, teachers and school administrators, all of whom were advised to change their consumption of high energy foods, fruits and vegetables, physical activity (PA), the availability of foods and menus at the school's cafeteria and at home. Results: The children's mean age was 8.4 years. At the end of the study no differences were observed in BMI. At six months, the prevalence of overweight and obesity in the intervention group showed an 8.9% remission and 1.2% in the control group. At the end of the study an increase in vegetables intake was observed (P = 0.007), which was associated to the increase in the availability of vegetables at home (P = 0.0001). An increase of PA was also observed (P = 0.0001), as well as a decrease in sedentary activities (P = 0.001). Conclusions: This randomized intervention study showed beneficial effects on PA, sedentary activities and food consumption among third and fourth graders. Long-term randomized school-based intervention: Effect on obesity and lifestyles in Mexico https://www.google.com/search?q=Long-term+randomized+school-based+intervention:+Effect+on+obesity+and+lifestyles+in+Mexico NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA
8155337 NA NA NA Purpose: The aim of this study was to evaluate an intervention designed to assist after-school programs (ASPs) in meeting snack nutrition policies that specify that a fruit or vegetable be served daily and sugar-sweetened beverages/foods and artificially flavored foods eliminated. Design: The study used a 1-year group-randomized controlled trial. Setting: The study took place in ASPs operating in South Carolina, United States. Subjects: Twenty ASPs serving over 1700 children were recruited, match-paired postbaseline on enrollment size and days fruits/vegetables were served per week, and randomized to either intervention (n = 10) or control (n = 10) groups. Intervention: The study used Strategies To Enhance Practice for Healthy Eating (STEPs-HE), a multistep adaptive intervention framework that assists ASP leaders and staff to serve snacks that meet nutrition policies while maintaining cost. Measures: Direct observation of snacks served and consumed and monthly snack expenditures as determined by receipts were used. Analysis: The study used nonparametric and mixed-model repeated measures. Results. By postassessment, intervention ASPs increased serving of fruits/vegetables to 3.9 &plusmn; 2.1 vs. 0.7 &plusmn; 1.7 d/wk and decreased serving sugar-sweetened beverages to 0.1 &plusmn; 0.7 vs. 1.8 &plusmn; 2.4 d/wk and sugar-sweetened foods to 0.3 &plusmn; 1.1 vs. 2.7 &plusmn; 2.5 d/wk compared to controls, respectively. Cost of snacks increased by $0.02/snack in the intervention ASPs ($0.36 to $0.38) compared to a $0.01 per snack decrease in the control group ($0.39 to $0.38). Across both assessments and groups, 80% to 100% of children consumed FVs. Conclusions: The STEPs-HE intervention can assist ASPs in meeting nationally endorsed nutrition policies with marginal increases in cost. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract) Making healthy eating policy practice: A group randomized controlled trial on changes in snack quality, costs, and consumption in after-school programs https://www.google.com/search?q=Making+healthy+eating+policy+practice:+A+group+randomized+controlled+trial+on+changes+in+snack+quality,+costs,+and+consumption+in+after-school+programs NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA
3031143 Rest of Europe Multiple Behaviour and Social Wellbeing Background: This study compared two interventions for improving the social skills of high functioning children with autism spectrum disorders in general education classrooms. One intervention involved a peer-mediated approach (PEER) and the other involved a child-assisted approach (CHILD). Method: The two interventions were crossed in a 2 x 2 factorial design yielding control, PEER, CHILD, and both PEER and CHILD conditions. Sixty children participated from 56 classrooms in 30 schools. Interventions involved 12 sessions over 6 weeks, with a 3-month follow-up. Outcome measures included self, peer and teacher reports of social skills and independent weekly observations of children on their school playground over the course of the intervention. Results: Significant improvements were found in social network salience, number of friendship nominations, teacher report of social skills in the classroom, and decreased isolation on the playground for children who received PEER interventions. Changes obtained at the end of the treatment persisted to the 3-month follow-up. Conclusions: These data suggest that significant improvements can be made in peer social connections for children with autism spectrum disorders in general education classrooms with a brief intervention, and that these gains persist over time. Making the Connection: Randomized Controlled Trial of Social Skills at School for Children with Autism Spectrum Disorders https://www.google.com/search?q=Making+the+Connection:+Randomized+Controlled+Trial+of+Social+Skills+at+School+for+Children+with+Autism+Spectrum+Disorders 2011 Targeted External Educators Between Half and Full Term Other School Subjects None Clustered 875 56 Yes Some Sub-Groups Reported At Least Some Follow-Up Yes No Yes, Descriptive Theory of Change No
3030993 USA/Canada Primary/Elementary Numeracy/Maths This study employed a cluster randomized trial design to evaluate the effectiveness of a research-based intervention for improving the mathematics education of very young children. This intervention includes the 'Building Blocks' mathematics curriculum, which is structured in research-based learning trajectories, and congruous professional development emphasizing teaching for understanding via learning trajectories and technology. A total of 42 schools serving low-resource communities were randomly selected and randomly assigned to 3 treatment groups using a randomized block design involving 1,375 preschoolers in 106 classrooms. Teachers implemented the intervention with adequate fidelity. Pre- to posttest scores revealed that the children in the Building Blocks group learned more mathematics than the children in the control group (effect size, g = 0.72). Specific components of a measure of the quantity and quality of classroom mathematics environments and teaching partially mediated the treatment effect. (Contains 5 tables and 1 footnote.) Mathematics Learned by Young Children in An Intervention Based on Learning Trajectories: A Large-Scale Cluster Randomized Trial https://www.google.com/search?q=Mathematics+Learned+by+Young+Children+in+An+Intervention+Based+on+Learning+Trajectories:+A+Large-Scale+Cluster+Randomized+Trial 2011 Universal Regular Teachers/Lecturers Full Academic Year or Longer None None Clustered 1375 106 Yes Some Sub-Groups Reported Immediate Post-Test Only Yes Yes, Limited Yes, Theoretical Perspectives Yes
3030697 Rest of Europe College/University Professional Training OBJECTIVES: Basic life support (BLS) by doctors has been shown to be of poor quality. To improve medical education training should be simplified, and simultaneously the learner should be involved more actively. To combine both ideas we trained medical students to give BLS courses and sent them to teach school children. This was a requirement for their emergency medicine course. Our model was compared to conventional teaching. DESIGN: Medical students were assigned at random to one of three groups. Group 1 ('university') attended a conventional university BLS/ALS course. Group 2 ('EMS') accompanied a BLS vehicle of the emergency medical service (EMS) after suitable preparation. Group 3 ('school') was instructed to teach BLS and then sent to teach at schools. MAIN OUTCOME MEASURES: Clinically significant BLS skills, and overall BLS skills, each assessed by structured clinical examination (SCE). Theoretical knowledge assessed by written (open question) test. RESULTS: Clinically relevant mistakes were seen in 37.5% in group 1 ('university'), compared to 28.8% in group 2 ('EMS'), and 11.3% in group 3 ('school'). Highly significant differences were shown between 'school' and 'EMS' (p=0.011), and between 'school' and 'university' (p<0.001). In practical testing for overall performance the 'university' group reached a median of 78.8% (25th-75th percentile 69.2-84.6%), group 'EMS' reached 76.9% (69.2-88.5%), and group 'school' 84.6% (76.9-90.0). Group 'school' showed significant advantages over 'university' (p=0.015) and 'EMS' (p=0.010). Written test results did not differ statistically. CONCLUSION: Medical students teaching BLS to school children as a compulsory element of their own medical training showed superior practical skills as compared to conventional teaching. Theoretical knowledge was equivalent to the control groups, although their course contained less theoretical information. Medical students teaching basic life support to school children as a required element of medical education: a randomised controlled study comparing three different approaches to fifth year medical training in emergency medicine NA 2007 Universal Regular Teachers/Lecturers Up to Half a Term None None Clustered 198 3 Yes Whole Sample Only Immediate Post-Test Only Yes No Yes, Descriptive Theory of Change Yes
3031934 USA/Canada College/University Professional Training Medication noncompliance is seen as an obstacle to successful clinical outcomes of many diseases. An exercise for preclinical medical students at Stanford University is described. Objectives include sensitizing students to the consequences of medication noncompliance, illustrating problems, and evaluating a number of compliance-related issues. (Author/MLW) Medication Noncompliance: A Randomized Trial for Primary Care Skill Instruction https://www.google.com/search?q=Medication+Noncompliance:+A+Randomized+Trial+for+Primary+Care+Skill+Instruction 1981 Universal Regular Teachers/Lecturers Up to Half a Term none none Single 35 NA No Whole Sample Only Immediate Post-Test Only Yes Yes, But Not Reported Yes, Descriptive Theory of Change Yes
3031519 Australia/New Zealand Middle/High School Behaviour and Social Wellbeing Background: Prevention of the onset of depression in adolescence may prevent social dysfunction, teenage pregnancy, substance abuse, suicide, and mental health conditions in adulthood. New technologies allow delivery of prevention programs scalable to large and disparate populations. Objective: To develop and test the novel mobile phone delivery of a depression prevention intervention for adolescents. We describe the development of the intervention and the results of participants� self-reported satisfaction with the intervention. Methods: The intervention was developed from 15 key messages derived from cognitive behavioral therapy (CBT). The program was fully automated and delivered in 2 mobile phone messages/day for 9 weeks, with a mixture of text, video, and cartoon messages and a mobile website. Delivery modalities were guided by social cognitive theory and marketing principles. The intervention was compared with an attention control program of the same number and types of messages on different topics. A double-blind randomized controlled trial was undertaken in high schools in Auckland, New Zealand, from June 2009 to April 2011. Results: A total of 1348 students (13�17 years of age) volunteered to participate at group sessions in schools, and 855 were eventually randomly assigned to groups. Of these, 835 (97.7%) self-completed follow-up questionnaires at postprogram interviews on satisfaction, perceived usefulness, and adherence to the intervention. Over three-quarters of participants viewed at least half of the messages and 90.7% (379/418) in the intervention group reported they would refer the program to a friend. Intervention group participants said the intervention helped them to be more positive (279/418, 66.7%) and to get rid of negative thoughts (210/418, 50.2%)�significantly higher than proportions in the control group. Conclusions: Key messages from CBT can be delivered by mobile phone, and young people report that these are helpful. Change in clinician-rated depression symptom scores from baseline to 12 months, yet to be completed, will provide evidence on the effectiveness of the intervention. If proven effective, this form of delivery may be useful in many countries lacking widespread mental health services but with extensive mobile phone coverage. (PsycINFO Database Record (c) 2012 APA, all rights reserved)(journal abstract) MEMO - A mobile phone depression prevention intervention for adolescents: development process and postprogram findings on acceptability from a randomized controlled trial https://www.google.com/search?q=MEMO+-+A+mobile+phone+depression+prevention+intervention+for+adolescents:+development+process+and+postprogram+findings+on+acceptability+from+a+randomized+controlled+trial 2012 Targeted Wider Policy Initiatives Between Half and Full Term none none Single 855 NA Yes Some Sub-Groups Reported At Least Some Follow-Up Yes Yes, But Not Reported Yes, Descriptive Theory of Change Yes
3031858 USA/Canada College/University Professional Training A randomized trial of 265 consenting students was conducted within an introductory biostatistics course: 69 received eight small group cooperative learning sessions; 97 accessed internet learning sessions; 96 received no intervention. Effect on examination score (95% CI) was assessed by intent-to-treat analysis and by incorporating reported participation. No difference was found by intent-to-treat analysis. After incorporating reported participation, adjusted average improvement was 1.7 points (-1.8, 5.2) per cooperative session and 2.1 points (-1.4, 5.5) per internet session after one examination. After four examinations, adjusted average improvement for four study sessions was 5.3 points (0.4, 10.3) per examination for cooperative learning and 8.1 points (3.0, 13.2) for internet learning. Consistent participation in active learning may improve understanding beyond the traditional classroom. (Contains 3 tables and 2 figures.) Methods of Learning in Statistical Education: A Randomized Trial of Public Health Graduate Students https://www.google.com/search?q=Methods+of+Learning+in+Statistical+Education:+A+Randomized+Trial+of+Public+Health+Graduate+Students 2006 Universal Regular Teachers/Lecturers More than One Term none none Single 265 NA Yes Whole Sample Only At Least Some Follow-Up Yes Yes, Limited Yes, Descriptive Theory of Change Yes
3030846 USA/Canada College/University Numeracy/Maths Background . Recent psychological and technological advances suggest that active learning may enhance understanding and retention of statistical principles. A randomized trial was designed to evaluate the addition of innovative instructional methods within didactic biostatistics courses for public health professionals. Aims . The primary objectives were to evaluate and compare the addition of two active learning methods (cooperative and internet) on students' performance; assess their impact on performance after adjusting for differences in students' learning style; and examine the influence of learning style on trial participation. Methods . Consenting students enrolled in a graduate introductory biostatistics course were randomized to cooperative learning, internet learning, or control after completing a pretest survey. The cooperative learning group participated in eight small group active learning sessions on key statistical concepts, while the internet learning group accessed interactive mini-applications on the same concepts. Controls received no intervention. Students completed evaluations after each session and a post-test survey. Study outcome was performance quantified by examination scores. Intervention effects were analyzed by generalized linear models using intent-to-treat analysis and marginal structural models accounting for reported participation. Results . Of 376 enrolled students, 265 (70%) consented to randomization; 69, 100, and 96 students were randomized to the cooperative, internet, and control groups, respectively. Intent-to-treat analysis showed no differences between study groups; however, 51% of students in the intervention groups had dropped out after the second session. After accounting for reported participation, expected examination scores were 2.6 points higher (of 100 points) after completing one cooperative learning session (95% CI: 0.3, 4.9) and 2.4 points higher after one internet learning session (95% CI: 0.0, 4.7), versus nonparticipants or controls, adjusting for other performance predictors. Students who preferred learning by reflective observation and active experimentation experienced improved performance through internet learning (5.9 points, 95% CI: 1.2, 10.6) and cooperative learning (2.9 points, 95% CI: 0.6, 5.2), respectively. Learning style did not influence study participation. Conclusions . No performance differences by group were observed by intent-to-treat analysis. Participation in active learning appears to improve student performance in an introductory biostatistics course and provides opportunities for enhancing understanding beyond that attained in traditional didactic classrooms. Methods of learning in statistical education: Design and analysis of a randomized trial https://www.google.com/search?q=Methods+of+learning+in+statistical+education:+Design+and+analysis+of+a+randomized+trial 2002 Universal Regular Teachers/Lecturers Between Half and Full Term None None Single 265 NA No Whole Sample Only Immediate Post-Test Only Yes Yes, Fairly Well Yes, Theoretical Perspectives Yes
3031639 Rest of Europe Middle/High School Physical Health and Wellbeing BACKGROUND: There is limited knowledge as to whether obesity prevention interventions are able to produce change in the determinants hypothesized to precede change in energy balance-related behaviors in young people. The aim of this study was to evaluate the effect of a multi-component intervention on a wide range of theoretically informed determinants of physical activity (PA) and sedentary behavior (SB). Moderation effects of gender, weight status and parental education level and whether the perceived intervention dose received influenced the effects were also explored. METHODS: The HEIA study was a 20-month school-based, randomized controlled trial to promote healthy weight development. In total, 1418 11-year-olds participated at baseline and post-intervention assessment. Enjoyment, self-efficacy, perceived social support from parents, teachers and friends related to PA, perceived parental regulation of TV-viewing and computer/game-use and perceived social inclusion at schools were examined by covariance analyses to assess overall effects and moderation by gender, weight status and parental education, mid-way and post-intervention. Covariance analyses were also used to examine the role of intervention dose received on change in the determinants. RESULTS: At mid-way enjoyment (p?=?.03), perceived social support from teachers (p?=?.003) and self-efficacy (p?=?.05) were higher in the intervention group. Weight status moderated the effect on self-efficacy, with a positive effect observed among the normal weight only. At post-intervention results were sustained for social support from teachers (p?=?.001), while a negative effect was found for self-efficacy (p?=?.02). Weight status moderated the effect on enjoyment, with reduced enjoyment observed among the overweight. Moderation effects for parental education level were detected for perceived social support from parents and teachers. Finally, positive effects on several determinants were observed among those receiving a high as opposed to a low intervention dose. CONCLUSION: The intervention affected both psychological and social-environmental determinants. Results indicate that social support from teachers might be a potential mediator of PA change, and that overweight adolescents might be in need of specially targeted interventions to avoid reducing their enjoyment of PA. Further studies should continue to assess how intervention effectiveness is influenced by the participants' self-reported dose of intervention received. Mid-way and post-intervention effects on potential determinants of physical activity and sedentary behavior, results of the HEIA study - a multi-component school-based randomized trial https://www.google.com/search?q=Mid-way+and+post-intervention+effects+on+potential+determinants+of+physical+activity+and+sedentary+behavior,+results+of+the+HEIA+study+-+a+multi-component+school-based+randomized+trial 2012 Universal Regular Teachers/Lecturers Full Academic Year or Longer None None Clustered 1418 37 Yes Some Sub-Groups Reported Immediate Post-Test Only Yes No Yes, Theoretical Perspectives Yes
3030895 Rest of Europe College/University Behaviour and Social Wellbeing Distress and burnout among medical and psychology professionals are commonly reported and have implications for the quality of patient care delivered. Already in the course of university studies, medicine and psychology students report mental distress and low life satisfaction. There is a need for interventions that promote better coping skills in students in order to prevent distress and future burnout. This study examines the effect of a seven-week Mindfulness-Based Stress Reduction (MBSR) programme on mental distress, study stress, burnout, subjective well-being, and mindfulness of medical and psychology students. A total of 288 students (mean age = 23 years, 76% female) from the University of Oslo and the University of Tromso were randomly allocated to an intervention or control group. The control group continued with their standard university courses and received no intervention. Participants were evaluated using self-reported measures both before and after the intervention. These were: the 'General Health Questionnaire, Maslach Burnout Inventory Student version, Perceived Medical School Stress, Subjective Well-being, and Five Facet Mindfulness Questionnaire' and additional indices of compliance. Following the intervention, a moderate effect on mental distress (Hedges'g 0.65, CI = .41, .88), and a small effect on both subjective well-being (Hedges'g 0.40, CI = .27, .63) and the mindfulness facet 'non-reacting' (Hedges'g 0.33, CI = .10, .56) were found in the intervention group compared with the control group. A higher level of programme attendance and reported mindfulness exercises predicted these changes. Significant effects were only found for female students who additionally reported reduced study stress and an increase in the mindfulness facet 'non-judging'. Gender specific effects of participation in the MBSR programme have not previously been reported, and gender differences in the present study are discussed. Female medical and psychology students experienced significant positive improvements in mental distress, study stress, subjective well-being and mindfulness after participating in the MBSR programme. NCT00892138. Mindfulness training for stress management: a randomised controlled study of medical and psychology students https://www.google.com/search?q=Mindfulness+training+for+stress+management:+a+randomised+controlled+study+of+medical+and+psychology+students 2013 Universal External Educators Up to Half a Term None None Single 288 NA Yes Some Sub-Groups Reported Immediate Post-Test Only No No No No
8154487 Asia College/University Professional Training Mobile devices are a regular part of daily life among the younger generations. Thus, now is the time to apply mobile device use to nursing education. The purpose of this study was to identify the effects of a mobile-based video clip on learning motivation, competence, and class satisfaction in nursing students using a randomized controlled trial with a pretest and posttest design. A total of 71 nursing students participated in this study: 36 in the intervention group and 35 in the control group. A video clip of how to perform a urinary catheterization was developed, and the intervention group was able to download it to their own mobile devices for unlimited viewing throughout 1 week. All of the students participated in a practice laboratory to learn urinary catheterization and were blindly tested for their performance skills after participation in the laboratory. The intervention group showed significantly higher levels of learning motivation and class satisfaction than did the control. Of the fundamental nursing competencies, the intervention group was more confident in practicing catheterization than their counterparts. Our findings suggest that video clips using mobile devices are useful tools that educate student nurses on relevant clinical skills and improve learning outcomes. Mobile-Based Video Learning Outcomes in Clinical Nursing Skill Education A Randomized Controlled Trial https://www.google.com/search?q=Mobile-Based+Video+Learning+Outcomes+in+Clinical Nursing+Skill+Education A+Randomized+Controlled+Trial 2016 Universal External Educators Up to Half a Term Other School Subjects None Single 74 NA Yes Some Sub-Groups Reported Immediate Post-Test Only Yes No Yes, Descriptive Theory of Change yes
5132488 UK/Ireland Primary/Elementary Literacy/English The current article examines what factors explained the success of a reading program delivered by older adult volunteers to at-risk early readers. The article also examines the direction of the relationship over time (both direct and mediated) between reading achievement, frequency of reading at home, and academic self-beliefs. Two hundred and twenty nine socially disadvantaged children recruited at the start of first and second grade at risk of reading failure participated in the randomized controlled trial study over an 18-month period. The results from structural equation modeling show the combined instructional and emotional support was a proximal outcome, whose distal outcomes included gains in reading achievement. There was no evidence that either academic self-beliefs or frequency of reading at home mediated program impact on reading achievement. In addition, academic self-beliefs became more accurate and stable as children advanced through school. Reading achievement mediated the impact of earlier reading achievement on both academic self-beliefs and frequency of reading at home for children entering second and third grade. In contrast, for the youngest children (at the start of first grade), academic self-beliefs were negatively associated with subsequent academic self-beliefs and frequency of reading at home. Modeling the Interaction of Academic Self-Beliefs, Frequency of Reading at Home, Emotional Support, and Reading Achievement: An RCT Study of At-Risk Early Readers in First Grade and Second Grade https://www.google.com/search?q=Modeling+the+Interaction+of+Academic+Self-Beliefs,+Frequency+of+Reading+at+Home,+Emotional+Support,+and+Reading+Achievement:+An+RCT+Study+of+At-Risk+Early+Readers+in+First+Grade+and+Second+Grade 2016 Targeted Other School/College Employees Full Academic Year or Longer Range of Academic Outcomes None Single 229 NA Yes Some Sub-Groups Reported Immediate Post-Test Only No No Yes, Theoretical Perspectives Yes
3030973 NA NA NA We conducted a study of the effectiveness of an educational intervention designed to modify risk factors associated with coronary heart disease among 3388 children in 37 schools in two demographically dissimilar areas (the Bronx and Westchester County) in and around New York City. Schools within each area were randomly assigned to either intervention or nonintervention groups. In schools targeted for intervention, children in the fourth through eighth grades were taught a teacher-delivered curriculum focusing on diet, physical activity, and cigarette smoking. Risk-factor levels were measured in all schools at base line and at four follow-up points. A total of 1769 of the children qualified for analysis of the intervention effect. After five years, the net mean change in plasma levels of total cholesterol was -1.7 mg per deciliter per year (-0.04 mmol per liter) (95 percent confidence interval, -2.7 to -0.7 mg per deciliter [-0.07 to -0.02 mmol per liter]) in the Westchester County schools, or -8.5 mg per deciliter (-0.22 mmol per liter) (5.1 percent) over a period of five years. In the schools in the Bronx, the net mean change was -1.0 mg per deciliter per year (-0.03 mmol per liter) (95 percent confidence interval, -2.3 to +0.3 mg per deciliter [-0.06 to +0.01 mmol per -2.3 to +0.3 mg per deciliter [-0.06 to +0.01 mmol per liter]), or -5.0 mg per deciliter (-0.13 mmol per liter) (2.9 percent) over a period of five years. Favorable trends in dietary intake and health knowledge were also observed, whereas the other targeted risk factors were not significantly altered. If these findings can be replicated, this will suggest that educational programs to modify coronary risk factors are feasible and may have a favorable (albeit small) effect on blood levels of cholesterol in children. Modification of risk factors for coronary heart disease. Five-year results of a school-based intervention trial https://www.google.com/search?q=Modification+of+risk+factors+for+coronary+heart+disease.+Five-year+results+of+a+school-based+intervention+trial NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA
3030941 Rest of Europe Middle/High School Physical Health and Wellbeing Purpose: PRIME for Life is an alcohol risk reduction program that has been used and refined in the USA for over 20 years. A Swedish version of the program has recently been adapted for use among Swedish high-school students (age 18-19). The objective of the study is to evaluate the effects of the program on youth alcohol consumption (including high risk drinking), attitudes and knowledge about the effects of alcohol use. Design/methodology/approach: The authors conducted a randomised controlled trial involving 23 schools and 926 students. Data collection was conducted with questionnaires focusing primarily on drinking behaviour. Participants were followed up at five and 20 months to assess changes in drinking behaviour, knowledge and attitudes towards alcohol. Findings: No significant program effects on drinking behaviour were found. Knowledge about the effects of alcohol consumption on health increased after the intervention, as did negative attitudes towards alcohol, but these effects eroded over time. Originality/value: Despite being widely used in the USA and Sweden, the impact of PRIME for Life is under-reported in the literature. This is the first independent evaluation of the program focusing on high school age youth. The findings do not support the efficacy of the program as a risk reduction or behaviour change tool in a school environment. (Contains 7 tables and 2 figures.) Modifying Alcohol Consumption among High School Students: An Efficacy Trial of an Alcohol Risk Reduction Program (PRIME for Life) https://www.google.com/search?q=Modifying+Alcohol+Consumption+among+High+School+Students:+An+Efficacy+Trial+of+an+Alcohol+Risk+Reduction+Program+(PRIME+for+Life) 2010 Universal External Educators More than One Term None None Clustered 926 23 No Some Sub-Groups Reported At Least Some Follow-Up Yes No Yes, Theoretical Perspectives Yes
3031296 USA/Canada Middle/High School Range of Academic Outcomes Significant resources have been directed at understanding and alleviating the achievement gap in education. Most programs focused on this aim rely on a top-down approach, including funding for infrastructure improvement, curriculum development, class size, and teacher salaries. This article presents findings from a randomized field trial that evaluates a bottom-up approach in which high-achieving students of diverse racial and ethnic backgrounds from poor families are given monetary incentives to maintain their academic standing. The evaluation was designed to explore the role of monetary incentives as a mechanism for promoting resiliency in the face of poverty-related challenge. Discussion of what motivates students to learn is framed as a function of normal cognitive and socioemotional development in challenging environments. Evaluation findings indicate that monetary incentives are effective in promoting academic success to different degrees and for different reasons depending on students' perception of the meaning of the incentive in relation to their emergent identity. Monetary Incentives in Support of Academic Achievement: Results of a Randomized Field Trial Involving High-Achieving, Low-Resource, Ethnically Diverse Urban Adolescents https://www.google.com/search?q=Monetary+Incentives+in+Support+of+Academic+Achievement:+Results+of+a+Randomized+Field+Trial+Involving+High-Achieving,+Low-Resource,+Ethnically+Diverse+Urban+Adolescents 2005 Targeted Regular Teachers/Lecturers Full Academic Year or Longer None None Single 534 NA Yes Some Sub-Groups Reported At Least Some Follow-Up Yes Yes, Limited Yes, Theoretical Perspectives No
3031498 NA NA NA Delayed sleep timing is a common issue among adolescents. The school classroom has been considered by many to be a promising arena for the dissemination of sleep education to assist adolescents, particularly those with delayed sleep timing, to improve their sleep habits. However, previous research suggests that improvements in sleep knowledge may not translate into actual behaviour change. The likely influence of low intrinsic motivation led to the development of a Sleep Education Program (SEP) based on principles of Motivational Interviewing. The current study aimed to further evaluate and extend this program in a randomised controlled trial, with the addition of bright light therapy (BLT; using 'Re-Timers' portable green light LED glasses) and parental involvement (PI; via weekly brief YouTube videos for parents). Participants were 193 adolescents (age = 16.3 +/- 0.4 yrs, 79%f) from 6 schools. Three intervention groups (i.e., SEP + BLT, SEP + PI, SEP + BLT + PI) were compared to a control group who attended classes-as-usual (with no sleep information). Students in all three intervention groups showed improvements in school-night and weekend sleep onset time (school-night: d = .49-.53; weekend: d = .26-.37) and total sleep time (school-night: d = .35-.58; weekend: d = .24-.27). These students also experienced a reduction in depression symptoms (d = .25-.42). For a subgroup of students who were identified as having delayed sleep timing, these effects were even stronger (e.g., school-night sleep onset time: d = .81-1.0; school night total sleep time: d = .83-1.3). Interestingly, however, there was no change in weekend out-of-bed time for students in any group, despite this being a specific target of the intervention. Students who participated in the 4-week school-based sleep intervention achieved some meaningful improvements in sleep behaviour. Interestingly, though, these improvements were similar for all three intervention groups. Consistent with our previous work, it remains difficult to motivate adolescents to get up earlier on weekends, which is a core component in the treatment of delayed sleep timing. Motivated to sleep-in: A randomised controlled trial of motivational school-based sleep interventions for adolescents https://www.google.com/search?q=Motivated+to+sleep-in:+A+randomised+controlled+trial+of+motivational+school-based+sleep+interventions+for+adolescents NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA
3031476 USA/Canada College/University Professional Training Objective: To evaluate the effectiveness of a novel multimedia learning tool (MMLT) for teaching a method of approaching common ophthalmologic presentations. Design: Randomized clinical study. Participants: 25 second-year medical students at Queen's University. Methods: We evaluated 2 MMLTs pertaining to common ophthalmologic presentations - acute visual loss and cataract - through the use of a randomized clinical study. Subjects were randomized either to watch a short-form video or to read a textbook excerpt for both cataract and acute visual loss. If randomized to one MMLT for the first module, the subject was allocated to the other modality for the second module. The main outcomes of interest were knowledge retention as measured by a short multiple-choice questionnaire, efficiency, and user preference. Results: A trend was noted whereby subjects randomized to an MMLT had higher composite scores on multiple-choice questionnaires (mean score MMLT = 75.2% vs text = 67.5%; t test = 1.535; df = 22; p value = 0.139). Additionally, those who watched an MMLT spent 72% less time reviewing the education content (29 min vs 8 min; t test = 3.955, p value = 0.0003). Of the sample, 87% preferred the MMLT over the text. Conclusions: MMLTs can significantly reduce learning time without sacrificing knowledge retention in undergraduate students of ophthalmology. 2012 Canadian Ophthalmological Society. Published by Elsevier Inc. All rights reserved. Multimedia learning tools for teaching undergraduate ophthalmology: Results of a randomized clinical study https://www.google.com/search?q=Multimedia+learning+tools+for+teaching+undergraduate+ophthalmology:+Results+of+a+randomized+clinical+study 2012 Universal Regular Teachers/Lecturers Single Session none none Single 25 NA Yes Whole Sample Only Immediate Post-Test Only Yes Yes, Fairly Well Yes, Descriptive Theory of Change Yes
3031848 USA/Canada Primary/Elementary Literacy/English This two-volume report, and Summary of Key Findings, presents findings from the congressionally mandated National Assessment of Title I on the implementation and impact of the program. Volume I see ED499017] contains key findings on the implementation of the program under No Child Left Behind, and Volume II presents a report on follow-up findings from Closing the Reading Gap, an evaluation of the impact of supplemental remedial reading programs on achievement of 3rd and 5th grade students. According to the National Assessment of Educational Progress (U.S. Department of Education 2006), 36 percent of fourth graders read below the basic level. Such literacy problems can worsen as students advance through school and are exposed to progressively more complex concepts and courses. The nation's 16,000 school districts are spending hundreds of millions of dollars on educational products and services developed by textbook publishers, commercial providers, and nonprofit organizations, yet little is known about the effectiveness of these interventions. To help shed light on their effectiveness, the authors of the present volume initiated an evaluation of either parts or all of four widely used programs for elementary school students with reading problems. The programs are Corrective Reading, Failure Free Reading, Spell Read P.A.T., and Wilson Reading, all of which would be more intensive and skillfully delivered than the programs typically provided in public schools. The programs incorporate explicit and systematic instruction in the basic reading skills in which struggling readers are frequently deficient. This study is a large-scale, longitudinal evaluation comprising two main elements. The first element of the evaluation is an impact study designed to determine: (1) the impact of being in any of the four remedial reading interventions, considered as a group, relative to the instruction provided by the schools; (2) whether the impacts of the interventions vary across students with different baseline characteristics; and (3) the extent that the instruction provided in this study close the reading gap and bring struggling readers within the normal range, relative to the instruction provided by their schools. The second element of the evaluation is an implementation study that has two components: (1) an exploration of the similarities and differences in reading instruction offered in the four interventions; and (2) a description of the regular instruction that students in the control group received in the absence of the interventions, and of the regular instruction received by the treatment group beyond the interventions. The evaluation found that the interventions: improved some reading skills; did not improve Pennsylvania System of School Assessment (PSSA) scores; narrowed some reading gaps; and helped third-graders more than fifth graders, although the interventions did not consistently benefit any one subgroup more than another. The following are appended: (1) Details of Study Design and Implementation; (2) Data Collection; (3) Weighting Adjustments and Missing Data; (4) Details of Statistical Methods; (5) Intervention Impacts on Spelling and Calculation; (6) Instructional Group Clustering; (7) Baseline Characteristics of the PSSA Sample; (8) Impact Estimate Standard Errors, Test Statistics, and P-Values; (9) Estimated R-Squared Values and Intraclass Correlations; (10) Scientific Advisory Board; (11) PSSA Data Collection Form; (12) Sample Test Items; (13) Teacher Survey Form; (14) School Records Form. (Contains 54 footnotes, 28 tables, 1 exhibit, and 30 figures.) This report was prepared for the National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences (IES) by the Corporation for the Advancement of Policy Evaluation. Additional funding of the interventions was provided by: the Barksdale Reading institute; the Haan Foundation for Children; and the Raymond Foundation.] National Assessment of Title I. Final Report. Volume II: Closing the Reading Gap--Findings from a Randomized Trial of Four Reading Interventions for Striving Readers. NCEE 2008-4013 https://www.google.com/search?q=National+Assessment+of+Title+I.+Final+Report.+Volume+II:+Closing+the+Reading+Gap--Findings+from+a+Randomized+Trial+of+Four+Reading+Interventions+for+Striving+Readers.+NCEE+2008-4013 2007 Targeted Regular Teachers/Lecturers More than One Term Numeracy/Maths none Single 779 NA Yes Some Sub-Groups Reported At Least Some Follow-Up Yes Yes, Fairly Well Yes, Theoretical Perspectives Yes
3030869 USA/Canada Primary/Elementary Literacy/English According to the National Assessment of Educational Progress, nearly 4 in 10 fourth graders read below the basic level. These literacy problems get worse as students advance through school and are exposed to progressively more complex concepts and courses. The purpose of this study was to assess the effectiveness of four remedial reading programs in improving the reading skills of 3rd and 5th graders, whether the impacts of the programs vary across students with difference baseline characteristics, and to what extent can this instruction close the reading gap and bring struggling readers within the normal range--relative to the instruction normally provided by their schools. The study took place in elementary schools in 27 districts of the Allegheny Intermediate Unit outside Pittsburgh, PA during the 2003-04 school year. Within each of 50 schools, 3rd and 5th grade students were identified as struggling readers by their teachers. These students were tested and were eligible for the study if they scored at or below the 30th percentile on a word-level reading test and at or above the 5th percentile on a vocabulary test. The final sample contains a total of 742 students. There are 335 3rd graders ? 208 treatment and 127 control students. There are 407 5th graders ? 228 treatment and 179 control students. Four existing programs were used: Spell Read P.A.T., Corrective Reading, Wilson Reading, and Failure Free Reading. Corrective Reading and Wilson Reading were modified to focus only on word-level skills. Spell Read P.A.T. and Failure Free Reading were intended to focus equally on word-level skills and reading comprehension/vocabulary. Teachers received 70 hours of professional development and support during the year. Instruction was delivered in small groups of 3 students, 5 days a week, for a total of 90 hours. Seven measures of reading skill were administered at the beginning and end of the school year to assess student progress: Word Attack, Word Identification Comprehension (Woodcock Reading Mastery Test); Phonemic Decoding Efficiency and Sight Word Efficiency (Test of Word Reading Efficiency); Oral Reading Fluency (Edformation); and Passage Comprehension (Group Reading Assessment and Diagnostic Evaluation). After one year of instruction, there were significant impacts on phonemic decoding, word reading accuracy and fluency, and comprehension for 3rd graders, but not for 5th graders. For third graders in the reading programs, the gap in word attach skills between struggling readers and average readers was reduced by about two-thirds. It was found that reading skills of 3rd graders can be significantly improved through instruction in word-level skills, but not the reading skills of 5th graders. The following are appended: (1) Details of Study Design and Implementation; (2) Data Collection; (3) Weighting Adjustment and Missing Data; (4) Details of Statistical Methods; (5) Intervention Impacts on Spelling and Calculation; (6) Instructional Group Clustering; (7) Parent Survey; (8) Teacher Survey and Behavioral Rating Forms; (9) Instructional Group Clustering; (10) Videotape Coding Guidelines for Each Reading Program; (11) Supporting Tables; (12) Sample Test Items; (13) Impact Estimate Standard Errors and P-Values; (14) Association between Instructional Group Heterogeneity and The Outcome; (15) Teacher Rating Form; (16) School Survey; and (17) Scientific Advisory Board. This report was produced by the Corporation for the Advancement of Policy Evaluation. Additional support provided by the Barksdale Reading Institute, and the Haan Foundation for Children.] National Assessment of Title I: Interim Report. Volume II: Closing the Reading Gap: First Year Findings from a Randomized Trial of Four Reading Interventions for Striving Readers https://www.google.com/search?q=National+Assessment+of+Title+I:+Interim+Report.+Volume+II:+Closing+the+Reading+Gap:+First+Year+Findings+from+a+Randomized+Trial+of+Four+Reading+Interventions+for+Striving+Readers 2006 Targeted Regular Teachers/Lecturers More than One Term Numeracy/Maths None Clustered 772 50 Yes Some Sub-Groups Reported Immediate Post-Test Only No Yes, Fairly Well Yes, Theoretical Perspectives No
3030707 Central/South America Primary/Elementary Physical Health and Wellbeing Hunger during school may prevent children in developing countries from benefiting from education. Although many countries have implemented school feeding programs, few programs have been rigorously evaluated. We conducted a randomized, controlled trial of giving breakfast to undernourished and adequately nourished children. The undernourished group comprised 407 children in grades 2-5 in 16 rural Jamaican schools (weights-for-age -1 SD). Both groups were stratified by class and school, then randomly assigned to breakfast or control groups. After the initial measurements, breakfast was provided every school day for 1 school year. Children in the control group were given one-quarter of an orange and the same amount of attention as children in the breakfast group. All children had their heights and weights measured and were given the Wide Range Achievement Test before and after the intervention. School attendance was taken from the schools' registers. Compared with the control group, height, weight, and attendance improved significantly in the breakfast group. Both groups made poor progress in Wide Range Achievement Test scores. Younger children in the breakfast group improved in arithmetic. There was no effect of nutritional group on the response to breakfast. In conclusion, the provision of a school breakfast produced small benefits in children's nutritional status, school attendance, and achievement. Greater improvements may occur in more undernourished populations; however, the massive problem of poor achievement levels requires integrated programs including health and educational inputs as well as school meals. Nutrition and education: a randomized trial of the effects of breakfast in rural primary school children https://www.google.com/search?q=Nutrition+and+education:+a+randomized+trial+of+the+effects+of+breakfast+in+rural+primary+school+children 1998 Targeted Regular Teachers/Lecturers Full Academic Year or Longer Numeracy/Maths None Single 814 16 Yes Whole Sample Only Immediate Post-Test Only Yes Yes, But Not Reported Yes, Descriptive Theory of Change Yes
3031164 Asia Primary/Elementary Physical Health and Wellbeing Although children in both cities and rural areas in China have nearly universal rates of participation between grades 1 and 9, there is still a performance gap between urban and rural students especially students from poor rural areas. In 2005 over 80% of urban students graduated from academic or vocational high schools. However, less than 40% of rural students from poor counties graduated from high school. In China's large municipalities almost 50% of students graduated from college or some other tertiary educational institution. On why is it that educational outcomes of rural students deteriorate so rapidly after grade 9, one reason may be that after grade 9 matriculation to high school and access to quality educational programs become competitive and dependent on test scores. If rural students do not perform as well as urban students at the time that they are entering high school, they will naturally fall behind. Adapted from the source document. Reprinted by permission of the University of Chicago Press. &copy; All rights reserved Nutrition and educational performance in rural China's elementary schools: results of a randomized control trial in Shaanxi Province https://www.google.com/search?q=Nutrition+and+educational+performance+in+rural+China's+elementary+schools:+results+of+a+randomized+control+trial+in+Shaanxi+Province 2012 Universal Other School/College Employees More than One Term Numeracy/Maths None Clustered 3661 3 Yes Whole Sample Only At Least Some Follow-Up Yes Yes, Fairly Well Yes, Descriptive Theory of Change Yes
3030841 USA/Canada College/University Range of Academic Outcomes OBJECTIVE: To compare the skills of performing a shoulder dystocia management algorithm after hands-on training compared with demonstration. METHODS: We randomized medical students to a 30-minute hands-on (group 1) and a 30-minute demonstration (group 2) training session teaching a standardized shoulder dystocia management scheme on a pelvic training model. Participants were tested with a 22-item Objective Structured Assessment of Technical Skills scoring system after training and 72 hours thereafter. Objective Structured Assessment of Technical Skills scores were the primary outcome. Performance time, self-assessment, confidence, and global rating scale were the secondary outcomes. Statistics were performed using Mann-Whitney U test, chi test, and multiple linear regression analysis. RESULTS: Two hundred three participants were randomized. Objective Structured Assessment of Technical Skills scores were significantly higher in group 1 (n=103) compared with group 2 (n=100) (17.95+/-3.14 compared with 15.67+/-3.18, respectively; P<.001). The secondary outcomes global rating scale (GRS; 10.94+/-2.71 compared with 8.57+/-2.61, respectively; P<.001), self-assessment (3.15+/-0.94 compared with 2.72+/-1.01; P=.002), and confidence (3.72+/-0.98 compared with 3.34+/-0.90, respectively; P=.005), but not performance time (3:19+/-0:48 minutes compared with 3:31+/-1:05 minutes; P=.1), were also significantly different, favoring group 1. After 72 hours, Objective Structured Assessment of Technical Skills scores were still significantly higher in group 1 (n=67) compared with group 2 (n=60) (18.17+/-2.76 compared with 14.98+/-3.03, respectively; P<.001) as were GRS (10.80+/-2.62 compared with 8.15+/-2.59; P<.001) and self assessment (SA; 3.44+/-0.87 compared with 2.95+/-0.94; P=.003). In a multiple linear regression analysis, group assignment (group 1 compared with 2; P<.001) and sex (P=.002) independently influenced Objective Structured Assessment of Technical Skills scores. CONCLUSION: Hands-on training helps to achieve a significant improvement of shoulder dystocia management on a pelvic training model. 2012 by The American College of Obstetricians and Gynecologists. Published by Lippincott Williams & Wilkins. Objective structured assessment of technical skills evaluation of theoretical compared with hands-on training of shoulder dystocia management: A randomized controlled trial https://www.google.com/search?q=Objective+structured+assessment+of+technical+skills+evaluation+of+theoretical+compared+with+hands-on+training+of+shoulder+dystocia+management:+A+randomized+controlled+trial 2012 Targeted External Educators Single Session Behaviour and Social Wellbeing None Single 203 NA Yes Some Sub-Groups Reported At Least Some Follow-Up Yes No No No
3030877 USA/Canada Middle/High School Physical Health and Wellbeing OBJECTIVE: The aims of this trial, conducted 2004-2008, were to examine (1) the effectiveness of Project Towards No Drug Abuse (TND) at the one-year follow-up when implemented on a large scale; and (2) the relative effectiveness of two training approaches for program implementers. METHOD: A total of 65 high schools from 14 school districts across the United States were randomized to one of three conditions: regular workshop training, comprehensive implementation support, or standard care control. Physical education and health teachers delivered the program to students (n=2538). Program effectiveness was assessed with dichotomous measures of 30-day substance use at baseline and one-year follow-up. RESULTS: When the program conditions were considered in aggregate and compared to controls, the program showed a marginally significant effect in lowering marijuana use from baseline to the one-year follow-up. Significant program effects on hard drug use were achieved for baseline non-users only. There were no differences in the effects of the two program conditions. CONCLUSION: Positive outcomes may be achieved by trained teachers when they implement Project TND in real-world high school environments; however, program effects are likely to be weaker than those achieved in efficacy trials. Training workshops may be adequate to build capacity for successful program implementation. One-year follow-up evaluation of the Project Towards No Drug Abuse (TND) dissemination trial https://www.google.com/search?q=One-year+follow-up+evaluation+of+the+Project+Towards+No+Drug+Abuse+(TND)+dissemination+trial 2010 Universal Regular Teachers/Lecturers Up to Half a Term Professional Training None Clustered 2538 65 Yes Some Sub-Groups Reported At Least Some Follow-Up Yes No No No
3031405 USA/Canada Middle/High School Behaviour and Social Wellbeing Background: Perpetration of physical, sexual, and psychological abuse is prevalent in adolescent relationships. One strategy for reducing such violence is to increase the likelihood that youth will intervene when they see peers engaging in disrespectful and abusive behaviors. Purpose: This 12-month follow-up of a cluster RCT examined the longer-term effectiveness of Coaching Boys Into Men, a dating violence prevention program targeting high school male athletes. Design: This cluster RCT was conducted from 2009 to 2011. The unit of randomization was the school, and the unit of analysis was the athlete. Data were analyzed in 2012. Setting/participants: Participants were male athletes in Grades 9�11 (N = 1513) participating in athletics in 16 high schools. Intervention: The intervention consisted of training athletic coaches to integrate violence prevention messages into coaching activities through brief, weekly, scripted discussions with athletes. Main outcome measures: Primary outcomes were intentions to intervene, recognition of abusive behaviors, and gender-equitable attitudes. Secondary outcomes included bystander behaviors and abuse perpetration. Intervention effects were expressed as adjusted mean between-arm differences in changes in outcomes over time, estimated via regression models for clustered, longitudinal data. Results: Perpetration of dating violence in the past 3 months was less prevalent among intervention athletes relative to control athletes, resulting in an estimated intervention effect of -0.15 (95% CI = -0.27, -0.03). Intervention athletes also reported lower levels of negative bystander behaviors (i.e., laughing and going along with peers� abusive behaviors) compared to controls (�0.41, 95% CI = -0.72, -0.10). No differences were observed in intentions to intervene (0.04, 95% CI = -0.07, 0.16); gender-equitable attitudes (-0.04, 95% CI = -0.11, 0.04); recognition of abusive behaviors (�0.03, 95% CI = -0.15, 0.09); or positive bystander behaviors (0.04, 95% CI = -0.11, 0.19). Conclusions: This school athletics�based dating violence prevention program is a promising approach to reduce perpetration and negative bystander behaviors that condone dating violence among male athletes. (PsycINFO Database Record (c) 2013 APA, all rights reserved)(journal abstract) One-year follow-up of a coach-delivered dating violence prevention program: A cluster randomized controlled trial https://www.google.com/search?q=One-year+follow-up+of+a+coach-delivered+dating+violence+prevention+program:+A+cluster+randomized+controlled+trial 2013 Universal Regular Teachers/Lecturers More than One Term none none Clustered 1513 16 No Whole Sample Only At Least Some Follow-Up Yes Yes, But Not Reported Yes, Descriptive Theory of Change Yes
3030897 USA/Canada Primary/Elementary Behaviour and Social Wellbeing Middle school outcomes for a population-based, randomized preventive intervention trial for conduct problems are reported. Students (n = 361), and their parents, from six elementary schools participated in the trial. Randomization into control and preventive intervention conditions occurred at the school level. Schools were located in neighborhoods characterized by high rates of juvenile delinquency. The Linking the Interest of Families and Teachers (LIFT) multimodal preventive intervention, which included behavioral parent management training, child social and problem-solving skills training, a recess behavior management program, and a classroom dedicated phone line and answering machine, was offered to students and parents from all fifth and combined fourth-fifth classrooms within preventive intervention school. Survival analyses were conducted using logistic regression for substance use outcomes and Cox regression for police arrest. The onset of police arrest and patterned alcohol use during the middle school years was less likely for participants in the preventive intervention condition than for participants in the control condition, but no differences were found in terms of onset of tobacco use or marijuana use. Outcomes during middle school for an elementary school-based preventive intervention for conduct problems: follow-up results from a randomized trial https://www.google.com/search?q=Outcomes+during+middle+school+for+an+elementary+school-based+preventive+intervention+for+conduct+problems:+follow-up+results+from+a+randomized+trial 2003 Universal Regular Teachers/Lecturers Full Academic Year or Longer None None Single 361 NA No Whole Sample Only At Least Some Follow-Up Yes No Yes, Descriptive Theory of Change Yes
3030890 USA/Canada Middle/High School Physical Health and Wellbeing AIMS: The goal of this group-randomized trial was to test the effectiveness of an adapted alcohol use preventive intervention for urban, low-income and multi-ethnic settings. DESIGN AND SETTING: Sixty-one public schools in Chicago were recruited to participate, were grouped into neighborhood study units and assigned randomly to intervention or 'delayed program' control condition. PARTICIPANTS: The study sample (n = 5812 students) was primarily African American, Hispanic and low-income. INTERVENTION: Students, beginning in sixth grade (age 12 years), received 3 years of intervention strategies (curricula, family interventions, youth-led community service projects, community organizing). MEASUREMENTS: Students participated in yearly classroom-based surveys to measure their alcohol use and related risk and protective factors. Additional evaluation components included a parent survey, a community leader survey and alcohol purchase attempts. FINDINGS: Overall, the intervention, compared with a control condition receiving 'prevention as usual', was not effective in reducing alcohol use, drug use or any hypothesized mediating variables (i.e. related risk and protective factors). There was a non-significant trend (P = 0.066) that suggested the ability to purchase alcohol by young-appearing buyers was reduced in the intervention communities compared to the control communities, but this could be due to chance. Secondary outcome analyses to assess the effects of each intervention component indicated that the home-based programs were associated with reduced alcohol, marijuana and tobacco use combined (P = 0.01), with alcohol use alone approaching statistical significance (P = 0.06). CONCLUSIONS: Study results indicate the importance of conducting evaluations of previously validated programs in contexts that differ from the original study sample. Also, the findings highlight the need for further research with urban, low-income adolescents from different ethnic backgrounds to identify effective methods to prevent and reduce alcohol use. Outcomes from a randomized controlled trial of a multi-component alcohol use preventive intervention for urban youth: project northland Chicago https://www.google.com/search?q=Outcomes+from+a+randomized+controlled+trial+of+a+multi-component+alcohol+use+preventive+intervention+for+urban+youth:+project+northland+Chicago 2008 Targeted Mixture Full Academic Year or Longer None None Clustered 5812 22 Yes Some Sub-Groups Reported Immediate Post-Test Only Yes Yes, Limited Yes, Theoretical Perspectives No
3031393 USA/Canada Primary/Elementary Behaviour and Social Wellbeing This study reports the outcomes of a randomized controlled trial of Steps to Respect: A Bullying Prevention Program conducted in 33 California elementary schools. Schools were matched on school demographic characteristics and assigned randomly to intervention or waitlisted control conditions. Outcome measures were obtained from (a) all school staff; (b) a randomly selected subset of third-, fourth-, and fifth-grade teachers in each school; and (c) all students in classrooms of selected teachers. Multilevel analyses indicated significant (p less than 0.05) positive effects of the program on a range of outcomes (e.g., improved student climate, lower levels of physical bullying perpetration, less school bullying-related problems). Results of this study support the program as an efficacious intervention for the prevention of bullying in schools. (Contains 6 tables and 1 figure.) Outcomes from a School-Randomized Controlled Trial of Steps to Respect: A Bullying Prevention Program https://www.google.com/search?q=Outcomes+from+a+School-Randomized+Controlled+Trial+of+Steps+to+Respect:+A+Bullying+Prevention+Program 2011 Universal Regular Teachers/Lecturers More than One Term Behaviour and Social Wellbeing None Clustered 3119 33 yes Some Sub-Groups Reported At Least Some Follow-Up Yes No Yes, Descriptive Theory of Change Yes
3031229.1 Australia/New Zealand Middle/High School Physical Health and Wellbeing Background: The modest effects of physical activity (PA) interventions targeting adolescents have prompted researchers to explore the utility of eHealth (e.g., internet-based) and mHealth (i.e., mobile phones) technology for behavior change. Such strategies are unlikely to provide the 'silver bullet' for the global pandemic of inactivity, but may serve as useful adjuncts to multicomponent behavioral interventions. Therefore, the primary aim of this study was to evaluate the effects of the multi-component school-based intervention incorporating smartphone technology for adolescent boys, known as ATLAS (Active Teen Leaders Avoiding Screen-time). Methods: ATLAS was evaluated using a cluster randomized controlled trial. The study was conducted from November 2012 to August 2013 in 14 secondary schools located in low-income communities in the Hunter and Central Coast regions of New South Wales, Australia. Participants were adolescent boys aged 12-14 years (N= 361) who self-reported more than 2 h/day of recreational screen-time or less than 60 min/day of moderate-to-vigorous physical activity (MVPA). The multi-component school-based intervention was guided by Self-Determination Theory and Social Cognitive Theory and included: (i) teacher professional development, (ii) provision of fitness equipment to schools, (iii) face-to-face physical activity sessions, (iv) researcher-led seminars, (v) smartphone application and website, and (vi) parental strategies for reducing screen-time. Assessments were conducted at baseline and 9-months and included physical activity (accelerometers), screentime (Adolescent Sedentary Activity Questionnaire), and sugar sweetened beverage (SSB) intake (food frequency questionnaire). Statistical analyses were conducted using linear mixed models, adjusted for the clustered nature of the data (i.e., schools included as a random factor) and followed the intention-to-treat principle. Results: There were no intervention effects for activity counts/minute or minutes of MVPA, but significant group-by-time interaction effects were found for screen-time (mean, -30 min/d, 95% CI, -50 to -10, p = .03) and SSB consumption (mean, -0.6 glasses/d, 95% CI, -1.1 to -0.1, p = .01). Discussion: This study has demonstrated that adolescent boys 'at-risk' of inactivity and high screen-time can be successfully recruited and retained in a school-based intervention. Although the ATLAS intervention did not increase adolescent boys' objectively measured physical activity, it was successful in decreasing screen-time and SSB consumption. Outcomes from the ATLAS school-based intervention incorporating smartphone technology for adolescent boys: A cluster RCT https://www.google.com/search?q=Outcomes+from+the+ATLAS+school-based+intervention+incorporating+smartphone+technology+for+adolescent+boys:+A+cluster+RCT 2014 Universal Regular Teachers/Lecturers More than One Term Physical Health and Wellbeing Behaviour and Social Wellbeing Clustered 361 14 Yes Whole Sample Only At Least Some Follow-Up No No Yes, Theoretical Perspectives No
3031229.2 Australia/New Zealand Primary/Elementary Numeracy/Maths Background: The modest effects of physical activity (PA) interventions targeting adolescents have prompted researchers to explore the utility of eHealth (e.g., internet-based) and mHealth (i.e., mobile phones) technology for behavior change. Such strategies are unlikely to provide the 'silver bullet' for the global pandemic of inactivity, but may serve as useful adjuncts to multicomponent behavioral interventions. Therefore, the primary aim of this study was to evaluate the effects of the multi-component school-based intervention incorporating smartphone technology for adolescent boys, known as ATLAS (Active Teen Leaders Avoiding Screen-time). Methods: ATLAS was evaluated using a cluster randomized controlled trial. The study was conducted from November 2012 to August 2013 in 14 secondary schools located in low-income communities in the Hunter and Central Coast regions of New South Wales, Australia. Participants were adolescent boys aged 12-14 years (N= 361) who self-reported more than 2 h/day of recreational screen-time or less than 60 min/day of moderate-to-vigorous physical activity (MVPA). The multi-component school-based intervention was guided by Self-Determination Theory and Social Cognitive Theory and included: (i) teacher professional development, (ii) provision of fitness equipment to schools, (iii) face-to-face physical activity sessions, (iv) researcher-led seminars, (v) smartphone application and website, and (vi) parental strategies for reducing screen-time. Assessments were conducted at baseline and 9-months and included physical activity (accelerometers), screentime (Adolescent Sedentary Activity Questionnaire), and sugar sweetened beverage (SSB) intake (food frequency questionnaire). Statistical analyses were conducted using linear mixed models, adjusted for the clustered nature of the data (i.e., schools included as a random factor) and followed the intention-to-treat principle. Results: There were no intervention effects for activity counts/minute or minutes of MVPA, but significant group-by-time interaction effects were found for screen-time (mean, -30 min/d, 95% CI, -50 to -10, p = .03) and SSB consumption (mean, -0.6 glasses/d, 95% CI, -1.1 to -0.1, p = .01). Discussion: This study has demonstrated that adolescent boys 'at-risk' of inactivity and high screen-time can be successfully recruited and retained in a school-based intervention. Although the ATLAS intervention did not increase adolescent boys' objectively measured physical activity, it was successful in decreasing screen-time and SSB consumption. Outcomes from the ATLAS school-based intervention incorporating smartphone technology for adolescent boys: A cluster RCT https://www.google.com/search?q=Outcomes+from+the+ATLAS+school-based+intervention+incorporating+smartphone+technology+for+adolescent+boys:+A+cluster+RCT 2014 Universal Regular Teachers/Lecturers More than One Term Physical Health and Wellbeing None Single 85 NA Yes Whole Sample Only Immediate Post-Test Only No No Yes, Descriptive Theory of Change No
3030885 UK/Ireland Primary/Elementary Numeracy/Maths ; Background: Large-scale randomised controlled trials (RCT) are relatively rare in education. The present study was an attempt to scale up previous small peer tutoring projects, while investing only modestly in continuing professional development for teachers. Purpose: A two-year RCT of peer tutoring in mathematics was undertaken in one local education authority in Scotland. The relative effectiveness of cross-age vs same-age tutoring, light vs intensive intervention, and mathematics vs mathematics + reading tutoring was investigated. Programme description: The intervention was Duolog Math, a freely available tutoring method for working with mathematical problems, involving discussion following eight structured steps and including summarising and generalising at the end. Sample: Eighty-six primary schools in one council in Scotland of average socio-economic status. Children were of mixed ability and mixed gender, with few ethnic minorities or special needs in relation to background population. Macro-evaluation n = 3520. Micro-evaluation Year 1 n = 334, Year 2 n = 447 cf. comparison group n = 85. Design and methods: Almost all the primary schools in the local authority participated and were randomly allocated to condition. A macro-evaluation tested and retested using Performance Indicators in Primary Schools over a two-year period. A micro-evaluation tested and retested within each year using a criterion-referenced test of mathematical problem solving. Macro-evaluation was with multi-level modelling, micro-evaluation with descriptive statistics and effect sizes; ANCOVA and MANOVA. Results: Macro-evaluation yielded significant pre-post gains in mathematics attainment for cross-age tutoring in randomly allocated classes over both years. No other differences were significant. Micro-evaluation yielded pre-post gains for selected schools in Year 1, but no overall gains for randomly allocated schools in Year 2 compared with comparisons. However, Year 2 girls, mathematics-only groups and less able students did gain significantly. Conclusions: Duolog Math tutoring does lead to gains in mathematics attainment compared with students not participating, but only for cross-age tutoring and girls, mathematics-only groups and less able mathematicians. Effectiveness varies according to type of tutoring (cross-age being better) and type of school (selected schools being better), but not intensity of tutoring. The results of the different forms of evaluation were indeed different Outcomes in a randomised controlled trial of mathematics tutoring https://www.google.com/search?q=Outcomes+in+a+randomised+controlled+trial+of+mathematics+tutoring 2011 Universal Mixture Full Academic Year or Longer Literacy/English None Clustered 3520 125 Yes Some Sub-Groups Reported Immediate Post-Test Only Yes No No No
8154990 Australia/New Zealand Primary/Elementary Physical Health and Wellbeing Background The objective of this study was to investigate the effect of a 4-year specialist-taught Physical Education (PE) program on physical activity (PA) among primary school children. Methods A 4-year cluster randomised controlled trial was conducted in children (initially aged 8 years) from 29 primary schools (13 Intervention, 16 Control). Intervention students (N = 457) received 2 × 45 min PE lessons per week from specialist-trained PE teachers (68 lessons per year, 272 lessons over 4 years). Control group students (N = 396) received usual practice PE from generalist classroom teachers. PA during PE lessons was examined using the System for Observing Fitness Instruction Time (SOFIT). Pedometers (steps/day) were worn for 7 days each year, and accelerometers were worn concurrently in the final two years to assess moderate to vigorous (MVPA) and sedentary activity. Linear and generalized mixed models were used to determine differences in Intervention and Control student PA and the proportion of students meeting PA guidelines. Results The intervention increased SOFIT-observed student MVPA during PE lessons by 6.5 mins (16.7 v 10.2, p < 0.001). Within intervention schools, participants increased their whole-day step counts (boys = 449 [CI,140 to 756]; girls = 424 [CI,222 to 626]) and minutes of MVPA (boys = 8.0 [CI,6.8 to 9.2]; girls = 3.5 [CI,1.7 to 5.4]) on PE days. However, compared to the Control group the Intervention did not: increase habitual steps/day or MVPA when averaged over 7 days; elicit greater improvements in these measures over time; or increase the odds of meeting step/day or MVPA recommendations. At age 11 years Intervention group boys were 20 mins less sedentary per day (380 [CI,369 to 391] vs 360 [CI,350 to 369]) and this effect was sustained at age 12 years. Conclusions Well-designed specialist-taught PE can improve student PA during PE lessons. However for PE to be a significant contributor to improving habitual PA in pre-adolescent children, daily classes are likely to be required, and even this would need to be supplemented with a wider multicomponent strategy. Our finding of a reduction in sedentary time among Intervention boys warrants further investigation into the potential role PE could play in influencing sedentary behaviour. Outcomes of a four-year specialist-taught physical education program on physical activity: a cluster randomized controlled trial, the LOOK study https://www.google.com/search?q=Outcomes+of+a+four-year+specialist-taught+physical+education+program+on+physical+activity:+a+cluster+randomized+controlled+trial,+the LOOK+study 2016 Universal External Educators Full Academic Year or Longer None None Clustered 853 32 Yes Some Sub-Groups Reported Immediate Post-Test Only No No No No
3031560 Rest of Europe Primary/Elementary Physical Health and Wellbeing OBJECTIVE: To describe the effects of URMEL-ICE, a German school-based intervention for overweight prevention, on children's BMI and other measures of fat mass. METHODS: A cluster-randomised controlled design was used. The intervention which focused on physical activity, TV time and soft drink consumption was integrated into a second-grade curriculum and was implemented by classroom teachers themselves. It comprised 29 teaching lessons, 2 short exercise blocks per day and 6 family homework lessons. BMI was assessed as primary outcome measure, waist circumference and skinfold thickness as secondary outcomes. Data of 945 children were analysed. RESULTS: Multivariate analyses adjusted for baseline values showed no statistically significant effect of the intervention on BMI, but on waist circumference (-0.85; 95% confidence interval (95% CI) -1.59 to -0.12) and subscapular skinfold thickness (-0.64; 95% CI -1.25 to -0.02). After additional adjustment for individual time lag between baseline and follow-up, these effects were reduced to -0.60 (95% CI -1.25 to 0.05) and -0.61 (95% CI -1.26 to 0.04) and lost their statistical significance. CONCLUSION: This study contributes to the field of randomised school-based studies on overweight prevention and shows that within a 1-year, integrated intervention no effect on BMI, but a tendency towards effects on fat mass can be achieved. Overweight prevention implemented by primary school teachers: a randomised controlled trial https://www.google.com/search?q=Overweight+prevention+implemented+by+primary+school+teachers:+a+randomised+controlled+trial 2012 Universal Regular Teachers/Lecturers Full Academic Year or Longer none none Clustered 945 32 No Some Sub-Groups Reported At Least Some Follow-Up Yes Yes, Fairly Well Yes, Descriptive Theory of Change Yes
3030928 USA/Canada Primary/Elementary Behaviour and Social Wellbeing The purpose of this study is to test the effects on children's social, behavioral, and academic outcomes of an intervention, Families and Schools Together (FAST), when implemented in two novel ways: (a) in schools with predominantly Latino children and (b) on an entire grade-level cohort instead of with individual families targeted for the intervention. The FAST program is a multi-family group prevention program that is implemented in three stages: (a) active outreach to engage parents; (b) an 8-week program of weekly multi-family group meetings; and (c) 2 years of follow-up monthly parent-led meetings. Previous randomized controlled trials have demonstrated positive effects of FAST on reducing child aggression and improving teacher-reported academic outcomes (Abt Associates, 2001; Kratochwill et al., 2004; McDonald et al., 2006). In these studies, children (or, in one case, classrooms) were targeted for the intervention and then matched pairs were randomly assigned to treatment or control. In this study, by contrast, schools were designated by participating school districts in San Antonio, Texas, and Phoenix, Arizona, and then schools were randomly assigned within district to treatment or control, enabling the authors to recruit the entire first-grade cohort of treatment schools for participation in FAST. At this point, results are available only for the first 8 schools (fall administration of Year 1). Consequently, only suggestive findings can be reported, and the authors confine themselves to simple descriptions of treatment-control comparisons rather than the full multilevel models. Full results for the 24 Year-1 schools will be reported in the complete paper. (Contains 2 tables and 1 figure.) Parent Involvement and Child Development: First-Year Results from a School-Randomized Trial in Latino Communities https://www.google.com/search?q=Parent+Involvement+and+Child+Development:+First-Year+Results+from+a+School-Randomized+Trial+in+Latino+Communities 2010 Universal Mixture Up to Half a Term None None Clustered 3000 52 Yes Some Sub-Groups Reported At Least Some Follow-Up Yes No Yes, Descriptive Theory of Change Yes
3030817 USA/Canada Preschool/Kindergarten Behaviour and Social Wellbeing Objective: This study aimed to identify the pathways through which a preventive intervention targeting young low-SES disruptive boys could result in lower crime involvement during adulthood. Method: The preventive intervention was implemented when the children were between 7 and 9 years and included three components (i.e. social skills, parental practices, teacher support). Participants (N = 250) were randomly allocated to the intervention or to a control group. The tested pathways included antisocial behaviour, school engagement, parental supervision and friends' deviancy, both during early and middle adolescence. Crime involvement was assessed in early adulthood. Results: The intervention reduced adult criminal involvement via reduced early and middle adolescent antisocial behaviours. Conclusion: This study adds to the small group of studies that have examined the mechanisms through which early preventive interventions might impact distal outcomes. Pathways Explaining the Reduction of Adult Criminal Behaviour by a Randomized Preventive Intervention for Disruptive Kindergarten Children https://www.google.com/search?q=Pathways+Explaining+the+Reduction+of+Adult+Criminal+Behaviour+by+a+Randomized+Preventive+Intervention+for+Disruptive+Kindergarten+Children 2012 Targeted External Educators Full Academic Year or Longer None None Single 250 NA No Whole Sample Only At Least Some Follow-Up Yes No No No
3030884 Africa Primary/Elementary Literacy/English This paper provides experimental evidence on the impact of tracking primary school students by initial achievement. In the presence of positive spillover effects from academically proficient peers, tracking may be beneficial for strong students but hurt weaker ones. However, tracking may help everybody if heterogeneous classes make it difficult to teach at a level appropriate to most students. We test these competing claims using a randomized evaluation in Kenya. One hundred and twenty one primary schools which all had a single grade one class received funds to hire an extra teacher to split that class into two sections. In 60 randomly selected schools, students were randomly assigned to sections. In the remaining 61 schools, students were ranked by prior achievement (measured by their first term grades), and the top and bottom halves of the class were assigned to different sections. After 18 months, students in tracking schools scored 0.14 standard deviations higher than students in non-tracking schools, and this effect persisted one year after the program ended. Furthermore, students at all levels of the distribution benefited from tracking. A regression discontinuity analysis shows that in tracking schools scores of students near the median of the pre-test distribution score are independent of whether they were assigned to the top or bottom section. In contrast, in non-tracking schools we find that on average, students benefit from having academically stronger peers. This suggests that tracking was beneficial because it helped teachers focus their teaching to a level appropriate to most students in the class. Peer Effects and the Impact of Tracking: Evidence from a Randomized Evaluation in Kenya. NBER Working Paper No. 14475 https://www.google.com/search?q=Peer+Effects+and+the+Impact+of+Tracking:+Evidence+from+a+Randomized+Evaluation+in+Kenya.+NBER+Working+Paper+No.+14475 2008 Universal Wider Policy Initiatives Full Academic Year or Longer Numeracy/Maths None Clustered 10000 121 Yes Some Sub-Groups Reported At Least Some Follow-Up Yes Yes, Fairly Well Yes, Theoretical Perspectives Yes
3031908 Africa Primary/Elementary Range of Academic Outcomes To the extent that students benefit from high-achieving peers, tracking will help strong students and hurt weak ones. However, all students may benefit if tracking allows teachers to better tailor their instruction level. Lower-achieving pupils are particularly likely to benefit from tracking when teachers have incentives to teach to the top of the distribution. We propose a simple model nesting these effects and test its implications in a randomized tracking experiment conducted with 121 primary schools in Kenya. While the direct effect of high-achieving peers is positive, tracking benefited lower-achieving pupils indirectly by allowing teachers to teach to their level. (JEL I21, J45, O15) [PUBLICATION ABSTRACT] Peer effects, teacher incentives, and the impact of tracking: evidence from a randomized evaluation in Kenya https://www.google.com/search?q=Peer+effects,+teacher+incentives,+and+the+impact+of+tracking:+evidence+from+a+randomized+evaluation+in+Kenya 2008 Universal Wider Policy Initiatives Full Academic Year or Longer none None Clustered 10000 121 Yes Some Sub-Groups Reported At Least Some Follow-Up Yes Yes, Fairly Well Yes, Descriptive Theory of Change Yes
3031855 Rest of Europe College/University Professional Training OBJECTIVES: This study (a post-intervention assessment) was designed to assess the effectiveness of peer-assisted learning (PAL) using student-teachers (STs) with limited training to teach complicated technical skills for interpreting ultrasound images of the shoulder. METHODS: Students in Years 3 and 4 of medical school were randomly assigned to two groups. In the PAL group (PG), teaching was delivered by a group of nine STs from Years 3 and 4, who undertook a 30-minute general training and 1 week of self-teaching. In the staff-led group (SG), students were taught by a group of three ultrasound-experienced doctors. Exposure took place in two separate lessons (each of 120 minutes) and introduced eight standard sectional planes (EULAR) using a 10-MHz Nemio XG system (Toshiba Medical Systems GmbH). The theoretical and practical learning outcomes were tested using a multiple-choice question (MCQ) test and an objective structured clinical examination (OSCE). Qualitative differences were evaluated using Likert scale-based items. RESULTS: Evaluation of differences between the PG (n = 75) and SG (n = 76) in the theoretical (MCQ score; P = 0.644) and practical (total OSCE score; P = 0.133) outcomes showed no difference between the two groups. However, the STs themselves showed significantly better results overall (P < 0.05). Staff members were rated more highly than STs, especially on items relating to competence (P < 0.05). CONCLUSIONS: Complicated technical skills can be adequately taught to students using the PAL system by STs with limited training. Self-teaching learning strategies are successful in contexts of limited teacher training. However, despite positive objective results, STs still face prejudice from students with regard to competency. Peer teaching: a randomised controlled trial using student-teachers to teach musculoskeletal ultrasound https://www.google.com/search?q=Peer+teaching:+a+randomised+controlled+trial+using+student-teachers+to+teach+musculoskeletal+ultrasound 2010 Universal Other School/College Employees Up to Half a Term none none Single 151 NA No Whole Sample Only Immediate Post-Test Only Yes Yes, Fairly Well Yes, Theoretical Perspectives Yes
3031769 Africa Primary/Elementary Behaviour and Social Wellbeing Accumulating evidence suggests that AIDS orphanhood status is accompanied by increased levels of psychological distress such as anxiety, depression, intense guilt, shame, and anger. However, few studies have examined the possible reduction of psychological distress in AIDS orphans through the help of interventions that promote well-being. The objective of the study was to evaluate the effects of a school-based peer-group support intervention combined with periodic somatic health assessments and treatment on the psychosocial well-being of AIDS orphans in the Mbarara District of southwestern Uganda. In a cluster randomized controlled design, 326 AIDS orphans aged 10-15 years were assigned to either peer-group support intervention combined with monthly somatic healthcare (n=159) or control group (n=167) for follow-up assessment. Baseline and 10 week follow-up psychological assessments were conducted in both groups using self-administered Beck Youth Inventories. Complete data were available for 298 orphans. After adjusting for baseline scores, follow-up scores for the intervention group in comparison with controls showed significant improvement in depression, anger, and anxiety but not for self-concept. This study demonstrated that peer-group support intervention decreased psychological distress, particularly symptoms of depression, anxiety and anger. Thus, the use of peer-group support interventions should be incorporated into existing school health programs. Peer-group support intervention improves the psychosocial well-being of AIDS orphans: cluster randomized trial https://www.google.com/search?q=Peer-group+support+intervention+improves+the+psychosocial+well-being+of+AIDS+orphans:+cluster+randomized+trial 2009 Targeted Regular Teachers/Lecturers Between Half and Full Term None None Clustered 326 20 Yes Whole Sample Only Immediate Post-Test Only Yes No Yes, Theoretical Perspectives Yes
3030811 Rest of Europe Middle/High School Physical Health and Wellbeing Objectives: To determine the impact of a peer-led education program, developed in Australia, on health-related outcomes in high school students with asthma in Jordan. Methods: In this cluster-randomized controlled trial, 4 high schools in Irbid, Jordan, were randomly assigned to receive the Adolescent Asthma Action program or standard practice. Bilingual health workers trained 24 peer leaders from Year 11 to deliver asthma education to younger peers from Year 10 (n = 92), who in turn presented brief asthma skits to students in Years 8 and 9 (n = 148) and to other members of the school community in the intervention schools. Students with asthma (N = 261) in Years 8, 9, and 10 completed baseline surveys in December 2006 and 3 months after the intervention. Results: Students from the intervention group reported clinically significant improvements in health-related quality of life (mean difference: 1.35 [95% confidence interval: 1.04�1.76]), self-efficacy to resist smoking (mean difference: 4.63 [95% confidence interval: 2.93�6.35]), and knowledge of asthma self-management (mean difference: 1.62 [95% confidence interval: 1.15�2.19]) compared with the control group. Conclusions: This trial demonstrated that the Adolescent Asthma Action program can be readily adapted to suit different cultures and contexts. Adolescents in Jordan were successful in teaching their peers about asthma self-management and motivating them to avoid smoking. The findings revealed that peer education can be a useful strategy for health promotion programs in Jordanian schools when students are given the opportunity and training. (PsycINFO Database Record (c) 2012 APA, all rights reserved)(journal abstract) Peer-led education for adolescents with asthma in Jordan: A cluster-randomized controlled trial https://www.google.com/search?q=Peer-led+education+for+adolescents+with+asthma+in+Jordan:+A+cluster-randomized+controlled+trial 2012 Targeted Other School/College Employees Between Half and Full Term None None Clustered 261 4 Yes Whole Sample Only Immediate Post-Test Only Yes No No No
3031039 UK/Ireland College/University Professional Training OBJECTIVE: To determine the efficacy of a peer-led tuition model for training healthcare students in basic life support compared to tuition delivered by clinical tutors. DESIGN AND SETTING: Randomised controlled trial in the Medical School, University of Birmingham, UK. PARTICIPANTS: 122 first-year medical, dental, nursing and physiotherapy students. INTERVENTIONS: Students were randomised to receive basic life support tuition from either second-year student instructors or from experienced clinical staff. MEASUREMENTS AND RESULTS: Students' practical skills, knowledge and satisfaction were tested at the end of the course. Instructor reliability was assessed throughout the course. Students taught by their peers were significantly more likely to be successful in the end-of-course practical CPR test than those taught by clinical staff (56/57 vs. 53/62). The student instructors were also found to be more reliable than clinical staff at attending the training sessions (48/48 vs. 36/48). There was no significant difference in the theoretical test results or the students' assessment of the quality of teaching. CONCLUSIONS: This model of peer-led undergraduate training in basic life support provides a quality of education which is at least as good as that provided by clinical staff, while offering advantages in terms of reliability. The re-deployment of clinical tutors from basic to more advanced training may allow the overall enhancement of undergraduate resuscitation and critical care training. Peer-led resuscitation training for healthcare students: a randomised controlled study https://www.google.com/search?q=Peer-led+resuscitation+training+for+healthcare+students:+a+randomised+controlled+study 2002 Universal Mixture Up to Half a Term None None Single 122 NA Yes Whole Sample Only Immediate Post-Test Only Yes Yes, Limited Yes, Theoretical Perspectives Yes
3031285 USA/Canada College/University Professional Training PURPOSE: To evaluate the effectiveness of pelvic examination training for internal medicine interns conducted by instructors who also serve as models for the examination. METHOD: In 2001, 80 interns from three university internal medicine residencies completed questionnaires about their experiences with pelvic examinations. Interns who were available for training underwent baseline assessment of their pelvic examination skills and were randomized to training or to a control group that received only educational literature. Skills were assessed with a 29-item checklist at baseline and at follow-up by evaluators blinded to group assignment, and interrater agreement was estimated by review of audiotapes. RESULTS: Seventy-two interns were randomized and underwent baseline skills assessment. Seventy interns returned for follow-up assessment after approximately 14 weeks (range, 10-17 weeks). The 39 interns randomized to training and 33 randomized to the control group did not differ with respect to age, gender, or prior pelvic examination training. In both groups there was substantial variability in skills at baseline, with graduates of U.S. medical schools scoring significantly higher than did graduates of non-U.S. medical schools (0.66 versus 0.41, p < 10(-5)). Interns randomized to training had significantly higher scores at follow-up than did interns in the control group (0.79 versus 0.57, p < 10(-6)). For seven items verifiable by audiotape, interrater agreement was good (overall kappa, 0.54; range among items, 0.3-0.85). CONCLUSION: Specialized trainers can reliably evaluate and improve the pelvic examination skills of interns, and improvements are demonstrable three months after training. Further research is needed to ascertain whether training efficiency can be improved and to measure the impact of training on patient satisfaction and clinical outcomes. Pelvic examination training for interns: a randomized controlled trial https://www.google.com/search?q=Pelvic+examination+training+for+interns:+a+randomized+controlled+trial 2003 Universal External Educators Up to Half a Term None None Single 72 NA Yes Whole Sample Only At Least Some Follow-Up Yes No Yes, Descriptive Theory of Change Yes
3030859.1 USA/Canada Primary/Elementary Physical Health and Wellbeing BACKGROUND: Physical Activity Across the Curriculum (PAAC) was a three-year cluster randomized controlled trial to promote physical activity and diminish increases in overweight and obesity in elementary school children. METHODS: Twenty-four elementary schools were cluster randomized to the Physical Activity Across the Curriculum intervention or served as control. All children in grades two and three were followed to grades four and five. Physical Activity Across the Curriculum promoted 90 min/wk of moderate to vigorous intensity physically active academic lessons delivered by classroom teachers. Body Mass Index was the primary outcome, daily Physical activity and academic achievement were secondary outcomes. RESULTS: The three-year change in Body Mass Index for Physical Activity Across the Curriculum was 2.0+/-1.9 and control 1.9+/-1.9, respectively (NS). However, change in Body Mass Index from baseline to 3 years was significantly influenced by exposure to Physical Activity Across the Curriculum. Schools with > or =75 min of Physical Activity Across the Curriculum/wk showed significantly less increase in Body Mass Index at 3 years compared to schools that had <75 min of Physical Activity Across the Curriculum (1.8+/-1.8 vs. 2.4+/-2.0, p=0.02). Physical Activity Across the Curriculum schools had significantly greater changes in daily Physical activity and academic achievement scores. CONCLUSIONS: The Physical Activity Across the Curriculum approach may promote daily Physical activity and academic achievement in elementary school children. Additionally, 75 min of Physical Activity Across the Curriculum activities may attenuate increases in Body Mass Index. Physical Activity Across the Curriculum (PAAC): a randomized controlled trial to promote physical activity and diminish overweight and obesity in elementary school children https://www.google.com/search?q=Physical+Activity+Across+the+Curriculum+(PAAC):+a+randomized+controlled+trial+to+promote+physical+activity+and+diminish+overweight+and+obesity+in+elementary+school+children 2010 Universal Regular Teachers/Lecturers Full Academic Year or Longer Range of Academic Outcomes None Clustered 1527 24 Yes Some Sub-Groups Reported At Least Some Follow-Up No Yes, But Not Reported No No
3031117 Australia/New Zealand Primary/Elementary Physical Health and Wellbeing Background and Objectives:Elevated blood lipids during childhood are predictive of dyslipidemia in adults. Although obese and inactive children have elevated values, any potentially protective role of elementary school physical education is unknown. Our objective was to determine the effect of a modern elementary school physical education (PE) program on the blood lipid concentrations in community-based children.Methods:In this cluster-randomized controlled trial, 708 healthy children (8.1+0.3 years, 367 boys) in 29 schools were allocated to either a 4-year intervention program of specialist-taught PE (13 schools) or to a control group of the currently practiced PE conducted by generalist classroom teachers. Fasting blood lipids were measured at ages 8, 10, and 12 years and intervention and control class activities were recorded.Results:Intervention classes included more fitness work and more moderate and vigorous physical activity than control classes (both p3.36mmol.L-1,130 mg/dL) was lower in the intervention than control group (14% vs. 23%, p = 0.02). There was also an intervention effect on mean LDL-C across all boys (reduction of 9.6% for intervention v 2.8% control, p = 0.02), but not girls (p = 0.2). The intervention effect on total cholesterol mirrored LDL-C, but there were no detectable 4-year intervention effects on high-density lipoprotein cholesterol or triglycerides.Conclusions:The PE program delivered by specialist teachers over four years in elementary school reduced the incidence of elevated LDL-C in boys and girls, and provides a means by which early preventative practices can be offered to all children.Trial Registration:Australia New Zealand Clinical Trial Registry ANZRN12612000027819 https://www.anzctr.org.au/Trial/Registration/TrialReview.aspx?id=347799. 2013 Telford et al. Physical Education and Blood Lipid Concentrations in Children: The LOOK Randomized Cluster Trial https://www.google.com/search?q=Physical+Education+and+Blood+Lipid+Concentrations+in+Children:+The+LOOK+Randomized+Cluster+Trial 2013 Universal External Educators Full Academic Year or Longer None None Clustered 708 39 Yes Some Sub-Groups Reported At Least Some Follow-Up Yes No No No
8155128 Rest of Europe Primary/Elementary Range of Academic Outcomes OBJECTIVES: Using physical activity in the teaching of academic lessons is a new way of abstract learning. The aim of this study was to investigate the effects of an innovative physically active academic intervention (“Fit & Vaardig op School” [F&V]) on academic achievement of children. METHODS: Using physical activity to teach math and spelling lessons was studied in a clusterrandomized controlled trial. Participants were 499 children (mean age 8.1 years) from second- and third-grade classes of 12 elementary schools. At each school, a second- and third-grade class were randomly assigned to the intervention or control group. The intervention group participated in F&V lessons for 2 years, 22 weeks per year, 3 times a week. The control group participated in regular classroom lessons. Children’s academic achievement was measured before the intervention started and after the first and second intervention years. Academic achievement was measured by 2 mathematics tests (speed and general math skills) and 2 language tests (reading and spelling). RESULTS: After 2 years, multilevel analysis showed that children in the intervention group had significantly greater gains in mathematics speed test (P < .001; effect size [ES] 0.51), general mathematics (P < .001; ES 0.42), and spelling (P < .001; ES 0.45) scores. This equates to 4 months more learning gains in comparison with the control group. No differences were found on the reading test. CONCLUSIONS: Physically active academic lessons significantly improved mathematics and spelling performance of elementary school children and are therefore a promising new way of teaching. Physically Active Math and Language Lessons Improve Academic Achievement: A Cluster Randomized Controlled Trial https://www.google.com/search?q=Physically+Active+Math+and Language+Lessons+Improve Academic+Achievement:+A+Cluster Randomized+Controlled+Trial 2016 Universal Regular Teachers/Lecturers Full Academic Year or Longer Numeracy/Maths Literacy/English Clustered 499 12 Yes Some Sub-Groups Reported At Least Some Follow-Up No No Yes, Descriptive Theory of Change Yes
3031148 UK/Ireland Middle/High School Physical Health and Wellbeing PURPOSE: Interventions to improve school ethos can reduce substance use but 'upstream' causal pathways relating to implementation and school-level changes are uncertain. We use qualitative and quantitative data from a pilot trial to build hypotheses regarding these. METHODS: The Healthy School Ethos intervention involved two schools being provided with facilitation, training, and funding to plan and implement actions (some mandatory and some locally determined) to improve school ethos over one year. The evaluation involved a pilot-trial with two intervention and two comparison schools; semi-structured interviews with facilitators, staff, and students; and baseline and follow-up surveys with students aged 11 to 12 years. RESULTS: Student accounts linked participation in planning or delivering intervention activities with improved self-regard and relationships with staff and other students. Some activities such as re-writing school rules involved broad participation. Students in receipt of actions such as peer-mediation or motivational sessions reported benefits such as improved safety and relationships. Some student accounts linked improved self-regard and relationships with increased engagement and aspirations, and reduced substance use. At 9-month follow-up, students in intervention schools reported less hurting and teasing of others and feeling unsafe at school. Other outcomes suggested intervention benefits but were not significant. CONCLUSIONS: School-ethos interventions may reduce substance use through upstream pathways involving the aforementioned factors. Future phase-III trials should quantitatively model the extent to which these mediate intervention effects. Pilot multimethod trial of a school-ethos intervention to reduce substance use: building hypotheses about upstream pathways to prevention https://www.google.com/search?q=Pilot+multimethod+trial+of+a+school-ethos+intervention+to+reduce+substance+use:+building+hypotheses+about+upstream+pathways+to+prevention 2010 Universal External Educators More than One Term Behaviour and Social Wellbeing None Clustered 614 4 Yes Whole Sample Only Immediate Post-Test Only No Yes, Fairly Well Yes, Theoretical Perspectives No
3031581 Rest of Europe College/University Professional Training Objectives As conventional laparoscopic procedural training requires live animals or cadaver organs, virtual simulation seems an attractive alternative. Therefore, we compared the transfer of training for the laparoscopic cholecystectomy from porcine cadaver organs vs virtual simulation to surgery in a live animal model in a prospective randomized trial. Design After completing an intensive training in basic laparoscopic skills, 3 groups of 10 participants proceeded with no additional training (control group), 5 hours of cholecystectomy training on cadaver organs (= organ training) or proficiency-based cholecystectomy training on the LapMentor (= virtual-reality training). Participants were evaluated on time and quality during a laparoscopic cholecystectomy on a live anaesthetized pig at baseline, 1 week (= post) and 4 months (= retention) after training. Setting All research was performed in the Center for Surgical Technologies, Leuven, Belgium. Participants In total, 30 volunteering medical students without prior experience in laparoscopy or minimally invasive surgery from the University of Leuven (Belgium). Results The organ training group performed the procedure significantly faster than the virtual trainer and borderline significantly faster than control group at posttesting. Only 1 of 3 expert raters suggested significantly better quality of performance of the organ training group compared with both the other groups at posttesting (p < 0.01). There were no significant differences between groups at retention testing. The virtual trainer group did not outperform the control group at any time. Conclusions For trainees who are proficient in basic laparoscopic skills, the long-term advantage of additional procedural training, especially on a virtual but also on the conventional organ training model, remains to be proven. Porcine cadaver organ or virtual-reality simulation training for laparoscopic cholecystectomy: A randomized, controlled trial https://www.google.com/search?q=Porcine+cadaver+organ+or+virtual-reality+simulation+training+for+laparoscopic+cholecystectomy:+A+randomized,+controlled+trial 2015 Universal Regular Teachers/Lecturers Single Session none none Single 30 NA Yes Some Sub-Groups Reported At Least Some Follow-Up Yes Yes, Fairly Well Yes, Descriptive Theory of Change Yes
3031812 Rest of Europe Preschool/Kindergarten Physical Health and Wellbeing OBJECTIVE: To assess the short-term impact of a nutritional intervention aimed at reducing childhood overweight in German pre-school children. DESIGN: Using a cluster-randomized study design with waiting-list controls, we tested a 6-month intervention administered once weekly by a nutrition expert consisting of joint meal preparation and activities for children and parents such as tasting and preparing nutritious, fresh foods. At baseline, 6 and 12 months, a parent-completed questionnaire assessed fruit and vegetable intakes (primary outcomes) and water and sugared drinks consumption (secondary outcomes). Direct measurement assessed BMI, skinfold thickness and waist-to-height-ratio. An intention-to-treat analysis used random-effects panel regression models to assess the intervention effect, adjusted for each child's age, gender, immigrant background and maternal education. SETTING: Eighteen pre-schools from three south German regions. SUBJECTS: Healthy children aged 3-6 years. RESULTS: Three hundred and seventy-seven (80 %) eligible pre-school children participated in the study. Of these, 348 provided sufficient data for analysis. The sample mean age was 4�26 (sd 0�78) years; the majority (53�2 %) were boys. Children's fruit and vegetable intakes increased significantly (P < 0�001 and P < 0�05, respectively); no significant changes in the consumption of water, sugared drinks or anthropometric measurements were noted. CONCLUSIONS: Nutritional interventions in pre-schools have the potential to change eating behaviours in young children, which in the long term might reduce risk for developing overweight. Positive impact of a pre-school-based nutritional intervention on children's fruit and vegetable intake: results of a cluster-randomized trial https://www.google.com/search?q=Positive+impact+of+a+pre-school-based+nutritional+intervention+on+children's+fruit+and+vegetable+intake:+results+of+a+cluster-randomized+trial 2011 Universal Regular Teachers/Lecturers More than One Term None None Clustered 348 18 Yes Whole Sample Only At Least Some Follow-Up Yes No Yes, Theoretical Perspectives Yes
3031273 Asia Middle/High School Behaviour and Social Wellbeing There are two tiers of programs in the Project P.A.T.H.S. (Positive Adolescent Training through Holistic Social Programs). In the Tier 1 Program, teaching units based on different positive youth development constructs are covered. A total of 24 experimental schools (N = 4,121 students) and 24 control schools (N = 3,854 students) were randomly selected to participate in a randomized group trial. Analyses of covariance and linear mixed models controlling for differences between the two groups in terms of pretest scores, personal variables and random effects of schools showed that participants in the experimental schools had significantly higher positive youth development levels than did participants in the control schools at posttest based on different indicators derived from the Chinese Positive Youth Development Scale. In conjunction with other evaluation findings reported previously, the present study suggests that the Tier 1 Program of the Project P.A.T.H.S. promotes the positive development of Chinese adolescents in Hong Kong. (PsycINFO Database Record (c) 2015 APA, all rights reserved)(journal abstract) Positive youth development in Hong Kong: Objective outcome evaluation based on a randomized group trial https://www.google.com/search?q=Positive+youth+development+in+Hong+Kong:+Objective+outcome+evaluation+based+on+a+randomized+group+trial 2008 Universal Regular Teachers/Lecturers Full Academic Year or Longer None None Clustered 7975 48 Yes Some Sub-Groups Reported Immediate Post-Test Only No No No No
3030959 USA/Canada Middle/High School Physical Health and Wellbeing Describes a randomized, controlled evaluation of a school-based intervention to delay sexual intercourse among urban junior high school students. Six junior high schools were randomly assigned to the intervention or nonintervention control condition. The intervention program consisted of reproductive health classes, the Postponing Sexual Involvement Curriculum (M. Howard and J. B. McCabe, 1990), health risk screening, and 'booster' educational activities during the following eighth grade year. Surveys assessing intervention and control group differences in virginity, attitudes towards delayed sex and childbearing, and sexual knowledge and behavior were administered to 582 seventh grade students (mean age 12.82 yrs) at baseline, the end of seventh grade, and the beginning and end of the eighth grade. At the end of eighth grade, intervention group females were significantly more likely to report virginity, birth control use at last intercourse, and knowledge of adolescent reproductive health and confidentiality rights, and intervention group males scored significantly higher in knowledge of birth control method efficacy. It is concluded that gender-specific intervention activities that can adequately address the social and cognitive needs of both sexes should be studied. (PsycINFO Database Record (c) 2012 APA, all rights reserved) Postponing sexual intercourse among urban junior high school students�A randomized controlled evaluation https://www.google.com/search?q=Postponing+sexual+intercourse+among+urban+junior+high+school+students�A+randomized+controlled+evaluation 2000 Universal External Educators Full Academic Year or Longer None None Clustered 582 6 Yes Some Sub-Groups Reported At Least Some Follow-Up Yes No Yes, Theoretical Perspectives No
3031205 USA/Canada College/University Professional Training Background: Medicare has selected 10 hospital-acquired conditions for which it will not reimburse hospitals unless the condition was documented as �present on admission.� This �no pay for errors� rule may have a profound effect on the clinical practice of physicians. Objective: To determine how physicians might change their behavior after learning about the Medicare rule. Design: We conducted a randomized trial of a brief educational intervention embedded in an online survey, using clinical vignettes to estimate behavioral changes. Participants: At a university-based internal medicine residency program, 168 internal medicine residents were eligible to participate. Intervention: Residents were randomized to receive a one-page description of Medicare�s �no pay for errors� rule with pre-vignette reminders (intervention group) or no information (control group). Residents responded to five clinical vignettes in which �no pay for errors� conditions might be present on admission. Main Measures: Primary outcome was selection of the single most clinically appropriate option from three clinical practice choices presented for each clinical vignette. Key Results: Survey administered from December 2008 to March 2009. There were 119 responses (71%). In four of five vignettes, the intervention group was less likely to select the most clinically appropriate response. This was statistically significant in two of the cases. Most residents were aware of the rule but not its impact and specifics. Residents acknowledged responsibility to know Medicare documentation rules but felt poorly trained to do so. Residents educated about the Medicare�s �no pay for errors� were less likely to select the most clinically appropriate responses to clinical vignettes. Such choices, if implemented in practice, have the potential for causing patient harm through unnecessary tests, procedures, and other interventions. (PsycINFO Database Record (c) 2012 APA, all rights reserved)(journal abstract) Potential unintended consequences due to Medicare's 'No pay for errors rule'? A randomized controlled trial of an educational intervention with internal medicine residents https://www.google.com/search?q=Potential+unintended+consequences+due+to+Medicare's+'No+pay+for+errors+rule'?+A+randomized+controlled+trial+of+an+educational+intervention+with+internal+medicine+residents 2010 Universal Regular Teachers/Lecturers Single Session Professional Training None Single 119 NA yes Whole Sample Only Immediate Post-Test Only Yes No Yes, Descriptive Theory of Change Yes
3031063 USA/Canada Primary/Elementary Literacy/English In this randomized controlled study, 20 second- and third-grade teachers participated in practice-based professional development in strategies instruction in either story or opinion essay writing, using the Self-Regulated Strategies Development (SRSD) instructional model. These teachers worked in schools collaborating with a local university to implement an evidence-based, three-tiered model of prevention and supports targeting academic, behavioral, and social goals. The authors examined the effects of intensive practice-based professional development and follow-up support on the writing of second- and third-grade students in terms of quality, length, and inclusion of basic genre elements; integrity of SRSD instruction; and teacher and student judgments of the social validity of SRSD. Whole-class (Tier 1), teacher-implemented SRSD instruction resulted in significant and meaningful changes in student writing outcomes for story and opinion essay writing. Teachers implemented SRSD with fidelity, and SRSD was viewed as socially valid by teachers and students. Limitations of this study and directions for future research are discussed. (Contains 5 tables.) Practice-Based Professional Development for Self-Regulated Strategies Development in Writing: A Randomized Controlled Study https://www.google.com/search?q=Practice-Based+Professional+Development+for+Self-Regulated+Strategies+Development+in+Writing:+A+Randomized+Controlled+Study 2012 Universal Regular Teachers/Lecturers Between Half and Full Term Other School Subjects None Not Randomised 262 NA Yes Whole Sample Only Immediate Post-Test Only Yes No Yes, Theoretical Perspectives Yes
