An Experimental Evaluation of the All Stars Prevention Curriculum in a Community After School Setting
An Experimental Evaluation of the All Stars Prevention Curriculum in a Community After School Setting
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DOI：
10.1007/s11121-009-0156-7
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发表时间：
2010-06-01
影响因子：
3.5
通讯作者：
Connell, Nadine
中科院分区：
文献类型：
--
作者：
Gottfredson, Denise C.;Cross, Amanda;Connell, Nadine
本研究测试了预防课程“All Stars”的有效性，该课程在为期一年的学校课后项目中实施，并使用实验方法独立复制了“All Stars”对目标调解者和问题行为的影响。注册参加课后项目的中学生（N = 447）被随机分配到实验或控制条件。样本包括男女比例大致相等，70%是非裔美国人，59%的学生在学校领取补贴餐。全明星项目的设计具有合理的完整性，尽管质量低于早期疗效试验的报道。然而，由于课后项目的出勤率较低，实际学生接触该项目的机会低于预期。参加过全明星训练的学生平均接受16小时的训练。结果显示，在任何结果或中介因素的后测中，实验组和对照组学生之间没有差异。此外，对于接受更高剂量、更高质量的计划交付或两者兼而有之的青少年，没有发现积极的影响。没有足够的时间在课后环境中实现高质量的实施，以及潜在的偏差培训被认为是未能复制积极项目效果的原因。
This study tested the effectiveness of a prevention curriculum, All Stars, as implemented in a year-long school-based after school program and provides an independent replication of the effects of All Stars on targeted mediators and problem behaviors using an experimental methodology. Middle school students (N = 447) who registered for the after school program were randomly assigned to the experimental or control condition. The sample included approximately equal proportions of males and females, was 70% African American, and 59% of the students received subsidized meals at school. All Stars was delivered with reasonable integrity to the program design, although with lower quality than reported in earlier efficacy trials. However, actual student exposure to the program was lower than expected due to low levels of attendance in the after school program. Students who ever attended received an average of 16 h of All Stars instruction. Results showed no differences between the treatment and control students at post-test on any of the outcomes or mediators. Further, no positive effects were found for youths receiving higher dosage, higher quality program delivery, or both. Insufficient time to achieve high quality implementation in the after school context and potential deviancy training are suggested as reasons for the failure to replicate positive program effects.