Skip to main content
Key Specialties
Cardiology Diabetology Endocrinology Gastroenterology Geriatrics and Gerontology Gynecology and Obstetrics Hematology Infectious Disease Internal Medicine Nephrology Neurology Oncology Pediatrics Respiratory Medicine Rheumatology Surgery
Congress Coverage
2024 ACC Congress 2023 ESMO Congress 2023 EASD Congress 2023 ERS Congress 2023 ESC Congress
Clinical Collections
Advances in Alzheimer’s

At a glance: The STEP trials

A round-up of the STEP phase 3 clinical trials evaluating semaglutide for weight loss in people with overweight or obesity.
ADVANCED SEARCH
Log in
Top
Implementation Science
Published in: Implementation Science 1/2009

Open Access 01-12-2009 | Study protocol

Study protocol for a group randomized controlled trial of a classroom-based intervention aimed at preventing early risk factors for drug abuse: integrating effectiveness and implementation research

Authors: Jeanne Poduska, Sheppard Kellam, C Hendricks Brown, Carla Ford, Amy Windham, Natalie Keegan, Wei Wang

Published in: Implementation Science | Issue 1/2009

Login to get access

Abstract

Background

While a number of preventive interventions delivered within schools have shown both short-term and long-term impact in epidemiologically based randomized field trials, programs are not often sustained with high-quality implementation over time. This study was designed to support two purposes. The first purpose was to test the effectiveness of a universal classroom-based intervention, the Whole Day First Grade Program (WD), aimed at two early antecedents to drug abuse and other problem behaviors, namely, aggressive, disruptive behavior and poor academic achievement. The second purpose--the focus of this paper--was to examine the utility of a multilevel structure to support high levels of implementation during the effectiveness trial, to sustain WD practices across additional years, and to train additional teachers in WD practices.

Methods

The WD intervention integrated three components, each previously tested separately: classroom behavior management; instruction, specifically reading; and family-classroom partnerships around behavior and learning. Teachers and students in 12 schools were randomly assigned to receive either the WD intervention or the standard first-grade program of the school system (SC). Three consecutive cohorts of first graders were randomized within schools to WD or SC classrooms and followed through the end of third grade to test the effectiveness of the WD intervention. Teacher practices were assessed over three years to examine the utility of the multilevel structure to support sustainability and scaling-up.

Discussion

The design employed in this trial appears to have considerable utility to provide data on WD effectiveness and to inform the field with regard to structures required to move evidence-based programs into practice.