3031850 USA/Canada Primary/Elementary Study-Related Skills Clinically significant attention problems among children present a significant obstacle to increasing student achievement. Computer-based attention training holds great promise as a way for schools to address this problem. The aim of this project is to evaluate the efficacy of two computer-based attention training systems in schools. One program uses neurofeedback (NFB) to train children with Attention-Deficit/Hyperactivity Disorder (ADHD) to focus on a task, and the other uses a Standard Computer Format (SCF) for cognitive retraining. The authors hypothesize that 1) both treatments will result in improvement in ADHD symptoms compared to a control condition; and 2) both treatments will result in improvement in academic outcomes compared to a control condition. This research is on-going and takes place in 19 elementary schools that accepted to participate in the project. The schools are part of two school systems in the greater Boston area. The authors' preliminary data from this four-year study evaluating the efficacy of two computer-based attention training systems in schools shows significant results as well as promising trends. As this is a preliminary analysis of preliminary data they have not addressed all of the study's aims and have not yet compared data between the three intervention groups. Teacher report of ADHD symptoms, math achievement by students, and objective classroom observations for their first wave were analyzed. The authors' preliminary data on these outcome measures suggest that computer-based attention training programs offered in an elementary school setting may be effective in reducing symptoms of ADHD and improved math achievement. (Contains 1 figure and 4 tables.) Preliminary Analysis of a Randomized Trial of Computer Attention Training in Children with Attention-Deficit/Hyperactivity Disorder https://www.google.com/search?q=Preliminary+Analysis+of+a+Randomized+Trial+of+Computer+Attention+Training+in+Children+with+Attention-Deficit/Hyperactivity+Disorder 2011 Targeted External Educators More than One Term Range of Academic Outcomes none Single 41 NA Yes Whole Sample Only Immediate Post-Test Only Yes no Yes, Descriptive Theory of Change No
8155006 Asia Primary/Elementary Behaviour and Social Wellbeing Aggression is a characteristic feature of many psychiatric disorders. To address the scarceness for evidencebased interventions for behavioral problems in Pakistan, we evaluated the effectiveness of culturally adapted version of Coping Power Program. The purpose of the study was to determine the extent to which Coping Power Program is capable of reducing aggressive behavior and improving competent behavior, when delivered in a different culture, i.e., Pakistan. With randomized control trial (RCT) of pre- and post-testing, 112 fourth grade boys were allocated to Coping Power intervention condition and waitlist control condition. The intervention group showed significant reduction in aggression at post assessment, in comparison to control group. Boys who received Coping Power intervention also showed improvements in behavior, social skills, and social cognitive processes, with better anger control and problem solving strategies, in comparison to the control group. The results of the study provide preliminary evidence, supporting the effectiveness of Coping Power Program for Pakistani children. Despite its limitations, the results of this study are promising and suggest that Coping Power is an effective intervention to reduce behavioral problems and promote healthy and positive behaviors in children, even when implemented in different contexts with greater potential for violence exposure Preliminary Effectiveness Study of Coping Power Program for Aggressive Children in Pakistan https://www.google.com/search?q=Preliminary+Effectiveness+Study+of+Coping+Power+Program for+Aggressive+Children+in+Pakistan 2016 Targeted External Educators Between Half and Full Term Physical Health and Wellbeing None Clustered 112 8 Yes Whole Sample Only Immediate Post-Test Only Yes No Yes, Theoretical Perspectives Yes
3031762 USA/Canada Preschool/Kindergarten Range of Academic Outcomes In this pilot study, we tested the effects of a novel intervention (JASPER, Joint Attention Symbolic Play Engagement and Regulation) on 3 to 5 year old, minimally verbal children with autism who were attending a non-public preschool. Participants were randomized to a control group (treatment as usual, 30 h of ABA-based therapy per week) or a treatment group (substitution of 30 min of JASPER treatment, twice weekly during their regular program). A baseline of 12 weeks in which no changes were noted in core deficits was followed by 12 weeks of intervention for children randomized to the JASPER treatment. Participants in the treatment group demonstrated greater play diversity on a standardized assessment. Effects also generalized to the classroom, where participants in the treatment group initiated more gestures and spent less time unengaged. These results provide further support that even brief, targeted interventions on joint attention and play can improve core deficits in minimally verbal children with ASD. Preschool Based JASPER Intervention in Minimally Verbal Children with Autism: Pilot RCT https://www.google.com/search?q=Preschool+Based+JASPER+Intervention+in+Minimally+Verbal+Children+with+Autism:+Pilot+RCT 2013 Targeted External Educators Up to Half a Term Other School Subjects None Single 15 NA Yes Whole Sample Only Immediate Post-Test Only Yes No Yes, Theoretical Perspectives Yes
3031155 USA/Canada Preschool/Kindergarten Literacy/English Described here is a study on the efficacy of a media-rich curriculum based on the idea that children can learn best from 'media synergy,' that is, when children have opportunities to learn a focused set of skills by engaging in repeated practice with them in many different formats and media. Participants in this study were low-income children ages 4 to 5 attending early childhood education centers and the teachers in these children's classrooms. The study is part of the 'Ready to Learn Initiative,' a program to develop educational television programming and outreach activities that increase school readiness for 2- to 8-year-old children living in low-income households. In 2005, the U.S. Department of Education awarded one of two 'Ready to Learn Initiative' programming cooperative agreements to the Public Broadcasting System (PBS) and the Corporation for Public Broadcasting (CPB). Because the cooperative agreements emphasized scientifically based reading research, CPB commissioned the Education Development Center, Inc. and SRI International to collaborate as its external summative evaluation partner. The results show that digital media, including public television programming and web-based games, can support early literacy skills when thoughtfully integrated with teacher-led interactive activities. Although children in each group improved their literacy scores, children in the early literacy condition showed significantly more improvement than those in the comparison condition. In the study, educators with limited experience in implementing early literacy curricula of this level of intensity helped achieve these results with a diverse sample of low-income children. Key features of the curriculum were a strong focus on the early literacy skills critical for later reading success, opportunities for practice and reinforcement through multiple tasks (including hands-on, teacher-led, child-initiated, and technology-based activities), and integration with teacher-led activities that focus on the same skills. (Contains 2 tables and 4 figures.) Preschool Teachers Can Use a Media-Rich Curriculum to Prepare Low-Income Children for School Success: Results of a Randomized Controlled Trial. Summative Evaluation of the 'Ready to Learn Initiative' https://www.google.com/search?q=Preschool+Teachers+Can+Use+a+Media-Rich+Curriculum+to+Prepare+Low-Income+Children+for+School+Success:+Results+of+a+Randomized+Controlled+Trial.+Summative+Evaluation+of+the+'Ready+to+Learn+Initiative' 2009 Universal Regular Teachers/Lecturers More than One Term None None Clustered 398 80 Yes Some Sub-Groups Reported Immediate Post-Test Only No No No No
3031098 USA/Canada Preschool/Kindergarten Behaviour and Social Wellbeing Objective This study reports 12-month follow-up data from a randomized controlled trial of preschool-based social communication treatment for young children with autism. Method A total of 61 children (48 males) with autism, 29 to 60 months of age, had earlier been randomized either to 8 weeks of preschool-based social communication treatment in addition to standard preschool program (n = 34) or to standard preschool program only (n = 27). Significant short-term effects on targeted social communication skills have previously been published. Long-term gains in social communication, language and global social functioning and communication were assessed from video-taped preschool teacher-child and mother-child interactions, Early Social Communication Scales, Reynell Developmental Language Scale, and Social Communication Questionnaire. Results Compared with those in the control group, the treated children achieved significantly larger improvements in joint attention and joint engagement from baseline to 12-month follow-up. However, no effects were detected on language and global ratings of social functioning and communication. The treatment effect on child initiation of joint attention increased with increasing level of sociability at baseline, whereas nonverbal IQ and expressive language had no moderating effect. Conclusions This study is the first to show that, similar to specialist-delivered treatment, preschool-based treatment may produce small but possibly clinically important long-term changes in social communication in young children with autism. The treatment did not affect language and global ratings of social functioning and communication. More studies are needed to better understand whether treatment effects may be improved by increasing the intensity and duration of the treatment. Clinical trial registration information - Joint Attention Intervention and Young Children With Autism; http://clinicaltrials. gov/; NCT00378157. 2014 American Academy of Child and Adolescent Psychiatry. Preschool-based social communication treatment for children with autism: 12-month follow-up of a randomized trial https://www.google.com/search?q=Preschool-based+social+communication+treatment+for+children+with+autism:+12-month+follow-up+of+a+randomized+trial 2014 Targeted External Educators Between Half and Full Term Other School Subjects Other School Subjects Single 61 NA Yes Whole Sample Only At Least Some Follow-Up Yes No No No
3030664 NA NA NA Positive Action (PA) is a school-based, social-emotional and character development (SECD) program designed to enhance health-promoting and reduce health-compromising behaviors. In the Chicago randomized control trial (RCT) of PA, a dynamic cohort of low-income students were followed from grade 3 until grade 8 (N=1,170 students from 14 urban schools across eight waves), and surveys were used to examine program effects on numerous outcomes. To date, we have demonstrated program effects in the PA-Chicago RCT on a compositemeasure of grade 8 substance use; separate longitudinal mediation analyses showed changes in SECD and deviant peer affiliationmediated the program's impact on the substance use composite. In this paper, we determined 1) the impact of PA on specific drinking-and smoking-related behaviors, and 2) whether changes in selfcontrol (one component of the larger SECD measure; e.g., I keepmy temper) and 3) changes in deviant peer affiliation (e.g., how many of the respondent's friends bully others) serve as mediators. Doing so allowed us to determine whether PA is particularly effective for preventing specific types of substance use, and whethermediators varied by type of substance. We used intent-to-treat longitudinal mediation analyses with bootstrapping to test the bivariate and mediated effects of PA on binary measures (i.e., ever use) of alcohol, tobacco, and marijuana; a total of six mediation models were estimated (onemodel for eachmediator-outcome combination). The program had a significant bivariate effect on endpoint alcohol (p0.05). Findings suggest PA, a SECD program, can delay the initation of adolescent substance use by creating improvements in intrapersonal and interpersonal factors that are well-established behavioral influences. Preventing adolescent alcohol and other drug use: Mediation results from a longitudinal randomized trial of a social emotional character program https://www.google.com/search?q=Preventing+adolescent+alcohol+and+other+drug+use:+Mediation+results+from+a+longitudinal+randomized+trial+of+a+social+emotional+character+program NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA
3031045 Australia/New Zealand Middle/High School Physical Health and Wellbeing Background: In Australia, the burden of alcohol-attributable harm falls most heavily on young people. Prevention is important, and schools have long been seen as appropriate settings for pre-emptive interventions with this high risk group. This paper evaluates the effectiveness, in relation to alcohol harm prevention, of the Drug Education in Victorian Schools (DEVS) programme, nine months after implementation. This intervention dealt with both licit and illicit drugs, employed a harm minimisation approach that incorporated interactive, skill based, teaching methods and capitalised on parental influence through home activities. Methods: A cluster randomised, controlled trial of the first ten lessons of the DEVS drug education programme was conducted with year eight students, aged 13-14 years. Twenty-one secondary schools in Victoria, Australia were randomly allocated to receive the DEVS programme (14 schools, n=1163) or the drug education usually provided by their schools (7 schools, n=589). Self-reported changes were measured in relation to: knowledge and attitudes, communication with parents, drug education lessons remembered, proportion of drinkers, alcohol consumption (quantity multiplied by frequency), proportion of student drinkers engaging in risky consumption, and the number of harms experienced as a result of alcohol consumption. Results: In comparison to the controls, there was a significantly greater increase in the intervention students' knowledge about drugs, including alcohol (p<. 0.001); there was a significant change in their level of communication with parents about alcohol (p=0.037); they recalled receiving significantly more alcohol education (p<. 0.001); their alcohol consumption increased significantly less (p=0.011); and they experienced a lesser increase in harms associated with their drinking (p<. 0.001). There were no significant differences between the two study groups in relation to changes in attitudes towards alcohol or in the proportion of drinkers or risky drinkers. There was, however, a notable trend of less consumption by risky drinkers in the intervention group. Conclusions: A comprehensive, harm minimisation focused school drug education programme is effective in increasing general drug knowledge, and reducing alcohol consumption and harm. 2013 Elsevier B.V. Preventing alcohol harm: Early results from a cluster randomised, controlled trial in Victoria, Australia of comprehensive harm minimisation school drug education https://www.google.com/search?q=Preventing+alcohol+harm:+Early+results+from+a+cluster+randomised,+controlled+trial+in+Victoria,+Australia+of+comprehensive+harm+minimisation+school+drug+education 2013 Universal Regular Teachers/Lecturers Full Academic Year or Longer None None Clustered 1163 14 Yes Some Sub-Groups Reported At Least Some Follow-Up Yes No Yes, Theoretical Perspectives No
3030589 USA/Canada Middle/High School Physical Health and Wellbeing There are many mandated school-based programs to prevent adolescent alcohol and drug (AOD) use, but few are voluntary and take place outside of class time. This cluster randomized controlled trial evaluates CHOICE, a voluntary after-school program for younger adolescents, which reduced both individual- and school-level alcohol use in a previous pilot study. We evaluated CHOICE with 9,528 students from 16 middle schools. The sample was 51% female; 54% Hispanic, 17% Asian, 15% white, 9% multiethnic and 3% African American. Fifteen percent of students attended CHOICE. All students completed surveys on alcohol beliefs and use at baseline and 6-7�months later. We conducted intention-to-treat (ITT) school-level analyses and propensity-matched attender analyses. Lifetime alcohol use in the ITT analysis (i.e., school level) achieved statistical significance, with an odds ratio (OR) of 0.70 and a NNT of 14.8. The NNT suggests that in a school where CHOICE was offered, 1 adolescent out of 15 was prevented from initiating alcohol use during this time period. Although not statistically significant (p?=?.20), results indicate that past month alcohol use was also lower in CHOICE schools (OR = 0.81; NNT = 45). Comparisons of attenders versus matched controls yielded results for lifetime use similar to school-wide effects (OR = 0.74 and NNT = 17.6). Initial results are promising and suggest that a voluntary after-school program that focuses specifically on AOD may be effective in deterring alcohol use among early adolescents; however, further research is needed as program effects were modest. Preventing alcohol use with a voluntary after-school program for middle school students: results from a cluster randomized controlled trial of CHOICE https://www.google.com/search?q=Preventing+alcohol+use+with+a+voluntary+after-school+program+for+middle+school+students:+results+from+a+cluster+randomized+controlled+trial+of+CHOICE 2012 Universal External Educators Full Academic Year or Longer None None Clustered 8932 16 Yes Whole Sample Only At Least Some Follow-Up Yes Yes, Fairly Well Yes, Theoretical Perspectives Yes
3031633 Australia/New Zealand Middle/High School Physical Health and Wellbeing The aims of the current study were to 1) establish the efficacy of two Internet-based prevention programmes to reduce anxiety and depressive symptoms in adolescents; and 2) investigate the distribution of psychological symptoms in a large sample of Australian adolescents prior to the implementation of the intervention. A cluster randomised controlled trial was conducted with 976 Year 9-10 students from twelve Australian secondary schools in 2009. Four schools were randomly allocated to the Anxiety Internet-based prevention programme (n = 372), five schools to the Depression Internet-based prevention programme (n = 380) and three to their usual health classes (n = 224). The Thiswayup Schools for Anxiety and Depression prevention courses were presented over the Internet and consist of 6-7 evidence-based, curriculum consistent lessons to improve the ability to manage anxiety and depressive symptoms. Participants were assessed at baseline and post-intervention. Data analysis was constrained by both study attrition and data corruption. Thus post-intervention data were only available for 265/976 students. Compared to the control group, students in the depression intervention group showed a significant improvement in anxiety and depressive symptoms at the end of the course, whilst students in the anxiety intervention demonstrated a reduction in symptoms of anxiety. No significant differences were found in psychological distress. The Thiswayup Schools Depression and Anxiety interventions appear to reduce anxiety and depressive symptoms in adolescents using a curriculum based, blended online and offline cognitive behavioural therapy programme that was implemented by classroom teachers. Given the study limitations, particularly the loss of post-intervention data, these findings can only be considered preliminary and need to be replicated in future research. 2014. Preventing anxiety and depression in adolescents: A randomised controlled trial of two school based Internet-delivered cognitive behavioural therapy programmes https://www.google.com/search?q=Preventing+anxiety+and+depression+in+adolescents:+A+randomised+controlled+trial+of+two+school+based+Internet-delivered+cognitive+behavioural+therapy+programmes 2014 Universal Regular Teachers/Lecturers Up to Half a Term Physical Health and Wellbeing None Clustered 967 12 Yes Whole Sample Only Immediate Post-Test Only Yes No No No
3031188 USA/Canada Primary/Elementary Behaviour and Social Wellbeing Twelve-month follow-up outcomes from a group-randomized trial (GRT) of a classroom curriculum aimed at preventing bullying and victimization among elementary students in the Denver, Colorado, public school system are presented. Twenty-eight elementary schools were randomly assigned to receive selected modules of 'Youth Matters' (YM), a skills-training curriculum that targets bullying and victimization, or to a no-treatment control group. Linear growth models were fitted to five waves of data collected over 3 years to test the effect of the intervention on the rate of change in self-reported bullying and victimization. Participation in YM was associated with a 7% decline in bully victimization 1 year after the intervention ended. Practice and methodological challenges encountered in the investigation are discussed in the larger context of intervention research in school settings. Strategies to increase school-based intervention research by social work investigators are outlined. (Contains 2 tables and 1 figure.) Preventing Childhood Bullying: Findings and Lessons from the Denver Public Schools Trial https://www.google.com/search?q=Preventing+Childhood+Bullying:+Findings+and+Lessons+from+the+Denver+Public+Schools+Trial 2010 Universal Regular Teachers/Lecturers Full Academic Year or Longer None None Clustered 647 28 Yes Some Sub-Groups Reported At Least Some Follow-Up No No No No
3031146 USA/Canada Middle/High School Behaviour and Social Wellbeing This study evaluated two universal programs for the prevention of depressive symptoms in adolescents. Three hundred eighty students from suburban/rural high schools were randomly assigned to a cognitive behavioral program (CB), an interpersonal program (IPT-AST), or a no intervention, assessment only control. The interventions involved eight 90-minute weekly sessions run in small groups during 9th grade Wellness classes. At post-intervention, students in both interventions reported significantly lower levels of depressive symptoms than the no intervention group, controlling for baseline scores; the two intervention groups did not differ significantly from each other. The effect sizes for the CB intervention and the IP intervention were .37 and .26, respectively, representing small to moderate effects. To examine differences in response in relation to level of risk, adolescents with baseline depression scores one standard deviation above the mean or greater were identified as high-risk. For these high-risk adolescents, the effect sizes for the CB intervention and the IP intervention were .89 and .84, respectively. The observed effects were best described as a prevention effect for low-risk adolescents and a treatment effect for high-risk adolescents. Affiliative and achievement orientations moderated the effect of the interventions. No group by gender interactions were found. Attributional style partially mediated the effect of the CB intervention on depressive symptoms. No group differences were found at the six-month follow-up. (PsycINFO Database Record (c) 2012 APA, all rights reserved) Preventing depression in adolescents: A prospective trial of two universal prevention programs https://www.google.com/search?q=Preventing+depression+in+adolescents:+A+prospective+trial+of+two+universal+prevention+programs 2006 Universal External Educators Between Half and Full Term None None Single 380 NA Yes Some Sub-Groups Reported At Least Some Follow-Up Yes No Yes, Theoretical Perspectives Yes
3030700 USA/Canada Middle/High School Behaviour and Social Wellbeing BACKGROUND: The study evaluated the efficacy of an indicated prevention program for adolescent depression. METHODS: Fifty-seven adolescents with elevated depression symptoms were randomized to receive Interpersonal Psychotherapy-Adolescent Skills Training (IPT-AST) or school counseling (SC). Hierarchical linear modeling examined differences in rates of change in depression symptoms and overall functioning and analysis of covariance examined mean differences between groups. Rates of depression diagnoses in the 18-month follow-up period were compared. RESULTS: Adolescents in IPT-AST reported significantly greater rates of change in depression symptoms and overall functioning than SC adolescents from baseline to post-intervention. At post-intervention, IPT-AST adolescents reported significantly fewer depression symptoms and better overall functioning. During the follow-up phase, rates of change slowed for the IPT-AST adolescents, whereas the SC adolescents continued to show improvements. By 12-month follow-up, there were no significant mean differences in depression symptoms or overall functioning between the two groups. IPT-AST adolescents reported significantly fewer depression diagnoses in the first 6 months following the intervention but by 12-month follow-up the difference in rates of diagnoses was no longer significant. CONCLUSIONS: IPT-AST leads to an immediate reduction in depression symptoms and improvement in overall functioning. However, the benefits of IPT-AST are not consistent beyond the 6-month follow-up, suggesting that the preventive effects of the program in its current format are limited. Future studies are needed to examine whether booster sessions lengthen the long-term effects of IPT-AST. Preventing depression: a randomized trial of interpersonal psychotherapy-adolescent skills training https://www.google.com/search?q=Preventing+depression:+a+randomized+trial+of+interpersonal+psychotherapy-adolescent+skills+training 2010 Targeted External Educators Full Academic Year or Longer None None Single 57 NA Yes Whole Sample Only At Least Some Follow-Up Yes No Yes, Descriptive Theory of Change Yes
3031130 Australia/New Zealand Primary/Elementary Other School Subjects Prevent-a-Bite is an educational program for primary school children designed to instill precautionary behavior around dogs, assuming that this might reduce the incidence of bites. A randomized controlled trial of the efficacy of the intervention was conducted in 346 Australian children (aged 7�8 yrs). The intervention consisted of a 30 min lesson conducted by a dog handler. The handler and dog demonstrated various 'dos and don'ts' of behavior around dogs and the Ss practiced patting the dog in the correct manner and precautionary and protective body posture to adopt when approached or knocked over by a dog. A resource kit for teachers, included activities to be undertaken before and after the demonstration, was also distributed. Seven to 10 days after participating in the program, Ss were let out to play unsupervised in the school grounds where a docile Labrador dog was tethered 5 meters away from its owner. The Ss were not told that the dog was there and were videotaped by a hidden camera for 10 min. Ss who had received the intervention displayed appreciably greater precautionary behavior than Ss who had not received the intervention. The educational program increased appreciably the precautionary behavior of young children around strange dogs in the short term. (PsycINFO Database Record (c) 2012 APA, all rights reserved) Preventing dog bites in children: Randomised controlled trial of an educational intervention https://www.google.com/search?q=Preventing+dog+bites+in+children:+Randomised+controlled+trial+of+an+educational+intervention 2000 Universal External Educators Single Session None None Clustered 346 8 No Whole Sample Only Immediate Post-Test Only Yes No No No
3031733 Rest of Europe Middle/High School Behaviour and Social Wellbeing Background: There are a high number of adolescents who are at risk of developing an eating disorder. There is, therefore, a strong need to implement prevention programs aimed at reducing the incidence of eating disorders at this critical age. Among other factors, successful prevention programs have been shown to be interactive, carried out by professionals, focused on educational as well as psychosocial elements and have taken risk factors as well as resources into account. The objective of this study protocol is to present the design of a new prevention program for eating disorders in schools. Methods/Design: The gender-adapted prevention program extends over six school hours. It contains interactive and educational elements about eating disorders and their treatment. Participants pass through different exercises and reflect on the influences of the media, self-esteem, body perception and individual resources. A cluster-randomized controlled trial is chosen to evaluate the program. Based on an estimated effect size of d = 0.3 a total of 1848 participants are enrolled in the study. Eating disorder risk, internalization of Western beauty ideals, body dissatisfaction, self-concept as well as anxiety and symptoms of depression are measured before and immediately after the intervention as well as at a six-month follow-up. In addition, the intervention group evaluates the different components of the program. Discussion: The study intends to test the practicability and efficacy of an interactive, gender-adapted ED prevention program in schools. Moreover, it will provide valuable information about the occurrence of eating disorder risk factors in school-aged children. Trial registration: ISRCTN97989348 ; Registered 19 December 2012. (PsycINFO Database Record (c) 2015 APA, all rights reserved)(journal abstract) Preventing eating disorders with an interactive gender-adapted intervention program in schools: Study protocol of a randomized controlled trial https://www.google.com/search?q=Preventing+eating+disorders+with+an+interactive+gender-adapted+intervention+program+in+schools:+Study+protocol+of+a+randomized+controlled+trial 2015 Universal Regular Teachers/Lecturers Up to Half a Term None None Clustered 1848 20 No Whole Sample Only At Least Some Follow-Up No No Yes, Descriptive Theory of Change Yes
3030866 Rest of Europe Middle/High School Physical Health and Wellbeing AIMS: To evaluate the effectiveness of two preventive interventions to reduce heavy drinking in first- and second-year high school students. Design and SETTING: Cluster randomized controlled trial using four conditions for comparing two active interventions with a control group from 152 classes of 19 high schools in the Netherlands. PARTICIPANTS: A total of 3490 first-year high school students (mean�12.68 years, SD=0.51) and their parents. Intervention conditions (i) Parent intervention (modelled on the Swedish �rebro Prevention Program) aimed at encouraging parental rule-setting concerning their children's alcohol consumption; (ii) student intervention consisting of four digital lessons based on the principles of the theory of planned behaviour and social cognitive theory; (iii) interventions 1 and 2 combined; and (iv) the regular curriculum as control condition. Main outcome measures Incidence of (heavy) weekly alcohol use and frequency of monthly drinking at 10 and 22 months after baseline measurement. FINDINGS: � A total of 2937 students were eligible for analyses in this study. At first follow-up, only the combined student-parent intervention showed substantial and statistically significant effects on heavy weekly drinking, weekly drinking and frequency of drinking. At second follow-up these results were replicated, except for the effects of the combined intervention on heavy weekly drinking. These findings were consistent across intention-to-treat and completers-only analyses. CONCLUSIONS: Results suggest that adolescents as well as their parents should be targeted in order to delay the onset of drinking, preferably prior to onset of weekly drinking. Preventing heavy alcohol use in adolescents (PAS): cluster randomized trial of a parent and student intervention offered separately and simultaneously https://www.google.com/search?q=Preventing+heavy+alcohol+use+in+adolescents+(PAS):+cluster+randomized+trial+of+a+parent+and+student+intervention+offered+separately+and+simultaneously 2009 Universal Mixture Between Half and Full Term None None Clustered 3490 152 classes, 19 schools Yes Whole Sample Only At Least Some Follow-Up Yes No No No
3031140 USA/Canada Middle/High School Behaviour and Social Wellbeing This study evaluated the efficacy of 2 programs for preventing depressive symptoms in adolescents. Participants were 380 high school students randomly assigned to a cognitive-behavioral program (CB), an interpersonal psychotherapy-adolescent skills training program (IPT-AST), or a no-intervention control. The interventions involved eight 90-min weekly sessions run in small groups during wellness classes. At postintervention, students in both the CB and IPT-AST groups reported significantly lower levels of depressive symptoms than did those in the no-intervention group, controlling for baseline depression scores; the 2 intervention groups did not differ significantly from each other. The effect sizes, using Cohen's d, for the CB intervention and the IPT-AST intervention were 0.37 and 0.26, respectively. Differences between control and intervention groups were largest for adolescents with high levels of depressive symptoms at baseline. For a high-risk subgroup, defined as having scored in the top 25th percentile on the baseline depression measure, the effect sizes for the CB and the IPT-AST interventions were 0.89 and 0.84, respectively. For the whole sample, sociotropy and achievement orientation moderated the effect of the interventions. Intervention effects were short term and were not maintained at 6-month follow-up. Prevention of Depressive Symptoms in Adolescents: A Randomized Trial of Cognitive-Behavioral and Interpersonal Prevention Programs https://www.google.com/search?q=Prevention+of+Depressive+Symptoms+in+Adolescents:+A+Randomized+Trial+of+Cognitive-Behavioral+and+Interpersonal+Prevention+Programs 2007 Targeted External Educators More than One Term None None Single 380 NA Yes Some Sub-Groups Reported At Least Some Follow-Up Yes No Yes, Theoretical Perspectives No
3031902 NA NA NA INTRODUCTION: The primary prevention program of the Hungarian Spine Society is set around 12 test exercises that assess performance of postural muscles and then develops their strength and flexibility. By this the scheme aims to make the biomechanically correct use of the spinal column spontaneous. SUBJECTS AND METHODS: The application of the scheme in the frame of physical education in a primary school was investigated in a prospective controlled study in the school-year of 2001/2002. Participating children were aged 6 to 14. The intervention group (n=200) regularly did the posture correction exercises with their teacher's direction in physical education classes, while the control group (n=213) did not. The 12 test exercises of the posture correction scheme of the Hungarian Spine Society were tested by an independent physiotherapist at the beginning and at the end of the school-year in both groups. Results were analyzed by paired and unpaired t-tests and by a chi-square test. RESULTS: At the end of the school-year the strength and flexibility of the postural muscles of the intervention group improved significantly compared both to their own performance (p<0.01) at the beginning of the school-year and to the control group. Test results of the control group were significantly (p<0.05) worse at the end of the school-year than their own results at beginning of the school-year, and were more significantly (p<0.01) worse than the test results of intervention group. CONCLUSION: The results of the controlled study confirm that regular use of the preventive exercises in physical education improves the strength and flexibility of postural muscles. In order to analyze the results concerning specific muscle groups or age groups a detailed study with age- and gender-matched controls will be necessary. Primary prevention program of the Hungarian Spine Society--Part II. A prospective controlled study of exercises for the improvement of posture https://www.google.com/search?q=Primary+prevention+program+of+the+Hungarian+Spine+Society--Part+II.+A+prospective+controlled+study+of+exercises+for+the+improvement+of+posture NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA
3031246 Rest of Europe College/University Professional Training Since its first implementation in a medical programme at McMaster University, Canada, problem-based learning (PBL) has become a well-established means of teaching and learning medicine. Extensive research has been conducted and a number of strengths of the method are well supported. Several items, however, remain unclear although there is evidence that no relevant difference exists in factual knowledge among students from PBL and traditional curricula, a controlled, randomized study has not been conducted to address this issue. The Medical Faculty of the University of Cologne is in the process of integrating elements of PBL into its curriculum. In the spring term of 1997, after seven semesters of experience with PBL supplementing the traditional course of basic pharmacology, we did for the first time use PBL instead of the lecture-based course (LBL) and conducted a controlled prospective study to determine the effects of this intervention. One-hundred and twenty-three students were randomly assigned to either PBL (n = 63), with tutorial groups of up to nine students, or to the traditional, lecture-based course (n = 60). Analysis of the results of both groups in the examination of basic pharmacology, consisting of multiple-choice and short-essay questions, revealed similar scores with a tendency favouring PBL students in the category of short-essay questions. Hence, it seems clear that PBL does not imply a disadvantage in terms of factual knowledge. Students considered PBL to be an effective learning method and favoured it over the lecture format. Furthermore, students reported positive effects of PBL in terms of use of additional learning resources, interdisciplinarity, team work and learning fun. Problem-based learning versus lecture-based learning in a course of basic pharmacology: a controlled, randomized study https://www.google.com/search?q=Problem-based+learning+versus+lecture-based+learning+in+a+course+of+basic+pharmacology:+a+controlled,+randomized+study 2012 Universal Regular Teachers/Lecturers Between Half and Full Term Professional Training Professional Training Single 123 NA Yes Whole Sample Only Immediate Post-Test Only Yes No Yes, Descriptive Theory of Change Yes
8155114 USA/Canada Primary/Elementary Literacy/English Substantial numbers of students in the United States are performing below grade-level expectations in core academic areas, and these deficits are most pronounced in the area of writing. Although performance feedback procedures have been shown to produce promising short-term improvements in elementary-aged students' writing skills, evidence of maintenance and generalization of these intervention effects is limited. The purpose of this study was to examine the immediate, generalized, and sustained effects of incorporating multiple exemplar training into the performance feedback procedures of a writing intervention using a randomized controlled trial (RCT). Results indicated that although the addition of multiple exemplar training did not improve students' writing performance on measures of stimulus and response generalization, it did result in greater maintenance of intervention effects in comparison to students who received performance feedback without generality programming and students who engaged in weekly writing practice alone. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract) Programming generality into a performance feedback writing intervention: A randomized controlled trial https://www.google.com/search?q=Programming+generality+into+a+performance+feedback+writing+intervention:+A+randomized+controlled+trial 2016 Universal External Educators More than One Term None None Single 118 NA Yes Some Sub-Groups Reported Immediate Post-Test Only Yes Yes, Fairly Well Yes, Theoretical Perspectives Yes
3031099 Australia/New Zealand Primary/Elementary Physical Health and Wellbeing Project Energize, a region-wide whole-school nutrition and physical activity programme, commenced as a randomised controlled trial (RCT) in the period 2004-6 in 124 schools in Waikato, New Zealand. In 2007, sixty-two control schools were engaged in the programme, and by 2011, all but two of the 235 schools in the region were engaged. Energizers (trained nutrition and physical activity specialists) work with eight to twelve schools each to achieve the goals of the programme, which are based on healthier eating and enhanced physical activity. In 2011, indices of obesity and physical fitness of 2474 younger (758 (sd 057) years) and 2330 older (1030 (sd 051) years) children attending 193 of the 235 primary schools were compared with historical measurements. After adjusting for age, sex, ethnicity, socio-economic status (SES) and school cluster effects, the combined prevalence of obesity and overweight among younger and older children in 2011 was lower by 31 and 15 %, respectively, than that among 'unEnergized' children in the 2004 to 2006 RCT. Similarly, BMI was lower by 30 % (95 % CI - 58, - 13) and 24 % (95 % CI - 43, - 05). Physical fitness (time taken to complete a 550 m run) was significantly higher in the Energized children (137 and 113 %, respectively) than in a group of similarly aged children from another region. These effects were observed for boys and girls, both indigenous Maori and non-Maori children, and across SES. The long-term regional commitment to the Energize programme in schools may potentially lead to a secular reduction in the prevalence of overweight and obesity and gains in physical fitness, which may reduce the risk of developing obesity and type 2 diabetes. Project Energize: whole-region primary school nutrition and physical activity programme; evaluation of body size and fitness 5 years after the randomised controlled trial https://www.google.com/search?q=Project+Energize:+whole-region+primary+school+nutrition+and+physical+activity+programme;+evaluation+of+body+size+and+fitness+5+years+after+the+randomised+controlled+trial 2013 Universal External Educators Full Academic Year or Longer None None Clustered 4804 193 Yes Some Sub-Groups Reported At Least Some Follow-Up Yes No No No
3031178 USA/Canada Middle/High School Physical Health and Wellbeing Using a randomized controlled effectiveness trial, we examined the effects of Project SUCCESS on a range of secondary outcomes, including the program's mediating variables. Project SUCCESS, which is based both on the Theory of Reasoned Action and on Cognitive Behavior Theory, is a school-based substance use prevention program that targets high-risk students. We recruited two groups of alternative high schools in successive academic years, and randomly assigned schools in each group to either receive the intervention (n = 7) or serve as a control (n = 7). Students completed surveys prior to and following the administration of the program, and again 1 year later. Although participation in Project SUCCESS significantly increased students' perceptions of harm resulting from alcohol and marijuana use, students in the control group reported greater increases in peer support. We also found conflicting evidence in two opposing trends related to students' perceptions of the prevalence and acceptability of substance use. Therefore, the effects of Project SUCCESS on substance use-related beliefs and behaviors must be considered mixed. (Contains 2 tables.) Project SUCCESS' Effects on Substance Use-Related Attitudes and Behaviors: A Randomized Controlled Trial in Alternative High Schools https://www.google.com/search?q=Project+SUCCESS'+Effects+on+Substance+Use-Related+Attitudes+and+Behaviors:+A+Randomized+Controlled+Trial+in+Alternative+High+Schools 2010 Targeted External Educators Between Half and Full Term None None Clustered 1690 14 Yes Some Sub-Groups Reported At Least Some Follow-Up No No No No
3030966 USA/Canada Middle/High School Physical Health and Wellbeing OBJECTIVES: This paper describes the 2-year follow-up of a 12-session version of an indicated drug abuse prevention program, Project Towards No Drug Abuse (TND). Self-instruction programming often is used to help youth that are at high risk for dropout and drug abuse to complete their high school education. However, a health educator-led program is much more interactive. METHODS: The effects of self-instruction versus health educator-led versions of this curriculum were examined. Eighteen schools were randomly assigned by block to one of three conditions--standard care (control), health educator-led classroom program, and self-instruction classroom program. Subjects were followed up 1 and 2 years later. Two-year results are reported here. RESULTS: The self-instruction program produced no behavioral effects relative to the standard care control condition. The 2-year follow-up results indicated maintenance of program effects on cigarette smoking and hard drug use in the health educator-led version. CONCLUSIONS: Project TND shows maintenance of effects on some drugs 2 years after program implementation, when most youth were young adults. More work is needed to learn how to maintain effects across substances. Continued exploration of modalities of implementation may be helpful. Project Towards No Drug Abuse: two-year outcomes of a trial that compares health educator delivery to self-instruction https://www.google.com/search?q=Project+Towards+No+Drug+Abuse:+two-year+outcomes+of+a+trial+that+compares+health+educator+delivery+to+self-instruction 2003 Targeted External Educators Between Half and Full Term None None Clustered 1220 18 Yes Some Sub-Groups Reported At Least Some Follow-Up Yes No Yes, Theoretical Perspectives No
3031889 NA NA NA This study evaluated the 'I Found a Solution' computer-assisted social skills intervention program with 87 mildly mentally retarded students (ages 10-18) in 2 Israeli special schools. Following training, teachers rated trained students as demonstrating better task orientation and less aggression and behavior difficulties. The second article recounts the author's experience during this research. (Author/DB) Promoting Classroom Adjustment and Social Skills for Students with Mental Retardation within an Experimental and Control Group Design [and] Reflections https://www.google.com/search?q=Promoting+Classroom+Adjustment+and+Social+Skills+for+Students+with+Mental+Retardation+within+an+Experimental+and+Control+Group+Design+[and]+Reflections NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA
3031213 Australia/New Zealand Middle/High School Physical Health and Wellbeing OBJECTIVE: To assess the feasibility, acceptability, and potential efficacy of a school-based obesity prevention program among adolescent boys with sub-optimal cardiorespiratory fitness. METHODS: In 2007, a 6-month, 2-arm parallel group, randomized controlled pilot trial was conducted in a single school setting (Sydney, Australia). Thirty-three 7th Grade boys (mean age=12.5+/-0.4 years) were randomly assigned to intervention (n=16) or active comparison group (n=17). The intervention consisted of one 60-minute curriculum session and two 20-minute lunchtime physical activity sessions per week. The active comparison group continued with their usual physical activity curriculum sessions (Friday afternoons 2-3 pm). The pilot trial's curriculum sessions were additional to Physical Education (PE) lessons. The primary outcome was BMI, and secondary outcomes included waist circumference, percentage body fat, cardiorespiratory fitness, objectively measured physical activity and small screen recreation time. RESULTS: Screening, recruitment and retention goals were exceeded. The majority of data were collected as planned. Implementation and attendance rates were acceptable. At follow-up, compared with boys in the active comparison group, boys in the intervention group displayed a smaller increase in BMI (adjust diff.=-0.2, 95% confidence interval [CI] -0.78, 0.39; Cohen's d=0.05); greater reductions in waist circumference (-1.65 cm [-4.67, 1.36]; d=0.15); percentage body fat (-1.69% [-4.98, 1.60]; d=0.22) and time spent in small screen recreation on weekends (-1.13 h [-5.06, 2.80]; d=0.19); and a greater increase in cardiorespiratory fitness (2.13 laps [6.22, 10.48]; d=0.16); and participation in total weekday physical activity (140.74 counts/min [-159.44, 440.92]; d=0.36). CONCLUSIONS: This study verified the feasibility, acceptability and potential efficacy of a multifaceted school-based intervention to prevent unhealthy weight gain among adolescent boys. Promoting healthy lifestyles among adolescent boys: the Fitness Improvement and Lifestyle Awareness Program RCT https://www.google.com/search?q=Promoting+healthy+lifestyles+among+adolescent+boys:+the+Fitness+Improvement+and+Lifestyle+Awareness+Program+RCT 2009 Targeted Regular Teachers/Lecturers More than One Term Physical Health and Wellbeing None Single 33 NA Yes Whole Sample Only At Least Some Follow-Up Yes No Yes, Theoretical Perspectives Yes
3031424 UK/Ireland Primary/Elementary Physical Health and Wellbeing This pragmatic evaluation investigated the effectiveness of the Children's Health, Activity and Nutrition: Get Educated! (CHANGE!) Project, a cluster randomised intervention to promote healthy weight using an educational focus on physical activity and healthy eating. Participants (n = 318, aged 10-11 years) from 6 Intervention and 6 Comparison schools took part in the 20 weeks intervention between November 2010 and March/April 2011. This consisted of a teacher-led curriculum, learning resources, and homework tasks. Primary outcome measures were waist circumference, body mass index (BMI), and BMI z-scores. Secondary outcomes were objectively-assessed physical activity and sedentary time, and food intake. Outcomes were assessed at baseline, at post-intervention (20 weeks), and at follow-up (30 weeks). Data were analysed using 2-level multi-level modelling (levels: school, student) and adjusted for baseline values of the outcomes and potential confounders. Differences in intervention effect by subgroup (sex, weight status, socio-economic status) were explored using statistical interaction. Significant between-group effects were observed for waist circumference at post-intervention (beta for intervention effect =-1.63 (95% CI = -2.20, -1.07) cm, p<0.001) and for BMI z-score at follow-up (beta=-0.24 (95% CI = -0.48, -0.003), p=0.04). At follow-up there was also a significant intervention effect for light intensity physical activity (beta=25.97 (95% CI = 8.04, 43.89) min, p=0.01). Interaction analyses revealed that the intervention was most effective for overweight/obese participants (waist circumference: beta=-2.82 (95% CI = -4.06, -1.58) cm, p<0.001), girls (BMI: beta=-0.39 (95% CI = -0.81, 0.03) kg/m2, p=0.07), and participants with higher family socioeconomic status (breakfast consumption: beta=8.82 (95% CI = 6.47, 11.16), p=0.07). The CHANGE! intervention positively influenced body size outcomes and light physical activity, and most effectively influenced body size outcomes among overweight and obese children and girls. The findings add support for the effectiveness of combined school-based physical activity and nutrition interventions. Additional work is required to test intervention fidelity and the sustained effectiveness of this intervention in the medium and long term. Current Controlled Trials ISRCTN03863885. Promoting healthy weight in primary school children through physical activity and nutrition education: a pragmatic evaluation of the CHANGE! randomised intervention study https://www.google.com/search?q=Promoting+healthy+weight+in+primary+school+children+through+physical+activity+and+nutrition+education:+a+pragmatic+evaluation+of+the+CHANGE!+randomised+intervention+study 2013 Universal Regular Teachers/Lecturers More than One Term Behaviour and Social Wellbeing none Clustered 318 12 Yes Some Sub-Groups Reported At Least Some Follow-Up Yes Yes, Fairly Well Yes, Descriptive Theory of Change Yes
3030710 USA/Canada Primary/Elementary Physical Health and Wellbeing Background: In elementary grades, comprehensive health education curricula mostly have demonstrated effectiveness in addressing singular health issues. The Michigan Model for Health (MMH) was implemented and evaluated to determine its impact on multiple health issues, including social and emotional skills, prosocial behavior, and drug use and aggression. Methods: Schools (N = 52) were randomly assigned to intervention and control conditions. Participants received 24 lessons in grade 4 (over 12 weeks) and 28 more lessons in grade 5 (over 14 weeks), including material focusing on social and emotional health, interpersonal communication, social pressure resistance skills, drug use prevention, and conflict resolution skills. The 40-minute lessons were taught by the classroom or health teacher who received curriculum training and provided feedback on implementation fidelity. Self-report survey data were collected from the fourth-grade students (n = 2512) prior to the intervention, immediately after the intervention, and 6 weeks after the intervention, with the same data collection schedule repeated in fifth grade. Results: Students who received the curriculum had better interpersonal communication skills, social and emotional skills, and drug refusal skills than the control group students. Intervention students also reported lower intentions to use alcohol and tobacco, less alcohol and tobacco use initiated during the study and in the past 30 days, and reduced levels of aggression. Conclusion: The effectiveness of the MMH in promoting mental health and preventing drug use and aggression supports the call for integrated strategies that begin in elementary grades, target multiple risk behaviors, and result in practical and financial benefits to schools. (Contains 2 figures and 1 table.) Promoting Mental Health and Preventing Substance Abuse and Violence in Elementary Students: A Randomized Control Study of the Michigan Model for Health https://www.google.com/search?q=Promoting+Mental+Health+and+Preventing+Substance+Abuse+and+Violence+in+Elementary+Students:+A+Randomized+Control+Study+of+the+Michigan+Model+for+Health 2011 Universal Mixture Full Academic Year or Longer Behaviour and Social Wellbeing None Clustered 2512 52 Yes Some Sub-Groups Reported Immediate Post-Test Only Yes No Yes, Theoretical Perspectives Yes
3031768 NA NA NA 1956 7th grade students of high schools and secondary modern schools in three cities with 110,000 to 180,000 inhabitants were asked about cigarette, alcohol and drug consumption using questionnaires. Subsequently 1080 of the students took part in a newly invented non-smoking curriculum which was held during 8 lessons within 4 weeks (intervention group (I)). The lessons were performed by non-smoking physicians who had passed a training programme before. 876 students served as control (C) group. 2 years later the questioning was repeated. The number of students who started smoking within the two years was significantly lower in the intervention group. In the high schools a significant effect was seen in boys (I: 13.0%, K: 22.4%; p < 0.01) and girls (I: 21.4%, K: 28.4%; p < 0.05) whereas in secondary modern schools a significant effect was seen only in boys (I: 17.4%, K: 25.2%; p < 0.05) not in girls (I: 18.0%, K: 22.0%; n.s.). First-time consumers of drugs like cannabis, marihuana and organic solvents were found less often in the intervention group among boys in high schools than in the control group (I: 14.9%; K: 23.6%; p < 0.05). No effects of the intervention were seen in girls of high schools and in students of secondary modern schools. No effects of the intervention were seen on alcohol consumption. Students who drank beer, wine or liquor several times a week were found at the same rate in the intervention and control groups. We conclude that a non-smoking intervention of 8 lessons in the 7th grade of high schools and secondary modern schools may lower the rate of first-time consumers of cigarettes but not of alcohol and drugs. Promoting non-smoking behavior in 13-year-old students in primary schools and high schools. A prospective, randomized intervention study with 1,956 students https://www.google.com/search?q=Promoting+non-smoking+behavior+in+13-year-old+students+in+primary+schools+and+high+schools.+A+prospective,+randomized+intervention+study+with+1,956+students NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA
3031533 Rest of Europe Middle/High School Physical Health and Wellbeing BACKGROUND: Adolescents are a risk group for acquiring sexually transmitted infections (STIs). In the Netherlands, senior vocational school students are particular at risk. However, STI test rates among adolescents are low and interventions that promote testing are scarce. To enhance voluntary STI testing, an intervention was designed and evaluated in senior vocational schools. The intervention combined classroom health education with sexual health services at the school site. The purpose of this study was to assess the combined and single effects on STI testing of health education and school-based sexual health services. METHODS: In a cluster-randomized study the intervention was evaluated in 24 schools, using three experimental conditions: 1) health education, 2) sexual health services; 3) both components; and a control group. STI testing was assessed by self reported behavior and registrations at regional sexual health services. Follow-up measurements were performed at 1, 3, and 6-9 months. Of 1302 students present at baseline, 739 (57%) completed at least 1 follow-up measurement, of these students 472 (64%) were sexually experienced, and considered to be susceptible for the intervention. Multi-level analyses were conducted. To perform analyses according to the principle of intention-to-treat, missing observations at follow-up on the outcome measure were imputed with multiple imputation techniques. Results were compared with the complete cases analysis. RESULTS: Sexually experienced students that received the combined intervention of health education and sexual health services reported more STI testing (29%) than students in the control group (4%) (OR = 4.3, p < 0.05). Test rates in the group that received education or sexual health services only were 5.7% and 19.9%, not reaching statistical significance in multilevel analyses. Female students were more often tested then male students: 21.5% versus 5.4%. The STI-prevalence in the study group was low with 1.4%. CONCLUSIONS: Despite a low dose of intervention that was received by the students and a high attrition, we were able to show an intervention effect among sexually experienced students on STI testing. This study confirmed our hypothesis that offering health education to vocational students in combination with sexual health services at school sites is more effective in enhancing STI testing than offering services or education only. Promoting STI testing among senior vocational students in Rotterdam, the Netherlands: effects of a cluster randomized study https://www.google.com/search?q=Promoting+STI+testing+among+senior+vocational+students+in+Rotterdam,+the+Netherlands:+effects+of+a+cluster+randomized+study 2011 Universal External Educators Up to Half a Term Physical Health and Wellbeing None Clustered 1302 24 Yes Some Sub-Groups Reported At Least Some Follow-Up Yes No Yes, Descriptive Theory of Change Yes
3031553 USA/Canada Preschool/Kindergarten Literacy/English To date, there have been few causally interpretable evaluations of the impacts of preschool curricula on the skills of children at-risk for academic difficulties, and even fewer studies have demonstrated statistically significant or educationally meaningful effects. In this cluster-randomized study, we evaluated the impacts of a literacy-focused preschool curriculum and two types of professional development on the emergent literacy skills of preschool children at-risk for educational difficulties. Forty-eight preschools were randomly assigned to a business-as-usual control, a literacy-focused curriculum with workshop-only professional development, or a literacy-focused curriculum with workshop plus in-class mentoring professional development conditions. An ethnically diverse group of 739 preschool children was assessed on language and literacy outcomes. Results revealed significant and moderate effects for the curriculum and small, mostly nonsignificant, effects of professional development across child outcomes and classroom measures. (PsycINFO Database Record (c) 2012 APA, all rights reserved)(journal abstract) Promoting the development of preschool children�s emergent literacy skills: A randomized evaluation of a literacy-focused curriculum and two professional development models https://www.google.com/search?q=Promoting+the+development+of+preschool+children�s+emergent+literacy+skills:+A+randomized+evaluation+of+a+literacy-focused+curriculum+and+two+professional+development+models 2009 Targeted Regular Teachers/Lecturers More than One Term Other School Subjects none Clustered 739 48 Yes Some Sub-Groups Reported Immediate Post-Test Only Yes Yes, Fairly Well Yes, Theoretical Perspectives Yes
3031508 USA/Canada Preschool/Kindergarten Range of Academic Outcomes To date, there have been few causally interpretable evaluations of the impacts of preschool curricula on the skills of children at-risk for academic difficulties, and even fewer studies have demonstrated statistically significant or educationally meaningful effects. In this cluster-randomized study, we evaluated the impacts of a literacy-focused preschool curriculum and two types of professional development on the emergent literacy skills of preschool children at-risk for educational difficulties. Forty-eight preschools were randomly assigned to a business-as-usual control, a literacy-focused curriculum with workshop-only professional development, or a literacy-focused curriculum with workshop plus in-class mentoring professional development conditions. An ethnically diverse group of 739 preschool children was assessed on language and literacy outcomes. Results revealed significant and moderate effects for the curriculum and small, mostly nonsignificant, effects of professional development across child outcomes and classroom measures. Promoting the Development of Preschool Children's Emergent Literacy Skills: A Randomized Evaluation of a Literacy-Focused Curriculum and Two Professional Development Models https://www.google.com/search?q=Promoting+the+Development+of+Preschool+Children's+Emergent+Literacy+Skills:+A+Randomized+Evaluation+of+a+Literacy-Focused+Curriculum+and+Two+Professional+Development+Models 2011 Targeted Regular Teachers/Lecturers More than One Term None None Clustered 739 48 Yes Whole Sample Only Immediate Post-Test Only Yes No Yes, Theoretical Perspectives Yes
3031791 USA/Canada College/University Professional Training BACKGROUND: Advanced surgical skills such as laparoscopic suturing are difficult to learn in an operating room environment. The use of simulation within a defined skills-training curriculum is attractive for instructor, trainee, and patient. This study examined the impact of a curriculum-based approach to laparoscopic suturing and knot tying. STUDY DESIGN: Senior surgery residents in a university-based general surgery residency program were prospectively enrolled and randomized to receive either a simulation-based laparoscopic suturing curriculum (TR group, n=11) or standard clinical training (NR group, n=11). During a laparoscopic Nissen fundoplication, placement of two consecutive intracorporeally knotted sutures was video recorded for analysis. Operative performance was assessed by two reviewers blinded to subject training status using a validated, error-based system to an interrater agreement of >or=80%. Performance measures assessed were time, errors, and needle manipulations, and comparisons between groups were made using an unpaired t-test. RESULTS: Compared with NR subjects, TR subjects performed significantly faster (total time, 526+/-189 seconds versus 790+/-171 seconds; p < 0.004), made significantly fewer errors (total errors, 25.6+/-9.3 versus 37.1+/-10.2; p < 0.01), and had 35% fewer excess needle manipulations (18.5+/-10.5 versus 27.3+/-8.6; p < 0.05). CONCLUSIONS: Subjects who receive simulation-based training demonstrate superior intraoperative performance of a highly complex surgical skill. Integration of such skills training should become standard in a surgical residency's skills curriculum. Prospective, randomized, double-blind trial of curriculum-based training for intracorporeal suturing and knot tying https://www.google.com/search?q=Prospective,+randomized,+double-blind+trial+of+curriculum-based+training+for+intracorporeal+suturing+and+knot+tying 2008 Universal Regular Teachers/Lecturers Full Academic Year or Longer None None Single 22 NA yes Whole Sample Only Immediate Post-Test Only Yes No Yes, Descriptive Theory of Change Yes
3030878 USA/Canada Middle/High School Physical Health and Wellbeing OBJECTIVE: To examine the effects of a delivery system for evidence-based preventive interventions through 12th grade, 6.5 years past baseline. METHOD: A cohort sequential design included 28 public school districts randomly assigned to the partnership delivery system or usual-programming conditions. At baseline, 11,960 students participated. Partnerships supported community teams that implemented a family-focused intervention in 6th grade and a school-based intervention in 7th grade. Outcome measures included lifetime, current misuse, and frequencies of misuse, for a range of substances. Intent-to-treat, multilevel analyses of covariance of point-in-time misuse and analyses of growth in misuse were conducted. RESULTS: Results showed significantly lower substance misuse in the intervention group at one or both time points for most outcomes, with relative reduction rates of up to 31.4%. There was significantly slower growth in misuse in the intervention group for 8 of the 10 outcomes. In addition, risk moderation results indicated that there were significantly greater intervention benefits for higher- versus lower-risk youth, for the misuse of 6 of the 10 substances at 11th grade, illicit substances at 12th grade, and growth in the misuse of illicit substances. CONCLUSION: Partnership-based delivery systems for brief universal interventions have potential for public health impact by reducing substance misuse among youth, particularly higher-risk youth. PROSPER community-university partnership delivery system effects on substance misuse through 6 1/2 years past baseline from a cluster randomized controlled intervention trial https://www.google.com/search?q=PROSPER+community-university+partnership+delivery+system+effects+on+substance+misuse+through+6+1/2+years+past+baseline+from+a+cluster+randomized+controlled+intervention+trial 2013 Universal Mixture Full Academic Year or Longer None None Clustered 11960 28 Yes Some Sub-Groups Reported At Least Some Follow-Up Yes No No No
3030692 Asia Multiple Study-Related Skills This study evaluates how much the effects of intervention programs are influenced by pre-existing psychological adjustment and self-esteem levels in kindergarten and first grade children with poor visual-motor integration skills, from low socioeconomic backgrounds. One hundred and sixteen mainstream kindergarten and first-grade children, from low socioeconomic backgrounds, scoring below the 25th percentile on a measure of visual-motor integration (VMI) were recruited and randomly divided into two parallel intervention groups. One intervention group received directive visual-motor intervention (DVMI), while the second intervention group received a non-directive supportive intervention (NDSI). Tests were administered to evaluate visual-motor integration skills outcome. Children with higher baseline measures of psychological adjustment and self-esteem responded better in NDSI while children with lower baseline performance on psychological adjustment and self-esteem responded better in DVMI. This study suggests that children from low socioeconomic backgrounds with low VMI performance scores will benefit more from intervention programs if clinicians choose the type of intervention according to baseline psychological adjustment and self-esteem measures. (Contains 6 tables.) Psychological Adjustment and Levels of Self Esteem in Children with Visual-Motor Integration Difficulties Influences the Results of a Randomized Intervention Trial https://www.google.com/search?q=Psychological+Adjustment+and+Levels+of+Self+Esteem+in+Children+with+Visual-Motor+Integration+Difficulties+Influences+the+Results+of+a+Randomized+Intervention+Trial 2012 Targeted External Educators Between Half and Full Term None None Single 116 NA Yes Whole Sample Only Immediate Post-Test Only Yes No No Yes
3030998 UK/Ireland Middle/High School Physical Health and Wellbeing Background: Improvement of sex education in schools is a key part of the UK government's strategy to reduce teenage pregnancy in England. We examined the effectiveness of one form of peer-led sex education in a school-based randomised trial of over 8,000 pupils. Methods: 29 schools were randomised to either peer-led sex education (intervention) or to continue their usual teacher-led sex education (control). In intervention schools, peer educators aged 16-17 years delivered three sessions of sex education to 13-14 year-old pupils from the same schools. Primary outcome was unprotected (without condom) first heterosexual intercourse by age 16 years. Analysis was by intention to treat. Findings: By age 16 years, significantly fewer girls reported intercourse in the peer-led arm than in the control arm, but proportions were similar for boys. The proportions of pupils reporting unprotected first sex did not differ for girls (8.4% intervention vs 8.3% control) or for boys (6.2% vs 4.7%). Stratified estimates of the difference between arms were -0.4% (95% CI -3.7% to 2.8%, p=0.79) for girls and -1.4% (-4.4% to 1.6%, p=0.36) for boys. At follow-up (mean age 16.0 years [SD 0.32]), girls in the intervention arm reported fewer unintended pregnancies, although the difference was borderline (2.3% vs 3.3%, p=0.07). Girls and boys were more satisfied with peer-led than teacher-led sex education, but 57% of girls and 32% of boys wanted sex education in single-sex groups. Interpretation: Peer-led sex education was effective in some ways, but broader strategies are needed to improve young people's sexual health. The role of single-sex sessions should be investigated further. (PsycINFO Database Record (c) 2015 APA, all rights reserved)(journal abstract) Pupil-led sex education in England (RIPPLE study): Cluster-randomised intervention trial https://www.google.com/search?q=Pupil-led+sex+education+in+England+(RIPPLE+study):+Cluster-randomised+intervention+trial 2004 Universal Mixture Up to Half a Term None None Clustered 8000 29 Yes Some Sub-Groups Reported At Least Some Follow-Up Yes Yes, Limited No No
3031823 USA/Canada Primary/Elementary Physical Health and Wellbeing Autism is commonly associated with sensory and self-regulatory disturbances. This article presents a randomized controlled study evaluating the effect of a 5-month intervention directed toward improving sensory impairment, digestion, and sleep in 46 children with autism < age 6. The intervention, Qigong Sensory Training (QST), is a qigong massage intervention based in Chinese medicine. It is two-pronged: Trainers work with children directly 20 times over 5 months, and parents give the massage daily to their children. Improvement was evaluated in two settings--preschool and home--by teachers (blind to group) and parents. Teacher evaluations showed that treated children had significant classroom improvement of social and language skills and reduction in autistic behavior compared with wait-list control participants. These findings were confirmed by parent data, indicating that the gains had generalized across contexts. A model and supporting data for understanding and treating sensory and self-regulation problems in autism is presented. Qigong massage treatment for sensory and self-regulation problems in young children with autism: a randomized controlled trial https://www.google.com/search?q=Qigong+massage+treatment+for+sensory+and+self-regulation+problems+in+young+children+with+autism:+a+randomized+controlled+trial 2009 Targeted Regular Teachers/Lecturers More than One Term Physical Health and Wellbeing Literacy/English Single 46 single Yes Whole Sample Only Immediate Post-Test Only No No Yes, Theoretical Perspectives Yes
3031355 Asia College/University Professional Training OBJECTIVE: To assess the educational effectiveness on learning evidence based medicine of a handheld computer clinical decision support tool compared with a pocket card containing guidelines and a control. DESIGN: Randomised controlled trial. SETTING: University of Hong Kong, 2001. PARTICIPANTS: 169 fourth year medical students. MAIN OUTCOME MEASURES: Factor and individual item scores from a validated questionnaire on five key self reported measures: personal application and current use of evidence based medicine; future use of evidence based medicine; use of evidence during and after clerking patients; frequency of discussing the role of evidence during teaching rounds; and self perceived confidence in clinical decision making. RESULTS: The handheld computer improved participants' educational experience with evidence based medicine the most, with significant improvements in all outcome scores. More modest improvements were found with the pocket card, whereas the control group showed no appreciable changes in any of the key outcomes. No significant deterioration was observed in the improvements even after withdrawal of the handheld computer during an eight week washout period, suggesting at least short term sustainability of effects. CONCLUSIONS: Rapid and convenient access to valid and relevant evidence on a portable computing device can improve learning in evidence based medicine, increase current and future use of evidence, and boost students' confidence in clinical decision making. Randomised controlled trial of clinical decision support tools to improve learning of evidence based medicine in medical students https://www.google.com/search?q=Randomised+controlled+trial+of+clinical+decision+support+tools+to+improve+learning+of+evidence+based+medicine+in+medical+students 2001 Universal Regular Teachers/Lecturers Between Half and Full Term none none Single 169 NA Yes Some Sub-Groups Reported At Least Some Follow-Up Yes No Yes, Descriptive Theory of Change Yes
3030801 UK/Ireland Primary/Elementary Physical Health and Wellbeing Objective: To assess if a school based intervention was effective in reducing risk factors for obesity. Design: Group randomised controlled trial. Setting: 10 primary schools in Leeds. Participants: 634 children aged 7-11 years. Intervention: Teacher training, modification of school meals, and the development of school action plans targeting the curriculum, physical education, tuck shops, and playground activities. Main outcome measures: Body mass index, diet, physical activity, and psychological state. Results: Vegetable consumption by 24 hour recall was higher in children in the intervention group than the control group (weighted mean difference 0.3 portions/day, 95% confidence interval 0.2 to 0.4), representing a difference equivalent to 50% of baseline consumption. Fruit consumption was lower in obese children in the intervention group (1.0, 1.8 to 0.2) than those in the control group. The three day diary showed higher consumption of high sugar foods (0.8, 0.1 to 1.6)) among overweight children in the intervention group than the control group. Sedentary behaviour was higher in overweight children in the intervention group (0.3, 0.0 to 0.7). Global self worth was higher in obese children in the intervention group (0.3, 0.3 to 0.6). There was no difference in body mass index, other psychological measures, or dieting behaviour between the groups. Focus groups indicated higher levels of self reported behaviour change, understanding, and knowledge among children who had received the intervention. Conclusion: Although it was successful in producing changes at school level, the programme had little effect on children's behaviour other than a modest increase in consumption of vegetables Randomised controlled trial of primary school based intervention to reduce risk factors for obesity https://www.google.com/search?q=Randomised+controlled+trial+of+primary+school+based+intervention+to+reduce+risk+factors+for+obesity 2001 Universal External Educators Full Academic Year or Longer None None Clustered 634 10 No Some Sub-Groups Reported Immediate Post-Test Only Yes No No No
3031079 Australia/New Zealand Middle/High School Physical Health and Wellbeing Purpose: Recent studies suggest that approximately a quarter of Australian youth are overweight or obese. While evidence suggests that socio-economic status is related to physical inactivity, poor dietary habits and obesity among adolescents, no previous obesity prevention program in Australia has specifically targeted economically disadvan-taged adolescent boys. The objective of this study was to evaluate the effects of a school-based intervention on unhealthy weight gain, physical activity and physical fitness among low-active adolescent boys from disadvantaged schools. Methods: Participants were 100 adolescent boys from four secondary schools located in the Hunter Region. Following baseline assessments, four schools were randomised to the Physical Activity Leaders (PALs) intervention (n = 50) or a wait list control (n = 50) group. The PALs intervention was developed in reference to Bandura's Social Cognitive Theory and was designed to encourage participants to become physical activity leaders in their homes and at school. The intervention included interactive seminars, health-related fitness sessions during school sport and at lunch-time, pedometers for self-monitoring and activities designed to engage parents in physical activity and healthy eating. Participants were assessed at baseline, 3-month and 6-month follow-up on the following outcomes: height, weight, BMI z-score, waist circumference (umbilicus), body fat (bio-electrical impedance) and muscular fitness (isometric leg strength test, 7-stage sit-up test, push-up test). In addition, participants wore pedometers for 5-days at baseline and 6-month follow-up. Results: The mean (SD) age of participants was 14.3 (0.6) years. Retention rate at 3-and 6-months was 90% and 82%, respectively. At baseline, 22% of participants were considered overweight and 13% obese. Results revealed significant group x time interaction effects for weight (p< 0.001), BMI z-score (p < 0.001) and percent body fat (p < 0.05). Changes in muscular fitness were in the hypothesized direction, but were not significant. There were no changes in pedometer step counts over the study period. Conclusions: Adolescents in the PALs intervention significantly improved their body composition over the 6-month study period. The PALs program was a feasible and efficacious approach to preventing unhealthy weight gain among low-active adolescent boys from disadvantaged secondary schools. Randomised controlled trial of the Physical Activity Leaders (PALs) program for low-active adolescent boys from disadvantaged secondary schools https://www.google.com/search?q=Randomised+controlled+trial+of+the+Physical+Activity+Leaders+(PALs)+program+for+low-active+adolescent+boys+from+disadvantaged+secondary+schools 2011 Targeted Regular Teachers/Lecturers More than One Term None None Clustered 100 4 Yes Whole Sample Only At Least Some Follow-Up Yes No Yes, Theoretical Perspectives No
3030620 UK/Ireland College/University Professional Training ; Background: Games have been used in healthcare education to encourage active learning. Aim: To investigate whether an educational board game which had been developed in the speciality of neonatology could influence the learning experience of medical students during their neonatal attachment. Method: A randomised controlled trial of using the game was conducted amongst 67 student participants. Results: The average final assessment score was 4.15 points higher in the group of students that played the game compared to the control group (95% CI�0.88�9.17; p?=?0.09). The game was well received by the students. Conclusion: Although we cannot conclude firmly that the game produces an effect on learning, this study suggests that educational games should be investigated further in the delivery of undergraduate learning in specialities where exposure is brief Randomised controlled trial of the use of an educational board game in neonatology https://www.google.com/search?q=Randomised+controlled+trial+of+the+use+of+an+educational+board+game+in+neonatology 2013 Universal External Educators Single Session None None Clustered 67 4 Yes Whole Sample Only Immediate Post-Test Only No No No No
3031958 Asia Middle/High School Behaviour and Social Wellbeing BACKGROUND: A school mental-health programme has been developed as a component of the community mental-health programme in Rawalpindi, Pakistan. It has the objective of improving the understanding of disorders of mental health in the rural community. We aimed to assess the impact of a school mental-health programme on the awareness of schoolchildren, their parents, friends who were not attending school, and neighbours. METHODS: We chose two secondary schools for boys and two for girls that were similar in terms of size, staff-pupil ratio, and drop-out rates. 100 children aged 12-16 years (25 girls and 25 boys in each of the study and control groups), 100 parents (one for each child), 100 friends who did not attend school (one for each child), and 100 neighbours (one for each child) were given a 19-item questionnaire before and after the study group had had a 4-month programme of mental-health education. The maximum score for the questionnaire was 16 points. FINDINGS: Before the school mental-health programme the awareness of mental-health issues was poor (mean score 5.7-7.6) in the four groups of participants. In the study group there was a significant improvement in the mean scores after the school programme in the schoolchildren (mean improvement 7.6 [95% CI 6.7-8.5], p<0.01), their parents (5.3 [4.5-6.1], p<0.01), friends (5.1 [4.1-6.1], p<0.01), and neighbours (3.4 [2.6-4.2], p<0.01). In the control group the difference in awareness was significant only in schoolchildren (1.5 [0.5-2.3], p=0.01) and their friends (0.8 [0.3-1.3], p<0.01). INTERPRETATION: The school programme succeeded in improving awareness of mental health in schoolchildren and the community. The schoolchildren were receptive to the programme, and shared their new understanding with family, friends, and neighbours. Mental-health planners who wish to improve community awareness of mental health, particularly in areas with low literacy rates, should consider setting up school mental-health programmes. Randomised trial of impact of school mental-health programme in rural Rawalpindi, Pakistan https://www.google.com/search?q=Randomised+trial+of+impact+of+school+mental-health+programme+in+rural+Rawalpindi,+Pakistan 1998 Universal Mixture More than One Term none none Single 100 NA Yes Whole Sample Only At Least Some Follow-Up Yes Yes, Fairly Well Yes, Theoretical Perspectives Yes
3031499 USA/Canada Primary/Elementary Behaviour and Social Wellbeing BACKGROUND: Up to 17% of children in the United States have been diagnosed with asthma; children ages 9-14 years experience higher morbidity and mortality compared with other age groups. An academic and counseling program for older elementary students with asthma was developed in collaboration with school personnel, healthcare professionals, and community members: Staying Healthy-Asthma Responsible and Prepared (SHARP). The life span development perspective and the Acceptance of Asthma Model were used to guide development and implementation. OBJECTIVES: This study aimed to establish the preliminary efficacy of SHARP to improve cognitive, behavioral, psychosocial, and quality-of-life outcomes. METHODS: A two-group, longitudinal, prospective, cluster randomized clinical trial design was used. The sample of fourth- to sixth-grade students (N = 66) with asthma aged 9-12 years (M = 10.5, SD = 0.9) was 52% male, was racially diverse (30% Black, 36% White, and 18% biracial), and had a wide range of incomes. Three schools (n = 38 students) were randomized to receive SHARP, and two schools (n = 28 students) were assigned to usual care. Self-report instruments were used. RESULTS: Compared with the usual care group, statistically significant improvements in the SHARP group were found in student knowledge of asthma, reasoning about asthma, use of risk reduction behaviors, and participation in life activities (p 0.7). Improvements in use of episode management behaviors and acceptance of asthma outcomes were clinically significant with medium effect sizes of 0.3-0.5. DISCUSSION: The SHARP Student and Community Components demonstrated preliminary efficacy for improving asthma knowledge, reasoning about asthma, use of episode management and risk reduction behaviors, acceptance of asthma in taking control and vigilance, and participation in life activities. Randomized clinical trial of a school-based academic and counseling program for older school-age students https://www.google.com/search?q=Randomized+clinical+trial+of+a+school-based+academic+and+counseling+program+for+older+school-age+students 2009 Targeted Regular Teachers/Lecturers Between Half and Full Term Physical Health and Wellbeing none Clustered 66 5 Yes Whole Sample Only At Least Some Follow-Up Yes Yes, Fairly Well Yes, Theoretical Perspectives Yes
3031952 USA/Canada Primary/Elementary Behaviour and Social Wellbeing This replication randomized clinical trial examined the efficacy of a comprehensive psychosocial intervention for children aged 7 to 12 years with high-functioning autism spectrum disorders (HFASDs). Participants were randomly assigned to treatment or wait-list conditions. Treatment included instruction and therapeutic activities targeting social skills, face-emotion recognition, interest expansion, and interpretation of non-literal language. A response-cost program was used to reduce problem behaviors and increase skills acquisition. Significant treatment effects were found for five of seven primary outcome measures (parent ratings and direct child measures). Secondary measures (i.e., staff ratings) corroborated gains reported by parents. Children maintained social gains 2 to 3 months post-treatment. High levels of parent, child, and staff satisfaction were found, along with high levels of treatment fidelity. Standardized effect size estimates were predominantly in the medium and large ranges for significant outcome variables. (Contains 5 tables.) Randomized Clinical Trial Replication of a Psychosocial Treatment for Children with High-Functioning Autism Spectrum Disorders https://www.google.com/search?q=Randomized+Clinical+Trial+Replication+of+a+Psychosocial+Treatment+for+Children+with+High-Functioning+Autism+Spectrum+Disorders 2012 Targeted External Educators Up to Half a Term Behaviour and Social Wellbeing Literacy/English Single 35 single Yes Whole Sample Only At Least Some Follow-Up Yes No Yes, Descriptive Theory of Change Yes
3031838 USA/Canada College/University Professional Training BACKGROUND: Teaching seizure disorders requires use of multiple formats including pictures and videos. Web technology permits combination of formats and interactive features to deliver information. PURPOSE: The purpose of this study was to determine the benefits of incorporating Web-based interactive methodology into a neurology clerkship to enhance the teaching about seizure disorders to 3rd-year medical students. METHODS: A Web-based interactive program was created and administered by the University of Florida blackboard. A multiple-choice questionnaire about epileptic disorders was utilized to assess the degree of learning. Participants were randomized to a Web group or control. Twenty-two students in each group were enrolled. The control group was assigned to a traditional written material. In the Web study group 4 students failed to complete the test. RESULTS: The Web group obtained better scores on Multiple Choice Questionnaire than the control group (p = .03). CONCLUSIONS: This small study suggests that an interactive format using Web technology enhances learning about seizure disorders, perhaps by stimulation of critical thinking and promoting greater student motivation. Randomized comparison between traditional and traditional plus interactive Web-based methods for teaching seizure disorders https://www.google.com/search?q=Randomized+comparison+between+traditional+and+traditional+plus+interactive+Web-based+methods+for+teaching+seizure+disorders 2008 Universal External Educators Up to Half a Term none none Single 42 NA Yes Some Sub-Groups Reported Immediate Post-Test Only Yes Yes, Fairly Well Yes, Descriptive Theory of Change Yes
3031611 Asia Middle/High School Behaviour and Social Wellbeing The current study aimed to assess the Teaching Recovery Techniques (TRT) trauma recovery program within the context of ongoing violence. Utilizing a randomized controlled trial, 11-14-year-old students in Nablus, Palestine, were allocated by class to intervention or wait-list control conditions. Standardized measures assessed trauma exposure, posttraumatic stress disorder (PTSD), grief, and depression. Program fidelity and participant experiences were measured by adherence questionnaires and focus groups. Analyses involved paired t-tests, ANCOVAs, and thematic analysis. Intervention students reported significant decreases in PTSD, grief, and depression. Findings indicate that the TRT program has the potential to ameliorate children's trauma symptoms during situations of ongoing violence. (Contains 2 figures.) Randomized Control Trial of a CBT Trauma Recovery Program in Palestinian Schools https://www.google.com/search?q=Randomized+Control+Trial+of+a+CBT+Trauma+Recovery+Program+in+Palestinian+Schools 2012 Targeted Other School/College Employees Between Half and Full Term Physical Health and Wellbeing none Clustered 140 20 Yes Some Sub-Groups Reported Immediate Post-Test Only No Yes, Fairly Well Yes, Theoretical Perspectives Yes
3031452 USA/Canada Multiple Other School Subjects Background: Unstuck and On Target (UOT) is an executive function (EF) intervention for children with autism spectrum disorders (ASD) targeting insistence on sameness, flexibility, goal?setting, and planning through a cognitive?behavioral program of self?regulatory scripts, guided/faded practice, and visual/verbal cueing. UOT is contextually?based because it is implemented in school and at home, the contexts in which a child uses EF skills. Methods: To evaluate the effectiveness of UOT compared with a social skills intervention (SS), 3rd�5th graders with ASD (mean IQ = 108; UOT n = 47; SS n = 20) received interventions delivered by school staff in small group sessions. Students were matched for gender, age, race, IQ, ASD symptomotolgy, medication status, and parents' education. Interventions were matched for �dose� of intervention and training. Measures of pre�post change included classroom observations, parent/teacher report, and direct child measures of problem?solving, EF, and social skills. Schools were randomized and evaluators, but not parents or teachers, were blinded to intervention type. Results: Interventions were administered with high fidelity. Children in both groups improved with intervention, but mean change scores from pre? to postintervention indicated significantly greater improvements for UOT than SS groups in: problem?solving, flexibility, and planning/organizing. Also, classroom observations revealed that participants in UOT made greater improvements than SS participants in their ability to follow rules, make transitions, and be flexible. Children in both groups made equivalent improvements in social skills. Conclusions: These data support the effectiveness of the first contextually?based EF intervention for children with ASD. UOT improved classroom behavior, flexibility, and problem?solving in children with ASD. Individuals with variable background/training in ASD successfully implemented UOT in mainstream educational settings. (PsycINFO Database Record (c) 2014 APA, all rights reserved)(journal abstract) Randomized controlled effectiveness trial of executive function intervention for children on the autism spectrum https://www.google.com/search?q=Randomized+controlled+effectiveness+trial+of+executive+function+intervention+for+children+on+the+autism+spectrum 2014 Targeted Regular Teachers/Lecturers Full Academic Year or Longer Other School Subjects None Clustered 67 14 Yes Some Sub-Groups Reported Immediate Post-Test Only Yes No Yes, Descriptive Theory of Change Yes
3031513 NA NA NA Sixth graders participating in the Too Good for Drugs (TGFD) prevention program in Comparison to 6th graders not participating show different results by student risk level. Sixth graders from 20 middle schools were randomly assigned to receive the intervention and those from 20 paired middle schools assigned to serve as Controls (N = 10,762). Participants were identified as low, moderate, or high risk for drug usage based on their rates of behaviors reported prior to the start of the study. Student behavior outComes (smoking, alCohol Consumption, binge drinking, and marijuana usage) as well as risk and protective (R&P) outComes were surveyed at three points in time (before, after, and 6 months following treatment). Results show the TGFD to have a suppressive effect on reported drug use behavior and a strengthening effect on R&P outComes among high risk students following treatment and 6 months later. Some effects were also found for low and moderate risk students. A favorable treatment effect was found on mathematics achievement. 2013 Baywood Publishing Co., Inc. Randomized controlled evaluation of the too good for drugs prevention program: Impact on adolescents at different risk levels for drug use https://www.google.com/search?q=Randomized+controlled+evaluation+of+the+too+good+for+drugs+prevention+program:+Impact+on+adolescents+at+different+risk+levels+for+drug+use NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA
3031705 Australia/New Zealand Middle/High School Behaviour and Social Wellbeing Objective: The Resourceful Adolescent Program (RAP) is a universal, school-based intervention that has been found to produce small to medium effects in the reduction of adolescent depressive symptoms. In the present study, we evaluated the effectiveness of a friendship-building skills program - the Peer Interpersonal Relatedness (PIR) program - in producing larger effects when used in conjunction with RAP. Method: A cluster-randomized controlled trial was used to assign whole classrooms of adolescent participants recruited from Sydney secondary schools to 1 of 3 conditions: (a) RAP-PIR, (b) RAP-placebo, or (c) assessment-only waiting-list control. Hierarchical linear modeling (HLM) was used to analyze the data. Results: Across the intervention period, RAP did not significantly reduce depressive symptoms relative to those students not receiving this intervention. RAP followed by PIR did significantly reduce depressive symptoms relative to those students not receiving PIR. Across the 12-month follow-up, the between-group reductions in depressive symptoms were no longer significant. At follow-up, participants in the RAP-PIR condition had achieved significant increases in their school-related life satisfaction and significant increases in social functioning with peers relative to their peers in the other conditions. Conclusion: The study provides preliminary support for the effectiveness of the PIR program in reducing depressive symptoms when used alongside RAP in the short term and in improving social adjustment and school-related life satisfaction in the longer term. Given the importance of social adjustment in adolescent mental well-being, the PIR program represents a potentially important addition to the prevention of depression in youth. 2014 American Psychological Association. Randomized controlled trial of a friendship skills intervention on adolescent depressive symptoms https://www.google.com/search?q=Randomized+controlled+trial+of+a+friendship+skills+intervention+on+adolescent+depressive+symptoms 2014 Universal Regular Teachers/Lecturers Between Half and Full Term None None Clustered 210 4 Yes Whole Sample Only Immediate Post-Test Only Yes No Yes, Descriptive Theory of Change No
3031717 NA NA NA Introduction: Smoking is the main avoidable cause of illness and death in Spain. Children begin to smoke between the ages of 10 and 14 years. Early health education in schools is the most appropriate preventive action. Objectives: To describe attitudes to smoking, experimentation and smoking habits in secondary school students and to modify attitudes to reduce experimentation and tobacco use. Material and method: We performed a controlled, open trial with randomization by uniform clusters (classroom). The intervention group (IG) consisted of 159 students and the control group (CG) of 73. Design: Preparation of material and staff training (October-December 2000). Data on students was gathered by means of an anonymized standardized questionnaire (the FRISC questionnaire; December 2000). The teachers applied the standard program to the CG and the study program to the IG (January-April 2001). First evaluation (April 2001) and second evaluation (December 2001), using the FRISC questionnaire. Results: December 2000: 55.8% of the students had experimented with tobacco, 10.2% smoked daily and 4.6% smoked weekly. The IG had 1.9% more daily smokers and 12.7% more students that had experimented with smoking than the CG. April 2001: because of modifications to attitudes, the CG had 4.1% more students who had experimented with smoking (p= 0.698) and 8.4% more daily smokers than the IG (p = 0.204). December 2001: the CG had 8.9% more students who had experimented with smoking (p = 0.260) and 3.7% more daily smokers than the IG (p = 0.718). Between December 2000 and April 2001, the percentage of occasional smokers decreased (p = 0.023), and this decrease was maintained in December 2001 (p = 0.208). Conclusions;. Tobacco use was high in the study population. The preventive program showed positive results in the short term that decreased in the medium term. Randomized controlled trial of a health prevention program against smoking in a population of secondary school students. Spanish https://www.google.com/search?q=Randomized+controlled+trial+of+a+health+prevention+program+against+smoking+in+a+population+of+secondary+school+students.+Spanish NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA
3031464 Australia/New Zealand Middle/High School Physical Health and Wellbeing Our objective was to determine whether an asthma education program in schools would have 1) a direct impact on student knowledge and attitudes to asthma and quality of life of the students with asthma, 2) an indirect impact on teacher knowledge and attitudes to asthma and on school policies about asthma, and 3) a sustainable program after the resources to implement the research were withdrawn. Seventeen intervention and 15 control schools participated in a controlled trial. Baseline knowledge and attitudes were measured in year 8 students (ages 13-14 years) and their teachers together with quality of life in the students with asthma. A three-lesson package about asthma was delivered by teachers as part of the Personal Development/Health/Physical Education (PD/H/PE) curriculum. Follow-up questionnaires were administered to students and staff. Efforts to change school policies were documented. Five years after the intervention, PD/H/PE teachers were contacted to determine whether the program was still operating. Main outcome measures included asthma knowledge, attitudes, and quality of life. Questionnaires were returned by 4,161/4,475 of the year 8 students at baseline and by 3,443 at follow-up. In intervention schools, compared with control schools, students showed improved asthma knowledge (P < 0.0001), improvement in tolerance to asthma (P = 0.02), internal control (P = 0.03), and less tendency to believe in the role of chance in asthma control (P = 0.04). Students from intervention but not control schools showed significant improvements in overall quality of life (P = 0.003 vs. P = 0.82, respectively). Teachers from intervention schools showed significant increases in knowledge compared to control schools (P < 0.0001). Intervention schools were more likely to seek further health education about asthma (P < 0.01). Five years after the 35 schools involved in the development of the materials or the trial had been offered the Living With Asthma package, 25 (71%) were still teaching the program to most or all of their students. Fifty-nine of the 61 (97%) high schools in the Hunter Region now have the program. Management and distribution of the Living With Asthma program have been taken over by the Asthma Foundation of New South Wales. The package has been updated and is being offered to all high schools throughout New South Wales as part of the National Asthma-Friendly Schools Project. In conclusion, a teacher-led asthma education program in secondary school had direct and indirect beneficial outcomes and was sustained at a high level for 5 years in most schools in the Hunter Region, despite minimal ongoing maintenance and support from health workers. Randomized controlled trial of a teacher-led asthma education program https://www.google.com/search?q=Randomized+controlled+trial+of+a+teacher-led+asthma+education+program 2004 Targeted Regular Teachers/Lecturers Up to Half a Term Behaviour and Social Wellbeing none Clustered 8636 37 Yes Some Sub-Groups Reported At Least Some Follow-Up Yes Yes, Fairly Well Yes, Theoretical Perspectives Yes
3031157 Australia/New Zealand Middle/High School Behaviour and Social Wellbeing OBJECTIVE: To assess the effectiveness of an indicated early intervention and prevention programme for anxiety disorders when conducted by school staff. METHOD: A total of 260 students in their first year of high school with self-reported anxiety symptoms >1 SD above the mean score of a normative sample were randomly allocated on the basis of their school to an intervention condition led by school staff or to a monitoring condition. RESULTS: There was little difference between conditions at the 2 year and 4 year follow up on self-reported symptoms, and no difference on diagnosis or health-care use. CONCLUSIONS: Outcomes associated with indicated prevention programmes led by school staff may not be as strong as those produced by specialist mental health staff. More work is needed to delineate models by which evidence-based treatments can be effectively used in schools. Randomized controlled trial of an early intervention programme for adolescent anxiety disorders https://www.google.com/search?q=Randomized+controlled+trial+of+an+early+intervention+programme+for+adolescent+anxiety+disorders 2009 Universal Regular Teachers/Lecturers Between Half and Full Term None None Single 260 19 No Whole Sample Only At Least Some Follow-Up No No No No
3031736 USA/Canada College/University Physical Health and Wellbeing This is the first randomized trial testing whether heavy-drinking undergraduates mandated to the Brief Alcohol Screening and Intervention for College Students (BASICS) program following a campus alcohol violation would benefit as much as heavy-drinking volunteers up to 1 year postintervention using control groups with high-risk drinkers to model disciplinary-related and naturalistic changes in drinking. Participants (61% male; 51% mandated; 84% Caucasian; M age = 20.14 years) were screened for heavy drinking and randomized to BASICS (n = 115) or assessment-only control (n = 110). Outcome measures (drinking, alcohol problems) were collected at baseline, 4 weeks, 3, 6, and 12 months postintervention. At 4 weeks postintervention, intent-to-treat multilevel longitudinal models showed that regardless of referral group (mandated or volunteer), BASICS significantly decreased weekly drinking, typical drinks, and peak drinks relative to controls (ds = .41�.92). BASICS had a large effect on decreases in alcohol problems (d = .87). At 12 months postintervention, BASICS participants (regardless of referral group) reported significantly fewer alcohol problems (d = .56) compared with controls. Significant long-term intervention gains for peak and typical drinks were sustained in both referral groups relative to controls (ds = .42; .11). Referral group had no significant main effect and did not interact with intervention condition to predict outcomes. Given that BASICS was associated with less drinking and fewer alcohol problems (even among heavier drinking mandated students up to 1 year postintervention), provision of BASICS-style programs within disciplinary settings may help reduce heavy and problematic drinking among at-risk students. (PsycINFO Database Record (c) 2015 APA, all rights reserved)(journal abstract) Randomized controlled trial of brief alcohol screening and intervention for college students for heavy-drinking mandated and volunteer undergraduates: 12-month outcomes https://www.google.com/search?q=Randomized+controlled+trial+of+brief+alcohol+screening+and+intervention+for+college+students+for+heavy-drinking+mandated+and+volunteer+undergraduates:+12-month+outcomes 2015 Targeted Other School/College Employees Full Academic Year or Longer None None Single 255 NA Yes Whole Sample Only At Least Some Follow-Up Yes No Yes, Descriptive Theory of Change Yes
3031056 USA/Canada College/University Physical Health and Wellbeing This randomized controlled trial evaluated the effects of graduate-to-undergraduate student mentoring on anxiety, self-efficacy, academic performance, and satisfaction with nursing as a career choice among students enrolled in a nursing fundamentals course during the first semester of a baccalaureate nursing program. The nursing students assigned to the experimental group received up to 20 hours of mentoring by registered nurses who were enrolled in a graduate nursing program at the same university. The State-Trait Anxiety Inventory, Baccalaureate Student Self-efficacy Questionnaire, nursing fundamentals course performance scores, and satisfaction with nursing as a career choice were measured. One-way analysis of covariance was used for data analysis. The experimental group (n = 34) had lower trait anxiety (P = .01), higher academic performance (P = .04) and satisfaction with nursing as a career choice (P = .002) at the end of the semester compared with the control group (n = 17). There were no statistically significant differences in state anxiety and self-efficacy between two groups. Mentoring by experienced nurses appears to reduce anxiety, foster academic success, and enhance professional satisfaction among beginning nursing students. (PsycINFO Database Record (c) 2014 APA, all rights reserved)(journal abstract) Randomized controlled trial of graduate-to-undergraduate student mentoring program https://www.google.com/search?q=Randomized+controlled+trial+of+graduate-to-undergraduate+student+mentoring+program 2013 Universal Other School/College Employees Between Half and Full Term Range of Academic Outcomes none Single 51 NA Yes Some Sub-Groups Reported Immediate Post-Test Only Yes Yes, Limited Yes, Theoretical Perspectives Yes
3031309 USA/Canada Middle/High School Physical Health and Wellbeing Cannabis use adversely affects adolescents and interventions that are attractive to adolescents are needed. This trial compared the effects of a brief motivational intervention for cannabis use with a brief educational feedback control and a no-assessment control. Participants were randomized into one of three treatment conditions: Motivational Enhancement Therapy (MET), Educational Feedback Control (EFC), or Delayed Feedback Control (DFC). Those who were assigned to MET and EFC were administered a computerized baseline assessment immediately following randomization and completed assessments at the 3- and 12-month follow-up periods. Participants in the DFC condition were not assessed until the 3-month follow-up. Following the completion of treatment sessions, all participants were offered up to four optional individual treatment sessions aimed at cessation of cannabis use. The research was conducted in high schools in Seattle, Washington. The participant s included 310 self-referred adolescents who smoked cannabis regularly. The main outcome measures included days of cannabis use, associated negative consequences, and engagement in additional treatment. At the 3-month follow-up, participants in both the MET and EFC conditions reported significantly fewer days of cannabis use and negative consequences compared to those in the DFC. The frequency of cannabis use was less in MET relative to EFC at 3 months, but it did not translate to differences in negative consequences. Reductions in use and problems were sustained at 12 months, but there were no differences between MET and EFC interventions. Engagement in additional treatment was minimal and did not differ by condition. Brief interventions can attract adolescent cannabis users and have positive impacts on them, but the mechanisms of the effects are yet to be identified. Randomized controlled trial of motivational enhancement therapy with nontreatment-seeking adolescent cannabis users: a further test of the teen marijuana check-up https://www.google.com/search?q=Randomized+controlled+trial+of+motivational+enhancement+therapy+with+nontreatment-seeking+adolescent+cannabis+users:+a+further+test+of+the+teen+marijuana+check-up 2010 Targeted External Educators Between Half and Full Term none none Single 310 NA Yes Whole Sample Only At Least Some Follow-Up Yes Yes, Fairly Well Yes, Descriptive Theory of Change Yes
3031870 USA/Canada College/University Professional Training Background: Narrow band imaging (NBI) has been shown to be more effective in identifying Barrett's esophagus (BE) associated neoplasia compared to standard endoscopic imaging. While previous studies have shown that NBI can be taught to inexperienced gastroenterologists, it is unknown whether in-person training sessions are more effective than self-directed training programs. Aim: Compare the accuracy of diagnosing BE associated neoplasia for trainees with no prior NBI experience between in-classroom and self-directed didactic training programs. Methods: Gastroenterology (GI) fellows and medical students with no prior experience with NBI in BE at 2 tertiary referral centers were randomized to two groups (inclassroom didactic training program and a self-directed didactic training program). Randomization was stratified by years of prior endoscopy exposure and study center. A PowerPoint presentation was developed that taught participants basic information about NBI, how the NBI mucosal and vascular patterns differ between non-dysplastic BE and BE with areas of high grade dysplasia/cancer (HGD/CA), and reviewed examples of NBI images in both non-dysplastic BE and BE with HGD/CA. Subjects randomized to the in-classroom program attended a single session where an endoscopist with expertise in NBI in BE reviewed the PowerPoint presentation and answered questions from the trainees. Subjects randomized to the self-directed program received an automated version of the PowerPoint presentation with audio. Afterwards, subjects in both groups completed a test of 40 randomized NBI images (22 non-dysplastic, 18 HGD/CA) and were asked to predict the histology along with their confidence level in optical diagnosis. The post-training scores were compared using Fisher's exact test. Results: 12 medical students and 21 GI fellows were enrolled. There was no difference in accuracy between the in-classroom and selfdirected groups, however the in-classroom group had a significantly higher percentage of high confidence answers. (Table 1) When limited to high confidence answers, there was no significant difference in accuracy and overall accuracy rates remained less than 70%. There was no significant difference in overall accuracy or accuracy with high confidence predictions between the two study sites or between GI fellows and medical students. (Table 2) Conclusion: We found that the overall accuracy of NBI patterns for BE were modest when testing trainees with no previous NBI experience and there was no difference between self-directed and in-classroom didactic training. This suggests that more intensive training programs are needed to teach NBI in BE to trainees. (Table Presented). Randomized controlled trial of self-directed vs in-classroom didactic teaching of narrow band imaging in diagnosing Barrett's esophagus associated neoplasia https://www.google.com/search?q=Randomized+controlled+trial+of+self-directed+vs+in-classroom+didactic+teaching+of+narrow+band+imaging+in+diagnosing+Barrett's+esophagus+associated+neoplasia 2015 Universal Mixture Single Session none none Single 33 NA No Some Sub-Groups Reported Immediate Post-Test Only Yes No Yes, Descriptive Theory of Change Yes
3031421 USA/Canada Middle/High School Physical Health and Wellbeing We conducted a group randomized trial of an interactive, games-based, tobacco cessation program (ACTION) designed to help adolescents who live in tobacco-growing communities to stop using tobacco. More than 260 high school students participated in this study, in 14 schools across three states. We collected self-reported measures of cigarette and smokeless tobacco use and conducted biochemical validation of self-reported use at three time points (pre-test, immediate post-test, and 90-day follow-up). We used multi-level modeling to account for intraclass clustering at the school and classroom levels, and we analyzed our results using an intent-to-treat approach and a per protocol approach. Using the per protocol analytic approach, ACTION participants were more likely than comparison participants to achieve abstinence at 90-day follow-up. We found no program effects on our secondary outcomes or mediating factors. This study suggests that ACTION has promise as a relatively effective adolescent cessation program, although the overall limited effectiveness of cessation programs for adolescents must be acknowledged. Randomized controlled trial of the ACTION smoking cessation curriculum in tobacco-growing communities https://www.google.com/search?q=Randomized+controlled+trial+of+the+ACTION+smoking+cessation+curriculum+in+tobacco-growing+communities 2009 Targeted Regular Teachers/Lecturers Between Half and Full Term Behaviour and Social Wellbeing none Clustered 261 14 Yes Some Sub-Groups Reported At Least Some Follow-Up Yes Yes, Fairly Well Yes, Descriptive Theory of Change Yes
