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National Institutes of Health Research Grants
- Reducing Violence by Joining Education and Prevention
Grant Number: 1 R21 HD40051-01, AA DA MH
Dates: October 1, 2000 through September 30, 2003
National Institute on Child Health and Development
[click here] - Development and Malleability From Childhood to Adulthood
Grant Number: 1 R01 MH 42968-11
Dates: April 1, 2002 through March 31, 2005
National Institute of Mental Health
[click here] - Prevention Services in Schools for Early Drug Abuse Risk
Grant Number: 1 R01 DA15409-01
Dates: September 1, 2002 through August 31, 2007
National Institute on Drug Abuse
[click here] - Prevention Services in Schools for Early Drug Abuse Risk
(Competitive supplement currently under review.)
3 R01 DA01509-03S1
Date Submitted: July 1, 2004
Dates: April 1, 2005 through March 31, 2007
National Institute on Drug Abuse
[click here]
Dates: October 1, 2000 through September 30, 2003
National Institute on Child Health and Development
ABSTRACT
Over the past three decades, evidence from developmental epidemiological studies has consistently identified specific antecedents as early as first grade, of later aggressive and violent behavior. Many if not most of these antecedent risk factors are exhibited in and around classrooms and school buildings. Aggressive, disruptive behavior in the first grade classroom is a well replicated antecedent of later youth violence, particularly when the first grade classroom is itself chaotic. In first grade and thereafter, aggressive, disruptive behavior is strongly related to poor academic achievement. In previous population based, randomized preventive trials, raising achievement levels improved early aggressive behavior, with impact lasting at least into middle school. Improving classroom management has also improved longer term outcome. Improving the monitoring and teaching of pro-social behavior in non-instructional school settings, and improving teacher/parent partnerships have also led to reduced youth arrests and less aggressive behavior. This project seeks to build the next generation of prevention trials on these results by: 1) developing a classroom based preventive intervention program for first grade that combines curriculum, instruction, behavior management, and social skills training; 2) developing a preventive intervention program for non-instructional settings, such as the lunch room, halls, playground, and bus stop that improves adult monitoring, teaches social skills outside of the classroom, and promotes parent/teacher partnerships; 3) developing an inservice and pre-service training program to train teachers in curriculum, instruction, classroom behavior management, and school-family partnerships; 4) developing a conceptual framework, measures, and procedures for a school-based, multi-stage system of integrated services for children to back-up universal prevention programs such as the above, and 5) developing new measures of implementation, estimates of power, and psychometrics for new and existing measures. This work will be done by a unique partnership among the American Institutes for Research, the Oregon Social Learning Center, the Prevention Science Methodology Group, Morgan State University, and the Baltimore City Public School System. A Community and Institutional Board will continue to oversee this next stage of prevention research. Two areas have already been assigned by the Baltimore City Public School System. Over the past 16 years, the parents, schools, teachers, and our Board have endorsed random or balanced assignment of children, teachers, and schools in the interest of rigorous evaluation of education and prevention work.
Dates: April 1, 2002 through March 31, 2005
National Institute of Mental Health
ABSTRACT
This proposal seeks support to analyze data from a nearly completed follow-up of two epidemiologically-defined cohorts of urban young adults (N= 2,311), who as first and second graders, participated in a randomized field trial of two universal preventive interventions aimed at the reduction of later antisocial behavior and disorders, substance abuse, and depressive symptoms and disorders. The proximal targets of one intervention (the Good Behavior Game) were aggressive and shy behaviors in first and second grade, which are confirmed antecedents of later conduct problems, antisocial personality, and substance abuse. The proximal target of the second intervention (Mastery Learning) was poor school achievement, an antecedent of later depressive and anxious symptoms and disorders. Participants were followed up annually through middle school and then again at age 21. We have already learned much from our data about normative and pathogenic development and the prevention of antisocial behavior, substance abuse, and depressive symptoms and disorders from entry into first grade through early adolescence. Now, we seek funding to extend our understanding of developmental paths and their malleability beyond early adolescence into young adulthood. While NIH has provided key support for the implementation and evaluation of the original intervention trials and the adolescent and young adult follow-ups, analysis of the data collected at age 21 is currently unfunded. In addition to examining intervention and developmental outcomes through age 21, continued NIH funding will allow us to assess the impact of the interventions on the need for, use of, and associated costs of special education, mental health and substance abuse treatment services. We will also be in a position to fill an important gap in our knowledge of the incidence, prevalence, correlates and antecedents of psychiatric symptoms and disorders in young adults. Continued funding would also enable us to study the impact of these symptoms and disorders on the young adults' success in the social fields of school, work, intimate relations, and the family of procreation. Relatedly, we will be able to assess the economic impact of psychopathology in terms of lost wages and the costs of mental health and substance abuse treatment, adjudication and incarceration, and welfare, disability, and unemployment benefits.
