Brian R Flay1, Carol G Allred. 1. Health Research and Policy Centers, University of Illinois at Chicago, Chicago, IL 60607, USA. bflay@uic.edu
Abstract
OBJECTIVE: To report long-term effectiveness of the Positive Action program. METHODS: Used matched-schools design and school-level achievement and disciplinary data to evaluate program effects on student performance and behavior in elementary schools. RESULTS: Participation in the Positive Action program improved student behavior, school involvement, and academic achievement at all 3 levels of schools, with the results showing a clear dose-response relationship. CONCLUSION: Results provide clear evidence that a coherent, comprehensive, and integrated program can have enduring effects in multiple domains.
OBJECTIVE: To report long-term effectiveness of the Positive Action program. METHODS: Used matched-schools design and school-level achievement and disciplinary data to evaluate program effects on student performance and behavior in elementary schools. RESULTS: Participation in the Positive Action program improved student behavior, school involvement, and academic achievement at all 3 levels of schools, with the results showing a clear dose-response relationship. CONCLUSION: Results provide clear evidence that a coherent, comprehensive, and integrated program can have enduring effects in multiple domains.
Authors: Isaac J Washburn; Alan Acock; Sam Vuchinich; Frank Snyder; Kin-Kit Li; Peter Ji; Joseph Day; David DuBois; Brian R Flay Journal: Prev Sci Date: 2011-09