American Institutes for Research, Baltimore, MD, USA.
Implement Sci. 2009 Sep 2;4:56. doi: 10.1186/1748-5908-4-56.
While a number of preventive interventions delivered within schools have shown both short-term and long-term impact in epidemiologically based randomized field trials, programs are not often sustained with high-quality implementation over time. This study was designed to support two purposes. The first purpose was to test the effectiveness of a universal classroom-based intervention, the Whole Day First Grade Program (WD), aimed at two early antecedents to drug abuse and other problem behaviors, namely, aggressive, disruptive behavior and poor academic achievement. The second purpose--the focus of this paper--was to examine the utility of a multilevel structure to support high levels of implementation during the effectiveness trial, to sustain WD practices across additional years, and to train additional teachers in WD practices.
The WD intervention integrated three components, each previously tested separately: classroom behavior management; instruction, specifically reading; and family-classroom partnerships around behavior and learning. Teachers and students in 12 schools were randomly assigned to receive either the WD intervention or the standard first-grade program of the school system (SC). Three consecutive cohorts of first graders were randomized within schools to WD or SC classrooms and followed through the end of third grade to test the effectiveness of the WD intervention. Teacher practices were assessed over three years to examine the utility of the multilevel structure to support sustainability and scaling-up.
The design employed in this trial appears to have considerable utility to provide data on WD effectiveness and to inform the field with regard to structures required to move evidence-based programs into practice.
NCT00257088.
虽然一些在学校内实施的预防干预措施在基于流行病学的随机现场试验中显示出短期和长期的影响，但这些项目通常无法随着时间的推移高质量地持续实施。本研究旨在支持两个目的。第一个目的是测试全天一年级计划（WD）这一普及课堂干预措施的有效性，该计划旨在解决药物滥用和其他问题行为的两个早期前因，即攻击性行为、破坏性行为和学业成绩不佳。第二个目的是本论文的重点，即检验多层次结构在有效性试验中支持高水平实施的效用，在额外的年份中维持 WD 实践，并在 WD 实践中培训更多的教师。
WD 干预措施整合了三个部分，每个部分之前都经过了单独测试：课堂行为管理；教学，特别是阅读；以及围绕行为和学习的家庭-课堂伙伴关系。12 所学校的教师和学生被随机分配接受 WD 干预或学校系统的标准一年级课程（SC）。在学校内，连续三批一年级学生被随机分配到 WD 或 SC 教室，并跟踪到三年级结束，以测试 WD 干预措施的有效性。教师实践在三年内进行评估，以检验多层次结构支持可持续性和扩展的效用。
该试验采用的设计似乎具有相当大的效用，可以提供 WD 有效性的数据，并就将循证方案付诸实践所需的结构向该领域提供信息。
NCT00257088。