3031276 UK/Ireland Primary/Elementary Physical Health and Wellbeing The aim of this study was to evaluate the effectiveness of the Mind, Exercise, Nutrition, Do it (MEND) Program, a multicomponent community-based childhood obesity intervention (www.mendcentral.org). One hundred and sixteen obese children (BMI >or= 98 th percentile, UK 1990 reference data) were randomly assigned to intervention or waiting list control (6-month delayed intervention). Parents and children attended eighteen 2-h group educational and physical activity sessions held twice weekly in sports centers and schools, followed by a 12-week free family swimming pass. Waist circumference, BMI, body composition, physical activity level, sedentary activities, cardiovascular fitness, and self-esteem were assessed at baseline and at 6 months. Children were followed up 12 months from baseline (0 and 6 months postintervention for the control and intervention group, respectively). Participants in the intervention group had a reduced waist circumference z-score (-0.37; P < 0.0001) and BMI z-score (-0.24; P < 0.0001) at 6 months when compared to the controls. Significant between-group differences were also observed in cardiovascular fitness, physical activity, sedentary behaviors, and self-esteem. Mean attendance for the MEND Program was 86%. At 12 months, children in the intervention group had reduced their waist and BMI z-scores by 0.47 (P < 0.0001) and 0.23 (P < 0.0001), respectively, and benefits in cardiovascular fitness, physical activity levels, and self-esteem were sustained. High-attendance rates suggest that families found this intensive community-based intervention acceptable. Further larger controlled trials are currently underway to confirm the promising findings of this initial trial. Randomized controlled trial of the MEND program: a family-based community intervention for childhood obesity https://www.google.com/search?q=Randomized+controlled+trial+of+the+MEND+program:+a+family-based+community+intervention+for+childhood+obesity 2010 Targeted Mixture More than One Term Physical Health and Wellbeing Physical Health and Wellbeing Single 160 NA Yes Whole Sample Only At Least Some Follow-Up Yes No Yes, Descriptive Theory of Change Yes
3031862 USA/Canada Multiple Behaviour and Social Wellbeing Although there is literature supporting the effectiveness of tertiary behavioral supports, the majority of the studies have been conducted with single-subject designs. The Prevent-Teach-Reinforce (PTR) model is a standardized model of a school-based tertiary intervention. This study reports initial results from a randomized controlled trial to compare whether the PTR model, as implemented by typical school personnel, is more effective than interventions typically used (i.e., services as usual). To date, 245 students in Grades K-8 have been enrolled in the study, and preliminary results show that students who received the PTR intervention had significantly higher social skills and academic engaged time and significantly lower problem behavior when compared with students who received services as usual. Teachers gave high social validity ratings to the intervention. Implications for widescale school adoption are discussed. (Contains 3 tables.) Randomized Controlled Trial of the Prevent-Teach-Reinforce (PTR) Tertiary Intervention for Students with Problem Behaviors: Preliminary Outcomes https://www.google.com/search?q=Randomized+Controlled+Trial+of+the+Prevent-Teach-Reinforce+(PTR)+Tertiary+Intervention+for+Students+with+Problem+Behaviors:+Preliminary+Outcomes 2009 Targeted Regular Teachers/Lecturers More than One Term none none Single 245 NA Yes Some Sub-Groups Reported At Least Some Follow-Up Yes Yes, Fairly Well Yes, Theoretical Perspectives Yes
3030650 USA/Canada Preschool/Kindergarten Physical Health and Wellbeing BACKGROUND: Injury is the number one cause of death and disability in children in the United States and an increasingly important public health problem globally. While prevention of injuries is an important goal, prevention efforts are currently fragmented, poorly funded, and rarely studied. Among school-aged children, pedestrian crashes are a major mechanism of injury. We hypothesized that we could develop a game-based educational tool that would be effective in teaching elementary school children the principles of pedestrian safety. METHODS: Between November 2011 and June 2013, second- and third-grade children in Los Angeles Unified School District were randomly assigned to play a unique interactive video game (Ace's Adventure) about pedestrian safety or to a traditional didactic session about pedestrian safety. A pretest and posttest were administered to the study participants. Afterward, study participants were observed for appropriate pedestrian behavior on a simulated street set called Street Smarts. All statistical analyses were performed using SAS version 9.2. RESULTS: A total of 348 study participants took the pretest and posttest. There were 180 who were randomized to the didactic and 168 who were randomized to the video game. The didactic group demonstrated a higher mean score increase (1.01, p < 0.0001) as compared with the video game group (0.44, p < 0.0001). However, observation of study participants revealed that participants who played the video game, as compared with the didactic group, more frequently exhibited appropriate behavior during the following: exiting a parked car (p = 0.01), signaling to a car that was backing up (p = 0.01), signaling to a stopped car (p = 0.0002), and crossing the street (p = 0.01). CONCLUSION: Students who played the educational video game about pedestrian safety performed similarly to those who attended a more traditional and labor-intensive didactic learning. Innovative educational methods, such as game playing, could significantly change our approach to injury prevention and have the potential to decrease the burden of injury among children worldwide. Randomized controlled trial to evaluate the effectiveness of a video game as a child pedestrian educational tool https://www.google.com/search?q=Randomized+controlled+trial+to+evaluate+the+effectiveness+of+a+video+game+as+a+child+pedestrian+educational+tool 2014 Universal External Educators Single Session None None Single 348 NA Yes Whole Sample Only Immediate Post-Test Only Yes Yes, But Not Reported No No
3030960 USA/Canada Multiple Physical Health and Wellbeing OBJECTIVE: To evaluate the impact of the School-Based Asthma Therapy trial on asthma symptoms among urban children with persistent asthma. DESIGN: Randomized trial, with children stratified by smoke exposure in the home and randomized to a school-based care group or a usual care control group. SETTING: Rochester, New York. PARTICIPANTS: Children aged 3 to 10 years with persistent asthma. INTERVENTIONS: Directly observed administration of daily preventive asthma medications by school nurses (with dose adjustments according to National Heart, Lung, and Blood Institute Expert Panel guidelines) and a home-based environmental tobacco smoke reduction program for smoke-exposed children, using motivational interviewing. MAIN OUTCOME MEASURE: Mean number of symptom-free days per 2 weeks during the peak winter season (November-February), assessed by blinded interviews. RESULTS: We enrolled 530 children (74% participation rate). During the peak winter season, children receiving preventive medications through school had significantly more symptom-free days compared with children in the control group (adjusted difference = 0.92 days per 2 weeks; 95% confidence interval, 0.50-1.33) and also had fewer nighttime symptoms, less rescue medication use, and fewer days with limited activity (all P < .01). Children in the treatment group also were less likely than those in the control group to have an exacerbation requiring treatment with prednisone (12% vs 18%, respectively; relative risk = 0.64; 95% confidence interval, 0.41-1.00). Stratified analyses showed positive intervention effects even for children with smoke exposure (n = 285; mean symptom-free days per 2 weeks: 11.6 for children in the treatment group vs 10.9 for those in the control group; difference = 0.96 days per 2 weeks; 95% confidence interval, 0.39-1.52). CONCLUSIONS: The School-Based Asthma Therapy intervention significantly improved symptoms among urban children with persistent asthma. This program could serve as a model for improved asthma care in urban communities. Randomized controlled trial to improve care for urban children with asthma: results of the School-Based Asthma Therapy trial https://www.google.com/search?q=Randomized+controlled+trial+to+improve+care+for+urban+children+with+asthma:+results+of+the+School-Based+Asthma+Therapy+trial 2011 Targeted Other School/College Employees Full Academic Year or Longer None None Single 530 NA Yes Some Sub-Groups Reported At Least Some Follow-Up Yes Yes, Fairly Well Yes, Descriptive Theory of Change Yes
3030835 USA/Canada Middle/High School Literacy/English School-based youth mentoring is popular in the United States. There are reasons to believe that school-based mentoring might be beneficial, but research has found primarily small effects and some negative effects. This study describes a formal evaluation of a single semester mentoring program that was implemented within the context of a school-university-community partnership. Middle school students were randomly assigned to a school-based mentoring program (n=60) or a control group (n=60) during the first semester of middle school. Results suggest that random assignment to the mentoring program designed to ease the transition to middle school was associated with statistically significant decreases in reading grades and null effects on other measures, including school and teacher connectedness. These results reinforce the need to evaluate mentoring programs on a case-by-case basis and continue to innovate in the area of school-based mentoring until robust, replicable evidence-based procedures are identified. (Contains 1 figure and 2 tables.) Randomized Evaluation of a Single Semester Transitional Mentoring Program for First Year Middle School Students: A Cautionary Result for Brief, School-Based Mentoring Programs https://www.google.com/search?q=Randomized+Evaluation+of+a+Single+Semester+Transitional+Mentoring+Program+for+First+Year+Middle+School+Students:+A+Cautionary+Result+for+Brief,+School-Based+Mentoring+Programs 2011 Universal External Educators Between Half and Full Term Other School Subjects None Single 120 NA Yes Whole Sample Only Immediate Post-Test Only No No No No
3031551 USA/Canada Primary/Elementary Numeracy/Maths A randomized controlled trial was used to evaluate the effects of a supplemental mathematics intervention that emphasized fluency building for computations and procedures. All fourth- and fifth-grade English-speaking students from a single school district who were participating in general education mathematics instruction and had a 2009 year-end accountability score were included in the study (N = 537). Assignment to intervention or control conditions occurred at the classroom level with roughly half of classes being assigned to intervention and half being assigned to control conditions within each school. Outcome measures included the 2009 year-end statewide accountability measure in mathematics as well as three computation curriculum-based measurement probes of mathematics administered on three occasions during the school year. Implementation integrity data were collected in intervention classrooms via direct observation, teacher surveys, and monitoring of permanent products. Multilevel linear modeling (MLM) analysis was used to evaluate the effect of the intervention on student mathematics outcomes for all students and for students who were low performing at baseline. Intervention effects were detected at both grade levels (but not on all outcome measures). MLM was also used to evaluate the mediating effect of intervention implementation integrity on intervention effects. The integrity with which the intervention was implemented in intervention classrooms predicted end-of-year standardized measures of mathematics achievement and growth on curriculum-based measures. Implications for mathematics instruction in general and mathematics intervention within response to intervention models are discussed. (Contains 2 figures and 9 tables.) Randomized Evaluation of a Supplemental Grade-Wide Mathematics Intervention https://www.google.com/search?q=Randomized+Evaluation+of+a+Supplemental+Grade-Wide+Mathematics+Intervention 2012 Universal Regular Teachers/Lecturers More than One Term Numeracy/Maths None Clustered 537 46 Yes Whole Sample Only Immediate Post-Test Only Yes No Yes, Descriptive Theory of Change Yes
3031789 USA/Canada Middle/High School Study-Related Skills Although youth mentoring is popular in the United States, and beginning to gain popularity in other countries, dissemination efforts have preceded the establishment of a strong evidence-base for this service. This is particularly true in mentoring programs that are based in schools, which constitute the most popular form of mentoring. The first portion of the paper will offer an overview of youth mentoring by providing (a) a definition of youth mentoring, (b) the rational for using mentors in schools to promote academic and life success, (c) an overview of mentoring typologies, (d) and a summary of the current outcome literature related to youth mentoring programs with particular emphasis on school-based mentoring programs. Based on this literature review, I propose that programmatic research that applies psychological theory to mentoring policies and procedures that are subsequently rigorously evaluated is needed to achieve substantial and dependable benefits from school-based mentoring programs. Consistent with this recommendation, this thesis reports on a efficacy trial of an innovative mentoring program that takes theory and research from psychotherapy, social learning theory, and adolescent development and applies these to a novel transitional mentoring program for middle-school students transitioning from elementary school. In the present study, 120 first year middle school students were randomly assigned to a school-based transitional mentoring program or a wait list control group during the first semester of middle school. Hierarchical linear models were used to assess students change in student grades associated with randomization over the first semester of middle school. Results from this evaluation suggest that random assignment to the mentoring program was associated with statistically significant decreases in reading grades and null effects on other measures including school and teacher connectedness. Results are discussed in light of recent empirical literature and policy decisions which address growing concern in the school-based mentoring literature. Randomized evaluation of a transitional mentoring program for first year middle school students https://www.google.com/search?q=Randomized+evaluation+of+a+transitional+mentoring+program+for+first+year+middle+school+students 2010 Universal Other School/College Employees Between Half and Full Term None None Single 120 NA No Whole Sample Only Immediate Post-Test Only Yes No Yes, Descriptive Theory of Change Yes
5132583 USA/Canada Middle/High School Behaviour and Social Wellbeing Enhancing the social and learning experiences of students with severe disabilities in inclusive classrooms has been a long-standing focus of research, legislative, and advocacy efforts. The authors used a randomized controlled experimental design to examine the efficacy of peer support arrangements to improve academic and social outcomes for 51 students with severe disabilities in high school general education classrooms. Paraprofessionals or special educators recruited, trained, and supported 106 peers to provide individualized academic and social assistance to students with severe disabilities throughout one semester. Compared to students exclusively receiving adult-delivered support (n = 48), students participating in peer support arrangements experienced increased interactions with peers, increased academic engagement, more progress on individualized social goals, increased social participation, and a greater number of new friendships. Moreover, an appreciable proportion of relationships lasted one and two semesters later after the intervention had concluded. These findings challenge prevailing practices for supporting inclusive education and establish the efficacy and social validity of peer support arrangements as a promising alternative to individually assigned paraprofessional support. Randomized Evaluation of Peer Support Arrangements to Support the Inclusion of High School Students with Severe Disabilities https://www.google.com/search?q=Randomized+Evaluation+of+Peer+Support+Arrangements+to+Support+the+Inclusion+of+High+School+Students+with+Severe+Disabilities 2016 Targeted Mixture Full Academic Year or Longer Range of Academic Outcomes Other School Subjects Single 99 NA Yes Whole Sample Only Immediate Post-Test Only Yes No Yes, Descriptive Theory of Change Yes
3030659.2 USA/Canada Primary/Elementary Physical Health and Wellbeing BACKGROUND: Interactive multimedia programs derived from the Sunny Days, Healthy Ways (SDHW) sun safety curriculum were evaluated with children aged 5-13. METHODS: A randomized pretest to posttest 3-group study was conducted with 871 students in 12 primary schools in the western United States comparing computer programs alone, teacher-led presentation, or both combined. RESULTS: Computer programs with teacher-led presentation improved knowledge over either treatment individually (P = .001). The combination improved self-reported sun protection in lower but not higher grades over teacher-led presentation (P = .005). CONCLUSIONS: Computer-based sun safety instruction used with teacher instruction in primary schools may improve sun safety, especially with younger children. Randomized trial evaluating computer-based sun safety education for children in elementary school https://www.google.com/search?q=Randomized+trial+evaluating+computer-based+sun+safety+education+for+children+in+elementary+school 2008 Universal Regular Teachers/Lecturers Single Session None None Clustered 1033 12 Yes Some Sub-Groups Reported Immediate Post-Test Only Yes No Yes, Theoretical Perspectives No
3031339 Asia Multiple Physical Health and Wellbeing OBJECTIVES: We had the rare opportunity to conduct a cluster-randomized controlled trial to observe the long-term (16-year) effects of a well-designed hearing conservation intervention for rural high school students. This trial assessed whether the intervention resulted in (1) reduced prevalence of noise-induced hearing loss (NIHL) assessed clinically and/or (2) sustained use of hearing protection devices. METHODS: In 1992-1996, 34 rural Wisconsin schools were recruited and 17 were assigned randomly to receive a comprehensive, 3-year, hearing conservation intervention. In 2009-2010, extensive efforts were made to find and contact all students who completed the original trial. Participants in the 16-year follow-up study completed an exposure history questionnaire and a clinical audiometric examination. Rates of NIHL and use of hearing protection were compared. RESULTS: We recruited 392 participants from the original trial, 200 (53%) from the intervention group and 192 (51%) from the control group. Among participants with exposure to agricultural noise, the intervention group reported significantly greater use of hearing protection compared with the control group (25.9% vs 19.6%; P = .015). The intervention group also reported significantly greater use of hearing protection for shooting guns (56.2% vs 41.6%; P = .029), but the groups reported similar uses of protection in other contexts. There was no significant difference between groups with respect to objective measures of NIHL. CONCLUSION: This novel trial provides objective evidence that a comprehensive educational intervention by itself may be of limited effectiveness in preventing NIHL in a young rural population. Randomized trial of a hearing conservation intervention for rural students: long-term outcomes https://www.google.com/search?q=Randomized+trial+of+a+hearing+conservation+intervention+for+rural+students:+long-term+outcomes 2011 Universal Regular Teachers/Lecturers Full Academic Year or Longer Behaviour and Social Wellbeing none Clustered 392 34 Yes Some Sub-Groups Reported At Least Some Follow-Up Yes Yes, Limited No Yes
3030670 USA/Canada Primary/Elementary Behaviour and Social Wellbeing OBJECTIVE: To evaluate the effectiveness of four NIHL prevention interventions at improving knowledge, attitudes, and intended behaviors regarding sound exposure and appropriate use of hearing protective strategies in children. DESIGN: A randomized trial of the four interventions with a non-intervention comparison group. Questionnaires were completed prior to, immediately after, and three months after each intervention. STUDY: Interventions included: (1) A classroom presentation by older-peer educators, (2) A classroom presentation by health professionals, (3). Exploration of a museum exhibition, and (4). Exploration of an internet-based virtual museum. A comparison group received no intervention. STUDY SAMPLE: Fifty-three fourth grade classrooms (1120 students) participated in the study. Results: All interventions produced significant improvements but the number of improvements decreased over time. In terms of effectiveness, the classroom programs were more effective than the internet-based virtual exhibit, which was more effective than the visit to the museum exhibition. Self-reported exposures indicated that as many as 94.5% of participants were at risk for NIHL. CONCLUSIONS: Interpersonal, interactive educational interventions such as the classroom program are more effective and have longer impact than self-directed learning experiences for NIHL and tinnitus prevention, however each may have an important role in promoting hearing health in elementary school students. Randomized trial of four noise-induced hearing loss and tinnitus prevention interventions for children https://www.google.com/search?q=Randomized+trial+of+four+noise-induced+hearing+loss+and+tinnitus+prevention+interventions+for+children 2013 Universal Other School/College Employees Between Half and Full Term None None Clustered 1120 53 Yes Whole Sample Only Immediate Post-Test Only Yes No Yes, Theoretical Perspectives Yes
3031740 NA NA NA Since 1974 an anti-smoking campaign consisting of a one-day educational intervention has been carried out in primary schools in Milan by the Italian League against Cancer (Milan Division). All but two of the 165 schools were randomized to evaluate the intervention effect. A total of 8549 children aged 9-10 were allocated to the intervention group and 8897 to the control group. Four years later a self-administered questionnaire was distributed in order to investigate the children's smoking habits. The proportion of smokers was 8.05% and 8.72% (p = 0.23) respectively for the intervention and control groups. It was concluded that sporadic educational intervention carried out during primary school years has little or no impact in preventing cigarette smoking in teenagers. Randomized trial of primary school education against smoking https://www.google.com/search?q=Randomized+trial+of+primary+school+education+against+smoking NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA
3030640 USA/Canada College/University Professional Training Problem: Education and research on social work's role in preventing client suicide is limited. Method: Seventy advanced master of social work students were randomly assigned to either the training group (Question, Persuade, and Referral suicide gatekeeper training) or the control group. Outcomes measured over time included suicide knowledge, attitudes toward suicide prevention, self-efficacy, and skills. Results and Conclusion: Interaction effects between group assignment and time suggest improvement among the intervention group with regard to knowledge, efficacy to perform the gatekeeper role, and skills. Both groups improved over time for reluctance to engage with clients at risk for suicide, referral, and gatekeeper behaviors. The intervention group reported improved knowledge of resources and perceived preparedness. No changes in attitudes were observed. (Contains 2 tables and 1 figure.) Randomized Trial of Suicide Gatekeeper Training for Social Work Students https://www.google.com/search?q=Randomized+Trial+of+Suicide+Gatekeeper+Training+for+Social+Work+Students 2012 Universal External Educators Single Session None None Single 70 NA Yes Whole Sample Only At Least Some Follow-Up Yes Yes, Fairly Well Yes, Theoretical Perspectives No
3031846 USA/Canada College/University Professional Training HYPOTHESIS: That pediatric resident trainees would demonstrate increased counseling skill following training in brief motivational interviewing (MI). DESIGN: Randomized controlled trial. SETTING: University of Washington Pediatric Residency. PARTICIPANTS: Pediatric residents (N = 18), including residents in postgraduate years 1, 2, 3, and 4. INTERVENTIONS: Collaborative Management in Pediatrics, a 9-hour behavior change curriculum based on brief MI plus written feedback on communication skills (based on a 3-month Objective Standardized Clinical Evaluation [OSCE]). MAIN OUTCOME MEASURE: The percentage of MI-consistent behavior (%MICO), a summary score for MI skill, was assessed via OSCEs in which standardized patients portray parents of children with asthma in 3 clinical scenarios (stations). The OSCEs were conducted at baseline and 3 and 7 months. Blinded coders rated videotaped OSCEs using a validated tool to tally communication behaviors. Training effects were assessed using linear regression controlling for baseline %MICO. Global ratings of counseling style served as secondary outcome measures. RESULTS: Trained residents demonstrated a trend toward increased skill (%MICO score) at 3 months compared with control residents. At 7 months, %MICO scores increased 16% to 20% (P < .02) across all OSCE stations after the combined intervention of Collaborative Management in Pediatrics training plus written feedback. The effect of training on global ratings supported the main findings. CONCLUSIONS: Pediatric trainees' skills in behavior change counseling improved following the combination of training in brief MI plus personalized feedback. Randomized trial of teaching brief motivational interviewing to pediatric trainees to promote healthy behaviors in families https://www.google.com/search?q=Randomized+trial+of+teaching+brief+motivational+interviewing+to+pediatric+trainees+to+promote+healthy+behaviors+in+families 2010 Universal External Educators Up to Half a Term none none Single 18 NA Yes Whole Sample Only At Least Some Follow-Up Yes Yes, Fairly Well Yes, Theoretical Perspectives Yes
3031223 Multiple Middle/High School Physical Health and Wellbeing The Internet may be an effective medium for delivering smoking prevention to children. Consider This, an Internet-based program, was hypothesized to reduce expectations concerning smoking and smoking prevalence. Group-randomized pretest-posttest controlled trials were conducted in Australia (n = 2,077) and the United States (n = 1,234) in schools containing Grades 6 through 9. Australian children using Consider This reported reduced 30-day smoking prevalence. This reduction was mediated by decreased subjective norms. The amount of program exposure was low in many classes, but program use displayed a dose-response relationship with reduced smoking prevalence. American children only reported lower expectations for smoking in the future. Intervening to prevent smoking is a challenge, and this data suggest small benefits from an Internet-based program that are unlikely to be of practical significance unless increased by improved implementation. Implementation remains the major challenge to delivering interventions via the Internet, both for health educators and researchers. (Contains 4 tables.) Randomized Trials on Consider This, a Tailored, Internet-Delivered Smoking Prevention Program for Adolescents https://www.google.com/search?q=Randomized+Trials+on+Consider+This,+a+Tailored,+Internet-Delivered+Smoking+Prevention+Program+for+Adolescents 2008 Universal Regular Teachers/Lecturers Up to Half a Term None None Clustered 3311 46 No Some Sub-Groups Reported At Least Some Follow-Up Yes Yes, Limited Yes, Theoretical Perspectives Yes
8155680 USA/Canada Preschool/Kindergarten Behaviour and Social Wellbeing This randomized, controlled trial, comparing the Comprehensive Autism Program (CAP) and business as usual programs, studied outcomes for 3-5 year old students with autism spectrum disorder (ASD). Participants included 84 teachers and 302 students with ASD and their parents. CAP utilized specialized curricula and training components to implement specific evidence-based practices both at school and home. A comprehensive set of outcome areas was studied. Hierarchical linear modeling was used to estimate the treatment impact. CAP had small positive impacts on the students' receptive language (effect size of.13) and on their social skills as rated by teachers (effect size of.19). Treatment effects were moderated by severity of ASD. Randomized, Controlled Trial of a Comprehensive Program for Young Students with Autism Spectrum Disorder https://www.google.com/search?q=Randomized,+Controlled+Trial+of+a+Comprehensive+Program+for+Young+Students+with+Autism+Spectrum+Disorder 2015 Targeted Regular Teachers/Lecturers Full Academic Year or Longer Literacy/English None Clustered 302 78 Yes Some Sub-Groups Reported At Least Some Follow-Up Yes Yes, Fairly Well Yes, Descriptive Theory of Change Yes
3031237 NA NA NA OBJECTIVE: To determine whether medical students using the Normal Pregnancy Virtual Patient program (Harvard Medical School and Beth Israel Deaconess Medical Center, Boston, Massachusetts) have better knowledge and skills in obstetric counseling than traditional clerkship students. STUDY DESIGN: We performed a randomized, controlled trial of 23 students at Harvard Medical School to determine whether participation in a virtual patient program improves medical student knowledge and skills in obstetric counseling. Students were randomized to the obstetrics/gynecology clerkship (n = 11) or the clerkship plus Normal Pregnancy Virtual Patient (n = 12) in 2006-2008. Students interviewed a standardized patient at the end of the clerkship. Two blinded physicians reviewed the videotaped interview and used a standardized checklist to assess knowledge and counseling skills in preconception, breastfeeding, genetics, postpartum counseling, and overall performance. RESULTS: Stratified analyses indicated the virtual patient group provided significantly better preconception counseling than controls (p = 0.002). Overall, students who completed the Virtual Patient program scored higher than those in traditional clerkship alone, though not significantly (26.0 vs. 22.0, p = 0.25). The study may not have had sufficient numbers of students enrolled to detect a significant difference. CONCLUSION: The use of a virtual patient program in obstetrics improves medical students' preconception counseling skills. Randomized, controlled trial of a normal pregnancy virtual patient to teach medical students counseling skills https://www.google.com/search?q=Randomized,+controlled+trial+of+a+normal+pregnancy+virtual+patient+to+teach+medical+students+counseling+skills NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA
3031191 USA/Canada Multiple Physical Health and Wellbeing A clustered randomized design was used in which 28 inclusive preschool classrooms were randomly assigned to receive 2 years of training and coaching to fidelity in the LEAP (Learning Experiences and Alternative Program for Preschoolers and Their Parents) preschool model, and 28 inclusive classes were assigned to receive intervention manuals only. In total, 177 intervention classroom children and 117 comparison classroom children participated. Children were similar on all measures at start. After 2 years, experimental class children were found to have made significantly greater improvement than their comparison cohorts on measures of cognitive, language, social, and problem behavior, and autism symptoms. Behavior at entry did not predict outcome nor did family socioeconomic status. The fidelity with which teachers implemented LEAP strategies did predict outcomes. Finally, social validity measurement showed that procedures and outcomes were favorably viewed by intervention class teachers. (Contains 1 figure and 6 tables.) Randomized, Controlled Trial of the LEAP Model of Early Intervention for Young Children with Autism Spectrum Disorders https://www.google.com/search?q=Randomized,+Controlled+Trial+of+the+LEAP+Model+of+Early+Intervention+for+Young+Children+with+Autism+Spectrum+Disorders 2011 Targeted Regular Teachers/Lecturers Full Academic Year or Longer Other School Subjects Other School Subjects Clustered 294 56 Yes Whole Sample Only At Least Some Follow-Up Yes No Yes, Descriptive Theory of Change Yes
3030867 Asia NA Behaviour and Social Wellbeing OBJECTIVE: To study the effectiveness of electro-acupuncture with behavior therapy on preschool children with attention deficit hyperactivity disorder (ADHD). METHODS: 180 preschool children with ADHD diagnosed by DSM-IV were classified into three subtypes: predominantly inattentive subtype (PI subtype, 60 cases), predominantly hyperactive-impulsive subtype (HI subtype, 60 cases) and combined subtype (CT subtype, 60 cases). In each subtype, the patients were recruited randomly into experimental group, which received electro-acupuncture and behavior therapy; and control group, which received sham electro-acupuncture and behavior therapy. The treatment efficacy was evaluated by measuring the change in core symptoms of ADHD according to the standard enacted by the national traditional Chinese medicine committee after 12 courses of treatment (lasted 12 weeks) and relapse rate was evaluated after a half-year follow up. RESULTS: (1) In PI subtype, 11 cases showed effectiveness with treatment and 12 cases showed improvement with treatment among experimental group, while five cases showed effectiveness and 12 cases showed improvement among control group; in HI subtype, 10 cases showed effectiveness and 17 cases showed improvement among experimental group, while four cases showed effectiveness and 14 cases showed improvement among control group; in CI subtype, 12 cases showed effectiveness and 12 cases showed improvement among experimental group, while five cases showed effectiveness and 12 cases showed improvement among control group; The overall comparison manifested that the efficacy of experimental group was better than that of control group (p<0.05). (2) The core symptoms of experimental group were significantly decreased than that of control group at half-year follow up (p<0.05). CONCLUSION: The treatment of ADHD in preschool children with electro-acupuncture combining behavior therapy has positive effect in reducing symptoms of ADHD. Adverse events are mild to patients. It is recommendable for this combined therapy, while multi-center RCT needs to be further studied. Randomized-controlled study of treating attention deficit hyperactivity disorder of preschool children with combined electro-acupuncture and behavior therapy https://www.google.com/search?q=Randomized-controlled+study+of+treating+attention+deficit+hyperactivity+disorder+of+preschool+children+with+combined+electro-acupuncture+and+behavior+therapy 2010 Targeted External Educators Between Half and Full Term None None Single 180 NA Yes Some Sub-Groups Reported At Least Some Follow-Up Yes No Yes, Theoretical Perspectives Yes
3031270 UK/Ireland Middle/High School Physical Health and Wellbeing Background: To date, no school-based intervention has been proven to be effective in preventing adolescent smoking, despite continuing concern about smoking levels amongst young people in the United Kingdom. Although formal teacher-led smoking prevention interventions are considered unlikely to be effective, peer-led approaches to reducing smoking have been proposed as potentially valuable. Methods/design: ASSIST (A Stop Smoking in Schools Trial) is a comprehensive, large-scale evaluation to rigorously test whether peer supporters in Year 8 (age 11-12) can be recruited and trained to effect a reduction in smoking uptake among their fellow students. The evaluation is employing a cluster randomised controlled trial (RCT) design with secondary school as the unit of randomisation, and is being undertaken in 59 schools in South East Wales and the West of England. Embedded within the trial are an economic evaluation of the intervention costs, a process evaluation to provide detailed information on how the intervention was delivered and received, and an analysis of social networks to consider whether such a peer group intervention could work amongst schoolchildren in this age group. Schools were randomised to either continue with normal smoking education (n = 29 schools, 5562 students), or to do so and additionally receive the ASSIST intervention (n = 30 schools, 5481 students). No schools withdrew once the trial had started, and the intervention was successfully implemented in all 30 schools, with excellent participation rates from the peer supporters. The primary outcome is regular (weekly) smoking, validated by salivary cotinine, and this outcome has been obtained for 94.4%, 91.0% and 95.6% of eligible students at baseline, immediate post-intervention, and one-year follow-up respectively. Discussion: Comprehensive evaluations of complex public health interventions of this scale and nature are rare in the United Kingdom. This paper demonstrates the feasibility of conducting cluster RCTs of complex public health interventions in schools, and how the rigour of such designs can be maximised both by thorough implementation of the protocol and by broadening the scope of questions addressed in the trial by including additional evaluative components. 2005 Starkey et al; licensee BioMed Central Ltd. Rationale, design and conduct of a comprehensive evaluation of a school-based peer-led anti-smoking intervention in the UK: The ASSIST cluster randomised trial ISRCTN55572965 https://www.google.com/search?q=Rationale,+design+and+conduct+of+a+comprehensive+evaluation+of+a+school-based+peer-led+anti-smoking+intervention+in+the+UK:+The+ASSIST+cluster+randomised+trial+ISRCTN55572965 2005 Universal Mixture Between Half and Full Term None None Clustered 11043 59 Yes NA At Least Some Follow-Up NA NA NA NA
3031326 Rest of Europe Middle/High School Study-Related Skills Objective: The aim of the study is to evaluate the long-term near-transfer effects of computerized working memory (WM) training on standard WM tasks in children with Attention-Deficit/Hyperactivity Disorder (ADHD). Method: Sixty-seven children aged 10-12 years in Vestfold/Telemark counties (Norway) diagnosed with F90.0 Hyperkinetic disorder (ICD-10) were randomly assigned to training or control group. The training group participated in a 25-day training program at school, while the control group received treatment-as-usual. Participants were tested one week before intervention, immediately after and eight months later. Based on a component analysis, six measures of WM were grouped into composites representing Visual, Auditory and Manipulation WM. Results: The training group had significant long-term differential gains compared to the control group on all outcome measures. Performance gains for the training group were significantly higher in the visual domain than in the auditory domain. The differential gain in Manipulation WM persisted after controlling for an increase in simple storage capacity. Conclusion: Systematic training resulted in a long-term positive gain in performance on similar tasks, indicating the viability of training interventions for children with ADHD. The results provide evidence for both domain-general and domain-specific models. Far-transfer effects were not investigated in this article. Trial Registration: Controlled-Trials.com ISRCTN19133620 2013 Hovik et al. RCT of working memory training in ADHD: Long-term near-transfer effects https://www.google.com/search?q=RCT+of+working+memory+training+in+ADHD:+Long-term+near-transfer+effects 2013 Targeted Regular Teachers/Lecturers Between Half and Full Term None None Single 67 NA Yes Some Sub-Groups Reported At Least Some Follow-Up Yes Yes, But Not Reported Yes, Descriptive Theory of Change Yes
3031869 UK/Ireland Primary/Elementary Literacy/English Background: Intervention studies for children at risk of dyslexia have typically been delivered preschool, and show short-term effects on letter knowledge and phoneme awareness, with little transfer to literacy. Methods: This randomised controlled trial evaluated the effectiveness of a reading and language intervention for 6-year-old children identified by research criteria as being at risk of dyslexia (n = 56), and their school-identified peers (n = 89). An Experimental group received two 9-week blocks of daily intervention delivered by trained teaching assistants; the Control group received 9 weeks of typical classroom instruction, followed by 9 weeks of intervention. Results: Following mixed effects regression models and path analyses, small-to-moderate effects were shown on letter knowledge, phoneme awareness and taught vocabulary. However, these were fragile and short lived, and there was no reliable effect on the primary outcome of word-level reading. Conclusions: This new intervention was theoretically motivated and based on previous successful interventions, yet failed to show reliable effects on language and literacy measures following a rigorous evaluation. We suggest that the intervention may have been too short to yield improvements in oral language; and that literacy instruction in and beyond the classroom may have weakened training effects. We argue that reporting of null results makes an important contribution in terms of raising standards both of trial reporting and educational practice. Reading and Language Intervention for Children at Risk of Dyslexia: A Randomised Controlled Trial https://www.google.com/search?q=Reading+and+Language+Intervention+for+Children+at+Risk+of+Dyslexia:+A+Randomised+Controlled+Trial 2014 Targeted Regular Teachers/Lecturers Between Half and Full Term none none Single 61 NA No Whole Sample Only At Least Some Follow-Up Yes Yes, Fairly Well Yes, Theoretical Perspectives Yes
3031696 UK/Ireland Special School Literacy/English Aim: This paper reports the first randomized controlled trial of a reading and language intervention for children with Down syndrome (DS). Method: 57 children with DS aged 5-10 years, in mainstream primary schools, were randomly allocated to intervention (40-weeks intervention) and waiting control (20-weeks intervention) groups. Trained teaching assistants delivered intervention to individual children in daily 40-minute sessions. Children were assessed before intervention (t1), after 20-weeks of intervention (t2) and after 40-weeks of intervention (t3). Results: At t2, the intervention group made more progress on measures of word reading, letter-sound knowledge, phoneme blending and taught expressive vocabulary (effect sizes 0.23-0.54). Effects did not transfer to wider measures of literacy and language. Though the intervention group remained ahead of the control group on most outcome measures at t3, effects were not significant at this time. Children who were younger, had better receptive language skills at the start of the study, and received more intervention sessions made more progress. Conclusions: Intervention delivered by trained teaching assistants in school produced gains in reading and language for children with DS when compared with routine classroom practice. Gains were seen in skills directly taught with little evidence of generalization at this time. Reading and language intervention for children with Down syndrome: Outcomes from a RCT https://www.google.com/search?q=Reading+and+language+intervention+for+children+with+Down+syndrome:+Outcomes+from+a+RCT 2012 Targeted Other School/College Employees Full Academic Year or Longer Numeracy/Maths None Single 57 NA yes Whole Sample Only Immediate Post-Test Only Yes No Yes, Descriptive Theory of Change Yes
3031388 USA/Canada Multiple Literacy/English This article reports the outcomes of a multiyear study comparing the English and Spanish language and reading performance of Spanish-dominant children randomly assigned, beginning in kindergarten, to transitional bilingual education (TBE) or structured English immersion (SEI) for periods of up to 5 years. On the Peabody Picture Vocabulary Test and its Spanish equivalent (Test de Vocabulario en Imagenes Peabody) and on the English and Spanish versions of three Woodcock Reading Scales, first graders in TBE performed significantly better in Spanish and worse in English than did their SEI counterparts. Differences diminished in second and third grades, and by fourth grade, when all students in TBE had transitioned to English-only instruction, there were no significant differences on English reading measures. These findings suggest that Spanish-dominant students learn to read in English equally well in TBE and SEI and that policy should therefore focus on the quality of instruction rather than on the language of instruction for English-language learners. (Contains 1 note and 8 tables.) Reading and Language Outcomes of a Multiyear Randomized Evaluation of Transitional Bilingual Education https://www.google.com/search?q=Reading+and+Language+Outcomes+of+a+Multiyear+Randomized+Evaluation+of+Transitional+Bilingual+Education 2011 Targeted Regular Teachers/Lecturers Full Academic Year or Longer none none Single 345 NA Yes Some Sub-Groups Reported At Least Some Follow-Up Yes Yes, But Not Reported Yes, Theoretical Perspectives Yes
3031903 NA NA NA This study aims to evaluate in a school-based tutoring setting a training program for spelling (Marburger Rechtschreibtraining) that has proven effective in non-school settings. A spelling training program already in use at the school serves as the control condition. A total of 37 second- and third-graders rated by their teachers as spelling disabled participated in the study. In addition to their regular lessons, the children received two added lessons in small tutoring groups each week. The skills of the children in the tutoring program had increased significantly two years later regardless of the method used. This effect was confirmed both by tests as well as by teachers' and parental reports. The children's emotional attitudes towards school failed to change significantly. The control group that had received no tutoring improved as well. Tutoring spelling disabled children in small groups is an effective method for improving their reading and spelling abilities. The fact that the skills of children in the control group without any tutoring also improved raises a number of questions. The choice of method in our study had no effect on the outcome. Our study was unable to systematically evaluate a number of potential influences; these should be investigated further. (PsycINFO Database Record (c) 2012 APA, all rights reserved) Rechtschreibtraining in schulischen F�rdergruppen--Ergebnisse einer Evaluationsstudie in der Primarstufe https://www.google.com/search?q=Rechtschreibtraining+in+schulischen+F�rdergruppen--Ergebnisse+einer+Evaluationsstudie+in+der+Primarstufe NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA
3030954 Rest of Europe College/University Professional Training Background Basic Life Support (BLS) education in secondary schools and universities is often neglected or outsourced because teachers indicate not feeling competent to teach this content. Objective Investigate reciprocal learning with task cards as instructional model for teaching BLS and the effect of instructor expertise in BLS on learning outcomes. Methods There were 175 students (mean age = 18.9 years) randomized across a reciprocal/BLS instructor (RBI) group, a reciprocal/non-BLS instructor (RNI) group, and a traditional/BLS instructor group (TBI). In the RBI and RNI group, students were taught BLS through reciprocal learning with task cards. The instructor in the RBI group was certified in BLS by the European Resuscitation Council. In the TBI, students were taught BLS by a certified instructor according to the Belgian Red Cross instructional model. Student performance was assessed 1 day (intervention) and 3 weeks after intervention (retention). Results At retention, significantly higher BLS performances were found in the RBI group (M = 78%), p = 0.007, ES = 0.25, and the RNI group (M = 80%), p < 0.001, Effect Size (ES) =.36, compared to the TBI (M = 73%). Significantly more students remembered and performed all BLS skills in the experimental groups at intervention and retention. No differences in BLS performance were found between the reciprocal groups. Ventilation volumes and flow rates were significantly better in the TBI at intervention and retention. Conclusion Reciprocal learning with task cards is a valuable model for teaching BLS when instructors are not experienced or skilled in BLS. 2014 Elsevier Inc. Reciprocal learning with task cards for teaching basic life support (BLS): Investigating effectiveness and the effect of instructor expertise on learning outcomes. A randomized controlled trial https://www.google.com/search?q=Reciprocal+learning+with+task+cards+for+teaching+basic+life+support+(BLS):+Investigating+effectiveness+and+the+effect+of+instructor+expertise+on+learning+outcomes.+A+randomized+controlled+trial 2013 Universal Regular Teachers/Lecturers Up to Half a Term None None Single 175 NA Yes Whole Sample Only At Least Some Follow-Up Yes Yes, Fairly Well Yes, Descriptive Theory of Change Yes
3031240 NA NA NA Background/Objectives: Social contact is known to reduce stigma and social contact-based interventions are being increasingly used in anti-stigma programmes in mental health. Recorded interventions, such as audiovisual DVDs, may act as an indirect form of social contact and may have practical and cost advantages, but little is known about their effectiveness. To compare the effectiveness of a DVD and a live mental health service user intervention and a lecture control, in reducing stigma. We hypothesised that: (i) there will be no difference between the DVD (indirect social contact with people affected by mental illness) and live (direct social contact) delivery modes; and (ii) the interventions with some form of social contact (DVD or live) will be more effective than a control with no social contact (lecture). Methods: Student nurses in their university foundation year were randomly allocated to (i) watch a DVD recording of service users and carers talking about their experiences, (ii) hear a live presentation by a service user and carer, or (iii) attend a lecture on mental health awareness and stigma. Outcomes were measured post-session and at four months follow-up. The primary outcome was stigmatising attitudes (Mental Illness Clinicians' Attitudes scale, MICA). Secondary stigma-related outcomes were: emotional reactions to people with mental illness (Emotional Reactions to Mental Illness Scale, ERMIS), intended social proximity (Reported and Intended Behaviour Scale, RIBS), knowledge (Social Contact Interventions Leaning Outcomes scale, SCILO), and intended disclosure and intended healthcare seeking (two items only measured at follow up). Participants' views, process variables and cost comparisons were also assessed. Two sets of comparisons were made following our hypotheses: (1) DVD versus live and (2) social contact with people affected by mental illness (indirect or direct i.e. DVD or live) versus no social contact (lecture). Results: 360 participants were randomised and 216 attended the interventions. Post-session data were collected for all participants and the response rate at four months follow-up was 89% (193/216). Results will be presented on the effectiveness of the interventions, on cost comparisons, on process variables, and on participants' views. Discussion/Conclusions: The implications of the study findings for decisions about which strategies to use in anti-stigma programmes will be discussed. We will also identify the remaining evidence gaps and make recommendations for future research. Recorded versus live social contact interventions to reduce stigma: Randomised controlled trial https://www.google.com/search?q=Recorded+versus+live+social+contact+interventions+to+reduce+stigma:+Randomised+controlled+trial NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA
3031558 USA/Canada Preschool/Kindergarten Behaviour and Social Wellbeing Research Findings: The present study examined the efficacy of a self-regulation intervention with 65 preschool children. Using circle time games, the study examined whether participating in a treatment group significantly improved behavioral self-regulation and early academic outcomes. Half of the children were randomly assigned to participate in 16 playgroups during the winter of the school year. Behavioral aspects of self-regulation and early achievement were assessed in the fall and spring. Although there was no treatment effect in the overall sample, post hoc analyses revealed that participation in the treatment group was significantly related to self-regulation gains in children who started the year with low levels of these skills. Children in the treatment group also demonstrated significant letter-word identification gains compared to children in the control group. Practice or Policy: The findings from this study provide preliminary evidence for the efficacy of the intervention in terms of improving preschoolers' behavioral self-regulation for children low in these skills and improving letter-word identification. Although preliminary, these results have the potential to inform preschool curricula that emphasize behavioral self-regulation as a means of facilitating school readiness. (Contains 4 tables.) Red Light, Purple Light: Findings from a Randomized Trial Using Circle Time Games to Improve Behavioral Self-Regulation in Preschool https://www.google.com/search?q=Red+Light,+Purple+Light:+Findings+from+a+Randomized+Trial+Using+Circle+Time+Games+to+Improve+Behavioral+Self-Regulation+in+Preschool 2011 Universal Regular Teachers/Lecturers Between Half and Full Term Literacy/English none Single 65 NA No Some Sub-Groups Reported Immediate Post-Test Only Yes yes, fairly Well Yes, Descriptive Theory of Change Yes
3030829 USA/Canada Primary/Elementary Behaviour and Social Wellbeing Researchers have demonstrated that cognitive-behavioral intervention strategies--such as social problem solving--provided in school settings can help ameliorate the developmental risk for emotional and behavioral difficulties. In this study, we report the results of a randomized controlled trial of Tools for Getting Along (TFGA), a social problem-solving universally delivered curriculum designed to reduce the developmental risk for serious emotional or behavioral problems among upper elementary grade students. We analyzed pre-intervention and post-intervention teacher-report and student self-report data from 14 schools, 87 classrooms, and a total of 1296 students using multilevel modeling. Results (effect sizes calculated using Hedges' g) indicated that students who were taught TFGA had a more positive approach to problem solving (g = 0.11) and a more rational problem-solving style (g = 0.16). Treated students with relatively poor baseline scores benefited from TFGA on (a) problem-solving knowledge (g = 1.54); (b) teacher-rated executive functioning (g = 0.35 for Behavior Regulation and 0.32 for Metacognition), and proactive aggression (g = 0.20); and (c) self-reported trait anger (g = 0.17) and anger expression (g = 0.21). Thus, TFGA may reduce risk for emotional and behavioral difficulties by improving students' cognitive and emotional self-regulation and increasing their pro-social choices. (Contains 4 tables.) Reducing Developmental Risk for Emotional/Behavioral Problems: A Randomized Controlled Trial Examining the Tools for Getting Along Curriculum https://www.google.com/search?q=Reducing+Developmental+Risk+for+Emotional/Behavioral+Problems:+A+Randomized+Controlled+Trial+Examining+the+Tools+for+Getting+Along+Curriculum 2012 Targeted Regular Teachers/Lecturers Full Academic Year or Longer None None Clustered 1296 87 Yes Some Sub-Groups Reported At Least Some Follow-Up Yes No No No
3031645 Asia Preschool/Kindergarten Physical Health and Wellbeing Objectives: To assess counseling to caregivers and classroom health education interventions to reduce environmental tobacco smoke exposure of children aged 5-6 years in China. Methods: In a randomized controlled trial in two preschools in Changsha, China, 65 children aged 5-6 years old and their smoker caregivers (65) were randomly assigned to intervention (n = 33) and control (no intervention) groups (n = 32). In the intervention group, caregivers received self-help materials and smoking cessation counseling from a trained counselor, while their children were given classroom-based participatory health education. Children's urinary cotinine level and the point prevalence of caregiver quitting were measured at baseline and after 6 months. Results: At the 6-month follow-up, children's urinary cotinine was significantly lower (Z = -3.136; p = 0.002) and caregivers' 7-day quit rate was significantly higher (34.4% versus 0%) (p < 0.001; adjusted OR = 1.13; 95% CI: 1.02-1.26) in the intervention than control group. Conclusions: Helping caregivers quitting smoke combined with classroom-based health education was effective in reducing children's environmental tobacco smoke exposure. Larger-scale trials are warranted. Reducing environmental tobacco smoke exposure of preschool children: A randomized controlled trial of class-based health education and smoking cessation counseling for caregivers https://www.google.com/search?q=Reducing+environmental+tobacco+smoke+exposure+of+preschool+children:+A+randomized+controlled+trial+of+class-based+health+education+and+smoking+cessation+counseling+for+caregivers 2015 Targeted Mixture Between Half and Full Term None None Single 65 NA Yes Whole Sample Only Immediate Post-Test Only Yes No Yes, Descriptive Theory of Change Yes
3031669 USA/Canada Primary/Elementary Behaviour and Social Wellbeing Six schools were randomly assigned to a multilevel bullying intervention or a control condition. Children in Grades 3-6 (N=1,023) completed pre- and posttest surveys of behaviors and beliefs and were rated by teachers. Observers coded playground behavior of a random subsample (n=544). Hierarchical analyses of changes in playground behavior revealed declines in bullying and argumentative behavior among intervention-group children relative to control-group children, increases in agreeable interactions, and a trend toward reduced destructive bystander behavior. Those in the intervention group reported enhanced bystander responsibility, greater perceived adult responsiveness, and less acceptance of bullying/aggression than those in the control group. Self-reported aggression did not differ between the groups. Implications for future research on the development and prevention of bullying are discussed. Reducing Playground Bullying and Supporting Beliefs: An Experimental Trial of the Steps to Respect Program https://www.google.com/search?q=Reducing+Playground+Bullying+and+Supporting+Beliefs:+An+Experimental+Trial+of+the+Steps+to+Respect+Program 2005 Universal Regular Teachers/Lecturers Between Half and Full Term None None Single 1023 6 yes Some Sub-Groups Reported At Least Some Follow-Up Yes No Yes, Theoretical Perspectives yes
3031660 USA/Canada Primary/Elementary Other School Subjects Student turnover has many negative consequences for students and schools, and the high mobility rates of disadvantaged students may exacerbate inequality. Scholars have advised schools to reduce mobility by building and improving relationships with and among families, but such efforts are rarely tested rigorously. A cluster-randomized field experiment in 52 predominantly Hispanic elementary schools in San Antonio, Texas, and Phoenix, Arizona, tested whether student mobility in early elementary school was reduced through Families and Schools Together (FAST), an intervention that builds social capital among families, children, and schools. FAST failed to reduce mobility overall but substantially reduced the mobility of Black students, who were especially likely to change schools. Improved relationships among families help explain this finding. (PsycINFO Database Record (c) 2014 APA, all rights reserved)(journal abstract) Reducing school mobility: A randomized trial of a relationship-building intervention https://www.google.com/search?q=Reducing+school+mobility:+A+randomized+trial+of+a+relationship-building+intervention 2013 Universal Mixture Full Academic Year or Longer None None Clustered 3091 52 yes Some Sub-Groups Reported Immediate Post-Test Only Yes No Yes, Descriptive Theory of Change Yes
3031340 USA/Canada College/University Professional Training The stigma of mental illness among medical students is a prevalent concern that has far reaching negative consequences. Attempts to combat this stigma through educational initiatives have had mixed results. This study examined the impact of a one-time contact-based educational intervention on the stigma of mental illness among medical students and compared this with a multimodal undergraduate psychiatry course at the University of Calgary, Canada that integrates contact-based educational strategies. Attitudes towards mental illness were compared with those towards type 2 diabetes mellitus (T2DM). A cluster-randomized trial design was used to evaluate the impact of contact-based educational interventions delivered at two points in time. The impact was assessed by collecting data at 4 time points using the Opening Minds Scale for Health Care Providers (OMS-HC) to assess changes in stigma. Baseline surveys were completed by 62% (n=111) of students before the start of the course and post-intervention ratings were available from 90 of these. Stigma scores for both groups were significantly reduced upon course completion (p < 0.0001), but were not significantly changed following the one-time contact based educational intervention in the primary analysis. Student confidence in working with people with a mental illness and interest in a psychiatric career was increased at the end of the course. Stigma towards mental illness remained greater than for T2DM at all time points. Psychiatric education can decrease the stigma of mental illness and increase student confidence. However, one-time, contact-based educational interventions require further evaluation in this context. The key components are postulated to be contact, knowledge and attention to process, where attending to the student's internal experience of working with people with mental illness is an integral factor in modulating perceptions of mental illness and a psychiatric career. Reducing the stigma of mental illness in undergraduate medical education: a randomized controlled trial https://www.google.com/search?q=Reducing+the+stigma+of+mental+illness+in+undergraduate+medical+education:+a+randomized+controlled+trial 2013 Universal External Educators Single Session None None Single 111 NA No Whole Sample Only At Least Some Follow-Up Yes No Yes, Descriptive Theory of Change Yes
3030851 Australia/New Zealand Middle/High School Physical Health and Wellbeing Purpose Two-year longitudinal follow-up data evaluated the behavioral impact of Resilient Families, a universal intervention that aimed to prevent early initiation and frequent and heavy adolescent alcohol use in secondary schools in Melbourne, Australia. Methods Of 24 secondary schools (62% of those approached), 12 were randomly assigned to intervention and 12 as controls. Intervention students received a social relationship curriculum; their parents received parent education handbooks and invitations to parent education events outlining strategies to encourage healthy adolescent development and reduce adolescent alcohol misuse. At Wave 1 (2004), students were in Year 7 secondary school (mean age, 12.3 years). Data were imputed for students completing at least two of three annual surveys (N = 2,354). Wave 3 (2006; mean, 14.5 years) main outcome measures for alcohol use were 'any,' 'frequent' (at least monthly), and 'heavy' (five or more drinks in a session at least once in the prior fortnight). Multivariate logistic regression assessed intervention exposure effects, adjusting for school classroom clustering and baseline measures. Results Relative to controls, intervention students showed significant reductions in any lifetime use (adjusted odds ratio [AOR],.78; 95% confidence interval [CI],.62-.97), and reduced progression to frequent (AOR,.69; CI,.56-.86) and heavy use (AOR,.75; CI,.60-.94). Conclusions Randomized assignment to Resilient Families was associated with a significant reduction in adolescent alcohol use among families volunteering for the evaluation. Family-school-based interventions appear promising as a strategy to contribute to population reductions in currently high rates of adolescent alcohol misuse. 2013 Society for Adolescent Health and Medicine. All rights reserved. Reduction of adolescent alcohol use through family-school intervention: A Randomized trial https://www.google.com/search?q=Reduction+of+adolescent+alcohol+use+through+family-school+intervention:+A+Randomized+trial 2013 Universal Regular Teachers/Lecturers Full Academic Year or Longer Behaviour and Social Wellbeing None Clustered 2354 24 Yes Whole Sample Only Immediate Post-Test Only Yes No No No
3031427.1 Asia Primary/Elementary Literacy/English This paper presents the results of two randomized experiments conducted in schools in urban India. A remedial education program hired young women to teach students lagging behind in basic literacy and numeracy skills. It increased average test scores of all children in treatment schools by 0.28 standard deviation, mostly due to large gains experienced by children at the bottom of the test-score distribution. A computer-assisted learning program focusing on math increased math scores by 0.47 standard deviation. One year after the programs were over, initial gains remained significant for targeted children, but they faded to about 0.10 standard deviation. Reprinted by permission of the MIT Press Remedying education: evidence from two randomized experiments in India https://www.google.com/search?q=Remedying+education:+evidence+from+two+randomized+experiments+in+India 2007 Universal Regular Teachers/Lecturers Full Academic Year or Longer Numeracy/Maths none Clustered 12855 98 Yes Some Sub-Groups Reported At Least Some Follow-Up Yes Yes, Limited Yes, Theoretical Perspectives Yes
3031427.2 Asia Primary/Elementary Literacy/English This paper presents the results of two randomized experiments conducted in schools in urban India. A remedial education program hired young women to teach students lagging behind in basic literacy and numeracy skills. It increased average test scores of all children in treatment schools by 0.28 standard deviation, mostly due to large gains experienced by children at the bottom of the test-score distribution. A computer-assisted learning program focusing on math increased math scores by 0.47 standard deviation. One year after the programs were over, initial gains remained significant for targeted children, but they faded to about 0.10 standard deviation. Reprinted by permission of the MIT Press Remedying education: evidence from two randomized experiments in India https://www.google.com/search?q=Remedying+education:+evidence+from+two+randomized+experiments+in+India 2007 Universal Regular Teachers/Lecturers Full Academic Year or Longer Numeracy/Maths none Clustered 11255 111 Yes Some Sub-Groups Reported At Least Some Follow-Up Yes Yes, Limited Yes, Theoretical Perspectives Yes
8154602 USA/Canada Primary/Elementary Literacy/English Repeated readings (RR) has garnered much attention as an evidence based intervention designed to improve all components of reading fluency (rate, accuracy, prosody, and comprehension). Despite this attention, there is not an abundance of research comparing its effectiveness to other potential interventions. The current study presents the findings from a randomized control trial study involving the assignment of 168 second grade students to a RR, wide reading (WR), or business as usual condition. Intervention students were provided with 9�10 weeks of intervention with sessions occurring four times per week. Pre- and post-testing were conducted using Woodcock-Johnson III reading achievement measures (Woodcock, McGrew, & Mather, 2001, curriculum-based measurement (CBM) probes, measures of prosody, and measures of students' eye movements when reading. Changes in fluency were also monitored using weekly CBM progress monitoring procedures. Data were collected on the amount of time students spent reading and the number of words read by students during each intervention session. Results indicate substantial gains made by students across conditions, with some measures indicating greater gains by students in the two intervention conditions. Analyses do not indicate that RR was superior to WR. In addition to expanding the RR literature, this study greatly expands research evaluating changes in reading behaviors that occur with improvements in reading fluency. Implications regarding whether schools should provide more opportunities to repeatedly practice the same text (i.e., RR) or practice a wide range of text (i.e., WR) are provided. (PsycINFO Database Record (c) 2017 APA, all rights reserved) (Source: journal abstract) Repeated versus wide reading: A randomized control design study examining the impact of fluency interventions on underlying reading behavior https://www.google.com/search?q=Repeated+versus+wide+reading:+A+randomized+control+design+study+examining+the+impact+of+fluency+interventions+on+underlying+reading+behavior 2016 Universal External Educators Between Half and Full Term None None Clustered 168 5 Yes Some Sub-Groups Reported At Least Some Follow-Up Yes Yes, Fairly Well Yes, Theoretical Perspectives Yes
5132715.1 USA/Canada Preschool/Kindergarten Literacy/English Although response-to-instruction (RTI) approaches have received increased attention, few studies have evaluated the potential impacts of RTI approaches with preschool populations. This article presents results of 2 studies examining impacts of Tier II instruction with preschool children. Participating children were identified as substantially delayed in the acquisition of early literacy skills despite exposure to high-quality, evidence-based classroom instruction. Study 1 included 93 children (M age = 58.2 months; SD = 3.62) attending 12 Title I preschools. Study 2 included 184 children (M age = 58.2 months; SD = 3.38) attending 19 Title I preschools. The majority of children were Black/African American, and about 60% were male. In both studies, eligible children were randomized to receive either 11 weeks of need-aligned, small-group instruction or just Tier I. Tier II instruction in Study 1 included variations of activities for code- and language-focused domains with prior evidence of efficacy in non-RTI contexts. Tier II instruction in Study 2 included instructional activities narrower in scope, more intensive, and delivered to smaller groups of children. Impacts of Tier II instruction in Study 1 were minimal; however, there were significant and moderate-to-large impacts in Study 2. These results identify effective Tier II instruction but indicate that the context in which children are identified may alter the nature of Tier II instruction that is required. Children identified as eligible for Tier II in an RTI framework likely require more intensive and more narrowly focused instruction than do children at general risk of later academic difficulties. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (journal abstract) Response to instruction in preschool: Results of two randomized studies with children at significant risk of reading difficulties. https://www.google.com/search?q=Response+to+instruction+in+preschool:+Results+of+two+randomized+studies+with+children+at+significant+risk+of+reading+difficulties. 2016 Targeted External Educators Up to Half a Term Other School Subjects None Clustered 93 2-6 children Yes Whole Sample Only Immediate Post-Test Only Yes No Yes, Descriptive Theory of Change No
5132715.2 USA/Canada Preschool/Kindergarten Literacy/English Although response-to-instruction (RTI) approaches have received increased attention, few studies have evaluated the potential impacts of RTI approaches with preschool populations. This article presents results of 2 studies examining impacts of Tier II instruction with preschool children. Participating children were identified as substantially delayed in the acquisition of early literacy skills despite exposure to high-quality, evidence-based classroom instruction. Study 1 included 93 children (M age = 58.2 months; SD = 3.62) attending 12 Title I preschools. Study 2 included 184 children (M age = 58.2 months; SD = 3.38) attending 19 Title I preschools. The majority of children were Black/African American, and about 60% were male. In both studies, eligible children were randomized to receive either 11 weeks of need-aligned, small-group instruction or just Tier I. Tier II instruction in Study 1 included variations of activities for code- and language-focused domains with prior evidence of efficacy in non-RTI contexts. Tier II instruction in Study 2 included instructional activities narrower in scope, more intensive, and delivered to smaller groups of children. Impacts of Tier II instruction in Study 1 were minimal; however, there were significant and moderate-to-large impacts in Study 2. These results identify effective Tier II instruction but indicate that the context in which children are identified may alter the nature of Tier II instruction that is required. Children identified as eligible for Tier II in an RTI framework likely require more intensive and more narrowly focused instruction than do children at general risk of later academic difficulties. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (journal abstract) Response to instruction in preschool: Results of two randomized studies with children at significant risk of reading difficulties. https://www.google.com/search?q=Response+to+instruction+in+preschool:+Results+of+two+randomized+studies+with+children+at+significant+risk+of+reading+difficulties. 2016 Targeted External Educators Up to Half a Term Other School Subjects None Clustered 184 4-6 children Yes Whole Sample Only Immediate Post-Test Only Yes No Yes, Descriptive Theory of Change No
3031409 NA NA NA We describe the results of a randomized controlled study on the efficacy of a smoking prevention program based on behavioral methods (Waterloo Smoking Prevention Program 1, adapted). 792 children of 12-13 years of age from the Health District of Rozzano (MI) were the study base. The program was delivered directly by voluntary teachers during school classes. Two follow-up, at 18 and 36 month from the end of the program were conducted using self-administered questionnaire and telephonic interviews. At 36 months the proportion of non-smokers was higher in the intervention group (55% vs 44%; OR (adjusted for clustering) = 1.7; p = .03) and that of regular (at least one cigarette a week) smokers lower (22% vs 39%) than in the control group. We found no difference of effect between males and females students. Social pressure associated with starting to smoke (friends, sibsters, parents smokers) measured before intervention had no demonstrable influence on efficacy. We propose this kind of intervention for Italian students as an effective and low- cost program, even though more research is needed to maintain effectiveness of these kind of programs beyond adolescence. Results of an adolescent smoking prevention program in Italy: a randomized controlled trial https://www.google.com/search?q=Results+of+an+adolescent+smoking+prevention+program+in+Italy:+a+randomized+controlled+trial NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA
3031832 Rest of Europe Middle/High School Behaviour and Social Wellbeing This study investigated the effectiveness of an expressive writing intervention in a sample of Italian early adolescents on internalizing and post-traumatic stress symptoms and coping strategies. Participants were 153 Italian adolescents (48% male), attending 7th grade (M = 12.24 yrs, SD = 0.47). Youth were randomly assigned either to write about personal emotional events related to problems they recently experienced with peers, or trivial topics. Data were collected before and 2 months following the intervention. Analyses revealed no overall intervention effects on symptoms. However, level of peer victimization moderated the effects of the intervention on coping strategies, such that victimized youth in the intervention showed increases in cognitive restructuring and avoidance coping, relative to other groups. Thus, expressive writing affected coping strategies but not internalizing problems in our early adolescent sample. (Contains 2 tables and 5 figures.) Results of an Italian School-Based Expressive Writing Intervention Trial Focused on Peer Problems https://www.google.com/search?q=Results+of+an+Italian+School-Based+Expressive+Writing+Intervention+Trial+Focused+on+Peer+Problems 2009 Universal Regular Teachers/Lecturers Up to Half a Term None None Single 153 NA No Whole Sample Only Immediate Post-Test Only Yes No Yes, Descriptive Theory of Change Yes
3031377 Rest of Europe Middle/High School Physical Health and Wellbeing Objective: To examine risk moderation of an alcohol intervention targeting parents and adolescents. Design: A cluster randomized trial including 2937 Dutch early adolescents (m=12.68. years, SD=0.51) and their parents randomized over four conditions: parent intervention, student intervention, combined parent-student intervention, and control group. Setting: 152 classes of 19 high schools in The Netherlands (2006). Method: Moderators at baseline (adolescent: gender, educational level and externalizing behavior; parent: educational level and heavy alcohol use) were used to examine the differential effects of the interventions on onset of (heavy) weekly drinking at 22-month follow-up. Results: The combined intervention effectively delayed the onset of weekly drinking in the general population of adolescents, and was particularly effective in delaying the onset of heavy weekly drinking in a higher-risk subsample of adolescents (i.e. those attending lower levels of education and reporting higher levels of externalizing behavior). Conclusion: Present and previous results have established the combined intervention to be universally effective in postponing weekly alcohol use among Dutch adolescents, with an added effect on postponing heavy weekly drinking in high risk subgroups. Therefore, implementation of this intervention in the general population of schools in The Netherlands is advised.Trial registration: NTR649. 2013 Elsevier Inc. Risk moderation of a parent and student preventive alcohol intervention by adolescent and family factors: A cluster randomized trial https://www.google.com/search?q=Risk+moderation+of+a+parent+and+student+preventive+alcohol+intervention+by+adolescent+and+family+factors:+A+cluster+randomized+trial 2013 Universal Regular Teachers/Lecturers Full Academic Year or Longer Behaviour and Social Wellbeing none Clustered 2937 152 Yes Some Sub-Groups Reported At Least Some Follow-Up Yes Yes, Fairly Well Yes, Descriptive Theory of Change Yes
3031089 UK/Ireland Primary/Elementary Physical Health and Wellbeing OBJECTIVE: to evaluate the effectiveness of a school-based injury prevention program. DESIGN: Cluster randomised controlled trial. SETTING: 20 primary schools in Nottingham, UK. PARTICIPANTS: 459 children aged 7 to 10 years. INTERVENTION: The 'Risk Watch' program delivered by teachers, aimed at improving bike and pedestrian, falls, poisoning and fire and burns safety. MAIN OUTCOME MEASURES: Safety knowledge, observed safety skills and self-reported safety behaviour. RESULTS: At follow-up, intervention group children correctly answered more fire and burn prevention knowledge questions than control group children (difference between means 7.0% (95% CI 1.5% to 12.6%)). Children in intervention group schools were more likely to know the correct actions to take if clothes catch fire and the correct way to wear a cycle helmet (difference between school means 35.3% (95% CI 22.7% to 47.9%) and 6.3% (95% CI 1.4% to 11.1%) respectively). They were also more likely to know the correct actions to take in a house fire and on finding tablets (OR 2.80 (95% CI 1.08 to 7.22) and OR 3.50 (95% CI 1.18 to 10.38) respectively) and correctly demonstrated more safety skills than control group children (difference between means 11.9% (95% CI 1.4% to 22.5%)). There was little evidence to suggest the first year of the program impacted on self-reported safety behaviours. CONCLUSIONS: The Risk Watch program delivered by teachers in primary schools increased some aspects of children's safety knowledge and skills and primary schools should consider delivering this program. Longer term, larger scale evaluations are required to examine retention of knowledge and skills and impact on safety behaviours and child injury rates. Risk Watch: cluster randomised controlled trial evaluating an injury prevention program https://www.google.com/search?q=Risk+Watch:+cluster+randomised+controlled+trial+evaluating+an+injury+prevention+program 2007 Universal Regular Teachers/Lecturers Up to Half a Term None None Clustered 459 20 Yes Whole Sample Only Immediate Post-Test Only No No No No
3031353 Asia Multiple Physical Health and Wellbeing Objective: To determine whether an education programme targeted at schoolchildren could lower salt intake in children and their families. Design: Cluster randomised controlled trial, with schools randomly assigned to either the intervention or control group. Setting: 28 primary schools in urban Changzhi, northern China. Participants: 279 children in grade 5 of primary school, with mean age of 10.1; 553 adult family members (mean age 43.8). Intervention: Children in the intervention group were educated on the harmful effects of salt and how to reduce salt intake within the schools� usual health education lessons. Children then delivered the salt reduction message to their families. The intervention lasted for one school term (about 3.5 months). Main outcome measures: The primary outcome was the difference between the groups in the change in salt intake (as measured by 24 hour urinary sodium excretion) from baseline to the end of the trial. The secondary outcome was the difference between the two groups in the change in blood pressure. Results: At baseline, the mean salt intake in children was 7.3 (SE 0.3) g/day in the intervention group and 6.8 (SE 0.3) g/day in the control group. In adult family members the salt intakes were 12.6 (SE 0.4) and 11.3 (SE 0.4) g/day, respectively. During the study there was a reduction in salt intake in the intervention group, whereas in the control group salt intake increased. The mean effect on salt intake for intervention versus control group was &minus;1.9 g/day (95% confidence interval &minus;2.6 to &minus;1.3 g/day; P < 0.001) in children and &minus;2.9 g/day (&minus;3.7 to &minus;2.2 g/ day; P < 0.001) in adults. The mean effect on systolic blood pressure was &minus;0.8 mm Hg (&minus;3.0 to 1.5 mm Hg; P = 0.51) in children and &minus;2.3 mm Hg (&minus;4.5 to &minus;0.04 mm Hg; P < 0.05) in adults. Conclusions: An education programme delivered to primary school children as part of the usual curriculum is effective in lowering salt intake in children and their families. This offers a novel and important approach to reducing salt intake in a population in which most of the salt in the diet is added by consumers. (PsycINFO Database Record (c) 2015 APA, all rights reserved)(journal abstract) School based education programme to reduce salt intake in children and their families (School-EduSalt): cluster randomised controlled trial https://www.google.com/search?q=School+based+education+programme+to+reduce+salt+intake+in+children+and+their+families+(School-EduSalt):+cluster+randomised+controlled+trial 2015 Universal Regular Teachers/Lecturers Between Half and Full Term Physical Health and Wellbeing None Clustered 279 28 Yes Whole Sample Only At Least Some Follow-Up Yes No Yes, Descriptive Theory of Change Yes
3031113 Central/South America Middle/High School Behaviour and Social Wellbeing IMPORTANCE: Depression can have devastating effects unless prevented or treated early and effectively. Schools offer an excellent opportunity to intervene with adolescents presenting emotional problems. There are very few universal school-based depression interventions conducted in low- and middle-income countries. OBJECTIVE: To assess the effectiveness of a school-based, universal psychological intervention to reduce depressive symptoms among adolescents from low-income families. DESIGN, SETTING, AND PARTICIPANTS: A 2-arm, parallel, cluster, randomized clinical trialwas conducted in secondary schools in deprived socioeconomic areas of Santiago, Chile. Almost all students registered in the selected schools consented to take part in the study. A total of 2512 secondary school students from 22 schools and 66 classes participated. INTERVENTIONS: Students in the intervention arm attended 11 one-hour weekly and 2 booster classroom sessions of an intervention based on cognitive-behavioral models. The intervention was delivered by trained nonspecialists. Schools in the control arm received the standard school curriculum. MAIN OUTCOMES AND MEASURES: Scores on the self-administered Beck Depression Inventory-II at 3 months (primary) and 12 months (secondary) after completing the intervention. RESULTS: There were 1291 participants in the control arm and 1221 in the intervention arm. Primary outcome data were available for 82.1% of the participants. There was no evidence of any clinically important difference in mean depression scores between the groups (adjusted difference in mean, -0.19; 95%CI, -1.22 to 0.84) or for any of the other outcomes 3 months after completion of the intervention. No significant differences were found in any of the outcomes at 12 months. CONCLUSIONS AND RELEVANCE: A well-designed and implemented school-based intervention did not reduce depressive symptoms among socioeconomically deprived adolescents in Santiago, Chile. There is growing evidence that universal school interventions may not be sufficiently effective to reduce or prevent depressive symptoms. TRIAL REGISTRATION: isrctn.org Identifier: ISRCTN19466209. School intervention to improve mental health of students in Santiago, Chile: A randomized clinical trial https://www.google.com/search?q=School+intervention+to+improve+mental+health+of+students+in+Santiago,+Chile:+A+randomized+clinical+trial 2013 Targeted External Educators Between Half and Full Term None None Clustered 2512 66 No Some Sub-Groups Reported At Least Some Follow-Up Yes No Yes, Theoretical Perspectives No
3030957 Asia Primary/Elementary Literacy/English We conduct a randomized evaluation of a school library program on children's language skills. We find that the program had little impact on students' scores on a language test administered 16 months after implementation. The estimates are sufficiently precise to rule out effects larger than 0.13 and 0.11 standard deviations based on the 95 and 90 percent confidence intervals. The finding of zero effects is robust to different modes of implementation, individual tested language competencies and various subsets of the student population. We also find no impact on test scores in other subjects or on school attendance rates. School Libraries and Language Skills in Indian Primary Schools: A Randomized Evaluation of the Akshara Library Program. NBER Working Paper No. 18183 https://www.google.com/search?q=School+Libraries+and+Language+Skills+in+Indian+Primary+Schools:+A+Randomized+Evaluation+of+the+Akshara+Library+Program.+NBER+Working+Paper+No.+18183 2009 Universal Other School/College Employees Full Academic Year or Longer Numeracy/Maths None Clustered 28858 286 No Whole Sample Only At Least Some Follow-Up Yes No Yes, Theoretical Perspectives No
3031495 USA/Canada Multiple Physical Health and Wellbeing BACKGROUND: Physical inactivity is a risk behavior for cardiovascular and other diseases. Schools can promote public health objectives by increasing physical activity among youth. METHODS: The Child and Adolescent Trial for Cardiovascular Health (CATCH) was a multicenter, randomized trial to test the effectiveness of a cardiovascular health promotion program in 96 public schools in four states. A major component of CATCH was an innovative, health-related physical education (P+) program. For 2.5 years, randomly assigned schools received a standardized PE intervention, including curriculum, staff development, and follow-up. RESULTS: Systematic analysis of 2,096 PE lessons indicated students engaged in more moderate-to-vigorous physical activity (MVPA) in intervention than in control schools (P = 0.002). MVPA during lessons in intervention schools increased from 37.4% at baseline to 51.9%, thereby meeting the established Year 2000 objective of 50%. Intervention children reported 12 more min of daily vigorous physical activity (P = 0.003) and ran 18.6 yards more than control children on a 9-min run test of fitness (P = 0.21). CONCLUSIONS: The implementation of a standardized curriculum and staff development program increased children's MVPA in existing school PE classes in four geographic and ethnically diverse communities. CATCH PE provides a tested model for improving physical education in American schools. School physical education: effect of the Child and Adolescent Trial for Cardiovascular Health https://www.google.com/search?q=School+physical+education:+effect+of+the+Child+and+Adolescent+Trial+for+Cardiovascular+Health 1996 Universal Mixture Full Academic Year or Longer None None Clustered 9095 96 Yes Whole Sample Only At Least Some Follow-Up Yes No Yes, Descriptive Theory of Change Yes
3031433 USA/Canada Multiple Range of Academic Outcomes Examined the effects of school vouchers on student test scores in three U.S. cities. Data from randomized field trials indicated that after 2 years, African Americans who switched from public to private schools improved academically relative to their public school peers in all three cities. These effects were not significant for other ethnic groups. (Contains 39 references.) (SM) School Vouchers and Academic Performance: Results from Three Randomized Field Trials https://www.google.com/search?q=School+Vouchers+and+Academic+Performance:+Results+from+Three+Randomized+Field+Trials 2002 Targeted Wider Policy Initiatives Full Academic Year or Longer none none Single 2260 NA Yes Some Sub-Groups Reported At Least Some Follow-Up Yes Yes, Limited Yes, Descriptive Theory of Change Yes
3031076 Australia/New Zealand Middle/High School Physical Health and Wellbeing Aim: This pilot study tested teacher?delivered Media Smart, a school?based eating disorder prevention program that has achieved significant benefits when delivered by health professionals. Method: Two Grade 7 classes (N = 51; M age = 12.43 years) participated, with one randomly allocated to Media Smart (n = 27; 67% girls) and the other to a control condition of usual lessons (n = 24; 37% girls). Program feasibility was assessed by teacher self?report, whereas student self?report of shape and weight concern (primary outcome variable) and seven additional risk factors were measured at baseline, post?program and 6?month follow up. Results: Teacher ratings of program feasibility revealed that 25 of the 29 (86.2%) program activities were taught with 96% of activities rated as either highly (19 activities) or moderately (5 activities) valuable for students. Mixed model analyses were conducted using a 2 (group: Media Smart, control) &times; 2 (time: post?program, 6?month follow up) &times; 2 (gender: girls, boys) design, with baseline scores as a covariate. A not?significant trend for group favouring Media Smart was observed for shape and weight concern (Cohen's d effect size [d] = 0.32), whereas significant effects were found for feelings of ineffectiveness (d = 0.52) and weight?related peer teasing (d = 0.68). Conclusions: The program was feasible for teacher delivery and showed some promising results, supporting a more substantial randomized?controlled effectiveness trial. (PsycINFO Database Record (c) 2015 APA, all rights reserved)(journal abstract) School?based eating disorder prevention: A pilot effectiveness trial of teacher?delivered Media Smart https://www.google.com/search?q=School?based+eating+disorder+prevention:+A+pilot+effectiveness+trial+of+teacher?delivered+Media+Smart 2013 Universal Regular Teachers/Lecturers Up to Half a Term None None Clustered 51 2 Yes Some Sub-Groups Reported At Least Some Follow-Up Yes Yes, Fairly Well Yes, Theoretical Perspectives Yes
3030946 Rest of Europe Middle/High School Physical Health and Wellbeing OBJECTIVE: This study aimed to examine the effects of a school-based alcohol education intervention. DESIGN: Two-arm three-wave cluster-randomized controlled trial, with schools as the unit for randomization. Surveys were conducted prior to intervention implementation, then 4 and 12 months after baseline. SETTING: A total of 30 public schools in Schleswig-Holstein, Germany. Participants Baseline data were obtained from 1686 7th graders. The retention rate was 85% over 12 months. Intervention The intervention consisted of four interactive lessons conducted by teachers, booklets for students and booklets for parents. MEASURES: Knowledge, attitudes, life-time alcohol consumption (ever use alcohol without parental knowledge, ever been drunk and ever binge drinking) and past-month alcohol use. RESULTS: Intention-to-treat analyses revealed that intervention status was associated with more general knowledge about alcohol and lower levels of life-time binge drinking. No effects were found with respect to students' self-reported attitudes, intentions to drink, life-time alcohol use and past-month alcohol use. CONCLUSIONS: The results indicate that this brief school-based intervention had a small short-term preventive effect on alcohol misuse. School-based alcohol education: results of a cluster-randomized controlled trial https://www.google.com/search?q=School-based+alcohol+education:+results+of+a+cluster-randomized+controlled+trial 2008 Universal Regular Teachers/Lecturers Up to Half a Term None None Clustered 1686 30 No Whole Sample Only At Least Some Follow-Up Yes Yes, Limited Yes, Theoretical Perspectives Yes
8155054 UK/Ireland Middle/High School Physical Health and Wellbeing Objectives: Raising cancer awareness and addressing barriers to help?seeking may improve early diagnosis. The aim was to assess whether a psycho?educational intervention increased adolescents' cancer awareness and addressed help?seeking barriers. Methods: This was a cluster randomised controlled trial involving 2173 adolescents in 20 schools. The intervention was a 50?min presentation delivered by a member of Teenage Cancer Trust's (UK charity) education team. Schools were stratified by deprivation and roll size and randomly allocated to intervention/control conditions within these strata. Outcome measures were the number of cancer warning signs and cancer risk factors recognised, help?seeking barriers endorsed and cancer communication. Communication self?efficacy and intervention fidelity were also assessed. Results: Regression models showed significant differences in the number of cancer warning signs and risk factors recognised between intervention and control groups. In intervention schools, the greatest increases in recognition of cancer warning signs at 6?month follow?up were for unexplained weight loss (from 44.2% to 62.0%) and change in the appearance of a mole (from 46.3% to 70.7%), up by 17.8% and 24.4%, respectively. Greatest increases in recognition of cancer risk factors were for getting sunburnt more than once as a child (from 41.0% to 57.6%) and being overweight (from 42.7% to 55.5%), up by 16.6% and 12.8%, respectively. Regression models showed that adolescents in intervention schools were 2.7 times more likely to discuss cancer at 2?week follow?up compared with the control group. No differences in endorsement of barriers to help?seeking were observed. Conclusions: School?based brief psycho?educational interventions are easy to deliver, require little resource and improve cancer awareness. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract) School-based brief psycho-educational intervention to raise adolescent cancer awareness and address barriers to medical help?seeking about cancer: A cluster randomised controlled trial https://www.google.com/search?q=School-based+brief+psycho-educational+intervention+to+raise+adolescent+cancer+awareness+and+address+barriers+to+medical+help?seeking+about+cancer:+A+cluster+randomised+controlled+trial 2015 Universal External Educators Single Session None None Clustered 2173 20 Yes Some Sub-Groups Reported At Least Some Follow-Up Yes No Yes, Theoretical Perspectives Yes
8155441 Asia Primary/Elementary Behaviour and Social Wellbeing Childhood internalizing problems such as anxiety and depression can have serious personal, familial and societal repercussions, including drug and alcohol abuse, delinquency, unplanned pregnancy, and even suicide. There is little research on mindfulness interventions for children with clinical levels of internalizing problems, and school-based mindfulness research with children has focused on non-clinical groups. We employed a two-stage screening and intervention procedure to evaluate an in-school mindfulness-based cognitive intervention for Hong Kong children with subclinical internalizing difficulties. Ninety-three fourth to sixth graders were screened, and twenty students (age 9-13, median age 10) highest among their peers on internalizing problems, but lowest on externalizing problems, participated in a 9-week group mindfulness-based intervention. We employed a two-phase open trial design, with random assignment to an immediate intervention group or wait-list control group. In single-trial analysis, one-tailed dependent sample t-tests showed significant decreases in both worry and in symptoms of panic disorder, obsessive compulsive disorder, generalized anxiety and overall internalizing problems. In a randomized controlled trial analysis, the immediate intervention group evidenced larger but nonsignificant reductions on almost all measures. Eighty-five percent of the participants rated the program as helpful, and 65-80 % reported improvement in handling emotions and interpersonal relationships at post-treatment, with some treatment gains maintained at 3-month follow-up. These preliminary findings have encouraging implications for implementing time-limited school-based mindfulness interventions targeting elevated childhood internalizing difficulties. Reprinted by permission of Springer School-Based Cognitive Mindfulness Intervention for Internalizing Problems: Pilot Study with Hong Kong Elementary Students https://www.google.com/search?q=School-Based+Cognitive+Mindfulness+Intervention+for+Internalizing+Problems:+Pilot+Study+with+Hong+Kong+Elementary+Students 2016 Targeted External Educators More than One Term None None Single 20 NA Yes Some Sub-Groups Reported At Least Some Follow-Up Yes Yes, Fairly Well Yes, Theoretical Perspectives Yes
8154176 UK/Ireland Primary/Elementary Behaviour and Social Wellbeing Objective: To use a model of health learning to examine the role of health-learning capacity and the effect of a school-based oral health education intervention (Winning Smiles) on the health outcome, child oral health-related quality of life (COHRQoL). Setting: Primary schools, high social deprivation, Ireland/Northern Ireland. Design: Cluster randomised controlled trial. Method: A total of 383, 7- to 8-year-old children were invited to participate and randomly allocated into intervention and control conditions. Baseline and 12-month follow-up assessments of COHRQoL, self-esteem, toothbrushing-fluoride toothpaste knowledge and unstimulated saliva samples were made. An 18-hour post-brushing, saliva fluoride concentration was used to assess toothbrushing with fluoride toothpaste (behaviour). The data were entered onto SPSSv22. Structural equation modelling was applied using AMOSv22 to test for the role of health-learning capacity (baseline self-esteem and COHRQoL) and simultaneous effects of Winning Smiles upon knowledge, behaviour and COHRQoL (at follow-up). Results: A total of 238 children participated at baseline and follow-up. A partial latent hybrid model fitted the data reasonably well (&chi;2 = 65.6, df = 50, p = .07) as shown in addition by a Comparative Fit Index of .97 and a Root Mean Square Error of Approximation (RMSEA) value of .042 (90% confidence interval [CI]: .00, .06). The intervention had a significant effect on toothbrushing-fluoride toothpaste knowledge (p < .03) and an effect on COHRQoL at the 6% level (p < .06). Knowledge was strongly associated with saliva fluoride concentration (p < .002). Conclusion: The model of health-learning capacity assisted in explaining the effect of a school-based intervention upon knowledge, toothbrushing behaviour and tentatively on COHRQoL. School-based health education programmes, health-learning capacity and child oral health-related quality of life https://www.google.com/search?q=School-based+health+education+programmes,+health-learning+capacity+and+child+oral+health-related+quality+of+life 2016 Targeted Mixture Between Half and Full Term None None Clustered 238 4 NA Some Sub-Groups Reported At Least Some Follow-Up Yes Yes, Limited Yes, Theoretical Perspectives No
3031648 UK/Ireland Middle/High School Behaviour and Social Wellbeing BACKGROUND: One hundred and twenty-two children identified by teachers as at risk for behavioural or emotional problems were randomly allocated to drama-group therapy or to a curriculum-studies control, based in school. METHODS: One hundred and seventeen completed the intervention phase of the trial, which comprised 12 hour-long sessions. Post-intervention self-reports showed significant effects associated with both interventions. RESULTS: However, there was a clear advantage of group therapy over both a waiting list control and curriculum studies, according to teacher reports. This was true also of categorical analyses focusing on those with the most severe symptoms. CONCLUSIONS: These analyses confirmed sustained teacher-reported improvement over a year-long follow-up period. School-based indicated prevention: a randomised trial of group therapy https://www.google.com/search?q=School-based+indicated+prevention:+a+randomised+trial+of+group+therapy 2002 Targeted Regular Teachers/Lecturers Between Half and Full Term None None Single 117 NA no Whole Sample Only At Least Some Follow-Up Yes No Yes, Descriptive Theory of Change Yes
3031644 USA/Canada Middle/High School Physical Health and Wellbeing Social anxiety disorder, whose onset peaks in adolescence, is associated with significant impairment. Despite the availability of effective treatments, few affected youth receive services. Transporting interventions into schools may circumvent barriers to treatment. The efficacy of a school-based intervention for social anxiety disorder was examined in a randomized wait-list control trial of 35 adolescents (26 females). Independent evaluators, blind to treatment condition, evaluated participants at preintervention, postintervention, and 9 months later. Adolescents in the intervention group demonstrated significantly greater reductions than controls in social anxiety and avoidance, as well as significantly improved overall functioning. In addition, 67% of treated subjects, compared to 6% of wait-list participants, no longer met criteria for social phobia following treatment. Findings support the possible efficacy of school-based intervention for facilitating access to treatment for socially anxious adolescents. School-based intervention for adolescents with social anxiety disorder: results of a controlled study https://www.google.com/search?q=School-based+intervention+for+adolescents+with+social+anxiety+disorder:+results+of+a+controlled+study 2005 Targeted Mixture Between Half and Full Term Physical Health and Wellbeing Physical Health and Wellbeing Single 35 NA Yes Whole Sample Only At Least Some Follow-Up Yes No Yes, Descriptive Theory of Change Yes
3030964 Rest of Europe Primary/Elementary Behaviour and Social Wellbeing Objective: In this randomized controlled trial, we investigated the effectiveness of a school-based targeted intervention program for disruptive behavior. A child-focused cognitive behavioral therapy (CBT) program was introduced at schools in disadvantaged settings and with active teacher support (ATS) versus educational teacher support (ETS) (CBT + ATS vs. CBT + ETS). Method: Screening (n = 1,929) and assessment (n = 224) led to the inclusion of 173 children ages 8-12 years from 17 elementary schools. Most of the children were boys (n = 136, 79%) of low or low-to-middle class socioeconomic status (87%); the sample was ethnically diverse (63% of non-Western origin). Children received CBT + ATS (n = 29) or CBT + ETS (n = 41) or were entered into a waitlist control condition (n = 103) to be treated afterward (CBT + ATS, n = 39, and CBT + ETS, n = 64). Effect sizes (ES), clinical significance (reliable change), and the results of multilevel modeling are reported. Results: Ninety-seven percent of children completed treatment. Teachers and parents reported positive posttreatment effects (mean ES =.31) for CBT compared with the waitlist control condition on disruptive behavior. Multilevel modeling showed similar results. Clinical significance was modest. Changes had remained stable or had increased at 3-months follow-up (mean ES =.39). No consistent effect of teacher condition was found at posttreatment; however, at follow-up, children who received ETS fared significantly better. Conclusions: This study shows that a school-based CBT program is beneficial for difficult-to-reach children with disruptive behavior: The completion rate was remarkably high, ESs (mean ES =.31) matched those of previous studies with targeted intervention, and effects were maintained or had increased at follow-up. 2013 American Psychological Association. School-based intervention for childhood disruptive behavior in disadvantaged settings: A randomized controlled trial with and without active teacher support https://www.google.com/search?q=School-based+intervention+for+childhood+disruptive+behavior+in+disadvantaged+settings:+A+randomized+controlled+trial+with+and+without+active+teacher+support 2013 Targeted Mixture Between Half and Full Term None None Clustered 173 16 Yes Some Sub-Groups Reported At Least Some Follow-Up Yes Yes, Limited Yes, Descriptive Theory of Change No
3030970 Asia Primary/Elementary Behaviour and Social Wellbeing A school-based intervention for preventing and reducing children's posttraumatic stress-related symptoms, somatic complaints, functional impairment, and anxiety due to exposure to terrorism was evaluated. In a quasi-randomized controlled trial, elementary school students were randomly assigned to an eight-session structured program, 'Overshadowing the Threat of Terrorism' or to a waiting list control comparison group. Two months postintervention, the study group reported significant improvement on all measures. The authors conclude that a school-based universal intervention may significantly reduce posttraumatic stress disorder- (PTSD-) related symptoms in children repeatedly exposed to terrorist attacks and propose that it serve as a component of a public mental health approach dealing with children exposed to ongoing terrorism in a country ravaged by war and terrorism. School-based intervention for prevention and treatment of elementary-students' terror-related distress in Israel: a quasi-randomized controlled trial https://www.google.com/search?q=School-based+intervention+for+prevention+and+treatment+of+elementary-students'+terror-related+distress+in+Israel:+a+quasi-randomized+controlled+trial 2007 Universal Regular Teachers/Lecturers Between Half and Full Term None None Not Randomised 142 10 Yes Some Sub-Groups Reported Immediate Post-Test Only Yes Yes, But Not Reported Yes, Theoretical Perspectives No
3031212 Asia Primary/Elementary Behaviour and Social Wellbeing Background: On December 26, 2004, a tsunami hit the southern coast of Sri Lanka, leaving thousands dead and injured. Previous research has found significant mental health problems among children exposed to major disasters. School-based universal interventions have shown promise in alleviating distress and posttraumatic symptomatology in children and adolescents. This study evaluated the efficacy of a school-based intervention in reducing stress-related symptomatology among Sri Lankan children exposed to the tsunami. Methods: In a quasi-randomized controlled trial 166 elementary school students (ages 9�15) with significant levels of tsunami exposure and previous traumatic background were randomly assigned to a 12-session structured program �ERASE Stress Sri Lanka� (ES-SL) or to a waiting list (WL) religious class control group. Students were assessed 1 week prior and 3 months after the intervention on mea-sures of posttraumatic symptomatology [including posttraumatic stress disorder (PTSD) and severity of posttraumatic symptomatology], depression, functional problems, somatic problems and hope. Results: This study shows a significant reduction on all outcome variables. PTSD severity, functional problems, somatic complaints, depression and hope scores were all significantly improved in the ES-SL group compared to the WL group. No new cases of PTSD were observed in the experimental group. Conclusion: This study adds to the growing body of evidence suggesting the efficacy of schoolbased universal approaches in helping children in regions touched by war, terror and disaster and suggests the need to adopt a two-stage approach toward dealing with trauma-exposed students, namely, starting with a universal intervention followed by targeted specialized interventions for those still suffering from posttraumatic distress. (PsycINFO Database Record (c) 2012 APA, all rights reserved)(journal abstract) School-based intervention for the treatment of tsunami-related distress in children: A quasi-randomized controlled trial https://www.google.com/search?q=School-based+intervention+for+the+treatment+of+tsunami-related+distress+in+children:+A+quasi-randomized+controlled+trial 2008 Targeted Regular Teachers/Lecturers Between Half and Full Term None None Clustered 166 12 Yes Whole Sample Only Immediate Post-Test Only Yes No No Yes
3031930 NA NA NA The effectiveness of a school-based intervention trial for the primary prevention of cardiovascular disease was studied by measuring cardiovascular risk factors in 701 children with intervention and 663 children without intervention. Outcomes were assessed using preintervention measures at 10 years old (fall 1991) and follow-up measures at 13 years old (fall 1994). In girls with intervention, HDL-cholesterol level was significantly higher and atherogenic index was significantly lower than that in girls without intervention. In obese girls with intervention, frequency of reduced obesity index was significantly higher than that in obese girls without intervention. In boys, however, body size and cholesterol measures did not differ significantly between intervention groups and nonintervention groups. These results indicate that school-based intervention for cardiovascular health can produce a reduction in risk factors for atherosclerosis in girls over a period of 3 school years. School-based intervention trial for cardiovascular health https://www.google.com/search?q=School-based+intervention+trial+for+cardiovascular+health NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA
3031715 Asia Primary/Elementary Behaviour and Social Wellbeing CONTEXT: Little is known about the efficacy of mental health interventions for children exposed to armed conflicts in low- and middle-income settings. Childhood mental health problems are difficult to address in situations of ongoing poverty and political instability. OBJECTIVE: To assess the efficacy of a school-based intervention designed for conflict-exposed children, implemented in a low-income setting. DESIGN, SETTING, AND PARTICIPANTS: A cluster randomized trial involving 495 children (81.4% inclusion rate) who were a mean (SD) age of 9.9 (1.3) years, were attending randomly selected schools in political violence-affected communities in Poso, Indonesia, and were screened for exposure (> or = 1 events), posttraumatic stress disorder, and anxiety symptoms compared with a wait-listed control group. Nonblinded assessment took place before, 1 week after, and 6 months after treatment between March and December 2006. INTERVENTION: Fifteen sessions, over 5 weeks, of a manualized, school-based group intervention, including trauma-processing activities, cooperative play, and creative-expressive elements, implemented by locally trained paraprofessionals. MAIN OUTCOME MEASURES: We assessed psychiatric symptoms using the Child Posttraumatic Stress Scale, Depression Self-Rating Scale, the Self-Report for Anxiety Related Disorders 5-item version, and the Children's Hope Scale, and assessed function impairment as treatment outcomes using standardized symptom checklists and locally developed rating scales. RESULTS: Correcting for clustering of participants within schools, we found significantly more improvement in posttraumatic stress disorder symptoms (mean change difference, 2.78; 95% confidence interval [CI], 1.02 to 4.53) and maintained hope (mean change difference, -2.21; 95% CI, -3.52 to -0.91) in the treatment group than in the wait-listed group. Changes in traumatic idioms (stress-related physical symptoms) (mean change difference, 0.50; 95% CI, -0.12 to 1.11), depressive symptoms (mean change difference, 0.70; 95% CI, -0.08 to 1.49), anxiety (mean change difference, 0.12; 95% CI, -0.31 to 0.56), and functioning (mean change difference, 0.52; 95% CI, -0.43 to 1.46) were not different between the treatment and wait-listed groups. CONCLUSIONS: In this study of children in violence-affected communities, a school-based intervention reduced posttraumatic stress symptoms and helped maintain hope, but did not reduce traumatic-stress related symptoms, depressive symptoms, anxiety symptoms, or functional impairment. TRIAL REGISTRATION: isrctn.org Identifier: ISRCTN25172408. School-based mental health intervention for children affected by political violence in Indonesia: a cluster randomized trial https://www.google.com/search?q=School-based+mental+health+intervention+for+children+affected+by+political+violence+in+Indonesia:+a+cluster+randomized+trial 2008 Targeted Mixture Up to Half a Term None None Clustered 495 14 yes Some Sub-Groups Reported At Least Some Follow-Up Yes No Yes, Descriptive Theory of Change Yes