Trial Registration

Clinical Trials Registration Number: NCT00257088
Appendix
Available only for authorised users
Literature
1.
Dusenbury L, Brannigan R, Falco M, Hansen WB: A review of research on fidelity of implementation: implications for drug abuse prevention in school settings. Health Educ Res. 2003, 18: 237-256. 10.1093/her/18.2.237.CrossRefPubMed
2.
Elliott DS, Mihalic S: Issues in disseminating and replicating effective prevention programs. Prev Sci. 2004, 5: 47-53. 10.1023/B:PREV.0000013981.28071.52.CrossRefPubMed
3.
Ringwalt CL, Ennett S, Johnson R, Rohrbach LA, Simons-Rudolph A, Vincus A, Thorne J: Factors associated with fidelity to substance use prevention curriculum guides in the nation's middle schools. Health Education and Behavior. 2003, 30: 375-391. 10.1177/1090198103030003010.CrossRefPubMed
4.
Brown CH: Statistical methods for preventive trials in mental health. Statistics in Medicine. 1993, 12: 289-300. 10.1002/sim.4780120312.CrossRefPubMed
5.
Dolan LJ, Kellam SG, Brown CH, Werthamer-Larsson L, Rebok GW, Mayer LS, Laudolf J, Turkkan JS, Ford C, Wheeler L: The short-term impact of two classroom-based preventive interventions on aggressive and shy behaviors and poor achievement. Journal of Applied Developmental Psychology. 1993, 14: 345-10.1016/0193-3973(93)90013-L.CrossRef
6.
Kellam SG, Rebok GW, Ialongo N, Mayer LS: The course and malleability of aggressive behavior from early first grade into middle school: results of a developmental epidemiologically-based preventive trial. J Child Psychol Psychiatry. 1994, 35: 259-281. 10.1111/j.1469-7610.1994.tb01161.x.CrossRefPubMed
7.
Kellam SG, Rebok GW, Mayer LS, Ialongo N, Kalodner CR: Depressive symptoms over first grade and their response to a developmental epidemiologically based preventive trial aimed at improving achievement. Development and Psychopathology. 1994, 6: 463-481. 10.1017/S0954579400006052.CrossRef
8.
Kellam SG, Anthony JC: Targeting early antecedents to prevent tobacco smoking: findings from an epidemiologically based randomized field trial. Am J Public Health. 1998, 88: 1490-1495. 10.2105/AJPH.88.10.1490.CrossRefPubMedPubMedCentral
9.
Kellam SG, Ling X, Merisca R, Brown CH, Ialongo N: The effect of the level of aggression in the first grade classroom on the course and malleability of aggressive behavior into middle school. Dev Psychopathol. 1998, 10: 165-185. 10.1017/S0954579498001564.CrossRefPubMed
10.
Ialongo NS, Poduska JM, Werthamer L, Kellam S: The distal impact of two first-grade preventive interventions on conduct problems and disorder in early adolescence. Journal of Emotional and Behavioral Disorders. 2001, 9: 146-160. 10.1177/106342660100900301.CrossRef
11.
Kellam SG, Brown CH, Poduska JM, Ialongo NS, Wang W, Toyinbo P, Petras H, Ford C, Windham A, Wilcox HC: Effects of a universal classroom behavior management program in first and second grades on young adult behavioral, psychiatric, and social outcomes. Drug Alcohol Depend. 2008, 95 (Suppl 1): S5-S28. 10.1016/j.drugalcdep.2008.01.004.CrossRefPubMedPubMedCentral
12.
Poduska JM, Kellam SG, Wang W, Brown CH, Ialongo NS, Toyinbo P: Impact of the Good Behavior Game, a universal classroom-based behavior intervention, on young adult service use for problems with emotions, behavior, or drugs or alcohol. Drug Alcohol Depend. 2008, 95 (Suppl 1): S29-S44. 10.1016/j.drugalcdep.2007.10.009.CrossRefPubMedPubMedCentral
13.
Petras H, Kellam SG, Brown CH, Muthen BO, Ialongo NS, Poduska JM: Developmental epidemiological courses leading to antisocial personality disorder and violent and criminal behavior: effects by young adulthood of a universal preventive intervention in first- and second-grade classrooms. Drug Alcohol Depend. 2008, 95 (Suppl 1): S45-S59. 10.1016/j.drugalcdep.2007.10.015.CrossRefPubMedPubMedCentral
14.
Wilcox HC, Kellam SG, Brown CH, Poduska JM, Ialongo NS, Wang W, Anthony JC: The impact of two universal randomized first- and second-grade classroom interventions on young adult suicide ideation and attempts. Drug Alcohol Depend. 2008, 95 (Suppl 1): S60-S73. 10.1016/j.drugalcdep.2008.01.005.CrossRefPubMedPubMedCentral
