Historical review of shcool-based randomized trials for evaluating problem behavior prevention
By: FLAY, Brian R
.
Contributor(s): COLLINS, Linda M.
Material type: 
ArticlePublisher: Thousand Oaks : SAGE, May 2005The Annals of The American Academy of Political and Social Science 599, p. 115-146Abstract: The authors provide a historical review of developments in the methods of shoccol-based evaluations of problem behavior prevention interventions. the design and statistical methodologies used in schools, the choice of appropriate comparison or control groups, solutions when randomization breaks down, limiting and handling of variation in integrity of the intervention received, limiting biases introduced by data collection, awareness of the effects of intensive and long-term data collection, limiting and analysis of subject attrition and other missing data, aprroaches to obtaining parental consent for children to engage in research, design and analysis issues when only small numbers of schools are available or cna be afforded, the choice of the unit of analysis, phases of research, optimizing and extending the reach of interventions, and differential effects in subpopulations. The authors conclude taht sequential planing, timing, keeping up with methological advances, publication of results, and accumulation of knowledge are all important in conducting high-quality scholl-based intervention research, and that the devil is in the details.
The authors provide a historical review of developments in the methods of shoccol-based evaluations of problem behavior prevention interventions. the design and statistical methodologies used in schools, the choice of appropriate comparison or control groups, solutions when randomization breaks down, limiting and handling of variation in integrity of the intervention received, limiting biases introduced by data collection, awareness of the effects of intensive and long-term data collection, limiting and analysis of subject attrition and other missing data, aprroaches to obtaining parental consent for children to engage in research, design and analysis issues when only small numbers of schools are available or cna be afforded, the choice of the unit of analysis, phases of research, optimizing and extending the reach of interventions, and differential effects in subpopulations. The authors conclude taht sequential planing, timing, keeping up with methological advances, publication of results, and accumulation of knowledge are all important in conducting high-quality scholl-based intervention research, and that the devil is in the details.
Click on an image to view it in the image viewer
There are no comments for this item.