3031170 Africa College/University Physical Health and Wellbeing Background: Armed conflicts are associated with a wide range of impacts on the mental health of children and adolescents. We evaluated the effectiveness of a school-based intervention aimed at reducing symptoms of posttraumatic stress disorder, depression, and anxiety (treatment aim); and improving a sense of hope and functioning (preventive aim). Methods: We conducted a cluster randomized trial with 329 children in war-affected Burundi (aged 8 to 17 (mean 12.29 years, standard deviation 1.61); 48% girls). One group of children (n = 153) participated in a 15-session school-based intervention implemented by para-professionals, and the remaining 176 children formed a waitlist control condition. Outcomes were measured before, one week after, and three months after the intervention. Results: No main effects of the intervention were identified. However, longitudinal growth curve analyses showed six favorable and two unfavorable differences in trajectories between study conditions in interaction with several moderators. Children in the intervention condition living in larger households showed decreases on depressive symptoms and function impairment, and those living with both parents showed decreases on posttraumatic stress disorder and depressive symptoms. The groups of children in the waitlist condition showed increases in depressive symptoms. In addition, younger children and those with low levels of exposure to traumatic events in the intervention condition showed improvements on hope. Children in the waitlist condition who lived on their original or newly bought land showed improvements in hope and function impairment, whereas children in the intervention condition showed deterioration on these outcomes. Conclusions: Given inconsistent effects across studies, findings do not support this school-based intervention as a treatment for posttraumatic stress disorder and depressive symptoms in conflict-affected children. The intervention appears to have more consistent preventive benefits, but these effects are contingent upon individual (for example, age, gender) and contextual (for example, family functioning, state of conflict, displacement) variables. Results suggest the potential benefit of school-based preventive interventions particularly in post-conflict settings. Trial registration: The study was registered as ISRCTN42284825. 2014 Tol et al.; licensee BioMed Central Ltd. School-based mental health intervention for children in war-affected Burundi: A cluster randomized trial https://www.google.com/search?q=School-based+mental+health+intervention+for+children+in+war-affected+Burundi:+A+cluster+randomized+trial 2014 Targeted External Educators Up to Half a Term Other School Subjects None Clustered 329 14 Yes Some Sub-Groups Reported At Least Some Follow-Up Yes Yes, But Not Reported No No
3031198 USA/Canada Middle/High School Behaviour and Social Wellbeing Objectives: Mindfulness-based stress reduction (MBSR) has been shown to improve mental health and reduce stress in a variety of adult populations. Here, we explore the effects of a school-based MBSR program for young urban males. Participants and methods: In fall 2009, 7th and 8th graders at a small school for low-income urban boys were randomly assigned to 12-session programs of MBSR or health education (Healthy Topics-HT). Data were collected at baseline, post-program, and three-month follow-up on psychological functioning; sleep; and salivary cortisol, a physiologic measure of stress. Results: Forty-one (22 MBSR and 19 HT) of the 42 eligible boys participated, of whom 95% were African American, with a mean age of 12.5. years. Following the programs, MBSR boys had less anxiety (p = 0.01), less rumination (p = 0.02), and showed a trend for less negative coping (p = 0.06) than HT boys. Comparing baseline with post-program, cortisol levels increased during the academic terms for HT participants at a trend level (p = 0.07) but remained constant for MBSR participants (p = 0.33). Conclusions: In this study, MBSR participants showed less anxiety, improved coping, and a possible attenuation of cortisol response to academic stress, when compared with HT participants. These results suggest that MBSR improves psychological functioning among urban male youth. 2013 Elsevier Inc. School-based mindfulness instruction for urban male youth: A small randomized controlled trial https://www.google.com/search?q=School-based+mindfulness+instruction+for+urban+male+youth:+A+small+randomized+controlled+trial 2013 Targeted External Educators More than One Term Physical Health and Wellbeing None Single 41 NA Yes Whole Sample Only At Least Some Follow-Up Yes Yes, Fairly Well No Yes
3031174 Rest of Europe Middle/High School Physical Health and Wellbeing Our objective was to conduct the first randomized controlled trial of the efficacy of a group mindfulness program aimed at reducing and preventing depression in an adolescent school-based population. For each of 12 pairs of parallel classes with students (age range 13�20) from five schools (N = 408), one class was randomly assigned to the mindfulness condition and one class to the control condition. Students in the mindfulness group completed depression assessments (the Depression Anxiety Stress Scales) prior to and immediately following the intervention and 6 months after the intervention. Control students completed the questionnaire at the same times as those in the mindfulness group. Hierarchical linear modeling showed that the mindfulness intervention showed significantly greater reductions (and greater clinically significant change) in depression compared with the control group at the 6-month follow-up. Cohen's d was medium sized (>.30) for both the pre-to-post and pre-to-follow-up effect for depressive symptoms in the mindfulness condition. The findings suggest that school-based mindfulness programs can help to reduce and prevent depression in adolescents. (PsycINFO Database Record (c) 2014 APA, all rights reserved)(journal abstract) School-based prevention and reduction of depression in adolescents: A cluster-randomized controlled trial of a mindfulness group program https://www.google.com/search?q=School-based+prevention+and+reduction+of+depression+in+adolescents:+A+cluster-randomized+controlled+trial+of+a+mindfulness+group+program 2014 Universal External Educators Between Half and Full Term None Other School Subjects Clustered 408 26 Yes Some Sub-Groups Reported At Least Some Follow-Up Yes No No No
3031442 Australia/New Zealand Middle/High School Behaviour and Social Wellbeing Background: Depressive disorders are experienced by 3-5% of the adolescent population at any point of time. They adversely affect adolescent development in a range of areas and greatly increase risk for suicide. The present study investigated the effectiveness of a universal intervention designed to reduce depressive symptoms among students commencing high school. Methods: Twenty-five pairs of secondary schools matched on socio-economic status were randomly assigned to either an intervention or a comparison group (n = 5,634 Year 8 students). The intervention extended over a 3-year period and utilised a comprehensive classroom curriculum programme, enhancements to the school climate, improvements in care pathways, and community forums. A range of measures completed by students, average age at baseline = 13.1 years (SD = 0.5), and teachers was used to assess changes in depressive symptoms, risk and protective factors relevant to depression, and the quality of the school environment. Results: Changes in the level of depressive symptoms and in the levels of risk and protective factors experienced by students in the two groups did not differ significantly over the 3 years of the study. Furthermore, statistically significant differences in the ratings of school climate across this time period were found only for staff-rated assessments. Conclusions: Despite using an extensive, structured programme, based on best evidence to increase protective factors and reduce risk factors at the individual and school levels, the intervention did not reduce levels of depressive symptoms among participating adolescents. The results draw attention to the difficulties faced when implementing large-scale, school-based, universal preventive interventions. These include the need to develop methods to effectively train teachers across large geographical regions to deliver new interventions with fidelity, the difficulty of engaging young adolescents with prevention programmes, and the long period of time required to implement policy and practice changes at 'whole-school' levels. School-Based Prevention of Depression: A Randomised Controlled Study of the 'beyondblue' Schools Research Initiative https://www.google.com/search?q=School-Based+Prevention+of+Depression:+A+Randomised+Controlled+Study+of+the+'beyondblue'+Schools+Research+Initiative 2010 Universal Regular Teachers/Lecturers Full Academic Year or Longer none none Clustered 5634 50 No Some Sub-Groups Reported At Least Some Follow-Up Yes Yes, Fairly Well Yes, Descriptive Theory of Change Yes
3031590 USA/Canada Middle/High School Behaviour and Social Wellbeing The authors investigated the effectiveness and specificity of the Penn Resiliency Program (PRP; J. E. Gillham, L. H. Jaycox, K. J. Reivich, M. E. P. Seligman, & T. Silver, 1990), a cognitive-behavioral depression prevention program. Children (N = 697) from 3 middle schools were randomly assigned to PRP, Control (CON), or the Penn Enhancement Program (PEP; K. J. Reivich, 1996; A. J. Shatte, 1997), an alternate intervention that controls for nonspecific intervention ingredients. Children's depressive symptoms were assessed through 3 years of follow-up. There was no intervention effect on average levels of depressive symptoms in the full sample. Findings varied by school. In 2 schools, PRP significantly reduced depressive symptoms across the follow-up relative to both CON and PEP. In the 3rd school, PRP did not prevent depressive symptoms. The authors discuss the findings in relation to previous research on PRP and the dissemination of prevention programs. School-Based Prevention of Depressive Symptoms: A Randomized Controlled Study of the Effectiveness and Specificity of the Penn Resiliency Program https://www.google.com/search?q=School-Based+Prevention+of+Depressive+Symptoms:+A+Randomized+Controlled+Study+of+the+Effectiveness+and+Specificity+of+the+Penn+Resiliency+Program 2007 Universal Mixture More than One Term Study Skills None Single 697 NA No Some Sub-Groups Reported At Least Some Follow-Up Yes Yes, Limited Yes, Descriptive Theory of Change Yes
3031141 Africa Middle/High School Physical Health and Wellbeing OBJECTIVE: To test the efficacy of a school-based human immunodeficiency virus/sexually transmitted disease (HIV/STD) risk-reduction intervention for South African adolescents. DESIGN: A cluster-randomized, controlled design with assessments of self-reported sexual behavior collected before intervention and 3, 6, and 12 months after intervention. SETTING: Primary schools in a large, black township and a neighboring rural settlement in Eastern Cape Province, South Africa. PARTICIPANTS: Nine of 17 matched pairs of schools were randomly selected. Sixth-grade students with parent or guardian consent were eligible. INTERVENTIONS: Two 6-session interventions based on behavior-change theories and qualitative research. The HIV/STD risk-reduction intervention targeted sexual risk behaviors; the attention-matched health promotion control intervention targeted health issues unrelated to sexual behavior. OUTCOME MEASURES: The primary outcome was self report of unprotected vaginal intercourse in the previous 3 months averaged over the 3 follow-ups. Secondary outcomes were other sexual behaviors. RESULTS: A total of 1057 (94.5%) of 1118 eligible students (mean age,�12.4 years) participated, with 96.7% retained at the 12-month follow-up. Generalized estimating equation analyses adjusted for clustering from 18 schools revealed that, averaged over the 3 follow-ups, a significantly smaller percentage of HIV/STD risk-reduction intervention participants reported having unprotected vaginal intercourse (odds ratio [OR],�0.51; 95% confidence interval [CI], 0.30-0.85), vaginal intercourse (OR,�0.62; 95% CI, 0.42-0.94), and multiple sexual partners (OR,�0.50; 95% CI, 0.28-0.89), when adjusted for baseline prevalences, compared with health-promotion control participants. CONCLUSION: This is the first large-scale, community-level, randomized intervention trial to show significant effects on the HIV/STD sexual risk behavior of South African adolescents in the earliest stages of entry into sexual activity. School-based randomized controlled trial of an HIV/STD risk-reduction intervention for South African adolescents https://www.google.com/search?q=School-based+randomized+controlled+trial+of+an+HIV/STD+risk-reduction+intervention+for+South+African+adolescents 2010 Universal External Educators Up to Half a Term None None Clustered 1057 9 Yes Whole Sample Only At Least Some Follow-Up Yes No Yes, Theoretical Perspectives Yes
3031090 Asia Primary/Elementary Physical Health and Wellbeing BACKGROUND: Oral health education (OHE) in schools has largely been imparted by dental professionals. Considering the substantial cost of this expert-led approach, the strategies relying on teachers, peer-leaders and learners themselves have also been utilized. However the evidence for comparative effectiveness of these strategies is lacking in the dental literature. The present study was conducted to compare the effectiveness of dentist-led, teacher-led, peer-led and self-learning strategies of oral health education. METHODS: A two-year cluster randomized controlled trial following a parallel design was conducted. It involved five groups of adolescents aged 10-11 years at the start of the study. The trial involved process as well as four outcome evaluations. The present paper discusses the findings of the study pertaining to the baseline and final outcome evaluation, both comprising of a self-administered questionnaire, a structured interview and clinical oral examination. The data were analyzed using Generalized Estimating Equations. RESULTS: All the three educator-led strategies of OHE had statistically higher mean oral health knowledge (OHK), oral health behavior (OHB), oral hygiene status (OHS) and combined knowledge, behavior and oral hygiene status (KBS) scores than the self-learning and control groups (p<0.001). The mean OHK, OHS and KBS scores of the three educator-led strategies did not differ significantly. The peer-led strategy was, however, found to have a significantly better OHB score than the respective score of the teacher-led strategy (p<0.05). The self-learning group had significantly higher OHB score than the control group (p<0.05) but the OHK, OHS and KBS scores of the two groups were not significantly different. CONCLUSIONS: The dentist-led, teacher-led and peer-led strategies of oral health education are equally effective in improving the oral health knowledge and oral hygiene status of adolescents. The peer-led strategy, however, is almost as effective as the dentist-led strategy and comparatively more effective than the teacher-led and self-learning strategies in improving their oral health behavior. SRCTN39391017 School-based strategies for oral health education of adolescents--a cluster randomized controlled trial https://www.google.com/search?q=School-based+strategies+for+oral+health+education+of+adolescents--a+cluster+randomized+controlled+trial 2012 Universal Mixture Full Academic Year or Longer None None Clustered 1657 40 Yes Some Sub-Groups Reported At Least Some Follow-Up Yes Yes, But Not Reported No No
3030845 Rest of Europe Middle/High School Other School Subjects BACKGROUND: Suicidal behaviours in adolescents are a major public health problem and evidence-based prevention programmes are greatly needed. We aimed to investigate the efficacy of school-based preventive interventions of suicidal behaviours. METHODS: The Saving and Empowering Young Lives in Europe (SEYLE) study is a multicentre, cluster-randomised controlled trial. The SEYLE sample consisted of 11,110 adolescent pupils, median age 15 years (IQR 14-15), recruited from 168 schools in ten European Union countries. We randomly assigned the schools to one of three interventions or a control group. The interventions were: (1) Question, Persuade, and Refer (QPR), a gatekeeper training module targeting teachers and other school personnel, (2) the Youth Aware of Mental Health Programme (YAM) targeting pupils, and (3) screening by professionals (ProfScreen) with referral of at-risk pupils. Each school was randomly assigned by random number generator to participate in one intervention (or control) group only and was unaware of the interventions undertaken in the other three trial groups. The primary outcome measure was the number of suicide attempt(s) made by 3 month and 12 month follow-up. Analysis included all pupils with data available at each timepoint, excluding those who had ever attempted suicide or who had shown severe suicidal ideation during the 2 weeks before baseline. This study is registered with the German Clinical Trials Registry, number DRKS00000214. FINDINGS: Between Nov 1, 2009, and Dec 14, 2010, 168 schools (11,110 pupils) were randomly assigned to interventions (40 schools [2692 pupils] to QPR, 45 [2721] YAM, 43 [2764] ProfScreen, and 40 [2933] control). No significant differences between intervention groups and the control group were recorded at the 3 month follow-up. At the 12 month follow-up, YAM was associated with a significant reduction of incident suicide attempts (odds ratios [OR] 0�45, 95% CI 0�24-0�85; p=0�014) and severe suicidal ideation (0�50, 0�27-0�92; p=0�025), compared with the control group. 14 pupils (0�70%) reported incident suicide attempts at the 12 month follow-up in the YAM versus 34 (1�51%) in the control group, and 15 pupils (0�75%) reported incident severe suicidal ideation in the YAM group versus 31 (1�37%) in the control group. No participants completed suicide during the study period. INTERPRETATION: YAM was effective in reducing the number of suicide attempts and severe suicidal ideation in school-based adolescents. These findings underline the benefit of this universal suicide preventive intervention in schools. FUNDING: Coordination Theme 1 (Health) of the European Union Seventh Framework Programme. School-based suicide prevention programmes: the SEYLE cluster-randomised, controlled trial https://www.google.com/search?q=School-based+suicide+prevention+programmes:+the+SEYLE+cluster-randomised,+controlled+trial 2015 Universal Regular Teachers/Lecturers Up to Half a Term Other School Subjects None Clustered 11110 168 Yes Whole Sample Only At Least Some Follow-Up No No No No
3031238 Asia Middle/High School Physical Health and Wellbeing Of the world's 1.2 billion adolescents (10-19 years), India is home to the largest number globally, about 243 million. However not much is known about the health of young adolescent girls (11-14 years) in India who enter puberty with substantial nutritional and health deficits. Identifying early adolescence as a 'gateway' moment, the Saloni pilot study is arandomized control trial (RCT) to improve nutrition, hygiene and reproductive health behaviors in 30 schools in rural Uttar Pradesh (UP), India. A prevention model that includes Sadharanikaran, an ancient Indian theory of communication, guided the development of the intervention.The Saloni strategy includes a 10 session in-school intervention based on compassion, self efficacy, emotional well being, peer and parental support, packaged in the form of short, easy-to-use instructional modules. A diary designed to engage adolescent girls is provided to each girl.The cluster RCT was conducted from January 2010 to October 2011 with adolescent girls (11-14 years of age) in Hardoi district. The trial is a two-level, nested RCT with the unit of randomization being the block with 15 schools in the intervention arm and 15 schools in the control arm. A sample of 1200 girls was randomly selected.The intervention had a significant impact on more than 13 preventive health behaviors. About 65 percent girls in the intervention group had adopted 13 or more health behaviors at end line compared 4.5 percent in the control group at end line and 5 percent at baseline. Behavioral impact was demonstrated in all three areas of nutrition, hygiene and reproductive health. The study provides evidence that early adolescence is indeed a 'gateway moment' to build nutritional and health reserves. Seeds of prevention: The impact on health behaviors of young adolescent girls in Uttar Pradesh, India, a cluster randomized control trial https://www.google.com/search?q=Seeds+of+prevention:+The+impact+on+health+behaviors+of+young+adolescent+girls+in+Uttar+Pradesh,+India,+a+cluster+randomized+control+trial 2014 Universal Regular Teachers/Lecturers Between Half and Full Term Behaviour and Social Wellbeing None Clustered 1200 30 Yes Some Sub-Groups Reported Immediate Post-Test Only Yes No Yes, Theoretical Perspectives Yes
5132587 USA/Canada College/University Numeracy/Maths Many students enter the Canadian college system with insufficient mathematical ability and leave the system with little improvement. Those students who enter with poor mathematics ability typically take a developmental mathematics course as their first and possibly only mathematics course. The educational experiences that comprise a developmental mathematics course vary widely and are, too often, ineffective at improving students’ ability. This trend is concerning, since low mathematics ability is known to be related to lower rates of success in subsequent courses. To date, little attention has been paid to the selection of an instructional approach to consistently apply across developmental mathematics courses. Prior research suggests that an appropriate instructional method would involve explicit instruction and practising mathematical procedures linked to a mathematical concept. This study reports on a randomized field trial of a developmental mathematics approach at a college in Ontario, Canada. The new approach is an adaptation of the JUMP Math program, an explicit instruction method designed for primary and secondary school curriculae, to the college learning environment. In this study, a subset of courses was assigned to JUMP Math and the remainder was taught in the same style as in the previous years. We found consistent, modest improvement in the JUMP Math sections compared to the non-JUMP sections, after accounting for potential covariates. The findings from this randomized field trial, along with prior research on effective education for developmental mathematics students, suggest that JUMP Math is a promising way to improve college student outcomes. ABSTRACT FROM AUTHOR]; Copyright of International Journal of Mathematical Education in Science & Technology is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) Seeking mathematics success for college students: a randomized field trial of an adapted approach https://www.google.com/search?q=Seeking+mathematics+success+for+college+students:+a+randomized+field+trial+of+an+adapted+approach 2015 Universal Regular Teachers/Lecturers Up to Half a Term None None Clustered 130 16 Yes Whole Sample Only Immediate Post-Test Only Yes No Yes, Descriptive Theory of Change Yes
8154944 Rest of Europe College/University Professional Training Purpose: Learning curves for minimally invasive surgery are prolonged since psychomotor skills and visuospatial orientation differ from open surgery and must be learned. This study explored potential advantages of sequential learning of psychomotor and visuospatial skills for laparoscopic suturing and knot tying compared to simultaneous learning. Methods: Laparoscopy-naive medical students were randomized into a sequential learning group (SEQ) or a simultaneous learning group (SIM). SEQ (n = 28) trained on a shoebox with direct 3D view before proceeding on a box trainer with 2D laparoscopic view. SIM (n = 25) trained solely on a box trainer with 2D laparoscopic view. Training time and number of attempts needed were recorded until a clearly defined proficiency level was reached. Results: Groups were not different in total training time (SEQ 5868.7 +/- 2857.2 s; SIM 5647.1 +/- 2244.8 s; p = 0.754) and number of attempts to achieve proficiency in their training (SEQ 44.0 +/- 17.7; SIM 36.8 +/- 15.6; p = 0.123). SEQ needed less training time on the box trainer with 2D laparoscopic view than did SIM (SEQ 4170.9 +/- 2350.8 s; SIM 5647.1 +/- 2244.8 s; p = 0.024), while the number of attempts here was not different (SEQ 29.9 +/- 14.1; SIM 36.8 +/- 15.6; p = 0.097). SEQ was faster in the first attempts on the shoebox (281.9 +/- 113.1 s) and box trainer (270.4 +/- 133.1 s) compared to the first attempt of SIM on the box trainer (579.4 +/- 323.8 s) (p < 0.001). Conclusion: In the present study, SEQ was faster than SIM at the beginning of the learning curve. SEQ did not reduce the total training time needed to reach an ambitious proficiency level. However, SEQ needed less training on the box trainer; thus, laparoscopic experience can be gained to a certain extent with a simple shoebox. Copyright ??� 2016, Springer-Verlag Berlin Heidelberg. Sequential learning of psychomotor and visuospatial skills for laparoscopic suturing and knot tying-a randomized controlled trial 'The Shoebox Study' DRKS00008668 https://www.google.com/search?q=Sequential+learning+of+psychomotor+and+visuospatial+skills+for+laparoscopic+suturing+and+knot+tying-a+randomized+controlled+trial+'The+Shoebox+Study'+DRKS00008668 2016 Universal Other School/College Employees Single Session None None Single 56 NA Yes Some Sub-Groups Reported Immediate Post-Test Only Yes Yes, Limited Yes, Descriptive Theory of Change No
3030605 Asia College/University Professional Training ; The purpose of this study was to explore the long term effect of a service learning project on medical and nursing students� knowledge in aging and their attitudes toward older adults. A total of 124 students were recruited and then randomized to intervention group (IG) and control group (CG). A pre-and-post-intervention design measured students� knowledge in aging (using modified Palmore�s Fact on Aging Quiz) and attitudes toward older adults (using Kogan�s Old People Scale). A total of 103 students completed all the activities and questionnaires. After the intervention, there were significant differences between the IG and CG on Palmore�s mental health (MH) (P = .04), Palmore�s total score (P = .02) and Kogan�s negative attitudes toward older adults (P = .001). All students increased their positive attitude toward older adults after the intervention. However, both the IG and CG showed a decrease in positive attitudes 1 month after the interventon, and such decrease varied, depending on the programme which students attended. The current study showed that the 10-week service learning activities significantly increased medical and nursing students� overall knowledge of aging and their understanding of mental health needs in old age, and reduced their negative attitudes toward older adults. However, the effect is not long-lasting. On the other hand, its effect on positive attitudes toward older adults cannot be concluded. Periodic contacts with older adults via service learning activities may be needed to sustain attitude change toward older adults Service learning in medical and nursing training: a randomized controlled trial https://www.google.com/search?q=Service+learning+in+medical+and+nursing+training:+a+randomized+controlled+trial 2011 Universal Mixture Between Half and Full Term None None Single 124 NA Yes Whole Sample Only At Least Some Follow-Up Yes No Yes, Theoretical Perspectives No
3031115 USA/Canada Middle/High School Physical Health and Wellbeing Purpose: To evaluate the efficacy of two, theory-based, multimedia, middle school sexual education programs in delaying sexual initiation. Methods: Three-armed, randomized controlled trial comprising 15 urban middle schools; 1,258 predominantly African American and Hispanic seventh grade students followed into ninth grade. Both programs included group and individualized, computer-based activities addressing psychosocial variables. The risk avoidance (RA) program met federal abstinence education guidelines; the risk reduction (RR) program emphasized abstinence and included computer-based condom skills-training. The primary outcome assessed program impact on delayed sexual initiation; secondary outcomes assessed other sexual behaviors and psychosocial outcomes. Results: Participants were 59.8% females (mean age: 12.6 years). Relative to controls, the RR program delayed any type of sexual initiation (oral, vaginal, or anal sex) in the overall sample (adjusted odds ratio [AOR]:.65, 95% CI:.54.77), among females (AOR:.43, 95% CI:.31.60), and among African Americans (AOR:.38, 95% CI:.18.79). RR students also reduced unprotected sex at last intercourse (AOR:.67, 95% CI:.47.96), frequency of anal sex in the past 3 months (AOR:.53, 95% CI:.33.84), and unprotected vaginal sex (AOR:.59, 95% CI:.36.95). The RA program delayed any sexual initiation among Hispanics (AOR:.40, 95% CI:.19.86), reduced unprotected sex at last intercourse (AOR:.70, 95% CI:.52.93), but increased the number of recent vaginal sex partners (AOR: 1.69, 95% CI: 1.012.82). Both programs positively affected psychosocial outcomes. Conclusions: The RR program positively affected sexually inexperienced and experienced youth, whereas the RA program delayed initiation among Hispanics and had mixed effects among sexually experienced youth. 2012 Society for Adolescent Health and Medicine. All rights reserved. Sexual risk avoidance and sexual risk reduction interventions for middle school youth: A randomized controlled trial https://www.google.com/search?q=Sexual+risk+avoidance+and+sexual+risk+reduction+interventions+for+middle+school+youth:+A+randomized+controlled+trial 2012 Targeted Regular Teachers/Lecturers Full Academic Year or Longer None None Clustered 1258 15 Yes Some Sub-Groups Reported At Least Some Follow-Up Yes No Yes, Theoretical Perspectives No
3031819 Rest of Europe Preschool/Kindergarten Physical Health and Wellbeing BACKGROUND & AIMS: To assess the effects of a low cost behavioral prevention program in a preschool setting. METHODS: 64 Kindergartens in 4 Bavarian regions were randomly assigned as intervention or controls in a 2:1 ratio. Samples of 1318 and 1340 children examined in the school entrance health examination at 5.7+/-2.6 and 17.6+/-2.3 months (mean+/-standard deviation for first and second sample) after the start of the program were analysed. MEASUREMENTS: Main outcome measures were the prevalence of high fruit and vegetable consumption, low consumption of high caloric drinks assessed in parental questionnaires, overweight and obesity, and secondary, further dietary habits and results of motoric testing. RESULTS: The program led to an increased proportion of children with high fruit and vegetable consumption already after 6 months, which was sustainable with adjusted odds ratios of 1.59 (1.26: 2.01) and 1.48 (1.08: 2.03) after 18 months. Subgroup analyses by gender, overweight and parental education, performed in order to assess consistency of effects, showed similar results. Prevalence of overweight and obesity as well as motoric testing results were not statistically different between intervention and control groups. CONCLUSION: This low cost setting based behavioral intervention achieved sustainable effects on fruit and vegetable consumption in young children 18 months after the start of the intervention and showed effects also in the high risk groups of children from families with lower education levels, and children already overweight. Short- and mid-term effects of a setting based prevention program to reduce obesity risk factors in children: a cluster-randomized trial https://www.google.com/search?q=Short-+and+mid-term+effects+of+a+setting+based+prevention+program+to+reduce+obesity+risk+factors+in+children:+a+cluster-randomized+trial 2009 Universal Other School/College Employees Full Academic Year or Longer None None Clustered 2658 64 Yes Whole Sample Only At Least Some Follow-Up Yes No Yes, Descriptive Theory of Change Yes
3031071 USA/Canada Primary/Elementary Literacy/English This article reports on the short-term impact of a school-based program using older adult volunteers and aimed at improved academic achievement and reduced disruptive classroom behavior in urban elementary school students. The Experience Corps Baltimore (Maryland) program places a critical mass of older adult volunteers, serving 15 hours or more per week, in public schools to perform meaningful and important roles to improve the educational outcomes of children and the health and well-being of the volunteers. This article reports on the preliminary impact of the program on children in grades K-3. A total of 1,194 children in grades K-3 from six urban elementary schools participated in this pilot trial. At follow-up, third grade children whose schools were randomly selected for the program had significantly higher scores on a standardized reading test than children in the control schools, and there was a nonsignificant trend for improvement in alphabet recognition and vocabulary ability among kindergarten children in the program. Office referrals for classroom misbehavior decreased by about half in the Experience Corps schools, but remained the same in the control schools. Teachers had somewhat more favorable attitudes toward senior volunteers as a result of having older volunteers in the classroom, although the difference between the intervention and control schools was not statistically significant. In this pilot trial, the Experience Corps program led to selective improvements in student reading/academic achievement and classroom behavior while not burdening the school staff. Short-term impact of Experience Corps participation on children and schools: results from a pilot randomized trial https://www.google.com/search?q=Short-term+impact+of+Experience+Corps+participation+on+children+and+schools:+results+from+a+pilot+randomized+trial 2004 Universal External Educators Full Academic Year or Longer Behaviour and Social Wellbeing None Clustered 1194 6 Yes Some Sub-Groups Reported Immediate Post-Test Only No No Yes, Descriptive Theory of Change No
3031207 Multiple College/University Professional Training OBJECTIVE: This study was performed to determine whether students who are trained in developing a personal formulary become more competent in rational prescribing than students who have only learned to use existing formularies. METHODS: This was a multicentre, randomised, controlled study conducted in eight universities in India, Indonesia, the Netherlands, the Russian Federation, Slovakia, South Africa, Spain and Yemen. Five hundred and eighty-three medical students were randomised into three groups: the personal formulary group (PF; 94), the existing formulary group (EF; 98) and the control group (C; 191). The PF group was taught how to develop and use a personal formulary, whereas e the EF group was taught how to review and use an existing formulary. The C group received no additional training and participated only in the tests. Student's prescribing skills were measured by scoring their treatment plans for written patient cases. RESULTS: The mean PF group score increased by 23% compared with 19% for the EF group (p < 0.05) and 6% for controls (p < 0.05). The positive effect of PF training was only significant in universities that had a mainly classic curriculum. CONCLUSION: Training in development and use of a personal formulary was particularly effective in universities with a classic curriculum and with traditional pharmacology teaching. In universities with a general problem-based curriculum, pharmacotherapy teaching can be based on either existing or personal formularies. Should medical students learn to develop a personal formulary? An international, multicentre, randomised controlled study https://www.google.com/search?q=Should+medical+students+learn+to+develop+a+personal+formulary?+An+international,+multicentre,+randomised+controlled+study 2008 Universal Regular Teachers/Lecturers Up to Half a Term None None Single 583 NA Yes Some Sub-Groups Reported Immediate Post-Test Only Yes No Yes, Theoretical Perspectives No
3030600 Rest of Europe College/University Professional Training ; Background: Financial incentives are effective in moderating physician and patient behaviour, but they have not been studied in the context of medical education. Aim: This study assessed whether financial incentives can motivate students to acquire electrocardiogram (ECG) interpretation skills. Methods: Students enrolled for a cardio-respiratory teaching module (n?=?121) were randomised to an intervention (financial incentive) or a control (book voucher raffle) condition. All students took three validated exams of ECG interpretation skills (at module entry, module exit and seven weeks later). Only the exit exam was financially incentivised in the intervention group. The primary outcome was the proportion of students who correctly identified =60% of clinically important diagnoses in the exit exam. Results: Financial incentives more than doubled the odds of correctly identifying =60% of diagnoses in the exit exam (adjusted odds ratio 2.44, 95% confidence interval 1.05�5.67) and significantly increased student learning time. However, there was no significant effect on performance levels in the retention exam. Conclusions: Financial incentives increase reported learning time and examination results in the short-term. The lack of a sustained effect on performance suggests that financial incentives may foster a superficial or strategic rather than a deep approach to learning Should we pay the student? A randomised trial of financial incentives in medical education https://www.google.com/search?q=Should+we+pay+the+student?+A+randomised+trial+of+financial+incentives+in+medical+education 2013 Universal Other School/College Employees Up to Half a Term None None Single 121 NA Yes Whole Sample Only At Least Some Follow-Up Yes No No No
8155113 Australia/New Zealand College/University Professional Training Objective: To compare simulated patients (SP) versus seminars for training audiology students to take a case history and give feedback with adult patients. Design: A randomized controlled trial with cross-over. Study sample: Twenty-four audiology students, five SPs, two clinical educators (CE) and three evaluators. Students were randomly allocated to Group 1 who completed SP then seminar training or Group 2 who completed seminar then SP training. The SP training saw each student work with an SP in a clinic room and receive individualized feedback. The seminar training saw the student group work with a single CE in a lecture room and receive group feedback. All students were assessed taking a case history and giving feedback to an SP before, between, and after the training blocks. Results: Mixed model analyses of derived factors for case history and feedback showed significant ( p < 0.05) effects for assessment occasion (i.e. student skills improved with more training) but not for training sequence (i.e. order of training did not affect skill improvements) or training type (i.e. type of training did not affect skill improvements). Conclusion: SP training provided no benefit over seminar training in audiology students learning case history and feedback skills with adult patients. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract) Simulated patients versus seminars to train case history and feedback skills in audiology students: A randomized controlled trial https://www.google.com/search?q=Simulated+patients+versus+seminars+to+train+case+history+and+feedback+skills+in+audiology+students:+A+randomized+controlled+trial 2016 Universal Regular Teachers/Lecturers More than One Term None None Single 24 NA Yes Some Sub-Groups Reported Immediate Post-Test Only Yes No Yes, Descriptive Theory of Change Yes
3030802 Australia/New Zealand College/University Literacy/English Plagiarism continues to be a concern within academic institutions. The current study utilised a randomised control trial of 137 new entry tertiary students to assess the efficacy of a scalable short training session on paraphrasing, patch writing and plagiarism. The results indicate that the training significantly enhanced students&apos; overall knowledge about in-text referencing protocols. Importantly, this knowledge was found to translate into applied skills, with the intervention group performing significantly better in a practical skills application task. Moreover, the findings suggest that it is confidence in writing in English, not language background per se, which plays a significant role in students&apos; practical skills in referencing and their confidence in performing assignment preparation tasks that can help them avoid claims of inadvertent plagiarism. Skills Training to Avoid Inadvertent Plagiarism: Results from a Randomised Control Study https://www.google.com/search?q=Skills+Training+to+Avoid+Inadvertent+Plagiarism:+Results+from+a+Randomised+Control+Study 2014 Universal Regular Teachers/Lecturers Single Session None None Single 260 NA Yes Whole Sample Only Immediate Post-Test Only Yes No No No
3031177 Australia/New Zealand Middle/High School Physical Health and Wellbeing Purpose: To determine the feasibility and pilot a sleep education program in New Zealand high school students. Methods: A parallel, two-arm randomized controlled pilot trial was conducted. High school students (13 to 16 years) were randomly allocated to either a classroom-based sleep education program intervention (n = 15) or to a usual curriculum control group (n = 14). The sleep education program involved four 50-minute classroom-based education sessions with interactive groups. Students completed a 7-day sleep diary, a sleep questionnaire (including sleep hygiene, knowledge and problems) at baseline, post-intervention (4 weeks) and 10 weeks follow-up. Results: An overall treatment effect was observed for weekend sleep duration (F1,24 = 5.21, p = 0.03). Participants in the intervention group slept longer during weekend nights at 5 weeks (1:37 h:min, p = 0.01) and 10 weeks: (1:32 h:min, p = 0.03) compared to those in the control group. No differences were found between groups for sleep duration on weekday nights. No significant differences were observed between groups for any of the secondary outcomes (sleep hygiene, sleep problems, or sleep knowledge). Conclusions: A sleep education program appears to increase weekend sleep duration in the short term. Although this program was feasible, most schools are under time and resource pressure, thus alternative methods of delivery should be assessed for feasibility and efficacy. Larger trials of longer duration are needed to confirm these findings and determine the sustained effect of sleep education on sleep behavior and its impact on health and psychosocial outcomes. Sleep education improves the sleep duration of adolescents: A randomized controlled pilot study https://www.google.com/search?q=Sleep+education+improves+the+sleep+duration+of+adolescents:+A+randomized+controlled+pilot+study 2014 Universal Regular Teachers/Lecturers Up to Half a Term None None Single 29 NA Yes Whole Sample Only At Least Some Follow-Up No No No Yes
3031785 USA/Canada Middle/High School Physical Health and Wellbeing INTRODUCTION: Adolescent males in rural areas use smokeless tobacco (ST). We assessed the efficacy of a school-based nurse-directed ST intervention among rural high school males. METHODS: Study high schools were randomly selected from a public high school list of California rural counties. Consenting high schools were stratified by school size and randomly assigned within strata to intervention or no-intervention groups. After gaining parental consent, male students completed baseline and 1-year follow-up questionnaires. The intervention included peer-led educational sessions and an oral exam by the school nurse who also provided brief tobacco cessation counseling. We used binary generalized estimating equation (GEE) models accounting for clustering within schools to test no difference between groups after adjusting for year in high school using both completers only and multiple imputation for those lost to follow-up. Subgroup analyses assessed Baseline Factor x Group interaction in GEE models. RESULTS: Twenty-one rural counties (72%), 41 randomly selected high schools (56%), and 4,731 male students (50%) participated with 65% retention. Nonsmoking ST users in the intervention group were significantly more likely to stop using ST at follow-up than those in the no-intervention group; there was no intervention effect among baseline ST users who also smoked. A higher percentage of baseline nonsmoking ST users reported smoking at follow-up than baseline non-ST-using smokers who reported using ST. DISCUSSION: A school-based nurse-directed ST cessation program was efficacious among rural nonsmoking ST-using high school males. The potential program reach holds significant public health value. Baseline ST use facilitated smoking at follow-up. Smokeless tobacco cessation cluster randomized trial with rural high school males: intervention interaction with baseline smoking https://www.google.com/search?q=Smokeless+tobacco+cessation+cluster+randomized+trial+with+rural+high+school+males:+intervention+interaction+with+baseline+smoking 2010 Targeted Mixture Full Academic Year or Longer None None Clustered 4731 41 yes Whole Sample Only Immediate Post-Test Only Yes No Yes, Descriptive Theory of Change Yes
3031942 UK/Ireland Middle/High School Behaviour and Social Wellbeing Evaluated effectiveness of school-based social skills program. Middle school children (N=34) selected for behavior problems were assigned to social skills training or to a no-treatment control group. Assessed change by teacher, parent, and self-report measures. Findings suggest significant improvement in social activity and parental report of social behavior and self-esteem for treatment group. (Author/PVV) Social Skills Training in Schools: An Evaluation Study https://www.google.com/search?q=Social+Skills+Training+in+Schools:+An+Evaluation+Study 1990 Universal External Educators Up to Half a Term None None Single 34 NA Yes Whole Sample Only At Least Some Follow-Up Yes Yes, Limited Yes, Theoretical Perspectives Yes
3031861 USA/Canada Middle/High School Behaviour and Social Wellbeing OBJECTIVE: To examine the feasibility, acceptability, and effectiveness of a school based smoking cessation programme among students caught smoking at school. DESIGN: A randomised controlled trial comparing cessation rates among students in a behavioural cessation programme and those receiving self help materials only. SETTING: Eighteen schools in the Memphis, Tennessee area. SUBJECTS: Two hundred and sixty one adolescent cigarette smokers (166 male, 95 female) averaging 15.8 years of age. INTERVENTION: Students assigned to the intervention received a four session behavioural treatment programme administered individually by a health educator. In addition, these students received stage matched intervention in brief phone calls monthly until the one year follow up. MAIN OUTCOME MEASURE: Self reported and biochemically verified smoking cessation at post-test and 12 month follow up. RESULTS: Recruiting students who were caught smoking at school proved to be highly successful. Participants rated the programme favourably, and retention rates were high. Although treated participants improved more in tobacco related knowledge relative to controls (p = 0.002), there were no group differences in changes in attitudes toward smoking. In addition, treated and control participants demonstrated no significant differences in cessation rates both at post-test and follow up. Comparisons between self reported cessation rates and those obtained under bogus pipeline conditions or with biochemical verification suggested significant falsification of cessation among participants. CONCLUSIONS: Our results failed to demonstrate any significant effect of the cessation programme on smoking rates for treated adolescents compared with controls. Our findings also highlight the importance of utilising strong methodology in research on adolescent smoking cessation, including control groups and biochemical verification of smoking status. Start to stop: results of a randomised controlled trial of a smoking cessation programme for teens https://www.google.com/search?q=Start+to+stop:+results+of+a+randomised+controlled+trial+of+a+smoking+cessation+programme+for+teens 2003 Targeted External Educators Up to Half a Term Physical Health and Wellbeing none Single 261 NA No Whole Sample Only At Least Some Follow-Up Yes Yes, Fairly Well Yes, Theoretical Perspectives Yes
3030595 Rest of Europe College/University Professional Training ; Background: In studies exploring the patient mixes of general practitioner (GP) trainees, gaps were repeatedly found, as there were disparities between the patient mixes of GP trainers and trainees. This reduces the opportunities of trainees to acquire enough competence. Aims: To investigate whether steering the patient mix can be effectuated by instructing medical receptionist, trainer and trainee, and to study the effects of this intervention on trainee's self-efficacy (SE) and knowledge. Method:Randomized Controlled Trial (RCT). After a six-month basic registration period, 73 trainees were randomized. Patients with skin conditions and psychosocial conditions were actively assigned to trainees in the intervention group (n?=?35) during two successive periods of three months. The patient mix was measured by extracting data from electronic patient records. Learning outcomes were measured by SE questionnaires and by a knowledge test. Results: No increase was found in patient volume and diversity of the steered conditions in the intervention group as compared to the control group. However, the percentual increase of exposure to skin conditions was greater in the intervention group. No difference in skin SE and psychiatric knowledge was found. The increase of psychosocial SE was greater in the intervention group. In a regression analysis, patient volume was a significant predictor of both skin and psychosocial SE. Conclusions: Despite the difficulty in implementing steering in daily practice, tailoring the patient mix to the individual learning needs of trainees could be considered Steering the patient mix of GP trainees: results of a randomized controlled intervention https://www.google.com/search?q=Steering+the+patient+mix+of+GP+trainees:+results+of+a+randomized+controlled+intervention 2013 Universal Mixture More than One Term None None Single 73 NA Yes Whole Sample Only Immediate Post-Test Only No No Yes, Theoretical Perspectives No
3031922 USA/Canada Primary/Elementary Literacy/English The study examined 40 learning disabled fourth graders' spelling performance in response to strategy training and variations in study conditions. Students who were taught the five-step study strategy recalled correct spelling of more words than controls. However, spelling performance of students who received strategy training was not differentially affected by variations in study conditions. (Author/CL) Strategy Training and Teacher- vs. Student-Controlled Study Conditions: Effects on LD Students' Spelling Performance https://www.google.com/search?q=Strategy+Training+and+Teacher-+vs.+Student-Controlled+Study+Conditions:+Effects+on+LD+Students'+Spelling+Performance 1986 Targeted External Educators Between Half and Full Term None None Single 40 NA No Some Sub-Groups Reported Immediate Post-Test Only No Yes, Fairly Well Yes, Descriptive Theory of Change No
3030888 Rest of Europe College/University Behaviour and Social Wellbeing Student life can be stressful. Hence, we started a regular mind-body medical stress management program in 2006. By today, more than 500 students took part and evaluations showed significant results, especially with regard to a reduction of stress warning signals. For further analysis, we now decided to run a randomized controlled longitudinal trial. Participating students at Coburg University were randomized into an intervention (n = 24) or a waitlist control group (n = 19). The intervention group completed 3 sets (pre/post/follow-up) and the control group 2 sets (pre/post) of self-administered questionnaires. The questionnaires included: SF-12 Health Survey, Perceived Stress Scale (PSS), Sense of Coherence (SOC-L9), Visual Analogue Scale (VAS) concerning stress, and the Stress Warning Signs (SWS) scale. Randomly selected participants of the intervention group were also queried in qualitative interviews. The intervention consisted of an 8 week stress management group program (mind-body medical stress reduction - MBMSR). Follow-up measures were taken after 6 months. Virtually, no drop-out occurred. Our study showed significant effects in the intervention group concerning SF-12 Mental Component Scale (p = 0.05), SF-12 Physical Component Scale (p = 0.001), VAS (in general, p = 0.001) and SWS (emotional reactions, p <0.001), underlined by qualitative results, which showed a higher quality of life. The effectiveness of an MBMSR program in a group of supposedly healthy students could be demonstrated. Findings suggest that stress management might be given importance at universities that care for the performance, the quality of life, and stress-health status of their students, acknowledging and accounting for the challenging circumstances of university life, as well as the specific needs of the modern student population. Copyright 2013 S. Karger AG, Basel. Stress management and mind-body medicine: a randomized controlled longitudinal evaluation of students' health and effects of a behavioral group intervention at a middle-size German university (SM-MESH) https://www.google.com/search?q=Stress+management+and+mind-body+medicine:+a+randomized+controlled+longitudinal+evaluation+of+students'+health+and+effects+of+a+behavioral+group+intervention+at+a+middle-size+German+university+(SM-MESH) 2013 Universal External Educators Between Half and Full Term None None Single 43 NA Yes Whole Sample Only At Least Some Follow-Up No Yes, Limited No No
3031366 NA NA NA PURPOSE: Ultrasound is a widely used diagnostic tool. In medical education, it can be used to teach sonographic anatomy as well as the basics of ultrasound diagnostics. Some medical schools have begun implementing student tutor-led teaching sessions in sonographic abdominal anatomy in order to meet the growing demand in ultrasound teaching. However, while this teaching concept has proven to be feasible and well accepted, there is limited data regarding its effectiveness. We investigated whether student tutors teach sonographic anatomy as effectively as faculty staff sonographers. MATERIALS AND METHODS: 50 medical students were randomly assigned to one of two groups. 46 of these could be included in the analysis. One group was taught by student tutors (ST) and the other by a faculty staff sonographer (FS). Using a pre/post-test design, students were required to locate and label 15 different abdominal structures. They printed out three pictures in three minutes and subsequently labeled the structures they were able to identify. The pictures were then rated by two blinded faculty staff sonographers. A mean difference of one point in the improvement of correctly identified abdominal structures between the pre-test and post-test among the two groups was regarded as equivalent. RESULTS: In the pre-test, the ST (FS) correctly identified 1.6���1.0 (2.0���1.1) structures. Both the ST and FS group showed improvement in the post-test, correctly identifying 7.8���2.8 vs. 8.9���2.9 structures, respectively (p�<�.0001 each). Comparing the improvement of the ST (6.2���2.8 structures) versus the FS (6.9���3.2) showed equivalent results between the two groups (p�<�.05 testing for equivalence). CONCLUSION: Basic abdominal sonographic anatomy can be taught effectively by student tutors. Student tutors are able to teach basic sonographic anatomy effectively - a prospective randomized controlled trial https://www.google.com/search?q=Student+tutors+are+able+to+teach+basic+sonographic+anatomy+effectively+-+a+prospective+randomized+controlled+trial NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA
3031876 Rest of Europe Middle/High School Physical Health and Wellbeing Reports an error in 'Successful overweight prevention in adolescents by increasing physical activity: A 4-year randomized controlled intervention' by C. Simon, B. Schweitzer, M. Oujaa, A. Wagner, D. Arveiler, E. Triby, N. Copin, S. Blanc and C. Platat (International Journal of Obesity, 2008[Oct], Vol 32[10], 1489-1498). The authors have noticed an omission in the legend of Figure 2 and they wish to modify it slightly. The amended Figure 2 is reproduced in the present erratum. (The following abstract of the original article appeared in record 2010-14546-004). Background: Population-based studies directed at promoting physical activity in youth have shown limited success in obesity prevention. Objective: To assess whether an intervention integrating environmental changes to induce sustained changes in physical activity, prevents overweight in adolescents. Design: Four-year randomized trial started in 2002 in eight middle schools of Eastern France. The intervention, randomized at school level, was designed to promote physical activity by changing attitudes through debates and attractive activities, and by providing social support and environmental changes encouraging physical activity. Subjects: Nine hundred and fifty four 12-year-old six-graders. Measurements: Body mass index (BMI), body composition, physical activity by questionnaire, plasma lipids and glucose, insulin resistance. Results: Intervention students had a lower increase in BMI (P=0.01) and age- and gender-adjusted BMI (P<0.02) over time than controls. The differences across groups of the age- and gender-adjusted BMI changes (95% confidence interval (CI)) were &minus;0.29 (&minus;0.51; &minus;0.07) kg/m2 at 3 years, &minus;0.25 (&minus;0.51; 0.01) kg/m2 at 4 years. An interaction with baseline weight status was noted. The intervention had a significant effect throughout the study in initially non-overweight adolescents (&minus;0.36 (&minus;0.60;&minus;0.11) kg/m2 for adjusted BMI at 4 years), corresponding to a lower increase in fat mass index (P<0.001). In initially overweight adolescents, the differences observed across groups at 2 years (�0.40 (&minus;0.94; 0.13) kg/m2 for adjusted BMI) did not persist over time. At 4 years, 4.2% of the initially non-overweight adolescents were overweight in the intervention schools, 9.8% in the controls (odds ratio=0.41 (0.22; 0.75); P<0.01). Independent of initial weight status, compared with controls, intervention adolescents had an increase in supervised physical activity (P<0.0001), a decrease of TV/video viewing (P<0.01) and an increase of high-density cholesterol concentrations (P<0.0001). Conclusion: Enhancing physical activity with a multilevel program prevents excessive weight gain in non-overweight adolescents. Our study provides evidence that prevention of obesity in youth is feasible. (PsycINFO Database Record (c) 2012 APA, all rights reserved) Successful overweight prevention in adolescents by increasing physical activity: A 4-year randomized controlled intervention: Corrigendum https://www.google.com/search?q=Successful+overweight+prevention+in+adolescents+by+increasing+physical+activity:+A+4-year+randomized+controlled+intervention:+Corrigendum 2008 Universal Regular Teachers/Lecturers Full Academic Year or Longer None None Clustered 954 8 Yes Some Sub-Groups Reported At Least Some Follow-Up Yes Yes, Fairly Well Yes, Descriptive Theory of Change Yes
3031102 USA/Canada Preschool/Kindergarten Literacy/English This study investigates whether a curriculum supplement organized as a sequence of teacher-led literacy activities using digital content from public educational television programs can improve early literacy outcomes of low-income preschoolers. The study sample was 436 children in 80 preschool classrooms in California and New York. Preschool teachers were randomly assigned to implement either a 10-week media-rich early literacy intervention that employed clips from 'Sesame Street', 'Between the Lions', and 'SuperWhy!' or to a comparison condition. The media-rich literacy supplement had positive impacts (+0.20 less than or equal to d less than or equal to +0.55) on children's ability to recognize letters, sounds of letters and initial sounds of words, and children's concepts of story and print. The study findings show the potential for incorporating literacy content from public media programming into curriculum supplements supported by professional development to impact early literacy outcomes of low-income children. (Contains 4 tables.) Supplementing Literacy Instruction with a Media-Rich Intervention: Results of a Randomized Controlled Trial https://www.google.com/search?q=Supplementing+Literacy+Instruction+with+a+Media-Rich+Intervention:+Results+of+a+Randomized+Controlled+Trial 2012 Targeted Regular Teachers/Lecturers Between Half and Full Term None None Clustered 436 80 Yes Some Sub-Groups Reported Immediate Post-Test Only Yes Yes, But Not Reported Yes, Theoretical Perspectives No
8154233 USA/Canada Primary/Elementary Literacy/English This research explores the implementation of the iPad and literacy-based applications on the acquisition of literacy skills in the elementary classroom to determine if increases in literacy and reading achievement using DIBELS assessment scores could be attributed to the daily support of iPad devices. Two groups of second grade students were compared. Second grade students in the treatment group were given individual iPad devices for one academic school year to support reading and literacy instruction. Second grade students in the control group received regular instruction with limited technology support. The first goal of this investigation was to examine the impact of technology devices on academic achievement of young learners. The second goal was to examine if there was any impact on student motivation when technology was used daily as a part of learning. The third and final goal of this investigation was to identify what teachers believe about using technology to support instruction in the classroom. Despite the broad scope of literature on the impact of technology on student achievement and the significant movement in schools to invest in and increase the use of technology in classrooms, findings of this study found no observable impact on student achievement and minimal impact on student engagement between treatment and control group students. However, these findings may be helpful in considerations for integrating technology, such as the iPad, into literacy instruction and serve as a foundation for leaders making decisions about whether mobile devices such as these can be useful in supporting literacy in the classroom. Supporting literacy with iPads: A pilot study in second-grade classrooms https://www.google.com/search?q=Supporting+literacy+with+iPads:+A+pilot+study+in+second-grade+classrooms 2016 Universal Regular Teachers/Lecturers Full Academic Year or Longer None None Single 77 NA Yes Whole Sample Only Immediate Post-Test Only Yes Yes, Fairly Well No Yes
3031554 USA/Canada College/University Professional Training Background: Traditional teaching concepts in medical education do not take full advantage of information technology, despite the fact that modern medicine and life sciences are packed with digital media resources. Although the use of mobile communication devices by health care professionals has dramatically increased, scientific data on their efficacy in medical education and clinical training is very limited. Aim: We hypothesized that the use of our specifically developed training and test software system on wireless enabled tablet PCs in conjunction with an online course management system enhances the learning experiences of medical students as well as gastroenterology residents and fellows. Methods: Eighty participants were recruited, phenotyped and randomized to either the tablet or controls groups, respectively. The test group could take advantage of their tablet computer based resources (i.e. eBooks, eJournals, digital animations and videos, access to online course management system (Moddle), educational software programs and podcasts from leading medical publishers including the AGA Institute, ASGE and ACP), while the control group had access to all conventional resources (i.e. library, books, journals) for the entire duration their four month rotation. Their performance was statistically analyzed and compared by administration of random generator selected, thematically equally distributed questions from the Medical Knowledge Self-Assessment Program MKSAP (n=215) and Gastrointestinal Endoscopy Self-Assessment Program GESAP (n=200) at the beginning and the end of their rotation. The potential impact of confounding variables on test scores and correlation between individual and objectively assessed knowledge was investigated. Results: Data of 55 participants (tablet n=24, 50% male; controls, n=31, 25.8% male; median age 28 years) were evaluable. Median differences in score distribution at the beginning and the end of the rotation were significantly different in the tablet (MKSAP p = 0.002, CI 95%; GESAP p = 0.006, CI 95%), but not the control (MKSAP p = 0.233, CI 95%; GESAP p = 0.096, CI 95%) group, respectively. Age, gender, clinical experience abroad, affinity to computers, final medical school exam score (in graduated participants), additional Ph.D. degree and training level had no significant impact on these results in both groups. However, MKSAP, but not GESAP score distribution was significantly (p = 0.049, CI 95%) improved in participants with eLearning experience. Self-rated knowledge in surgery (p = 0.038, CI 95%), but not internal medicine, gastroenterology and endoscopy correlated with MKSAP and GESAP scores in the tablet group. (Table Presented). Tablet computer based multimedia enhanced medical training improves performance in board exams compared with traditional medical education-results from a prospective, randomized, controlled trial https://www.google.com/search?q=Tablet+computer+based+multimedia+enhanced+medical+training+improves+performance+in+board+exams+compared+with+traditional+medical+education-results+from+a+prospective,+randomized,+controlled+trial 2013 Universal Regular Teachers/Lecturers More than One Term none none Single 80 NA Yes Some Sub-Groups Reported Immediate Post-Test Only No Yes, Fairly Well No No
3031928 USA/Canada Middle/High School Behaviour and Social Wellbeing OBJECTIVES: This investigation attempted to prevent unipolar depressive episodes in a sample of high school adolescents with an elevated risk of depressive disorder. METHOD: Adolescents at risk for future depressive disorder by virtue of having elevated depressive symptomatology were selected with a two-stage case-finding procedure. The Center for Epidemiologic Studies-Depression Scale (CES-D) was administered to 1,652 students; adolescents with elevated CES-D scores were interviewed with the Schedule for Affective Disorders and Schizophrenia for School-Age Children. Subjects with current affective diagnoses were referred to nonexperimental services. The remaining 150 consenting subjects were considered at risk for future depression and randomized to either a 15-session cognitive group prevention intervention or an 'usual care' control condition. Subjects were reassessed for DSM-III-R diagnostic status after the intervention and at 6- and 12-month follow-up points. RESULTS: Survival analyses indicated a significant 12-month advantage for the prevention program, with affective disorder total incidence rates of 14.5% for the active intervention, versus 25.7% for the control condition. No differences were detected for nonaffective disorders across the study period. CONCLUSION: Depressive disorder can be successfully prevented among adolescents with an elevated future risk. Targeted prevention of unipolar depressive disorder in an at-risk sample of high school adolescents: a randomized trial of a group cognitive intervention https://www.google.com/search?q=Targeted+prevention+of+unipolar+depressive+disorder+in+an+at-risk+sample+of+high+school+adolescents:+a+randomized+trial+of+a+group+cognitive+intervention 1995 Targeted External Educators Between Half and Full Term None None Single 150 NA Yes Whole Sample Only At Least Some Follow-Up Yes Yes, Fairly Well Yes, Descriptive Theory of Change Yes
3030942 USA/Canada Preschool/Kindergarten Behaviour and Social Wellbeing The present study evaluated the efficacy of a multicomponent, classroom-based intervention in reducing preschoolers' behavior problems. The Chicago School Readiness Project model was implemented in 35 Head Start classrooms using a clustered-randomized controlled trial design. Results indicate significant treatment effects (ds = 0.53-0.89) for teacher-reported and independent observations of children's internalizing and externalizing behavior problems. Moreover, there was some evidence for the moderating role of child gender, race/ethnic group membership, and exposure to poverty-related risk, with stronger effects of intervention for some groups of children than for others. Findings contribute to a growing area of research on poverty and preventive intervention in early childhood. (Contains 3 footnotes, 3 tables and 2 figures.) Targeting Children's Behavior Problems in Preschool Classrooms: A Cluster-Randomized Controlled Trial https://www.google.com/search?q=Targeting+Children's+Behavior+Problems+in+Preschool+Classrooms:+A+Cluster-Randomized+Controlled+Trial 2009 Targeted Mixture Full Academic Year or Longer None None Clustered 543 18 Yes Some Sub-Groups Reported Immediate Post-Test Only Yes Yes, Limited Yes, Theoretical Perspectives Yes
3031539 USA/Canada Preschool/Kindergarten Literacy/English This randomized study examined the effectiveness of a preschool stimulation program created to teach words that had been selected by considering the needs of the target population of children. Twenty-two educators and their group of at-risk preschoolers (N=222, M sub(age)=4.27 years) were assigned to one of two conditions: control or intervention. In the latter condition, educators had to read specifically developed storybooks to their group and conduct stimulation activities. Despite the training and support they received, educators implemented the intervention with varying degrees of fidelity. Nonetheless, intent-to-treat comparison of the two conditions indicates that children in the intervention condition learned the meaning of a much greater number of words than their peers in the control condition. In addition, efficacy subset analyses that took into account fidelity of implementation show that the greatest gains were made by children who had an educator who had implemented the intervention reliably. Strategies for scaling up the intervention and optimizing its implementation are discussed. Targeting the Specific Vocabulary Needs of At-Risk Preschoolers: A Randomized Study of the Effectiveness of an Educator-Implemented Intervention https://www.google.com/search?q=Targeting+the+Specific+Vocabulary+Needs+of+At-Risk+Preschoolers:+A+Randomized+Study+of+the+Effectiveness+of+an+Educator-Implemented+Intervention 2013 Targeted Regular Teachers/Lecturers More than One Term None None Clustered 222 22 Yes Whole Sample Only Immediate Post-Test Only Yes No No No
3031890 NA NA NA Background/Context: One important question to educational research is whether teachers can influence student achievement over time. This question is related to the durability of teacher effects on student achievement in successive grades. The research evidence about teacher effects on student achievement has been somewhat mixed. Some education production function studies seem to suggest that the effects of observed teacher characteristics on student achievement are negligible, while others suggest that they are considerable (Greenwald, Hedges, & Laine, 1996; Hanushek, 1986). Other studies have consistently documented that teachers differ substantially in their effectiveness measured as between-classroom variation in achievement adjusted by student background (Hanushek, 1986; Nye et al., 2004; Rivkin et al., 2005). Thus far, there is no evidence about the persistence of teacher effects in early grades using high quality data from a randomized experiment. Purpose/Objective/Research Question/Focus of Study: This study examines the enduring benefits of teacher effects on student achievement in early elementary grades using high quality experimental data from Project STAR. I am interested in determining the persistence of teacher effects in early grades and whether teacher effects remain strong predictors of student achievement or fade over a four-year period for kindergarten through third grade. Research Design: I computed teacher effects as classroom-specific random effects and then I used them as predictors of student achievement in subsequent years. I also examined whether teacher effects persisted through third grade. Multilevel models were used to conduct the analysis. The results suggest that overall teacher effects in early grades are evident through third grade in reading and mathematics achievement. Findings/Results: The findings support the idea that teachers do matter and significantly affect reading and mathematics achievement not only in the current or the following year, but in subsequent years as well. However, the results also show that teacher effects estimates in previous grades are smaller than estimates in later grades. The teacher effects are more pronounced in reading. Conclusions: Students who receive effective teachers at the 85th percentile of the teacher effectiveness distribution in three consecutive grades kindergarten through second grade would experience achievement increases of about one-third of a SD in reading in third grade. These effects are considerable and comparable to achievement increases caused by cumulative effects of small classes in early grades. Such effects in education are important and are nearly one-third of a year's growth in achievement (Hill, Bloom, Black, & Lipsey, 2008). Teacher Effects in Early Grades: Evidence from a Randomized Study https://www.google.com/search?q=Teacher+Effects+in+Early+Grades:+Evidence+from+a+Randomized+Study NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA
3030943 USA/Canada Preschool/Kindergarten Study-Related Skills Objective: The vast majority of children with an autism spectrum disorder (ASD) attend public preschools at some point in their childhood. Community preschool practices often are not evidence based, and almost none target the prelinguistic core deficits of ASD. This study investigated the effectiveness of public preschool teachers implementing a validated intervention (the Joint Attention and Symbolic Play/Engagement and Regulation intervention; JASP/ER) on a core deficit of autism, initiating joint attention. Method: Sixteen dyads (preschoolers with ASD and the public school teachers who worked in the child's classroom) were randomly assigned to the 6-week JASP/ER intervention or a control group. Results: At the end of the intervention, JASP/ER teachers used more JASP/ER strategies than the control teachers, and JASP/ER preschoolers used more joint attention in their classroom than control children. Additionally, JASP/ER children spent more time in supported engagement and less time in object engagement than control preschoolers on a taped play interaction. Conclusions: Findings suggest that teachers were able to improve a core deficit of children with ASD in a public preschool context. (Contains 1 figure and 7 tables.) Teacher-Implemented Joint Attention Intervention: Pilot Randomized Controlled Study for Preschoolers with Autism https://www.google.com/search?q=Teacher-Implemented+Joint+Attention+Intervention:+Pilot+Randomized+Controlled+Study+for+Preschoolers+with+Autism 2012 Targeted Regular Teachers/Lecturers Between Half and Full Term Behaviour and Social Wellbeing None Single 16 NA Yes Whole Sample Only Immediate Post-Test Only Yes Yes, Fairly Well Yes, Descriptive Theory of Change Yes
3031414 NA NA NA The teaching of clinical epidemiology to second-year students at the Bowman Gray School of Medicine is carried out using journal articles to illustrate concepts. Because of the need for discussion, the instructors believed that the concepts of epidemiology might best be learned by, and that greater satisfaction with the learning process might be derived from, small group discussions rather than large lecture sessions. To test these hypotheses, students were randomized into either one of two discussion groups or a larger lecture group. The course handouts and text were identical, and the three instructors presented the same material successively to each group. In the final examination, all three groups answered approximately 26 of 36 questions correctly. Seventy percent of students responded to a questionnaire at the end of the course. There were no significant differences between the discussion and lecture groups in their ability to read and understand medical articles. However, the discussion group students were more favorable in their assessment of the success of the teaching method and in their perception of the importance and overall quality of the course. While there may be little difference in the short-term retention of epidemiological principles between the two teaching methods, the greater satisfaction reported by the students in the small groups will stimulate us to try to provide that type of learning environment in the future. Teaching clinical epidemiology: a controlled trial of two methods https://www.google.com/search?q=Teaching+clinical+epidemiology:+a+controlled+trial+of+two+methods NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA
3030863 USA/Canada College/University Professional Training BACKGROUND: Video review is a valuable educational tool for teaching communication skills. Many studies have demonstrated its efficacy with individual learners, but few studies have addressed its use in a group format. PURPOSE: To assess the educational benefits of group versus individual video review of standardized patient encounters through the evaluations of 4th-year students at the Albert Einstein College of Medicine. METHODS: Students (128) who participated in a 7-station, standardized patient, clinical competency exam were randomly assigned to an individual or small group video review of selected segments of these encounters in 2000-2001. Students filled out an anonymous 13-item questionnaire assessing the experience and provided open-ended responses. RESULTS: With both review formats, most students had a positive learning experience (80%), found it less stressful than they expected (67%), and would not have preferred to do the review the other way (84%). Students randomized to individual reviews had a significantly higher level of satisfaction with the amount of time for the session (91% vs. 78%, p < .05) and the amount of feedback they received (95% vs. 79%, p = .01) and were more likely to view the session as a positive learning experience (88% vs. 73%, p < .05). Students in the individual review format were more likely to choose self-assessed weak segments (63% vs. 49%, p = .01). Students' comments indicated that they appreciated the value of peer review in a group setting. CONCLUSIONS: Although both group reviews and individual reviews of videotaped standardized patient encounters were received well by the students, there were several statistical differences in favor of the individual format. Teaching clinical skills through videotape review: a randomized trial of group versus individual reviews https://www.google.com/search?q=Teaching+clinical+skills+through+videotape+review:+a+randomized+trial+of+group+versus+individual+reviews 2006 Universal External Educators Single Session None None Single 128 NA Yes Whole Sample Only Immediate Post-Test Only No Yes, Limited No No
3031041 USA/Canada College/University Study-Related Skills CONTEXT: Critical appraisal is an important skill for medical students. A proposed curriculum may be an effective teaching tool. OBJECTIVE: To determine whether the teaching of critical appraisal can be successfully introduced into an osteopathic clinical clerkship in obstetrics and gynecology. DESIGN: Osteopathic medical students (N=77) were assigned by lottery to one of eight rotation groups during their clinical clerkship in obstetrics and gynecology. Four of these rotation groups received instruction in critical appraisal (study group; received evidence-based medicine [EBM] curriculum; n=38); the other four rotation groups did not (control group; received non-EBM; n=39). The ability of the study EBM group to critically analyze the literature was compared with that of the control (non-EBM) group on the basis of results of a multiple-choice examination. SETTING: The University of Medicine and Dentistry of New Jersey-School of Osteopathic Medicine clinical clerkship in obstetrics and gynecology. RESULTS: The median scores for critical analysis were 41 for the control group and 64 for the study group. This difference was statistically significant (P<.001). CONCLUSION: The teaching of critical appraisal can be successfully introduced into a clerkship in obstetrics and gynecology. Teaching critical appraisal: a pilot randomized controlled outcomes trial in undergraduate osteopathic medical education https://www.google.com/search?q=Teaching+critical+appraisal:+a+pilot+randomized+controlled+outcomes+trial+in+undergraduate+osteopathic+medical+education 2006 Universal External Educators Up to Half a Term None None Single 77 NA Yes Whole Sample Only Immediate Post-Test Only Yes No No No
3031923 USA/Canada College/University Professional Training BACKGROUND: The effectiveness of teaching critical appraisal to students of Complementary and Alternative Medicine (CAM) has not been studied. In this study we attempt to determine if a workshop for final year students at a naturopathic college improved their ability to utilize critical appraisal concepts. METHODS: We assigned 83 Naturopathic Interns to two groups: Group A (n = 47) or Group B (n = 36). We conducted a baseline assessment of all subjects' critical appraisal skills. Group A was assigned to receive a 3(1/2) hour workshop on Evidence Based Medicine (EBM) and Group B received a workshop on bioethics (control intervention). The groups critical appraisal skills were re-evaluated at this time. We then crossed over the intervention so that Group B received the EBM workshop while Group A received the bioethics workshop. Assessment of critical appraisal skills of the two groups was again performed. RESULTS: The students mean scores were similar in Group A (14.8) and Group B (15.0) after Group A had received the intervention and Group B had received the control (p = 0.75). Group scores were not significantly improved at the end of the trial compared to at the beginning of the study (Group A: 15.1 to 16.1) (Group B 15.6 to 15.9). Student's confidence in reading research papers also did not improve throughout the course of the study. CONCLUSION: The final year is a difficult but important time to teach critical appraisal and evidence skills. Single, short intervention programs will likely yield negligible results. A multi-factorial approach may be better suited to implementing EBCAM than single short interventions. Teaching Evidence-Based Complementary and Alternative Medicine (EBCAM); changing behaviours in the face of reticence: a cross-over trial https://www.google.com/search?q=Teaching+Evidence-Based+Complementary+and+Alternative+Medicine+(EBCAM);+changing+behaviours+in+the+face+of+reticence:+a+cross-over+trial 2002 Universal External Educators Single Session none none Single 83 NA No Whole Sample Only Immediate Post-Test Only Yes Yes, Limited Yes, Descriptive Theory of Change Yes
3030826 USA/Canada College/University Other School Subjects PURPOSE: We needed specific strategies for students in diverse outpatient settings to more uniformly learn focused history and physical exam skills. METHODS: We conducted a randomized control trial to test the use of focused history and physical exam scripts in enhancing 3rd-year medical students' clinical skills at two medical schools. The article based scripts outlined focused outpatient encounters. The outcome measure was blinded analysis of progress notes using a standardized scale. Descriptive statistics were used to assess differences among student in each school, and study groups were compared using a t test. RESULTS: Five of 11 variables were statistically higher in the scripts group. These included history taking, physical examination, and overall score. CONCLUSION: Focus Scripts facilitated a specific task of learning to document focused evaluations in acute and chronic office visits. Teaching focused histories and physical exams in ambulatory care: a multi-institutional randomized trial https://www.google.com/search?q=Teaching+focused+histories+and+physical+exams+in+ambulatory+care:+a+multi-institutional+randomized+trial 2007 Targeted Regular Teachers/Lecturers Single Session None None Single 60 NA Yes Whole Sample Only Immediate Post-Test Only No No No No
3031894 Australia/New Zealand College/University Professional Training OBJECTIVE: To assess the relative effectiveness of videotape feedback and lecture methods for teaching alcohol brief intervention skills. DESIGN: In a controlled trial, two student blocks received a manual, lecture and demonstration about the principles and practice of brief alcohol intervention. In addition, experimental students made a 20-min videotape and participated in a 1.5-h small group feedback session. Prior to and after training, all students completed questionnaires and videotaped interviews with simulated patients. SETTING: Faculty of Medicine and Health Sciences of the University of Newcastle, Australia. SUBJECTS: Final-year medical students. RESULTS: Levels of alcohol-related knowledge, attitudes and interactional skills as well as general interactional skills were significantly improved after teaching. Alcohol-related interactional skills that were unsatisfactory at pretest reached satisfactory standards at post-test. An intergroup comparison of the improvement between pre- and post-teaching scores indicated that there was no significant difference in the effectiveness of the two methods. CONCLUSIONS: Training can improve medical student performance in alcohol intervention. Further research is required to examine the relative effectiveness of different teaching methods. Teaching medical students alcohol intervention skills: results of a controlled trial https://www.google.com/search?q=Teaching+medical+students+alcohol+intervention+skills:+results+of+a+controlled+trial 1999 Universal Regular Teachers/Lecturers Up to Half a Term None None Single 55 NA Yes Whole Sample Only At Least Some Follow-Up Yes No Yes, Descriptive Theory of Change Yes
3031688 UK/Ireland College/University Professional Training OBJECTIVE: To compare the teaching value of one session of computer-guided solo instruction in exposure therapy for phobias with that of one face-to-face small-group tutorial. DESIGN: Non-blind, randomized, controlled study. SETTING: King's College Hospital Medical School, London. PARTICIPANTS: Thirty-seven third-year medical students and 11 behaviour therapists. MAIN OUTCOME MEASURES: Seventy-five true/false multiple choice questions relating to (b) below answered at pre- and post-teaching by students and just once by behaviour therapists to obtain 'expert' scores; pre- and post-teaching ratings of interest in behaviour therapy and post-teaching ratings of educational and enjoyment value. EDUCATIONAL INTERVENTIONS: (a) All students had a 20-minute group lecture on basic concepts and historical aspects just before randomization to: (b) 90 min of either solo computer or group face-to-face tutorial teaching. Computer instruction used a short version of 'FearFighter'- a self-help computer system for people suffering from phobias. RESULTS: Solo computer instruction taught exposure therapy principles effectively but improved multiple choice question scores marginally less than did small-group tutorial teaching. Tutorial teaching required 5 times more teacher time but led to knowledge scores that did not differ significantly from those of behaviour therapists. Students clearly rated face-to-face small-group tutorial teaching as more enjoyable. CONCLUSION: The knowledge gain from a solo computer session resembled that from a small-group face-to-face tutorial, and required far less teacher time, but was less enjoyable. Enjoyment might rise if the computer session was group-oriented and aimed at students rather than patients. In general computer teaching might be best used to complement rather than replace conventional teaching. Teaching medical students exposure therapy for phobia/panic - randomized, controlled comparison of face-to-face tutorial in small groups vs. solo computer instruction https://www.google.com/search?q=Teaching+medical+students+exposure+therapy+for+phobia/panic+-+randomized,+controlled+comparison+of+face-to-face+tutorial+in+small+groups+vs.+solo+computer+instruction 2002 Universal Regular Teachers/Lecturers Single Session None None Single 37 NA no Whole Sample Only Immediate Post-Test Only No No Yes, Descriptive Theory of Change Yes
8155297 USA/Canada College/University Professional Training Background: Early in medical education, physicians must develop competencies needed for tobacco dependence treatment. Objective: To assess the effect of a multi-modal tobacco dependence treatment curriculum on medical students' counseling skills. Design: A group-randomized controlled trial (2010-2014) included ten U.S. medical schools that were randomized to receive either multi-modal tobacco treatment education (MME) or traditional tobacco treatment education (TE). Setting/Participants: Students from the classes of 2012 and 2014 at ten medical schools participated. Students from the class of 2012 (N = 1345) completed objective structured clinical examinations (OSCEs), and 50 % (N = 660) were randomly selected for pre-intervention evaluation. A total of 72.9 % of eligible students (N = 1096) from the class of 2014 completed an OSCE and 69.7 % (N = 1047) completed pre and post surveys. Interventions: The MME included a Web-based course, a role-play classroom demonstration, and a clerkship booster session. Clerkship preceptors in MME schools participated in an academic detailing module and were encouraged to be role models for third-year students. Measurements: The primary outcome was student tobacco treatment skills using the 5As measured by an objective structured clinical examination (OSCE) scored on a 33-item behavior checklist. Secondary outcomes were student self-reported skills for performing 5As and pharmacotherapy counseling. Results: Although the difference was not statistically significant, MME students completed more tobacco counseling behaviors on the OSCE checklist (mean 8.7 [SE 0.6] vs. mean 8.0 [SE 0.6], p = 0.52) than TE students. Several of the individual Assist and Arrange items were significantly more likely to have been completed by MME students, including suggesting behavioral strategies (11.8 % vs. 4.5 %, p < 0.001) and providing information regarding quitline (21.0 % vs. 3.8 %, p < 0.001). MME students reported higher self-efficacy for Assist, Arrange, and Pharmacotherapy counseling items (ps <0.05). Limitations: Inclusion of only ten schools limits generalizability. Conclusions: Subsequent interventions should incorporate lessons learned from this first randomized controlled trial of a multi-modal longitudinal tobacco treatment curriculum in multiple U.S. medical schools. NIH Trial Registry Number: NCT01905618 Teaching Medical Students to Help Patients Quit Smoking: outcomes of a 10-School Randomized Controlled Trial https://www.google.com/search?q=Teaching+Medical+Students+to+Help+Patients+Quit+Smoking:+outcomes+of+a+10-School+Randomized+Controlled+Trial 2015 Universal External Educators Full Academic Year or Longer None None Clustered 1096 10 Yes Some Sub-Groups Reported At Least Some Follow-Up Yes Yes, Fairly Well No Yes
3031641 Central/South America College/University Professional Training BACKGROUND: Evidence-Based Medicine (EBM) is an important competency for the healthcare professional. Experimental evidence of EBM educational interventions from rigorous research studies is limited. The main objective of this study was to assess EBM learning (knowledge, attitudes and self-reported skills) in undergraduate medical students with a randomized controlled trial. METHODS: The educational intervention was a one-semester EBM course in the 5th year of a public medical school in Mexico. The study design was an experimental parallel group randomized controlled trial for the main outcome measures in the 5th year class (M5 EBM vs. M5 non-EBM groups), and quasi-experimental with static-groups comparisons for the 4th year (M4, not yet exposed) and 6th year (M6, exposed 6 months to a year earlier) groups. EBM attitudes, knowledge and self-reported skills were measured using Taylor's questionnaire and a summative exam which comprised of a 100-item multiple-choice question (MCQ) test. RESULTS: 289 Medical students were assessed: M5 EBM=48, M5 non-EBM=47, M4=87, and M6=107. There was a higher reported use of the Cochrane Library and secondary journals in the intervention group (M5 vs. M5 non-EBM). Critical appraisal skills and attitude scores were higher in the intervention group (M5) and in the group of students exposed to EBM instruction during the previous year (M6). The knowledge level was higher after the intervention in the M5 EBM group compared to the M5 non-EBM group (p<0.001, Cohen's d=0.88 with Taylor's instrument and 3.54 with the 100-item MCQ test). M6 Students that received the intervention in the previous year had a knowledge score higher than the M4 and M5 non-EBM groups, but lower than the M5 EBM group. CONCLUSIONS: Formal medical student training in EBM produced higher scores in attitudes, knowledge and self-reported critical appraisal skills compared with a randomized control group. Data from the concurrent groups add validity evidence to the study, but rigorous follow-up needs to be done to document retention of EBM abilities. Teaching of evidence-based medicine to medical students in Mexico: a randomized controlled trial https://www.google.com/search?q=Teaching+of+evidence-based+medicine+to+medical+students+in+Mexico:+a+randomized+controlled+trial 2012 Universal Regular Teachers/Lecturers Between Half and Full Term None None Single 289 NA yes Whole Sample Only Immediate Post-Test Only Yes No Yes, Descriptive Theory of Change Yes
3030778 UK/Ireland Primary/Elementary Literacy/English Background: Awareness of individual phonemes in words is a late-acquired level of phonological awareness that usually develops in the early school years. It is generally agreed to have a close relationship with early literacy development, but its role in speech change is less well understood. Speech and language therapy for children with speech disorder involves tasks that appear, either implicitly or explicitly, to require a phonemic level of awareness. However, children typically attend for intervention at a pre-school, pre-literate stage, i.e. before they would be expected to have developed the relevant phoneme segmentation and manipulation skills. Aims: To investigate whether it is possible to teach phoneme awareness skills to pre-literate children with speech disorder. Methods & Procedures: In a randomized controlled trial design 42 children with speech disorder, aged 4;0-4;6, were allocated to either a phonological awareness or a language stimulation programme. Children were assessed on four measures of phoneme awareness (alliteration awareness, phoneme isolation, word segmentation and phoneme addition/deletion) immediately before and after the programme and categorized as 'improved' or 'not improved' according to predetermined criteria. Fisher's Exact test was used to compare outcome in the two groups. Outcomes & Results: Significantly more children improved in the phonological awareness group than in the language stimulation group for three out of the four measures (all except alliteration awareness). However, for the two most advanced tasks (segmentation and addition/deletion) only a small minority of children showed improvement. A marked improvement in Phoneme Isolation was made by the majority of children in the phonological awareness group. Conclusions: It is possible to teach some advanced phoneme awareness skills to some pre-literate children. Phoneme Isolation was the most easily learned and is a skill that appears very relevant to speech and language therapy. However, phoneme addition, deletion and word segmentation showed relatively limited improvement and only in a small number of cognitively able and older children. Whereas isolation of word initial consonants appears to be a skill that can be triggered at 4;0-4;6 by relevant activities, most children in the study were not cognitively ready for more advanced, abstract phoneme manipulation tasks. This raises questions about how speech and language therapists should tackle many common errors and the age at which we should aim to develop or draw on phoneme awareness to stimulate speech change. (Contains 3 tables and 4 figures.) Teaching Phoneme Awareness to Pre-Literate Children with Speech Disorder: A Randomized Controlled Trial https://www.google.com/search?q=Teaching+Phoneme+Awareness+to+Pre-Literate+Children+with+Speech+Disorder:+A+Randomized+Controlled+Trial 2007 Targeted External Educators Between Half and Full Term None None Single 42 NA Yes Some Sub-Groups Reported Immediate Post-Test Only No No Yes, Descriptive Theory of Change Yes
3031628 USA/Canada College/University Professional Training Historically, McMaster University School of Nursing in Hamilton, Ontario, Canada has utilized self-directed learning methods to teach psychomotor nursing skills to undergraduate nursing students. Second year students, in their post-clinical evaluations indicated a desire for a structured laboratory setting to assist them in acquiring these skills. In response, faculty designed a randomized control trial to compare the effectiveness of teaching psychomotor skills in a structured laboratory setting with self-directed self-taught modules. The results of this study substantiated the hypothesis of no difference between psychomotor skill performance of students who learn in a self-directed manner and those taught in a structured clinical laboratory. Teaching psychomotor skills in nursing: a randomized control trial https://www.google.com/search?q=Teaching+psychomotor+skills+in+nursing:+a+randomized+control+trial 1989 Universal Regular Teachers/Lecturers Between Half and Full Term None None Single 77 NA no Whole Sample Only Immediate Post-Test Only Yes No Yes, Descriptive Theory of Change Yes
3031826 Australia/New Zealand Multiple Physical Health and Wellbeing This study examined the effectiveness of Emotion-Based Social Skills Training (EBSST) a manualised socialemotional intervention designed to improve emotional competence in school-aged children with Autism Spectrum Disorder (ASD). Participants were 217 chil- dren (aged 7-13 years) with ASD without Intellectual Disability attending 41 mainstream primary schools in NSWAustralia. Data on emotional competence, social skills and mental health difficulties were collected using teacher and parent informant report ques- tionnaires in a pre-test/post-test control group design. One hundred and six students took part in the treatment and 111 students were in the control group. School Counsellors delivered the 16 session treatment to groups of 38 students in their schools. Teachers and parents also received six sessions of EBSST in separate groups. Participants received a booster session at six months follow-up. EBSST improved teacher reported emotional competence as measured by the Emotions Development Questionnaire (EDQ). The effect size was large and improvements were sustained at 6 months follow-up. Parent reported emotional competence and more general measures of social skills and mental health were insensitive to change across informants. This study has important implications for students, teachers and parents and provides a valuable basis for further research and development of EBSST and the EDQ. Teaching social-emotional skills to school-aged children with Autism Spectrum Disorder: A treatment versus control trial in 41 mainstream schools https://www.google.com/search?q=Teaching+social-emotional+skills+to+school-aged+children+with+Autism+Spectrum+Disorder:+A+treatment+versus+control+trial+in+41+mainstream+schools 2014 Targeted Regular Teachers/Lecturers Between Half and Full Term Physical Health and Wellbeing None Not Randomised 2017 41 Yes Whole Sample Only At Least Some Follow-Up Yes No Yes, Descriptive Theory of Change Yes
3030722 USA/Canada Primary/Elementary Numeracy/Maths The purpose of this study was to assess the effects of schema-broadening instruction (SBI), with and without explicit instruction in strategies for tackling the complexities involved in real-life (RL) math problems, on the math problem solving of third-grade students. Teachers (n = 30) were assigned randomly to 3 16-week conditions: control, SBI, and SBI-RL. Students in their classes (n = 455) were pre- and posttested on problem-solving measures at increasing transfer distances from the problems used for teaching problem solutions, with far transfer mirroring real-life problems. For the most part, SBI students, with and without RL, improved statistically significantly better than control students, with large effect sizes, but comparably to each other. By contrast, on the least structured real-life question, paralleling the ambiguities of real-life problem solving most closely, reliable and large effects favored the SBI-RL students over SBI and control students, suggesting RL's potential. Teaching Third Graders about Real-Life Mathematical Problem Solving: A Randomized Controlled Study https://www.google.com/search?q=Teaching+Third+Graders+about+Real-Life+Mathematical+Problem+Solving:+A+Randomized+Controlled+Study 2006 Universal Regular Teachers/Lecturers Between Half and Full Term None None Clustered 455 30 Yes Whole Sample Only Immediate Post-Test Only Yes No Yes, Theoretical Perspectives Yes
3030576 USA/Canada Middle/High School Numeracy/Maths Billions of dollars are spent annually in response to widespread underachievement in areas of math and reading (National Assessment of Education Progress, 2003). Efficacy of these remedial academic programs is often poorly documented and few programs are designed to address individual needs (Kahne, Nagaoka, Brown, O'Brien, Quinn, & Thiede, 2001; Granger, Durlak, Yohalem, & Reisner, 2007). Furthermore, many students do not benefit from these programs due to behavior deficits that impact learning (Granger et al., 2007). The Challenging Horizons Program (CHP) is an evidence-based after-school program that provides an effective framework for engaging students with behavior deficits in learning activities (Langberg, Smith, Bogle, Schmidt, Cole, & Pender, 2006). At the start of this dissertation, the CHP did not have a curriculum targeting students' math performance. This dissertation describes the development of a remedial math intervention delivered within the Challenging Horizons Program designed to be delivered by paraprofessionals with limited training in teaching. To evaluate the curriculum, participants were randomly assigned to either receive the CHP as usual (N = 13) or the CHP plus math intervention 4 days a week (N=13). Outcomes were measured using brief timed assessments of basic math calculation and word problem solving, which showed generally positive effect sizes but low rates of reliable change on a case-by-case basis. No differences in skipping items between the control and treatment groups were observed on the basic calculation weekly assessment measure. Overall, this pilot study suggests that this math intervention can feasibly be delivered by paraprofessionals but some procedural and methodological limitations cloud the interpretation of the results with regard to the efficacy of the math intervention. (PsycINFO Database Record (c) 2012 APA, all rights reserved) Ten weeks of academic intervention designed to improve math word problem solving among middle school students: Effects of a randomized pilot study https://www.google.com/search?q=Ten+weeks+of+academic+intervention+designed+to+improve+math+word+problem+solving+among+middle+school+students:+Effects+of+a+randomized+pilot+study 2008 Targeted External Educators Between Half and Full Term Range of Academic Outcomes None Single 26 NA Yes Whole Sample Only Immediate Post-Test Only Yes No Yes, Theoretical Perspectives Yes
5132781 Rest of Europe College/University Other School Subjects Context Clinical reasoning is an essential skill, the foundations of which should be acquired during undergraduate medical education. Student performance in clinical reasoning can be assessed using key feature examinations. However, within a paradigm of test-enhanced learning, such examinations may also be used to enhance long-term retention of procedural knowledge relevant to clinical reasoning. Objectives This study tested the hypothesis that repeated testing with key feature questions is more effective than repeated case-based learning in fostering clinical reasoning. Methods In this randomised crossover trial, Year 4 medical students attended 10 weekly computer-based seminars during which patient case histories covering general medical conditions were displayed. The presentation format was switched between groups every week. In the control condition, students studied long case narratives. The intervention condition used the same content but augmented case presentation with a sequence of key feature questions. Using a within-subjects design, student performance on intervention and control items was assessed at 13 weeks (exit examination) and 9 months (retention test) after the first day of term. Results A total of 87 of 124 eligible students provided complete data for the longitudinal analysis (response rate: 70.2%). In the retention test, mean ± standard deviation student scores on intervention items were significantly higher than those on control items (56.0 ± 25.8% versus 48.8 ± 24.7%; p < 0.001). The results remained unchanged after accounting for exposure time in a linear regression analysis that also adjusted for sex and general student performance levels. Conclusions This is the first study to demonstrate an effect of test-enhanced learning on clinical reasoning as assessed with key feature questions. In this randomised trial, repeated testing was more effective than repeated case-based learning alone. Curricular implementation of longitudinal key feature testing may considerably enhance student learning outcomes in relevant aspects of clinical medicine. ABSTRACT FROM AUTHOR]; Copyright of Medical Education is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) Test-enhanced learning of clinical reasoning: a crossover randomised trial https://www.google.com/search?q=Test-enhanced+learning+of+clinical+reasoning:+a+crossover+randomised+trial 2016 Universal Regular Teachers/Lecturers Up to Half a Term Professional Training None Clustered 87 2 Yes Whole Sample Only At Least Some Follow-Up Yes No Yes, Descriptive Theory of Change No
3030743 Rest of Europe Primary/Elementary Literacy/English This study was designed to identify, through mediation analysis, potential causal mechanisms by which procedures of self-regulated learning increase the efficaciousness of teaching young students strategies for writing stories. In a randomized controlled trial with 3 measurement points (pretest, posttest, maintenance), 117 fourth graders either received self-regulatory writing strategies training or were taught writing strategies without self-regulation procedures. Path analyses indicated that relative to teaching writing strategies alone, teaching strategies in tandem with self-regulation procedures improved students' skills of planning and revising stories and thereby enhanced the quality of the resulting stories. Self-regulated learning also enhanced students' knowledge about good writing and strengthened their self-efficacy beliefs, which both had a positive effect on the use of the learned strategies while planning narratives. (Contains 6 tables, 2 figures and 4 footnotes.) Testing a Path-Analytic Mediation Model of How Self-Regulated Writing Strategies Improve Fourth Graders' Composition Skills: A Randomized Controlled Trial https://www.google.com/search?q=Testing+a+Path-Analytic+Mediation+Model+of+How+Self-Regulated+Writing+Strategies+Improve+Fourth+Graders'+Composition+Skills:+A+Randomized+Controlled+Trial 2011 Universal External Educators Up to Half a Term None None Single 117 NA Yes Whole Sample Only At Least Some Follow-Up Yes No Yes, Theoretical Perspectives Yes
3030643 Rest of Europe Primary/Elementary Behaviour and Social Wellbeing In this study, the authors used a randomized controlled trial to explore the link between having positive peer relations and externalizing outcomes in 758 children followed from kindergarten to the end of 2nd grade. Children were randomly assigned to the Good Behavior Game (GBG), a universal classroom-based preventive intervention, or a control condition. Children's acceptance by peers, their number of mutual friends, and their proximity to others were assessed annually through peer ratings. Externalizing behavior was annually rated by teachers. Reductions in children's externalizing behavior and improvements in positive peer relations were found among GBG children, as compared with control-group children. Reductions in externalizing behavior appeared to be partly mediated by the improvements in peer acceptance. This mediating role of peer acceptance was found for boys only. The results suggest that positive peer relations are not just markers, but they are environmental mediators of boys' externalizing behavior development. Implications for research and prevention are discussed. (Contains 3 tables and 3 figures.) Testing Links between Childhood Positive Peer Relations and Externalizing Outcomes through a Randomized Controlled Intervention Study https://www.google.com/search?q=Testing+Links+between+Childhood+Positive+Peer+Relations+and+Externalizing+Outcomes+through+a+Randomized+Controlled+Intervention+Study 2009 Universal Regular Teachers/Lecturers Full Academic Year or Longer None None Clustered 758 47 Yes Some Sub-Groups Reported At Least Some Follow-Up Yes Yes, But Not Reported Yes, Theoretical Perspectives Yes
3031208 Rest of Europe Middle/High School Behaviour and Social Wellbeing The aim of this study was to test for sex differences in the role of physical and relational victimization in anxiety and depression development through a randomized prevention trial. 448 seven-year-old boys and girls were randomly assigned to the Good Behavior Game intervention, a two-year universal classroom based intervention aimed at reducing disruptive behavior problems and creating a safe and predictable classroom environment, or to a control condition. Assessments of self-reported physical and relational victimization at age 10 years, and self-reported major depressive disorder, generalized anxiety, social anxiety, and panic/agoraphobia symptoms at age 13 years were available. Reductions in anxiety/depression were mediated by reduced rates of relational victimization in girls, whereas reductions in physical victimization accounted for the reduced anxiety/depression scores among boys. The results support sex-specific pathways of victimization leading to anxiety and depression. Testing sex-specific pathways from peer victimization to anxiety and depression in early adolescents through a randomized intervention trial https://www.google.com/search?q=Testing+sex-specific+pathways+from+peer+victimization+to+anxiety+and+depression+in+early+adolescents+through+a+randomized+intervention+trial 2007 Universal Regular Teachers/Lecturers Full Academic Year or Longer Behaviour and Social Wellbeing Behaviour and Social Wellbeing Clustered 448 13 Yes Some Sub-Groups Reported At Least Some Follow-Up Yes No No No
3031576 USA/Canada Multiple Range of Academic Outcomes In the late 1990s, three privately funded school voucher programs for students from low-income families were established in the Dayton, Ohio metropolitan area, New York City, and Washington, D.C. Additional programs were created in Dayton and Washington, D.C. and in 1999, the Children's Scholarship Fund, a nationwide school choice scholarship program, provided additional support to these programs. Evaluations of the programs show that in the three cities taken together, the average, overall test performance of African American students who switched from public to private schools was, after 1 year, 3.3 National Percentile Ranking (NPR) points higher than the performance of the control group remaining in the public schools, and after 2 years, the difference was 6.3 NPR points. No statistically significant effects, either positive or negative, were observed for students from other ethnic groups who switched to private schools through these programs. Results for African Americans did not vary significantly by subject matter, but results did vary somewhat by city, with the greatest gains in Washington, D.C. In that city, older students switching to private schools had trouble adapting to their school in the first year, but recovered lost ground and gained substantially by the end of the second year. Evaluation teams plan to explore why the voucher program had positive effects on African American students and no detectable effects on others. (Contains 11 tables.) (SLD) Test-Score Effects of School Vouchers in Dayton, Ohio, New York City, and Washington, D.C.: Evidence from Randomized Field Trials https://www.google.com/search?q=Test-Score+Effects+of+School+Vouchers+in+Dayton,+Ohio,+New+York+City,+and+Washington,+D.C.:+Evidence+from+Randomized+Field+Trials 2000 Targeted Wider Policy Initiatives Full Academic Year or Longer Numeracy/Maths Literacy/English Single 2309 NA Yes Some Sub-Groups Reported At Least Some Follow-Up Yes Yes, Fairly Well Yes, Descriptive Theory of Change Yes
3030654 USA/Canada Middle/High School Physical Health and Wellbeing OBJECTIVES: The purpose of the study was to determine whether a universal school-based substance abuse prevention program, Take Charge of Your Life (TCYL), prevents or reduces the use of tobacco, alcohol, or marijuana. METHODS: Eighty-three school clusters (representing school districts) from six metropolitan areas were randomized to treatment (41) or control (42) conditions. Using active consenting procedures, 19,529 seventh graders were enrolled in the 5-year study. Self-administered surveys were completed by the students annually. Trained Drug Abuse Resistance Education (D.A.R.E.) police officers presented TCYL in seventh and ninth grades in treatment schools. Analyses were conducted with data from 17,320 students who completed a baseline survey. Intervention outcomes were measured using self-reported past-month and past-year use of tobacco, alcohol, and marijuana when students were in the 11th grade. RESULTS: Main effect analyses show a negative program effect for use of alcohol and cigarettes and no effect for marijuana use. Subgroup analyses indicated that the negative effect occurred among nonusers at baseline, and mostly among white students of both genders. A positive program effect was found for students who used marijuana at baseline. Two complementary papers explore the relationship of the targeted program mediators to the use of alcohol, tobacco, and marijuana and specifically for students who were substance-free or who used substances at baseline. CONCLUSIONS: The negative impact of the program on baseline nonusers of alcohol and tobacco indicate that TCYL should not be delivered as a universal prevention intervention. The finding of a beneficial effect for baseline marijuana users further supports this conclusion. The programmatic and methodological challenges faced by the Adolescent Substance Abuse Prevention Study (ASAPS) and lessons learned offer insights for prevention researchers who will be designing similar randomized field trials in the future. The Adolescent Substance Abuse Prevention Study: A randomized field trial of a universal substance abuse prevention program https://www.google.com/search?q=The+Adolescent+Substance+Abuse+Prevention+Study:+A+randomized+field+trial+of+a+universal+substance+abuse+prevention+program 2009 Universal Wider Policy Initiatives Full Academic Year or Longer None None Clustered 19529 83 Yes Some Sub-Groups Reported At Least Some Follow-Up Yes Yes, Fairly Well Yes, Theoretical Perspectives Yes