15.
Brown CH, Wang W, Kellam SG, Muthen BO, Petras H, Toyinbo P, Poduska J, Ialongo N, Wyman PA, Chamberlain P, Sloboda Z, MacKinnon DP, Windham A, Prevention Science and Methodology Group: Methods for testing theory and evaluating impact in randomized field trials: intent-to-treat analyses for integrating the perspectives of person, place, and time. Drug Alcohol Depend. 2008, 95 (Suppl 1): S74-S104. 10.1016/j.drugalcdep.2007.11.013.CrossRefPubMedPubMedCentral
16.
Ialongo NS, Werthamer L, Kellam SG, Brown CH, Wang S, Lin Y: Proximal impact of two first-grade preventive interventions on the early risk behaviors for later substance abuse, depression, and antisocial behavior. Am J Community Psychol. 1999, 27: 599-641. 10.1023/A:1022137920532.CrossRefPubMed
17.
Brown CH, Liao J: Principles for designing randomized preventive trials in mental health: an emerging developmental epidemiology paradigm. Am J Community Psychol. 1999, 27: 673-710. 10.1023/A:1022142021441.CrossRefPubMed
18.
Adelman HS, Taylor L: On sustainability of project innovations as systemic change. Journal of Educational and Psychological Consultation. 2003, 14: 1-25. 10.1207/S1532768XJEPC1401_01.CrossRef
19.
Coburn CE: Rethinking scale: Moving beyond numbers to deep and lasting change. Educational Researcher. 2003, 32: 3-12. 10.3102/0013189X032006003.CrossRef
20.
Datnow A, Castellano M: Teachers' responses to Success for All: how beliefs, experiences, and adaptations shape implementation. American Educational Research. 2000, 37: 775-799.CrossRef
21.
Elias MJ, Zins JE, Graczyk PA, Weissberg RP: Implementation, sustainability, and scaling up of social-emotional and academic innovations in public schools. School Psychology Review. 2003, 32: 303-319.
22.
Fagan AA, Mihalic S: Strategies for enhancing the adoption of school-based prevention programs: lessons learned from the Blueprints for Violence Prevention replications of The Life Skills Training Program. Journal of Community Psychology. 2003, 31: 235-253. 10.1002/jcop.10045.CrossRef
23.
Gottfredson Associates Inc: National Study of Delinquency in Schools (Final Report, Grant No. 96-MU-MU-008), Ellicott City, MD. 2000
24.
Gottfredson DC: Schools and Delinquency. 2001, New York: Cambridge University Press
25.
Gottfredson DC: School-based crime prevention. Preventing Crime: What Works, What Doesn't, What's Promising: A Report to the United States Congress. 1997, Washington, DC: U.S. Department of Justice, Office of Justice Programs
26.
Payne AA, Gottfredson DC, Gottfredson GD: School predictors of the intensity of implementation of school-based prevention programs: results from a national study. Prev Sci. 2006, 7: 225-237. 10.1007/s11121-006-0029-2.CrossRefPubMed
27.
Hallfors D, Godette D: Will the 'principles of effectiveness' improve prevention practice? early findings from a diffusion study. Health Educ Res. 2002, 17: 461-470. 10.1093/her/17.4.461.CrossRefPubMed
28.
29.
Mihalic S, Ballard D, Michalski A, Tororice J, Cunningham L, Argamaso S: Blueprints for Violence Prevention, Violence Initiative: Final Process Evaluation Report. 2002, Boulder, CO: Center for the Study and Prevention of Violence, Institute of Behavioral Science, University of Colorado
30.
Garet M, Porter A, Desimone L, Birman B, Yoon KS: What makes professional development effective? results from a national sample of teachers. American Educational Research. 2001, 38: 915-945. 10.3102/00028312038004915.CrossRef
31.
Lieberman A: Practices that support teacher development: transforming conceptions of professional learning. Teacher Learning: New Policies, New Practices. Edited by: McLaughlin MW, Oberman I. 1996, New York: Teachers College Press, 185-201.
32.
Loucks-Horsley S, Hewson PW, Love N, Stiles KE: Designing Professional Development for Teachers of Science and Mathematics. 1998, Thousand Oaks, CA: Corwin Press
33.