Dates: September 1, 2002 through August 31, 2007
National Institute on Drug Abuse
ABSTRACT
This five-year prevention services application is concerned with preventing substance abuse, comorbid mental and behavioral disorders, and school failure. We will direct an integrated set of first grade classroom based preventive interventions at two correlated and confirmed early antecedents: early aggressive, disruptive behavior and poor achievement. We will test a comprehensive Whole Day (WD) program directed at improving: 1) teacher's classroom behavior management; 2) family/classroom partnerships regarding homework and discipline; and 3) teacher's instructional practices regarding academic subjects, particularly reading. We will test WD effectiveness in a developmental epidemiological design in which children and teachers are randomly assigned to intervention and standard setting (control) classrooms in 2 classrooms in each of 12 schools. While following the first grade children to the end of third grade, we will follow their first grade teachers over two subsequent cohorts of first graders to test whether the support and training structure sustains high levels of WD practice. We will also test whether the support and training structure is successful in training non-WD teachers. This prevention services aim will be augmented by an economic analysis of the costs and cost-effectiveness of the WD program. This combined services and prevention research should increase the efficiency of developing evidence-based programs and extending their use system-wide in both the prevention and education fields. The aims of our proposed work are to: 1) Implement and evaluate the effectiveness of a whole-day preventive intervention program for first-grade (WD) directed at known antecedent risk factors for later substance abuse, school failure, and comorbid mental and behavioral disorders; 2) Measure the variation in impact of WD due to variation in the experimentally manipulated quality of teachers' specific WD practices around classroom behavior management, family/classroom partnership, and quality of instruction, regarding reading, taking into account family, peer, and community factors; 3) Test effectiveness of the support structure required to sustain, and extend to other teachers high quality implementation of WD; 4) Carry out economic analyses of the costs of implementing WD and their cost-effectiveness.
3 R01 DA01509-03S1
Date Submitted: July 1, 2004
Dates: April 1, 2005 through March 31, 2007
National Institute on Drug Abuse
ABSTRACT
This is a request to supplement a five-year prevention services project: 1) to test a 1st grade classroom based universal intervention to prevent substance abuse, co-morbid disorders, and school failure, and 2) to test a model for sustainability and dissemination. The supplement would support two systematic replications of the effectiveness trial, and strengthen the test of a model for sustainability and dissemination. The Whole Day Program for 1st Grade Classrooms (WD) is directed at two early antecedents of later drug abuse and other co-morbid disorders: aggressive, disruptive behavior and poor achievement as early as 1st grade. WD is directed at:1) teacher's classroom behavior management; 2) family/classroom partnerships re homework and behavior; and 3) teacher's instructional practices regarding academic subjects, particularly reading. We have completed 1 year of testing WD effectiveness in a developmental epidemiological design in which 1st grade children and teachers were randomly assigned within each of 12 elementary schools to an intervention or a standard program classroom. While following the first grade children to the end of third grade, we will follow the first grade teachers over a 2nd cohort of first graders to test whether the support and training structure sustains high levels of WD practices, as the data warrant. We will test in a 3rd cohort of 1st graders whether the support and training structure is successful in training non-WD teachers. In addition to already funded classroom observation of teachers and children, the supplement would add support for individual child assessments in both of the next 2 cohorts, thus forming 2 systematic replications of the effectiveness trial. The supplement would also strengthen the test of the sustainability and dissemination model by supporting training staff for the multiple levels of mentoring and monitoring procedures required in the School District. Combining effectiveness and dissemination research in one design should increase the efficiency of developing evidence-based prevention programs and extending their use system-wide.
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