Reddy Linda A, Newman Erik, De Thomas Courtney Anne, Chun Victoria
Rutgers University, USA.
J Sch Psychol. 2009 Apr;47(2):77-99. doi: 10.1016/j.jsp.2008.11.001. Epub 2008 Dec 21.
The present study evaluated the effectiveness of school-based prevention and intervention programs for children and adolescents at-risk for and with emotional disturbance. Published outcome studies (k=29) from December, 1988, to March, 2006, including 1405 children and adolescents were reviewed. Each investigation was coded on several variables describing the child, parent, and teacher samples, as well as reported outcome results. The overall mean weighted effect size was 1.00 at post-test and 1.35 at follow-up. Mean weighted ESs were 0.42 for between-subjects design studies, 0.87 for within-subjects design studies, and 1.87 for single-subject design studies. Prevention programs yielded a mean weighted ES of 0.54 and intervention programs produced a mean weighted ES of 1.35. Findings for specific outcome foci are presented and implications are discussed.
本研究评估了针对有情绪障碍风险及患有情绪障碍的儿童和青少年的校本预防与干预项目的有效性。对1988年12月至2006年3月期间发表的29项结果研究进行了综述，这些研究涉及1405名儿童和青少年。每项调查都依据描述儿童、家长和教师样本的若干变量以及报告的结果进行编码。测试后的总体平均加权效应量为1.00，随访时为1.35。组间设计研究的平均加权效应量为0.42，组内设计研究为0.87，单组设计研究为1.87。预防项目的平均加权效应量为0.54，干预项目的平均加权效应量为1.35。文中呈现了特定结果焦点的研究发现并讨论了其意义。