Cohen DK, Hill HC: Instructional policy and classroom performance: the mathematics reform in California. Teachers College Record. 2000, 102: 294-343. 10.1111/0161-4681.00057.CrossRef
34.
Lieberman A, McLaughlin MW: Networks for educational change: powerful and problematic. Phi Delta Kappan. 1992, 73: 673-677.
35.
Grant SG, Peterson PL, Shojgreen-Downer A: Learning to teach mathematics in the context of systemic reform. American Educational Research. 1996, 33: 502-541.
36.
Hargreaves A, Fullan MG: Understanding Teacher Development. 1992, London: Cassell
37.
Little JW: Teachers' professional development in a climate of educational reform. Educational Revaluation and Policy Analysis. 1993, 15: 129-151.CrossRef
38.
Stiles KE, Loucks-Horsley S, Hewson PW: Principles of Effective Professional Development for Mathematics and Science Education: A Synthesis of Standards (NISE Brief). 1996, Madison, WI: National Institutes for Science Education, 1:
39.
Ball DL: Teacher learning and the mathematics reforms: what we think we know and what we need to learn. Phi Delta Kappan. 1996, 77: 500-508.
40.
41.
Talbert JE, McLaughlin MW: Understanding teaching in context. Teaching for Understanding: Challenges for Policy and Practice. Edited by: Cohen DK, McLaughlin MW, Talbert JE. 1993, San Francisco: Jossey-Bass, 167-206.
42.
Elmore RF: Doing the Right Thing, Knowing the Right Thing to Do: Low-Performing Schools and Performance-Based Accountability. 2003, National Governors Association Policy Education Advisors Institute. Los Angeles, CA
43.
Bowers DG: Systems of Organization: Management of the Human Resource. 1976, Ann Arbor: University of Michigan Press
44.
Likert R: New Patterns of Management. 1961, New York: McGraw-Hill Book Company
45.
Seashore LK, Marks H: Does professional community affect the classroom? teachers' work and student experiences in restructuring schools. American Journal of Education. 1998, 106: 532-575. 10.1086/444197.CrossRef
46.
Resnick LB, Glennan TK: Leadership for learning: a theory of action for urban school districts. School Districts and Instructional Renewal. Edited by: Hightower AT, Knapp MS, Marsh JA, McLaughlin MW. 2002, New York: Teachers College Press, 160-172.
47.
Resnick LB, Hall MW: Learning organizations for sustainable education reform. Journal of the American Academy of Arts and Sciences. 1998, 127: 89-118.
48.
Spouse J: Bridging theory and practice in the supervisory relationship: a sociocultural perspective. J Adv Nurs. 2001, 33: 512-522. 10.1046/j.1365-2648.2001.01683.x.CrossRefPubMed
49.
Sweeney D: Learning the Way: Professional Development by and for Teachers. 2003, Portland: Stenhouse
50.
Joyce B, Showers B: Student Achievement Through Staff Development. 2002, Alexandria, VA: Association for Supervision and Curriculum Development, 3
51.
52.
Botvin GJ, Baker E, Dusenbury L, Botvin EM, Diaz T: Long-term follow-up results of a randomized drug abuse prevention trial in a white middle-class population. JAMA. 1995, 273: 1106-1112. 10.1001/jama.273.14.1106.CrossRefPubMed
53.
Derzon JH, Sale E, Springer JF, Brounstein P: Estimating intervention effectiveness: synthetic projection of field evaluation results. J Prim Prev. 2005, 26: 321-343. 10.1007/s10935-005-5391-5.CrossRefPubMed
54.
Dane AV, Schneider BH: Program integrity in primary and early secondary prevention: are implementation effects out of control?. Clin Psychol Rev. 1998, 18: 23-45. 10.1177/0193841X9001400303.CrossRefPubMed
55.
Pentz MA, Trebow EA, Hansen WB, McKinnon DP: Effects of program implementation on adolescent drug use behavior. Evaluation Review. 1990, 14: 264-289. 10.1177/0193841X9001400303.CrossRef
56.
Rohrbach LA, Graham JW, Hansen WB: Diffusion of a school-based substance abuse prevention program: predictors of program implementation. Prev Med. 1993, 22: 237-260. 10.1006/pmed.1993.1020.CrossRefPubMed
57.
Tobler NS: Meta-analysis of 143 adolescent drug prevention programs: quantitative outcome results of program participants compared to a control or comparison group. Journal of Drug Issues. 1986, 16: 537-567.CrossRef