3031221 USA/Canada Primary/Elementary Literacy/English Background: This study evaluated the impact on student's writing ability of a structured writing program, called 'Writing Wings,' for 3rd, 4th, and 5th graders developed by the Success For All Foundation (SFAF). Writing is a critical skill for success in school. Purpose: The study was intended to answer one confirmatory question, 'What is the impact of 'Writing Wings' on the writing ability of 3rd, 4th, and 5th grade elementary students?'; and two exploratory questions--'What is the impact of 'Writing Wings' on the writing attitudes and practices of 3rd, 4th, and 5th grade elementary students?' and 'Do the impacts vary by the characteristics of the students and their teachers?' Setting: A total of 39 schools, from 21 states, participated in the study over two years (2005-06 and 2006-07). Study Sample: A total of 39 schools, 150 teachers and 3,000 students. Teachers were randomized to a treatment or control group. Intervention: 'Writing Wings' is designed to enhance teachers' skills through a combination of clear instructional goals, teacher modeling, and a cooperative writing process. The program consists of twelve units of detailed daily lesson plans that support instruction in descriptive, informative, persuasive, and narrative writing. Each unit includes writing prompts and writing challenges, with instruction spanning over ten days. Within units, lessons highlight the writing process of planning, drafting, sharing and responding, revising, and editing. The lessons include language mechanics and are rich with cooperative learning opportunities. Research Design: Experimental; Control or Comparison Condition: Business as usual writing instruction. Data Collection and Analysis: Data collection included a researcher-administered student writing test and survey, a teacher survey, teacher ratings of students' writing ability, and assessments of implementation fidelity. Impact analysis was done using HLM hierarchical linear modeling]. Findings: The results indicate some impact on instructional practices, however, no overall impacts on students' writing ability. The exploratory analyses provide evidence of: a relatively large overall positive impact on the frequency of student-reported in-school writing for low-ability students; and, subgroup impacts on the written organization skills for 5th grade students. Conclusion: The limited student impacts may arise because the observed effects on teaching practices was inadequate to sufficiently affect student outcomes. The time required for teachers to reach an acceptable level of implementation was slower than originally expected. Descriptive analysis suggests the need for greater attention to teacher training by the developer. The following are appended: (1) Site Agreement and Parent Consent Form; (2) Student and Teacher Questionnaires; and (3) Impacts on Teacher Outcomes. Citation: Puma, Michael J., Allison Tarkow, and Anna Puma (2007). The Challenge of Improving Children's Writing Ability: A Randomized Evaluation of Writing Wings. Annapolis, MD: Chesapeake Research Associates. (Contains 21 exhibits and 38 footnotes.) This report was prepared for the the Institute of Education Sciences, US Department of Education.] The Challenge of Improving Children's Writing Ability: A Randomized Evaluation of 'Writing Wings' https://www.google.com/search?q=The+Challenge+of+Improving+Children's+Writing+Ability:+A+Randomized+Evaluation+of+'Writing+Wings' 2007 Universal Regular Teachers/Lecturers More than One Term None None Clustered 3000 39 Yes Some Sub-Groups Reported Immediate Post-Test Only Yes Yes, Limited Yes, Theoretical Perspectives No
3031534 USA/Canada Middle/High School Behaviour and Social Wellbeing This 5-year longitudinal randomized study focused on the effects of a dropout prevention program implemented at two urban high schools. The program incorporated the characteristics of personalization found in previous research to have some positive effects, and typical of the type of programs implemented in many high schools nationwide. The primary program component was the provision of a facilitator for about 60 program students at each school to encourage students regarding attendance, their academic coursework, and personal issues. In particular, the study examined whether at-risk students randomly assigned to the program had better outcomes (particularly attendance, on-time promotion in grade, and high school completion) than those at the same high schools that were assigned to the control group. The article explores reasons for the nonsignificant effects of this program, emphasizing the need for earlier intervention prior to the ninth grade year among at-risk urban students. (Contains 9 footnotes and 9 tables.) The Challenge of Improving Urban High School Graduation Outcomes: Findings from a Randomized Study of Dropout Prevention Efforts https://www.google.com/search?q=The+Challenge+of+Improving+Urban+High+School+Graduation+Outcomes:+Findings+from+a+Randomized+Study+of+Dropout+Prevention+Efforts 2011 Universal External Educators Full Academic Year or Longer Range of Academic Outcomes none Single 552 NA No Some Sub-Groups Reported At Least Some Follow-Up Yes Yes, Fairly Well Yes, Descriptive Theory of Change Yes
3030702 UK/Ireland Middle/High School Physical Health and Wellbeing BACKGROUND: The transtheoretical model (TTM) and computer technology are promising technologies for changing health behavior, but there is little evidence of their effectiveness among adolescents. METHOD: Four thousand two hundred twenty-seven Year 9 (ages 13-14) pupils in 26 schools were randomly allocated to control and 4,125 in 26 schools were allocated to TTM intervention. TTM pupils received three whole class lessons and three sessions with an interactive computer program. Control pupils received no special intervention. Positive change in stage and smoking status was assessed from a questionnaire completed at baseline, 1 year, and 2 years. Random effects logistic regression was used to compare the change in stage and smoking status between the arms. RESULTS: Eighty-nine percent of the TTM group and 89.3% of the control group were present at 1-year and 86.0 and 83.1%, respectively, were present at 2-year follow-up. The adjusted odds ratio (95% confidence interval) for positive stage movement in the TTM relative to control was 1.13 (0.91-1.41) at 1 year and 1.25 (0.95-1.64) at 2 years and for regular smoking was 1.14 (0.93-1.39) at 1 year and 1.06 (0.86-1.31) at 2 years. Subgroup analysis by initial smoking status revealed no benefit for prevention or cessation. CONCLUSIONS: The intervention was ineffective. The change-in-stage and updated smoking status results from a cluster-randomized trial of smoking prevention and cessation using the transtheoretical model among British adolescents https://www.google.com/search?q=The+change-in-stage+and+updated+smoking+status+results+from+a+cluster-randomized+trial+of+smoking+prevention+and+cessation+using+the+transtheoretical+model+among+British+adolescents 2001 Universal Regular Teachers/Lecturers Up to Half a Term None None Clustered 8352 53 No Whole Sample Only At Least Some Follow-Up Yes No Yes, Theoretical Perspectives Yes
3031344 USA/Canada Primary/Elementary Physical Health and Wellbeing The Child and Adolescent Trial for Cardiovascular Health (CATCH) is a multi-center field trial funded by the National Heart, Lung, and Blood Institute, to test the efficacy of primary prevention of cardiovascular disease and the promotion of cardiovascular health with pre-adolescents. The CATCH trial focuses on behavioral changes in 8-11 year-old students (3rd-5th grades) in 96 schools in California, Lousiana, Minnesota, and Texas. The study design involves the random assignment of the 96 schools (24 schools per site) into 56 intervention school and 40 control schools. Of the 56 intervention schools, half (28) receive a school-based program and half (28) receive both school-based and family-based programs. One group of students, those that are in the 3rd grade in the 96 schools in the 1991-92 school year, comprise the study cohort. Cohort students in the intervention schools receive three consecutive years of behavioral health education concerning eating habits, physical activity, and tobacco use. Evaluation methods include process, psychosocial, behavioral, and physiological measures. Data is managed and quality control assured through a coordinating center in Massachusetts. The major endpoint that is sought is blood cholesterol reduction, with the aim of a 5 mg/dl difference between students in the intervention and control schools at the end of the study. The results of the CATCH study should be generalizable and relevant to schools throughout the United States. Copyright � 2011 Elsevier B. V., Amsterdam. All Rights Reserved. The Child and Adolescent Trial for Cardiovascular Health (CATCH): Overview of the intervention program and evaluation methods https://www.google.com/search?q=The+Child+and+Adolescent+Trial+for+Cardiovascular+Health+(CATCH):+Overview+of+the+intervention+program+and+evaluation+methods 1996 Universal Regular Teachers/Lecturers More than One Term Behaviour and Social Wellbeing none Clustered 5106 96 Yes Some Sub-Groups Reported At Least Some Follow-Up Yes Yes, Fairly Well Yes, Theoretical Perspectives Yes
3030803 USA/Canada Middle/High School Literacy/English The Delaware Department of Education (DDOE) was interested in evaluating components of a statewide pilot program to support instruction in World Languages (particularly Spanish and French). The first component was an online student assessment, the Standards-based Measurement of Proficiency (STAMP) to measure the learning outcomes. The DDOE also wanted to evaluate their professional development program which consisted of the combined use of STAMP and ClassPak, an online teaching tool. Both STAMP and ClassPak are products and trademarks of Language Learning Solutions. This study is a replication of a previous attempt to evaluate the effectiveness of the DDOE's professional development program for World Language instruction. The question specifically addressed in this study is whether students in classes of the teachers who received the professional development and were given access to the ClassPak materials will perform better in reading and writing in Spanish or French, as measured by the STAMP, than they would if they had been in a control classroom. (Contains 17 tables and 3 footnotes.) The Comparative Effectiveness of Professional Development and Support Tools for World Language Instruction: A Report of a Randomized Experiment in Delaware. Research Report https://www.google.com/search?q=The+Comparative+Effectiveness+of+Professional+Development+and+Support+Tools+for+World+Language+Instruction:+A+Report+of+a+Randomized+Experiment+in+Delaware.+Research+Report 2007 Universal Regular Teachers/Lecturers More than One Term Literacy/English None Clustered 904 30 Yes Some Sub-Groups Reported Immediate Post-Test Only Yes No No No
3031511 USA/Canada College/University Other School Subjects The curriculum requirements facing college music education students are extensive. Students must plan their studies to include more courses that are mandated by legislation. Certain courses are considered essential to the preparation of the prospective instrumental music educator. Among these is the woodwind techniques course. This course addresses the performance and pedagogy of a diverse family of instruments. The purpose of this study was to assess the effects of a specially-developed programmed text on the performance achievement of students in college woodwind techniques courses. Students in the woodwind techniques classes at two universities were randomly divided into experimental and control groups. The students in the experimental group used only the programmed text for the portions of the class which addressed instrument assembly, breathing technique, embouchure formation, and aspects of instrument holding position, hand position, finger position, and posture. The control group received traditional in-class instruction. At the conclusion of the course, all students performed selected etudes and scales and were evaluated by a panel of judges using the Clarinet Performance Rating Scale developed by Harold Abeles. The results of these evaluations were statistically compared using Multivaried Analysis of Variance. The results of these comparisons revealed that the experimental group performed significantly better than the control group at the.05 level of confidence. The development and trial of programmed materials for teaching selected clarinet performance skills in college woodwind techniques courses https://www.google.com/search?q=The+development+and+trial+of+programmed+materials+for+teaching+selected+clarinet+performance+skills+in+college+woodwind+techniques+courses 1989 Universal Regular Teachers/Lecturers Between Half and Full Term none none Single 23 NA Yes Whole Sample Only Immediate Post-Test Only Yes Yes, Fairly Well Yes, Theoretical Perspectives Yes
3031775 Australia/New Zealand Middle/High School Behaviour and Social Wellbeing Background: Suicide-related behaviour among young people is of significant concern, yet little is known regarding the effectiveness of interventions designed to reduce risk among this population. Of those interventions that have been tested, cognitive-behavioural therapy appears to show some promise among young people with suicidal ideation. Internet-based interventions are becoming increasingly popular and have shown some effect in preventing and treating depression and anxiety in young people. However, to date there are no randomised controlled trials examining the impact of Internet-based Cognitive Behavioural Therapy among suicidal youth.Methods/design: This is a randomised controlled trial testing the effects of Internet-based cognitive-behavioural therapy among suicidal high school students who have sought help from the school wellbeing team. The intervention comprises 8 modules of Cognitive Behavioural Therapy delivered online. The study has a staggered, two-year recruitment phase and participants are assessed at baseline, post intervention and 12 weeks later.Discussion: If effective the program has the ability to be readily adapted and delivered to a range of populations in a range of settings, at relatively little cost. It can also be adapted for mobile applications.Trial registration: ACTRN12613000864729. Date registered: 05/08/2013. 2014 Robinson et al.; licensee BioMed Central Ltd. The development of a randomised controlled trial testing the effects of an online intervention among school students at risk of suicide https://www.google.com/search?q=The+development+of+a+randomised+controlled+trial+testing+the+effects+of+an+online+intervention+among+school+students+at+risk+of+suicide 2014 Targeted External Educators Between Half and Full Term None None Single 170 NA no Whole Sample Only At Least Some Follow-Up Yes No Yes, Descriptive Theory of Change Yes
3031897 Rest of Europe Middle/High School Numeracy/Maths This article examines an educational experiment with a unique combination of 3 elements: homework, the use of information and communication technology and a large degree of freedom of choice (student autonomy). More particularly, we study the effectiveness of a web-based intelligent tutoring system (ITS) that a school offers to its students as optional homework, in a sample of 355 first-year secondary students, using an experimental design. The results show that whether students make this noncompulsory homework in the web-based ITS is dependent on their prior achievement and their teacher, and if they practice, they tend to choose easier modules. Students thus do not seem to optimize learning gains, but rather balance their perceived value of practicing and their �expectancy,� as found previously for regular (compulsory, non-ITS) homework. Regarding the value of choice, findings suggest that students may be poor judges of their most beneficial exercises pattern. Differentiation in ITS does not guarantee learning, unless scaffolding is tightly linked to it. In line with previous research, this research shows that practice does matter, though at varying intensities. Yet it also clarifies that motivation to make an effort is required, which adds to the lessons learned from homework research; both the perceived value and expectancy are at play and can be enhanced, for example, by teachers. (PsycINFO Database Record (c) 2015 APA, all rights reserved)(journal abstract) The Differential Effect of Basic Mathematics Skills Homework via a Web-Based Intelligent Tutoring System Across Achievement Subgroups and Mathematics Domains: A Randomized Field Experiment https://www.google.com/search?q=The+Differential+Effect+of+Basic+Mathematics+Skills+Homework+via+a+Web-Based+Intelligent+Tutoring+System+Across+Achievement+Subgroups+and+Mathematics+Domains:+A+Randomized+Field+Experiment 2015 Universal Regular Teachers/Lecturers Between Half and Full Term none none Clustered 355 13 Yes Some Sub-Groups Reported At Least Some Follow-Up Yes Yes, Fairly Well Yes, Theoretical Perspectives Yes
3031691 USA/Canada Preschool/Kindergarten Range of Academic Outcomes This research compares the long-term effects of two preschool curriculum models--a child-centered cognitive-developmental model and a didactic curriculum mastery model--on two groups of high-risk kindergarten students. At the beginning of the school year, all entering students participated in a comprehensive kindergarten screening. As a result of this screening 44 students were identified as 'at-risk' of early school failure and randomly assigned to either the experimental group utilizing the cognitive developmental curriculum or to a regular kindergarten class utilizing a curriculum-mastery model. At the end of the intervention year, all students were post-tested and routine school procedure followed for recommended promotion or retention. No further interventions, other than year-end evaluations, were conducted for either group. Thirty-six students (82% of the original sample) were located and data on them collected near and the end of each of the two follow-up years. Long-term program effectiveness was measured using three dependent variables: academic achievement, adaptation to a school environment, and social and emotional behaviors. The data from both follow-up phases were analyzed using three separate repeated measure ANOVA. No significant difference was obtained between the groups on the measure of academic achievement; however, the experimental group demonstrated significant academic growth (p $<$.05) while the control group's academic achievement actually declined. No significant difference was obtained between the groups on the measure of adaptation to a school environment; however, the experimental group was considered significantly better behaved than their counterparts (p $<$.01) as evidenced by the measure of social and emotional behaviors. Significant educational differences were also found in the academic status of the two groups. By the end of the second follow-up year no Discovery children had technically repeated a grade, while 50 percent of the control group had been placed in special education classes as contrasted to six percent of the experimental group. These findings, based on a two-year follow-up of a small sample of at-risk children, are by no means definitive; however, early results warrant optimism about the effectiveness of the program. The Discovery Kindergarten Program: A longitudinal comparison of the academic achievement, school adaptation, and social and emotional behaviors of two groups of high risk students https://www.google.com/search?q=The+Discovery+Kindergarten+Program:+A+longitudinal+comparison+of+the+academic+achievement,+school+adaptation,+and+social+and+emotional+behaviors+of+two+groups+of+high+risk+students 1988 Targeted Regular Teachers/Lecturers Full Academic Year or Longer Behaviour and Social Wellbeing Behaviour and Social Wellbeing Single 44 NA Yes Whole Sample Only At Least Some Follow-Up Yes No Yes, Theoretical Perspectives Yes
3031501 NA NA NA Prior investigations have linked behavioral competencies with decreased risk for later drug involvement among adolescents. The current investigation sought to clarify the distal impact of two universal preventive interventions on incident alcohol, inhalant, tobacco, and illicit drug sampling through early adolescence. Participants were 678 predominantly African-American first graders in the Baltimore City Public School System. Approximately, 80% of the sample was followed from first to eighth grades. Two theory-based preventive interventions, (1) a family-school partnership (FSP) intervention and (2) a classroom-centered (CC) intervention, were developed to reduce early risk behaviors in first grade. Generalized estimating equations (GEE) were used estimate the relative profiles of drug involvement among intervention youths relative to those in the standard educational setting, i.e., the control group. Relative to the control group, intervention youths were less likely to use tobacco [cumulative incidence= 0.47 vs 0.35; Relative Risk (RR) 0.47, p=0.001]. The intervention impact on risk of starting tobacco was stronger for the CC intervention (RR=0.53; p=0.008) than the FSP intervention (RR=0.62; p=0.042). Intervention status was not associated with use of alcohol, inhalants, or marijuana use, but was associated with the risk of other illegal drugs including heroin, crack, and cocaine for the CC intervention (RR=0.32, P=0.042). This study provides confirmatory evidence of the work of Storr, et al. (2002) that the both interventions have prevented or delayed the onset of tobacco smoking and adds new evidence on the CC intervention impact on risk of starting illegal frug use excluding marijuana. In this context, the absence on an impact on marijuana is intriguing and merits attention in future investigations. The distal impact of two 1st grade randomized preventive interventions on drug sampling by youths: recent evidence from the Baltimore prevention program https://www.google.com/search?q=The+distal+impact+of+two+1st+grade+randomized+preventive+interventions+on+drug+sampling+by+youths:+recent+evidence+from+the+Baltimore+prevention+program NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA
3031684 USA/Canada Middle/High School Behaviour and Social Wellbeing This study reports the findings of a multisite randomized trial evaluating the separate and combined effects of 2 school-based approaches to reduce violence among early adolescents. A total of 37 schools at 4 sites were randomized to 4 conditions: (1) a universal intervention that involved implementing a student curriculum and teacher training with 6th-grade students and teachers, (2) a selective intervention in which a family intervention was implemented with a subset of 6th-grade students exhibiting high levels of aggression and social influence, (3) a combined intervention condition, and (4) a no-intervention control condition. Analyses of multiple waves of data from 2 cohorts of students at each school (N = 5,581) within the grade targeted by the interventions revealed a complex pattern. There was some evidence to suggest that the universal intervention was associated with increases in aggression and reductions in victimization; however, these effects were moderated by preintervention risk. In contrast, the selective intervention was associated with decreases in aggression but no changes in victimization. These findings have important implications for efforts to develop effective violence prevention programs. (Contains 7 tables, 2 figures, and 7 footnotes.) The Ecological Effects of Universal and Selective Violence Prevention Programs for Middle School Students: A Randomized Trial https://www.google.com/search?q=The+Ecological+Effects+of+Universal+and+Selective+Violence+Prevention+Programs+for+Middle+School+Students:+A+Randomized+Trial 2009 Universal Regular Teachers/Lecturers Full Academic Year or Longer None None Clustered 5581 37 yes Whole Sample Only Immediate Post-Test Only Yes No Yes, Descriptive Theory of Change Yes
3031514 UK/Ireland College/University Professional Training BACKGROUND: Ethnic minority (EM) medical students and doctors underperform academically, but little evidence exists on how to ameliorate the problem. Psychologists Cohen et al. recently demonstrated that a written self-affirmation intervention substantially improved EM adolescents' school grades several months later. Cohen et al.'s methods were replicated in the different setting of UK undergraduate medical education. METHODS: All 348 Year 3 white (W) and EM students at one UK medical school were randomly allocated to an intervention condition (writing about one's own values) or a control condition (writing about another's values), via their tutor group. Students and assessors were blind to the existence of the study. Group comparisons on post-intervention written and OSCE (clinical) assessment scores adjusted for baseline written assessment scores were made using two-way analysis of covariance. All assessment scores were transformed to z-scores (mean = 0 standard deviation = 1) for ease of comparison. Comparisons between types of words used in essays were calculated using t-tests. The study was covered by University Ethics Committee guidelines. RESULTS: Groups were statistically identical at baseline on demographic and psychological factors, and analysis was by intention to treat [intervention group EM n = 95, W n = 79; control group EM n = 77; W n = 84]. As predicted, there was a significant ethnicity by intervention interaction [F(4,334) = 5.74; p = 0.017] on the written assessment. Unexpectedly, this was due to decreased scores in the W intervention group [mean difference = 0.283; (95% CI = 0.093 to 0.474] not improved EM intervention group scores [mean difference = -0.060 (95% CI = -0.268 to 0.148)]. On the OSCE, both W and EM intervention groups outperformed controls [mean difference = 0.261; (95%CI = -0.047 to -0.476; p = 0.013)]. The intervention group used more optimistic words (p < 0.001) and more 'I' and 'self' pronouns in their essays (p < 0.001), whereas the control group used more 'other' pronouns (p < 0.001) and more negations (p < 0.001). DISCUSSION: Cohen et al.'s finding that a brief self-affirmation task narrowed the ethnic academic achievement gap was replicated on the written assessment but against expectations, this was due to reduced performance in the W group. On the OSCE, the intervention improved performance in both W and EM groups. In the intervention condition, participants tended to write about themselves and used more optimistic words than in the control group, indicating the task was completed as requested. The study shows that minimal interventions can have substantial educational outcomes several months later, which has implications for the multitude of seemingly trivial changes in teaching that are made on an everyday basis, whose consequences are never formally assessed. The effect of a brief social intervention on the examination results of UK medical students: a cluster randomised controlled trial https://www.google.com/search?q=The+effect+of+a+brief+social+intervention+on+the+examination+results+of+UK+medical+students:+a+cluster+randomised+controlled+trial 2009 Universal Regular Teachers/Lecturers More than One Term Professional Training Professional Training Clustered 348 12 Yes Some Sub-Groups Reported Immediate Post-Test Only Yes No Yes, Theoretical Perspectives Yes
8155045 Rest of Europe Preschool/Kindergarten Physical Health and Wellbeing Background: In preschoolers, high levels of sedentary behaviour are associated with several adverse health outcomes. The purpose of this study is to report the effects of the ToyBox-intervention (a European 24-week cluster randomised controlled trial) on sedentary behaviour in preschoolers.Methods: In Belgium, 859 preschoolers from 27 kindergartens (15 intervention and 12 control) wore an accelerometer to objectively measure their sedentary time and 1715 parents/caregivers completed a questionnaire to assess sedentary activities in which preschoolers participate at home. Main outcomes were objectively measured sedentary time, time spent watching TV, using the computer and time spent in quiet play. Multilevel repeated measures analyses were conducted to take clustering into account. Intention to treat analysis was used to handle missing data.Results: A sample of 859 (29.5 % of all contacted children) preschoolers (4.4 &plusmn; 0.6 years, 54.4 % boys) provided valid accelerometer data at either baseline or follow-up and parents of 1715 (58.9 % of all contacted children) preschoolers (4.4 &plusmn; 0.5 years, 52.5 % boys) completed a questionnaire at either baseline or follow-up. No intervention effects were found on objectively and subjectively measured total sedentary time in the total sample. However, some effects on objectively and subjectively measured sedentary time were found in specific subgroups. Preschoolers from the intervention group from high SES kindergartens and preschoolers with high levels of sedentary time at baseline decreased their sedentary time, while preschoolers from the control group increased their sedentary time. Girls in the intervention group decreased their TV viewing time during weekend days (-5.83 min/day), while girls??� &TV viewing in the control group increased (+4.15 min/day). In low SES kindergartens, a smaller increase for computer time during weekend days was found in preschoolers in intervention kindergartens (+6.06 min/day) than in control kindergartens (+12.49 min/day).Conclusion: While some small positive effects were found in some sub-groups, the ToyBox-intervention had no effect on objectively and subjectively measured sedentary time in the total sample. A longer period to implement the intervention and a more active involvement of parents/caregivers might enhance intervention effects. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract) The effect of a cluster randomised control trial on objectively measured sedentary time and parental reports of time spent in sedentary activities in Belgian preschoolers: The ToyBox-study https://www.google.com/search?q=The+effect+of+a+cluster+randomised+control+trial+on+objectively+measured+sedentary+time+and+parental+reports+of+time+spent+in+sedentary+activities+in+Belgian+preschoolers:+The+ToyBox-study 2016 Universal Regular Teachers/Lecturers More than One Term Behaviour and Social Wellbeing None Clustered 859 27 Yes Some Sub-Groups Reported At Least Some Follow-Up Yes Yes, Fairly Well Yes, Descriptive Theory of Change Yes
3031662 Rest of Europe Middle/High School Physical Health and Wellbeing Purpose: To examine the effect of an educational intervention on sunbed use and intentions and attitudes toward sunbed use in 14- to 18-year-olds at continuation schools. Methods: We randomized 33 continuation schools either to receive the educational intervention (n = 16) or to be controls (n = 17). Intervention schools received an e-magazine addressing the health risks of sunbed use. Information on behavior and intentions and attitudes toward sunbed use was gathered through self-administrated questionnaires before the intervention and at 6 months as a follow-up. The effect of the intervention was examined by multilevel linear regression and logistic regression. Results: Sunbed use was significantly lower at follow-up among pupils at intervention schools versus pupils at control schools (girls: odds ratio .60, 95% confidence interval .42e.86; Boys: odds ratio .58, 95% confidence interval .35e.96). The intervention had no effect on intention to use sunbeds or attitudes toward sunbed use. The analyses revealed a significant impact of school on attitudes toward sunbed; the intraclass correlation coefficient was estimated to be 6.0% and 7.8% for girls and boys, respectively. Conclusions: The findings from the present study provide new evidence of a positive effect of an educational intervention on sunbed use among pupils aged 14e18 years at continuation schools. (PsycINFO Database Record (c) 2014 APA, all rights reserved)(journal abstract) The effect of a school-based intervention on sunbed use in Danish pupils at continuation schools: A cluster-randomized controlled trial https://www.google.com/search?q=The+effect+of+a+school-based+intervention+on+sunbed+use+in+Danish+pupils+at+continuation+schools:+A+cluster-randomized+controlled+trial 2014 Universal Regular Teachers/Lecturers Full Academic Year or Longer None None Clustered 2351 33 yes Some Sub-Groups Reported Immediate Post-Test Only Yes No Yes, Descriptive Theory of Change Yes
3030585 Rest of Europe College/University Study-Related Skills ; Background: There is a need for outcome-based studies on strategies for supporting at-risk medical students that use long-term follow-up and contemporaneous controls. Aim: To measure the effect of a short integrated study skills programme (SSP) on the study progress of at-risk medical students. Methods: First-year students identified as at-risk of academic failure at 7 months after enrolment were invited to participate in the randomised controlled trial. Participants were randomly assigned to the SSP group or to a control group receiving standard academic support. Effects of SSP were measured on the short (passed first exam after intervention), medium (obtained enough credits to proceed to second year) and long term (completed first-year curriculum within 2 years). Results: SSP participants (n?=?43) more often passed the first exam after the intervention than controls (n?=?41; 30% versus 12%; X2(1)?=?4.06, p?<?0.005, effect size?=?0.22), in particular those who had previously passed at least one exam. No medium or long-term effect was found. Participants who had attended four or five SSP sessions outperformed those who had attended fewer sessions on all outcome measures. Conclusion: A short, integrated SSP benefited some, but not all students. Our advice is to focus support efforts on at-risk students who have demonstrated commitment and academic potential The effect of a short integrated study skills programme for first-year medical students at risk of failure: a randomised controlled trial https://www.google.com/search?q=The+effect+of+a+short+integrated+study+skills+programme+for+first-year+medical+students+at+risk+of+failure:+a+randomised+controlled+trial 2013 Targeted Regular Teachers/Lecturers Between Half and Full Term None None Single 84 NA Yes Whole Sample Only At Least Some Follow-Up Yes Yes, But Not Reported No No
3031062 Africa Primary/Elementary Literacy/English Background: Animal-assisted therapy has been widely used with students. This study is the first known investigation into the impact of an animal-assisted reading program on reading skills, employing an experimental pre-test/post-test control group design and controlling for the effects of extra attention to student�s reading. Objective: The purpose of the study was to evaluate the effects of an animal-assisted reading program on the reading rate, accuracy and comprehension of grade 3 students. Method: Students identified by the ESSI Reading Test as poor readers (N = 102) were randomly assigned to three experimental groups and one control group. Twenty-seven students read to a dog in the presence of a Pets as Therapy volunteer, 24 students read directly to an adult, while 26 students read to a teddy bear in the presence of an adult. Students in the control group (n = 25) were not part of the program and continued with their normal school activities. Data collection took place before the start of the program (Time 1), directly after completion of the 10-week reading program (Time 2), and again 8 weeks after the completion of the program (Time 3). Results: Mixed method analysis of variance revealed significant interaction between group and time on the Neale reading comprehension scores with the �dog group� scoring higher than the three other groups. Conclusion: The animal-assisted reading program had an impact on some of the reading skills of the students who read to a dog. The program is flexible and can be applied in a variety of settings. (PsycINFO Database Record (c) 2014 APA, all rights reserved)(journal abstract) The effect of an animal-assisted reading program on the reading rate, accuracy and comprehension of grade 3 students: A randomized control study https://www.google.com/search?q=The+effect+of+an+animal-assisted+reading+program+on+the+reading+rate,+accuracy+and+comprehension+of+grade+3+students:+A+randomized+control+study 2013 Universal External Educators Between Half and Full Term None None Single 102 NA Yes Some Sub-Groups Reported At Least Some Follow-Up Yes No No No
3031813 Asia Primary/Elementary Physical Health and Wellbeing Background: Psychological factors may influence oral health. One factor, sense of coherence (SOC) has been related to general and oral health, clinical status, oral health behaviours and oral health related quality of life (OHRQoL) in observational research with adults and children. Thus, improving SOC may be a way to improve OHRQoL. Aims of the study: To evaluate the effect of an intervention to enhance SOC on OHRQoL in children. Methods: Cluster randomised trial in twelve primary schools in Khonkaen, Thailand with 257 grade 5 students. Six schools were allocated randomly to the study and comparison groups respectively. Data included socio-demographic and clinical data. Self-report questionnaires assessed OHRQoL using the child perceptions questionnaire, CPQ11-14 and SOC with the 13-item SOC scale. Data were collected at three time points; at baseline, two weeks after the intervention and at 3 month follow up. Intervention: Seven 40-60 minute sessions over two months, focusing on child participation and empowerment. The first four sessions were classroom activities and included a mixture of didactic teaching, discussion, activities and games. The last three involved working on healthy school projects. The intervention was delivered by trained teachers who received an intensive one day course. Results: The two groups were similar for all variables at baseline. The intervention group had significant improvements in SOC and CPQ11-14 scores representing better OHRQoL at two weeks after the intervention and 3 month follow-up. SOC had a direct effect on symptoms and indirect effect on OHRQoL via symptoms. Conclusions: As well as providing experimental evidence that OHRQoL is determined by SOC, these data show that school-based interventions to enhance SOC may be a useful way to improve OHRQoL. The effect of an intervention to enhance sense of coherence on oral health related quality of life: a cluster randomised controlled trial https://www.google.com/search?q=The+effect+of+an+intervention+to+enhance+sense+of+coherence+on+oral+health+related+quality+of+life:+a+cluster+randomised+controlled+trial 2012 Universal Regular Teachers/Lecturers Up to Half a Term None None Clustered 257 12 Yes Whole Sample Only At Least Some Follow-Up Yes Yes, But Not Reported Yes, Theoretical Perspectives Yes
8154363 USA/Canada Primary/Elementary Other School Subjects The purpose of this study was to investigate the effect of aural instruction with tonal and rhythm patterns from Edwin Gordon’s Music Learning Theory on the tonal and rhythmic discrimination abilities of second-grade students. The secondary purpose of this study was to determine whether there was a relationship among the extent of music experience, preference for music activities, and the tonal and rhythmic discrimination abilities across four groups of second-grade students. Participants were four intact second-grade general music classes from one elementary school in North Carolina. The classes were assigned randomly to three experimental groups and one control group. I instructed the experimental groups using Edwin Gordon’s aural-based tonal patterns in Music Learning Theory for ten minutes each class period during a treatment week and rhythm patterns the next treatment week. The experimental groups were assigned randomly to one of three conditions: (a) playing instruments only, (b) singing and chanting only, and (c) singing, chanting, and playing instruments. The control group did not receive tonal and rhythm pattern instruction; instead, I instructed participants for ten minutes each class period using classroom activities from the Spotlight on Music second-grade textbook series. At the beginning of the study, all participants were administered the Primary Measures of Music Audiation (PMMA) to measure their developmental music aptitude. Participants were administered a researcher-created questionnaire to determine the extent of their musical experience and their music activity preferences. Some students were selected at random to be interviewed by me to provide additional information about their questionnaire responses. At the end of the study, all participants were administered the PMMA as a posttest. The research study period was August 31 – December 16, 2015, with twelve weeks allotted for the instructional treatment period. Using the pretest as the covariate, an ANCOVA was performed to determine whether there were any significant main effects or interaction effects of instruction. Results of the ANCOVA analyses indicated there were no significant main effects or interaction effects of instruction for any of the PMMA subtests at the .05 level of significance. Stepwise multiple regression analyses were conducted to determine whether there were significant relationships among the extent of music experience, preference for music activities, and the PMMA scores. Results indicated that preference for jazz and the genre labeled “other” (i.e., rap, hip-hop, and “Kidz Bop”) were small, negative predictors for PMMA tonal scores. Preference for singing as a favorite music activity was a small, negative predictor for PMMA rhythm scores, and preference for the pop genre was a small, positive predictor for PMMA rhythm scores. Jazz genre preference was a small, negative predictor for PMMA composite scores, while pop genre preference was a small, positive predictor. The control group, as compared to the three experimental groups, was a small, positive predictor for PMMA rhythm scores only. Based on these results, aural instruction with tonal and rhythm patterns from Edwin Gordon's Music Learning Theory did not have a significant effect on the tonal and rhythmic discrimination abilities of second-grade students. The Effect of Aural Instruction with Tonal and Rhythm Patterns from Edwin Gordon’s Music Learning Theory on the Aural Discrimination Abilities of Second-Grade Students https://www.google.com/search?q=The+Effect+of+Aural+Instruction+with+Tonal+and Rhythm+Patterns+from+Edwin+Gordon’s+Music+Learning+Theory+on+the+Aural Discrimination+Abilities+of+Second-Grade+Students 2016 Universal External Educators Up to Half a Term None None Clustered 54 4 No Whole Sample Only Immediate Post-Test Only No Yes, Fairly Well Yes, Theoretical Perspectives yes
3031470 UK/Ireland College/University Professional Training BACKGROUND: High quality health care demands a nursing workforce with sound clinical skills. However, the clinical competency of newly qualified nurses continues to stimulate debate about the adequacy of current methods of clinical skills education and emphasises the need for innovative teaching strategies. Despite the increasing use of e-learning within nurse education, evidence to support its use for clinical skills teaching is limited and inconclusive. OBJECTIVES: This study tested whether nursing students could learn and retain the theory and skill of handwashing more effectively when taught using computer-assisted learning compared with conventional face-to-face methods. DESIGN: The study employed a two group randomised controlled design. The intervention group used an interactive, multimedia, self-directed computer-assisted learning module. The control group was taught by an experienced lecturer in a clinical skills room. Data were collected over a 5-month period between October 2004 and February 2005. Knowledge was tested at four time points and handwashing skills were assessed twice. SETTING AND PARTICIPANTS: Two-hundred and forty-two first year nursing students of mixed gender; age; educational background and first language studying at one British university were recruited to the study. Participant attrition increased during the study. RESULTS: Knowledge scores increased significantly from baseline in both groups and no significant differences were detected between the scores of the two groups. Skill performance scores were similar in both groups at the 2-week follow-up with significant differences emerging at the 8-week follow-up in favour of the intervention group, however, this finding must be interpreted with caution in light of sample size and attrition rates. CONCLUSION: The computer-assisted learning module was an effective strategy for teaching both the theory and practice of handwashing to nursing students and in this study was found to be at least as effective as conventional face-to-face teaching methods. The effect of computer-assisted learning versus conventional teaching methods on the acquisition and retention of handwashing theory and skills in pre-qualification nursing students: a randomised controlled trial https://www.google.com/search?q=The+effect+of+computer-assisted+learning+versus+conventional+teaching+methods+on+the+acquisition+and+retention+of+handwashing+theory+and+skills+in+pre-qualification+nursing+students:+a+randomised+controlled+trial 2010 Universal Regular Teachers/Lecturers More than One Term none none Single 242 NA Yes Whole Sample Only At Least Some Follow-Up Yes Yes, Fairly Well Yes, Theoretical Perspectives Yes
3030814 USA/Canada Middle/High School Range of Academic Outcomes While graduating from high school has become increasingly important, dropout rates remain high, particularly among low-income and minority students. In this paper, we test the effect of performance-based incentives on educational achievement in a Chicago area school district made up of largely low-income and minority students. We implemented a randomized field experiment among high school freshmen that offered monthly financial incentives based on multiple measures of performance including attendance, behavior, grades and standardized test scores. We also compare the effectiveness of varying the reward recipient (parents or students) and the incentive structure (piece rate or lottery). Our preliminary results suggest that while the overall effects of the incentives are modest, the program has significant effects among students in the middle of the achievement range - that is, those students on the margin for meeting the monthly achievement standards. These students continue to outperform their control groups peers after the program ends in their sophomore year. These results suggest that sustained effort on multiple performance measures can lead to gains in human capital that have lasting returns. The effect of performance-based incentives on educational achievement: Evidence from a randomized experiment https://www.google.com/search?q=The+effect+of+performance-based+incentives+on+educational+achievement:+Evidence+from+a+randomized+experiment 2010 Universal External Educators Between Half and Full Term None None Single 100 NA Yes Whole Sample Only At Least Some Follow-Up No No No No
3031074 NA NA NA This research study reports the results of a cluster randomised controlled trial that investigated the use of computer- aided instruction with Year 7 students in England. The focus was on the potential benefits of using software for practising reading skills. A total of six secondary schools, located in Bradford, Leeds, and York with differing student profiles, participated in the study. The total number of students involved in the study was 665 in 23 classes. Each school was involved for 10 weeks, over a single term, during the course of the academic year 2006- 2007. The main strategy was experimental, adopting a cluster randomised control trial design, in which Year 7 students were stratified according to the size then randomly allocated to one of the two groups. The treatment group undertook practice exercises using an instructional software program and the control group remained in routine teaching practice using a more traditional paper-based format, with no explicit ICT components for ten weeks. Students in both groups were pre- and post-tested using a LASS Secondary Assessment. LASS Secondary computer based assessment was used to determine the effects of the reading software program in eight reading skills (single word reading, spelling, visual memory, auditory memory, non-word reading, sentence reading, logical reasoning and syllable segmentation). Statistical analysis of the students&iquest; improvement in eight reading skills at pre and post-test indicated that although the treatment group of students improved their scores from pre test, the control group of students who remained in routine teaching practice improved considerably more. Based on these findings it could be concluded that this particular technology based instructional software program is no more than normal treatment. There were variations in the gain scores for different groups. Analysis by sex indicated that the male students improved more than the female students in the treatment group. Ethnicity analysis indicated that the non-white students improved more than the white students in both groups. The students who received free school meals improved more in the treatment group. The effect of technology based instruction on students' acquisition of reading skills (a randomised controlled trial) https://www.google.com/search?q=The+effect+of+technology+based+instruction+on+students'+acquisition+of+reading+skills+(a+randomised+controlled+trial) NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA
3031694 Rest of Europe Special School Physical Health and Wellbeing OBJECTIVE: The aim of this study was to evaluate the effect of a treadmill program on gross motor function, walking speed, and spasticity of ambulatory adolescents with spastic cerebral palsy (diplegia and tetraplegia). DESIGN: In this randomized controlled trial, 22 adolescents (13-19 yrs old) from a special school for children with physical disabilities were randomly allocated to the experimental and control training groups. The experimental training group underwent a treadmill program without body weight support at a comfortable speed. The control group received treatment with conventional physiotherapy, which consisted of three sets of exercises with mat activities, balance, gait training, and functional gross motor activities. The program lasted 12 wks with a frequency of three times per week for both groups. Pretest and posttest measurements of self-selected walking speed, gross motor function, and spasticity were conducted. RESULTS: The analysis of covariance findings examining posttest differences between groups were significant with respect to self-selected walking speed (F = 8.545, P = 0.000) and gross motor function (F = 9.088, P = 0.007), whereas no significance was found for spasticity. CONCLUSIONS: Treadmill training may improve the walking speed and gross motor function of adolescents with spastic cerebral palsy, without adverse effects on spasticity. The effect of treadmill training on gross motor function and walking speed in ambulatory adolescents with cerebral palsy: a randomized controlled trial https://www.google.com/search?q=The+effect+of+treadmill+training+on+gross+motor+function+and+walking+speed+in+ambulatory+adolescents+with+cerebral+palsy:+a+randomized+controlled+trial 2012 Targeted External Educators Between Half and Full Term None None Single 22 NA Yes Whole Sample Only Immediate Post-Test Only Yes No Yes, Descriptive Theory of Change Yes
3031919 USA/Canada Primary/Elementary Behaviour and Social Wellbeing Coping has remained an important concept in nursing literature, practice, and research. A large portion of the existing nursing research reflects the coping of adults, rather than children. Research relating to the coping of children has profound implications for nursing. The purpose of this study was to determine the effect of two group interventions: a relaxation/imagery program and information only upon the coping strategies and stressors of rural school age children. Lazarus and Folkman's (1984) stress-coping theoretical model served as the conceptual framework for the study. The project used a field experimental design. Ninety-two school age children from one rural school participated in the study. The children in this study were able to cognitively appraise their stressors and initiate coping strategies. Although subjects verbalized increased ability to manage stress, little statistical significance was consistently found. (PsycINFO Database Record (c) 2012 APA, all rights reserved) The effect of two group interventions: Relaxation and information on the coping strategies and stress of rural school-age children https://www.google.com/search?q=The+effect+of+two+group+interventions:+Relaxation+and+information+on+the+coping+strategies+and+stress+of+rural+school-age+children 1999 Universal External Educators Up to Half a Term None None Single 92 NA Yes Some Sub-Groups Reported At Least Some Follow-Up Yes Yes, Limited Yes, Theoretical Perspectives Yes
3031849 Asia Primary/Elementary Numeracy/Maths We conduct a randomized evaluation of the effect of village-based schools on children's academic performance using a sample of 31 villages and 1,490 children in rural northwestern Afghanistan. The program significantly increases enrollment and test scores among all children, eliminates the 21 percentage point gender disparity in enrollment, and dramatically reduces the disparity in test scores. The intervention increases formal school enrollment by 42 percentage points among all children and increases test scores by 0.51 standard deviations (1.2 standard deviations for children that enroll in school). While all students benefit, the effects accrue disproportionately to girls. Evidence suggests that the village-based schools provide a comparable education to traditional schools. Estimating the effects of distance on academic outcomes, children prove very sensitive: enrollment and test scores fall by 16 percentage points and 0.19 standard deviations per mile. Distance affects girls more than boys--girls' enrollment falls by 6 percentage points more per mile (19 percentage points total per mile) and their test scores fall by an additional 0.09 standard deviations (0.24 standard deviations total per mile). The Effect of Village-Based Schools: Evidence from a Randomized Controlled Trial in Afghanistan. NBER Working Paper No. 18039 https://www.google.com/search?q=The+Effect+of+Village-Based+Schools:+Evidence+from+a+Randomized+Controlled+Trial+in+Afghanistan.+NBER+Working+Paper+No.+18039 2012 Universal Wider Policy Initiatives Full Academic Year or Longer Literacy/English none Clustered 1490 13 Yes Some Sub-Groups Reported At Least Some Follow-Up yes Yes, Fairly Well Yes, Descriptive Theory of Change yes
8155635 UK/Ireland Primary/Elementary Behaviour and Social Wellbeing There are a growing number of school-based interventions designed to promote children’s social and emotional learning. One such intervention, PATHS (Promoting Alternative Thinking Strategies), was evaluated in a randomised controlled trial involving 5074 pupils aged 4–6 years at baseline in 56 primary schools across a large city in the UK. The programme was implemented for two academic years. The primary outcome measure was the teacher-rated Strengths and Difficulties Questionnaire (SDQ). A secondary measure was the PATHS Teacher Rating Scale (PTRS). Observations of child and teacher behaviours were undertaken in a third of intervention and control schools using the Teacher–Pupil Observation Tool (T-POT). Regarding fidelity, dose and adherence were measured via weekly logs completed by teachers, and a semi-structured questionnaire completed by PATHS coaches was used as a global measure of fidelity (capturing adherence, dose and quality). A cost-consequence analysis examined programme costs from a multi-agency public sector perspective. At 1 year post-baseline, there were no statistically significant differences between the programme and control groups on the SDQ subscales or the SDQ total difficulties and impact scores. There were statistically significant differences favouring the programme group for six out of 11 subscales on the secondary outcome measure (PTRS). At 2 years postbaseline, there were no statistically significant differences between the groups on either measure. Fidelity, according to the global measure, was relatively strong, and there was no relationship between fidelity and treatment effects. The average cost of PATHS was £12,666 per school or £139 per child. The study, which was fully powered and independent of the programme developer, shows no statistically significant effect of the programme on child behaviour or emotional well-being. The Effectiveness and Micro-costing Analysis of a Universal, School-Based, Social–Emotional Learning Programme in the UK: A Cluster-Randomised Controlled Trial https://www.google.com/search?q=The+Effectiveness+and+Micro-costing+Analysis+of+a+Universal, School-Based,+Social–Emotional+Learning+Programme+in+the+UK: A+Cluster-Randomised+Controlled+Trial 2016 Universal Regular Teachers/Lecturers Full Academic Year or Longer none none Clustered 5074 56 No Some Sub-Groups Reported At Least Some Follow-Up No No Yes, Descriptive Theory of Change Yes
3030592 Rest of Europe Primary/Elementary Literacy/English Children with low (pre-)literacy skills may benefit from individual tutoring during the early phases of learning to read. Dutch at-risk students from 13 schools received in first and second grade a computerized reading intervention, delivered by non-professional tutors at school. Digital logs indicated that treatment integrity was lower than intended; therefore, the intervention group was subdivided using a completion criterion. Third grade assessments revealed that the subgroup that had finished the program successfully (IF, N = 40) was able to read as fluent as the average reader, outperforming the subgroup that had not completely finished the program (InF, N = 31) as well as the group that had not worked with the program (controls, N = 66) on all reading measures. This study demonstrates that a well-implemented tutoring model can serve as a (cost-)effective complement to the classroom practice for beginning readers. Copyright � 2013 John Wiley & Sons, Ltd. ABSTRACT FROM AUTHOR]; Copyright of Dyslexia (10769242) is the property of John Wiley & Sons, Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) The Effectiveness of a 2-year Supplementary Tutor-assisted Computerized Intervention on the Reading Development of Beginning Readers at Risk for Reading Difficulties: A Randomized Controlled Trial https://www.google.com/search?q=The+Effectiveness+of+a+2-year+Supplementary+Tutor-assisted+Computerized+Intervention+on+the+Reading+Development+of+Beginning+Readers+at+Risk+for+Reading+Difficulties:+A+Randomized+Controlled+Trial 2013 Targeted Mixture Full Academic Year or Longer None None Clustered 153 13 Yes Whole Sample Only Immediate Post-Test Only Yes No No No
3031607 Rest of Europe Middle/High School Physical Health and Wellbeing OBJECTIVE: To evaluate the effectiveness of the school-based drug abuse prevention program developed in the EU-Dap study (EUropean Drug Abuse Prevention trial) in preventing the use of tobacco, alcohol and drugs at the post-test. METHODS: Cluster Randomised Controlled Trial. Seven European countries participated in the study; 170 schools (7079 pupils 12-14 years of age) were randomly assigned to one of three experimental conditions or to a control condition during the school year 2004/2005. A pre-test survey assessing past and current substance use was conducted before the implementation of the program. The program consisted in 12-hour class-based curriculum based on a comprehensive social-influence approach. A post-test survey was carried out in all participating schools, 3 months after the end of the program. The association between program condition and change in substance use at post-test was expressed as adjusted Prevalence Odds Ratio (POR), estimated by multilevel regression model. RESULTS: Program effects were found for daily cigarette smoking (POR=0.70; 0.52-0.94) and episodes of drunkenness in the past 30 days (POR=0.72; 0.58-0.90 for at least one episode, POR=0.69; 0.48-0.99 for three or more episodes), while effects on Cannabis use in the past 30 days were of marginal statistical significance (POR=0.77; 0.60-1.00). The curriculum was successful in preventing baseline non-smokers or sporadic smokers from moving onto daily smoking, but it was not effective in helping baseline daily smokers to reduce or stop smoking. CONCLUSION: School curricula based on a comprehensive social-influence model may delay progression to daily smoking and episodes of drunkenness. The effectiveness of a school-based substance abuse prevention program: EU-Dap cluster randomised controlled trial https://www.google.com/search?q=The+effectiveness+of+a+school-based+substance+abuse+prevention+program:+EU-Dap+cluster+randomised+controlled+trial 2008 Universal Regular Teachers/Lecturers More than One Term None None Clustered 7079 170 Yes Some Sub-Groups Reported At Least Some Follow-Up Yes Yes, Fairly Well Yes, Theoretical Perspectives Yes
3030832 Rest of Europe Primary/Elementary Behaviour and Social Wellbeing The purpose of this study was to evaluate Zippy's Friends, a universal school programme that aims at strengthening children's coping skills. The sample consisted of 1483 children (aged 7-8 years) from 91 second-grade classes in 35 schools. The schools were matched and randomly assigned to intervention or control conditions. Coping was assessed by the Kidcope checklist for children and an adapted version for parents. Parents and teachers reported mental health outcomes using the Strengths and Difficulties Questionnaire. Controlling for the hierarchical structure of the data, latent variable regression analysis indicated that the programme had a significant positive effect on coping and on the impact of mental health difficulties in daily life. Subgroup analyses suggested that coping was improved in girls and children from the low socio-economic subgroup, whereas the impact of mental health difficulties was reduced in boys. (Contains 6 tables and 3 figures.) The Effectiveness of a Universal School-Based Programme on Coping and Mental Health: A Randomised, Controlled Study of Zippy' Friends https://www.google.com/search?q=The+Effectiveness+of+a+Universal+School-Based+Programme+on+Coping+and+Mental+Health:+A+Randomised,+Controlled+Study+of+Zippy'+Friends 2012 Universal Regular Teachers/Lecturers Full Academic Year or Longer None None Clustered 1483 35 Yes Some Sub-Groups Reported Immediate Post-Test Only Yes Yes, Fairly Well No No
8155422 Asia Special School Behaviour and Social Wellbeing Aim Outdoor adventure programmes aim to improve interpersonal relationships using adventurous activities. The current study examined the effectiveness of an outdoor adventure programme in children with autism spectrum disorders (ASD). Method The study included 51 participants (40 males, 11 females; age 3y 4mo�7y 4mo) enrolled in ASD special education kindergartens. Only the intervention group (n=30) participated in the outdoor adventure programme for 13 weeks, completing challenging physical activities that required cooperation and communication with peers and instructors. The control group (n=21) was not significantly different from the research group in age, sex, cognitive, and adaptive behaviour measures. Results Outcomes after the intervention revealed significant improvement in social?communication and different directions in the two groups in the social cognition, social motivation, and autistic mannerisms subdomains of the Social Responsiveness Scale. While the group that received an outdoor adventure programme showed a tendency toward a reduction in severity, the control group showed the opposite (p<0.010). Interpretation The outdoor adventure programme required problem?solving skills and forced the child to communicate in exciting situations. This study suggests that an outdoor adventure programme may be an effective intervention in addition to traditional treatments in young children with ASD. Future studies should examine the outcome of outdoor adventure programmes delivered for longer periods of time and maintenance of the achievements over time. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract) The effectiveness of an outdoor adventure programme for young children with autism spectrum disorder: A controlled study https://www.google.com/search?q=The+effectiveness+of+an+outdoor+adventure+programme+for+young+children+with+autism+spectrum+disorder:+A+controlled+study 2016 Targeted External Educators Up to Half a Term Physical Health and Wellbeing Other School Subjects Clustered 51 7 Yes Whole Sample Only Immediate Post-Test Only No No No No
3031268 USA/Canada College/University Professional Training BACKGROUND: Interviewing and the physician-patient relationship are crucial elements of medical care, but residencies provide little formal instruction in these areas. OBJECTIVE: To determine the effects of a training program in interviewing on 1) residents' attitudes toward and skills in interviewing and 2) patients' physical and psychosocial well-being and satisfaction with care. DESIGN: Randomized, controlled study. SETTING: Two university-based primary care residencies. PARTICIPANTS: 63 primary care residents in postgraduate year 1. INTERVENTION: A 1-month, full-time rotation in interviewing and related psychosocial topics. MEASUREMENTS: Residents and their patients were assessed before and after the 1-month rotation. Questionnaires were used to assess residents' commitment to interviewing and psychosocial medicine, estimate of the importance of such care, and confidence in their ability to provide such care. Knowledge of interviewing and psychosocial medicine was assessed with a multiple-choice test. Audiotaped interviews with real patients and videotaped interviews with simulated patients were rated for specific interviewing behaviors. Patients' anxiety, depression, and social dysfunction; role limitations; somatic symptom status; and levels of satisfaction with medical visits were assessed by questionnaires and telephone interviews. RESULTS: Trained residents were superior to untrained residents in knowledge (difference in adjusted post-test mean scores, 15.7% [95% CI, 11% to 20%]); attitudes, such as confidence in psychological sensitivity (difference, 0.61 points on a 7-point scale [CI, 0.32 to 0.91 points]); somatization management (difference, 0.99 points [CI, 0.64 to 1.35 points]); interviewing of real patients (difference, 1.39 points on an 11-point scale [CI, 0.32 to 2.45 points]); and interviewing (data gathering) of simulated patients (difference, 2.67 points [CI, 1.77 to 3.56 points]). Mean differences between the study groups were consistently in the appropriate direction for patient satisfaction and patient well-being, but effect sizes were too small to be considered meaningful. CONCLUSION: An intensive 1-month training rotation in interviewing improved residents' knowledge about, attitudes toward, and skills in interviewing. The effectiveness of intensive training for residents in interviewing. A randomized, controlled study https://www.google.com/search?q=The+effectiveness+of+intensive+training+for+residents+in+interviewing.+A+randomized,+controlled+study 1998 Universal External Educators Up to Half a Term None None Single 63 NA Yes Whole Sample Only Immediate Post-Test Only Yes Yes, Limited No No
3030704 Rest of Europe Primary/Elementary Physical Health and Wellbeing This article reports the effectiveness of two universal prevention programs in reducing externalizing behavior in elementary school children. A sample of 1,675 first graders in 56 Swiss elementary schools was randomly assigned to a school-based social competence intervention, a parental training intervention, both, or control. Externalizing psychopathology and social competence ratings were provided by the children, primary caregivers, and teachers at the beginning and end of the 2-year program, with a follow-up 2 years later. Intention-to-treat analyses revealed that long-term effects on teacher- and parent-rated externalizing behavior were greater for the social competence intervention than for the control. However, for most outcomes, no statistically significant positive effects were observed. (Contains 3 tables and 1 figure.) The Effectiveness of Two Universal Preventive Interventions in Reducing Children's Externalizing Behavior: A Cluster Randomized Controlled Trial https://www.google.com/search?q=The+Effectiveness+of+Two+Universal+Preventive+Interventions+in+Reducing+Children's+Externalizing+Behavior:+A+Cluster+Randomized+Controlled+Trial 2011 Universal Regular Teachers/Lecturers Full Academic Year or Longer None None Clustered 1675 56 No Whole Sample Only At Least Some Follow-Up Yes Yes, Fairly Well Yes, Descriptive Theory of Change Yes
3031013 UK/Ireland Primary/Elementary Literacy/English This article presents the findings of a randomized controlled trial evaluation of the effects of a revised version of the volunteer mentoring programme, 'Time to Read.' Participating children received two 30-minute mentoring sessions per week from volunteer mentors who carried out paired reading activities with the children. The current trial involved 512 children aged eight to nine years from 50 primary schools. The programme was found to be effective in improving decoding skills (d = +0.15), reading rate (d = +0.22) and reading fluency (d = +0.14) and there was some evidence of a positive effect in relation to the children's aspirations for the future (d = +0.11). However, no evidence was found of the programme having an effect on reading comprehension or reading confidence and enjoyment of reading. The article concludes by suggesting that mentoring programmes using non-specialist volunteers can be effective in improving foundational reading skills but would appear to be less effective in terms of improving higher-order skills such as comprehension. The article also suggests that such programmes are likely to be most effective if concentrating on core reading activities rather than attempting to address reading outcomes indirectly through improving children's confidence or wider enjoyment of reading. (Contains 6 tables and 1 figure.) The Effects of a Volunteer Mentoring Programme on Reading Outcomes among Eight- to Nine-Year-Old Children: A Follow up Randomized Controlled Trial https://www.google.com/search?q=The+Effects+of+a+Volunteer+Mentoring+Programme+on+Reading+Outcomes+among+Eight-+to+Nine-Year-Old+Children:+A+Follow+up+Randomized+Controlled+Trial 2011 Universal Mixture Full Academic Year or Longer None None Clustered 512 50 Yes Some Sub-Groups Reported Immediate Post-Test Only Yes No No No
8154658 USA/Canada Primary/Elementary Literacy/English This study was an assessment of the impact of assessment frequency on second grade English Learner (EL) performance on Common Core State Standards (CCSS)-aligned Benchmark assessments. The impact of assessment frequency was observed for 65 students in the study who were placed in one of three groups. The first experimental group (Group A) was administered and two researcher created CCSS-aligned classroom assignments before the summative benchmark at the end of the school year. The second experimental group (Group B) was administered with one researcher-created assessment before the summative benchmark at the end of the school year. The third group (Group C) served as the control group, taking no assessments. Results indicated a drop in mean scores for all students in the study from their first two district benchmark assessments (B1 and B2, respectively) to their researcher-created assessments (CA and CB, respectively). This trend continued for the summative benchmark (B3). ANOVA was not performed on this body of data due to these results, but the data set sparked additional considerations for assessment development and future areas for research. Areas of discussion include standardizing assessments in a consistent manner throughout the school district with appropriate teams and assessment protocols. Future research can focus on longitudinal research to evaluate assessment frequency for students in years when they take state assessments, such as the California Assessment of Student Performance and Progress (CAASPP), also known as Smarter Balanced Assessment Consortium, or SBAC. THE EFFECTS OF CLASSROOM ASSESSMENT FREQUENCY ON COMMON CORE STATE STANDARDS-ALIGNED BENCHMARKS FOR SECONDGRADE ENGLISH LEARNERS https://www.google.com/search?q=THE+EFFECTS+OF+CLASSROOM+ASSESSMENT+FREQUENCY+ON+COMMON CORE+STATE+STANDARDS-ALIGNED+BENCHMARKS+FOR+SECONDGRADE ENGLISH+LEARNERS 2016 Targeted Regular Teachers/Lecturers More than One Term None None Clustered 65 3 No Some Sub-Groups Reported Immediate Post-Test Only No No Yes, Theoretical Perspectives No
5132515 Rest of Europe Primary/Elementary Literacy/English This study was carried out to investigate the effects of cooperative learning strategies on the vocabulary skills of 4th grade students. The study was also designed to ascertain the attitudes of the students in the experimental group towards cooperative learning. Out of 96 4th grade students enrolled in the private school where the study took place, 48 participated in this study. In order to find out whether there was a significant difference between the vocabulary scores for the experimental group and the control group, a pre-test and a post-test were administered to both groups. The data gathered from the students' lesson diaries was used to find out what they thought about cooperative learning strategies. In addition, the teacher of the experimental group was interviewed to verify the results obtained from the lesson diaries. The data gathered from the pre and post tests, lesson diaries and the teacher interview was analyzed both quantitatively and qualitatively. The data obtained from the pre and post tests was analyzed with the Mann-Whitney U test and the Wilcoxon Signed-Ranks Test, while the data gathered from the lesson diaries and the teacher interview was subjected to content analysis. The findings revealed that there was a significant difference between the results of the experimental group and the control group on the post-tests. The experimental group had a higher score on the post-test than the control group. The analysis of the lesson diaries also indicated that the students' positive attitudes towards cooperative learning strategies increased progressively during the study. Lastly, the analysis of the teacher interview confirmed that the students' positive attitudes towards cooperative learning strategies during the study were genuine. The Effects of Cooperative Learning Strategies on Vocabulary Skills of 4th Grade Students https://www.google.com/search?q=The+Effects+of+Cooperative+Learning+Strategies+on+Vocabulary+Skills+of+4th+Grade+Students 2015 Universal Regular Teachers/Lecturers Up to Half a Term Range of Academic Outcomes None Clustered 48 2 Yes Whole Sample Only Immediate Post-Test Only Yes Yes, Fairly Well Yes, Theoretical Perspectives No
3030958 USA/Canada Middle/High School Behaviour and Social Wellbeing In this experiment, 123 sixth and seventh grade classrooms from Cleveland area schools were randomly assigned to one of two five-session curricula addressing gender violence/ sexual harassment (GV/SH) or to a no-treatment control. Three-student surveys were administered. Students in the law and justice curricula, compared to the control group, had significantly improved outcomes in awareness of their abusive behaviors, attitudes toward GV/SH and personal space, and knowledge. Students in the interaction curricula experienced lower rates of victimization, increased awareness of abusive behaviors, and improved attitudes toward personal space. Neither curricula affected perpetration or victimization of sexual harassment. While the intervention appeared to reduce peer violence victimization and perpetration, a conflicting finding emerged-the intervention may have increased dating violence perpetration (or at least the reporting of it) but not dating violence victimization. The effects of gender violence/ harassment prevention programming in middle schools: a randomized experimental evaluation https://www.google.com/search?q=The+effects+of+gender+violence/+harassment+prevention+programming+in+middle+schools:+a+randomized+experimental+evaluation 2010 Universal Mixture Up to Half a Term None None Single 123 NA Yes Whole Sample Only At Least Some Follow-Up Yes No Yes, Descriptive Theory of Change No
8154295 USA/Canada Primary/Elementary Other School Subjects With the intent of improving the instructional practice of improvisation in the elementary general music classroom, the purpose of this research was to examine the effects of instructional strategies and music aptitude on the rhythmic improvisation performance of second-grade general music students. The research questions were: 1) Does whole group or small group instruction effect the rhythmic improvisation performance of second-grade elementary general music students? 2) Does music aptitude as measured by the Intermediate Measures of Music Audiation (IMMA) effect the rhythmic improvisation performance of second-grade elementary general music students? The research design involved two instructional settings consisting of an experimental and a control group. All of the participants (n = 93) were administered the Intermediate Measures of Music Audiation (IMMA) and an improvisation pre-test. Students in both groups received four improvisation music lessons. The experimental treatment involved the use of improvisation lessons through small group instruction with four to six students per small group. The treatment period lasted six music class sessions. At the end of the treatment, all students’ improvised responses were assessed to measure their improvisation performance. Three judges independently rated the rhythmic improvisation performances using the Rhythmic Improvisation Performance Assessment (RIPA). The researcher designed the RIPA to score the second-grade rhythmic improvisation performances. The vi independent variables were the instructional strategies (whole group and small group instruction) used in the music lessons and the IMMA grouping (high/low). The dependent variable was the composite rhythmic improvisation performance assessment. Two separate mixed ANOVAs were conducted. Results revealed a main effect for the pretest/ posttest, F(1, 82) = 39.01; p < .001, partial ɳ2= .32, indicating participants significantly improved on improvisation from the pre-test to the posttest. A statistically significant interaction between whole group/small group instruction showed more improvement for the whole group between pre-test and posttest than those in small group instruction. Results also revealed no main effect for music aptitude. THE EFFECTS OF INSTRUCTIONAL STRATEGY AND MUSIC APTITUDE ON THE RHYTHMIC IMPROVISATION PERFORMANCE OF SECOND-GRADE GENERAL MUSIC STUDENTS https://www.google.com/search?q=THE+EFFECTS+OF+INSTRUCTIONAL+STRATEGY+AND+MUSIC+APTITUDE+ON THE+RHYTHMIC+IMPROVISATION+PERFORMANCE+OF+SECOND-GRADE GENERAL+MUSIC+STUDENTS 2016 Universal External Educators Up to Half a Term None None Clustered 93 4-6 students per cluster Yes Some Sub-Groups Reported Immediate Post-Test Only Yes No Yes, Descriptive Theory of Change No
8155571 USA/Canada Primary/Elementary Literacy/English Lack of reading fluency is a problem affecting students across the nation (Stormont, 2012). Studies have shown that early intervention, before the third grade, is critical to ensuring that students reach grade level in reading (Stormont, 2012). However, fewer researchers have explored the effects of intense interventions at later grade levels, specifically interventions utilizing peer mentors with students who are English as a Second Language (ESL) learners. With this study, the researcher explored the effect of a peer learning strategy (PALS) pairing ESL students with English-proficient peers on fifth and sixth grade ESL students??� word knowledge and comprehension. A quasi experiential design with random participant assignment to either a control or an intervention group was used. The results from the study indicated that no significant differences for word knowledge or comprehension among the groups for the pre and post the STAR Progress Monitor (STAR PM). There was, however, a significant difference among the intervention group from pre to post on the STAR PM in the negative direction. The Gray Oral Reading Test (GORT) was given to a subset of participants as a criterion measure to address concurrent and predictive validity. Presented in the following discussion are factors that influenced results, limitations, implications for practice, and suggested future research. The effects of peer assisted learning strategies reading intervention on fifth and sixth grade English as a Second Language and English-proficient pairs https://www.google.com/search?q=The+effects+of+peer+assisted+learning+strategies+reading+intervention+on+fifth+and+sixth+grade+English+as+a+Second+Language+and+English-proficient+pairs 2016 Targeted Regular Teachers/Lecturers More than One Term None None Single 26 NA Yes Some Sub-Groups Reported Immediate Post-Test Only Yes No Yes, Theoretical Perspectives Yes
3030938 Asia Multiple Study-Related Skills Purpose: To investigate the effects of an explicit problem-solving skills training programme based on metacognitive principles for children with acquired brain injury (ABI) who attend mainstream schools. Method: Thirty-two children with moderate to severe ABI studying in mainstream schools were allocated randomly by matched pairs to either an experimental or a comparison group. The participants in the experimental group received problem-solving skills training based on metacognitive principles, while those in the comparison group were on a waiting list to receive the experimental intervention shortly after the intervention in the experimental group had been completed. All participants were measured pre- and post-intervention using measures of abstract reasoning, metacognition, problem-solving functional behaviour in the home environment or social situations and individual goal-directed behaviour. Results: Significant differences in post-test scores were found for all measurements between children in the experimental group and those in the comparison group, using the baselines of dependent variables, years of schooling and the full IQ scores as the covariates. Conclusion: The results of this study supported the use of explicit problem-solving skills training to improve daily functioning for children with ABI, and the need for a larger-scale, randomised controlled study with long-term follow-up. (PsycINFO Database Record (c) 2014 APA, all rights reserved)(journal abstract) The effects of problem-solving skills training based on metacognitive principles for children with acquired brain injury attending mainstream schools: A controlled clinical trial https://www.google.com/search?q=The+effects+of+problem-solving+skills+training+based+on+metacognitive+principles+for+children+with+acquired+brain+injury+attending+mainstream+schools:+A+controlled+clinical+trial 2011 Targeted External Educators Up to Half a Term None None Single 32 NA Yes Whole Sample Only Immediate Post-Test Only Yes No Yes, Descriptive Theory of Change Yes
3030699 USA/Canada Primary/Elementary Study-Related Skills The purpose of this study was to assess the effects of schema-broadening instruction (SBI) on second graders' word-problem-solving skills and their ability to represent the structure of word problems using algebraic equations. Teachers (n = 18) were randomly assigned to conventional word-problem instruction or SBI word-problem instruction, which taught students to represent the structural, defining features of word problems with overarching equations. Intervention lasted 16 weeks. We pretested and posttested 270 students on measures of word-problem skill; analyses that accounted for the nested structure of the data indicated superior word-problem learning for SBI students. Descriptive analyses of students' word-problem work indicated that SBI helped students represent the structure of word problems with algebraic equations, suggesting that SBI promoted this aspect of students' emerging algebraic reasoning. The Effects of Schema-Broadening Instruction on Second Graders' Word-Problem Performance and Their Ability to Represent Word Problems with Algebraic Equations: A Randomized Control Study https://www.google.com/search?q=The+Effects+of+Schema-Broadening+Instruction+on+Second+Graders'+Word-Problem+Performance+and+Their+Ability+to+Represent+Word+Problems+with+Algebraic+Equations:+A+Randomized+Control+Study 2010 Universal Regular Teachers/Lecturers More than One Term None None Clustered 270 18 Yes Whole Sample Only Immediate Post-Test Only Yes No Yes, Descriptive Theory of Change Yes
5132749 USA/Canada Primary/Elementary Other School Subjects This randomized controlled trial or ‘true experiment' examines the effects of a school garden intervention on the science knowledge of elementary school children. Schools were randomly assigned to a group that received the garden intervention (n = 25) or to a waitlist control group that received the garden intervention at the end of the study (n = 24). The garden intervention consisted of both raised-bed garden kits and a series of 19 lessons. Schools, located in the US states of Arkansas, Iowa, Washington, and New York, were all low-income as defined by having 50% or more children qualifying for the federal school lunch program. Participants were students in second, fourth, and fifth grade (ages 6–12) at baseline (n = 3,061). Science knowledge was measured using a 7-item questionnaire focused on nutritional science and plant science. The survey was administered at baseline (Fall 2011) and at three time points during the intervention (Spring 2012, Fall 2012, and Spring 2013). Garden intervention fidelity (GIF) captured the robustness or fidelity of the intervention delivered in each classroom based on both lessons delivered and garden activities. Analyses were conducted using general linear mixed models. Survey data indicated that among children in the garden intervention, science knowledge increased from baseline to follow-up more than among control group children. However, science knowledge scores were uniformly poor and gains were very modest. GIF, which takes into account the robustness of the intervention, revealed a dose–response relation with science knowledge: more robust or substantial intervention implementations corresponded to stronger treatment effects. ABSTRACT FROM AUTHOR]; Copyright of International Journal of Science Education is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) The Effects of School Gardens on Children's Science Knowledge: A randomized controlled trial of low-income elementary schools https://www.google.com/search?q=The+Effects+of+School+Gardens+on+Children's+Science+Knowledge:+A+randomized+controlled+trial+of+low-income+elementary+schools 2015 Universal External Educators Up to Half a Term Range of Academic Outcomes None Clustered 3061 49 Yes Whole Sample Only At Least Some Follow-Up Yes No No No
3031856 USA/Canada College/University Other School Subjects College completion and college success often lag behind college attendance. One theory as to why students do not succeed in college is that they lack key information about how to be successful or fail to act on the information that they have. We present evidence from a randomized experiment which tests the effectiveness of individualized student coaching. Over the course of two separate school years, InsideTrack, a student coaching service, provided coaching to students from public, private, and proprietary universities. Most of the participating students were non-traditional college students enrolled in degree programs. The participating universities and InsideTrack randomly assigned students to be coached. The coach contacted students regularly to develop a clear vision of their goals, to guide them in connecting their daily activities to their long term goals, and to support them in building skills, including time management, self advocacy, and study skills. Students who were randomly assigned to a coach were more likely to persist during the treatment period, and were more likely to be attending the university one year after the coaching had ended. Coaching also proved a more cost-effective method of achieving retention and completion gains when compared to previously studied interventions such as increased financial aid. The Effects of Student Coaching in College: An Evaluation of a Randomized Experiment in Student Mentoring. NBER Working Paper No. 16881 https://www.google.com/search?q=The+Effects+of+Student+Coaching+in+College:+An+Evaluation+of+a+Randomized+Experiment+in+Student+Mentoring.+NBER+Working+Paper+No.+16881 2011 Universal External Educators Full Academic Year or Longer none none Single 13555 NA Yes Some Sub-Groups Reported At Least Some Follow-Up Yes Yes, Fairly Well Yes, Descriptive Theory of Change Yes
8155093 Rest of Europe Primary/Elementary Behaviour and Social Wellbeing In this study, the implementation of the Accelerated Reader Program (ARP), a computer assisted supplemental reading program, was used to examine the differences in reading growth as measured by the Discovery Education Assessment (DEA) between students who used the ARP and those who did not use the ARP, while specifically focusing on grade and gender. The study also analyzed the relationship between achievement gains on the DEA and the number of nonfiction books read. Test data from the 2013 fall, 2014 winter, and 2014 spring administrations of the DEA as well as data from ARP during the 2013�2014 school year of two Title I elementary public schools in West Tennessee were used. The data were compared between 250 second-grade students from the control and experimental groups, and 250 third-grade students from the control and experimental groups. Five research questions were analyzed pertaining to the effectiveness of the ARP. An independent samples t test was conducted for Research Questions 1 and 2. The findings showed that the addition of the ARP resulted in an increase in reading achievement growth on the DEA compared to the reading achievement growth of students who did not participated in the ARP. A Pearson Correlation was conducted on Research Question 3, which revealed that no statistically significant relationship existed between the number of nonfiction books read and the students� reading achievement on the DEA. A two-factor ANOVA was performed on Research Questions 4 and 5. The results revealed that the ARP use affected the second- and third-grade students� reading achievement, but the second-grade females scored higher than the males, and no difference existed in the scores between the genders of the third-grade students. This study found that the ARP does provide a positive impact on students� reading achievement. Educators must use this program as a supplemental tool in teaching reading. The Effects of the Accelerated Reader Program on the Reading Achievement of Second- and Third-Grade Students and the Relationship of the Number of Nonfiction Books Read to Reading Achievement https://www.google.com/search?q=The+Effects+of+the+Accelerated+Reader+Program+on+the+Reading+Achievement+of+Second-+and+Third-Grade+Students+and+the+Relationship+of+the+Number+of+Nonfiction+Books+Read+to+Reading+Achievement 2016 Targeted External Educators Between Half and Full Term None None Clustered 141 7-9 children per cluster Yes Whole Sample Only At Least Some Follow-Up Yes No Yes, Theoretical Perspectives Yes
3030719 USA/Canada Primary/Elementary Behaviour and Social Wellbeing Schools within the Child and Adolescent Trial for Cardiovascular Health intervention were randomized into control, school-based, and school-based plus family intervention conditions. Measures of third graders' psychosocial determinants of risk behavior indicated significant improvements in all psychosocial determinants following the interventions, with family intervention producing greater impact. (SM) The Effects of the Child and Adolescent Trial for Cardiovascular Health Intervention on Psychosocial Determinants of Cardiovascular Disease Risk Behavior among Third-Grade Students https://www.google.com/search?q=The+Effects+of+the+Child+and+Adolescent+Trial+for+Cardiovascular+Health+Intervention+on+Psychosocial+Determinants+of+Cardiovascular+Disease+Risk+Behavior+among+Third-Grade+Students 1996 Universal Mixture Full Academic Year or Longer None None Clustered 6956 96 Yes Whole Sample Only Immediate Post-Test Only Yes No Yes, Theoretical Perspectives Yes
3030985 UK/Ireland Middle/High School Professional Training The importance of good doctor-patient communication is widely recognised. The aims of this study were to evaluate the immediate effects of the participation of patients with cancer on the attitudes and skills of undergraduate medical students receiving an interview skills training programme, and to assess the effects of the participation of patients with cancer on the attitudes and interview performance of students 2 years later. It was hypothesised that the participation of cancer patients would have specific beneficial effects on attitudes and interview performance. Before participating in a 6-session interview methods course in third year, students were randomised to be taught with patients who had cancer (experimental group) or with patients with other diagnoses (control group). Before and after participating in the course, 233 students (94% response rate) completed an Attitudes Questionnaire. When they reached their fifth year, 54 students again completed the Attitudes Questionnaire and, in addition, made a video recording of an interview with a patient who had gynaecological cancer. These recordings were rated independently by two researchers using the Interview Rating Instrument. Immediately after the course, a number of differences were found between the two groups. For example, students in the experimental group were more likely to consider the ability to listen an extremely important characteristic of hospital doctors and to consider more strongly that trust is an essential part of the doctor-patient relationship. 2 years after the course, the ability of hospital doctors to communicate with patients, and the need for clinical decisions to reflect patients' wishes, were considered to be more important by students in the experimental group, although even 96% of controls felt both these issues were very or extremely important. As hypothesised, the experimental group had better ratings in terms of responding empathically, showing regard and concern for the patient, and assessing the impact of the symptoms on the patient's life. The participation of patients with cancer has beneficial and enduring effects on the attitudes and interview performance of medical undergraduates. Medical schools should consider how best patients with cancer can make an important contribution to communication skills training. The effects of the participation of patients with cancer in teaching communication skills to medical undergraduates: a randomised study with follow-up after 2 years https://www.google.com/search?q=The+effects+of+the+participation+of+patients+with+cancer+in+teaching+communication+skills+to+medical+undergraduates:+a+randomised+study+with+follow-up+after+2+years 1999 Universal External Educators Full Academic Year or Longer None None Single 249 NA Yes Whole Sample Only At Least Some Follow-Up Yes No Yes, Theoretical Perspectives No
3030902 NA NA NA The intent of this study was to determine the impact of learning packet instruction and lecture instruction on cognitive change, attitude change and knowledge retention in students studying child passenger safety. In addition, the study looked at sex and rural-suburban characteristics of students exposed to the instructional methods. A comparative treatments, pretest, posttest control group design was used to compared the two treatments. A pretest, posttest and a follow-up posttest were used for evaluation of the 165 subjects. Two sites were used for the experiment, Carter High School in Knoxville, Tennessee, and Pleasant Ridge High School in Chattanooga, Tennessee. Ten driver education classes in all received the two instructional methods. Five classes used the learning packet instruction, and five classes received the lecture instruction. The students were tested with an objective, multiple choice test for cognitive change and again three weeks later for knowledge retention. A Likert-type scale was used to assess attitude change three weeks after the treatment. The t-test of significance was used to analyze the impact of the independent variables, learning packet instruction and lecture instruction, on the dependent variables, cognitive change, attitude change and knowledge retention. The primary findings from the comparisons of the two instructional methods showed no significant differences in cognitive change for the two groups, learning packet students and lecture students. This was true also in the primary findings in knowledge retention. However, there did appear to be significant differences in attitude change with learning packet students showing greater attitude change than lecture students in a number of comparisons. THE EFFECTS OF TWO INSTRUCTIONAL METHODS ON DRIVER EDUCATION STUDENTS STUDYING CHILD PASSENGER SAFETY: A COMPARATIVE TREATMENTS, PRETEST, POSTTEST CONTROL GROUP EXPERIMENT https://www.google.com/search?q=THE+EFFECTS+OF+TWO+INSTRUCTIONAL+METHODS+ON+DRIVER+EDUCATION+STUDENTS+STUDYING+CHILD+PASSENGER+SAFETY:+A+COMPARATIVE+TREATMENTS,+PRETEST,+POSTTEST+CONTROL+GROUP+EXPERIMENT NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA
8154400 Asia Middle/High School Numeracy/Maths This study investigates the effects of dynamic geometry based computer instruction on eighth grade students’ achievement in geometry and their attitudes toward geometry and technology compared to traditional instruction. Central to the study was a controlled experiment, which contained experimental and control groups both instructed by the same teacher. 36 eight grade students from a middle school located in a rural area in Turkey participated in this experiment. None of the students had past experience in using computers especially for the purpose of learning mathematics. The results revealed that dynamic geometry based computer instruction had a significant effect on students’ achievement in geometry compared to traditional instruction. Furthermore dynamic geometry based instruction had a significant effect on students’ attitudes toward geometry and technology compared to traditional instruction. A correlation analysis showed a positive correlation between the achievement levels of the students and their attitudes towards geometry and technology. The Effects of Using Dynamic Geometry on Eighth Grade Students’ Achievement and Attitude towards Triangles https://www.google.com/search?q=The+Effects+of+Using+Dynamic+Geometry+on+Eighth+Grade+Students’+Achievement+and+Attitude+towards+Triangles 2016 Universal External Educators Single Session None None Clustered 36 2 Yes Whole Sample Only Immediate Post-Test Only Yes Yes, Limited Yes, Descriptive Theory of Change yes
3031231 USA/Canada Preschool/Kindergarten Behaviour and Social Wellbeing The field of early intervention is currently faced with the challenge of reducing the prevalence of antisocial behavior in children. Longitudinal outcomes research indicates that increased antisocial behavior and impairments in social competence skills during the preschool years often serve as harbingers of future adjustment problems in a number of domains including mental health, interpersonal relations, and academic achievement. This article reports the results of a cross-site randomized controlled trial, in which 128 preschool children with challenging behaviors were assigned to either a Preschool First Step to Success (PFS) intervention (i.e., experimental) or a usual-care (i.e., control) group. Regression analyses indicated that children assigned to the Preschool First Step intervention had significantly higher social skills, and significantly fewer behavior problems, across a variety of teacher- and parent-reported measures at postintervention. Effect sizes for teacher-reported effects ranged from medium to large across a variety of social competency indicators; effect sizes for parent-reported social skills and problem behaviors were small to medium, respectively. These results suggest that the preschool adaptation of the First Step intervention program provides early intervention participants, staff, and professionals with a viable intervention option to address emerging antisocial behavior and externalizing behavior disorders prior to school entry. (PsycINFO Database Record (c) 2015 APA, all rights reserved)(journal abstract) The efficacy of a home-school intervention for preschoolers with challenging behaviors: A randomized controlled trial of Preschool First Step to Success https://www.google.com/search?q=The+efficacy+of+a+home-school+intervention+for+preschoolers+with+challenging+behaviors:+A+randomized+controlled+trial+of+Preschool+First+Step+to+Success 2014 Targeted Mixture More than One Term None None Single 128 NA Yes Whole Sample Only Immediate Post-Test Only Yes Yes, Limited No No
3031280 USA/Canada Primary/Elementary Literacy/English Purpose: A randomized controlled trial was conducted to compare the language and auditory processing outcomes of children assigned to receive the Fast ForWord Language intervention (FFW-L) with the outcomes of children assigned to nonspecific or specific language intervention comparison treatments that did not contain modified speech. Method: Two hundred sixteen children between the ages of 6 and 9 years with language impairments were randomly assigned to 1 of 4 conditions: (a) Fast ForWord Language (FFW-L), (b) academic enrichment (AE), (c) computer-assisted language intervention (CALI), or (d) individualized language intervention (ILI) provided by a speech-language pathologist. All children received 1 hr and 40 min of treatment, 5 days per week, for 6 weeks. Language and auditory processing measures were administered to the children by blinded examiners before treatment, immediately after treatment, 3 months after treatment, and 6 months after treatment. Results: The children in all 4 conditions improved significantly on a global language test and a test of backward masking. Children with poor backward masking scores who were randomized to the FFW-L condition did not present greater improvement on the language measures than children with poor backward masking scores who were randomized to the other 3 conditions. Effect sizes, analyses of standard error of measurement, and normalization percentages supported the clinical significance of the improvements on the Comprehensive Assessment of Spoken Language (E. Carrow-Woolfolk, 1999). There was a treatment effect for the Blending Words subtest of the Comprehensive Test of Phonological Processing (R. K. Wagner, J. K. Torgesen, & C. A. Rashotte, 1999). Participants in the FFW-L and CALI conditions earned higher phonological awareness scores than children in the ILI and AE conditions at the 6-month followup testing. Conclusion: Fast ForWord Language, the intervention that provided modified speech to address a hypothesized underlying auditory processing deficit, was not more effective at improving general language skills or temporal processing skills than a nonspecific comparison treatment (AE) or specific language intervention comparison treatments (CALI and ILI) that did not contain modified speech stimuli. These findings call into question the temporal processing hypothesis of language impairment and the hypothesized benefits of using acoustically modified speech to improve language skills. The finding that children in the 3 treatment conditions and the active comparison condition made clinically relevant gains on measures of language and temporal auditory processing informs our understanding of the variety of intervention activities that can facilitate development. The Efficacy of Fast ForWord Language Intervention in School-Age Children with Language Impairment: A Randomized Controlled Trial https://www.google.com/search?q=The+Efficacy+of+Fast+ForWord+Language+Intervention+in+School-Age+Children+with+Language+Impairment:+A+Randomized+Controlled+Trial 2008 Targeted Regular Teachers/Lecturers Up to Half a Term Literacy/English None Single 216 NA yes Some Sub-Groups Reported At Least Some Follow-Up Yes No Yes, Descriptive Theory of Change Yes
3031357 USA/Canada College/University Physical Health and Wellbeing Objective: To determine whether fitness-center attendance established with the provision of weekly monetary incentives persisted after the discontinuation, or decreased frequency, of incentives. Participants: One hundred seventeen first-year college students participated during the 2011-2012 academic year. Methods: A randomized controlled trial with control, discontinued-incentive, and continued-incentive conditions was conducted. During fall semester, students in incentive conditions received weekly monetary payments for meeting fitness-center attendance goals. During spring semester, discontinued-incentive condition participants no longer received incentives, whereas continued-incentive condition participants received payments on a variable-interval schedule. ID-card attendance records tracked fitness-center attendance. Results: Goal completion decreased from 63% in the incentive groups during the fall semester to 3% in the discontinued-incentive condition, and 39% in the continued-incentive condition during the spring semester. There was not a significant interaction between condition and body mass index change, F(6, 332) = 0.67, p = 0.68. Conclusion: Incentive discontinuation resulted in students no longer meeting fitness-center attendance goals. A variable-interval reward schedule better maintained attendance. The Efficacy of Incentives to Motivate Continued Fitness-Center Attendance in College First-Year Students: A Randomized Controlled Trial https://www.google.com/search?q=The+Efficacy+of+Incentives+to+Motivate+Continued+Fitness-Center+Attendance+in+College+First-Year+Students:+A+Randomized+Controlled+Trial 2014 Universal Wider Policy Initiatives More than One Term none none Single 117 NA Yes Whole Sample Only At Least Some Follow-Up Yes No Yes, Descriptive Theory of Change Yes
3030624 USA/Canada Primary/Elementary Behaviour and Social Wellbeing Background: Children with anxious or depressive symptoms are at risk of developing internalizing disorders and their attendant morbidity. To prevent these outcomes, school-based cognitive-behavioral therapy (CBT) has been developed, but few studies include active control conditions. We evaluated a preventive CBT program targeting internalizing symptoms relative to an activity contrast condition post-intervention and at 1-year follow-up. Methods: One thousand one hundred and thirty-nine children from Grades 3-6 from a diverse sample of schools, were screened with the Multidimensional Anxiety Scale for Children and Children's Depression Inventory. Those with t>60 on either measure were offered participation in a randomized 12-week trial, school-based group CBT versus a structured after-school activity group of equal duration. We explored several therapeutic elements as potential predictors of change. Results: One hundred and forty-eight children participated (84 boys, 64 girls; 78 CBT, 70 contrast; 57% Caucasian) and 145 completed the program. Self-reported anxious and depressive symptoms decreased significantly over time (2=5.15 and.133, respectively), with no group by time interaction. There was a trend toward fewer children meeting diagnostic criteria for an anxiety disorder on the Anxiety Disorders Interview Schedule at 1-year post-CBT than postcontrast (6/76 versus 12/69). Positive reinforcement of child behavior was associated with change in anxiety symptoms; checking homework was understood with change in depressive symptoms. Conclusions: Findings suggest that children with internalizing symptoms may benefit from both school-based CBT and structured activity programs. Replication, longer follow-up, and further studies of therapeutic elements in child CBT are indicated. 2010 Wiley-Liss, Inc. The feelings club: Randomized controlled evaluation of school-based cbt for anxious or depressive symptoms https://www.google.com/search?q=The+feelings+club:+Randomized+controlled+evaluation+of+school-based+cbt+for+anxious+or+depressive+symptoms 2010 Targeted External Educators Between Half and Full Term None None Single 148 NA Yes Whole Sample Only At Least Some Follow-Up No Yes, But Not Reported No No
5132482.2 Rest of Europe College/University Range of Academic Outcomes This article describes a study which compares the effectiveness of the flipped classroom relative to the traditional lecture-based classroom. We investigated two implementations of the flipped classroom. The first implementation did not actively encourage cooperative learning, with students progressing through the course at their own pace. With this implementation, student examination scores did not differ between the lecture classes and the flipped classroom. The second implementation was organised with cooperative learning activities. In a randomised control-group pretest-posttest experiment, student scores on a post-test and on the final examination were significantly higher for the flipped classroom group than for the control group receiving traditional lectures. This demonstrates that the classroom flip, if properly implemented with cooperative learning, can lead to increased academic performance. ABSTRACT FROM AUTHOR]; Copyright of Active Learning in Higher Education is the property of Sage Publications, Ltd. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) The flipped classroom and cooperative learning: Evidence from a randomised experiment https://www.google.com/search?q=The+flipped+classroom+and+cooperative+learning:+Evidence+from+a+randomised+experiment 2016 Universal Regular Teachers/Lecturers Between Half and Full Term Numeracy/Maths Other School Subjects Clustered 235 2 Yes Whole Sample Only Immediate Post-Test Only Yes No Yes, Descriptive Theory of Change Yes
3031396 USA/Canada Multiple Physical Health and Wellbeing BACKGROUND: The Healthy Options for Nutrition Environments in Schools (Healthy ONES) study was an evidence-based public health (EBPH) randomized group trial that adapted the Institute for Healthcare Improvement's (IHI) rapid improvement process model to implement school nutrition policy and environmental change. METHODS: A low-income school district volunteered for participation in the study. All schools in the district agreed to participate (elementary?=?6, middle school?=?2) and were randomly assigned within school type to intervention (n?=?4) and control (n =4) conditions following a baseline environmental audit year. Intervention goals were to 1) eliminate unhealthy foods and beverages on campus, 2) develop nutrition services as the main source on campus for healthful eating (HE), and 3) promote school staff modeling of HE. Schools were followed across a baseline year and two intervention years. Longitudinal assessment of height and weight was conducted with second, third, and sixth grade children. Behavioral observation of the nutrition environment was used to index the amount of outside foods and beverages on campuses. Observations were made monthly in each targeted school environment and findings were presented as items per child per week. RESULTS: From an eligible 827 second, third, and sixth grade students, baseline height and weight were collected for 444 second and third grade and 135 sixth grade students (51% reach). Data were available for 73% of these enrolled students at the end of three years. Intervention school outside food and beverage items per child per week decreased over time and control school outside food and beverage items increased over time. The effects were especially pronounced for unhealthy foods and beverage items. Changes in rates of obesity for intervention school (28% baseline, 27%?year 1, 30%?year 2) were similar to those seen for control school (22% baseline, 22%?year 1, 25%?year 2) children. CONCLUSIONS: Healthy ONES adaptation of IHI's rapid improvement process provided a promising model for implementing nutrition policy and environmental changes that can be used in a variety of school settings. This approach may be especially effective in assisting schools to implement the current federally-mandated wellness policies. The healthy options for nutrition environments in schools (Healthy ONES) group randomized trial: using implementation models to change nutrition policy and environments in low income schools https://www.google.com/search?q=The+healthy+options+for+nutrition+environments+in+schools+(Healthy+ONES)+group+randomized+trial:+using+implementation+models+to+change+nutrition+policy+and+environments+in+low+income+schools 2012 Universal Regular Teachers/Lecturers Full Academic Year or Longer Physical Health and Wellbeing None Clustered 579 8 Yes Some Sub-Groups Reported At Least Some Follow-Up Yes No Yes, Descriptive Theory of Change Yes
5132803 Australia/New Zealand Primary/Elementary Behaviour and Social Wellbeing Aim: The aim was to evaluate the impact of a brief activity bout outside the classroom on boys' attention and on-task behaviour in the classroom setting. Methods: Fifty-eight boys (mean age 11.2 +/- 0.6 years) were recruited from a boys' elementary school in Adelaide, South Australia. Two year 5 and, similarly, two year 6 classes were assigned using a crossover design to either four weeks of a 10 minute Active Lesson Break followed by four weeks of a 10 minute Passive Lesson Break (reading) or visa versa. Attention was quantified using a computerised psychomotor vigilance task, and on-task behaviour by direct observation. Results: Neither the Active Lesson nor the Passive Lesson condition significantly affected sustained attention or on-task behaviour, and there were no significant differences between conditions. Conclusion: There was no impact on participants' sustained attention or on-task behaviour after a short activity break between lessons. Brief activity breaks outside the classroom do not compromise participants' on-task behaviour or attention levels upon returning to the classroom, although improvement in these variables is not seen either. However, the results suggest that active breaks are effective for accruing moderate-to-vigorous physical activity without compromising classroom behaviours. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (journal abstract) The impact of 10-minute activity breaks outside the classroom on male students' on-task behaviour and sustained attention: A randomised crossover design. https://www.google.com/search?q=The+impact+of+10-minute+activity+breaks+outside+the+classroom+on+male+students'+on-task+behaviour+and+sustained+attention:+A+randomised+crossover+design. 2015 Universal Regular Teachers/Lecturers Up to Half a Term None None Single 58 NA No Whole Sample Only Immediate Post-Test Only Yes No Yes, Descriptive Theory of Change Yes
