Detecting and describing preventive intervention effects in a universal school-based randomized trial targeting delinquent and violent behavior
Detecting and describing preventive intervention effects in a universal school-based randomized trial targeting delinquent and violent behavior
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DOI：
10.1037//0022-006x.68.2.296
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发表时间：
2000-04-01
影响因子：
5.9
通讯作者：
Reid, JB
中科院分区：
文献类型：
--
作者：
Stoolmiller, M;Eddy, JM;Reid, JB
本研究探讨了理论，方法和统计问题，参与评估的结果，在操场上的侵略行为障碍的普遍预防性干预。中度攻击性的儿童被假设最有可能受益。攻击性是在操场上测量的，使用的观察员对儿童的群体状态一无所知。行为被微编码在真实的时间，以尽量减少潜在的期望偏差。干预的有效性与初始攻击性水平密切相关。最具攻击性的孩子进步最大。模型，包括校正低可靠性（方差的比率，由于真正的时间稳定的个体差异的总方差）和删失（地板效应率数据，由于观察时间短）获得的效果大小比模型大5倍，没有这样的校正儿童谁是最初的2 SD以上的平均攻击性。
This study examined theoretical, methodological, and statistical problems involved in evaluating the outcome of aggression on the playground for a universal preventive intervention for conduct disorder. Moderately aggressive children were hypothesized most likely to benefit. Aggression was measured on the playground using observers blind to the group status of the children. Behavior was microcoded in real time to minimize potential expectancy biases. The effectiveness of the intervention was strongly related to initial levels of aggressiveness. The most aggressive children improved the most. Models that incorporated corrections for low reliability (the ratio of variance due to true time-stable individual differences to total variance) and censoring (a floor effect in the rate data due to short periods of observation) obtained effect sizes 5 times larger than models without such corrections with respect to children who were initially 2 SDs above the mean on aggressiveness.