58.
Tortu S, Botvin GJ: School-based smoking prevention: the teacher training process. Prev Med. 1989, 18: 280-289. 10.1016/0091-7435(89)90075-3.CrossRefPubMed
59.
Durlak JA: Why program implementation is important. Journal of Prevention and Intervention in the Community. 1998, 17: 5-18. 10.1300/J005v17n02_02.CrossRef
60.
Foorman BR, Schatschneider C: Measuring teaching practice during reading/language arts instruction and its relation to student achievement. Systems for Observing Teaching and Learning. Edited by: Vaughn S, Briggs KL. 2003, Baltimore: Brooks Publishing, 1-30.
61.
Muthen B, Curran P: General longitudinal modeling of individual differences in experimental designs: a latent variable framework for analysis and power estimation. Psychological Methods. 1997, 2: 371-402. 10.1037/1082-989X.2.4.371.CrossRef
62.
Muthen LK, Muthen BO: Mplus User's Guide. Fifth edition 1998-2007. 2007, Los Angeles, CA: Muthen & Muthen
63.
Curran PJ, Muthen BO: The application of latent curve analysis to testing developmental theories in intervention research. Am J Community Psychol. 1999, 27: 567-595. 10.1023/A:1022137429115.CrossRefPubMed
64.
Muthen B, Brown CH, Masyn K, Jo B, Khoo ST, Yang CC, Wang CP, Kellam SG, Carlin JB, Liao J: General growth mixture modeling for randomized preventive interventions. Biostatistics. 2002, 3: 459-475. 10.1093/biostatistics/3.4.459.CrossRefPubMed
65.
Muthen B, Shedden K: Finite mixture modeling with mixture outcomes using the EM algorithm. Biometrics. 1999, 55: 463-469. 10.1111/j.0006-341X.1999.00463.x.CrossRefPubMed
66.
Muthen B, Masyn K: Discrete-time survival mixture analysis. Journal of Educational and Behavioral Statistics. 2005, 30: 27-58. 10.3102/10769986030001027.CrossRef
67.
68.
Wang CP, Brown CH, Bandeen-Roche K: Residual diagnostics for growth mixture models: examining the impact of a preventive intervention on multiple trajectories of aggressive behavior. Journal of the American Statistical Association. 2005, 100: 1054-1076. 10.1198/016214505000000501.CrossRef
69.
Carlin JB, Wolfe R, Brown CH, Gelman A: A case study on the choice, interpretation and checking of multilevel models for longitudinal binary outcomes. Biostatistics. 2001, 2: 397-416. 10.1093/biostatistics/2.4.397.CrossRefPubMed
70.
Brown CH, Indurkhya A, Kellam SG: Power calculations for data missing by design: applications to a follow-up study of lead exposure and attention. Journal of the American Statistical Association. 2000, 95: 383-395. 10.2307/2669375.CrossRef
Metadata
Title
Study protocol for a group randomized controlled trial of a classroom-based intervention aimed at preventing early risk factors for drug abuse: integrating effectiveness and implementation research
Authors
Jeanne Poduska
Sheppard Kellam
C Hendricks Brown
Carla Ford
Amy Windham
Natalie Keegan
Wei Wang
Publication date
01-12-2009
Publisher
BioMed Central
Published in
Implementation Science / Issue 1/2009
Electronic ISSN: 1748-5908
DOI
https://doi.org/10.1186/1748-5908-4-56

Other articles of this Issue 1/2009

Implementation Science 1/2009 Go to the issue

Research article

Can't do it, won't do it! Developing a theoretically framed intervention to encourage better decontamination practice in Scottish dental practices

Study protocol

EXACKTE2: Exploiting the clinical consultation as a knowledge transfer and exchange environment: a study protocol

Research article

Multiple goals and time constraints: perceived impact on physicians' performance of evidence-based behaviours

Research article

Evidence-based practice implementation: The impact of public versus private sector organization type on organizational support, provider attitudes, and adoption of evidence-based practice

Systematic Review

Effectiveness of electronic guideline-based implementation systems in ambulatory care settings - a systematic review

Editorial

Specifying and reporting complex behaviour change interventions: the need for a scientific method