3030809 USA/Canada Middle/High School Physical Health and Wellbeing OBJECTIVE: To assess the impact of an obesity prevention intervention on use of self-induced vomiting/laxatives (purging) and diet pills to control weight in girls in early adolescence. DESIGN: We matched and randomly assigned 10 middle schools to an intervention or a control condition in a randomized controlled trial. Longitudinal multivariable analyses using generalized estimating equations were conducted with data from 480 girls to examine the effects of the intervention on the risk of reporting a new case of purging or diet pill use to control weight at follow-up 21 months later, while controlling for ethnicity and school matched pairs. Girls who reported purging or using diet pills at baseline were excluded from analyses. SETTING: Middle schools. PARTICIPANTS: Four hundred eighty girls in early adolescence aged 10 to 14 years (mean age, 11.5 years). INTERVENTION: The Planet Health obesity prevention program was implemented during 2 school years and was designed to promote healthful nutrition and physical activity and to reduce television viewing. OUTCOME: Reduced risk of using self-induced vomiting/laxatives or diet pills to control weight in the past 30 days. RESULTS: After the intervention, we found 14 (6.2%) of 226 girls in control schools and 7 (2.8%) of 254 girls in intervention schools reported purging or using diet pills to control their weight (P = .003). In a multivariable generalized estimating equation model, girls in intervention schools were less than half as likely to report purging or using diet pills at follow-up compared with girls in control schools (odds ratio, 0.41; 95% confidence interval, 0.22-0.75). CONCLUSION: These findings provide promising evidence that school-based interventions may effectively integrate prevention of both obesity and disordered weight-control behaviors. The impact of a school-based obesity prevention trial on disordered weight-control behaviors in early adolescent girls https://www.google.com/search?q=The+impact+of+a+school-based+obesity+prevention+trial+on+disordered+weight-control+behaviors+in+early+adolescent+girls 2005 Targeted External Educators Full Academic Year or Longer None None Clustered 480 10 Yes Whole Sample Only At Least Some Follow-Up Yes Yes, But Not Reported Yes, Descriptive Theory of Change Yes
3031017 USA/Canada Special School Range of Academic Outcomes This article reports findings from an impact study of a 2-year postsecondary academic program offered in state prisons. Outcomes examined for participants during their 1st year of participation include performance on a standardized test of critical thinking skills, credit acquisition, achievement motivation, educational aspirations, personal development, and institutional (prison) climate. A cluster randomized design was used in which prisons in six states were randomly assigned to implement the Correctional Education Association College of the Air (CEA/COA) program or control programming. Analyses show that students in the CEA/COA program had average critical thinking scores that were about three fourths of a point lower, as measured by the Collegiate Assessment of Academic Proficiency (effect size = -0.14), and acquired on average approximately two fewer credits (effect size = -0.43) than students from control sites after 1 year. There were no significant group differences associated with educational aspirations, achievement motivation, personal development, and institutional climate measures. The Impact of an Associate&apos;s Degree Program for Incarcerated Students: A Randomized Trial of the Correctional Education Association College of the Air Program https://www.google.com/search?q=The+Impact+of+an+Associate&apos;s+Degree+Program+for+Incarcerated+Students:+A+Randomized+Trial+of+the+Correctional+Education+Association+College+of+the+Air+Program 2013 Targeted Regular Teachers/Lecturers Full Academic Year or Longer None None Clustered 1534 23 No Whole Sample Only Immediate Post-Test Only No Yes, Limited No No
3030644 USA/Canada College/University Professional Training Over the past decade, on-line databases have become increasingly popular among health care professionals. As a group, these 'end-users' report utilizing databases to keep abreast of medical progress, to conduct research and to address specific patient care issues. Throughout the literature, medical professionals ('content experts') have proved to be less effective searchers than librarians ('search experts'). The potential implications of this discrepancy are worrysome. For any given clinical scenario, for example, published reports may reach contradictory conclusions. A poorly skilled searcher may not retrieve enough articles to appreciate this fact. Optimizing searching skills is therefore a worthwhile goal. As a first step, many medical schools introduce students to on-line databases, most notably MEDLINE. Residency is an ideal time to continue this training. A recognized obstacle to provide residents with formal MEDLINE instruction is time constraint. We therefore conducted this study to ascertain the impact an individual 1-hour tutorial session would have on MEDLINE utilization among obstetrics and gynecology residents training at an academic medical centre. Outcome measures included MEDLINE search frequency, duration, recall, precision and searcher satisfaction. Search recall measures the searcher's ability to retrieve articles deemed relevant to the question at hand. Search precision gauges the searchers' ability to eliminate irrelevant articles. Although the sessions were well received, we were unable to demonstrate an improvement in the outcome measures analysed. Further research is therefore indicated so that cost-effective educational strategies can be recommended for wide-scale use. The impact of an individual tutorial session on MEDLINE use among obstetrics and gynaecology residents in an academic training programme: a randomized trial https://www.google.com/search?q=The+impact+of+an+individual+tutorial+session+on+MEDLINE+use+among+obstetrics+and+gynaecology+residents+in+an+academic+training+programme:+a+randomized+trial 1998 Universal Other School/College Employees Single Session None None Single 31 NA No Whole Sample Only Immediate Post-Test Only No No No No
3031218 USA/Canada College/University Professional Training AIM: This study aimed to assess the effectiveness of a blended-teaching intervention using Internet-based tutorials coupled with traditional lectures in an introduction to research undergraduate nursing course. Effects of the intervention were compared with conventional, face-to-face classroom teaching on three outcomes: knowledge, satisfaction, and self-learning readiness. METHOD: A two-group, randomized, controlled design was used, involving 112 participants. Descriptive statistics and analysis of covariance (ANCOVA) were performed. RESULTS: The teaching method was found to have no direct impact on knowledge acquisition, satisfaction, and self-learning readiness. However, motivation and teaching method had an interaction effect on knowledge acquisition by students. Among less motivated students, those in the intervention group performed better than those who received traditional training. CONCLUSION: These findings suggest that this blended-teaching method could better suit some students, depending on their degree of motivation and level of self-directed learning readiness. The impact of blended teaching on knowledge, satisfaction, and self-directed learning in nursing undergraduates: a randomized, controlled trial https://www.google.com/search?q=The+impact+of+blended+teaching+on+knowledge,+satisfaction,+and+self-directed+learning+in+nursing+undergraduates:+a+randomized,+controlled+trial 2013 Universal Regular Teachers/Lecturers Between Half and Full Term Study Skills None Single 112 NA Yes Some Sub-Groups Reported Immediate Post-Test Only Yes No Yes, Theoretical Perspectives No
3031888 Asia Middle/High School Range of Academic Outcomes We present evidence on the impact of piece rate financial incentives on students' school outcomes from a randomized field experiment in Nepal. Despite several experimental and institutional factors making it less likely of finding a positive treatment effect, I find that incentives increase average aggregate scores by 0.09 standard deviations. The bulk of the aggregate gain is constituted of large gains in two subjects with relatively high baseline scores. There is no noticeable difference in gains between males and females and incentives have a relatively higher impact on students from higher socioeconomic strata and the lower quartiles. My study contributes to the growing literature on short term impact of academic incentives by recording household response to the incentives. I show that the proportion of students who received help with schoolwork at home, either from a hired tutor or a household member, increased among the subgroups that exhibit the most gains in scores. Finally, financial rewards do not have an adverse impact on students' intrinsic motivation to learn. (Contains 34 footnotes, 12 tables, and 1 figure.) Support for this research was provided by the Ohio Agricultural and Research Development Center at the Ohio State University.] The Impact of Financial Incentives on Academic Achievement and Household Behavior: Evidence from a Randomized Trial in Nepal https://www.google.com/search?q=The+Impact+of+Financial+Incentives+on+Academic+Achievement+and+Household+Behavior:+Evidence+from+a+Randomized+Trial+in+Nepal 2011 Universal Wider Policy Initiatives Full Academic Year or Longer None None Clustered NA 33 Yes Some Sub-Groups Reported Immediate Post-Test Only Yes Yes, Fairly Well Yes, Theoretical Perspectives Yes
3031159 NA NA NA Access to drinking water during the school day may improve children's ability to learn through the positive effect of hydration on attention, concentration, and short-term memory. The link between dehydration and lower cognitive performance has been well-established among adult populations and among school children in high-income settings. However, until recently this relationship has not been evaluated among children in low-resource settings. We conducted a randomized control trial to investigate the relationship between cognition, hydration, and water consumption among children residing in a water-scarce setting. The protocol for the study was adapted from a pilot conducted in Mali. We visited five schools in Chipata province, Zambia, for one day each. Pupils were randomly assigned within each school to receive either a bottle of drinking water that they could refill throughout the day (water group, n=149) or were not provided with supplemental water and could only access drinking water that was normally available at the school (control group, n=143). We assessed hydration in the morning and afternoon using urine specific gravity (USG) measured with a portable refractometer. Children were considered dehydrated if their USG exceeded 1.015. In the afternoon, we administered six cognitive tests to assess shortterm memory, concentration, visual attention, and visual motor skills. Independent samples t-tests were used to compare cognitive test scores between the water and control groups, and linear regression was used to compare hydration level and cognitive test score. Mean morning USG was 1.018 for both water and control groups. Afternoon USG increased among the control group (1.022) and decreased among the water group (1.006). Mean scores for one of the cognitive tests were significantly higher among the water group. There was no significant difference in mean scores between the water and control groups for any other test, and there was no significant correlation between afternoon USG and any test scores. Results show that moderate dehydration among school children is prevalent and increases throughout the day in the absence of supplemental water, and increased access to water decreases dehydration prevalence. There is some evidence that hydration improves cognitive test performance, but we found no clear association. The impact of hydration on cognition among school children: Results from a randomized control trial in zambia https://www.google.com/search?q=The+impact+of+hydration+on+cognition+among+school+children:+Results+from+a+randomized+control+trial+in+zambia NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA
3031430 Asia Middle/High School Other School Subjects BACKGROUND: Leadership training programs by experiential learning among adolescents are very popular worldwide and in particular developed countries, but there exists few studies which formally assessed their impact on the psychological well-being of program participants. This study evaluated the effectiveness of leadership training programs on self-esteem and self-efficacy among adolescents. METHODOLOGY/PRINCIPAL FINDINGS: a total of 180 students of the same grade of one secondary school were randomized into an intervention (n?=?50) and a control group (n?=?130). The students in the intervention group participated in a 6-month program of leadership training and service learning, while the control group did not participate in any training. Their self-esteem and self-efficacy were assessed by Rosenberg Self-Esteem questionnaire and Chinese Adaptation of the General Self-Efficacy Scale, respectively, before and after the program. Both scales have been recognized internationally as valid and reliable survey instruments to measure these psychological attributes. The scores were compared by Student's tests according to gender. A total of 180 students were enrolled during the study period October, 2009 to May, 2010. Their mean age was 15.18 years (0.62) and 56.7% were male. Students allocated to the intervention and control group had statistically similar demographic characteristics except gender (male 36.0% vs. 64.6%, p?=?0.001). Overall, the self-esteem scores increased by 1.28 and decreased by 0.30 (p?=?0.161) while the self-efficacy scores increased by 0.26 and decreased by 0.76 (p?=?0.429) in the intervention and control group, respectively. Among female students, the intervention group showed significant improvements in both self-esteem (2.38 vs. -0.24, p<0.001) and self-efficacy (1.32 vs. -0.04, p?=?0.043). CONCLUSIONS/SIGNIFICANCE: Leadership training program were not found to be effective to enhance self-esteem and self-efficacy in adolescents, except girls who showed modest increase in these outcomes. Future research should assess the reasons why these programs are effective among female. The impact of leadership programme on self-esteem and self-efficacy in school: a randomized controlled trial https://www.google.com/search?q=The+impact+of+leadership+programme+on+self-esteem+and+self-efficacy+in+school:+a+randomized+controlled+trial 2012 Universal External Educators More than One Term none none Single 180 NA Yes Some Sub-Groups Reported Immediate Post-Test Only Yes Yes, Fairly Well Yes, Theoretical Perspectives Yes
5132528 USA/Canada Primary/Elementary Literacy/English The purpose of this dissertation was to determine the effects of repeated reading on readers identified as below grade in sixth and seventh grade. The study was set in a rural middle school located in the foothills of North Carolina. Students selected for the study were identified utilizing Lexile levels to identify them as below grade level for sixth and seventh grade. Once students were identified, the teachers used Curriculum Based Measures (CBMs) to determine their current fluency levels. Oral reading fluency and MAZE CBMs were employed to measure speed, accuracy, rate, and comprehension. Classroom teachers also used a prosody rubric created by Zutell and Rasinski (1991) to determine the gain in prosody as a result of the intervention. Using a pre/posttest Analysis of Covariance (ANCOVA), students participated in a 7-week study using repeated reading as an intervention. The study data compared the results between an experimental and control group utilizing repeated reading. The purpose of the study was to determine if repeated reading had an impact on reading fluency following the implementation of the intervention. The results of the study indicated that there were no statistically significant differences between the control and experimental group at the conclusion of the study. It was noted, however, that both groups made gains from pretest to posttest on all three measurements of oral reading fluency, comprehension, and prosody. The Impact of Repeated Reading as an Intervention for Middle Grades Sixth- and Seventh-Grade Students on Reading Fluency https://www.google.com/search?q=The+Impact+of+Repeated+Reading+as+an+Intervention+for+Middle+Grades+Sixth-+and+Seventh-Grade+Students+on+Reading+Fluency 2015 Targeted Regular Teachers/Lecturers Up to Half a Term Range of Academic Outcomes None Single 50 NA No Some Sub-Groups Reported Immediate Post-Test Only Yes No Yes, Theoretical Perspectives Yes
3031181 Rest of Europe Primary/Elementary Numeracy/Maths This paper investigates the impact of three different approaches to establishing School Self Evaluation (SSE) mechanisms upon student achievement. Using group randomisation, four groups of schools were created. Different types of support were provided to the first three groups of schools in order to help them establish SSE mechanisms, whereas no SSE mechanism was established in any of the schools of the fourth group. In the first group, school stakeholders were offered the opportunity to develop their own SSE mechanisms and design their own improvement strategies. The second group followed the same process in designing SSE mechanisms as the first, but before introducing this approach support was offered to the stakeholders in order to address and reduce their concerns about SSE. The third group was asked to develop SSE mechanisms and take decisions for their improvement strategies which were in line with the knowledge base of educational effectiveness research. All three experimental groups had better results than the control group, but the impact of the third approach on student achievement was higher than the impact of the other two approaches to SSE. Implications for research on SSE are drawn. (Contains 3 tables.) The Impact of School Self-Evaluation upon Student Achievement: A Group Randomisation Study https://www.google.com/search?q=The+Impact+of+School+Self-Evaluation+upon+Student+Achievement:+A+Group+Randomisation+Study 2012 Universal Regular Teachers/Lecturers Full Academic Year or Longer Study Skills None Clustered 4212 60 Yes Whole Sample Only Immediate Post-Test Only No Yes, Limited Yes, Theoretical Perspectives No
3031087 USA/Canada Primary/Elementary Behaviour and Social Wellbeing Objective: To build on prior research documenting the impact of School-wide Positive Behavioral Interventions and Supports (SWPBIS) on school climate and discipline problems to examine the extent to which it affects bullying and peer rejection during the transition into early adolescence. Design: Three-level models were fit using hierarchical linear modeling to determine the effect of SWPBIS on children's involvement in bullying. Setting: Thirty-seven Maryland public elementary schools. Participants: Data involved 12 344 children (52.9% male, 45.1% African American, 46.1% white) followed up longitudinally across 4 school years. Intervention:Arandomized controlled effectiveness trial of SWPBIS. Outcome Measures: Reports from teachers on bullyrelated behaviors were assessed through the Teacher Observation of Classroom Adaptation - Checklist. Results: Analyses indicated that children in schools that implemented SWPBIS displayed lower rates of teacherreported bullying and peer rejection than those in schools without SWPBIS. A significant interaction also emerged between grade level of first exposure to SWPBIS and intervention status, suggesting that the effects of SWPBIS on rejection were strongest among children who were first exposed to SWPBIS at a younger age. Conclusions: The results indicated that SWPBIS has a significant effect on teachers' reports of children's involvement in bullying as victims and perpetrators. The findings were considered in light of other outcomes for students, staff, and the school environment, and they suggest that SWPBIS may help address the increasing national concerns related to school bullying by improving school climate. 2012 American Medical Association. All rights reserved. The impact of schoolwide positive behavioral interventions and supports on bullying and peer rejection: A randomized controlled effectiveness trial https://www.google.com/search?q=The+impact+of+schoolwide+positive+behavioral+interventions+and+supports+on+bullying+and+peer+rejection:+A+randomized+controlled+effectiveness+trial 2012 Universal Regular Teachers/Lecturers Full Academic Year or Longer None None Clustered 12344 37 Yes Some Sub-Groups Reported At Least Some Follow-Up Yes No Yes, Theoretical Perspectives No
3031443 USA/Canada Multiple Numeracy/Maths The Stock Market GameTM] is an educational program supported by the Securities Industry and Financial Markets Association (SIFMA) Foundation for Investor Education. The program is designed to teach students the importance of saving and investing by building their financial literacy skills. The primary focus of the study was to measure the impact of playing the Stock Market Game on student achievement in investor knowledge and mathematics. Since it is expected that a supplemental education program will improve students' understanding of program-related content, they expected that students who played The Stock Market Game would improve their knowledge of topics related to savings and investing. A review of program content, however, revealed the mathematical nature of The Stock Market Game, suggesting another possible expectation related to student performance. Namely, is the mathematical component of the program material strong enough to affect students' mathematics skills? The authors designed the study in order to answer two research questions about impact: (1) What is the impact of The Stock Market Game on student academic achievement in mathematics for students in Grades 4-10?; and (2) What is the impact of The Stock Market Game on student investor knowledge for students in Grades 4-10? The findings suggest that this supplemental program designed to teach students about an important topic, one that many states are beginning to consider a requirement--saving and investing, can help students to learn, not only about topics within financial literacy, but also core aspects of mathematics. (Contains 4 tables.) The Impact of The Stock Market Game on Financial Literacy and Mathematics Achievement: Results from a National Randomized Controlled Trial https://www.google.com/search?q=The+Impact+of+The+Stock+Market+Game+on+Financial+Literacy+and+Mathematics+Achievement:+Results+from+a+National+Randomized+Controlled+Trial 2010 Universal Regular Teachers/Lecturers Between Half and Full Term Study Skills None Clustered NA 555 Yes Some Sub-Groups Reported Immediate Post-Test Only No Yes, But Not Reported No No
3031829 Australia/New Zealand College/University Professional Training AIM: The Virtual Ophthalmology Clinic (VOC) is an interactive web-based teaching module, with special emphasis on history taking and clinical reasoning skills. The purpose of this study was to determine the impact of VOC on medical students' learning. METHODS: A randomised controlled trial (RCT) was conducted with medical students from the University of Sydney (n=188) who were randomly assigned into either an experimental (n=93) or a control group (n=95). A pre- and post-test and student satisfaction questionnaire were administered. Twelve months later a follow-up test was conducted to determine the long-term retention rate of graduates. RESULTS: There was a statistically significant (P<0.001) within-subject improvement pre- to post rotation in the number of correctly answered questions for both the control and experimental groups (mean improvement for control 10%, 95% CI 1.3-2.6, and for experimental 17.5%, 95% CI 3.0-4.0). The improvement was significantly greater in the experimental group (mean difference in improvement between groups 7.5%, 95% CI 0.8-2.3, P<0.001). At 12 months follow-up testing, the experimental group scored on average 1.6 (8%) (95%CI 0.4 to 2.7, P=0.007) higher than the controls. CONCLUSION: On the basis of a statistically significant improvement in academic performance and highly positive student feedback, the implementation of VOC may provide a means to address challenges to ophthalmic learning outcomes in an already crowded medical curriculum. The impact of the Virtual Ophthalmology Clinic on medical students' learning: a randomised controlled trial https://www.google.com/search?q=The+impact+of+the+Virtual+Ophthalmology+Clinic+on+medical+students'+learning:+a+randomised+controlled+trial 2013 Universal Regular Teachers/Lecturers Between Half and Full Term None None Single 188 NA Yes Whole Sample Only At Least Some Follow-Up Yes Yes, Fairly Well Yes, Descriptive Theory of Change Yes
3031201 Rest of Europe College/University Professional Training BACKGROUND: Italian Nursing Faculties use a range of tutorial strategies (laboratory sessions, intensive clinical tutoring, weekly tutoring) aimed to enhance nursing students' diagnostic reasoning: these strategies have different impacts on promoting student critical thinking. By using critical thinking methods, students develop abilities to check, monitor and constantly evaluate the accuracy of the diagnostic reasoning process. However, there is little evidence to show how effective tutorial strategies are on the accuracy of diagnostic reasoning. There is also very little known about the complexity of tutorial strategies because these are made up of several components (e.g. tutor questioning abilities, the value of the setting, the impact of the environment, the expertise of the tutor and the impact of the Faculty's philosophy of learning), tutorial strategies cannot be standardised and depend on multiple factors which are difficult to control. OBJECTIVES: The objective was to establish a relationship between tutorial strategies orientated to enhance critical thinking and the accuracy of diagnostic reasoning (i.e. the number of correct answers given by students on simulated cases in two different nursing education contexts). It was hypothesised that students who had had one laboratory session using intensive tutorial strategies had less probability of making reasoning errors in diagnosing a simulated case than a control group that had weekly tutorials or routine tutoring. DESIGN: A double pragmatic experimental study was adopted involving two Italian Nursing Faculties at universities in Verona and Udine. PARTICIPANTS: A total of 144 students in the first year of their Nursing Science Degree course were involved; in Verona, two random groups of 41 students were taken (an intervention group and a control group). Random selections of 39 students for the intervention group and 29 students for a control group were made from the second campus in Udine. Data analysis was conducted comparing student outcomes in the same faculty (intra-trial analysis) and between the two campuses involved (inter-trial analysis). RESULTS: The students doing laboratory sessions and intensive clinical tutorials demonstrated fewer errors compared to the control group [OR 3.75; IC 95% 1.77-7.88], although the students who receive routine tutoring, demonstrated higher risk of mistaking the problems of the patient [OR 0.22; IC 0.95% 0.07-0.65]. CONCLUSION: From intra- and inter-trial analysis of the results, it can be concluded within limits, that those students who had had intensive tutorial strategies aimed developing critical thinking abilities, formulated fewer wrong hypotheses in the first list they made when confronted with a new nursing case. Faculties should consider these outcomes and develop strategies including intensive tutorial strategies for improving the accuracy of nursing students' clinical reasoning. The impact of tutorial strategies on student nurses' accuracy in diagnostic reasoning in different educational settings: a double pragmatic trial in Italy https://www.google.com/search?q=The+impact+of+tutorial+strategies+on+student+nurses'+accuracy+in+diagnostic+reasoning+in+different+educational+settings:+a+double+pragmatic+trial+in+Italy 2008 Universal Regular Teachers/Lecturers Up to Half a Term None None Single 144 NA yes Some Sub-Groups Reported Immediate Post-Test Only Yes No Yes, Theoretical Perspectives Yes
3031217 USA/Canada Multiple Physical Health and Wellbeing OBJECTIVE: This paper reports the impact of two first- and second-grade classroom based universal preventive interventions on the risk of Suicide Ideation (SI) and Suicide Attempts (SA) by young adulthood. The Good Behavior Game (GBG) was directed at socializing children for the student role and reducing aggressive, disruptive behavior. Mastery Learning (ML) was aimed at improving academic achievement. Both were implemented by the teacher. METHODS: The design was epidemiologically based, with randomization at the school and classroom levels and balancing of children across classrooms. The trial involved a cohort of first-grade children in 19 schools and 41 classrooms with intervention at first and second grades. A replication was implemented with the next cohort of first grade children with the same teachers but with little mentoring or monitoring. RESULTS: In the first cohort, there was consistent and robust GBG-associated reduction of risk for suicide ideation by age 19-21 years compared to youths in standard setting (control) classrooms regardless of any type of covariate adjustment. A GBG-associated reduced risk for suicide attempt was found, though in some covariate-adjusted models the effect was not statistically robust. No statistically significant impact on these outcomes was found for ML. The impact of the GBG on suicide ideation and attempts was greatly reduced in the replication trial involving the second cohort. CONCLUSIONS: A universal preventive intervention directed at socializing children and classroom behavior management to reduce aggressive, disruptive behavior may delay or prevent onset of suicide ideation and attempts. The GBG must be implemented with precision and continuing support of teachers. The impact of two universal randomized first- and second-grade classroom interventions on young adult suicide ideation and attempts https://www.google.com/search?q=The+impact+of+two+universal+randomized+first-+and+second-grade+classroom+interventions+on+young+adult+suicide+ideation+and+attempts 2008 Targeted Regular Teachers/Lecturers Full Academic Year or Longer Physical Health and Wellbeing None Clustered 1196 41 Yes Some Sub-Groups Reported At Least Some Follow-Up Yes No Yes, Theoretical Perspectives Yes
5132767 USA/Canada Middle/High School Range of Academic Outcomes The purpose of this research study was to determine the effectiveness of a Personal Best Effort (PBE) program introduced to seventh grade and eighth grade students who had a Grade Point Average (GPA) at 80 and below. The PBE was offered over 10 weeks to determine if student GPAs increased significantly when compared to a control group who was not involved in the Personal Best Effort program. The results indicated no significant change in GPA when the experimental group was compared to the control group, however some serendipitous findings suggest that educators may need to narrow the scope of this research to students at risk for failure and for students exhibiting failure. The implementation of an effort program to increase grade point average for middle school students https://www.google.com/search?q=The+implementation+of+an+effort+program+to+increase+grade+point+average+for+middle+school+students 2015 Targeted Regular Teachers/Lecturers Up to Half a Term None None Clustered 159 4 No Whole Sample Only Immediate Post-Test Only Yes No Yes, Theoretical Perspectives Yes
3031380 Asia College/University Professional Training BACKGROUND: The goal of this study was to improve the efficiency of initial box training for laparoscopic surgery. MATERIALS AND METHODS: The study used the following task: suturing and knot tying task under a combination of four conditions. (1) The C (use of conventional instruments)-D (direct vision); (2) the C-V (indirect vision via a video monitor); (3) the L (use of laparoscopic instruments)-D; and (4) the L-V (the standard laparoscopic suturing and knot tying). The first study assessed 11 medical students undergoing L-V training. The time to complete each of the four assessment tasks was recorded pre- and post-training. The second study was a randomized, controlled trial involving 36 students grouped according to three types of training methods: the L-D, the C-V, and the L-V group. The improvement in the time to complete the L-V task was assessed and the Hiroshima University Endoscopic Surgical Assessment Device (HUESAD) was used for assessment as well. RESULTS: In the first study, a significant improvement in the performance time between pre- and post-training for the L-D task was found, but not for the C-V task. The second study found that the improvement rate of the L-D trained group was significantly greater than that of the C-V and L-V groups. The HUESAD assessment also showed the similar results. CONCLUSIONS: A training program stressing the use of laparoscopic instruments and compensating for the fulcrum effect is more effective for novices using box trainers in the initial laparoscopic surgery instruction than one emphasizing performing the tasks via a video monitor. The importance of stressing the use of laparoscopic instruments in the initial training for laparoscopic surgery using box trainers: a randomized control study https://www.google.com/search?q=The+importance+of+stressing+the+use+of+laparoscopic+instruments+in+the+initial+training+for+laparoscopic+surgery+using+box+trainers:+a+randomized+control+study 2012 Universal Regular Teachers/Lecturers Single Session None None Single 36 NA Yes Whole Sample Only Immediate Post-Test Only Yes No Yes, Descriptive Theory of Change Yes
3031749 USA/Canada College/University Professional Training PURPOSE: Computer-based methods of instruction offer the possibility of helping medical students to learn clinical skills and professionalism. Without rigorous documentation of its pedagogic advantages, the utility of Internet-based teaching is not solidly grounded. The authors carried out a prospective, randomized study of educational outcomes, comparing a traditional classroom course in clinical ethics with the same course supplemented by Internet-based discussion. METHODS: Introduction to Clinical Ethics is a sophomore medical school course that teaches a specific method for analyzing clinical ethical problems. One sophomore class was randomly assigned to either classroom teaching alone (traditional group; n = 65) or classroom teaching supplemented with Internet-based discussions of cases illustrating ethical issues (Internet component group; n = 62). A final case analysis comprehensively evaluated students' understanding of the analytic method taught in the course. Grades for both groups on the final case analyses, which were rated by two external reviewers, were compared. RESULTS: The students' understanding of ethical analysis, as measured by grades of external reviewers on the final paper, was significantly higher for those in the course with the Internet component than it was for those in the traditional course (3.0 +/- 0.6 and 2.6 +/- 0.7, respectively; p <.005). CONCLUSION: The study documents the incremental value of Internet-based teaching of clinical ethics to sophomore medical students. The incremental value of internet-based instruction as an adjunct to classroom instruction: a prospective randomized study https://www.google.com/search?q=The+incremental+value+of+internet-based+instruction+as+an+adjunct+to+classroom+instruction:+a+prospective+randomized+study 2001 Universal Regular Teachers/Lecturers Between Half and Full Term None None Single 127 NA yes Whole Sample Only Immediate Post-Test Only No No Yes, Descriptive Theory of Change Yes
8154858 Central/South America College/University Professional Training Objective: The study aimed to evaluate the influence of virtual learning object (VLO) in the theoreticalknowledge and skill practice of undergraduate dentistry students as it relates to zinc phosphate cement(ZPC).Methods: Only students enrolled in the dentistry course the course were included in the trial. Forty-sixstudents received a live class regarding ZPC and were randomized by electronic sorting into the following4 groups: VLO Immediate (GIVLOn = 9), VLO longitudinal (GLVLOn = 15) and two control groups withoutVLO (GICn = 9 and GLCn = 13). The immediate groups had access to VLO or a book for 20 min before theability assessment, whereas the longitudinal groups had access to VLO or a book for 15 days.Results: A pre- and posttest on theoretical knowledge and two laboratory skill tests, evaluated by blindedexaminers, were performed regarding zinc phosphate cement manipulation in all groups. The studentswho used the VLO obtained better results in all the tests performed than the control students. The the-oretical posttest showed a significant difference between the longitudinal groups, GLC(6.0 ± 1.15) andGLVLO(7.33 ± 1.43). The lower film thickness presented with a significant difference in the VLO groups:(GIC25 ± 9.3) and GIVLO(16.24 ± 5.17); GLC(50 ± 27.08) and GLVLO(22.5 ± 9.65). The higher setting timeoccurred in the VLO groups, and the immediate group showed a significant difference (GIC896 ± 218.90)and GIVLO(1138.5 ± 177.95).Conclusions: The ZPC manipulated by the students who used the VLO had better mechanical propertiesin the laboratory tests. Therefore, the groups that used the VLO had clinical handling skills superior to itscontrols and greater retention of knowledge after 15 days. The influence of a learning object with virtual simulation for dentistry: A randomized controlled trial https://www.google.com/search?q=The+influence+of+a+learning+object+with+virtual+simulation+for+dentistry:+A+randomized+controlled+trial 2016 Universal Regular Teachers/Lecturers Up to Half a Term None None Clustered 46 4 Yes Whole Sample Only At Least Some Follow-Up No No No No
3031512 Rest of Europe College/University Professional Training Introduction and Objectives. Human's life as well as medical professions consist of many moral dilemmas. The aim of our study was to evaluate moral competences of midwifery students during their whole university education (3 year course) based on their moral competences C-index. Material and Method: We performed randomized single blinded 3-year follow-up trial of 72 midwifery students. Standard Moral Judgment Test (MJT) By Georg Lind was used accompanied by own questionnaire. Moral competences were calculated (C-index) according to Lind's methodology. Subjects were also divided into active and passive ethics training to search for differences. Results. C-index varied during studies insignificant (p=0.14). Randomized groups were equal at the beginning point, no significant differences were noticed. Active ethics teaching did not increase C-index compared to controls in all measuring points (P1-P4, respectively p=0,41 and p=0,38). Conclusions. During 3 year studies at medical university moral competences measured by C-index varied insignificantly, but simultaneously the change in C-index was dependent on its value at the beginning of the trial. There was not statistically significant influence of active ethic's teaching compared to controls. Among social factors parents have strongest influence on students' morality, but growing role of Medical University in this hierarchy raises hopes for improvement in effectiveness of training in ethics. The influence of passive and active moral training on medical university on changes of students' moral competence index - Results from randomized single blinded trial https://www.google.com/search?q=The+influence+of+passive+and+active+moral+training+on+medical+university+on+changes+of+students'+moral+competence+index+-+Results+from+randomized+single+blinded+trial 2014 Universal Regular Teachers/Lecturers Full Academic Year or Longer None None Single 67 NA No Whole Sample Only At Least Some Follow-Up Yes Yes, Limited Yes, Theoretical Perspectives Yes
3030903 Asia College/University Professional Training With the rapid development of the Internet, online testing is becoming more widely-used in education. The purpose of this study is to explore the learning effectiveness of nursing students using online testing as an assistant tool. The participants were 146 junior college nursing students aged 19 to 20 taking the community health nursing course. With a class as the unit, three classes were randomized and allocated to one experimental group and two control groups. Two structured questionnaires were used to obtain the basic data, and the groups' examination results were also collected. The results of this study showed that before the intervention, there were no significant differences between the experimental and two control groups. After the intervention and adjusting for potential confounders, the score of midterm test in the experimental group was significantly better than those of the control groups. Over half of the students felt that answering 21 to 30 questions in 31 to 60 min for one unit of testing were appropriate. The results of this study showed that online testing is feasible for use as an assistant tool for learning. However, the positive effects of this approach appeared to be short- rather than long-term, and thus more studies are required in future. The learning effectiveness of nursing students using online testing as an assistant tool: a cluster randomized controlled trial https://www.google.com/search?q=The+learning+effectiveness+of+nursing+students+using+online+testing+as+an+assistant+tool:+a+cluster+randomized+controlled+trial 2012 Universal Regular Teachers/Lecturers Up to Half a Term None None Clustered 146 3 Yes Whole Sample Only Immediate Post-Test Only Yes No Yes, Descriptive Theory of Change Yes
3031283 USA/Canada Middle/High School Physical Health and Wellbeing OBJECTIVES: We evaluated the effectiveness of a parent-based add-on component to a school-based intervention to prevent cigarette smoking among African American and Latino middle school youths. METHODS: Mother-adolescent dyads (n=1386) were randomly assigned to 2 groups: (1) a school-based smoking-prevention intervention or (2) the same intervention with a parent-based add-on component called Raising Smoke-Free Kids. Mothers in the experimental condition received the parent add-on component. Mothers in the control condition received information on selecting a high school. All adolescents received a version of Project Towards No Tobacco Use (TNT). The primary outcome was a reduction in adolescent cigarette smoking. Follow-up data were obtained from 1096 mother-adolescent dyads at 15 months postintervention. RESULTS: At follow-up, the odds of smoking cigarettes were reduced by 42% for adolescents in the parent add-on condition versus the TNT-only condition. Mothers in the parent add-on condition were more likely than were mothers in the TNT-only condition to set rules about risk-sensitive social activities and to be perceived as trustworthy by their child. Group differences also were found in the frequency and quality of mother-adolescent communication. CONCLUSIONS: Including parent add-on components in school-based smoking prevention programs can reduce smoking behavior on the part of inner-city middle school youths. The Linking Lives health education program: a randomized clinical trial of a parent-based tobacco use prevention program for african american and latino youths https://www.google.com/search?q=The+Linking+Lives+health+education+program:+a+randomized+clinical+trial+of+a+parent-based+tobacco+use+prevention+program+for+african+american+and+latino+youths 2010 Targeted Regular Teachers/Lecturers Up to Half a Term None None Single 1386 NA Yes Some Sub-Groups Reported At Least Some Follow-Up Yes Yes, Fairly Well Yes, Descriptive Theory of Change Yes
3031610 UK/Ireland Middle/High School Physical Health and Wellbeing BACKGROUND: Peer-led sex education is widely believed to be an effective approach to reducing unsafe sex among young people, but reliable evidence from long-term studies is lacking. To assess the effectiveness of one form of school-based peer-led sex education in reducing unintended teenage pregnancy, we did a cluster (school) randomised trial with 7 y of follow-up. METHODS AND FINDINGS: Twenty-seven representative schools in England, with over 9,000 pupils aged 13-14 y at baseline, took part in the trial. Schools were randomised to either peer-led sex education (intervention) or to continue their usual teacher-led sex education (control). Peer educators, aged 16-17 y, were trained to deliver three 1-h classroom sessions of sex education to 13- to 14-y-old pupils from the same schools. The sessions used participatory learning methods designed to improve the younger pupils' skills in sexual communication and condom use and their knowledge about pregnancy, sexually transmitted infections (STIs), contraception, and local sexual health services. Main outcome measures were abortion and live births by age 20 y, determined by anonymised linkage of girls to routine (statutory) data. Assessment of these outcomes was blind to sex education allocation. The proportion of girls who had one or more abortions before age 20 y was the same in each arm (intervention, 5.0% [95% confidence interval (CI) 4.0%-6.3%]; control, 5.0% [95% CI 4.0%-6.4%]). The odds ratio (OR) adjusted for randomisation strata was 1.07 (95% CI 0.80-1.42, p = 0.64, intervention versus control). The proportion of girls with one or more live births by 20.5 y was 7.5% (95% CI 5.9%-9.6%) in the intervention arm and 10.6% (95% CI 6.8%-16.1%) in the control arm, adjusted OR 0.77 (0.51-1.15). Fewer girls in the peer-led arm self-reported a pregnancy by age 18 y (7.2% intervention versus 11.2% control, adjusted OR 0.62 [95% CI 0.42-0.91], weighted for non-response; response rate 61% intervention, 45% control). There were no significant differences for girls or boys in self-reported unprotected first sex, regretted or pressured sex, quality of current sexual relationship, diagnosed sexually transmitted diseases, or ability to identify local sexual health services. CONCLUSION: Compared with conventional school sex education at age 13-14 y, this form of peer-led sex education was not associated with change in teenage abortions, but may have led to fewer teenage births and was popular with pupils. It merits consideration within broader teenage pregnancy prevention strategies. The long-term effects of a peer-led sex education programme (RIPPLE): a cluster randomised trial in schools in England https://www.google.com/search?q=The+long-term+effects+of+a+peer-led+sex+education+programme+(RIPPLE):+a+cluster+randomised+trial+in+schools+in+England 2008 Universal Mixture Up to Half a Term Behaviour and Social Wellbeing none Clustered 9000 27 No Some Sub-Groups Reported At Least Some Follow-Up Yes Yes, Fairly Well Yes, Descriptive Theory of Change Yes
3031650 Australia/New Zealand Primary/Elementary Physical Health and Wellbeing Objective: To evaluate the efficacy of the Professional Learning for Understanding Games Education (PLUNGE) program on fundamental movement skills (FMS), in-class physical activity and perceived sporting competence. Methods: A cluster-randomized controlled trial involving one year six class each from seven primary schools (n = 168; mean age = 11.2. years, SD = 1.0) in the Hunter Region, NSW, Australia. In September (2013) participants were randomized by school into the PLUNGE intervention (n = 97 students) or the 7-week wait-list control (n = 71) condition. PLUNGE involved the use of Game Centered curriculum delivered via an in-class teacher mentoring program. Students were assessed at baseline and 8-week follow-up for three object control FMS (Test of Gross Motor Development 2), in-class physical activity (pedometer steps/min) and perceived sporting competence (Self-perception Profile for Children). Results: Linear mixed models revealed significant group-by-time intervention effects (all p 0.05) were observed for perceived sporting competence. Conclusions: The PLUNGE intervention simultaneously improved object control FMS proficiency and in-class PA in stage three students. The PLUNGE randomized controlled trial: Evaluation of a games-based physical activity professional learning program in primary school physical education https://www.google.com/search?q=The+PLUNGE+randomized+controlled+trial:+Evaluation+of+a+games-based+physical+activity+professional+learning+program+in+primary+school+physical+education 2015 Universal Regular Teachers/Lecturers Up to Half a Term None None Clustered 168 7 Yes Whole Sample Only Immediate Post-Test Only Yes No Yes, Descriptive Theory of Change Yes
3031725 NA NA NA Introduction: Approximately 25% of Canadian pre-school aged children are overweight or obese. Physical Activity (PA) helps prevent obesity in school-aged children and adolescents, but very few trials have been conducted in pre-school aged children. The purpose of this study was to evaluate the feasibility and efficacy of intervening with daycare providers to increase PA and decrease adiposity in 3-5 year old children attending licensed daycares. Methods: A randomized controlled trial compared children (n = 40) whose day care providers received an intervention designed to promote PA versus children (n = 43) whose providers implemented the normal preschool curriculum. Intervention included two, 3-hour workshops plus 12 bi-monthly 'booster' sessions. Children were assessed at baseline and 6-months. PA was measured objectively using accelerometry. Adiposity was assessed by measured BMI and bioelectrical impedance analysis. Results: Linear mixed model analysis indicated no significant differences between groups in PA or adiposity over time. However, both groups significantly increased time spent in moderate-to vigorous PA (MVPA) and steps counts per day, and reduced percent body fat from baseline to 6-months. Increases in step counts per day, but not MVPA, were associated with decreases in BMI (r = -0.43, p < 0.01) and percent body fat (r = -0.30, p < 0.05). Conclusion: Increases in volume of PA but not intensity (MVPA) was associated with reductions in adiposity. Although more intensive behavioural trials may be needed, intervening with day care providers to increase PA, especially volume of PA, may be a feasible and effective method of reducing adiposity in the early years. The Preschoolers Activity Trial (PAT): A randomized controlled trial evaluating the effects of physical activity on adiposity in the early years https://www.google.com/search?q=The+Preschoolers+Activity+Trial+(PAT):+A+randomized+controlled+trial+evaluating+the+effects+of+physical+activity+on+adiposity+in+the+early+years NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA
3031387 USA/Canada Preschool/Kindergarten Behaviour and Social Wellbeing We estimated the effects of an experimental educational day care program on the intellectual development of preschoolers from 86 high-risk families in a randomly allocated longitudinal study. At six through 54 months of age, the IQs of experimental program children ranged from 7.9 to 20.1 points higher than those of control children when maternal mental retardation and home environment effects were controlled; at every age, a greater proportion of the experimental program children had normal range IQs (greater than 84). In 13 children with retarded mothers, none of six experimental program children, but six of seven control children, had IQ scores below normal. The prevention of intellectual impairment in children of impoverished families: findings of a randomized trial of educational day care https://www.google.com/search?q=The+prevention+of+intellectual+impairment+in+children+of+impoverished+families:+findings+of+a+randomized+trial+of+educational+day+care 1990 Targeted Regular Teachers/Lecturers Up to Half a Term none none Single 86 NA No Some Sub-Groups Reported At Least Some Follow-Up No Yes, But Not Reported No Yes
3030683 Rest of Europe Primary/Elementary Physical Health and Wellbeing The development of CVD risk factors carries a behavioral component that may be corrected at an early age, when behaviors are first formed, by effective health promotion initiatives. School-based interventions are an effective way to promote healthy behaviors, specially when they also reach out to the children's most proximal environment: their families, teachers and the school itself. Within this framework, the first phase of the long-term Program SI! intervention targets children from 3 to 5 years of age aiming to establish appropriate lifestyle behaviors early in life. The intervention entails a comprehensive approach including four lifestyle-related components: correct dietary habits, promotion of physical activity, understanding how the human body and heart work, and emotion's management. To evaluate the efficacy of the Program SI! to instill healthy behaviors in children aged 3-5, a cluster-randomized controlled trial in public schools in the city of Madrid (Spain) was initiated in 2011. A total 24 schools were selected on the basis of socio-demographic characteristics. These included 2062 children (3-5 years), 1949 families, and 125 teachers at baseline. Schools were randomized (1:1) to follow their usual school curriculum or to engage in the intervention. The primary outcome of this report is the 2-years differential change from baseline in scores for knowledge, attitudes and habits (KAH) in the four components of the intervention between intervention and control. Children were interviewed by trained psychologists and scored on overall and component-specific KAH questionnaires. The Test for Emotional Comprehension (TEC) was used to assess children's ability to recognize emotions. Mixed linear models accounting for the cluster-randomized design were used to test for intervention effects. Fixed effects in each model were the corresponding baseline score, the class year, and the treatment group. Schools were handled as random effects. After 2 years, the Program SI! intervention increased children's overall KAH score (5.6, 95%CI, 4.1-7.1, p<0.001) corresponding to an additional 7% improvement in the intervened children. KAH assessing improved Physical activity contributed the most (3.39, 95%CI, 2.35-4.43, p<0.001) to the difference between groups, followed by KAH relating Dietary habits (1.78, 95%CI, 0.94-2.62, p<0.001). A weak, non-significant improvement in KAH score for Human body (0.37, 95%CI, -0.14-0.89) was also found. Regarding emotion's management, this component also increased after the intervention (0.50, 95%CI, 0.02-0.97, p<0.040), with greater improvements in older children (5 years old). The Program SI! is demonstrated as an effective and feasible strategy for improving lifestyle behaviors among very young children that may eventually impact in lower rates of development of CVD risk factors. The program si! Intervention for enhancing a healthy lifestyle among children aged 3 to 5: A cluster randomized trial https://www.google.com/search?q=The+program+si!+Intervention+for+enhancing+a+healthy+lifestyle+among+children+aged+3+to+5:+A+cluster+randomized+trial 2013 Universal Regular Teachers/Lecturers Full Academic Year or Longer None None Clustered 4136 24 Yes Some Sub-Groups Reported Immediate Post-Test Only Yes No Yes, Theoretical Perspectives Yes
5132558 USA/Canada Preschool/Kindergarten Behaviour and Social Wellbeing Objective. This study explores the effect of an 8-week Tier 1 intervention on self-regulation skills, behavior concerns, and self-regulation knowledge in an early childhood classroom. Method. Researchers recruited children from two early childhood classrooms. One classroom participated in the Ready CLASS Project (RCP), an 8-week Tier 1 intervention. The other classroom acted as the control. The pre and posttest outcomes included the Devereux Early Childhood Assessment-Preschool, Second Edition (self-regulation and behavior concerns) and the RCP Knowledge Assessment. Results. The intervention led to significant changes in self-regulation and behavior concerns in comparing intervention classroom (n=17) to control classroom (n=15). The intervention also resulted in significant changes in self-regulation vocabulary and categorization when comparing intervention to control. No intervention effect was found concerning feeling identification. Conclusions. The data suggests that the intervention positively influences self-regulation, behavior, and knowledge. Occupational therapists can play a role in teaching self-regulation using a Tier 1 framework. The Ready CLASS Project: An examination of a Tier 1 intervention in the early childhood classroom: A pretest and posttest control group design https://www.google.com/search?q=The+Ready+CLASS+Project:+An+examination+of+a+Tier+1+intervention+in+the+early+childhood+classroom:+A+pretest+and+posttest+control+group+design 2015 Universal Regular Teachers/Lecturers Up to Half a Term Range of Academic Outcomes Literacy/English Clustered 34 2 Yes Whole Sample Only Immediate Post-Test Only Yes No No No
3031169 USA/Canada Primary/Elementary Other School Subjects From Dewey to the Standards, inquiry has been an increasingly prominent theme in multiple science education reform movements, yet the transition from theory and advocacy to practice and policy has been disappointing. While there is a growing body of research which suggests that student understanding is enhanced by inquiry-based teaching, only recently have studies begun to use experimental designs. This study attempts to answer the following questions: (1) To what extent can differences in student learning between the inquiry-based and commonplace groups be attributed to randomized group assignment?; (2) What differences in achievement by treatment group exist specific to the learning goals of knowledge, reasoning, and argumentation?; and (3) Does student race/ethnicity, gender, or socio-economic status account for variation in posttest scores above and beyond variation accounted for by pretest scores and group assignment? The study participants came from 24 schools from seven districts from across a range of urban, suburban, and rural areas; five of the students attended private schools and two were home-schooled. The authors use the Horizon Research Inc. survey and interview data (Weiss et al., 2003 and Hudson, McMahon & Overstreet, 2002) to define 'commonplace teaching', and use The Biological Sciences Curriculum Study (BSCS) 5E instructional model, or the '5Es' (Bybee, 1997) to organize the inquiry-based unit. This study found that students in an inquiry-based classroom reached significantly higher levels of achievement than students experiencing commonplace teaching. The superior effectiveness of the inquiry-based instruction was consistent across a range of learning goals (knowledge, scientific reasoning, and argumentation) and types of measures (dichotomous items, open-response items, and clinical interviews). This study therefore contributes to the growing body of evidence demonstrating the effectiveness of inquiry-based teaching; supports the claims about inquiry in national science education reform documents (e.g. AAAS, 1993, 2000; NRC, 1996, 2000); and refutes the claims made by Kirshner, Sweller & Clark (2006) in response to the findings by Klahr and colleagues (Chen & Klahr, 1999; Klahr & Nigam, 2004). (Contains 2 tables and 2 figures.) The Relative Effects of Inquiry-Based and Commonplace Science Teaching on Students' Knowledge, Reasoning and Argumentation about Sleep Concepts: A Randomized Control Trial https://www.google.com/search?q=The+Relative+Effects+of+Inquiry-Based+and+Commonplace+Science+Teaching+on+Students'+Knowledge,+Reasoning+and+Argumentation+about+Sleep+Concepts:+A+Randomized+Control+Trial 2009 Universal External Educators Up to Half a Term None None Clustered 60 24 Yes Whole Sample Only Immediate Post-Test Only No Yes, Fairly Well Yes, Theoretical Perspectives Yes
3031322 USA/Canada Special School Literacy/English This experimental study was conducted to examine the relative effectiveness of a Repeated Reading (RR) and Wide Reading (WR) intervention when compared to typical instruction on secondary struggling readers' comprehension, fluency, and word reading. The sample consisted of a total of 96 students (9th through 12th grade) ranging in age from 13-17 in special education reading and English classrooms. Participants included students with learning disabilities (LD), dyslexia, or students selected as students with significant reading difficulties. The investigator paired students on variables of interest (i.e., reading level) within classes and then randomly assigned pairs to one of three groups: repeated reading (N=33), wide reading (N=34), or typical instruction (N=29). Tutors, trained by the investigator, monitored students as they worked in pairs in each treatment condition. Intervention was provided daily for approximately 15-20 minutes for 10 weeks. Treatment effects for each outcome measure were estimated using analysis of covariance (ANCOVA). Results indicate no overall statistically significant differences for any condition. Effects ranged from -.81 to .28 usually hovering around no effect or favoring the C condition over the treatment conditions or favoring the RR condition over the WR condition. Five separate ANCOVAs were conducted using the following dependent variables with each pretest score used as a covariate: (1) Woodcock Johnson Tests of Achievement III (WJIII) Passage Comprehension subtest (RR vs. C = -.10; WR vs. C = -.20; RR vs. WR= .10); (2) Test of Silent Reading Fluency (TOSRE) (RR vs. C = .-31; WR vs. C = -.81; RR vs. WR= .10); (3) Woodcock Johnson Tests of Achievement III (WJIII) Letter-Word Identification subtest (RR vs. C = -.05; WR vs. C = -.11; RR vs.WR = .06); (4) AIMSWeb Oral Reading Fluency System (RR vs. C = -.08; WR vs. C = -.26; RR vs. WR= .18); and (5) Test of Silent Contextual Reading Fluency (RR vs. C =.28; WR vs. C = -.01; RR vs. WR= .28). Results indicate that neither RR nor WR should be implemented for secondary readers with significant reading difficulties and more research into ways to make fluency instruction more explicit and instructional for these students is warranted. (PsycINFO Database Record (c) 2012 APA, all rights reserved) The relative effects of repeated reading, wide reading, and a typical instruction comparison group on the comprehension, fluency, and word reading of adolescents with reading disabilities https://www.google.com/search?q=The+relative+effects+of+repeated+reading,+wide+reading,+and+a+typical+instruction+comparison+group+on+the+comprehension,+fluency,+and+word+reading+of+adolescents+with+reading+disabilities 2007 Targeted Regular Teachers/Lecturers Between Half and Full Term none none Single 96 NA No Some Sub-Groups Reported Immediate Post-Test Only Yes Yes, Fairly Well Yes, Theoretical Perspectives Yes
3031166 Rest of Europe Middle/High School Behaviour and Social Wellbeing The paper reports on the results of an experiment on a brief social norms intervention in fifth and sixth grade Danish school classes. The intervention took the form of a randomized experiment, in which Treatment pupils were presented with data on their own misperceptions regarding cigarette smoking among their peers, followed by group discussions about normative misperceptions. Follow-up (n = 349) was conducted a year after intervention. Results. Significant differences between Treatment and Control in misperceptions were found, not only regarding smoking, but also regarding alcohol intake and drug misuse. No significant differences were found in actual smoking prevalence, but other types of risk behavior, including different types of criminal offenses, were significantly less prevalent in the Treatment group, as were the numbers of self-reported situations in which pupils had given in to (imagined) peer pressure. Conclusion. The experiment demonstrated the existence of a ripple effect: the correction of misperceptions regarding one type of risk behavior influenced other types of misperceptions and risk behaviors as well. It is hypothesized that an important contributory factor to the success of the experiment is the absence of any moral judgment in the intervention. In 2006, the experiment was given the European Crime Prevention Award. (PsycINFO Database Record (c) 2012 APA, all rights reserved)(journal abstract) The ripple effect: A randomized trial of a social norms intervention in a Danish middle school setting https://www.google.com/search?q=The+ripple+effect:+A+randomized+trial+of+a+social+norms+intervention+in+a+Danish+middle+school+setting 2011 Universal External Educators Single Session None None Clustered 390 22 Yes Some Sub-Groups Reported At Least Some Follow-Up Yes Yes, But Not Reported Yes, Theoretical Perspectives No
3030972 Rest of Europe Primary/Elementary Behaviour and Social Wellbeing The role of children's on-task behavior in the prevention of aggressive behavior was assessed among 570 Dutch speaking children followed from second- to third-grade elementary school in Flanders, Belgium. A first objective was to investigate whether individual level variation of on-task behavior moderated the impact of a universal preventive intervention, the Good Behavior Game (GBG), on aggression development, controlling for classroom levels of on-task behavior. The second goal was to study whether improved on-task behavior or reductions in peer rejection mediated intervention impact on children's aggression. Second-grade classrooms were randomly assigned to the GBG or a control condition. Results showed that intervention impact was found only among children who had low-level on-task behavior at baseline. These children showed a decrease in aggression when in the GBG condition, which was not found among control group children. The reduction in aggression among low on-task children was mediated by reductions in peer rejection. No mediation effect of on-task behavior was found. These results suggest that the effect of a universal preventive intervention may depend upon initial levels of on-task behavior and that improvements in social relations with peers may explain the reductions in aggression among these low-on task children. (Contains 2 tables and 4 figures.) The Role of Children's On-Task Behavior in the Prevention of Aggressive Behavior Development and Peer Rejection: A Randomized Controlled Study of the Good Behavior Game in Belgian Elementary Classrooms https://www.google.com/search?q=The+Role+of+Children's+On-Task+Behavior+in+the+Prevention+of+Aggressive+Behavior+Development+and+Peer+Rejection:+A+Randomized+Controlled+Study+of+the+Good+Behavior+Game+in+Belgian+Elementary+Classrooms 2013 Universal Regular Teachers/Lecturers Full Academic Year or Longer None None Clustered 570 15 Yes Some Sub-Groups Reported Immediate Post-Test Only Yes Yes, But Not Reported Yes, Theoretical Perspectives No
3031847 USA/Canada Preschool/Kindergarten Literacy/English The goal of the present intervention research was to test whether guided invented spelling would facilitate entry into reading for at-risk kindergarten children. The 56 participating children had poor phoneme awareness, and as such, were at risk of having difficulty acquiring reading skills. Children were randomly assigned to one of three training conditions: invented spelling, phoneme segmentation, or storybook reading. All children participated in 16 small group sessions over 8 weeks. In addition, children in the three training conditions received letter-knowledge training and worked on the same 40 stimulus words that were created from an array of 14 letters. The findings were clear: on pretest, there were no differences between the three conditions on measures of early literacy and vocabulary, but, after training, invented spelling children learned to read more words than did the other children. As expected, the phoneme-segmentation and invented-spelling children were better on phoneme awareness than were the storybook-reading children. Most interesting, however, both the invented spelling and the phoneme-segmentation children performed similarly on phoneme awareness suggesting that the differential effect on learning to read was not due to phoneme awareness per se. As such, the findings support the view that invented spelling is an exploratory process that involves the integration of phoneme and orthographic representations. With guidance and developmentally appropriate feedback, invented spelling provides a milieu for children to explore the relation between oral language and written symbols that can facilitate their entry in reading. The Role of Invented Spelling on Learning to Read in Low-Phoneme Awareness Kindergartners: A Randomized-Control-Trial Study https://www.google.com/search?q=The+Role+of+Invented+Spelling+on+Learning+to+Read+in+Low-Phoneme+Awareness+Kindergartners:+A+Randomized-Control-Trial+Study 2011 Targeted External Educators Between Half and Full Term none none Single 56 NA Yes Some Sub-Groups Reported Immediate Post-Test Only Yes Yes, Limited Yes, Theoretical Perspectives Yes
3031781 Australia/New Zealand Middle/High School Physical Health and Wellbeing Background: Schools have been identified as important settings for the promotion of physical activity (PA) among children and provide access to populations 'at risk' of inactivity, such as those from low socio-economic backgrounds. The purpose of this study was to evaluate the impact of a PA intervention guided by the socio-ecological model, known as SCORES (Supporting Children's Outcomes using Rewards, Exercise and Skills). Methods: The SCORES intervention was evaluated using a cluster randomized controlled trial. Participants were 460 children (54.1% girls) aged 8.5+/-0.6 years from 8 primary schools (25 classes) located in low-income communities. The socio-ecological model provided a framework for the 12-month intervention, which included the following components: teacher professional learning, student leadership workshops (including leadership accreditation and rewards, such as stickers and water bottles), PA school policy review, equipment packs, parental engagement via newsletters, PA homework and a parent evening, and community partnerships with local sporting organizations. Primary outcomes were objectively measured minutes per day of moderate-to-vigorous physical activity (MVPA)(GT3X + accelerometers) and cardiorespiratory fitness (20 meter multistage fitness test). Outcomes were assessed at baseline, mid-program (6-months) and posttest (12-months). Analyses were conducted using linear mixed models, adjusted for sex, age and school class (included as a random factor). A detailed process evaluation was also conducted. Results: Eighty-four percent of participants were retained in the study after 12-months. At mid-program, there were no statistically significant between-group differences for PA or cardiorespiratory fitness. At posttest, there were statistically significant group-bytime effects for PA (adjusted mean difference, 12.2MVPAmins/day; 95% CI, 4.4-19.9, p = 0.011) and cardiorespiratory fitness (adjusted mean difference 5.3 laps; 95% CI, 2.1-8.5, p = 0.004). Overall, teachers were satisfied with the intervention (mean [SD], 4.9 [0.3]; rating scale, 1 = strongly disagree to 5 = strongly agree), as were children (mean [SD], 2.7 [0.6]; rating scale, 1 = not really to 3 = a lot). On average, teachers at the intervention schools adhered to 62.9% of the recommended PE lesson structure at observation 1, 70.5% at observation 2, and 79.0% at observation 3. Discussion: The SCORES multi-component school-based intervention improved PA and fitness in children attending primary schools in low-income communities, without increasing physical education curriculum time. Implementation of the SCORES program may help to improve the health and fitness of children and prevent the onset of lifestyle-related diseases. The SCORES physical activity intervention for children attending schools in low-income communities: A cluster RCT https://www.google.com/search?q=The+SCORES+physical+activity+intervention+for+children+attending+schools+in+low-income+communities:+A+cluster+RCT 2014 Universal Regular Teachers/Lecturers Between Half and Full Term None None Single 69 NA yes Whole Sample Only At Least Some Follow-Up No No Yes, Descriptive Theory of Change Yes
3031010 Rest of Europe Middle/High School Physical Health and Wellbeing Background There is no consensus concerning the most effective type of facilitator to promote healthy sexual behaviours in interventions targeting adolescents. Objectives To evaluate the facilitator's effect on the implementation of the COMPAS programme (Spanish acronym for Skills for Adolescents with Healthy Sexuality), a school-based HIV prevention protocol. Methods Participants were 832 Spanish scholars aged 14 to 18. Fifteen schools were randomly assigned to one of the three following schemes: COMPAS delivered by experts only; the same programme administered by experts and peers; or a control group, not exposed to any intervention. Results The experts achieved an improvement in HIV knowledge and attitudes towards HIV and condom use; however, experts associated to peers only succeeded in increasing HIV knowledge. The effect size of the changes indicated a greater positive change in the programme when applied by experts than by experts and peers. Conclusions The participation of peers as co-facilitators did not increase the efficacy of a programme delivered by experts to Spanish adolescents. Education delivered by experts was the most effective modality for reducing sexual risk. COMPAS is the only Spanish programme targeting the promotion of safer sex behaviours in adolescents whose efficacy has been evaluated with different health agents in Spain. The short-term impact of peers as co-facilitators of an HIV prevention programme for adolescents: A cluster randomised controlled trial https://www.google.com/search?q=The+short-term+impact+of+peers+as+co-facilitators+of+an+HIV+prevention+programme+for+adolescents:+A+cluster+randomised+controlled+trial 2012 Universal External Educators Between Half and Full Term none none Clustered 827 15 Yes Some Sub-Groups Reported Immediate Post-Test Only Yes Yes, Fairly Well Yes, Descriptive Theory of Change Yes
8154281 Asia Primary/Elementary Literacy/English METHODS: STRIPES was a cluster randomised trial in which 214 villages were allocated either to the supplementary teaching intervention (n = 107) or to serve as controls (n = 107). 54 of the intervention villages were further randomly allocated to receive additional kit for girls. The study was not blinded. Analysis was conducted on the intention to treat principle, allowing for clustering.RESULTS: Composite test scores were significantly higher in the intervention group (107 villages; 2364 children) than in the control group (106 villages; 2014 children) at the end of the trial (mean difference on a percentage scale 15.8; 95% CI 13.1 to 18.6; p<0.001; 0.75 Standard Deviation (SD) difference). Composite test scores were not significantly different in the 54 villages (614 girls) with the additional kits for girls compared to the 53 villages (636 girls) without these kits at the end of the trial (mean difference on a percentage scale 0.5; 95% CI -4.34 to 5.4; p = 0.84). The cost per 0.1 SD increase in composite test score for intervention without kits is Rs. 382.97 (�4.45, $7.13), and Rs.480.59 (�5.58, $8.94) for the intervention with kits.CONCLUSIONS: A 18 month programme of supplementary remedial teaching and learning materials had a substantial impact on language and mathematics scores of primary school students in rural Andhra Pradesh, yet providing a 'kit' of materials to girls in these villages did not lead to any measured additional benefit.TRIAL REGISTRATION: Controlled-Trials.com ISRCTN69951502.BACKGROUND: The aim of the STRIPES trial was to assess the effectiveness of providing supplementary, remedial teaching and learning materials (and an additional 'kit' of materials for girls) on a composite of language and mathematics test scores for children in classes two, three and four in public primary schools in villages in the Nagarkurnool division of Andhra Pradesh, India. The Support to Rural India's Public Education System (STRIPES) trial: a cluster randomised controlled trial of supplementary teaching, learning material and material support https://www.google.com/search?q=The+Support+to+Rural+India's+Public+Education+System+(STRIPES)+trial:+a+cluster+randomised+controlled+trial+of+supplementary+teaching,+learning+material+and+material+support 2016 Universal Mixture Full Academic Year or Longer Numeracy/Maths Other School Subjects Clustered 4378 213 Yes Some Sub-Groups Reported Immediate Post-Test Only Yes No No No
3030963 Central/South America Middle/High School Range of Academic Outcomes This paper presents the evaluation of the program Computers for Education. The program aims to integrate computers, donated by the private sector, into the teaching of language in public schools. The authors conduct a two-year randomized evaluation of the program using a sample of 97 schools and 5,201 children. Overall, the program seems to have had little effect on students' test scores and other outcomes. These results are consistent across grade levels, subjects, and gender. The main reason for these results seems to be the failure to incorporate the computers into the educational process. Although the program increased the number of computers in the treatment schools and provided training to the teachers on how to use the computers in their classrooms, surveys of both teachers and students suggest that teachers did not incorporate the computers into their curriculum. (Contains 13 tables and 6 footnotes.) Funding for this report was provided by the program Computers for Education and the Ministry of Communication.] The Use and Misuse of Computers in Education: Evidence from a Randomized Experiment in Colombia. Impact Evaluation Series No. 29. Policy Research Working Paper 4836 https://www.google.com/search?q=The+Use+and+Misuse+of+Computers+in+Education:+Evidence+from+a+Randomized+Experiment+in+Colombia.+Impact+Evaluation+Series+No.+29.+Policy+Research+Working+Paper+4836 2009 Universal External Educators Full Academic Year or Longer None None Clustered 8216 100 No Some Sub-Groups Reported At Least Some Follow-Up Yes No Yes, Theoretical Perspectives No
3031092 Rest of Europe College/University Other School Subjects PURPOSE: The use of ultrasound for neuraxial blockade is a new application of technology that is rapidly becoming accepted as a standard of care. This new skill has shown to improve success, but it is a challenge to teach. To assist with teaching the use of ultrasound in regional anesthesia of the lumbar spine, we have developed an interactive educational model ( http://pie.med.utoronto.ca/vspine or http://www.usra.ca/vspine.php ). In this study, we aimed to determine whether use of this model for a two-week period would improve the performance of novice operators in determining defined landmarks during real-time ultrasound imaging of the lumbar spine. METHODS: We evaluated the educational benefit of the ultrasound module by randomly assigning 16 postgraduate first-year (PGY1) anesthesia residents to either a control group with password-protected access to only the lumbar anatomy module or to an intervention group with access to the complete module. All residents had access to the module for two weeks following a full-day workshop that is part of the university teaching program which consists of a didactic lecture on ultrasound-facilitated neuraxial anesthesia, mentored teaching on cadaveric spine dissections, and hands-on ultrasound scanning of live models. At the end of the two weeks, the performance of the residents was evaluated using a 12-item task-specific checklist while carrying out a scout scan on a live model. RESULTS: The control group had a median score of 5.5 (25(th) percentile: 4, 75(th) percentile: 18), while the intervention group had a median score of 11.5 (25(th) percentile: 8, 75(th) percentile: 12) in the task-specific checklist, with a significant difference of 6 (confidence interval 1.5 to 10.5) between groups (P = 0.021). CONCLUSION: Our results show superior performance by the residents who had access to both components of the module, indicating that access to the interactive ultrasound spine module improves knowledge and skills prior to clinical care. The use of an online three-dimensional model improves performance in ultrasound scanning of the spine: a randomized trial https://www.google.com/search?q=The+use+of+an+online+three-dimensional+model+improves+performance+in+ultrasound+scanning+of+the+spine:+a+randomized+trial 2013 Universal External Educators Up to Half a Term Other School Subjects Other School Subjects Single 16 NA Yes Whole Sample Only Immediate Post-Test Only Yes No No No
8154651 UK/Ireland College/University Professional Training METHODS: A prospective randomised study of 14 medical students with no prior suturing experience, randomised to 3 groups: 1) conventional teaching; 2) head-mounted display-assisted teaching and 3) head-mounted display self-learning. All were instructed in interrupted suturing followed by 15 minutes' practice. Head-mounted displays provided a 'surgeon's eye view' video demonstrating the technique, available during practice. Subsequently students undertook a practical assessment, where suturing was videoed and graded by masked assessors using a 10-point surgical skill score (1 = very poor technique, 10 = very good technique). Students completed a questionnaire assessing confidence and satisfaction.RESULTS: Suturing ability after teaching was similar between groups (P = 0.229, Kruskal-Wallis test). Median surgical skill scores were 7.5 (range 6-10), 6 (range 3-8) and 7 (range 1-7) following head-mounted display-assisted teaching, conventional teaching, and head-mounted display self-learning respectively. There was good agreement between graders regarding surgical skill scores (rho.c = 0.599, r = 0.603), and no difference in number of sutures placed between groups (P = 0.120). The head-mounted display-assisted teaching group reported greater enjoyment than those attending conventional teaching (P = 0.033). Head-mounted display self-learning was regarded as least useful (7.4 vs 9.0 for conventional teaching, P = 0.021), but more enjoyable than conventional teaching (9.6 vs 8.0, P = 0.050).CONCLUSIONS: Teaching augmented with head-mounted displays was significantly more enjoyable than conventional teaching. Students undertaking self-directed learning using head-mounted displays with pre-recorded videos had comparable skill acquisition to those attending traditional wet-lab tutorials.PURPOSE: To investigate whether 'surgeon's eye view' videos provided via head-mounted displays can improve skill acquisition and satisfaction in basic surgical training compared with conventional wet-lab teaching. The use of head-mounted display eyeglasses for teaching surgical skills: a prospective randomised study https://www.google.com/search?q=The+use+of+head-mounted+display+eyeglasses+for+teaching+surgical+skills:+a+prospective+randomised+study 2016 Universal Regular Teachers/Lecturers Single Session None None Single 14 NA Yes Whole Sample Only Immediate Post-Test Only No Yes, Fairly Well Yes, Descriptive Theory of Change No
3030912 Australia/New Zealand Middle/High School Behaviour and Social Wellbeing The aim in the current study was to investigate the effectiveness of an online, self-directed cognitive-behavioral therapy program (MoodGYM) in preventing and reducing the symptoms of anxiety and depression in an adolescent school-based population. A cluster randomized controlled trial was conducted with 30 schools (N = 1,477) from across Australia, with each school randomly allocated to the intervention or wait-list control condition. At postintervention and 6-month follow-up, participants in the intervention condition had significantly lower levels of anxiety than did participants in the wait-list control condition (Cohen's d = 0.15-0.25). The effects of the MoodGYM program on depressive symptoms were less strong, with only male participants in the intervention condition exhibiting significant reductions in depressive symptoms at postintervention and 6-month follow-up (Cohen's d = 0.27-0.43). Although small to moderate, the effects obtained in the current study provide support for the utility of universal prevention programs in schools. The effectiveness of booster sessions should be explored in future research. (Contains 3 figures, 2 tables and 2 footnotes.) The YouthMood Project: A Cluster Randomized Controlled Trial of an Online Cognitive Behavioral Program with Adolescents https://www.google.com/search?q=The+YouthMood+Project:+A+Cluster+Randomized+Controlled+Trial+of+an+Online+Cognitive+Behavioral+Program+with+Adolescents 2009 Universal Regular Teachers/Lecturers Up to Half a Term NA NA Clustered 1477 30 Yes Whole Sample Only At Least Some Follow-Up Yes No Yes, Descriptive Theory of Change Yes
3031879 UK/Ireland Middle/High School Physical Health and Wellbeing This paper presents part of the findings of an evaluation study which measured the impact of Someone Like You, a theatre in HIV and AIDS education programme, devised for schoolchildren. Data on knowledge and attitudes related to HIV and AIDS were obtained before and after the intervention using a confidential, self-completed questionnaire. The children participating in the study were aged 13-14 years. All were attending 12 Nottinghamshire secondary schools which reported the inclusion of HIV and AIDS education in their curricula; 252 children in the experimental group and 428 children in the control group completed both pre- and post-tests. At pre-test, knowledge levels were high for the main transmission routes and risk factors for HIV infection, with some confusion existing over the safety of kissing, receiving blood transfusions in the UK and donating blood. After the intervention the experimental group showed significantly bigger gains in knowledge than the control group, in these areas. Attitudes were generally positive at the start of the study. However, the experimental group shows significantly greater shifts towards the 'positive' end of the attitude continuum in areas related to the right of HIV- positive children to go to school, confidentiality regarding these children's HIV status and use of condoms signifying caring relationships. It is concluded that 'Someone Like You' improved knowledge levels and influenced the attitudes of the children participating in the initiative.* Theatre in education on HIV and AIDS: a controlled study of schoolchildren's knowledge and attitudes https://www.google.com/search?q=Theatre+in+education+on+HIV+and+AIDS:+a+controlled+study+of+schoolchildren's+knowledge+and+attitudes 1995 Universal External Educators Single Session none None Clustered 680 30 per cluster Yes Whole Sample Only Immediate Post-Test Only No Yes, Limited No No
3030740 USA/Canada Middle/High School Physical Health and Wellbeing Fuzzy-trace theory is a theory of memory, judgment, and decision making, and their development. We applied advances in this theory to increase the efficacy and durability of a multicomponent intervention to promote risk reduction and avoidance of premature pregnancy and sexually transmitted infections. Seven hundred and thirty-four adolescents from high schools and youth programs in 3 states (Arizona, Texas, and New York) were randomly assigned to 1 of 3 curriculum groups: RTR (Reducing the Risk), RTR+ (a modified version of RTR using fuzzy-trace theory), and a control group. We report effects of curriculum on self-reported behaviors and behavioral intentions plus psychosocial mediators of those effects: namely, attitudes and norms, motives to have sex or get pregnant, self-efficacy and behavioral control, and gist/verbatim constructs. Among 26 outcomes, 19 showed an effect of at least 1 curriculum relative to the control group: RTR+ produced improvements for 17 outcomes and RTR produced improvements for 12 outcomes. For RTR+, 2 differences (for perceived parental norms and global benefit perception) were confined to age, gender, or racial/ethnic subgroups. Effects of RTR+ on sexual initiation emerged 6 months after the intervention, when many adolescents became sexually active. Effects of RTR+ were greater than RTR for 9 outcomes, and remained significantly greater than controls at 1-year follow-up for 12 outcomes. Consistent with fuzzy-trace theory, results suggest that by emphasizing gist representations, which are preserved over long periods and are key memories used in decision making, the enhanced intervention produced larger and more sustained effects on behavioral outcomes and psychosocial mediators of adolescent risk taking. (PsycINFO Database Record (c) 2014 APA, all rights reserved)(journal abstract) Theoretically motivated interventions for reducing sexual risk taking in adolescence: A randomized controlled experiment applying fuzzy-trace theory https://www.google.com/search?q=Theoretically+motivated+interventions+for+reducing+sexual+risk+taking+in+adolescence:+A+randomized+controlled+experiment+applying+fuzzy-trace+theory 2014 Universal Wider Policy Initiatives Up to Half a Term NA NA Single 734 NA Yes Whole Sample Only At Least Some Follow-Up Yes No Yes, Descriptive Theory of Change Yes
3031720 USA/Canada Primary/Elementary Literacy/English This study took place in the context of schools collaborating with a local university to implement an evidence-based, 3-tiered model of prevention and supports targeting academic, behavioral, and social goals. We examined whether Self-Regulated Strategy Development (SRSD) instruction, delivered by grade 2 and 3 general education teachers to all students (Tier 1), would improve story or opinion essay writing among students with and without behavioral challenges, and whether differential effects existed. SRSD instruction was effective for both groups of students in terms of genre elements and quality. Students without challenging behaviors made greater gains than those with challenging behaviors on some outcome measures. Teachers implemented SRSD with fidelity; SRSD was viewed as socially valid by teachers and students. No results were found for academic engaged time or overall level of behavioral problems. Finally, students' cognitive capabilities were a weak and inconsistent predictor of SRSD writing gains. (Contains 7 tables and 1 note.) Tier 1, Teacher-Implemented Self-Regulated Strategy Development for Students with and without Behavioral Challenges: A Randomized Controlled Trial https://www.google.com/search?q=Tier+1,+Teacher-Implemented+Self-Regulated+Strategy+Development+for+Students+with+and+without+Behavioral+Challenges:+A+Randomized+Controlled+Trial 2012 Universal Regular Teachers/Lecturers Between Half and Full Term None None Single 56 NA No Whole Sample Only Immediate Post-Test Only Yes No Yes, Theoretical Perspectives Yes
3031491 USA/Canada Primary/Elementary Literacy/English This randomized controlled experiment compared the efficacy of two response-to-intervention (RTI) models--typical RTI and dynamic RTI--and included 34 first-grade classrooms (n = 522 students) across 10 socioeconomically and culturally diverse schools. Typical RTI was designed to follow the two-stage RTI decision rules that wait to assess response to Tier 1 in many districts, whereas dynamic RTI provided Tier 2 or Tier 3 interventions immediately according to students&apos; initial screening results. Interventions were identical across conditions except for when intervention began. Reading assessments included letter-sound, word, passage reading, and teacher-reported severity of reading difficulties. An intent-to-treat analysis based on multilevel modeling indicated an overall effect favoring the dynamic RTI condition (d = 0.36); growth curve analyses demonstrated that students in dynamic RTI showed an immediate score advantage and that effects accumulated across the year. Analyses of standard score outcomes confirmed that students in the dynamic condition who received Tier 2 and Tier 3 ended the study with significantly higher reading performances than students in the typical condition. Implications for RTI implementation practice and future research are discussed. To Wait in Tier 1 or Intervene Immediately: A Randomized Experiment Examining First-Grade Response to Intervention in Reading https://www.google.com/search?q=To+Wait+in+Tier+1+or+Intervene+Immediately:+A+Randomized+Experiment+Examining+First-Grade+Response+to+Intervention+in+Reading 2014 Targeted Mixture More than One Term none none Single 522 NA Yes Some Sub-Groups Reported At Least Some Follow-Up Yes Yes, Fairly Well Yes, Theoretical Perspectives Yes
3031350 Rest of Europe College/University Professional Training BACKGROUND: The present study compares the value of additional use of computer simulated heart sounds, to conventional bedside auscultation training, on the cardiac auscultation skills of 3rd year medical students at Oslo University Medical School. METHODS: In addition to their usual curriculum courses, groups of seven students each were randomized to receive four hours of additional auscultation training either employing a computer simulator system or adding on more conventional bedside training. Cardiac auscultation skills were afterwards tested using live patients. Each student gave a written description of the auscultation findings in four selected patients, and was rewarded from 0-10 points for each patient. Differences between the two study groups were evaluated using student's t-test. RESULTS: At the auscultation test no significant difference in mean score was found between the students who had used additional computer based sound simulation compared to additional bedside training. CONCLUSIONS: Students at an early stage of their cardiology training demonstrated equal performance of cardiac auscultation whether they had received an additional short auscultation course based on computer simulated training, or had had additional bedside training. Training auscultatory skills: computer simulated heart sounds or additional bedside training? A randomized trial on third-year medical students https://www.google.com/search?q=Training+auscultatory+skills:+computer+simulated+heart+sounds+or+additional+bedside+training?+A+randomized+trial+on+third-year+medical+students 2010 Universal Regular Teachers/Lecturers Between Half and Full Term none none Single 49 NA No Whole Sample Only Immediate Post-Test Only No Yes, Limited Yes, Descriptive Theory of Change Yes
3031852 Australia/New Zealand College/University Professional Training The study assessed the effectiveness of a programme aimed at increasing medical students' skills in counselling patients presenting for HIV testing/AIDS information. Senior medical students were randomly assigned to receive a short course in pre- and post-test counselling, or to a control group which received the usual curriculum. The students' performance in counselling simulated patients was videotaped at baseline and after 3 months. A subsample was also assessed at 12 months. Students receiving the programme showed significantly greater improvement in pre- and post-test counselling skills over 3 months than did the controls. For the sub-sample continuing to 12 months, a significant effect over time was found; however, there was no significant difference between the groups. This may have been influenced by the small sample sizes used for the 12-month assessment. General interactional skills improved for the over-all sample over 3 and 12 months, but again there were no significant differences between groups. Those exposed to the programme did not show significantly greater changes in either knowledge or attitude scores over either time frame, compared with controls. When taught in addition to the usual undergraduate curriculum at Newcastle University, this short interactional skills course significantly enhanced students' ability to provide pre- or post-test counselling for HIV/AIDS. Training medical students in HIV/AIDS test counselling: results of a randomized trial https://www.google.com/search?q=Training+medical+students+in+HIV/AIDS+test+counselling:+results+of+a+randomized+trial 1996 Universal Regular Teachers/Lecturers Single Session none none Single 83 NA Yes Some Sub-Groups Reported At Least Some Follow-Up Yes Yes, Fairly Well Yes, Descriptive Theory of Change Yes
3031186 Rest of Europe College/University Professional Training OBJECTIVE: To examine the effectiveness of motivational interviewing (MI) training among medical students. METHODS: All students (n=131) (year 5) at Lausanne Medical School, Switzerland were randomized into an experimental or a control group. After a training in basic communication skills (control condition), an 8-h MI training was completed by 84.8% students in the exprimental group. One week later, students in both groups were invited to meet with two standardized patients. MI skills were coded by blinded research assistants using the Motivational Interviewing Treatment Integrity 3.0. RESULTS: Superior MI performance was shown for trained versus control students, as demonstrated by higher scores for 'Empathy' [p<0.001] and 'MI Spirit' [p<0.001]. Scores were similar between groups for 'Direction', indicating that students in both groups invited the patient to talk about behavior change. Behavior counts assessment demonstrated better performance in MI in trained versus untrained students regarding occurences of MI-adherent behavior [p<0.001], MI non-adherent behavior [p<0.001], Closed questions [p<0.001], Open questions [p=0.001], simple reflections [p=0.03], and Complex reflections [p<0.001]. Occurrences were similar between groups regarding 'Giving information'. CONCLUSION: An 8-h training workshop was associated with improved MI performance. PRACTICE IMPLICATIONS: These findings lend support for the implementation of MI training in medical schools. Training medical students to conduct motivational interviewing: a randomized controlled trial https://www.google.com/search?q=Training+medical+students+to+conduct+motivational+interviewing:+a+randomized+controlled+trial 2011 Universal Regular Teachers/Lecturers Up to Half a Term None None Single 131 NA Yes Whole Sample Only Immediate Post-Test Only Yes No Yes, Descriptive Theory of Change No
3030828 Rest of Europe College/University Other School Subjects BACKGROUND: Animal models are used for training of different endoscopic procedures. Whether this really improves endoscopic skills remains controversial. OBJECTIVE: To assess the effectiveness of training by using an ex vivo animal gastric model on the performance of two therapeutic procedures-hemostasis and treatment of perforation. DESIGN: A randomized, single-blind study. SETTING: An experimental endoscopy center in a university hospital. PARTICIPANTS: Thirty-one gastroenterology fellows with comparable endoscopic experience. METHODS: Participants were randomized into two groups: with (T, n = 16) and without (S, n = 15) training. All fellows continued with standard endoscopic practice. Baseline skills were assessed at enrollment. All physicians in group T underwent 2 full days of a hands-on course over a 3-month period, in addition to their standard endoscopic practice. Both groups then underwent a blinded, final evaluation. Endoscopic skills were scored from 1 (best) to 5 (poorest) by two expert, blinded tutors. Outcomes of clinical hemostatic procedures also were analyzed. MAIN OUTCOME MEASUREMENTS: Successful hemostasis and successful perforation closure. RESULTS: Thirty physicians completed the study. Hemostasis results (n = 15): The number of physicians who carried out a successful hemostasis procedure increased significantly in the group with training (27% vs 73%; P = .009) but did not change in the group without training (20% vs 20%). The mean scores of injection and clipping technique improved significantly only after training. The number of clips used decreased significantly only in the group with training; the time of clipping did not change significantly in either group. Perforation results (n = 15): The number of physicians with a successful and complete perforation closure increased nearly significantly in the group with training (40% vs 73%, P = .06) as opposed to the group without training (27% vs 47%; P = .27). The procedure time decreased significantly in the group with training only. In clinical practice, fellows in group T had a significantly higher success rate with respect to hemostatic procedures (83.2%, range 67-100 vs 63.6%, range 25-100; P = .0447). The majority of participants (93%) agreed that such courses should be compulsory in gastroenterological credentials. LIMITATIONS: A retrospective analysis of clinical outcomes. Clinical outcome data were based on self-reporting of the participants. CONCLUSION: Hands-on training by using an animal ex vivo model improves endoscopic skills in both hemostasis and perforation closure. In clinical practice, the training improves the outcome of hemostatic procedures. Training on an ex vivo animal model improves endoscopic skills: a randomized, single-blind study https://www.google.com/search?q=Training+on+an+ex+vivo+animal+model+improves+endoscopic+skills:+a+randomized,+single-blind+study 2011 Universal Regular Teachers/Lecturers Full Academic Year or Longer None None Single 31 NA No Whole Sample Only Immediate Post-Test Only No No No No
3031210 UK/Ireland Primary/Elementary Literacy/English Background: Low levels of literacy and high levels of behaviour problems in middle childhood often co-occur. These persistent difficulties pose a risk to academic and social development, leading to social exclusion in adulthood. Although parent-training programmes have been shown to be effective in enabling parents to support their children's development, very few parent interventions offer a combination of behavioural and literacy training. Aims: This paper (1) reports on a prevention programme which aimed to tackle behaviour and literacy problems in children at the beginning of school, and (2) presents the effects of the intervention on children's literacy. Sample: One hundred and four 5- and 6-year-old children selected from eight schools in an inner city disadvantaged community in London participated in the intervention. Methods: This is a randomized control trial with pre- and post-measurements designed to evaluate the effectiveness of an intervention. The behavioural intervention consisted of the 'Incredible Years' group parenting programme combined with a new programme designed to train parents to support their children's reading at home. Results: Analyses demonstrated a significant effect of the intervention on children's word reading and writing skills, as well as parents' use of reading strategies with their children. Conclusion: A structured multicomponent preventive package delivered with attention to fidelity can enable parents to support their children's reading at home and increase their literacy skills. Together with the improvement in child behaviour, these changes could improve the life chances of children in disadvantaged communities. Training Parents to Help Their Children Read: A Randomized Control Trial https://www.google.com/search?q=Training+Parents+to+Help+Their+Children+Read:+A+Randomized+Control+Trial 2007 Universal External Educators Full Academic Year or Longer Behaviour and Social Wellbeing None Clustered 112 8 Yes Some Sub-Groups Reported Immediate Post-Test Only Yes Yes, Limited Yes, Theoretical Perspectives No
3030709 Asia Primary/Elementary Behaviour and Social Wellbeing Background: There is growing interest in school-based interventions for building resilience in children facing trauma and adversity. Recent studies focus on teacher training as an effective way to enhance resilience in their students, and emphasize the need for additional evidence-based practice. Objective: The aim of this study was to evaluate the effectiveness of a short-term resilience-building teacher intervention on reducing post-traumatic distress in students in the context of exposure to recurrent rocket attacks in Israel. Methods: A quasi-experimental, cluster randomized design employing intervention and wait-list control groups was implemented with students from grades four-six (N = 563) in four schools in Acre in the aftermath of the Second Lebanon War. We assessed the students&apos; trauma exposure, posttraumatic symptoms and anxiety before and after the intervention or the wait-list condition. Results: There was a significantly (p < 0.001) greater decrease of posttraumatic symptoms and anxiety levels among the students whose teachers participated in the intervention group as compared to students whose teachers were in the wait-list control group. A multiple regression model showed that this greater decrease in posttraumatic symptoms and anxiety levels was statistically significant after controlling for demographic variables, trauma exposure and past trauma history. Conclusion: The results of this study show that the training of teachers alone in building resilience can effectively lower post-traumatic distress and anxiety in their students. The empowerment of teachers and by building upon their expertise and experience are crucial for creating sustainability in school-based interventions. Training Teachers to Build Resilience in Children in the Aftermath of War: A Cluster Randomized Trial https://www.google.com/search?q=Training+Teachers+to+Build+Resilience+in+Children+in+the+Aftermath+of+War:+A+Cluster+Randomized+Trial 2013 Universal Regular Teachers/Lecturers Between Half and Full Term None None Clustered 563 4 Yes Whole Sample Only Immediate Post-Test Only Yes No Yes, Descriptive Theory of Change Yes
3031220 NA NA NA Effectiveness comparison of different school-based nutrition education interventions to improve fruit and vegetable (F&V) consumption in schoolchildren not yet well researched. We evaluated the effectiveness of two school-based interventions promoting fruit and vegetable intake among Italian schoolchildren. In this randomized intervention trials, the first intervention was conducted by schoolteachers who attended a nutritionist-led training course (group-1), the second intervention conducted by schoolteachers who performed a self-training course (group-2). Thirty-two second to fifth-grade elementary classes enrolling 96 schoolteachers and 813 schoolchildren were randomized, and assigned to the two different nutrition education interventions. 804 students completed the study. By the end of the study, the group-1 (n = 409) followed by the teachers who attended a nutritionist-led course successfully increased the consumption of fruit and vegetables: in 183 (44.7%) and 157 (38.3%) schoolchildren respectively; the group-2 (n = 395) with teachers who performed a self-training course reported an increased consumption of fruit and vegetables in 81 (20.5%) and 76 (19.2%), respectively. This study indicates that a school-based nutrition education conducted by teachers who attended a nutritionist-led training course has a significant impact on primary school-age children's F&V intake. Training the teachers for improving primary schoolchildren's fruit and vegetables intake: a randomized controlled trial https://www.google.com/search?q=Training+the+teachers+for+improving+primary+schoolchildren's+fruit+and+vegetables+intake:+a+randomized+controlled+trial NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA
3030737 USA/Canada Multiple Professional Training One way to improve struggling schools' access to effective teachers is to use selective transfer incentives. Such incentives offer bonuses for the highest-performing teachers to move into schools serving the most disadvantaged students. In this report, we provide evidence from a randomized experiment that tested whether such a policy intervention can improve student test scores and other outcomes in low-achieving schools. The intervention, known to participants as the Talent Transfer Initiative (TTI), was implemented in 10 school districts in seven states. The highest-performing teachers in each district--those who ranked in roughly the top 20 percent within their subject and grade span in terms of raising student achievement year after year (an approach known as value added)--were identified. These teachers were offered $20,000, paid in installments over a two-year period, if they transferred into and remained in designated schools that had low average test scores. The main findings from the study include: (1) The transfer incentive successfully attracted high value-added teachers to fill targeted vacancies; (2) The transfer incentive had a positive impact on test scores (math and reading) in targeted elementary classrooms; and (3) The transfer incentive had a positive impact on teacher-retention rates during the payout period; retention of the high-performing teachers who transferred was similar to their counterparts in the fall immediately after the last payout. Seven appendixes are included: (1) Supplemental Materials for Chapters I and II; (2) Value-Added Analysis to Identify Highest-Performing Teachers; (3) Supplemental Materials for Chapter III; (4) Identification of Focal Teachers; (5) Supplemental Materials for Chapter IV; (6) Supplemental Materials for Chapter V; and (7) Supplemental Materials for Chapter VI. (Contains 114 footnotes, 61 figures, and 92 tables.) For the executive summary, see ED544268.] Transfer Incentives for High-Performing Teachers: Final Results from a Multisite Randomized Experiment. NCEE 2014-4003 https://www.google.com/search?q=Transfer+Incentives+for+High-Performing+Teachers:+Final+Results+from+a+Multisite+Randomized+Experiment.+NCEE+2014-4003 2013 Universal Wider Policy Initiatives Full Academic Year or Longer Range of Academic Outcomes None Single 1514 10 yes Some Sub-Groups Reported At Least Some Follow-Up Yes Yes, Limited Yes, Descriptive Theory of Change Yes
3030732 USA/Canada Middle/High School Behaviour and Social Wellbeing Background: Bullying threatens the physical and mental well-being of students across a broad range of schools. Tailored interventions based on the Transtheoretical model and delivered over the Internet were designed to reduce participation in each of three roles related to bullying (bully, victim and passive bystander). Methods: Effectiveness trials were completed in 12 middle schools and 13 high schools in the USA. A diverse sample of 1237 middle (6th-8th grade, with 45.1% in the 7th grade; ages 11-14) and 1215 high school (9th-11th grade, with 41.6% in the 9th grade; ages 14-17) students were available for analyses. Results: Analyses showed significant treatment effects for both intervention groups when compared to control for both the middle and high school programs. Conclusions: Given the relative ease of dissemination, these programs could be applied as stand-alone practices or as part of more intensive interventions. (Contains 4 figures and 1 note.) Transtheoretical-Based Bullying Prevention Effectiveness Trials in Middle Schools and High Schools https://www.google.com/search?q=Transtheoretical-Based+Bullying+Prevention+Effectiveness+Trials+in+Middle+Schools+and+High+Schools 2007 Universal Regular Teachers/Lecturers Between Half and Full Term None None Clustered 2452 25 Yes Whole Sample Only Immediate Post-Test Only Yes No Yes, Theoretical Perspectives Yes
3031593 USA/Canada Middle/High School Behaviour and Social Wellbeing Background: Anxiety disorders are often undetected and untreated in adolescents. This study evaluates the relative efficacy of a school-based, cognitive-behavioral intervention compared to an educational-supportive treatment for adolescents with social anxiety disorder. Methods: Thirty-six students (30 females), ages 14 to 16, were randomized to a 12-week specific intervention, Skills for Social and Academic Success (SASS), or a credible attention control matched for structure and contact, conducted in school. Results: Independent evaluations and adolescent self-reports indicated significant reduction in social anxiety for SASS compared to the control group. Parent reports of their children's social anxiety did not discriminate between treatments. In the specific intervention, 59%, compared to 0% in the control, no longer met criteria for social anxiety disorder following treatment. Superiority of the SASS intervention was maintained 6 months after treatment cessation. Conclusions: The study provides evidence that intervention for social anxiety disorder that emphasizes exposure and social skills is efficacious. Results indicate that clinical improvement is sustained for at least 6 months, and that, overall, adolescents with social anxiety disorder do not respond to non-specific treatment. This investigation has public health implications by demonstrating that effective interventions can be transported to nonclinical settings. Treating Adolescents with Social Anxiety Disorder in School: An Attention Control Trial https://www.google.com/search?q=Treating+Adolescents+with+Social+Anxiety+Disorder+in+School:+An+Attention+Control+Trial 2007 Targeted External Educators More than One Term None None Single 36 NA Yes Some Sub-Groups Reported At Least Some Follow-Up Yes Yes, Fairly Well Yes, Descriptive Theory of Change Yes
3031093 USA/Canada Multiple Behaviour and Social Wellbeing Background: The effectiveness of cognitive-behavioral treatment (CBT) in inner city schools, when delivered by novice CBT clinicians, and compared to usual care (UC), is unknown. Objective: This pilot study addressed this issue by comparing a modular CBT for anxiety disorders to UC in a sample of 32 volunteer youth (mean age 10.28 years, 63% female, 84% African American) seen in school-based mental health programs. Methods: Youth were randomly assigned to CBT (n = 17) or UC (n = 15); independent evaluators conducted diagnostic interviews with children and parents at pre- and post-intervention, and at a one-month follow-up. Results: Based on intent-to-treat analyses, no differences were found in response rates between groups with 50 and 42% of the children in CBT, compared to 46 and 57% in UC no longer meeting criteria for an anxiety disorder at post-treatment and follow-up respectively. Similar improvements in global functioning were also found in both treatment groups. Baseline predictors of a positive treatment response included lower anxiety, fewer maladaptive thoughts, less exposure to urban hassles, and lower levels of parenting stress. Therapist use of more CBT session structure elements and greater competence in implementing these elements was also related to a positive treatment response. Conclusions: Findings from this small pilot failed to show that CBT was superior to UC when delivered by school-based clinicians. Large scale comparative effectiveness trials are needed to determine whether CBT leads to superior clinical outcomes prior to dissemination. Treating Anxiety Disorders in Inner City Schools: Results from a Pilot Randomized Controlled Trial Comparing CBT and Usual Care https://www.google.com/search?q=Treating+Anxiety+Disorders+in+Inner+City+Schools:+Results+from+a+Pilot+Randomized+Controlled+Trial+Comparing+CBT+and+Usual+Care 2012 Targeted External Educators More than One Term None None Single 32 NA No Some Sub-Groups Reported At Least Some Follow-Up Yes Yes, Fairly Well Yes, Theoretical Perspectives Yes
3031435 USA/Canada Preschool/Kindergarten Literacy/English This study reports on the results of a randomized controlled trial that evaluated a caregiver-based intervention program for children with autism in community day-care centers. Thirty-five preschool children with a DSM III-R diagnosis of autism or pervasive developmental disorder were randomized to an experimental or control group. Children in the experimental group were enrolled in day care and their parents and child care workers received a 12-week intervention consisting of lectures and on-site consultations to day-care centers. In addition, supportive work was undertaken with families. Control subjects received day care alone. In the experimental group, there were greater gains in language abilities, significant increases in caregivers' knowledge about autism, greater perception of control on the part of mothers, and greater parent satisfaction. We conclude that this research design demonstrated that the intervention was significantly superior to day care alone. Treatment of children with autism: a randomized controlled trial to evaluate a caregiver-based intervention program in community day-care centers https://www.google.com/search?q=Treatment+of+children+with+autism:+a+randomized+controlled+trial+to+evaluate+a+caregiver-based+intervention+program+in+community+day-care+centers 1998 Targeted External Educators Between Half and Full Term Other School Subjects None Single 35 NA yes Some Sub-Groups Reported Immediate Post-Test Only Yes No Yes, Descriptive Theory of Change Yes
3030853 Asia Middle/High School Behaviour and Social Wellbeing OBJECTIVE: To determine whether participation in a mind-body skills group program based on psychological self-care, mind-body techniques, and self-expression decreases symptoms of posttraumatic stress disorder (PTSD). METHOD: Eighty-two adolescents meeting criteria for PTSD according to the Harvard Trauma Questionnaire (which corresponds with 16 of the 17 diagnostic criteria for PTSD in DSM-IV) were randomly assigned to a 12-session mind-body group program or a wait-list control group. The program was conducted by high school teachers in consultation with psychiatrists and psychologists and included meditation, guided imagery, and breathing techniques; self-expression through words, drawings, and movement; autogenic training and biofeedback; and genograms. Changes in PTSD symptoms were measured using the Harvard Trauma Questionnaire. The study was conducted from September 2004 to May 2005 by The Center for Mind-Body Medicine at a high school in the Suhareka region of Kosovo. RESULTS: Students in the immediate intervention group had significantly lower PTSD symptom scores following the intervention than those in the wait-list control group (F = 29.8, df = 1,76; p < .001). Preintervention and postintervention scores (mean [SD]) for the intervention group were 2.5 (0.3) and 2.0 (0.3), respectively, and for the control group, 2.5 (0.3) and 2.4 (0.4), respectively. The decreased PTSD symptom scores were maintained in the initial intervention group at 3-month follow-up. After the wait-list control group received the intervention, there was a significant decrease (p < .001) in PTSD symptom scores compared to the preintervention scores. CONCLUSIONS: Mind-body skills groups can reduce PTSD symptoms in war-traumatized high school students and can be effectively led by trained and supervised schoolteachers. Treatment of posttraumatic stress disorder in postwar Kosovar adolescents using mind-body skills groups: a randomized controlled trial https://www.google.com/search?q=Treatment+of+posttraumatic+stress+disorder+in+postwar+Kosovar+adolescents+using+mind-body+skills+groups:+a+randomized+controlled+trial 2008 Targeted Regular Teachers/Lecturers More than One Term none none Single 82 NA Yes Whole Sample Only At Least Some Follow-Up Yes Yes, Limited Yes, Descriptive Theory of Change Yes
3030783 USA/Canada College/University Physical Health and Wellbeing OBJECTIVE: The aim of this study was to investigate the effectiveness of a brief intervention for mandated students in the context of the University Assistance Program, a Student Assistance Program developed and modeled after workplace Employee Assistance Programs. METHOD: Participants were 265 (196 males and 69 females) judicially mandated college students enrolled in a large, urban university in the northeast United States. All participants were sanctioned by the university's judicial office for an alcohol- or drug-related violation. Participants were randomized to one of two intervention conditions (the University Assistance Program or services as usual) and were assessed at baseline and 3 and 6 months after intervention. RESULTS: Growth curve analyses showed that, relative to services as usual, the University Assistance Program was more efficacious in reducing past-90-day weekday alcohol consumption and the number of alcohol-related consequences while increasing past-90-day use of protective behaviors and coping skills. No significant differences in growth trajectories were found between the two intervention conditions on past-90-day blood alcohol concentration, total alcohol consumption, or weekend consumption. CONCLUSIONS: The University Assistance Program may have a possible advantage over services as usual for mandated students. Trial of the university assistance program for alcohol use among mandated students https://www.google.com/search?q=Trial+of+the+university+assistance+program+for+alcohol+use+among+mandated+students 2009 Targeted External Educators Single Session None None Single 265 NA yes Whole Sample Only At Least Some Follow-Up Yes No No No
3031091 Rest of Europe Middle/High School Numeracy/Maths Background: Italy is a country showing low math achievement, especially in the Southern regions. Moreover, national student assessments are recent and rigorous policy evaluation is lacking. This study presents the results of one of the first randomized controlled trials implemented in Italian schools in order to measure the effects of a professional development (PD) program for teachers on student math achievement. The program was already at scale when it was being evaluated. Objective: Assessing the effects of a PD program for math teachers on their students� achievement and making suggestions for future policy evaluations. Design: A large-scale clustered randomized control trial has been conducted. It involves 175 lower secondary schools (sixth - eighth grade) in four among the Italian lowest performing regions. Alongside national standard math assessments, the project collected a wide amount of information. Subjects: Math in lower secondary schools. Measures: Math achievement as measured by standardized tests provided by the National Education Assessment Institute (Istituto Nazionale per la Valutazione del Sistema di Istruzione e Formazione); teacher and student practices and attitudes collected through questionnaires. Results: Findings suggest that the program had no significant impact on math scores during the first year (when the program was held). Nonetheless some heterogeneity was detected, as the treatment does seem �to work� with middle-aged teachers. Moreover, effects on teaching practice and student attitudes appear. Conclusion: Some effects attributable to the intervention have been detected. Moreover, this project shows that a rigorous approach to evaluation is feasible also in a context lacking attention towards evidence-based policies, such the Italian school system. (PsycINFO Database Record (c) 2014 APA, all rights reserved)(journal abstract) Trying to raise (low) math achievement and to promote (rigorous) policy evaluation in Italy: Evidence from a large-scale randomized trial https://www.google.com/search?q=Trying+to+raise+(low)+math+achievement+and+to+promote+(rigorous)+policy+evaluation+in+Italy:+Evidence+from+a+large-scale+randomized+trial 2014 Targeted Regular Teachers/Lecturers Full Academic Year or Longer Other School Subjects None Clustered 11000 175 No Whole Sample Only At Least Some Follow-Up Yes No No No
8154170.01 USA/Canada Preschool/Kindergarten Behaviour and Social Wellbeing Young children regularly engage in musical activities, but the effects of early music education on children's cognitive development are unknown. While some studies have found associations between musical training in childhood and later nonmusical cognitive outcomes, few randomized controlled trials (RCTs) have been employed to assess causal effects of music lessons on child cognition and no clear pattern of results has emerged. We conducted two RCTs with preschool children investigating the cognitive effects of a brief series of music classes, as compared to a similar but non-musical form of arts instruction (visual arts classes, Experiment 1) or to a no-treatment control (Experiment 2). Consistent with typical preschool arts enrichment programs, parents attended classes with their children, participating in a variety of developmentally appropriate arts activities. After six weeks of class, we assessed children's skills in four distinct cognitive areas in which older arts-trained students have been reported to excel: spatial-navigational reasoning, visual form analysis, numerical discrimination, and receptive vocabulary. We initially found that children from the music class showed greater spatial-navigational ability than did children from the visual arts class, while children from the visual arts class showed greater visual form analysis ability than children from the music class (Experiment 1). However, a partial replication attempt comparing music training to a no-treatment control failed to confirm these findings (Experiment 2), and the combined results of the two experiments were negative: overall, children provided with music classes performed no better than those with visual arts or no classes on any assessment. Our findings underscore the need for replication in RCTs, and suggest caution in interpreting the positive findings from past studies of cognitive effects of music instruction. Two randomized trials provide no consistent evidence for nonmusical cognitive benefits of brief preschool music enrichment https://www.google.com/search?q=Two+randomized+trials+provide+no+consistent+evidence+for+nonmusical+cognitive+benefits+of+brief+preschool+music+enrichment 2013 Universal Regular Teachers/Lecturers Between Half and Full Term Literacy/English None Single 29 NA Yes Some Sub-Groups Reported Immediate Post-Test Only No Yes, Limited Yes, Descriptive Theory of Change No
8154170.02 USA/Canada Preschool/Kindergarten Behaviour and Social Wellbeing Young children regularly engage in musical activities, but the effects of early music education on children's cognitive development are unknown. While some studies have found associations between musical training in childhood and later nonmusical cognitive outcomes, few randomized controlled trials (RCTs) have been employed to assess causal effects of music lessons on child cognition and no clear pattern of results has emerged. We conducted two RCTs with preschool children investigating the cognitive effects of a brief series of music classes, as compared to a similar but non-musical form of arts instruction (visual arts classes, Experiment 1) or to a no-treatment control (Experiment 2). Consistent with typical preschool arts enrichment programs, parents attended classes with their children, participating in a variety of developmentally appropriate arts activities. After six weeks of class, we assessed children's skills in four distinct cognitive areas in which older arts-trained students have been reported to excel: spatial-navigational reasoning, visual form analysis, numerical discrimination, and receptive vocabulary. We initially found that children from the music class showed greater spatial-navigational ability than did children from the visual arts class, while children from the visual arts class showed greater visual form analysis ability than children from the music class (Experiment 1). However, a partial replication attempt comparing music training to a no-treatment control failed to confirm these findings (Experiment 2), and the combined results of the two experiments were negative: overall, children provided with music classes performed no better than those with visual arts or no classes on any assessment. Our findings underscore the need for replication in RCTs, and suggest caution in interpreting the positive findings from past studies of cognitive effects of music instruction. Two randomized trials provide no consistent evidence for nonmusical cognitive benefits of brief preschool music enrichment https://www.google.com/search?q=Two+randomized+trials+provide+no+consistent+evidence+for+nonmusical+cognitive+benefits+of+brief+preschool+music+enrichment 2013 Universal Regular Teachers/Lecturers Between Half and Full Term Literacy/English None Single 19 NA Yes Some Sub-Groups Reported Immediate Post-Test Only No Yes, Limited Yes, Descriptive Theory of Change No
3031358 Asia Middle/High School Physical Health and Wellbeing BACKGROUND: The prevalence of adolescent smoking has been increasing rapidly in China. Theory-based smoking prevention programmes in schools may be an effective approach in preventing smoking among Chinese adolescents. METHODS: A school-level cluster randomized controlled trial was conducted among 7th and 8th grade students (N = 2343) in four junior high schools in southern China during 2004-06. The theory-based, multi-level intervention was compared with the standard health curriculum. Outcome measures comprised changes in students' smoking-related knowledge, attitudes and behaviour. RESULTS: The mean knowledge scores from baseline to the 1- and 2-year follow-ups increased more in the intervention group than in the control group, whereas there was little change in attitude scores. At the 1-year follow-up (the total sample), the interventions reduced the probability of baseline experimental smokers' escalating to regular smoker [7.9 vs 18.3%; adjusted odds ratio (OR) 0.34, 95% confidence interval (CI) 0.12-0.97, P = 0.043], but did not reduce the probability of baseline non-smokers' initiating smoking (7.9 vs 10.6%; adjusted OR 0.86, 95% CI 0.54-1.38, P = 0.538). At the 2-year follow-up (only 7th grade students), similar proportions of baseline non-smokers initiated smoking in the intervention group and the control group (13.5 vs 13.1%), while a possibly lower proportion of baseline experimental smokers escalated to regular smoking in the intervention group than the control group (22.6 vs 40.0%; adjusted OR 0.43, 95% CI 0.12-1.57, P = 0.199). CONCLUSIONS: This multi-level intervention programme had a moderate effect on inhibiting the escalation from experimental to regular smoking among Chinese adolescents, but had little effect on the initiation of smoking. The programme improved adolescents' smoking-related knowledge, but did not change their attitudes towards smoking. Two-year effects of a school-based prevention programme on adolescent cigarette smoking in Guangzhou, China: a cluster randomized trial https://www.google.com/search?q=Two-year+effects+of+a+school-based+prevention+programme+on+adolescent+cigarette+smoking+in+Guangzhou,+China:+a+cluster+randomized+trial 2010 Universal Mixture Full Academic Year or Longer Behaviour and Social Wellbeing none Clustered 2243 4 Yes Whole Sample Only At Least Some Follow-Up Yes Yes, Fairly Well Yes, Theoretical Perspectives Yes
3031636 UK/Ireland Middle/High School Behaviour and Social Wellbeing Objective: To assess the 2-year impact of teacher-delivered,brief,personality-targeted interventions on internalizing and externalizing symptoms in an adolescent U.K. sample. Method: This cluster-randomized trial was run in 19 London schools (N = 1,024 adolescents). Trained school-based professionals delivered two 90-minute, CBT-based group interventions targeting 1 of 4 personality-risk profiles: anxiety sensitivity, hopelessness, impulsivity, or sensation seeking. Self-report depression, anxiety, and conduct disorder symptoms were assessed at 6-month intervals. Results: Interventions were associated with significantly reduced depressive, anxiety, and conduct symptoms (p < .05) over 2 years in the full sample, reduced odds of severe depressive symptoms (odds ratio [OR] = 0.74, CI = 0.58�0.96), and conduct problems (OR = 0.79, CI = 0.65�0.96), and a nonsignificant reduction in severe anxiety symptoms (OR = 0.79, CI = 0.59�1.05). Evaluating a priori personality-specific hypotheses revealed strong evidence for impulsivity-specific effects on severe conduct problems, modest evidence of anxiety sensitivity�specific effects on severe anxiety, and no evidence for hopelessness-specific effects on severe depressive symptoms. Conclusions: Brief, personality-targeted interventions delivered by educational professionals can have a clinically significant impact on mental health outcomes in high-risk youth over 2 years, as well as personality-specific intervention effects in youth most at risk for a particular problem, particularly for youth with high levels of impulsivity. (PsycINFO Database Record (c) 2013 APA, all rights reserved)(journal abstract) Two-year impact of personality-targeted, teacher-delivered interventions on youth internalizing and externalizing problems: A cluster-randomized trial https://www.google.com/search?q=Two-year+impact+of+personality-targeted,+teacher-delivered+interventions+on+youth+internalizing+and+externalizing+problems:+A+cluster-randomized+trial 2013 Universal Other School/College Employees Full Academic Year or Longer None None Clustered 1024 19 Yes Whole Sample Only Immediate Post-Test Only No No Yes, Descriptive Theory of Change Yes
3031122 Australia/New Zealand College/University Professional Training Ultrasound simulation allows students to virtually explore internal anatomy by producing accurate, moving, color, three?dimensional rendered slices from any angle or approach leaving the organs and their relationships intact without requirement for consumables. The aim was to determine the feasibility and efficacy of self?directed learning of cardiac anatomy with an ultrasound simulator compared to cadavers and plastic models. After a single cardiac anatomy lecture, fifty university anatomy students participated in a three?hour supervised self?directed learning exposure in groups of five, randomized to an ultrasound simulator or human cadaveric specimens and plastic models. Pre? and post?tests were conducted using pictorial and non?pictorial multiple?choice questions (MCQs). Simulator students completed a survey on their experience. Four simulator and seven cadaver group students did not attend after randomization. Simulator use in groups of five students was feasible and feedback from participants was very positive. Baseline test scores were similar (P = 0.9) between groups. After the learning intervention, there was no difference between groups in change in total test score (P = 0.37), whether they were pictorial (P = 0.6) or non?pictorial (P = 0.21). In both groups there was an increase in total test scores (simulator +19.8 &plusmn; 12.4%% and cadaver: +16.4% &plusmn; 10.2, P < 0.0001), pictorial question scores (+22.9 &plusmn; 18.0%, 19.7 &plusmn; 19.3%, P < 0.001) and non?pictorial question scores (+16.7 &plusmn; 18.2%, +13 &plusmn; 15.4%, P = 0.002). The ultrasound simulator appears equivalent to human cadaveric prosections for learning cardiac anatomy. (PsycINFO Database Record (c) 2015 APA, all rights reserved)(journal abstract) Ultrasound simulator?assisted teaching of cardiac anatomy to preclinical anatomy students: A pilot randomized trial of a three?hour learning exposure https://www.google.com/search?q=Ultrasound+simulator?assisted+teaching+of+cardiac+anatomy+to+preclinical+anatomy+students:+A+pilot+randomized+trial+of+a+three?hour+learning+exposure 2014 Universal Regular Teachers/Lecturers Single Session None None Single 38 NA No Whole Sample Only Immediate Post-Test Only No No No No
8154163 Rest of Europe Middle/High School Physical Health and Wellbeing The longitudinal effectiveness of a universal, adolescent school-based depression prevention program Op Volle Kracht (OVK) was evaluated by means of a cluster randomized controlled trial with intervention and control condition (school as usual). OVK was based on the Penn Resiliency Program (PRP) (Gillham et al. Psychological Science, 6, 343–351, 1995). Depressive symptoms were assessed with the Child Depression Inventory (Kovacs 2001). In total, 1341 adolescents participated,Mage=13.91, SD=0.55, 47.3%girls, 83.1 % Dutch ethnicity; intervention group n=655, four schools; control group n=735, five schools. Intent-to-treat analyses revealed that OVK did not prevent depressive symptoms, β= −0.01, SE=0.05, p=.829, Cohen’s d=0.02, and the prevalence of an elevated level of depressive symptoms was not different between groups at 1 year follow-up, OR=1.00, 95 % CI=0.60–1.65, p=.992, NNT=188. Latent Growth Curve Modeling over the 2 year follow-up period showed that OVK did not predict differences in depressive symptoms immediately following intervention, intercept: β=0.02, p=.642, or changes in depressive symptoms, slope: β= −0.01, p=.919. No moderation by gender or baseline depressive symptoms was found. To conclude, OVK was not effective in preventing depressive symptoms across the 2 year follow-up. The implications of these findings are discussed. Universal School-Based Depression Prevention ‘Op Volle Kracht’: a Longitudinal Cluster Randomized Controlled Trial https://www.google.com/search?q=Universal+School-Based+Depression+Prevention+‘Op+Volle Kracht’:+a+Longitudinal+Cluster+Randomized+Controlled+Trial 2016 Universal Regular Teachers/Lecturers Up to Half a Term None None Clustered 1390 18 No Some Sub-Groups Reported At Least Some Follow-Up No No Yes, Theoretical Perspectives Yes
3031811 Rest of Europe Middle/High School Physical Health and Wellbeing The EU-Dap study aimed to develop and evaluate a school-based curriculum for the prevention of substance use among young people. The school curriculum, 'Unplugged,' is based on social influence approach and addresses social and personal skills, knowledge, and normative beliefs. It consists of 12 one-hour interactive sessions delivered by teachers. Its effectiveness was evaluated through a randomized trial involving 7,079 pupils of seven European countries. 'Unplugged' was effective in reducing cigarette smoking, episodes of drunkenness, and the use of cannabis at short term. This association, however, was confined to boys, with age and self-esteem as possible explanations of this difference. Beneficial effects associated with the program persisted at fifteen-month follow-up for drunkenness, alcohol-related problems, and cannabis use, and were stronger among adolescents in schools of average low socioeconomic level. These results are of scientific importance and may inform the adoption of effective public health interventions at population level. Unplugged, a European School-Based Program for Substance Use Prevention among Adolescents: Overview of Results from the EU-Dap Trial https://www.google.com/search?q=Unplugged,+a+European+School-Based+Program+for+Substance+Use+Prevention+among+Adolescents:+Overview+of+Results+from+the+EU-Dap+Trial 2014 Universal Regular Teachers/Lecturers Between Half and Full Term None None Clustered 7079 170 Yes Some Sub-Groups Reported At Least Some Follow-Up Yes No Yes, Descriptive Theory of Change Yes
8155241 Asia Middle/High School Other School Subjects The aim of this study is to apply the jigsaw technique in Social Sciences teaching and to unroll the effects of this technique on learning. The unit “Science within Time” in the secondary 7th grade Social Sciences text book was chosen for the research. It is aimed to compare the jigsaw technique with the traditional teaching method in teaching of the unit. The sampling of the research was conducted with total of 53 students, in two different classes, studying in 7th grade of a secondary school located in the Erzurum province of Turkey during 2014 to 2015 academic years. Pre-test/Post-test control group design was used as a method in the research (Karasar, 2006). A control group was formed with students randomly picked from both classes, and the rest of the students were the experimental group. While the lessons were taught to the control group using the traditional teaching method, cooperative learning technique (jigsaw technique) was used on the experimental group. The lessons were taught to the control and experimental group by the researcher. To determine prior knowledge of students’ in both groups, Prior Knowledge Test (PKT) was given, and Science within Time Achievement Test (swtAT) was administered to identify their conceptual understanding in the unit “Science within Time”. Later, Jigsaw Opinion Scale (JOS) was given to the students in the experimental group and their opinions on the implementation of jigsaw technique were identified. At the end of the research, to determine students’ achievement, swtAT was administered to all of the students (control and experimental group) again as the post-test and the same test was applied again as the retention test to examine the retention of knowledge after eleven weeks. The achievement level of students obtained from both the traditional teaching method and cooperative learning using jigsaw technique was compared with this research. When the statistical analysis of the research is examined, the achievement level of students in the unit “Science within Time”, which was taught with the jigsaw technique, has a significant difference in favor of the experimental group. Use of jigsaw technique to teach the unit "science within time" in secondary 7th grade social sciences course and students’ views on this technique https://www.google.com/search?q=Use+of+jigsaw+technique+to+teach+the+unit+"science within+time"+in+secondary+7th+grade+social+sciences course+and+students’+views+on+this+technique 2016 Universal Mixture Between Half and Full Term None None Clustered 53 2 Yes Whole Sample Only At Least Some Follow-Up No Yes, Limited Yes, Theoretical Perspectives Yes
3031816 USA/Canada Middle/High School Behaviour and Social Wellbeing School bullying and delinquent behaviors are persistent and pervasive problems for schools, and have lasting effects for all individuals involved (Copeland et al., 'JAMA Psychiatry' 70:419-426, 2013; Espelage et al., 'J Res Adolesc' 24(2):337-349, 2013a). As a result, policymakers and practitioners have attempted to thwart these ill-effects using school-based interventions. Recent meta-analyses have found, however, that these programs produce only moderate effects (Ttofi and Farrington, 'J Exp Criminol' 7:27-56, 2011). Consequently, it is important to investigate further the reasons for such findings. One promising analysis is to assess the relation between treatment intensity variables and program outcomes. Unfortunately, few treatment intensity variables have been utilized in the school-based prevention literature, and it is often cumbersome to model the relation between treatment intensity and outcomes. The purpose of this project, therefore, is to explicate novel measures of treatment intensity and delineate a relatively new meta-analytic technique to model the relation between the variables and program effects. The context for this project is a large-scale, multi-site, cluster-randomized trial; 36 schools and 3,616 students participated in three waves of data collection. The results indicated that, for the second wave of data collection, stronger treatment effects were found when teachers and program implementers spent a greater amount of time prepping lessons, provided additional financial resources, and received outside consultation and support. Using a Meta-Analytic Technique to Assess the Relationship between Treatment Intensity and Program Effects in a Cluster-Randomized Trial https://www.google.com/search?q=Using+a+Meta-Analytic+Technique+to+Assess+the+Relationship+between+Treatment+Intensity+and+Program+Effects+in+a+Cluster-Randomized+Trial 2014 Universal Regular Teachers/Lecturers Full Academic Year or Longer None None Clustered 3616 36 Yes Whole Sample Only Immediate Post-Test Only Yes No Yes, Descriptive Theory of Change Yes
8155371 USA/Canada Primary/Elementary Other School Subjects The purpose of this study was to examine the impact of using a role-playing game versus a more traditional text-based instructional method on a cohort of general education fifth grade students??� science content mastery, scientific reasoning abilities, and academic self-efficacy. This is an action research study that employs an embedded mixed methods design model, involving both quantitative and qualitative data. The study is guided by the critical design ethnography theoretical lens: an ethnographic process involving participatory design work aimed at transforming a local context while producing an instructional design that can be used in multiple contexts. The impact of an immersive 3D multi-user web-based educational simulation game on a cohort of fifth-grade students was examined on multiple levels of assessments??�immediate, close, proximal and distal. A survey instrument was used to assess students??� self-efficacy in technology and scientific inquiry. Science content mastery was assessed at the immediate (participation in game play), close (engagement in-game reports) and proximal (understanding of targeted concepts) levels; scientific reasoning was assessed at the distal (domain general critical thinking test) level. This quasi-experimental study used a convenient sampling method. Seven regular fifth-grade classes participated in this study. Three of the classes were the control group and the other four were the intervention group. A cohort of 165 students participated in this study. The treatment group contained 38 boys and 52 girls, and the control group contained 36 boys and 39 girls. Two-tailed t-test, Analysis of Covariance (ANCOVA), and Pearson Correlation were used to analyze data. The data supported the rejection of the null hypothesis for the three research questions. The correlational analyses showed strong relationship among three of the four variables. There were no correlations between gender and the three dependent variables. The findings of this study support the hypothesis that the intervention group students will obtain dramatically larger gains on the three measures: Cornell Critical Thinking Test, Curriculum-Oriented Test, and the Self-Efficacy in Technology and Science (SETS) survey. Using a multi-user virtual simulation to promote science content: Mastery, scientific reasoning, and academic self-efficacy in fifth grade science https://www.google.com/search?q=Using+a+multi-user+virtual+simulation+to+promote+science+content:+Mastery,+scientific+reasoning,+and+academic+self-efficacy+in+fifth+grade+science 2016 Universal External Educators More than One Term None None Single 165 NA Yes Some Sub-Groups Reported Immediate Post-Test Only Yes Yes, Fairly Well Yes, Theoretical Perspectives Yes
3030721 USA/Canada Middle/High School Literacy/English Although American schools are required to meet civic education goals of preparing students to become active and informed citizens, high quality civic opportunities (e.g. service learning and volunteering) are consistently less available to youth of color who are typically enrolled in schools located in high poverty communities. The purpose of this study is to evaluate the efficacy of the Word Generation (WG) to improve students' self-reported civic engagement ( N = 5,798) in the context of a randomized trial that was conducted in several middle schools located in a West Coast metropolitan area of the United States. WG is a cross-content program that instructs students to learn academic words, which are embedded in brief passages covering a different controversial issue each week. Participants completed survey items on how often they help their friends, community, and school, as well as voting interest. Results provide support for the primary research question- participation in the Word Generation program has a significant impact on students' self-reported civic engagement, but not for voting interest. These results suggest that students' opportunities to debate on social issues are crucial to envisioning oneself as an active participant in civic affairs. Using Controversial Issues to Help Middle School Students Become Informed and Active Citizens: A Randomized Evaluation of the Word Generation Program https://www.google.com/search?q=Using+Controversial+Issues+to+Help+Middle+School+Students+Become+Informed+and+Active+Citizens:+A+Randomized+Evaluation+of+the+Word+Generation+Program 2014 Universal Regular Teachers/Lecturers Between Half and Full Term None None Clustered 5798 12 Yes Whole Sample Only Immediate Post-Test Only Yes No Yes, Theoretical Perspectives Yes
5132829 USA/Canada Middle/High School Other School Subjects Background and Aim Spaced restudy has been typically tested with written learning materials, but restudy with visual representations in actual classrooms is under-researched. We compared the effects of two spaced restudy interventions: A Diagram-Based Restudy (DBR) warm-up condition and a business-as-usual Text-Based Restudy (TBR) warm-up condition. Sample One hundred and twenty-eight consented high school students in 15 classes. Methods Students completed daily warm-ups over a 4-week period. Students were randomly assigned to conditions within classrooms. Warm-ups were independently completed at the start of class meetings and consisted of questions about content covered 1-10 days prior to each warm-up. Students received feedback on their answers each week. A series of ANOVAs and ANCOVAs was conducted. Results and Conclusions Results showed equal and significant growth from pre- to post-test for both conditions (d = .31-.67) on three outcomes: Biology knowledge, biology diagram comprehension (near transfer), and geology diagram comprehension (far transfer). ANCOVA results suggested that the magnitude of this increase was linked to the number of questions attempted during the intervention. For the DBR condition only, there were interactions with content knowledge on diagram comprehension gain scores and interactions with spatial scores on biology knowledge gain scores. Students with lower biology knowledge and lower Paper Folding Test scores were disadvantaged in the DBR condition, whereas the TBR condition was equitable across all levels of knowledge and spatial ability. (PsycINFO Database Record (c) 2015 APA, all rights reserved) (journal abstract) Using diagrams versus text for spaced restudy: Effects on learning in 10th grade biology classes. https://www.google.com/search?q=Using+diagrams+versus+text+for+spaced+restudy:+Effects+on+learning+in+10th+grade+biology+classes. 2015 Universal Regular Teachers/Lecturers Up to Half a Term Other School Subjects None Clustered 128 15 No Whole Sample Only Immediate Post-Test Only Yes No Yes, Descriptive Theory of Change Yes
3031058 USA/Canada Preschool/Kindergarten Range of Academic Outcomes There is a great need to identify specific instructional methods that effectively promote positive skill development in young children with developmental disabilities. One method that has received strong empirical support with children with autism is Discrete Trial Teaching (DTT); however, the effectiveness of DTT has not been extensively evaluated with children who have developmental disabilities other than autism. This project was an initial investigation evaluating the practicality and effectiveness of providing DTT instruction to children with a wide range of developmental disabilities within an existing public preschool program. Participants were randomly assigned to receive DTT or individual attention in a control condition. The project evaluated the effects of providing DTT on the participants' cognitive, language, behavioral, and social-emotional functioning. Results generally indicated positive changes in adaptive behavior development and social-emotional functioning for students who received DTT. Implications and directions for future research are discussed. (Contains 6 tables.) This research was partially supported by the Faculty Research Fund of Central Washington University, Ellensburg, Washington.] Using Discrete Trial Teaching within a Public Preschool Program to Facilitate Skill Development in Students with Developmental Disabilities https://www.google.com/search?q=Using+Discrete+Trial+Teaching+within+a+Public+Preschool+Program+to+Facilitate+Skill+Development+in+Students+with+Developmental+Disabilities 2007 Targeted External Educators Full Academic Year or Longer None None Single 12 NA Yes Whole Sample Only Immediate Post-Test Only Yes No No No
3030899 USA/Canada Middle/High School Range of Academic Outcomes The recommitment of public education to its civic roots has revived discussion on how to engage younger generations of citizens in electoral politics and civic life. This randomized trial of 1,670 high school students in 80 social studies classrooms evaluates the impact of an election-based civics program on students' civic knowledge, skills, and dispositions over the course of a semester. Analyses of these data reveal significant effects of the program on students' self-reported ability to cast an informed vote, knowledge of the voter registration process, belief that their vote matters, communication with others at school about politics, sense of civic obligation, and media use and analysis. 'Using Elections as Teachable Moments: A Randomized Evaluation of the Student Voices Civic Education Program' was written with Dana L. Mitra, Mary Beth Oliver, and S. Shyam Sundar.] Using Elections as Teachable Moments: A Randomized Evaluation of the Student Voices Civic Education Program https://www.google.com/search?q=Using+Elections+as+Teachable+Moments:+A+Randomized+Evaluation+of+the+Student+Voices+Civic+Education+Program 2009 Universal Regular Teachers/Lecturers Between Half and Full Term None None Clustered 1670 80 Yes Some Sub-Groups Reported Immediate Post-Test Only Yes Yes, Limited Yes, Theoretical Perspectives Yes
3030920 USA/Canada Primary/Elementary Study-Related Skills Background: School-based social-emotional and character development (SECD) programs can influence not only SECD but also academic-related outcomes. This study evaluated the impact of one SECD program, Positive Action (PA), on educational outcomes among low-income, urban youth. Methods: The longitudinal study used a matched-pair, cluster-randomized controlled design. Student-reported disaffection with learning and academic grades, and teacher ratings of academic ability and motivation were assessed for a cohort followed from grades 3 to 8. Aggregate school records were used to assess standardized test performance (for entire school, cohort, and demographic subgroups) and absenteeism (entire school). Multilevel growth-curve analyses tested program effects. Results: PA significantly improved growth in academic motivation and mitigated disaffection with learning. There was a positive impact of PA on absenteeism and marginally significant impact on math performance of all students. There were favorable program effects on reading for African American boys and cohort students transitioning between grades 7 and 8, and on math for girls and low-income students. Conclusions: A school-based SECD program was found to influence academic outcomes among students living in low-income, urban communities. Future research should examine mechanisms by which changes in SECD influence changes in academic outcomes. Using Social-Emotional and Character Development to Improve Academic Outcomes: A Matched-Pair, Cluster-Randomized Controlled Trial in Low-Income, Urban Schools https://www.google.com/search?q=Using+Social-Emotional+and+Character+Development+to+Improve+Academic+Outcomes:+A+Matched-Pair,+Cluster-Randomized+Controlled+Trial+in+Low-Income,+Urban+Schools 2013 Universal Regular Teachers/Lecturers Full Academic Year or Longer None None Clustered 1170 14 Yes Some Sub-Groups Reported At Least Some Follow-Up Yes No Yes, Descriptive Theory of Change Yes
3031088 UK/Ireland College/University Professional Training Background A hernia repair open surgical simulation computer software was developed at Imperial College London. A randomized controlled educational trial was conducted to investigate the benefit of the simulation on the development of procedural knowledge. Methods Medical students in their clinical years were invited to participate in the trial. Students were block randomized to 4 groups: G1 - Interactive Simulation; G2 - Non-interactive Simulation; G3 - Video Tutorial; G4 - Control. On completion, they were objectively assessed on their ability to recall the tasks involved in an open inguinal hernia repair in the form of a multiple choice question (MCQ) and a simulated discussion with a consultant surgeon. Results Fifty-six students completed the study. Each arm carries similar baseline scores (pre-intervention MCQ) with means 43.33, 38.92, 38.33, and 39.57 in G1 to G4, respectively. MCQ score improvements and final assessment scores proved better in the intervention groups (1, 2, and 3) compared to controls. Conclusion The interactive simulation has shown an objective benefit in teaching medical students the anatomical and procedural knowledge in performing an open inguinal hernia repair. 2014 Elsevier Inc. All rights reserved. Validation of open inguinal hernia repair simulation model: A randomized controlled educational trial https://www.google.com/search?q=Validation+of+open+inguinal+hernia+repair+simulation+model:+A+randomized+controlled+educational+trial 2014 Universal External Educators Up to Half a Term None None Single 56 NA Yes Whole Sample Only Immediate Post-Test Only Yes No No No
8154387 USA/Canada Primary/Elementary Literacy/English This research study explores the effectiveness of the Frayer Model as a vocabulary intervention for first through third grade Level 2 and 3 English language learners (ELLs). The sample for this study included 10 Level 2 and 3 ELLs in first through third grade. These students were randomly placed into a control or a treatment group. Both groups of students received the normal classroom vocabulary instruction from the Text Talk series. The treatment group also received a vocabulary intervention using the Frayer Model for ten minutes per day during a four week intervention period. The growth on a pre- and post-test was measured using a Wilcoxon Signed-Rank test and a Mann Whitney U test. This research found that, while both groups made statistically significant gains, the treatment group made statistically significantly greater gains in their vocabulary retention. VOCABULARY INSTRUCTION: THE EFFECTIVENESS OF THE FRAYER MODEL FOR LEVEL 2 AND 3 ELLS IN FIRST THROUGH THIRD GRADE https://www.google.com/search?q=VOCABULARY+INSTRUCTION: THE+EFFECTIVENESS+OF+THE+FRAYER+MODEL+FOR+LEVEL+2+AND+3+ELLS+IN FIRST+THROUGH+THIRD+GRADE 2016 Targeted External Educators Up to Half a Term None None Clustered 10 2 Yes Whole Sample Only Immediate Post-Test Only Yes Yes, Limited No No
3031094 USA/Canada College/University Professional Training BACKGROUND: All accredited US residency programs are expected to offer curricula and evaluate their residents in 6 general competencies. Medical schools are now adopting similar competency frameworks. We investigated whether a Web-based program could effectively teach and assess elements of systems-based practice. METHODS: We enrolled 276 medical students and 417 residents in the fields of surgery, medicine, obstetrics-gynecology, and emergency medicine in a 9-week randomized, controlled, crossover educational trial. Participants were asked to sequentially complete validated Web-based modules on patient safety and the US health care system. The primary outcome measure was performance on a 26-item validated online test administered before, between, and after the participants completed the modules. RESULTS: Six hundred forty (92.4%) of the 693 enrollees participated in the study; 512 (80.0%) of the participants completed all 3 tests. Participants' test scores improved significantly after completion of the first module (P<.001). Overall learning from the 9-week Web-based program, as measured by the increase in scores (posttest scores minus pretest scores), was 16 percentage points (95% confidence interval, 14-17 percentage points; P<.001) in public safety topics and 22 percentage points (95% confidence interval, 20-23 percentage points; P<.001) in US health care system topics. CONCLUSION: A Web-based educational program on systems-based practice competencies generated significant and durable learning across a broad range of medical students and residents. Web-based education in systems-based practice: a randomized trial https://www.google.com/search?q=Web-based+education+in+systems-based+practice:+a+randomized+trial 2007 Universal External Educators Between Half and Full Term None None Single 693 NA Yes Whole Sample Only Immediate Post-Test Only Yes No No No
3031867 Australia/New Zealand Primary/Elementary Physical Health and Wellbeing To investigate the interpersonal and physical environment mediators of the Transform-Us! mid-intervention effects on physical activity (PA) during recess and lunchtime. Transform-Us! is a clustered randomised school-based intervention with four groups: sedentary behaviour intervention (SB-I), PA intervention (PA-I), combined PA+SB-I and control group. All children in grade 3 from 20 participating primary schools in Melbourne, Australia were eligible to complete annual evaluation assessments. The outcomes were the proportion of time spent in moderate-to-vigorous PA (MVPA) and light PA (LPA) during recess and lunchtime assessed by accelerometers. Potential mediators included: perceived social support from teachers; perceived availability of line markings; perceived accessibility of sports equipment; and perceived school play environment. Generalised linear models were used and mediation effects were estimated by product-of-coefficients (ab) approach. 268 children (8.2 years, 57% girls at baseline) provided complete data at both time points. A significant intervention effect on MVPA during recess in the SB-I and PA-I groups compared with the control group (proportional difference in MVPA time; 38% (95% CI 21% to 57%) and 40% (95% CI 20% to 62%), respectively) was found. The perceived school play environment was significantly positively associated with MVPA at recess among girls. An increase in perceived social support from teachers suppressed the PA+SB-I effect on light PA during recess (ab= -0.03, 95% CI -0.06 to -0.00). No significant mediating effects on PA during recess and lunchtime were observed. A positive perception of the school play environment was associated with higher MVPA during recess among girls. Future studies should conduct mediation analyses to explore underlying mechanisms of PA interventions. What helps children to move more at school recess and lunchtime? Mid-intervention results from Transform-Us! cluster-randomised controlled trial https://www.google.com/search?q=What+helps+children+to+move+more+at+school+recess+and+lunchtime?+Mid-intervention+results+from+Transform-Us!+cluster-randomised+controlled+trial 2013 Universal Regular Teachers/Lecturers Full Academic Year or Longer None None Clustered 599 10 Yes Some Sub-Groups Reported At Least Some Follow-Up Yes Yes, Fairly Well Yes, Descriptive Theory of Change Yes
3030745 USA/Canada College/University Professional Training OBJECTIVE: To test the hypothesis that a brief formalized period of wheelchair skills training, added to the standard curriculum, results in significantly greater overall improvements in wheelchair skills than a standard undergraduate occupational therapy (OT) curriculum alone. SETTING: Rehabilitation center. DESIGN: Randomized controlled trial. PARTICIPANTS: Eighty-two students in a university undergraduate OT program. INTERVENTIONS: All students received the standard university curriculum. The 22 second-year students, randomly allocated to the Wheelchair Skills Training Program (WSTP) group, were also trained (on a single occasion each, in groups of 1-3 at a time) on the 50 skills that make up the WSTP. The mean +/- standard deviation (SD) training time was 121.2+/-33.5 minutes per group. MAIN OUTCOME MEASURE: Total percentage score on the Wheelchair Skills Test (WST), Version 2.4. RESULTS: From before to after intervention, second-year students in the WSTP group increased their mean percentage WST scores +/- SD from 64.8%+/-9.0% to 81.0%+/-5.2%, a 25% improvement (P<.001). Over a comparable period, the 18 students in the second-year control group increased from 66.0%+/-8.0% to 72.4%+/-7.1%, a 9.7% improvement (P=.015). The WSTP group improved to a significantly greater extent (P=.005). For a subset of 8 students in the WSTP group who were retested 9 to 12 months later, the mean WST score was 79.7%+/-4.1%, not significantly less than their WST 2 scores (P=.29). The mean WST score for the 42 students in the fourth-year control group was 73.9%+/-4.1%, significantly lower than the mean postintervention WST score of the second-year students in the WSTP group (P< .0001) and not different from the second-year control group (P=.58). CONCLUSIONS: The WSTP is an effective way to improve the wheelchair-skills performance of OT students. This has implications for the education of all rehabilitation clinicians. Wheelchair skills training program for clinicians: a randomized controlled trial with occupational therapy students https://www.google.com/search?q=Wheelchair+skills+training+program+for+clinicians:+a+randomized+controlled+trial+with+occupational+therapy+students 2004 Universal Regular Teachers/Lecturers Single Session None None Single 40 NA Yes Some Sub-Groups Reported Immediate Post-Test Only No No No No
5132812 USA/Canada Middle/High School Literacy/English Classroom discussion, despite its association with good academic outcomes, is exceedingly rare in U.S. schools. The Word Generation intervention involves the provision of texts and activities to be implemented across content area class, organized around engaging and discussable dilemmas. The program was evaluated with 1,554 middle grade students in 28 schools randomly assigned to treatment or control conditions. There were large effects on classroom discussion quality across all content areas, especially in math and science (Cohen's d =?0.38-1.13). The program also produced significant, though small, effects on taught vocabulary (effect size?=?0.25, p <?0.01) but no effects on a standardized assessment of general vocabulary. Quality of classroom discussion mediated 14% of the treatment effect on vocabulary outcomes. Word Generation Randomized Trial: Discussion Mediates the Impact of Program Treatment on Academic Word Learning https://www.google.com/search?q=Word+Generation+Randomized+Trial:+Discussion+Mediates+the+Impact+of+Program+Treatment+on+Academic+Word+Learning 2015 Universal Regular Teachers/Lecturers Full Academic Year or Longer Numeracy/Maths Range of Academic Outcomes Clustered 1544 28 Yes Whole Sample Only Immediate Post-Test Only Yes Yes, Limited No No
8155025 Rest of Europe Middle/High School Physical Health and Wellbeing This exploratory group-randomized study aimed at verifying (a) if a life skills program in physical education (PE) had a positive impact on physical fitness, sport skills, and executive cognitive function, and (b) if eventual physical and sport outcomes were mediated by gains in life skills and executive function. Ninety students aged 14�15 years participated in either an experimental life skills program integrated in a multisport PE setting, or traditional PE. Prior to and after the intervention, they were administered tests assessing physical fitness (aerobic and muscular), sport skills (passing and dribbling), and executive functions (inhibition and working memory updating). Furthermore, they were evaluated in goal setting knowledge, self-efficacy in sport-relevant life skills (problem solving, self-regulation, communication, and social skills), and decision making and tactical cooperation skills in sport game situations. The results showed that (a) the life skills program induced improvements in aerobic fitness, sport passing skill, and inhibitory executive function compared with the control group, and (b) fitness and sport skill outcomes were mediated by gains in life skills operationalized as behavioral change in decision making skill. Thus, life skills training in a designed sport education context seems beneficial to the fitness dimension of physical health and the cognitive dimension of mental health. Mechanisms underlying the physical and sport outcomes of the life skills training program may be cognitive in nature. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract) Youth life skills training: Exploring outcomes and mediating mechanisms of a group-randomized trial in physical education https://www.google.com/search?q=Youth+life+skills+training:+Exploring+outcomes+and+mediating+mechanisms+of+a+group-randomized+trial+in+physical+education 2016 Universal External Educators More than One Term Other School Subjects None Clustered 109 NA Yes Whole Sample Only Immediate Post-Test Only Yes No Yes, Descriptive Theory of Change yes
30301023 USA/Canada Multiple Numeracy/Maths NA NA https://www.google.com/search?q= 2011 Universal External Educators Full Academic Year or Longer Literacy/English None Clustered NA 57 Yes Whole Sample Only Immediate Post-Test Only Yes No Yes, Theoretical Perspectives Yes
W002 USA/Canada Primary/Elementary Numeracy/Maths Executive summary Achievement Effects of Four Early Elementary School Math Curricula: Findings for First and Second Graders https://www.google.com/search?q=Achievement+Effects+of+Four+Early+Elementary+School+Math+Curricula:+Findings+for+First+and+Second+Graders 2010 Universal Regular Teachers/Lecturers Full Academic Year or Longer None None Clustered 2481 110 Yes Some Sub-Groups Reported Immediate Post-Test Only Yes No Yes, Descriptive Theory of Change Yes
W007 USA/Canada Primary/Elementary Numeracy/Maths Fifth- and sixth-grade children studied one of three versions of a computer-assisted lesson on division of fractions. In one version, examples were personalized by incorporating information about the student (friends, interests, and hobbies) into the problem contexts, in the two other versions, concrete (realistic but hypothetical) contexts and abstract contexts were used. Experimental outcomes favored the personalized-context group over one or both of the other groups in solving standard problems and transfer problems, in recognizing rule procedures, and in task attitudes. In supplemental analyses, we examined influences on achievement of gender, age, and aptitude-treatment interactions based on California Achievement Tests scores. Results are interpreted as suggesting the benefits of personalized examples for motivation and meaningful learning of problem-solving procedures. Practical advantages of the computer-based model for adapting instruction are also considered. Using Computer-Assisted Instruction to Personalize Arithmetic Materials for Elementary School Children https://www.google.com/search?q=Using+Computer-Assisted+Instruction+to+Personalize+Arithmetic Materials+for+Elementary+School+Children 1987 Universal Regular Teachers/Lecturers Single Session None None Clustered 96 4 Yes Whole Sample Only Immediate Post-Test Only No No Yes, Theoretical Perspectives Yes
W014 USA/Canada Primary/Elementary Literacy/English Difficulty learning how to read is a risk factor for school failure, low grades, behavior problems, juvenile delinquency, truancy, unemployment, jail time, and substance abuse. Reading difficulties are common in the educational setting, afflicting anywhere from 20-40 percent of students. Read Naturally is a computer-based reading program which targets the third "big idea" (i.e„ accuracy and fluency with reading). The current study assessed the efficacy of the Read Naturally program in second through fourth grade elementary students in a public elementary school. Additionally, this study assessed whether improving reading abilities resulted in changes in classroom behavior problems or self-esteem. Eighty-two students from a small, public elementary school who were in need of additional reading support, according to the DIBELS Benchmark Assessments, participated in the current study. Students were matched on DIBELS scores, grade, race, and gender and then randomly assigned to either the Read Naturally condition or the Education as Usual condition. Students used the Read Naturally program for 30-45 minutes each day, five days a week, for eight weeks. Results suggested that, throughout the 16 weeks of intervention, significant improvements were generally seen on all of the reading measures over time, regardless of the condition to which students were assigned, although small effect sizes generally favored the Read Naturally intervention. Additionally, students in higher grades generally demonstrated more improvement on the WJ-III Summary Scores, WJ-III Passage Comprehension subscale, and the WJ-III Word Attack subscale, regardless of the condition to which they were assigned. Student measures suggest that Read Naturally does not result in increased selfesteem, even with improvements in academic performance. Behavior measures were inconclusive. Generally, the effects of the Read Naturally intervention appear discernible, but not incremental, suggesting that Read Naturally may not be more efficacious than typical education, but may have benefits in terms of targeting larger groups of students, being individualized to each student, and may allow another way for teachers to target the third "big idea." Future research is warranted. IMPROVING READING FLUENCY AND COMPREHENSION IN ELEMENTARY STUDENTS USING READ NATURALLY https://www.google.com/search?q=IMPROVING+READING+FLUENCY+AND+COMPREHENSION+IN+ELEMENTARY STUDENTS+USING+READ+NATURALLY 2009 Targeted External Educators Between Half and Full Term None None Single 82 NA Yes Some Sub-Groups Reported Immediate Post-Test Only No No Yes, Descriptive Theory of Change No
W016 USA/Canada Primary/Elementary Literacy/English An alarming number of American pre-school children lack sufficient language and literacy skills to succeed in kindergarten. The type of curriculum that is available within pre-kindergarten settings can impact children’s academic readiness. This work presents results from an evaluation of two language and literacy curricula (i.e., Let’s Begin with the Letter People and Doors to Discovery) from a random assignment study that occurred within three settings (i.e., Head Start, Title 1, and universal pre-kindergarten) and included a control group. The design included a mentoring and nonmentoring condition that was balanced across sites in either curriculum condition. A pre and post-test design was utilized in the analyses, with children (n = 603) tested before the intervention and at the end of the year. Multilevel growth curve modeling, where the child outcomes (dependent measures) are modeled as a function of the child’s level of performance and rate of growth between pre and post-testing, was used for all analyses. Results indicated that in many key language/literacy areas, the skills of children in classrooms using either one of the target curricula grew at greater rates than children in control classrooms. This was especially true in the Head Start programs. The findings from this study indicate that at-risk children can benefit from a well-specified curriculum. Additionally, findings demonstrate that a well-detailed curriculum appeared to be less important for children from higher income families. The impact of mentoring was less clear and seemed dependent on the type of skill being measured and type of program. An evaluation of curriculum, setting, and mentoring on the performance of children enrolled in pre-kindergarten https://www.google.com/search?q=An+evaluation+of+curriculum,+setting,+and+mentoring on+the+performance+of+children+enrolled+in+pre-kindergarten 2007 Universal Regular Teachers/Lecturers Full Academic Year or Longer None None Clustered 603 76 Yes Some Sub-Groups Reported Immediate Post-Test Only Yes No No No
W033 USA/Canada Primary/Elementary Literacy/English THIS STUDY investigated the effectiveness of a direct instruction model for teaching children to comprehend anaphoric relationships. Fifty-nine third-grade children were assigned ran- domly to one of three treatments: a strategy group, in which subjects received intensive, systematic instruction in anaphora resolution according to a direct instruction model; a basal group, in which subjects were administered a series of lessons on word referents from a cur- rent basal reader program; and a control group, in which subjects received no added instruc- tion on anaphora and simply participated in normal classroom language arts instruction. Several immediate and delayed posttests revealed that students in the strategy group consist- ently outperformed students in both the basal group and the control group in ability (a) to find the antecedent for the anaphoric term in short, contrived passages, (b) to find the antecedent for the anaphoric term in longer, more ecologically valid narrative and expository passages selected from basal readers, and (c) to answer anaphora-specific wh questions about nar- rative and expository selections in basal readers. These results were interpreted as further support for the efficacy of a direct instructional model for teaching children reading compre- hension skills. Teaching third-grade students to comprehend anaphoric relationships: The application of a direct instruction model https://www.google.com/search?q=Teaching+third-grade+students+to+comprehend+anaphoric+relationships:+The+application+of+a+direct+instruction+model 1987 Universal Mixture Up to Half a Term None None Clustered 60 2 Yes Whole Sample Only Immediate Post-Test Only No No Yes, Theoretical Perspectives Yes
W034 USA/Canada Primary/Elementary Literacy/English This study investigated the effectiveness of instruction in story mapping as a means to promote first-grade students' comprehension of central story elements in children's literature. Participants were 74 children in four first-grade classrooms, which were randomly assigned to one of four groups: (a) a Story Mapping 1 (SM1) group, in which students were taught to construct story maps for unadapted, unabridged children's stories they had read; (b) a Story Mapping 2 (SM2) group, which involved the same instruction as SM1 but included using story maps to compose stories; (c) a Directed Reading-Thinking Activity (DRTA) comparison strategy group, in which students read the same stories according to a predict-verify procedure; or (d) a directed reading activity (DRA) instructed control group, in which students engaged in a noninteractive, guided reading of stories. Quantitative analyses were conducted on five whole-sample dependent measures: an important idea test on a parsed story, a wh-question test of central story elements, a summary selection task, an important story element recognition test, and a delayed wh-question test. Results revealed that (a) some form of active comprehension instruction (SM1, SM2, or DRTA) was superior to the controlgroup DRA on most measures, (b) story mapping (SMI and SM2) students consistently outperformed DRA controls, (c) story mapping was superior to DRTA on some measures but not on others, and (d) SM1 and SM2 groups did not differ on any measure. Qualitative data from student interviews generally supported these findings. It was concluded that instruction in story mapping is an effective instructional strategy for promoting first-grade students' ability to identify central narrative elements in authentic children's literature. STORY MAP INSTRUCTION USING CHILDREN'S LITERATURE: EFFECTS ON FIRST GRADERS' COMPREHENSION OF CENTRAL NARRATIVE ELEMENTS https://www.google.com/search?q=STORY+MAP+INSTRUCTION+USING+CHILDREN'S LITERATURE:+EFFECTS+ON+FIRST+GRADERS' COMPREHENSION+OF+CENTRAL+NARRATIVE+ELEMENTS 1993 Universal External Educators Up to Half a Term None None Clustered 74 4 Yes Whole Sample Only Immediate Post-Test Only No yes, limited Yes, Descriptive Theory of Change Yes
W043 USA/Canada Middle/High School Literacy/English A pre-post experimental design with 6-week delayed posttest was implemented to investigate the effects of reading comprehension strategy (RCS) instruction with and without attribution retraining (AR) on reading outcomes for seventh, eighth, and ninth graders with learning and other mild disabilities. Students were randomly assigned to one of three treatments: RCS+AR, RCS, or a Read Naturally (Ihnot, 1992) comparison condition. Results indicated that compared to the comparison group, both strategy instruction groups performed better on a summarization measure of comprehension after treatment producing large effect sizes. Both groups also performed better after a 6-week delay; however, only the RCS+AR group maintained a large effect size. In addition, RCS+AR students displayed higher attributions for reading success at post- and delayed posttesting. Implications for practice and future research are discussed. Reading Comprehension Strategy Instruction and Attribution Retraining for Secondary Students With Learning and Other Mild Disabilities https://www.google.com/search?q=Reading+Comprehension+Strategy Instruction+and+Attribution+Retraining for+Secondary+Students+With+Learning and+Other+Mild+Disabilities 2011 Targeted Mixture Up to Half a Term None None Clustered 59 3 Yes Some Sub-Groups Reported At Least Some Follow-Up No No Yes, Theoretical Perspectives No
W044 USA/Canada Primary/Elementary Other School Subjects Almost 700 children were screened to identify 144 1st graders at risk for handwriting problems who were randomly assigned to 1 of 6 treatment conditions. Treatment was delivered to groups of 3 that met twice a week in 20-min sessions until they completed 24 lessons. Five groups received 10 min of different kinds of handwriting instruction. The contact control group received 10 min of phonological awareness training. All 6 groups composed and shared their writing for 10 min. Converging evidence across multiple measures showed that combining numbered arrows and memory retrieval was the most effective treatment for improving both handwriting and compositional fluency (composing with time limits). Thus instruction aimed at improving transcription transfers to improved text generation in beginning writers. Treatment of Handwriting Problems in Beginning Writers: Transfer From Handwriting to Composition https://www.google.com/search?q=Treatment+of+Handwriting+Problems+in+Beginning+Writers: Transfer+From+Handwriting+to+Composition 1997 Targeted External Educators Between Half and Full Term Literacy/English None Clustered 144 48 Yes Whole Sample Only Immediate Post-Test Only Yes No No No
W056 USA/Canada Preschool/Kindergarten Range of Academic Outcomes Effective early education is essential for academic achievement and positive life outcomes, particularly for children in poverty. Advances in neuroscience suggest that a focus on self-regulation in education can enhance children’s engagement in learning and establish beneficial academic trajectories in the early elementary grades. Here, we experimentally evaluate an innovative approach to the education of children in kindergarten that embeds support for self-regulation, particularly executive functions, into literacy, mathematics, and science learning activities. Results from a cluster randomized controlled trial involving 29 schools, 79 classrooms, and 759 children indicated positive effects on executive functions, reasoning ability, the control of attention, and levels of salivary cortisol and alpha amylase. Results also demonstrated improvements in reading, vocabulary, and mathematics at the end of kindergarten that increased into the first grade. A number of effects were specific to high-poverty schools, suggesting that a focus on executive functions and associated aspects of selfregulation in early elementary education holds promise for closing the achievement gap. Closing the Achievement Gap through Modification of Neurocognitive and Neuroendocrine Function: Results from a Cluster Randomized Controlled Trial of an Innovative Approach to the Education of Children in Kindergarten https://www.google.com/search?q=Closing+the+Achievement+Gap+through+Modification+of Neurocognitive+and+Neuroendocrine+Function:+Results from+a+Cluster+Randomized+Controlled+Trial+of+an Innovative+Approach+to+the+Education+of+Children+in Kindergarten 2014 Universal Regular Teachers/Lecturers More than One Term Study Skills Numeracy/Maths Clustered 759 79 Yes Some Sub-Groups Reported Immediate Post-Test Only Yes No Yes, Theoretical Perspectives Yes
W081 USA/Canada Primary/Elementary Other School Subjects Our research project was guided by the assumption that students who learn to understand phenomena in everyday terms prior to being taught scientific language will develop improved understanding of new concepts. We used web-based software to teach students using a ‘‘content-first’’ approach that allowed students to transition from everyday understanding of phenomena to the use of scientific language. This study involved 49 minority students who were randomly assigned into two groups for analysis: a treatment group (taught with everyday language prior to using scientific language) and a control group (taught with scientific language). Using a pre–post-test control group design, we assessed students’ conceptual and linguistic understanding of photosynthesis. The results of this study indicated that students taught with the ‘‘content-first’’ approach developed significantly improved understanding when compared to students taught in traditional ways. Teaching Science as a Language: A ‘‘Content-First’’ Approach to Science Teaching https://www.google.com/search?q=Teaching+Science+as+a+Language:+A+‘‘Content-First’’+Approach+to+Science+Teaching 2008 Universal Mixture Single Session None None Single 49 NA Yes Some Sub-Groups Reported Immediate Post-Test Only Yes No Yes, Theoretical Perspectives Yes
W085 USA/Canada Primary/Elementary Literacy/English Although there is arguably substantial evidence in the literature on what works for students at risk of reading failure, the evidence on effective interventions for English-language learners (ELs) is rather meager. Moreover, there are limited curriculum programs and instructional materials available to support schools in the inclusion of ELs in reading-reform efforts. This study examined the efficacy of a systematic transition intervention designed to increase the early literacy achievement of Spanish-speaking ELs in transitional bilingual programs. The intervention included a set of 12 scripted transition lessons that made explicit for ELs the orthographic, lexical, and syntactic differences between Spanish and English. In addition, the lessons addressed the story content knowledge and vocabulary and academic language necessary to ensure that ELs could access the English literacy curriculum and classroom discourse. Seventy-eight first-grade ELs identified as at risk for reading difficulty were randomly assigned to receive either the transition lessons in the treatment condition or the standard school-based intervention v in the control condition. Students in both conditions received 60 thirty-minute sessions of small-group instruction as a supplement to their first-grade core reading program. Instruction in both conditions was explicit and focused on the core reading components (i.e., phonemic awareness, phonics, word work, fluency, vocabulary, and comprehension). Student performance was measured on the following dimensions of early reading: (a) phonemic decoding and word reading, (b) oral reading fluency, (c) vocabulary development, and (d) comprehension. In addition, fidelity of implementation, time devoted to the different literacy components, and feasibility of implementation data were collected during and after the study. A gain-score analysis was employed in this study to compare the effect of the treatment (transition lessons) and control (standard school-based intervention) conditions on scores obtained from the pretest and posttest measures of reading achievement. The results indicated that the difference in gain scores between the treatment and control conditions was not statistically significant on any of the measures utilized in the study. Therefore, the transition intervention did not appear to be more effective than the typical school-based intervention. Findings are discussed in light of current research on improving the academic performance of ELs. EXAMINING THE EFFECT OF AN OVERT TRANSITION INTERVENTION ON THE READING DEVELOPMENT OF AT-RISK ENGLISH-LANGUAGE LEARNERS IN FIRST GRADE https://www.google.com/search?q=EXAMINING+THE+EFFECT+OF+AN+OVERT+TRANSITION+INTERVENTION+ON THE+READING+DEVELOPMENT+OF+AT-RISK+ENGLISH-LANGUAGE LEARNERS+IN+FIRST+GRADE 2011 Targeted Regular Teachers/Lecturers Between Half and Full Term None None Clustered 78 NA No Whole Sample Only Immediate Post-Test Only Yes No Yes, Theoretical Perspectives Yes
W092 USA/Canada Primary/Elementary Literacy/English The purpose of this study was to examine the efficacy of a supplemental peer-tutoring reading program on phonological and reading fluency skills of first graders (N = 78) who were in predominantly Hispanic Title 1 classrooms. Sixty-eight percent of the students were Hispanic, all were English speaking. Six classrooms were randomly assigned to either the peer-assisted learning strategies (PALS) program or a control condition. PALS students participated in a peer-mediated early literacy intervention three times a week for 20 weeks for a total of 30 hours. Reading fluency measures taken at fall, winter, and spring showed statistically significant differences favoring PALS on phoneme segmentation and nonsense word fluency. Additionally, results analyzed by ethnic subgroups (Hispanic and non-Hispanic) revealed a differential pattern of response to PALS intervention. Social validity questionnaires reported that teachers and students viewed PALS in a positive light. Improving Reading Skills in Predominantly Hispanic Title 1 First-Grade Classrooms: The Promise of Peer-Assisted Learning Strategies https://www.google.com/search?q=Improving+Reading+Skills+in+Predominantly+Hispanic+Title+1+First-Grade Classrooms:+The+Promise+of+Peer-Assisted+Learning+Strategies 2006 Universal Regular Teachers/Lecturers Between Half and Full Term None None Clustered 78 NA Yes Some Sub-Groups Reported Immediate Post-Test Only Yes No No No
W108 USA/Canada Primary/Elementary Numeracy/Maths This study investigates the effects of metacognitive instruction in mathematics on low-achieving third to eighth grade students. The study was conducted in 18 classes in two elementary schools from the same district with a majority of Hispanic population. Students were randomly assigned to the 18 classes. Twelve of these classes were randomly assigned to the experimental group. One class per grade level was assigned to the control group. Results on learning outcomes showed significant effects favoring the experimental group independent of grade level. These results indicate that metacognitive instruction could be tailored to regular classrooms where the majority are low-achievers. Recommendations on how regular classroom teachers might implement the methods are discussed EFFECTS OF METACOGNITIVE INSTRUCTION ON LOW ACHIEVERS IN MATHEMATICS PROBLEMS https://www.google.com/search?q=EFFECTS+OF+METACOGNITIVE+INSTRUCTION+ON+LOW+ACHIEVERS+IN MATHEMATICS+PROBLEMS 1995 Targeted Regular Teachers/Lecturers Full Academic Year or Longer None None Clustered 469 18 Yes Some Sub-Groups Reported Immediate Post-Test Only No Yes, But Not Reported Yes, Theoretical Perspectives Yes
W109 USA/Canada Primary/Elementary Literacy/English GAPS IN reading performance between Anglo and Latino children are associated with gaps in vocabulary knowledge. An intervention was designed to enhance fifth graders’ academic vocabulary. The meanings of academically useful words were taught together with strategies for using information from context, from morphology, from knowledge about multiple meanings, and from cognates to infer word meaning. Among the principles underlying the intervention were that new words should be encountered in meaningful text, that native Spanish speakers should have access to the text’s meaning through Spanish, that words should be encountered in varying contexts, and that word knowledge involves spelling, pronunciation, morphology, and syntax as well as depth of meaning. Fifth graders in the intervention group showed greater growth than the comparison group on knowledge of the words taught, on depth of vocabulary knowledge, on understanding multiple meanings, and on reading comprehension. The intervention effects were as large for the English-language learners (ELLs) as for the English-only speakers (EOs), though the ELLs scored lower on all pre- and posttest measures. The results show the feasibility of improving comprehension outcomes for students in mixed ELL–EO classes, by teaching word analysis and vocabulary learning strategies. Closing the gap : Addressing the vocabulary needs of English-language learners in bilingual and mainstream classrooms https://www.google.com/search?q=Closing+the+gap+:+Addressing+the vocabulary+needs+of+English-language+learners+in+bilingual and+mainstream+classrooms 2004 Universal Regular Teachers/Lecturers More than One Term None None Clustered 254 10 Yes Some Sub-Groups Reported Immediate Post-Test Only No No Yes, Descriptive Theory of Change Yes
W114 USA/Canada Preschool/Kindergarten Other School Subjects This study investigated the use of block-building interventions to develop spatialreasoning skills in kindergartners. Two intervention conditions and a control condition were included to determine, first, whether the block building activities themselves benefited children’s spatial skills, and secondly, whether a story context further improved learning. Spatial measures included: spatial visualization, mental rotation, and block building. Results showed: for block building, interventions within a story context improved performance compared to the other two conditions. For spatial visualization, both types of block-building interventions improved performance compared to the control condition. Findings suggest: (1) storytelling provides an effective context for teaching spatial content, (2) teaching block building develops wider spatial skills, and (3) 3-dimensional mental rotation tasks show a male advantage in kindergartners. The Development of Spatial Skills Through Interventions Involving Block Building Activities https://www.google.com/search?q=The+Development+of+Spatial+Skills+Through Interventions+Involving+Block+Building+Activities 2008 Universal Regular Teachers/Lecturers Between Half and Full Term Numeracy/Maths None Clustered 100 3 Yes Some Sub-Groups Reported Immediate Post-Test Only Yes No Yes, Descriptive Theory of Change Yes
W124 Australia/New Zealand Primary/Elementary Literacy/English A study was carried out to assess the effectiveness of a representational visual imagery training programme on the reading and listening comprehension of a group of poor listening comprehenders in Year 2 (mean age: 7 years 8 months). Results indicated that relative to a matched control group, the experimental group improved significantly on a curriculum-based test of listening comprehension, a standardised test of reading comprehension and a measure of story event structure, with results approaching significance on an adapted test of listening comprehension. The implications of the results for early institution of visual imagery training in the context of listening comprehension instruction are discussed. The effect of visual imagery training on the reading and listening comprehension of low listening comprehenders in Year 2 https://www.google.com/search?q=The+effect+of+visual+imagery+training+on+the+reading+and+listening+comprehension+of+low+listening+comprehenders+in+Year+2 1999 Targeted External Educators Up to Half a Term Other School Subjects None Clustered 66 4 Yes Whole Sample Only Immediate Post-Test Only Yes No Yes, Theoretical Perspectives Yes
W127 USA/Canada Primary/Elementary Literacy/English This article presents a randomized experiment evaluating a computer-assisted tutoring program. The software program, Alphie’s Alley, provides reading tutors with assessment and planning tools and performance support. It provides students with animated presentations and engaging activities. In a yearlong study involving 25 schools using the Success for All reading program, 412 low-achieving first graders were randomly assigned to be tutored daily for 20 min with or without Alphie’s Alley. Tutors were also randomly assigned. On individually administered reading measures, controlling for pretests, there were no significant differences overall, but among students with tutors rated as “fully implementing,” those who experienced Alphie’s Alley scored significantly better on three of four measures. These results suggest that if well implemented, technology that enhances the performance of tutors has promise in improving the reading performance of at-risk children. Computer-Assisted Tutoring in Success for All: Reading Outcomes for First Graders https://www.google.com/search?q=Computer-Assisted+Tutoring+in+Success+for+All: Reading+Outcomes+for+First+Graders 2005 Targeted Regular Teachers/Lecturers Full Academic Year or Longer None None Single 412 NA Yes Whole Sample Only Immediate Post-Test Only No No Yes, Theoretical Perspectives Yes
W139 USA/Canada Preschool/Kindergarten Numeracy/Maths This study examined the efficacy of a Tier 2 kindergarten mathematics intervention program, ROOTS, focused on developing whole number understanding for students at risk in mathematics. A total of 29 classrooms were randomly assigned to treatment (ROOTS) or control (standard district practices) conditions. Measures of mathematics achievement were collected at pretest and posttest. Treatment and control students did not differ on mathematics assessments at pretest. Gain scores of at-risk intervention students were significantly greater than those of control peers, and the gains of at-risk treatment students were greater than the gains of peers not at risk, effectively reducing the achievement gap. Implications for Tier 2 mathematics instruction in a response to intervention (RtI) model are discussed Examining the Efficacy of a Tier 2 Kindergarten Mathematics Intervention https://www.google.com/search?q=Examining+the+Efficacy+of+a+Tier+2 Kindergarten+Mathematics+Intervention 2016 Targeted External Educators More than One Term None None Clustered 140 29 Yes Whole Sample Only Immediate Post-Test Only Yes No Yes, Descriptive Theory of Change Yes
W140 USA/Canada Multiple Numeracy/Maths This study evaluated the efficacy of a preschool mathematics program based on comprehensive model of developing research-based software and print curricula. Building Blocks, funded by the National Science Foundation, is a curriculum devel- opment project focused on creating research-based, technology-enhanced mathe- matics materials for pre-K through grade 2. In this article, we describe the underlying principles, development, and initial summative evaluation of the first set of resulting materials as they were used in classrooms with children at risk for later school failure. Experimental and comparison classrooms included two principal types of public preschool programs serving low-income families: state funded and Head Start prekindergarten programs. The experimental treatment group score increased signif- icantly more than the comparison group score; achievement gains of the experi- mental group approached the sought-after 2-sigma effect of individual tutoring. This study contributes to research showing that focused early mathematical interventions help young children develop a foundation of informal mathematics knowledge, espe- cially for children at risk for later school Effects of a Preschool Mathematics Curriculum: Summative Research on the Building Blocks Project https://www.google.com/search?q=Effects+of+a+Preschool+Mathematics+Curriculum:+Summative+Research+on+the+Building+Blocks+Project 2007 Universal Regular Teachers/Lecturers More than One Term Other School Subjects None Clustered 68 2 Yes Whole Sample Only Immediate Post-Test Only Yes No Yes, Theoretical Perspectives Yes
W154 USA/Canada Middle/High School Range of Academic Outcomes Executive summary BUILDING ASSETS REDUCING RISKS: The Building Assets-Reducing Risks Program: Replication and Expansion of an Effective Strategy to Turn Around Low-Achieving Schools https://www.google.com/search?q=BUILDING+ASSETS+REDUCING+RISKS:+The+Building+Assets-Reducing+Risks+Program:+Replication+and+Expansion+of+an+Effective+Strategy+to+Turn+Around+Low-Achieving+Schools 2015 Universal Regular Teachers/Lecturers Full Academic Year or Longer Literacy/English Numeracy/Maths Clustered 555 4 Yes Some Sub-Groups Reported At Least Some Follow-Up Yes Yes, But Not Reported Yes, Theoretical Perspectives No
W168 USA/Canada Primary/Elementary Behaviour and Social Wellbeing Classroom teachers need effective, efficient strategies to prevent and/or ameliorate destructive student behaviors and increase socially appropriate ones. During the past two decades, researchers have found that cognitive strategies can decrease student disruption/aggression and strengthen prosocial behavior. Following preliminary pilot work, we conducted a study to determine whether a classwide, social problem-solving curriculum affected measures of knowledge and behavior for 165 4th and 5th grade students at risk for behavior problems. We found significant positive treatment effects on knowledge of problem-solving concepts and teacher ratings of aggression. Outcomes differed across teachers/classrooms, and there was no evidence that booster lessons affected treatment efficacy. Teacher ratings of social validity were generally positive. We discuss issues about classroom-based prevention research and future research directions. Classroom-based cognitive–behavioral intervention to prevent aggression: Efficacy and social validity https://www.google.com/search?q=Classroom-based+cognitive–behavioral+intervention to+prevent+aggression:+Efficacy+and+social+validity 2006 Targeted Regular Teachers/Lecturers Between Half and Full Term None None Clustered 165 NA Yes Whole Sample Only Immediate Post-Test Only Yes No Yes, Theoretical Perspectives Yes
W170 USA/Canada Primary/Elementary Range of Academic Outcomes Executive summary The Effects of Teach For America on Students: Findings from a National Evaluation https://www.google.com/search?q=The+Effects+of+Teach+For+America+on+Students:+Findings+from+a+National+Evaluation 2004 Universal Regular Teachers/Lecturers Full Academic Year or Longer None None Clustered 1765 44 Yes Some Sub-Groups Reported Immediate Post-Test Only No No No No
W172 USA/Canada Primary/Elementary Literacy/English Spanish-dominant bilingual students in grades 2-5 were tutored 3 times per week for 40 min- utes over 10 weeks, using 2 English reading in- terventions. Tutoring took place from February through April of 1 school year. One, Read Well, combined systematic phonics instruction with practice in decodable text, and the other, a re- vised version of Read Naturally, consisted of re- peated reading, with contextualized vocabulary and comprehension instruction. The progress of tutored students (n = 51) was compared to that of nontutored classmates (n = 42) using sub- tests of the Woodcock Reading Mastery Tests- Revised. Students who received systematic phonics instruction made significant progress in word identification but not in word attack or passage comprehension. There were no signifi- cant effects for students in the repeated reading condition. Effects of Two Tutoring Programs on the English Reading Development of Spanish-English Bilingual Students https://www.google.com/search?q=Effects+of+Two+Tutoring+Programs+on+the+English+Reading+Development+of+Spanish-English+Bilingual+Students 2004 Targeted Regular Teachers/Lecturers Between Half and Full Term None None Single 93 NA Yes Whole Sample Only Immediate Post-Test Only No Yes, But Not Reported Yes, Descriptive Theory of Change Yes
W175 USA/Canada Primary/Elementary Literacy/English Executive summary Washington Striving Readers Year 1 Evaluation Report https://www.google.com/search?q=Washington+Striving+Readers Year+1+Evaluation+Report 2012 Targeted Mixture Full Academic Year or Longer None None Clustered 358 5 No Some Sub-Groups Reported Immediate Post-Test Only No Yes, But Not Reported No No
W181 USA/Canada Primary/Elementary Literacy/English 48 fifth graders, randomly assigned by reading ability to eight-week treatments, listened to literature daily, discussed it, and wrote original stories. Quality of the literature listened to was deter- mined by professional raters who rated the stories on selected literary and genre characteristics. Pre- and posttest stories written by the chil- dren were evaluated by independent raters; ratings of the stories were analyzed using a multivariate analysis of covariance. Stories written by children who heard and discussed higher quality literature were rated significantly differently on traits related to literary quality (/><.O3) and genre development (/><.OO4) than were stories written by children who heard and discussed lesser quality literature. There was no effect for reading abil The Effects of Listening to and Discussing Different Qualities of Children's Literature onthe Narrative Writing of Fifth Graders https://www.google.com/search?q=The+Effects+of+Listening+to+and+Discussing+Different+Qualities+of+Children's+Literature+onthe+Narrative+Writing+of+Fifth+Graders 1990 Universal External Educators Between Half and Full Term None None Clustered 48 NA Yes Some Sub-Groups Reported Immediate Post-Test Only No No Yes, Descriptive Theory of Change Yes
W190 USA/Canada Preschool/Kindergarten Numeracy/Maths Early number sense is a strong predictor of later success in school mathematics. A disproportionate number of children from low-income families come to first grade with weak number competencies, leaving them at risk for a cycle of failure. The present study examined the effects of an 8-week number sense intervention to develop number competencies of low-income kindergartners (N = 121). The intervention purposefully targeted whole number concepts related to counting, comparing, and manipulating sets. Children were randomly assigned to either a number sense intervention or a business as usual contrast group. The intervention was carried out in small-group, 30-min sessions, 3 days per week, for a total of 24 sessions. Controlling for number sense at pretest, the intervention group made meaningful gains relative to the control group at immediate as well delayed posttest on a measure of early numeracy. Intervention children also performed better than controls on a standardized test of mathematics calculation at immediate posttest. A Number Sense Intervention for Low- Income Kindergartners at Risk for Mathematics Difficulties https://www.google.com/search?q=A+Number+Sense+Intervention+for+Low- Income+Kindergartners+at+Risk+for Mathematics+Difficulties 2011 Targeted External Educators Between Half and Full Term None None Clustered 121 NA Yes Some Sub-Groups Reported At Least Some Follow-Up Yes No Yes, Descriptive Theory of Change Yes
W191 USA/Canada Middle/High School Other School Subjects In this article we report findings from research through the Center for Research on the Educational Achievement and Teaching of English Language Learners (CREATE), a National Research and Development Center. In our study we examined the efficacy of a model of instruction for English learners, the Sheltered Instruction Observation Protocol (SIOP) Model, in one content area, science. Assessments measured the acquisition of academic language and science concepts among English learners, former English learners, and English Only students in middle school science classrooms. Results indicated that students in the SIOP group performed better than controls, although not to a significant degree. Reasons for these findings are explored. Due to differential attrition of schools in the control group, caution must be used in interpreting the study’s findings. Using the SIOP Model to Promote the Acquisition of Language and Science Concepts with English Learners https://www.google.com/search?q=Using+the+SIOP+Model+to+Promote+the+Acquisition of+Language+and+Science+Concepts+with+English Learners 2011 Universal Regular Teachers/Lecturers Full Academic Year or Longer Literacy/English None Clustered 1021 12 No Some Sub-Groups Reported Immediate Post-Test Only Yes No Yes, Descriptive Theory of Change Yes
W212 USA/Canada Middle/High School Other School Subjects Executive summary Effects of Problem Based Economics on high school economics instruction https://www.google.com/search?q=Effects+of+Problem+Based+Economics+on+high+school+economics+instruction 2010 Universal Regular Teachers/Lecturers Full Academic Year or Longer None None Clustered 4350 64 Yes Some Sub-Groups Reported Immediate Post-Test Only Yes Yes, But Not Reported Yes, Descriptive Theory of Change No
W222 USA/Canada Primary/Elementary Behaviour and Social Wellbeing This study examined the effects of the Second Step social–emotional learning program and addressed the relations between social cognitions and prosocial and antisocial behavior. Children (N = 1,253) in intervention and control groups were assessed by teacher ratings, self report, and observation in two conflict situations. Intervention children were more likely to prefer prosocial goals and give egalitarian reasons for satisfaction than control children. Intervention children also required less adult intervention, and behaved less aggressively and (among girls) more cooperatively. Teacher ratings of social behavior showed improvement over time. Individual and dyadic behavior varied as a function of goals, hostile attributions, and attitude concordance within dyads. Findings are discussed with respect to social-cognitive models of aggression and prosocial behavior. Effects of a school-based social–emotional competence program: Linking children’s goals, attributions, and behavior https://www.google.com/search?q=Effects+of+a+school-based+social–emotional+competence+program: Linking+children’s+goals,+attributions,+and+behavior 2005 Universal Regular Teachers/Lecturers Full Academic Year or Longer None None Clustered 1253 47 Yes Some Sub-Groups Reported At Least Some Follow-Up Yes Yes, Limited Yes, Theoretical Perspectives Yes
W229 USA/Canada Primary/Elementary Numeracy/Maths The purpose of this study was to assess the effects of explicitly teaching for transfer by (a) broadening the categories by which students group problems requiring the same solution methods and (b) prompting students to search novel problems for these broad categories. This transfer treatment was combined with instruction on solution methods. The effectiveness of a combined treatment (transfer-plus-solution instruction) was contrasted to solution instruction alone and to teacher-designed instruction. Twenty-four 3rd-grade teachers, with 375 students, were assigned randomly to conditions. Treatments were conducted for 16 weeks. Improvement on immediate- and near-transfer measures supported the utility of solution instruction. Improvement on near- and far-transfer measures revealed the added contribution of explicitly teaching for transfer. Explicitly Teaching for Transfer: Effects on Third-Grade Students’ Mathematical Problem Solving https://www.google.com/search?q=Explicitly+Teaching+for+Transfer:+Effects+on+Third-Grade+Students’ Mathematical+Problem+Solving 2003 Universal Regular Teachers/Lecturers More than One Term None None Clustered 375 24 Yes Some Sub-Groups Reported Immediate Post-Test Only No No Yes, Theoretical Perspectives Yes
W238 USA/Canada Primary/Elementary Numeracy/Maths The purposes of this study were to investigate the effects of an intervention designed to improve at-risk 4th graders’ understanding of fractions and to examine the processes by which effects occurred. The intervention focused more on the measurement interpretation of fractions; the control condition focused more on the part-whole interpretation of fractions and on procedures. Intervention was also designed to compensate for at-risk students’ limitations in the domain-general abilities associated with fraction learning. At-risk students (n 259) were randomly assigned to intervention and control. Whole-number calculation skill, domaingeneral abilities (working memory, attentive behavior, processing speed, listening comprehension), and fraction proficiency were pretested. Intervention occurred for 12 weeks, 3 times per week, 30 min per session, and then fraction performance was reassessed. On each conceptual and procedural fraction outcome, effects favored intervention over control (effect sizes 0.29 to 2.50), and the gap between at-risk and low-risk students narrowed for the intervention group but not the control group. Improvement in the accuracy of children’s measurement interpretation of fractions mediated intervention effects. Also, intervention effects were moderated by domain-general abilities, but not whole-number calculation skill. Improving At-Risk Learners' Understanding of Fractions https://www.google.com/search?q=Improving+At-Risk+Learners'+Understanding+of+Fractions 2013 Targeted Regular Teachers/Lecturers Between Half and Full Term None None Clustered 259 53 Yes Some Sub-Groups Reported Immediate Post-Test Only No No Yes, Theoretical Perspectives Yes
W241 USA/Canada Multiple Literacy/English The current study examined the effects of two computer-delivered phonological awareness training programs (Earobics Step 1 and Lexia Early Reading) on the early literacy skills of kindergarten and first grade students at risk for reading failure. The study utilized a multi-group pretest-treatment-posttest design. Student participants, who were identified for the study through a school-wide screening, were randomly assigned to one of three groups (i.e., Earobics, Lexia Early Reading, or control), and their progress was monitored throughout a five-week intervention period. Results using an analysis of covariance (ANCOVA) to examine differences in adjusted mean post-test scores indicated that the Earobics program produced better outcomes than the Lexia and control groups as measured by the Dynamic Indicators of Basic Early Literacy Skills. Results of a hierarchical linear modeling (HLM) analysis examining initial status and rates of growth also indicated greater rates of change among the Earobics group when compared with the Lexia and control groups. The Earobics program was shown to be an effective intervention for improving early literacy skills for students at risk for reading failure. Implications of the study for working with early elementary students who show deficits in phonological awareness are discussed. The Effect of Computer-Delivered Phonological Awareness Training on the Early Literacy Skills of Students Identified as At-Risk for Reading Failure https://www.google.com/search?q=The+Effect+of+Computer-Delivered+Phonological+Awareness+Training+on+the+Early Literacy+Skills+of+Students+Identified+as+At-Risk+for+Reading+Failure 2006 Targeted Other School/College Employees Up to Half a Term None None Clustered 76 4 Yes Some Sub-Groups Reported Immediate Post-Test Only Yes No Yes, Descriptive Theory of Change No
W242 USA/Canada Primary/Elementary Numeracy/Maths Executive summary STEM Learning Opportunities Providing Equity: An Investing in Innovation (i3) Grant Final Evaluation Report https://www.google.com/search?q=STEM+Learning+Opportunities+Providing+Equity: An+Investing+in+Innovation+(i3)+Grant Final+Evaluation+Report 2015 Universal Regular Teachers/Lecturers Full Academic Year or Longer None None Clustered 1384 28 No Some Sub-Groups Reported At Least Some Follow-Up Yes Yes, Limited Yes, Theoretical Perspectives No
W244 USA/Canada Primary/Elementary Literacy/English The purpose of this study was to investigate the effects of explicit story structure instruction on below-average fourth- and fifth-grade readers' narrative writing performance. The students were randomly assigned to either an Explicit Story Structure Instruction (ESSI) condition or Story Structure Awareness Instruction (SSAI) condition. Instructional time and materials were consistent across the two conditions. The ESSI consisted of four steps: Introduction, Examples, Teacher Modeling, and Teacher-Guided Story Generation. The SSAI consisted of two steps: Introduction and Examples. The ESSI was designed to provide more explicit instruction in the application of story structure grammar to the composition of original stories, while the SSAI provided less explicit instruction designed to inform and develop students' awareness of story structure grammar and application to the composition of original stories. Prior research has documented positive effects for students receiving story structure training as compared to students receiving drama and word study training, for both reading comprehension and writing performance. A major question that has not been addressed in prior research is whether below-average students profit significantly more from explicit instruction, or do they simply need training in story structure awareness? In this study, after three Instructional sessions, the ESSI students and SSAI students participated in a narrative story writing task. The stories were scored with respect to story structure complexity and presence of story structure elements. The results suggest that Explicit Story Structure Instruction positively influenced the narrative writing performance of fourth- and fifth-grade below-average readers in terms of both the quantity and quality of their writing. The students in this study profited most from Explicit Story Structure Instruction which Included teacher modeling and teacher-guided story generation. Explicit story structure instruction and the narrative writing of fourth‐ and fifth‐grade below‐average readers https://www.google.com/search?q=Explicit+story+structure instruction+and+the+narrative writing+of+fourth‐+and fifth‐grade+below‐average readers 1991 Targeted External Educators Up to Half a Term None None Clustered 40 4 Yes Whole Sample Only Immediate Post-Test Only No No Yes, Descriptive Theory of Change Yes
W247 Rest of Europe Primary/Elementary Literacy/English We examined the differential effects of the social cognitive model of sequential skill acquisition (SCM intervention) and the self-regulated strategy development model (SRSD intervention) for writing. One hundred and twenty-one 5th- and 6thgrade Spanish students with learning disabilities (LD) and/or low achievement (LA) were randomly assigned either to an experimental intervention group or the standard instruction group. Both self-regulatory interventions showed a significant improvement with a large effect size in the structure, coherence, and quality of students’ writing products, as determined in terms of readerand text-based measures. Additionally, both interventions demonstrated a substantial increase in the time students spent on writing and revising their texts; the latter was noted especially in the SCM intervention group although only the SRSD intervention showed a significant increase in the time students dedicated to planning text. Finally, with regard to writing self-efficacy, only the SCM intervention group experienced a significant improvement. EFFECTS OF TWO TYPES OF SELF-REGULATORY INSTRUCTION PROGRAMS ON STUDENTS WITH LEARNING DISABILITIES IN WRITING PRODUCTS, PROCESSES, AND SELF-EFFICACY https://www.google.com/search?q=EFFECTS+OF+TWO+TYPES+OF+SELF-REGULATORY INSTRUCTION+PROGRAMS+ON+STUDENTS WITH+LEARNING+DISABILITIES+IN+WRITING PRODUCTS,+PROCESSES,+AND+SELF-EFFICACY 2006 Targeted External Educators Between Half and Full Term Behaviour and Social Wellbeing none Clustered 121 6 Yes Whole Sample Only Immediate Post-Test Only Yes Yes, But Not Reported Yes, Theoretical Perspectives Yes
W253 USA/Canada Primary/Elementary Numeracy/Maths The effects of 2 instructional methods, problem solving and peer collaboration, were evaluated for enhancing mathematics achievement, academic motivation, and self-concept of 104 low-achieving 3rd and 4th graders. Students were assigned randomly to 1 of 4 conditions: control, problem solving, peer collaboration, and problem solving + peer collaboration. Students in all conditions met twice weekly for 30-min mathematics sessions over a 7-week period. Results indicate that problem-solving students performed significantly higher man their counterparts who did not receive problem solving on measures of computation and word problems and reported higher levels of academic motivation, academic self-concept, and social competence. Students who participated in peer collaboration scored higher on measures of computation and word problems and reported higher levels of academic motivation and social competence than did students who did not participate in peer collaboration. No significant interaction effect was found. An Evaluation of the Relative Effectiveness of NCTM Standards-Based Interventions for Low-Achieving Urban Elementary Students https://www.google.com/search?q=An+Evaluation+of+the+Relative+Effectiveness+of+NCTM+Standards-Based Interventions+for+Low-Achieving+Urban+Elementary+Students 1998 Targeted Other School/College Employees Between Half and Full Term Behaviour and Social Wellbeing none Clustered 104 4 Yes Whole Sample Only Immediate Post-Test Only Yes No Yes, Theoretical Perspectives No
W258 USA/Canada Preschool/Kindergarten Other School Subjects Developing Low-Income Preschoolers’ Social Studies and Science Vocabulary Knowledge Through Content-Focused Shared Book Reading This study evaluated the effects of integrating science and social studies vocabulary instruction into shared book reading with low-income preschool children. Twenty-one preschool teachers and 148 children from their classrooms were randomly assigned at the class level to either theWords of Oral Reading and Language Development (WORLD) intervention or a practice-as-usual condition. Children were screened and selected to approximate three vocabulary levels (15th, 30th, and 50th). WORLD teachers implemented the intervention in small groups of 5 to 6 students, 5 days per week, 20 minutes per session, for 18 weeks. Findings from multilevel models indicated statistically and practically significant effects of the WORLD intervention on standardized measures of receptive vocabulary (δT = 0.93) and on researcher-developed measures of expressive (δT = 1.01) and receptive vocabulary (δT = 1.41). The WORLD intervention had an overall main effect, regardless of entry-level vocabulary, a finding that speaks to its potential applicability in preschool classrooms. NA 2011 Targeted External Educators More than One Term Literacy/English none Clustered 163 28 Yes Some Sub-Groups Reported Immediate Post-Test Only Yes No No No
W262 USA/Canada Primary/Elementary Literacy/English purpose of the study was to investi gate whether instruction aimed to heighten awareness of nar rative structure would enhance fifth-grade children's use of story elements, as one strategy, during comprehension and composition. Evidence on experimental and and control group strategy use was obtained by using dependent measures plus introspective means. No significant differences were found be tween the groups on any of the multiple dependent measures following five weeks of instruction. The results of the self reports confirmed that instructional elements (e.g., self-ques tioning, monologuing) common to both treatment groups may have been key contributors to the no significant difference findings. Self-reports, however, provided further evidence that children use similar strategies in the reading and writing proc esse Mental Processes in Reading and Writing: A Critical Look at Self-Reports as SupportiveData https://www.google.com/search?q=Mental+Processes+in+Reading+and+Writing:+A+Critical+Look+at+Self-Reports+as+SupportiveData 1986 Universal External Educators Up to Half a Term None none Clustered 54 2 No Whole Sample Only Immediate Post-Test Only No No Yes, Theoretical Perspectives Yes
W262 USA/Canada Primary/Elementary Literacy/English This study examined the effects of a revising goal to "add information" on the revising behavior and writing performance of 5th- and 6th-grade students with writing and learning problems. The authors also examined whether procedural assistance in meeting the goal to add information would enhance students' performance. In comparison to students assigned a general revising goal to make their paper better, students assigned a goal to add information made more meaning-based changes, particularly additions, when revising their papers. Most importantly, the goal to add information resulted in greater improvement in text quality than the general revising goal. Use of the procedural facilitator to accomplish the goal to add information, however, did not appreciably enhance students' revising behavior or the quality of their text. Effects of Goal Setting and Procedural Facilitation on the Revising Behavior and Writing Performance of Students With Writing and Learning Problems https://www.google.com/search?q=Effects+of+Goal+Setting+and+Procedural+Facilitation+on+the+Revising Behavior+and+Writing+Performance+of+Students+With+Writing and+Learning+Problems 1995 Universal Regular Teachers/Lecturers Full Academic Year or Longer None none Clustered 67 6 Yes Whole Sample Only Immediate Post-Test Only Yes No Yes, Descriptive Theory of Change Yes
W253 USA/Canada Primary/Elementary Literacy/English The contribution of handwriting to learning to write was examined in an experimental training study involving beginning writers with and without an identified disability. First-grade children experiencing handwriting and writing difficulties participated in 27 fifteen-min sessions designed to improve the accuracy and fluency of their handwriting. In comparison to their peers in a contact control condition receiving instruction in phonological awareness, students in the handwriting condition made greater gains in handwriting as well as compositional fluency immediately following instruction and 6 months later, The effects of instruction were similar for students with and without an identified disability. These findings indicate that handwriting is causally related to writing and that explicit and supplemental handwriting instruction is an important element in preventing writing difficulties in the primary grades. Is Handwriting Causally Related to Learning to Write? Treatment of Handwriting Problems in Beginning Writers https://www.google.com/search?q=Is+Handwriting+Causally+Related+to+Learning+to+Write? Treatment+of+Handwriting+Problems+in+Beginning+Writers 2000 Targeted External Educators Between Half and Full Term None none Single 42 NA Yes Whole Sample Only Immediate Post-Test Only No No No No
W270 USA/Canada Multiple Behaviour and Social Wellbeing This article discusses a study that experimentally evaluated the effects of supplemental instruction in reading for students in kindergarten through Grade 3. Using the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) and a measure of oral reading fluency, 256 students in kindergarten through second grade (158 Hispanic, 98 non-Hispanic) were screened. Students were then randomly assigned to receive or not receive supplemental reading instruction focused on phonological awareness and decoding skills. Reading skill was assessed in the fall of the first year of participation and again in the spring of Years 1 and 2 (Times 2 and 3). Children who received the supplemental reading instruction performed significantly better on measures of word attack skills at Time 2 and on measures of word attack, word identification, oral reading fluency, vocabulary, and reading comprehension at Time 3. There were no differences in the effectiveness of instruction as a function of Hispanic students’ level of English proficiency or as a function of student gender or grade. The Efficacy of Supplemental Instruction in Decoding Skills for Hispanic and Non-Hispanic Students in Early Elementary School https://www.google.com/search?q=The+Efficacy+of+Supplemental+Instruction in+Decoding+Skills+for+Hispanic+and Non-Hispanic+Students+in+Early Elementary+School 2000 Targeted Regular Teachers/Lecturers Full Academic Year or Longer Literacy/English none Clustered 256 NA Yes Some Sub-Groups Reported At Least Some Follow-Up Yes No Yes, Descriptive Theory of Change Yes
W273 USA/Canada Primary/Elementary Literacy/English The authors define reading engagement as the mutual support of motivations, strategies, and conceptual knowledge during reading. To increase reading engagement, a collaborative team designed a year-long integration of reading/language arts and science instruction (Concept- Oriented Reading Instruction, CORI). The authors compared students who received this instruction to similar students who received traditionally organized instruction aimed toward the same objectives. A path analysis showed that CORI had a positive effect on strategy use and text comprehension for students at Grades 3 and 5 when accounting for past achievement and prior knowledge. CORI also had a positive, indirect effect on conceptual knowledge mediated by strategy use, and this instruction facilitated conceptual transfer indirectly through several paths simultaneously. The findings are discussed in relation to a growing literature on instructional contexts for motivated strategy use and conceptual learning from tex Does Concept-Oriented Reading Instruction Increase Strategy Use and Conceptual Learning From Text? https://www.google.com/search?q=Does+Concept-Oriented+Reading+Instruction+Increase+Strategy+Use and+Conceptual+Learning+From+Text? 1998 Universal Regular Teachers/Lecturers Full Academic Year or Longer None None Clustered 82 2 Yes Whole Sample Only Immediate Post-Test Only Yes No Yes, Descriptive Theory of Change Yes
W276 USA/Canada Primary/Elementary Behaviour and Social Wellbeing This study examined the effectiveness of the Too Good for Violence Prevention Program (TGFV), a multifaceted interactive intervention. Grounded in Bandura’s Social Learning Theory, the TGFV curricula focus on developing personal and interpersonal skills to solve conflict non-violently and resist social influences that lead to violence. Participants were 999 third grade students and 46 teachers in ten elementary schools. The schools were matched on student characteristics and academic performance and assigned to treatment or control conditions. Teachers and students completed checklists assessing students’ behaviors prior to, following, and 20 weeks after program delivery. Results show that treatment students, as compared to control students, were perceived by teachers as evidencing more frequent use of personal and social skills and of prosocial behaviors after program delivery. Student survey data show that treatment students, as compared to control students, evidenced more positive scores in the areas of emotional competency skills, social and resistance skills, and communication skills after program delivery. The benefits of the TGFV program continued to be observed at the 20- week follow-up. Building a Foundation Against Violence: Impact of a School-Based Prevention Program on Elementary Students https://www.google.com/search?q=Building+a+Foundation+Against+Violence: Impact+of+a+School-Based+Prevention+Program+on+Elementary+Students 2005 Universal Regular Teachers/Lecturers More than One Term Other School Subjects None Clustered NA 46 Yes Some Sub-Groups Reported At Least Some Follow-Up Yes No Yes, Theoretical Perspectives Yes
W279 USA/Canada Primary/Elementary Other School Subjects No abstract The Effects of Inference Training and Practice on Young Children's Comprehension https://www.google.com/search?q=The+Effects+of+Inference+Training+and+Practice+on+Young+Children's+Comprehension 1980 Targeted Regular Teachers/Lecturers Up to Half a Term Literacy/English None Clustered 24 3 Yes Whole Sample Only Immediate Post-Test Only No No Yes, Theoretical Perspectives Yes
W305 USA/Canada Middle/High School Other School Subjects The purpose of this study was to understand the reading performance of subgroups of language minority students and examine whether a research-based academic vocabulary intervention, Word Generation, has differential effects on these students’ academic vocabulary knowledge. Thirteen middle schools, propensity-score matched based on their achievement and demographic data, were randomly assigned to either treatment (n = 3,539) or control (n = 2,630) conditions. Students in both conditions were classified as either English-only (EO) or language minority students. The language minority students were further grouped as either being initially fluent English proficient (IFEP), redesignated fluent English proficient (RFEP), or limited English proficient (LEP). Multivariate analysis of variance and hierarchical linear models revealed three important findings. First, while LEP students’ scores on reading measures were significantly below those of the EO students, RFEP students’ scores were comparable to EO students’ scores. In addition, IFEP students’ scores were higher than those of the EO students. Second, there were variations within the RFEP students when they were disaggregated by time since redesignation; RFEP students’ reading scores were positively correlated with time since redesignation. Third, the treatment effect emerged only as an interaction with RFEP status. This study suggests that the benefits of a research-based intervention may vary according to students’ level of English proficiency. Differential effects of a systematic vocabulary intervention on adolescent language minority students with varying levels of English proficiency https://www.google.com/search?q=Differential+effects+of+a+systematic vocabulary+intervention+on adolescent+language+minority students+with+varying+levels+of English+proficiency 2014 Universal Regular Teachers/Lecturers Full Academic Year or Longer Literacy/English None Clustered 6169 13 Yes Some Sub-Groups Reported Immediate Post-Test Only Yes No Yes, Descriptive Theory of Change Yes
W313 USA/Canada Primary/Elementary Range of Academic Outcomes Executive summary Effectiveness of Selected Supplemental Reading Comprehension Interventions: Impacts on a First Cohort of Fifth-Grade Students https://www.google.com/search?q=Effectiveness+of+Selected Supplemental+Reading Comprehension+Interventions: Impacts+on+a+First+Cohort+of Fifth-Grade+Students 2009 Universal Regular Teachers/Lecturers Full Academic Year or Longer Literacy/English None Clustered 6350 268 Yes Some Sub-Groups Reported Immediate Post-Test Only No Yes, But Not Reported No No
W317 USA/Canada Primary/Elementary Literacy/English At-risk 1st graders were randomly assigned to tutoring in more or less decodable texts, and instruction in the same phonics program. The more decodable group (n = 39) read storybooks that were consistent with the phonics program. The less decodable group (n = 40) read storybooks written without phonetic control. During the first 30 lessons, storybook decodability was 85% versus 11% for the 2 groups. Tutoring occurred 4 days per week for 25 weeks.Acontrol group did not receive tutoring in phonics or story reading. Both tutored groups significantly surpassed the control on an array of decoding, word reading, passage reading, and comprehension measures. However, the more and less decodable text groups did not differ on any posttest. Effects of Reading Decodable Texts in Supplemental First- Grade Tutoring https://www.google.com/search?q=Effects+of+Reading+Decodable Texts+in+Supplemental+First- Grade+Tutoring 2009 Targeted Other School/College Employees More than One Term None None Single 99 NA Yes Whole Sample Only At Least Some Follow-Up Yes No Yes, Theoretical Perspectives Yes
W318 USA/Canada Middle/High School Numeracy/Maths The present study evaluated the effectiveness of an instructional intervention (schema-based instruction, SBI) that was designed to meet the diverse needs of middle school students by addressing the research literatures from both special education and mathematics education. Specifically, SBI emphasizes the role of the mathematical structure of problems and also provides students with a heuristic to aid and self-monitor problem solving. Further, SBI addresses well-articulated problem solving strategies and supports flexible use of the strategies based on the problem situation. One hundred forty eight seventh-grade students and their teachers participated in a 10-day intervention on learning to solve ratio and proportion word problems, with classrooms randomly assigned to SBI or a control condition. Results suggested that students in SBI treatment classes outperformed students in control classes on a problem solving measure, both at posttest and on a delayed posttest administered four months later. However, the two groups’ performance was comparable on a state standardized mathematics achievement test. Improving Seventh Grade Students' Learning of Ratio and Proportion: The Role of Schema-Based Instruction https://www.google.com/search?q=Improving+Seventh+Grade+Students'+Learning+of+Ratio+and Proportion:+The+Role+of+Schema-Based+Instruction 2009 Universal Regular Teachers/Lecturers Up to Half a Term Other School Subjects none Clustered 148 6 Yes Whole Sample Only At Least Some Follow-Up No No Yes, Theoretical Perspectives Yes
W324 USA/Canada Primary/Elementary Literacy/English No abstract The Effect of a Word Processor on the Written Composition of Second-Grade Pupils https://www.google.com/search?q=The+Effect+of+a+Word+Processor+on+the+Written Composition+of+Second-Grade+Pupils 1994 Universal Regular Teachers/Lecturers Up to Half a Term Other School Subjects none Clustered 20 2 Yes Whole Sample Only At Least Some Follow-Up No No Yes, Descriptive Theory of Change No
W328 USA/Canada Preschool/Kindergarten Numeracy/Maths Math achievement in elementary school is mediated by performance and growth in number sense during kindergarten. The aim of the present study was to test the effectiveness of a targeted small group number sense intervention for high-risk kindergartners from low-income communities. Children were randomly assigned to one of three groups (n = 44 in each group): a number sense intervention group, a language intervention group, or a business as usual control group. Accounting for initial skill level in mathematical knowledge, children who received the number sense intervention performed better than controls at immediate post test, with meaningful effects on measures of number competencies and general math achievement. Many of the effects held eight weeks after the intervention was completed, suggesting that children internalized what they had learned. There were no differences between the language and control groups on any math-related measures. Building Kindergartners’ Number Sense: A Randomized Controlled Study https://www.google.com/search?q=Building+Kindergartners’+Number+Sense:+A+Randomized+Controlled+Study 2012 Targeted External Educators Between Half and Full Term None None Single 128 NA Yes Whole Sample Only At Least Some Follow-Up No No Yes, Descriptive Theory of Change Yes
W335 USA/Canada Primary/Elementary Literacy/English This study compared difference in treatment effect when Readers Theater was implemented in two ways as an instructional intervention to promote oral reading fluency in second grade classrooms. The study also examined the effect of Readers Theater intervention on students at different levels of reading ability. Multiple measures were used to determine pre- and post-intervention performance of students in reading level, rate, accuracy, comprehension, and prosody. Although students in both treatment groups at all levels of ability made statistically significant gains, there was no significance between students who received Readers Theater plus explicit instruction in aspects of fluency and students who received only the Readers Theater intervention. Low achievement students made significant gains in rate, retelling, and expressiveness when compared with students at average and high achievement levels. Highachievement readers made significant gains in measures of reading ability when compared with low-ability readers. The Effect of Instruction and Practice Through Readers Theatre on Young Readers' Oral Reading Fluency https://www.google.com/search?q=The+Effect+of+Instruction+and+Practice Through+Readers+Theatre on+Young+Readers'+Oral+Reading+Fluency 2003 Universal Regular Teachers/Lecturers Between Half and Full Term None None Clustered 66 4 Yes Some Sub-Groups Reported Immediate Post-Test Only No No Yes, Theoretical Perspectives No
W340 USA/Canada Middle/High School Literacy/English Executive summary The Enhanced Reading Opportunities Study: Early Impact and Implementation Findings https://www.google.com/search?q=The+Enhanced+Reading Opportunities+Study:+Early+Impact+and+Implementation+Findings 2008 Universal Regular Teachers/Lecturers Full Academic Year or Longer None None Clustered 2916 34 Yes Some Sub-Groups Reported At Least Some Follow-Up Yes Yes, But Not Reported Yes, Descriptive Theory of Change No
W346 USA/Canada Middle/High School Numeracy/Maths No abstract Comparison of I Can Learn® and Traditionally-Taught 8th Grade Student Performance on the Georgia Criterion-Referenced Competency Test https://www.google.com/search?q=Comparison+of+I+Can+Learn®+and+Traditionally-Taught+8th+Grade+Student Performance+on+the+Georgia+Criterion-Referenced+Competency+Test 2004 Universal Regular Teachers/Lecturers Full Academic Year or Longer None None Single 254 NA Yes Some Sub-Groups Reported Immediate Post-Test Only No No No No
W361 USA/Canada Middle/High School Literacy/English The purpose of this research was to explore the relative effectiveness of intensive reading interventions for struggling high school readers. A yearlong randomized control study was conducted to estimate causal effects, as measured by the criterionreferenced state assessment test, for 1,265 ninth-grade students in 89 classes across 7 high schools in a large school district. Students in the high risk group and the moderate risk group were randomly assigned to one of four intensive reading interventions (three new interventions and a “business as usual” control condition.) Results indicated that for all four interventions, gains made by students in the high risk group exceeded the benchmark for expected annual growth. For the moderate risk group, random effects mixed modeling showed that reliable differences were observed in the state outcome gain scores between two of the intensive interventions and the “business as usual” control condition (Glass’s adjusted = .27, .30). Exploring the Relative Effectiveness of Reading Interventions for High School Students https://www.google.com/search?q=Exploring+the+Relative+Effectiveness+of+Reading Interventions+for+High+School+Students 2009 Targeted Regular Teachers/Lecturers Full Academic Year or Longer None None Clustered 1265 89 Yes Some Sub-Groups Reported Immediate Post-Test Only No No No No
W368 USA/Canada Middle/High School Other School Subjects Students’ beliefs that success in science depends on exceptional talent negatively impact their motivation to learn. For example, such beliefs have been shown to be a major factor steering students away from taking science and math courses in high school and college. In the present study, we tested a novel story-based instruction that models how scientists achieve through failures and struggles. We designed this instruction to challenge this belief, thereby improving science learning in classroom settings. A demographically diverse group of 402 9th and 10th grade students read 1 of 3 types of stories about eminent scientists that described how the scientists (a) struggled intellectually (e.g., made mistakes in investigating scientific problems, and overcame the mistakes through effort), (b) struggled in their personal life (e.g., suffered family poverty and lack of parental support but overcame it), or (c) made great discoveries (a control condition, similar to the instructional material that appears in many science textbooks, that did not describe any struggles). Results showed that participation in either of the struggle story conditions improved science learning postintervention, relative to that of students in the control condition. Additionally, the effect of our intervention was more pronounced for low-performing students. Moreover, far more students in either of the struggle story conditions felt connected to the stories and scientists than did students in the control condition. The use of struggle stories provides a promising and implementable instructional approach that can improve student motivation and academic performance in science and perhaps other subjects as well. Even Einstein Struggled: Effects of Learning About Great Scientists’ Struggles on High School Students’ Motivation to Learn Science https://www.google.com/search?q=Even+Einstein+Struggled:+Effects+of+Learning+About+Great+Scientists’ Struggles+on+High+School+Students’+Motivation+to+Learn+Science 2016 Universal External Educators Up to Half a Term None None Clustered 402 4 Yes Whole Sample Only Immediate Post-Test Only Yes No Yes, Theoretical Perspectives Yes
W379 USA/Canada Preschool/Kindergarten Literacy/English We examined the benefits of computer-assisted instruction (CAI) as a supplement to a phonics-based reading curriculum for kindergartners in an urban public school system. The CAI program provides systematic exercises in phonological awareness and letter–sound correspondences. Comparisons were made between children in classes receiving a sufficient amount of CAI support and children in matched classes taught by the same teacher but without CAI. The treatment and control groups did not differ on pretest measures of preliteracy skills. There were, however, significant differences between groups on posttest measures of phonological awareness skills particularly for students with the lowest pretest scores. THE EFFICACY OF COMPUTER-ASSISTED INSTRUCTION FOR ADVANCING LITERACY SKILLS IN KINDERGARTEN CHILDREN https://www.google.com/search?q=THE+EFFICACY+OF+COMPUTER-ASSISTED INSTRUCTION+FOR+ADVANCING+LITERACY SKILLS+IN+KINDERGARTEN+CHILDREN 2008 Universal Regular Teachers/Lecturers Between Half and Full Term None None Single 73 NA No Some Sub-Groups Reported Immediate Post-Test Only Yes No Yes, Descriptive Theory of Change No
W382 USA/Canada Primary/Elementary Behaviour and Social Wellbeing We describe the development and initial evaluation of the efficacy of We Have Skills! (WHS), a video-based social skills instructional program for early elementary school students. The components of WHS were designed to be scientifically sound, maximally useful to elementary school teachers, and effective in increasing students’ social skills. Results from feasibility and social validity testing showed that teachers felt the program was easy to implement and highly recommended its use. The initial efficacy evaluation of WHS conducted with 70 classrooms randomly assigned to intervention and control conditions showed that teachers in the intervention group scored significantly higher on self-efficacy than teachers in the control group. Students in the intervention classrooms were rated significantly higher on key social skills by their teachers at posttest compared to students in the control group. Implications for further testing of WHS are discussed, along with study limitations and recommendations for future research and practice. The Iterative Development and Initial Evaluation of We Have Skills!, an Innovative Approach to Teaching Social Skills to Elementary Students https://www.google.com/search?q=The+Iterative+Development+and+Initial+Evaluation of+We+Have+Skills!,+an+Innovative+Approach+to Teaching+Social+Skills+to+Elementary+Students 2014 Universal Regular Teachers/Lecturers Between Half and Full Term None None Clustered 1616 70 Yes Whole Sample Only Immediate Post-Test Only Yes Yes, But Not Reported Yes, Theoretical Perspectives No
W383 USA/Canada Multiple Range of Academic Outcomes Executive summary A Big Apple for Educators: New York City’s Experiment with Schoolwide Performance Bonuses https://www.google.com/search?q=A+Big+Apple+for+Educators:+New+York+City’s+Experiment+with Schoolwide+Performance+Bonuses 2011 Universal Regular Teachers/Lecturers Full Academic Year or Longer None None Clustered 389 NA No Whole Sample Only Immediate Post-Test Only No Yes, But Not Reported No No
W386 USA/Canada Primary/Elementary Numeracy/Maths Executive summary Effects of the Connected Mathematics Project 2 (CMP2) on the Mathematics Achievement of Grade 6 Students in the Mid-Atlantic Region https://www.google.com/search?q=Effects+of+the+Connected Mathematics+Project+2+(CMP2)+on the+Mathematics+Achievement+of Grade+6+Students+in+the Mid-Atlantic+Region 2012 Universal Regular Teachers/Lecturers Full Academic Year or Longer None None Clustered 11261 65 No Some Sub-Groups Reported At Least Some Follow-Up Yes No Yes, Descriptive Theory of Change Yes
W389 USA/Canada Primary/Elementary Literacy/English The purpose of this research was to provide more definitive answers about best instructional delivery arrangements for accelerating the reading growth of struggling readers. 2 instructional methods-peer-assisted instruction using carefully prescribed materials and routines and small-group teacher-directed instruction-were compared both to typical undifferentiated instruction and to each other. 22 general education first-grade teachers of 89 economically and ethnically diverse students who were low performers in reading participated in this research. 7 teachers conducted first-grade PALS, 7 teachers conducted teacher-directed small-group lessons, and 8 teachers served as the contrast group. To ensure that effects of the instructional delivery arrangement were truly being examined, both small-group teachers and peers taught from parallel materials and followed parallel routines that had been validated previously. Multiple measures of reading were collected, including pre- and postmeasures of timed and untimed word identification and phonetic decoding, and comprehension. Likewise, measures of phonemic segmentation and oral reading fluency were collected every 2 weeks. Results suggested that both peer-assisted instruction and small-group teacher-directed instruction, on average, enhanced reading performance of struggling readers more than typical, undifferentiated instruction both in terms of statistical significance and in terms of educational relevance. Results also implied that receiving instruction from a teacher in a small group was somewhat more powerful than similar instruction delivered by a classroom peer. A Comparison of Teacher-Directed versus Peer-Assisted Instruction to Struggling First-Grade Readers https://www.google.com/search?q=A+Comparison+of Teacher-Directed versus+Peer-Assisted Instruction+to Struggling+First-Grade Readers 2003 Targeted Mixture More than One Term None None Clustered 89 NA Yes Some Sub-Groups Reported At Least Some Follow-Up No No No No
W392 USA/Canada Middle/High School Range of Academic Outcomes In the 2006–07 school year, the Ohio Department of Education (ODE) launched a pilot of its Personalized Assessment Reporting System (PARS) for the Ohio Graduation Tests (OGT). The PARS program included several new OGT test score reports for teachers, administrators, students, and parents along with two new websites for educators and students. The new PARS test score reports and associated websites are designed to provide teachers, administrators, students and parents with more detailed information about student performance as well as numerous suggestions and resources for improving performance. One of the primary goals of PARS is to increase student motivation to pass the OGT and graduate high school. ODE hopes that by providing clear and detailed information to each student about his or her performance relative to the state standards, along with resources for improving performance and planning for the future, PARS may lead to improvements in student attitudes and behaviors that are fundamental to success in high school and beyond. Research suggests that grades or scores in the absence of constructive feedback can have a detrimental effect on student achievement (Butler 1987; 1988). The PARS reports are designed to provide this kind of detailed constructive feedback. Furthermore, by providing clear and detailed information to teachers and administrators about student performance, along with tools for making sense of the data and resources for improving and targeting instruction, PARS has the potential to inform numerous aspects of instruction. This research report presents program evaluation findings from the first-year pilot of PARS. The primary goals for the evaluation were to (a) document the implementation of the program and (b) provide scientifically based evidence of potential impacts on instruction and student learning. The evaluation involved a district random assignment design and a mixed-methods approach to measuring program implementation and impacts. A total of 100 high schools in 60 school districts participated in this research, with 51 schools in 30 districts randomly assigned to participate in the PARS pilot during the 2006–07 school year. A subsample of 5 schools agreed to site visits during which researchers conducted interviews with teachers and students to learn more about PARS. A Randomized Evaluation of Ohio's Personalized Assessment Reporting System (PARS) https://www.google.com/search?q=A+Randomized+Evaluation+of+Ohio's+Personalized Assessment+Reporting+System+(PARS) 2007 Universal Regular Teachers/Lecturers Full Academic Year or Longer Study Skills None Clustered 800 100 Yes Some Sub-Groups Reported At Least Some Follow-Up Yes Yes, Fairly Well Yes, Theoretical Perspectives Yes
W393 USA/Canada Primary/Elementary Literacy/English Executive summary Evaluation of the i3 Scale-up of Reading Recovery Year One Report https://www.google.com/search?q=Evaluation+of+the+i3+Scale-up+of+Reading+Recovery+Year+One+Report 2013 Targeted Other School/College Employees More than One Term None None Single 866 147 Yes Some Sub-Groups Reported At Least Some Follow-Up Yes Yes, Fairly Well Yes, Theoretical Perspectives No
W404 USA/Canada Primary/Elementary Literacy/English Executive summary Striving Readers Study: Targeted & Whole-School Interventions – Year 5 https://www.google.com/search?q=Striving+Readers+Study: Targeted+&+Whole-School Interventions+–+Year+5 2011 Universal Regular Teachers/Lecturers Full Academic Year or Longer None None Clustered 1070 19 No Some Sub-Groups Reported At Least Some Follow-Up No No No No
W407 USA/Canada Primary/Elementary Range of Academic Outcomes The purpose of the study was to investigate the effects of revising goals focused on content and audience awareness on the persuasive writing of fifth- and eighth-grade students. Students were randomly assigned to three different goal conditions: a general goal; a goal to improve content; and a goal to improve content and communication with an audience. Final drafts of essays were scored for elements of persuasive discourse relevant to content and audience and for overall persuasiveness. Students in the audience goal group were more likely than both other groups to consider opposing positions and rebut them. Students in both the content and audience goal groups wrote essays that were more persuasive than essays by students in the general goal group. The results also indicate that eighthgrade students wrote more persuasively than fifth-grade students and that girls wrote more persuasively than boys. The effects of content and audience awareness goals for revision on the persuasive essays of fifth and eighth-grade students https://www.google.com/search?q=The+effects+of+content+and+audience+awareness+goals for+revision+on+the+persuasive+essays+of+fifth+and eighth-grade+students 2007 Universal External Educators Single Session Literacy/English None Clustered 181 3 Yes Some Sub-Groups Reported Immediate Post-Test Only Yes No Yes, Descriptive Theory of Change Yes
W412 USA/Canada Multiple Literacy/English This study examined the effectiveness of two computer programs designed to increase phonological awareness in young children. The programs, DaisyQuest and Daisy's Castle, provide instruction and practice in rhyme identification, phonological analysis (segmenting), and phonological synthesis (blending). Thirty-six kindergarten and 36 first grade students, who demonstrated below grade level performance in reading, were randomly assigned to one of three experimental conditions, and participated in daily, 20 minute, small-group training sessions, over a period of four weeks. Pre-and posttests of rhyming, segmentation, phoneme isolation and blending were administered, and the effects of computer-administered phonological awareness instruction were compared with teacher-delivered phonological awareness instruction and an instructional technology control group. After five hours of instruction, children who received computer-administered phonological awareness instruction and children who received teacher-delivered phonological awareness instruction showed a significant increase in phonological processing over that of the instructional technology control group. The effects of computer software for developing phonological awareness in low‐progress readers https://www.google.com/search?q=The+effects+of+computer software+for+developing phonological+awareness+in low‐progress+readers 2001 Targeted Regular Teachers/Lecturers Up to Half a Term None None Single 72 NA Yes Some Sub-Groups Reported Immediate Post-Test Only No No Yes, Descriptive Theory of Change Yes
W415 USA/Canada Primary/Elementary Literacy/English ABSTRACT The authors investigated how far above a poor reader's instructional level dyad reading should be used to promote the greatest growth in reading level, word recogni tion, comprehension, and rate. Fifty-one poor readers were identified and randomly assigned to 1 of 3 experimental groups: (a) dyad reading at their instructional reading level, (b) dyad reading 2 grades above their instructional reading level; and (c) dyad reading 4 grades above their instructional reading level. For 95 days/sessions, all groups read 15 min daily during their classroom recreational reading time. They all improved with dyad reading regardless of the difficulty lev els of materials. Results suggest that the difficulty level of materials used for dyad reading may make a difference in stu dent pr Effect of Difficulty Levels on Second-Grade Delayed Readers Using Dyad Reading https://www.google.com/search?q=Effect+of+Difficulty+Levels+on+Second-Grade+Delayed+Readers+Using+Dyad+Reading 2000 Targeted Regular Teachers/Lecturers Between Half and Full Term None None Single 51 NA Yes Whole Sample Only Immediate Post-Test Only No No Yes, Descriptive Theory of Change No
W418 USA/Canada Preschool/Kindergarten Literacy/English The purpose of the study was to determine if the pre- and postquestioning and discussion portions of the directed reading activity (DRA) could improve comprehension when stories were read to kindergarten children. Questioning and discussion focused on the structure of stories as well as traditional (literal, inferential, and critical) questioning and discussion were investigated. The stories were read to children using the DRA format of pre- and postquestioning and discussion. Story structure treatment groups (N = 73) received structural questions and discussion; traditional treatment groups (N = 64) received traditional comprehension questions and discussion; and the combined treatment groups (N = 57) received a combination of both. The control groups (N = 60) heard stories with no pre- or postquestions or discussion. The results indicated that the use of the DRA when reading stories to children significantly improved comprehension. Traditional and structural treatment groups each significantly improved performance on traditional and structural questions, respectively. Each treatment also had a small positive effect on children's ability to answer the other type of question. The combined treatment group made the greatest gains. When differences occurred between achievement levels within the treatment groups, it was the high and middle achievers whose scores increased. None of the treatments significantly increased performance of the low achievers. READING STORIES TO YOUNG CHILDREN: EFFECTS OF STORY STRUCTURE AND TRADITIONAL QUESTIONING STRATEGIES ON COMPREHENSION https://www.google.com/search?q=READING+STORIES+TO+YOUNG+CHILDREN:+EFFECTS OF+STORY+STRUCTURE+AND+TRADITIONAL QUESTIONING+STRATEGIES+ON COMPREHENSION 1984 Universal Regular Teachers/Lecturers Between Half and Full Term None None Clustered 254 15 Yes Whole Sample Only At Least Some Follow-Up No No Yes, Descriptive Theory of Change No
W420 USA/Canada Primary/Elementary Other School Subjects The purpose of the study was to deter-mine the impact of integrating literacy and scienceprograms on literacy achievement, use of literature,and attitude toward reading and science. Six third-grade classes (N = 128) were assigned to onecontrol and two experimental groups (literature/scierce program and literature only program).Standardized and informal written and oral testswere used to determine growth in literacy andscience. Use of generic literature and literaturerelated to science was measured by a child surveyconcerning after-school activities and records ofbooks read in school and at home. Interviews withteachers and children determined attitudes towardthe literature and science programs. Children in theliterature/science group did significantly better onall literacy measures than children in the literatureorilt group. Children in the literature only group didsignificantly better on all literacy measures, exceptfor the standa.-dized reading test, than children inthe control group. There were no differences be-tween the groups on number of science facts used in science stories written. In the test of science con-cepts the literature/science group did significantlybetter than the literature only group and the controlgroup. Observational data are reported on thenature of literacy and science activity during peri-ods of independent reading and writing. The Effect of a Literature-Based ProgramIntegrated into Literacy and ScienceInstruction on Achievement, Use, andAttitudes Toward Literacy and Science https://www.google.com/search?q=The+Effect+of+a+Literature-Based+ProgramIntegrated+into+Literacy+and+ScienceInstruction+on+Achievement,+Use,+andAttitudes+Toward+Literacy+and+Science 1995 Universal Regular Teachers/Lecturers More than One Term Literacy/English None Clustered 128 6 Yes Whole Sample Only Immediate Post-Test Only No Yes, Fairly Well Yes, Theoretical Perspectives Yes
W421 USA/Canada Primary/Elementary Literacy/English No abstract Motivating Reading andWriting in DiverseClassrooms Social and Physical Contextsin a Literature-Based Program https://www.google.com/search?q=Motivating+Reading+andWriting+in+DiverseClassrooms Social+and+Physical+Contextsin+a+Literature-Based+Program 1996 Universal Regular Teachers/Lecturers More than One Term none none Clustered 166 9 Yes Some Sub-Groups Reported Immediate Post-Test Only Yes Yes, Fairly Well Yes, Theoretical Perspectives No
W422 USA/Canada Primary/Elementary Literacy/English A study determined the impact of a literacy programincluding social cooperative literacy experiences on literacy achievement offirst-, second-, and third-grade children. Treatment in the experimentalgroups, which consisted of 204 children from 3 first-, 3 second-, and 3third-grade urban classrooms included designing classroom literacy centers,teacher-modeled literacy activities, and modeled cooperative strategies touse during periods of independent reading and writing. These periods provideda setting for social cooperative literacy activities. The control groupconsisted of 70 children in one first, one second, and one third grade.Observational data were collected to determine the nature of the literacy andsocial activities that occurred. Results indicated that children in theexperimental groups scored significantly better on tests of comprehension,story retelling and rewriting. Results also indicated differences betweengrades, with third graders doing significantly better than second graders,and second graders better than first. Observational data revealed literacyactivities that occurred such as oral reading, silent reading, and writing.Social behaviors included peer tutoring, peer collaboration, and conflicts.Differences occurred between the grades in the amount of literacy activityand the ability to collaborate and cooperate, with the third graders involvedin more literacy activities than the other two grades as well as more peertutoring and collaboration. Differences Between Social and LiteracyBehaviors of First, Second, and Third Graders inSocial Cooperative Literacy Settings https://www.google.com/search?q=Differences+Between+Social+and+LiteracyBehaviors of+First,+Second,+and+Third+Graders+inSocial+Cooperative+Literacy+Settings 1997 Universal Regular Teachers/Lecturers Between Half and Full Term None None Clustered 274 12 yes Some Sub-Groups Reported Immediate Post-Test Only No Yes, Limited Yes, Theoretical Perspectives No
W423 USA/Canada Primary/Elementary Literacy/English Executive summary Evaluation of Experience Corps Student Reading Outcomes https://www.google.com/search?q=Evaluation+of+Experience+Corps Student+Reading+Outcomes 2009 Universal External Educators Full Academic Year or Longer None None Single 825 NA yes Some Sub-Groups Reported At Least Some Follow-Up Yes Yes, Limited Yes, Descriptive Theory of Change No
W432 USA/Canada Preschool/Kindergarten Literacy/English The purpose of this study was to investigate the effects of a cohesive and intensive preventive prereading intervention on the phonological awareness,word reading, and rapid naming skills of children at risk of emotional disturbance and reading problems.Thirty-six children were assigned randomly to an experimental or comparison condition. Children in the experimental condition received Stepping Stones to Literacy. Stepping Stones includes 25 lessons designed to teach children pivotal prereading skills (e.g., phonological awareness, letter identification). Children in the experimental condition showed statistically significant improvements in their phonological awareness, word reading, and rapid naming skills relative to children in the comparison condition. Effect size estimates indicate that the improvements were moderate to large across all of the phonological awareness,word reading, and rapid naming measures.Treatment nonresponder analyses indicated that a relatively small number of children in the experimental group failed to show satisfactory gains in their phonological awareness (n = 3),word reading (n = 1), and rapid naming (n = 3) skills. An Investigation of the Effects of a Prereading Intervention on the Early Literacy Skills of Children At Risk of Emotional Disturbance and Reading Problems https://www.google.com/search?q=An+Investigation+of+the+Effects+of+a Prereading+Intervention+on+the+Early Literacy+Skills+of+Children+At+Risk of+Emotional+Disturbance+and Reading+Problems 2005 Targeted External Educators Up to Half a Term None None Single 36 NA yes Whole Sample Only Immediate Post-Test Only Yes No No No
W434 USA/Canada Preschool/Kindergarten Literacy/English The purpose of this study was to test the efficacy of a Tier 2 standard protocol supplemental intervention designed simultaneously to develop root word vocabulary and reinforce decoding skills being taught to all students in the core beginning reading program with kindergarten Spanish-speaking English learners (ELs). Participating students were drawn from six public elementary schools in the Midwest. Within classrooms, students were randomly assigned to either the supplemental intervention (treatment) or the specified control condition (i.e., used to control for instructional time and consistency). All instruction in both conditions was delivered by paraeducator tutors and occurred in small groups for approximately 20 min a day, 5 days a week, for 20 weeks (October to April). At posttest, treatment students (n = 93) in the experimental condition significantly outperformed controls (n = 92) on a proximal (i.e., linked directly with the instructional focus of the intervention) measure of root word vocabulary (d = 1.04) and word reading (d = 0.69). Treatment students did not significantly outperform controls on a distal (i.e., not linked directly to the instructional focus of the intervention) measure of reading vocabulary (d = 0.38). The results, practical importance, and limitations are discussed. Efficacy of a Tier 2 Supplemental Root Word Vocabulary and Decoding Intervention With Kindergarten Spanish- Speaking English Learners https://www.google.com/search?q=Efficacy+of+a+Tier+2 Supplemental+Root Word+Vocabulary+and Decoding+Intervention With+Kindergarten+Spanish- Speaking+English+Learners 2011 Universal External Educators More than One Term None None Clustered 185 NA yes Whole Sample Only Immediate Post-Test Only Yes No Yes, Theoretical Perspectives Yes
W439 USA/Canada Special School Literacy/English This study examined the feasibility of teaching phonological manipulation skills to preschool children with disabilities. Forty-seven children, 4-6 years old, enrolled in a special education preschool, were randomly assigned to receive training in one of three categories of phonological tasks (rhyming, blending, and segmenting) or a control group. Results indicated that children were able to make significant progress in each experimental category, but that they demonstrated little or no generalization either within a category (e.g., from one type ofblending task to another type ofblending task) or between categories (e.g., from blending to segmenting). Although the children's level of cognitive development significantly predicted some learning outcomes, it did not appear to limit the learning ofphonological tasks. Teaching Phonological Awareness to Young Children with Learning Disabilities https://www.google.com/search?q=Teaching+Phonological+Awareness to+Young+Children+with Learning+Disabilities 1993 Universal External Educators Between Half and Full Term Range of Academic Outcomes None Clustered 47 4 No Whole Sample Only At Least Some Follow-Up No No No No
W444 USA/Canada Primary/Elementary Other School Subjects There has been a great deal of emphasis on the teaching of thinking skills. For many second language learners, however, instruction in the use of cognitive strategy is almost nonexistent. Research identifying cognitive reading strategies used by second language learners has revealed a variety of strategies that students use to comprehend text. The identification of cognitive reading strategies has contributed to the development of instructional programs which teach students to use these strategies. The present study investigated the extent to which two instructional approaches (i.e., Question-Answer Relationships and Reciprocal Teaching) enhance Hispanic bilingual students use of cognitive reading strategies. The results indicated differences in the use of cognitive reading strategies by grade and treatment group. The Effect of Strategy Instruction on Bilingual Students’ Cognitive Strategy Use in Reading https://www.google.com/search?q=The+Effect+of+Strategy+Instruction+on+Bilingual Students’+Cognitive+Strategy+Use+in+Reading 1992 Targeted Regular Teachers/Lecturers Up to Half a Term Other School Subjects None Clustered 89 4 yes Whole Sample Only Immediate Post-Test Only No No Yes, Descriptive Theory of Change No
W450 USA/Canada Primary/Elementary Literacy/English Children's awareness about their own cognitive skills, or metacognition, has been hypothesized to play a major role in their learning and development. This role was examined in an experimental study of third and fifth graders' reading comprehension. Children from four classrooms were given an experimental curriculum, Informed Strategies for Learning (ISL), that was designed to increase children's awareness and use of effective reading strategies. Children who participated in ISL made larger gains than did children in control classrooms on cloze and error detection tasks. No differences between groups were found on two standardized tests of reading comprehension. This study demonstrates that metacognition can be promoted through direct instruction in classrooms and that increased awareness can lead to better use of reading strategies. Informed Strategies for Learning: A Program to Improve Children's Reading Awareness and Comprehension https://www.google.com/search?q=Informed+Strategies+for+Learning:+A+Program+to+Improve Children's+Reading+Awareness+and+Comprehension 1984 Universal Regular Teachers/Lecturers Between Half and Full Term None None Clustered 87 8 yes Some Sub-Groups Reported Immediate Post-Test Only No No Yes, Theoretical Perspectives Yes
W460 USA/Canada Primary/Elementary Literacy/English This monograph presents information about ReadingRecovery, describes the latest research concerning the program, andsummarizes practical experience concerning the implementation of thisinnovation in reading instruction. Chapter 1 presents a generaldescription of Reading Recovery instructional procedures. Chapter 2contains three case studies that provide a more concrete look at howthe program works with individual children and teachers. Chapter 3discusses a longitudinal study conducted in the Columbus PublicSchools to determine both the short-range and the long-range effectsof Reading Recovery on a group of at-risk students. Chapter 4describes the studies of Reading Recovery at sites throughout thestate of Ohio during the years of 1985-86, 1986-87, and 198-88.Chapter 5 describes the Reading Recovery staff development component,along with studies of teacher training and development in programtechniques. Chapter 6 presents suggestions for school districts orstate agencies that wish to implement Reading Recovery. Thirty-threereferences and three appendixes containing a list of books used inReading Recovery, a description of the alternative .. nterventionprogram employed during the first year of the longitudinal study, andmeasures used to assess children in the Reading Recovery Program areattached. Reading Recovery: Early Intervention forAt-Risk First Graders https://www.google.com/search?q=Reading+Recovery: Early+Intervention+forAt-Risk+First+Graders 1988 Targeted Regular Teachers/Lecturers Full Academic Year or Longer None None Single 74 NA Yes Some Sub-Groups Reported At Least Some Follow-Up No Yes, Fairly Well Yes, Theoretical Perspectives Yes
W461 USA/Canada Primary/Elementary Literacy/English THISS TUDYw asd esignedto examineth ee ffectivenesosf Reading Recoverya s comparedt o three other instructionaml odels. Treatmenitnsc luded(a ) a treatmenmt odeledo n ReadinRg ecovery providedb y teachertsr ainedin a shortenedp rogram(b, ) a one-onone skillsp racticem odel,a nd (c) a groupt reatmentta ughtb y trainedR eadinRg ecovertye achersT. hel owesta chievinfgi rst-grade reader(sN = 324)f rom1 0 schoold istrictws erer andomlays signed to one of the fouri nterventionors to a comparisognr oupA. hierarchicalli nearm odela nalysirs evealedth atR eadinRg ecovercyh ildrenp erformedsi gnificantlbye ttero n four measures(d ictation, text readingle vel, Gates-MacGiniatined, Woodcockt)h ana ny of the othert reatmengtr oupsa nd the comparisognr oup.A macroanalysios f videotapelde ssonsr evealedth ate ssentiapl rogramco mponentsr elatedt o successw ere one-on-onel essons,t he lesson frameworka,n d the ReadingR ecoveryte achers taffd evelopment model Comparining structionmaold els for the literacy education of high-risk first graders https://www.google.com/search?q=Comparining+structionmaold+els+for+the literacy+education+of+high-risk+first graders 1994 Targeted Other School/College Employees Full Academic Year or Longer None None Clustered 324 10 Yes Whole Sample Only At Least Some Follow-Up No No Yes, Theoretical Perspectives Yes
W471 USA/Canada Primary/Elementary Literacy/English Vocabulary knowledge at school entry is a robust predictor of later reading achievement.Many children begin formal reading instruction at a significant disadvantage due to low levels of vocabulary. Until recently, relatively few research studies examined the efficacy of vocabulary interventions for children in the early primary grades (e.g., before fourth grade), and even fewer addressed vocabulary intervention for students at increased risk for reading failure. In more recent work, researchers have begun to explore ways in which to diminish the “meaningful differences” in language achievement noted among children as they enter formal schooling. This article provides a review of a particularly effective model of vocabulary intervention based on shared storybook reading and situates this model in a context of tiered intervention, an emerging model of instructional design in the field of special education. In addition, we describe a quasi-experimental posttest-only study that examines the feasibility and effectiveness of the model for first-grade students. Participants were 224 first-grade students of whom 98 were identified as at risk for reading disability based on low levels of vocabulary. Results of a multivariate analysis of variance revealed significant differences on measures of target vocabulary knowledge at the receptive and context level, suggesting that students at risk for reading failure benefit significantly from a second tier of vocabulary instruction. Implications for classroom practice as well as future research are provided. A Tiered Intervention Model for Early Vocabulary Instruction: The Effects of Tiered Instruction for Young Students At Risk for Reading Disability https://www.google.com/search?q=A+Tiered+Intervention+Model+for+Early+Vocabulary+Instruction:+The+Effects of+Tiered+Instruction+for+Young+Students+At+Risk+for+Reading+Disability 2010 Targeted External Educators Up to Half a Term None None Clustered 224 4 Yes Whole Sample Only At Least Some Follow-Up Yes No Yes, Theoretical Perspectives No
W479 USA/Canada Primary/Elementary Literacy/English Executive summary Implementation of Effective Intervention: An Empirical Study to Evaluate the Efficacy of Fountas & Pinnell’s Leveled Literacy Intervention System (LLI) https://www.google.com/search?q=Implementation+of+Effective+Intervention: An+Empirical+Study+to Evaluate+the+Efficacy+of+Fountas+&+Pinnell’s Leveled+Literacy+Intervention+System+(LLI) 2010 Universal Regular Teachers/Lecturers Full Academic Year or Longer None None Clustered 427 89 Yes Some Sub-Groups Reported Immediate Post-Test Only No Yes, Fairly Well Yes, Theoretical Perspectives No
W480 USA/Canada Primary/Elementary Literacy/English The effectiveness of a phonologically based reading program delivered to first- through sixth-grade impaired readers in small groups (3–5) was examined. The 115 students from a predominantly low socioeconomic school were selected based on poor phonetic decoding and word-level reading skills, then matched and randomly assigned to one of two groups. The treatment group received the Spell Read program for eight weeks while the no-treatment control received only regular classroom reading instruction. At posttest-1 the treatment group performed significantly better than the controls on phonological awareness and decoding, reading accuracy, comprehension and spelling. Except for fluency, effect sizes were strong for most measures across all grades. Improved reading skills as a result of the phonological program were evident regardless of level of deficiency prior to instruction, and were not limited to specific grades. Outcome scores at posttest-2 after the control group was also given the Spell Read program indicated similar growth in reading. Results provide supportive evidence for small-group instruction as an effective remedial alternative for deficient readers. The Effectiveness of a Group Reading Instruction Program with Poor Readers in Multiple Grades https://www.google.com/search?q=The+Effectiveness+of+a+Group+Reading+Instruction+Program+with+Poor+Readers+in+Multiple+Grades 2001 Targeted External Educators More than One Term None None Clustered 116 3 Yes Some Sub-Groups Reported At Least Some Follow-Up Yes No Yes, Descriptive Theory of Change No
W485 USA/Canada Primary/Elementary Literacy/English There are few research studies on the effects of teaching comprehension strategies to young children in the primary grades. Using a Dominant–Less Dominant Mixed Model design employing both qualitative and quantitative data collection, we evaluated two approaches for teaching comprehension strategies to 7- and 8-year-old children in four second-grade classrooms using science information texts. The first approach focused upon explicitly teaching a series of single comprehension strategies, one-at-a-time (SSI). The second approach focused on teaching a “set” or “family” of transacted comprehension strategies within a collaborative, interactive and engaging routine (TSI). Results showed no difference between teaching young children a “set” of comprehension strategies and teaching comprehension strategies explicitly, one-at-a-time on their reading comprehension performance as measured by a standardized test of reading comprehension, recall of main ideas from reading two 200 word passages from information texts, a reading motivation survey and a strategy use survey. Results showed significant differences between students taught a set of comprehension strategies on measures of elaborated knowledge acquisition from reading science books (detail idea units recalled), retention of science content knowledge, and significantly improved criterion or curriculum-based reading comprehension test scores. These benefits favoring TSI over SSI are important because the learning curve is relatively steep for teachers to develop the ability to teach and for young children to develop the ability to coordinate a “set” of transacted comprehension strategies. An evaluation of two approaches for teaching reading comprehension strategies in the primary years using science information texts https://www.google.com/search?q=An+evaluation+of+two+approaches+for+teaching+reading comprehension+strategies+in+the+primary+years+using science+information+texts 2005 Universal Regular Teachers/Lecturers More than One Term Other School Subjects None Clustered 80 4 Yes Whole Sample Only Immediate Post-Test Only Yes Yes, Fairly Well Yes, Theoretical Perspectives Yes
W493 USA/Canada Middle/High School Numeracy/Maths Encouraging students to share and compare solution methods is a key component of reform efforts in mathematics, and comparison is emerging as a fundamental learning mechanism. To experimentally evaluate the effects of comparison for mathematics learning, the authors randomly assigned 70 seventhgrade students to learn about algebra equation solving by either (a) comparing and contrasting alternative solution methods or (b) reflecting on the same solution methods one at a time. At posttest, students in the compare group had made greater gains in procedural knowledge and flexibility and comparable gains in conceptual knowledge. These findings suggest potential mechanisms behind the benefits of comparing contrasting solutions and ways to support effective comparison in the classroom Does Comparing Solution Methods Facilitate Conceptual and Procedural Knowledge? An Experimental Study on Learning to Solve Equations https://www.google.com/search?q=Does+Comparing+Solution+Methods+Facilitate+Conceptual+and+Procedural Knowledge?+An+Experimental+Study+on+Learning+to+Solve+Equations 2007 Universal External Educators Up to Half a Term None None Clustered 70 4 Yes Some Sub-Groups Reported Immediate Post-Test Only No Yes, Limited Yes, Descriptive Theory of Change Yes
W495 USA/Canada Middle/High School Numeracy/Maths Researchers in both cognitive science and mathematics education emphasize the importance of comparison for learning and transfer. However, surprisingly little is known about the advantages and disadvantages of what types of things are being compared. In this experimental study, 162 7th- and 8th-grade students learned to solve equations by comparing equivalent problems solved with the same solution method, by comparing different problem types solved with the same solution method, or by comparing different solution methods to the same problem. Students' conceptual knowledge and procedural flexibility were best supported by comparing solution methods, and to a lesser extent by comparing problem types. The benefits of comparison are augmented when examples differ on relevant features, and contrasting methods may be particularly useful in mathematics learning Compared to what? The effects of different comparisons on conceptual knowledge and procedural flexibility for equation solving https://www.google.com/search?q=Compared+to+what? The+effects+of+different+comparisons+on+conceptual+knowledge and+procedural+flexibility+for+equation+solving 2009 Universal External Educators Up to Half a Term None None Clustered 162 9 Yes Some Sub-Groups Reported Immediate Post-Test Only No No Yes, Theoretical Perspectives Yes
W496 USA/Canada Middle/High School Numeracy/Maths Comparing multiple examples typically supports learning and transfer in laboratory studies and is considered a key feature of high-quality mathematics instruction. This experimental study investigated the importance of prior knowledge in learning from comparison. Seventh- and 8th-grade students (N 236) learned to solve equations by comparing different solution methods to the same problem, comparing different problem types solved with the same solution method, or studying the examples sequentially. Unlike in past studies, many students did not begin the study with equation-solving skills, and prior knowledge of algebraic methods was an important predictor of learning. Students who did not attempt algebraic methods at pretest benefited most from studying examples sequentially or comparing problem types, rather than from comparing solution methods. Students who attempted algebraic methods at pretest learned more from comparing solution methods. Students may need sufficient prior knowledge in a domain before they benefit from comparing alternative solution methods. These findings are in line with findings on the expertise-reversal effect. The Importance of Prior Knowledge When Comparing Examples: Influences on Conceptual and Procedural Knowledge of Equation Solving https://www.google.com/search?q=The+Importance+of+Prior+Knowledge+When+Comparing+Examples: Influences+on+Conceptual+and+Procedural+Knowledge+of+Equation+Solving 2009 Universal External Educators Up to Half a Term None None Clustered 239 11 Yes Whole Sample Only At Least Some Follow-Up Yes No Yes, Theoretical Perspectives Yes
W497 USA/Canada Middle/High School Numeracy/Maths Background. A key learning outcome in problem-solving domains is the development of procedural flexibility, where learners know multiple procedures and use them appropriately to solve a range of problems (e.g., Verschaffel, Luwel, Torbeyns, & Van Dooren, 2009). However, students often fail to become flexible problem solvers in mathematics. To support flexibility, teaching standards in many countries recommend that students be exposed to multiple procedures early in instruction and be encouraged to compare them. Aims. We experimentally evaluated this recommended instructional practice for supporting procedural flexibility during a classroom lesson, relative to two alternative conditions. The alternatives reflected the common instructional practice of delayed exposure to multiple procedures, either with or without comparison of procedures. Sample. Grade 8 students from two public schools (N = 198) were randomly assigned to condition. Students had not received prior instruction onmulti-step equation solving, which was the topic of our lessons. Method. Students learned about multi-step equation solving under one of three conditions in math class for about 3 hr. They also completed a pre-test, post-test, and 1-month-retention test on their procedural knowledge, procedural flexibility, and conceptual knowledge of equation solving. Results. Novices who compared procedures immediately were more flexible problem solvers than those who did not, even on a 1-month retention test. Although condition had limited direct impact on conceptual and procedural knowledge, greater flexibility was associated with greater knowledge of both types. Conclusions. Comparing procedures can support flexibility in novices and early introduction to multiple procedures may be one important reason. Developing procedural flexibility: Are novices prepared to learn from comparing procedures? https://www.google.com/search?q=Developing+procedural+flexibility:+Are+novices prepared+to+learn+from+comparing+procedures? 2012 Universal External Educators Single Session None None Clustered 198 NA Yes Some Sub-Groups Reported At Least Some Follow-Up Yes No Yes, Descriptive Theory of Change Yes
W499 USA/Canada Preschool/Kindergarten Literacy/English Thirty-three preschool children who were learning English as a second language participated in 16 weeks of either comprehension-oriented or letter/rhyme-focused small group instruction. Pretests and posttests of book vocabulary, story comprehension, print concepts, letter naming, writing, rhyming, and English oral proficiency were given. Children who participated in comprehension instruction outperformed letter/rhyme children on vocabulary and print concepts. Letter/rhyme instruction children outperformed comprehension children on letter naming and letter writing. English oral proficiency was more strongly correlated with the linguistic comprehension domain of early literacy than with the decoding-related domain. There was clear evidence that children at the very initial stages of English acquisition could learn both linguistic comprehension and decoding-related components of early literacy from explicit small group instruction. Relationships among preschool English language learner s oral proficiency in English, instructional experience and literacy development https://www.google.com/search?q=Relationships+among+preschool+English language+learner+s+oral+proficiency+in English,+instructional+experience and+literacy+development 2003 Targeted External Educators Between Half and Full Term None None Clustered 43 4 Yes Some Sub-Groups Reported Immediate Post-Test Only No No Yes, Theoretical Perspectives Yes
W501 USA/Canada Middle/High School Numeracy/Maths Most mathematics assignments consist of a group of problems requiring the same strategy. For example, a lesson on the quadratic formula is typically followed by a block of problems requiring students to use the quadratic formula, which means that students know the appropriate strategy before they read each problem. In an alternative approach, different kinds of problems appear in an interleaved order, which requires students to choose the strategy on the basis of the problem itself. In the classroom-based experiment reported here, grade seven students (n = 140) received blocked or interleaved practice over a nine-week period, followed two weeks later by an unannounced test. Mean test scores were greater for material learned by interleaved practice rather than by blocked practice (72% vs. 38%, d = 1.05). This interleaving effect was observed even though the different kinds of problems were superficially dissimilar from each other, whereas previous interleaved mathematics studies required students to learn nearly identical kinds of problems. We conclude that interleaving improves mathematics learning not only by improving discrimination between different kinds of problems but also by strengthening the association between each kind of problem and its corresponding strategy. The Benefit of Interleaved Mathematics Practice Is Not Limited to Superficially Similar Kinds of Problems https://www.google.com/search?q=The+Benefit+of+Interleaved+Mathematics+Practice+Is+Not+Limited+to Superficially+Similar+Kinds+of+Problems 2014 Universal Regular Teachers/Lecturers Between Half and Full Term None None Clustered 140 8 Yes Whole Sample Only Immediate Post-Test Only No No Yes, Descriptive Theory of Change Yes
W504 USA/Canada Primary/Elementary Literacy/English Executive summary A Randomized Experiment on the Effects of Accelerated Reader/Reading Renaissance in an Urban School District: Final Evaluation Report https://www.google.com/search?q=A+Randomized+Experiment+on+the+Effects+of Accelerated+Reader/Reading+Renaissance+in+an+Urban+School+District: Final+Evaluation+Report 2004 Universal Regular Teachers/Lecturers Full Academic Year or Longer None None Clustered 978 NA Yes Some Sub-Groups Reported Immediate Post-Test Only No No No No
W505 USA/Canada Primary/Elementary Literacy/English Although schools across the country are investing heavily in computers in the classroom, there is surprisingly little evidence that they actually improve student achievement. In this paper we present results from a randomized study of a well-defined use of computers in schools: a popular instructional computer program, known as Fast ForWord, which is designed to improve language and reading skills. We assess the impact of the program using four different measures of language and reading ability. Our estimates suggest that while use of the computer program may improve some aspects of students' language skills, it does not appear that these gains translate into a broader measure of language acquisition or into actual reading skills. PUTTING COMPUTERIZED INSTRUCTION TO THE TEST: A RANDOMIZED EVALUATION OF A “SCIENTIFICALLY-BASED” READING PROGRAM https://www.google.com/search?q=PUTTING+COMPUTERIZED+INSTRUCTION+TO+THE+TEST: A+RANDOMIZED+EVALUATION+OF+A “SCIENTIFICALLY-BASED”+READING+PROGRAM 2004 Universal Regular Teachers/Lecturers More than One Term Other School Subjects None Clustered 454 NA No Some Sub-Groups Reported Immediate Post-Test Only No No Yes, Theoretical Perspectives No
W510 USA/Canada Primary/Elementary Literacy/English Mastering sentence-construction skills is essential to learning to write. Limited sentence-construction skills may hinder a writer’s ability to translate ideas into text. It may also inhibit or interfere with other composing processes, as developing writers must devote considerable cognitive effort to sentence construction. The authors examined whether instruction designed to improve sentence-construction skills was beneficial for more and less skilled 4th-grade writers. In comparison with peers receiving grammar instruction, students in the experimental treatment condition became more adept at combining simpler sentences into more complex sentences. For the experimental students, the sentence-combining skills produced improved story writing as well as the use of these skills when revising. The Effects of Peer-Assisted Sentence-Combining Instruction on the Writing Performance of More and Less Skilled Young Writers https://www.google.com/search?q=The+Effects+of+Peer-Assisted+Sentence-Combining+Instruction+on+the Writing+Performance+of+More+and+Less+Skilled+Young+Writers 2005 Targeted External Educators Between Half and Full Term None None Single 44 NA Yes Some Sub-Groups Reported Immediate Post-Test Only No No Yes, Descriptive Theory of Change No
W518 USA/Canada Primary/Elementary Literacy/English This article reports an experiment that tests the effects of 2 instructional components used to study literature with upper-elementary-grade limited-English-proficient and English-proficient students. The study is part of an ongoing "component-building" program of research designed to estimate the effects of several individual components of a Spanish-to-English language arts transition program. Literature logs and instructional conversations were the program components identified for intensive study. 5 teachers and 116 fourth and fifth graders participated in the study. Slightly more than half the students were English learners completing their first or second year of English language arts. Teachers had completed 1 year of literature log and instructional conversation training. Students were randomly assigned to 1 of 4 treatment conditions: literature logs only, instructional conversation only, literature log + instructional conversation, and control. Posttests showed significant differences among treatment groups. Students in the instructional conversation and literature log + instructional conversation groups scored significantly higher on story comprehension than the control group. Moreover, students in all 3 experimental groups were significantly more likely to demonstrate an understanding of the story themes than the control group. The combined effects of literature logs and instructional conversations on students' essays about a story's theme varied by language proficiency: limited-English-proficient students' essays benefited from the combined effects of literature logs and instructional conversations; fully English-proficient students' essays, in contrast, showed no such effect. Effects of Instructional Conversations and Literature Logs on Limited- and Fluent- English-Proficient Students' Story Comprehension and Thematic Understanding https://www.google.com/search?q=Effects+of+Instructional Conversations+and Literature+Logs+on Limited-+and+Fluent- English-Proficient Students'+Story Comprehension and+Thematic Understanding 1999 Universal Regular Teachers/Lecturers Up to Half a Term None None Clustered 116 4 Yes Some Sub-Groups Reported Immediate Post-Test Only Yes Yes, Fairly Well Yes, Theoretical Perspectives No
W532 USA/Canada Primary/Elementary Literacy/English A study examined the effect of cooperative learningon the reading comprehension of 16 second-grade students. A modifiedCooperative Integrated Reading and Composition (CIRC) program wasused with the experimental group over a 20-week period. A controlgroup of 17 students was taught to read using traditional whole-groupinstruction with a subgroup for students needing extra help. Bothgroups took the SRA (Science Research Associates) Reading AchievementTest. Results indicated that there was no significant differencebetween the scores of the experimental and control groups, but theexperimental group demonstrated a better than anticipated improvementin reading comprehension. THE EFFECT OF COOPERATIVE LEARNING ONCOMPREHENSION: An analysis of the effect of amodified CRC instructionalapproach and cooperativelearning partnerships onreading comprehension https://www.google.com/search?q=THE+EFFECT+OF+COOPERATIVE+LEARNING+ONCOMPREHENSION:+An+analysis+of+the+effect+of+amodified+CRC+instructionalapproach+and+cooperativelearning+partnerships+onreading+comprehension 1992 Universal Regular Teachers/Lecturers Between Half and Full Term None None Single 16 NA No Whole Sample Only Immediate Post-Test Only No No No No
W534 USA/Canada Primary/Elementary Literacy/English This study investigated the effectiveness and efficiency of the Reading Recovery early intervention. At-risk 1st-grade students were randomly assigned to receive the intervention during the 1st or 2nd half of the school year. High-average and low-average students from the same classrooms provided additional comparisons. Thirty-seven teachers from across the United States used a Web-based system to register participants (n 148), received random assignment of the at-risk students from this system, and submitted complete data sets. Performance levels were measured at 3 points across the year on M. M. Clay’s (1993a) observation survey tasks, 2 standardized reading measures, and 2 phonemic awareness measures. The intervention group showed significantly higher performance compared with the random control group and no differences compared with average groups. Further analyses explored the efficiency of Reading Recovery to identify children for early intervention service and subsequent long-term literacy support. Literacy Learning of At-Risk First-Grade Students in the Reading Recovery Early Intervention https://www.google.com/search?q=Literacy+Learning+of+At-Risk+First-Grade+Students+in+the+Reading Recovery+Early+Intervention 2005 Targeted Regular Teachers/Lecturers Between Half and Full Term None None Clustered 148 NA Yes Whole Sample Only Immediate Post-Test Only Yes No Yes, Descriptive Theory of Change Yes
W553 USA/Canada Middle/High School Numeracy/Maths This study tested the effectiveness of an experimental instructional strategy for writing arithmetic sentences for simple multiplication and division story problems involving nonintegral factors. The experimental strategy consisted of building an intermediate problem representation to display the problem quantities in the form of a data table and using multiplicative reasoning. This strategy was compared with a traditional strategy of solving an analogousp roblemw ith simplern umbers.F ive intact seventh-gradec lasses participatedi n the study. Significante ffects in favor of the experimentalg roupw ere found on an intermediatet est and a posttest. USING DATA TABLES TO REPRESENT AND SOLVEM ULTIPLICATIVEST ORYP ROBLEMS https://www.google.com/search?q=USING+DATA+TABLES+TO+REPRESENT+AND SOLVEM+ULTIPLICATIVEST+ORYP+ROBLEMS 1991 Universal Regular Teachers/Lecturers Up to Half a Term None None Clustered 110 5 Yes Some Sub-Groups Reported At Least Some Follow-Up No No Yes, Descriptive Theory of Change No
W562 USA/Canada Multiple Literacy/English This study compared traditional and multimedia-enhanced read-aloud vocabulary instruction and investigated whether the effects differed for English-language learners (ELLs) and non-English-language learners (non-ELLs). Results indicate that although there was no added benefit of multimedia-enhanced instruction for non-ELLs, there was a positive effect for ELLs on a researcher-designed measure and on a measure of general vocabulary knowledge. Furthermore, for children in the multimedia-enhanced condition, the gap between non-ELLs and ELLs in knowledge of instructional words was closed, and the gap in general vocabulary knowledge was narrowed. The multimedia support did not negatively impact non-ELLs, indicating the potential of multimedia-enhanced vocabulary instruction for ELLs in inclusive settings. The Effects of Multimedia-Enhanced Instruction on the Vocabulary of English-Language Learners and Non-English-Language Learners in Pre-Kindergarten Through Second Grade https://www.google.com/search?q=The+Effects+of+Multimedia-Enhanced+Instruction+on+the+Vocabulary+of English-Language+Learners+and+Non-English-Language+Learners+in Pre-Kindergarten+Through+Second+Grade 2009 Universal Regular Teachers/Lecturers Between Half and Full Term None None Clustered 85 8 Yes Some Sub-Groups Reported Immediate Post-Test Only No No Yes, Theoretical Perspectives Yes
W575 USA/Canada Middle/High School Literacy/English Executive summary The Enhanced Reading Opportunities Study Final Report The Impact of Supplemental Literacy Courses for Struggling Ninth-Grade Readers https://www.google.com/search?q=The+Enhanced+Reading Opportunities+Study Final+Report The+Impact+of+Supplemental+Literacy+Courses+for Struggling+Ninth-Grade+Readers 2010 Targeted Regular Teachers/Lecturers Full Academic Year or Longer Numeracy/Maths Other School Subjects Clustered 5595 34 Yes Some Sub-Groups Reported At Least Some Follow-Up Yes Yes, But Not Reported Yes, Theoretical Perspectives No
W582 USA/Canada Middle/High School Numeracy/Maths In U.S. schools, students must pass statewide competency tests to graduate from high school. In this article, the authors summarize the development and testing of a program implemented to improve the skills of students failing to “make the grade” on these high-stakes tests. District personnel randomly assigned twenty-eight students who previously failed the math test to participate in an experimental (Arizona Instrument to Measure Standards [AIMS]) or control math class. The AIMS group used a computerized tool to generate multiple-choice problems for students to practice the content of the state’s competency test. Eight AIMS students (57 percent) and two control students (14 percent) passed the retest. The outcomes offer promise for schools looking for evidence-based solutions to problems related to increasing numbers of students experiencing difficulties with high-stakes assessments. Improving Mathematics Skills of High School Students https://www.google.com/search?q=Improving+Mathematics+Skills+of+High+School Students 2007 Targeted Regular Teachers/Lecturers Up to Half a Term None None Single 28 NA Yes Whole Sample Only Immediate Post-Test Only No No Yes, Descriptive Theory of Change No
W589 USA/Canada Primary/Elementary Range of Academic Outcomes A study investigated the impact of direct instruction on reading comprehension strategies and the degree to which cooperative learning processes enhance students' learning of strategies. Subjects, 486 third- and fourth-grade students in four elementary schools from an ethnically diverse school district in a medium-sized city in central Pennsylvania, were assigned to instructional treatments on strategies for identifying the main idea of passages. Treatments involved cooperative learning with direct instruction, direct instruction alone, and a traditionally instructed control group. Both groups who received direct instruction on main idea strategies performed significantly better than did the control students in identifying main ideas of passages. Students who also used cooperative learning processes to summarize and explain the strategies to one another performed significantly better than did the students who received only direct instruction on the strategies. THE EFFECTS OF COOPERATIVELEARNING ANDDIRECT INSTRUCTION IN READINGCOMPREHENSIONSTRATEGIES ON MAIN IDEAIDENTIFICATION https://www.google.com/search?q=THE+EFFECTS+OF+COOPERATIVELEARNING+ANDDIRECT+INSTRUCTION+IN+READINGCOMPREHENSIONSTRATEGIES+ON+MAIN+IDEAIDENTIFICATION 1989 Universal Regular Teachers/Lecturers Up to Half a Term None None Clustered 486 30 Yes Whole Sample Only Immediate Post-Test Only Yes No Yes, Descriptive Theory of Change Yes
W601 Rest of Europe Primary/Elementary Numeracy/Maths With regard to transfer, is it better to provide pupils with ready-made representations or is it more effective to scaffold pupils’ thinking in the process of generating their own representations with the help of peers and under the guidance of a teacher in a process of guided co-construction? The sample comprises 10 classes and 239 Grade 5 primary school students, age 10–11 years. A pretest-posttest control group research design was used. In the experimental condition, pupils were taught to construct representations collaboratively as a tool in the learning of percentages and graphs. Children in the experimental condition outperformed control children on the posttest and transfer test. Both high- and low-achieving pupils profited from the intervention. This study shows that children who learn to design are in a better position to understand pictures, graphs, and models. They are more successful in solving new, complex mathematical problems. Are representations to be provided or generated in primary mathematics education? Effects on transfer https://www.google.com/search?q=Are+representations+to+be+provided+or+generated+in+primary+mathematics education?+Effects+on+transfer 2009 Universal Regular Teachers/Lecturers Up to Half a Term None None Clustered 238 10 Yes Whole Sample Only At Least Some Follow-Up No No Yes, Theoretical Perspectives Yes
W606 USA/Canada Primary/Elementary Literacy/English No abstract Computer assisted instruction to prevent early reading difficulties in students at risk for dyslexia: Outcomes from two instructional approaches https://www.google.com/search?q=Computer+assisted+instruction+to+prevent+early+reading+difficulties in+students+at+risk+for+dyslexia:+Outcomes+from+two+instructional approaches 2010 Targeted External Educators Full Academic Year or Longer None None Clustered 112 NA No Whole Sample Only Immediate Post-Test Only No No No No
W607 USA/Canada Multiple Range of Academic Outcomes Forty-two second-grade general education students and 42 students with learning disabilities (LD) were taught basic, one-digit addition facts (e.g., 5 + 3 = __). Students received instruction via (a) a minimum addend strategy, (b) drill and practice, or (c) control. The effectiveness of the two methods was measured through students’ accuracy and latency scores on a posttest and a transfer task (e.g., 5 + 3 + 7 = __). Students with LD improved significantly only in the strategy condition, as compared to drill-and-practice and control conditions, whereas general education students improved significantly both in the strategy and the drill-and-practice conditions as compared to the control condition. However, in the transfer task, students from all groups became significantly more accurate only in the strategy condition, while all students were significantly faster than their control group peers regardless of teaching method. The implications for teachers’ differential choices of methods of instruction for students with different learning characteristics are discussed. The Differential Effects of Teaching Addition Through Strategy Instruction Versus Drill and Practice to Students With and Without Learning Disabilities https://www.google.com/search?q=The+Differential+Effects+of Teaching+Addition+Through Strategy+Instruction+Versus Drill+and+Practice+to+Students+With and+Without+Learning+Disabilities 2003 Targeted External Educators Up to Half a Term Numeracy/Maths Literacy/English Single 84 NA Yes Some Sub-Groups Reported At Least Some Follow-Up Yes No Yes, Descriptive Theory of Change No
W608 USA/Canada Primary/Elementary Literacy/English In the present study, participants were 127 3rd-grade students, to 64 of whom (33 boys, 31 girls) the authors taught a general strategy and a genre-specific strategy for planning and writing stories; procedures for regulating the use of these strategies, the writing process, and their writing behaviors; and knowledge about the basic purpose and characteristics of good stories. The other 63 3rd-grade students (30 boys, 33 girls) formed the comparison group and received traditional-skills writing instruction (mostly on spelling, grammar, and so forth). Strategy-instructed students wrote stories that were longer, schematically stronger, and qualitatively better. Strategy-instructed students maintained over a short period of time the gains that they had made from pretest to posttest. In addition, the impact of story-writing strategy instruction transferred to writing a similar but untaught genre, that of a narrative about a personal experience. Strategyinstructed students wrote longer, schematically stronger, and qualitatively better personal narratives than did children in the control condition. Teaching Young Students Strategies for Planning and Drafting Stories: The Impact of Self-Regulated Strategy Development https://www.google.com/search?q=Teaching+Young+Students+Strategies+for+Planning+and+Drafting Stories:+The+Impact+of+Self-Regulated+Strategy+Development 2009 Universal External Educators Single Session None None Clustered 127 6 Yes Whole Sample Only Immediate Post-Test Only No No Yes, Descriptive Theory of Change No
W611 USA/Canada Primary/Elementary Range of Academic Outcomes Executive summary KIPP Middle Schools: Impacts on Achievement and Other Outcomes https://www.google.com/search?q=KIPP+Middle+Schools:+Impacts+on+Achievement+and+Other+Outcomes 2013 Universal Regular Teachers/Lecturers Full Academic Year or Longer Numeracy/Maths None Clustered 590 41 Yes Some Sub-Groups Reported At Least Some Follow-Up Yes Yes, But Not Reported No No
W614 USA/Canada Preschool/Kindergarten Literacy/English This study examined the effects of the children’s TV program Arthur on the development of narrative skills over an academic year for Spanish-speaking English-language learners. In October, February, and June of their kindergarten year, children were asked to tell a story, in English, prompted by 3 pictures. Before the 2nd and 3rd assessments, half of the 108 children were randomly assigned to view Arthur 3 times a week during school hours, and the other half, which formed the control group, viewed the children’s program Between the Lions on the same schedule. Individual growth modeling analysis showed that children who viewed Arthur had steeper growth trajectories than those who viewed Between the Lions. Boys displayed better English narrative skills than girls but no difference in narrative growth rate. The results suggest that certain educational TV programs can assist in some aspects of the language development of bilingual children. Narrative Development in Bilingual Kindergarteners: Can Arthur Help? https://www.google.com/search?q=Narrative+Development+in+Bilingual+Kindergarteners:+Can+Arthur+Help? 2005 Universal External Educators Full Academic Year or Longer None None Clustered 108 6 Yes Some Sub-Groups Reported At Least Some Follow-Up No No Yes, Descriptive Theory of Change No
W622 USA/Canada Primary/Elementary Literacy/English Two studies of Grade 1 reading interventions for English-language (EL) learners at risk for reading problems were conducted. Two samples of EL students were randomly assigned to a treatment or untreated comparison group on the basis of their language of instruction for core reading (i.e., Spanish or English). In all, 91 students completed the English study (43 treatment and 48 comparison), and 80 students completed the Spanish study (35 treatment and 45 comparison). Treatment students received approximately 115 sessions of supplemental reading daily for 50 minutes in groups of 3 to 5. Findings from the English study revealed statistically significant differences in favor of treatment students on English measures of phonological awareness, word attack, word reading, and spelling (effect sizes of 0.35–0.42). Findings from the Spanish study revealed significant differences in favor of treatment students on Spanish measures of phonological awareness, letter-sound and letter-word identification, verbal analogies, word reading fluency, and spelling (effect sizes of 0.33–0.81). Effectiveness of a Spanish Intervention and an English Intervention for English-Language Learners at Risk for Reading Problems https://www.google.com/search?q=Effectiveness+of+a+Spanish+Intervention+and an+English+Intervention+for+English-Language Learners+at+Risk+for+Reading+Problems 2006 Targeted External Educators Between Half and Full Term None None Clustered 171 42 Yes Some Sub-Groups Reported Immediate Post-Test Only Yes No No No
W6233.1 USA/Canada Middle/High School Other School Subjects Two experimental studies to improve vocabulary knowledge and comprehension were conducted in 7th-grade social studies classes with English language learners (ELLs). Two different nonoverlapping samples of classes of 7th-grade students (N = 381 and N =507) were randomly assigned at the classroom (i.e., section) level to a social studies intervention or to business as usual comparison groups. The number of sections assigned to treatment was 7 and 9 in Experiments 1 and 2, respectively. Eight sections were assigned to comparison in each experiment. In addition, students were randomly assigned to sections prior to assignment of sections to treatment and control. Treatment students received a multicomponent social studies instruction including explicit vocabulary instruction, use of structured pairing, strategic use of video to build concepts and promote discussion, and use of graphic organizers for approximately 12 weeks daily during social studies class. Findings indicated significant differences in favor of the treatment students on curriculum-based vocabulary and comprehension measures for both experimental studies for all students including students who were ELLs. Enhancing Social Studies Vocabulary and Comprehension for Seventh-Grade English Language Learners: Findings From Two Experimental Studies https://www.google.com/search?q=Enhancing+Social+Studies Vocabulary+and+Comprehension for+Seventh-Grade+English Language+Learners:+Findings From+Two+Experimental+Studies 2009 Universal Regular Teachers/Lecturers Between Half and Full Term Literacy/English None Clustered 381 15 Yes Whole Sample Only Immediate Post-Test Only No No Yes, Descriptive Theory of Change Yes
W6233.2 USA/Canada Middle/High School Other School Subjects Two experimental studies to improve vocabulary knowledge and comprehension were conducted in 7th-grade social studies classes with English language learners (ELLs). Two different nonoverlapping samples of classes of 7th-grade students (N = 381 and N =507) were randomly assigned at the classroom (i.e., section) level to a social studies intervention or to business as usual comparison groups. The number of sections assigned to treatment was 7 and 9 in Experiments 1 and 2, respectively. Eight sections were assigned to comparison in each experiment. In addition, students were randomly assigned to sections prior to assignment of sections to treatment and control. Treatment students received a multicomponent social studies instruction including explicit vocabulary instruction, use of structured pairing, strategic use of video to build concepts and promote discussion, and use of graphic organizers for approximately 12 weeks daily during social studies class. Findings indicated significant differences in favor of the treatment students on curriculum-based vocabulary and comprehension measures for both experimental studies for all students including students who were ELLs. Enhancing Social Studies Vocabulary and Comprehension for Seventh-Grade English Language Learners: Findings From Two Experimental Studies https://www.google.com/search?q=Enhancing+Social+Studies Vocabulary+and+Comprehension for+Seventh-Grade+English Language+Learners:+Findings From+Two+Experimental+Studies 2009 Universal Regular Teachers/Lecturers Between Half and Full Term Literacy/English None Clustered 507 17 Yes Whole Sample Only Immediate Post-Test Only No No Yes, Descriptive Theory of Change Yes
W629 USA/Canada Preschool/Kindergarten Behaviour and Social Wellbeing This article reports results of a 4-year study designed to develop and initially evaluate a combined home and school intervention approach to preventing school antisocial behavior. The First Step to Success program targets at-risk kindergartners who show the early signs of an antisocial pattern of behavior (e.g., aggression, oppositional-defiant behavior, severe tantrumming, victimization of others). First Step to Success consists of three interconnected modules: (a) proactive, universal screening of all kindergartners; (b) school intervention involving the teacher, peers, and the target child; and (c) parent/caregiver training and involvement to support the child's school adjustment. The major goal of the program is to divert at-risk kindergartners from an antisocial path in their subsequent school careers. Two cohorts of at-risk kindergartners, consisting of 24 and 22 students, were identified and exposed to the First Step to Success program during the 1993–1994 and 1994–1995 school years, respectively. A randomized, experimental, wait-list control-group design was used to evaluate intervention effects. Cohort 1 and 2 subjects were followed up through Grades 2 and 1, respectively, with differing teachers and peer groups. Results indicated a measurable intervention effect for both cohorts and persistence of gains into the primary grades. First Step to Success An Early Intervention Approach for Preventing School Antisocial Behavior https://www.google.com/search?q=First+Step+to+Success++ An+Early+Intervention+Approach+for+Preventing+School+Antisocial+Behavior 1998 Targeted External Educators Between Half and Full Term None None Single 46 NA Yes Some Sub-Groups Reported At Least Some Follow-Up Yes No Yes, Descriptive Theory of Change No
W632 USA/Canada Primary/Elementary Numeracy/Maths No abstract Evaluation of Rocketship Education’s Use of DreamBox Learning’s Online Mathematics Program https://www.google.com/search?q=Evaluation+of+Rocketship+Education’s Use+of+DreamBox+Learning’s Online+Mathematics+Program 2011 Universal External Educators Between Half and Full Term None None Single 583 NA Yes Some Sub-Groups Reported Immediate Post-Test Only No No No No
W634 USA/Canada Preschool/Kindergarten Literacy/English The effects of a book reading technique called interactive book reading on the language and literacy development of 4-year-olds from low-income families were evaluated. Teachers read books to children and reinforced the vocabulary in the books by presenting concrete objects that represented the words and by providing children with multiple opportunities to use the book-related words. The teachers also were trained to ask open-ended questions and to engage children in conversations about the book and activities. This provided children with opportunities to use language and learn vocabulary in a meaningful context. Children who were in the interactive book reading intervention group scored significantly better than children in the comparison group on Peabody Picture Vocabulary Test-III and other measures of receptive and expressive language. Book reading and related activities can promote the development of language and literacy skills in young children. Beyond the Pages of a Book: Interactive Book Reading and Language Development in Preschool Classrooms https://www.google.com/search?q=Beyond+the+Pages+of+a+Book:+Interactive+Book+Reading+and+Language Development+in+Preschool+Classrooms 2001 Universal Regular Teachers/Lecturers Between Half and Full Term None None Clustered 127 2 Yes Whole Sample Only Immediate Post-Test Only No No No No
W643 USA/Canada Middle/High School Literacy/English This experimental study was conducted to examine the efficacy of repeated reading and wide reading practice interventions for high school students with severe reading disabilities. Effects on comprehension, fluency, and word reading were evaluated. Participants were 96 students with reading disabilities in grades 9–12. Students were paired within classes and pairs were randomly assigned to one of three groups: repeated reading (N = 33), wide reading (N = 34), or typical instruction (N = 29). Intervention was provided daily for approximately 15–20 minutes for 10 weeks. Results indicated no overall statistically significant differences for any condition, with effect sizes ranging from −.31 to .27. Findings do not support either approach for severely impaired readers at the high school level. We hypothesize that these students require more intensive interventions that include direct and explicit instruction in word- and text-level skills as well as engaged reading practice with effective feedback. The Efficacy of Repeated Reading and Wide Reading Practice for High School Students with Severe Reading Disabilities https://www.google.com/search?q=The+Efficacy+of+Repeated+Reading+and+Wide+Reading+Practice+for High+School+Students+with+Severe+Reading+Disabilities 2010 Targeted External Educators Between Half and Full Term None None Clustered 96 NA No Whole Sample Only Immediate Post-Test Only Yes No No No
W646 USA/Canada Primary/Elementary Numeracy/Maths Executive summary A Multisite Cluster Randomized Trial of the Effects CompassLearning Odyssey® Math on Achievement Selected Grade 4 Students in Mid-Atlantic Region https://www.google.com/search?q=A+Multisite+Cluster+Randomized+Trial+of+the+Effects+CompassLearning+Odyssey®+Math+on+Achievement+Selected+Grade+4+Students+in+Mid-Atlantic+Region 2009 Universal Regular Teachers/Lecturers More than One Term None None Clustered 2446 122 No Whole Sample Only Immediate Post-Test Only Yes No No No
W647 USA/Canada Primary/Elementary Literacy/English Fluent Reader provides modeled and repeated oral reading instruction. To test the efficacy of this product, an experiment was conducted in two elementary schools in St. Paul and Minneapolis. Students in the experimental condition worked on Fluent Reader for ten weeks. Control condition students worked on Accelerated Reader, a widely used and successfully tested program for building motivation to read. Students were pre and post tested and the gain scores on a variety of tests were used as the units of statistical analysis. Data analysis on gain scores on tests that measured speed of reading, a variable considered a valid and reliable indicator of fluency, showed that English Language Learners using the Fluent Reader outperformed students in the control group. Effect of Modeled and Oral Repeated Reading on English Language Learners’ Reading Performance https://www.google.com/search?q=Effect+of+Modeled+and+Oral+Repeated+Reading+on+English+Language+Learners’+Reading Performance 2004 Targeted Regular Teachers/Lecturers Between Half and Full Term None None Clustered 12 2 Yes Whole Sample Only Immediate Post-Test Only No No Yes, Descriptive Theory of Change No
W648 USA/Canada Primary/Elementary Literacy/English This study evaluated the effectiveness of a comprehension program integrated with social studies instruction designed for at-risk second graders. The program included instruction in cause–effect text structure, emphasizing clue words, generic questions, graphic organizers, and the close analysis of specially constructed cause–effect target paragraphs. This program was compared (a) to a content-only program that focused only on social studies and did not include text structure instruction and (b) to a no-instruction control. Fifteen classroom teachers, randomly assigned to treatment, provided the instruction. The program improved the comprehension of instructional cause– effect texts, and there were transfer effects on some comprehension measures. The performance of the 2 instructed groups did not differ on any of the content measures, indicating that such integrated instruction can be accomplished without a loss in the amount of content acquired. This study supports our previous findings on the effectiveness of explicit instruction at the primary-grade level. Teaching Cause–Effect Text Structure Through Social Studies Content to At-Risk Second Graders https://www.google.com/search?q=Teaching+Cause–Effect+Text Structure+Through+Social Studies+Content+to+At-Risk Second+Graders 2007 Targeted Regular Teachers/Lecturers Between Half and Full Term None None Clustered 243 15 No Whole Sample Only Immediate Post-Test Only No No Yes, Descriptive Theory of Change Yes
W649 USA/Canada Primary/Elementary Literacy/English This study evaluated the effectiveness of an intervention for second graders at risk for academic failure, which taught reading comprehension embedded in social studies content. The intervention included instruction about the structure of cause/effect expository text, emphasizing clue words, generic questions, graphic organizers, and close analysis of well-structured examples of cause/effect text. It was compared to a program that focused on the same social studies content but without cause/effect training, and to a no-instruction control. Fourteen teachers, randomly assigned to treatment, provided the instruction; 197 7- and 8-year-olds participated. The intervention group demonstrated higher performance than the other groups on both sentence combining and answering comprehension questions. The 2 instructed groups did not differ on the social studies measures, and both were better than the no-instruction group; thus, embedding text structure instruction did not lessen the amount of social studies content acquired. These findings corroborated studies on another text structure (comparison) and extended previous work focused on cause/effect. New findings included, first, more robust group differences in performance than were found in an earlier cause-effect study because of a more precise identification of the instructional level appropriate for this population: the sentence, not the paragraph. Second, examining the sustainability of the intervention effects, a delayed posttest showed that after summer break, the intervention group performed better than the other groups on sentence combining, although not on answering a comprehension question. An Intervention to Improve Comprehension of Cause/Effect Through Expository Text Structure Instruction https://www.google.com/search?q=An+Intervention+to+Improve+Comprehension+of+Cause/Effect+Through Expository+Text+Structure+Instruction 2014 Universal Regular Teachers/Lecturers Between Half and Full Term None None Clustered 197 14 Yes Whole Sample Only At Least Some Follow-Up No No Yes, Theoretical Perspectives Yes
W651 USA/Canada Middle/High School Numeracy/Maths Thirty-four matched pairs of sixth- and seventh-grade students were selected from 358 participants in a comparison of an explicit concrete-to-representational-to-abstract (CRA) sequence of instruction with traditional instruction for teaching algebraic transformation equations. Each pair of students had been previously labeled with a specific learning disability or as at risk for difficulties in algebra. Students were matched according to achievement score, age, pretest score, and class performance. The same math teacher taught both members of each matched pair, but in different classes. All students were taught in inclusive settings under the instruction of a middle school mathematics teacher. Results indicated that students who learned how to solve algebra transformation equations through CRA outperformed peers receiving traditional instruction on both postinstruction and follow-up tests. Additionally, error pattern analysis indicated that students who used the CRA sequence of instruction performed fewer procedural errors when solving for variables. Teaching Algebra to Students with Learning Difficulties: An Investigation of an Explicit Instruction Model https://www.google.com/search?q=Teaching+Algebra+to+Students+with+Learning+Difficulties:+An+Investigation+of+an+Explicit+Instruction+Model 2003 Targeted Regular Teachers/Lecturers Between Half and Full Term None None Clustered 68 6 Yes Whole Sample Only At Least Some Follow-Up No No Yes, Theoretical Perspectives Yes
W655 USA/Canada Primary/Elementary Numeracy/Maths Automaticity in math facts has been of considerable interest to special educators for decades. A review of the intervention literature suggests at least two common approaches to developing automaticity in facts. One is grounded in the use of strategies for teaching facts, the other emphasizes the use of timed practice drills. Recent research indicates that students might benefit from an integration of these two approaches. This experimental study contrasted an integrated approach (i.e., strategies and timed practice drills) with timed practice drills only for teaching multiplication facts. Participants were 58 fourth-grade students with a range of academic abilities. Fifteen of the students in the study had IEPs in math. Results indicated that both approaches were effective in helping students achieve automaticity in multiplication facts. However, students in the integrated approach generally performed better on posttest and maintenance test measures that assessed the application of facts to extended facts and approximation tasks. These results have implications for teaching a range of skills and concepts that are considered important to overall mathematical competence in the elementary grades. DEVELOPING AUTOMATICITY IN MULTIPLICATION FACTS: INTEGRATING STRATEGY INSTRUCTION WITH TIMED PRACTICE DRILLS https://www.google.com/search?q=DEVELOPING+AUTOMATICITY+IN MULTIPLICATION+FACTS:+INTEGRATING STRATEGY+INSTRUCTION+WITH+TIMED PRACTICE+DRILLS 2006 Universal Regular Teachers/Lecturers Up to Half a Term None None Clustered 58 2 Yes Some Sub-Groups Reported At Least Some Follow-Up No No Yes, Theoretical Perspectives No
W661 USA/Canada Special School Literacy/English The present study examined whether the relative efficacy of two language teaching methods was predicted by pretreatment subject characteristics. Forty handicapped preschoolers were randomly assigned to two language teaching methods (i.e., Milieu Teaching and the Communication Training Program). No main effects of treatment were found. However, seven statistical interactions between pretreatment subject characteristics and language teaching method indicated that lower-functioning children benefitted more from the Milieu method and higherfunctioning children benefitted more from the Communication Training Program. The results were discussed in relation to the extant literature reporting subject-by-language-teachingmethod interactions. The importance of replicating the present results and specific suggestions for subject selection criteria and pretreatment subject characteristics likely to interact with 'language teaching methods similar to those used in this study are discussed. An Exploratory Study of the Interaction Between Language Teaching Methods and Child Characteristics https://www.google.com/search?q=An+Exploratory+Study+of+the Interaction+Between+Language Teaching+Methods+and+Child Characteristics 1991 Targeted External Educators More than One Term None None Single 40 NA Yes Some Sub-Groups Reported Immediate Post-Test Only No No Yes, Theoretical Perspectives Yes
W665 USA/Canada College/University Numeracy/Maths A classroom-based intervention study sought to help struggling learners respond to their academic grades in math as sources of self-regulated learning (SRL) rather than as indices of personal limitation. Technical college students (N = 496) in developmental (remedial) math or introductory college- level math courses were randomly assigned to receive SRL instruction or conventional instruction (control) in their respective courses. SRL instruction was hypothesized to improve students’ math achievement by showing them how to self-reflect (i.e., self-assess and adapt to academic quiz outcomes) more effectively. The results indicated that students receiving self-reflection training outperformed students in the control group on instructor-developed examinations and were better calibrated in their task-specific self-efficacy beliefs before solving problems and in their selfevaluative judgments after solving problems. Self-reflection training also increased students’ passrate on a national gateway examination in mathematics by 25% in comparison to that of control students. Enhancing self-reflection and mathematics achievement of at-risk urban technical college students https://www.google.com/search?q=Enhancing+self-reflection+and+mathematics achievement+of+at-risk+urban+technical college+students 2011 Universal Regular Teachers/Lecturers Between Half and Full Term Behaviour and Social Wellbeing None Clustered 496 18 Yes Some Sub-Groups Reported Immediate Post-Test Only Yes No Yes, Theoretical Perspectives Yes
W666 USA/Canada Multiple Other School Subjects No abstract The LASER Model: A Systemic and Sustainable Approach for Achieving High Standards in Science Education SSEC i3 Validation Final Report of Confirmatory and Exploratory Analyses https://www.google.com/search?q=The+LASER+Model:+A+Systemic+and+Sustainable Approach+for+Achieving+High+Standards+in Science+Education SSEC+i3+Validation+Final+Report+of+Confirmatory and+Exploratory+Analyses 2016 Universal Regular Teachers/Lecturers Full Academic Year or Longer None None Clustered 15206 139 Yes Some Sub-Groups Reported At Least Some Follow-Up No No No No
E07 UK/Ireland Primary/Elementary Literacy/English Executive summary Project Based Learning https://www.google.com/search?q=Project+Based+Learning 2016 Universal Mixture Full Academic Year or Longer Other School Subjects None Clustered 4074 24 No Whole Sample Only Immediate Post-Test Only No Yes, Fairly Well Yes, Theoretical Perspectives No
E08 UK/Ireland Primary/Elementary Range of Academic Outcomes Executive summary ReflectED https://www.google.com/search?q=ReflectED 2016 Universal Regular Teachers/Lecturers More than One Term Numeracy/Maths Literacy/English Clustered 1858 65 Yes Some Sub-Groups Reported Immediate Post-Test Only No Yes, Fairly Well Yes, Theoretical Perspectives No
E15 UK/Ireland Primary/Elementary Literacy/English Executive summary Grammar for Writing https://www.google.com/search?q=Grammar+for+Writing 2014 Targeted Regular Teachers/Lecturers Up to Half a Term None None Clustered 1982 NA Yes Some Sub-Groups Reported Immediate Post-Test Only Yes No No No
E17 UK/Ireland Middle/High School Range of Academic Outcomes Executive summary Powerful Learning Conversations https://www.google.com/search?q=Powerful+Learning Conversations 2016 Universal Regular Teachers/Lecturers Between Half and Full Term Numeracy/Maths Literacy/English Clustered 1782 15 Yes Some Sub-Groups Reported Immediate Post-Test Only Yes Yes, But Not Reported Yes, Descriptive Theory of Change No
E19 UK/Ireland Multiple Literacy/English Executive summary TextNow Transition Programme https://www.google.com/search?q=TextNow+Transition+Programme 2014 Targeted External Educators More than One Term None None Single 501 NA No Some Sub-Groups Reported Immediate Post-Test Only Yes Yes, Fairly Well Yes, Descriptive Theory of Change No
E22 UK/Ireland Primary/Elementary Range of Academic Outcomes Executive summary Creative Futures: Act, Sing, Play https://www.google.com/search?q=Creative+Futures:+Act,+Sing,+Play 2015 Universal External Educators Full Academic Year or Longer Other School Subjects None Clustered 909 19 Yes Some Sub-Groups Reported Immediate Post-Test Only No Yes, Limited No No
E25 UK/Ireland Primary/Elementary Range of Academic Outcomes Executive summary Physically Active Lessons https://www.google.com/search?q=Physically+Active+Lessons 2015 Universal Regular Teachers/Lecturers Between Half and Full Term None None Clustered 372 12 No Some Sub-Groups Reported Immediate Post-Test Only Yes Yes, Fairly Well Yes, Descriptive Theory of Change No
E26 UK/Ireland Primary/Elementary Literacy/English Executive summary ABRA: Online Reading Support https://www.google.com/search?q=ABRA:+Online+Reading+Support 2016 Universal External Educators More than One Term None None Clustered 1884 48 Yes Some Sub-Groups Reported At Least Some Follow-Up Yes Yes, Fairly Well No No
E29 UK/Ireland Primary/Elementary Literacy/English Executive summary Vocabulary Enrichment Intervention Programme https://www.google.com/search?q=Vocabulary+Enrichment+Intervention+Programme 2014 Universal Regular Teachers/Lecturers More than One Term None None Clustered 570 11 No Some Sub-Groups Reported Immediate Post-Test Only No Yes, Limited No No
E31 UK/Ireland Middle/High School Range of Academic Outcomes Executive summary ThinkForward https://www.google.com/search?q=ThinkForward 2016 Targeted External Educators Full Academic Year or Longer Other School Subjects None Single 208 NA No Some Sub-Groups Reported At Least Some Follow-Up Yes Yes, Fairly Well Yes, Theoretical Perspectives No
E32 UK/Ireland Primary/Elementary Literacy/English Executive summary Rhythm for Reading https://www.google.com/search?q=Rhythm+for+Reading 2014 Targeted Mixture Between Half and Full Term None None Clustered 419 NA No Whole Sample Only Immediate Post-Test Only No Yes, But Not Reported Yes, Descriptive Theory of Change No
E37 UK/Ireland Primary/Elementary Numeracy/Maths Executive summary Catch Up®Numeracy https://www.google.com/search?q=Catch+Up®Numeracy 2014 Targeted External Educators Full Academic Year or Longer None None Single 318 NA No Some Sub-Groups Reported Immediate Post-Test Only No Yes, But Not Reported Yes, Descriptive Theory of Change No
E39 UK/Ireland Primary/Elementary Literacy/English Executive summary Tutoring with Alphie https://www.google.com/search?q=Tutoring+with+Alphie 2015 Targeted External Educators Up to Half a Term None None Clustered 72 36 No Some Sub-Groups Reported Immediate Post-Test Only Yes No Yes, Theoretical Perspectives No
E40 UK/Ireland Primary/Elementary Literacy/English Executive summary Quest https://www.google.com/search?q=Quest 2015 Universal Regular Teachers/Lecturers Full Academic Year or Longer None None Clustered 2083 19 No Some Sub-Groups Reported Immediate Post-Test Only No Yes, Fairly Well Yes, Descriptive Theory of Change No
E41 UK/Ireland Middle/High School Other School Subjects Executive summary Thinking, Doing, Talking Science https://www.google.com/search?q=Thinking,+Doing,+Talking+Science 2015 Universal Regular Teachers/Lecturers Full Academic Year or Longer None None Clustered 655 21 Yes Some Sub-Groups Reported Immediate Post-Test Only Yes Yes, Fairly Well No No
E45 UK/Ireland Middle/High School Other School Subjects Executive summary Let's think secondary science https://www.google.com/search?q=Let's+think+secondary+science 2016 Universal Regular Teachers/Lecturers Full Academic Year or Longer None None Clustered 5882 47 No Some Sub-Groups Reported Immediate Post-Test Only Yes Yes, Limited Yes, Descriptive Theory of Change No
E46 UK/Ireland Primary/Elementary Numeracy/Maths Executive summary Durham Shared Maths Project https://www.google.com/search?q=Durham+Shared+Maths+Project 2015 Universal External Educators Full Academic Year or Longer None None Clustered 5469 79 No Some Sub-Groups Reported Immediate Post-Test Only Yes Yes, Fairly Well Yes, Descriptive Theory of Change No
E47 UK/Ireland Primary/Elementary Other School Subjects Executive summary Philosophy for Children https://www.google.com/search?q=Philosophy+for+Children 2015 Universal Regular Teachers/Lecturers More than One Term Range of Academic Outcomes None Clustered 2821 48 Yes Some Sub-Groups Reported Immediate Post-Test Only No Yes, Fairly Well Yes, Descriptive Theory of Change No
E48 UK/Ireland Primary/Elementary Literacy/English Executive summary Butterfly Phonics https://www.google.com/search?q=Butterfly+Phonics 2015 Targeted External Educators Up to Half a Term None None Clustered 310 NA Yes Some Sub-Groups Reported Immediate Post-Test Only Yes No No No
E49 UK/Ireland Primary/Elementary Range of Academic Outcomes Executive summary Changing Mindsets https://www.google.com/search?q=Changing+Mindsets 2015 Universal External Educators Between Half and Full Term Other School Subjects None Clustered 898 14 No Some Sub-Groups Reported Immediate Post-Test Only No No No No
E50 UK/Ireland Middle/High School Literacy/English Executive summary Perry Beeches Coaching Programme https://www.google.com/search?q=Perry+Beeches+Coaching+++Programme 2015 Targeted External Educators Full Academic Year or Longer None None Single 186 NA Yes Some Sub-Groups Reported Immediate Post-Test Only Yes No No No
E51 UK/Ireland Primary/Elementary Numeracy/Maths Executive summary Improving Numeracy and Literacy https://www.google.com/search?q=Improving+Numeracy+and+Literacy 2015 Universal Regular Teachers/Lecturers Between Half and Full Term Literacy/English None Clustered 1944 55 Yes Some Sub-Groups Reported At Least Some Follow-Up Yes Yes, Limited Yes, Descriptive Theory of Change No
E52 UK/Ireland Middle/High School Literacy/English Executive summary LIT Programme https://www.google.com/search?q=LIT+Programme 2014 Targeted Regular Teachers/Lecturers More than One Term None None Clustered 5565 41 No Some Sub-Groups Reported Immediate Post-Test Only Yes No No No
E53 UK/Ireland Multiple Literacy/English Executive summary Nuffield Early Language Intervention https://www.google.com/search?q=Nuffield+Early+Language+Intervention 2016 Targeted External Educators More than One Term None None Single 350 NA Yes Some Sub-Groups Reported Immediate Post-Test Only Yes Yes, But Not Reported Yes, Descriptive Theory of Change No
E54 UK/Ireland Middle/High School Numeracy/Maths Executive summary Mathematics Mystery https://www.google.com/search?q=Mathematics+Mystery 2015 Universal Regular Teachers/Lecturers Full Academic Year or Longer None None Clustered 5938 214 No Some Sub-Groups Reported Immediate Post-Test Only Yes No No No
E55 UK/Ireland Primary/Elementary Numeracy/Maths Executive summary Tutor Trust Primary https://www.google.com/search?q=Tutor+Trust+Primary 2015 Targeted External Educators Full Academic Year or Longer Literacy/English None Single 834 NA No Some Sub-Groups Reported Immediate Post-Test Only Yes No Yes, Descriptive Theory of Change No
E57 UK/Ireland Multiple Literacy/English Executive summary Catch Up® Literacy https://www.google.com/search?q=Catch+Up®+Literacy 2015 Targeted External Educators More than One Term None None Single 557 15 No Some Sub-Groups Reported Immediate Post-Test Only No No No No
E58 UK/Ireland Middle/High School Literacy/English Executive summary Units of Sound https://www.google.com/search?q=Units+of+Sound 2015 Targeted Mixture More than One Term None None Clustered 786 33 No Whole Sample Only Immediate Post-Test Only Yes No No No
E60 UK/Ireland Middle/High School Literacy/English Executive summary REACH https://www.google.com/search?q=REACH 2016 Targeted External Educators More than One Term None None Single 287 NA Yes Whole Sample Only Immediate Post-Test Only Yes Yes, Limited Yes, Descriptive Theory of Change No
E62 UK/Ireland Middle/High School Literacy/English Executive summary Paired Reading https://www.google.com/search?q=Paired+Reading 2015 Targeted Regular Teachers/Lecturers Full Academic Year or Longer None None Single 2736 NA No Whole Sample Only Immediate Post-Test Only Yes Yes, Fairly Well Yes, Descriptive Theory of Change No
E63 UK/Ireland Middle/High School Literacy/English Executive summary Talk for Literacy https://www.google.com/search?q=Talk+for+Literacy 2015 Universal External Educators Between Half and Full Term None None Clustered 213 NA No Some Sub-Groups Reported Immediate Post-Test Only Yes No No No
E69 UK/Ireland Primary/Elementary Literacy/English Executive summary Improving Writing Quality https://www.google.com/search?q=Improving+Writing+Quality 2014 Targeted Regular Teachers/Lecturers More than One Term None None Clustered 261 23 Yes Some Sub-Groups Reported Immediate Post-Test Only Yes No No No
E73 UK/Ireland Primary/Elementary Literacy/English Executive summary Rapid Phonics https://www.google.com/search?q=Rapid+Phonics 2015 Universal External Educators More than One Term None None Clustered 174 NA No Some Sub-Groups Reported Immediate Post-Test Only No No No No
E76 UK/Ireland Middle/High School Literacy/English Executive summary Switch-on reading https://www.google.com/search?q=Switch-on+reading 2014 Targeted Other School/College Employees Between Half and Full Term None None Single 308 NA Yes Some Sub-Groups Reported Immediate Post-Test Only Yes Yes, Limited Yes, Descriptive Theory of Change No