Follow-up Studies of Early Childhood, Teacher-Training, Violence Prevention Programs
| Study . | Sample . | Longer Term Outcomes . |
|---|---|---|
| Follow up of efficacy trial in 24 preschools.23,24 Children aged 3–6 y on enrollment | 24 preschools randomly assigned to intervention (n = 12 preschools, 37 classrooms) or control (12 preschools, 36 classrooms). Follow-up of teachers at 6 mo Teachers were followed up 6 mo after the end of the intervention. Follow-up of individual children in grade 1 of primary school Five children from each class with the highest level of initial conduct problems in preschool were followed up in grade 1 of primary school (181 intervention, 183 control). | Follow-up 6 mo after the end of intervention in the 24 preschools Observed teacher practices • Increased teacher positive behaviors: ES = 2.70 (95% CI, 2.00–3.41) • Decreased teacher negative behaviors: ES = –0.98 (95% CI, –0.52 to –1.44) • Increased teacher warmth: ES = 0.91 (95% CI, 0.46–1.43) Observed class-wide child behavior: • Increased class-wide appropriate behavior: ES = 0.50 (95% CI, 0.03–0.97) • Increased class-wide child interest and enthusiasm: ES = 0.78 (95% CI, 0.03–1.53) Individual child outcomes (measured in grade 1 of primary school): Child behavior • No significant benefits to observed conduct problems at school: ES = –0.13 (95% CI, –0.32 to 0.05) • Marginal benefits to teacher-reported conduct problems: (ES = –0.16 [95% CI, –0.35 to 0.02]) and social skills: ES = 0.19 (95% CI, –0.01 to 0.38) • No benefits to parent-reported conduct problems (ES = 0.10 [95% CI, –0.08 to 0.30]) and social skills: ES = –0.07 (95% CI, –0.27 to 0.14) Child school achievement, self-regulation, and school attendance: • Increased academic achievement: ES = 0.23 (95% CI, 0.04–0.42) • Increased oral language skills: ES = 0.28 (0.08–0.48) • Increased self-regulation: ES = 0.25 (0.07–0.43) • Increased child attendance: ES = 0.30 (95% CI, 0.10–0.49) |
| Follow up of effectiveness trial in 76 preschools.15 | 76 preschools randomly assigned to intervention (n = 38 preschools, 119 classrooms) or control (n = 38 preschools, 110 classrooms). Teachers were followed up 1 y after the end of the intervention | Teacher outcomes • Intervention teachers used less violence against children (measured through observation) than control teachers: –53.86% (95% CI, –71.08 to –36.65). • Improved teachers’ professional well-being: ES = 0.26 (95% CI, 0.03–0.48) • Increased teacher retention in intervention schools: 88% intervention vs 77% control teachers, P = .03 Classroom outcomes Quality of the classroom environment on the CLASS Pre-K • Increased emotional support: ES = 0. 50 (95% CI, 0.20–0.79) • Increased classroom organization: ES = 0.42 (95% CI, 0.14–0.69) • No significant benefits for instructional support: ES = 0.29 (95% CI, –0.06 to 0.57) Child outcomes Observed class-wide child behavior: • No benefits to class-wide child aggression: ES = –0.14 (95% CI, –0.42 to 0.16) or prosocial behavior: ES = 0.22 (95% CI, –0.08 to 0.53) |
| Study . | Sample . | Longer Term Outcomes . |
|---|---|---|
| Follow up of efficacy trial in 24 preschools.23,24 Children aged 3–6 y on enrollment | 24 preschools randomly assigned to intervention (n = 12 preschools, 37 classrooms) or control (12 preschools, 36 classrooms). Follow-up of teachers at 6 mo Teachers were followed up 6 mo after the end of the intervention. Follow-up of individual children in grade 1 of primary school Five children from each class with the highest level of initial conduct problems in preschool were followed up in grade 1 of primary school (181 intervention, 183 control). | Follow-up 6 mo after the end of intervention in the 24 preschools Observed teacher practices • Increased teacher positive behaviors: ES = 2.70 (95% CI, 2.00–3.41) • Decreased teacher negative behaviors: ES = –0.98 (95% CI, –0.52 to –1.44) • Increased teacher warmth: ES = 0.91 (95% CI, 0.46–1.43) Observed class-wide child behavior: • Increased class-wide appropriate behavior: ES = 0.50 (95% CI, 0.03–0.97) • Increased class-wide child interest and enthusiasm: ES = 0.78 (95% CI, 0.03–1.53) Individual child outcomes (measured in grade 1 of primary school): Child behavior • No significant benefits to observed conduct problems at school: ES = –0.13 (95% CI, –0.32 to 0.05) • Marginal benefits to teacher-reported conduct problems: (ES = –0.16 [95% CI, –0.35 to 0.02]) and social skills: ES = 0.19 (95% CI, –0.01 to 0.38) • No benefits to parent-reported conduct problems (ES = 0.10 [95% CI, –0.08 to 0.30]) and social skills: ES = –0.07 (95% CI, –0.27 to 0.14) Child school achievement, self-regulation, and school attendance: • Increased academic achievement: ES = 0.23 (95% CI, 0.04–0.42) • Increased oral language skills: ES = 0.28 (0.08–0.48) • Increased self-regulation: ES = 0.25 (0.07–0.43) • Increased child attendance: ES = 0.30 (95% CI, 0.10–0.49) |
| Follow up of effectiveness trial in 76 preschools.15 | 76 preschools randomly assigned to intervention (n = 38 preschools, 119 classrooms) or control (n = 38 preschools, 110 classrooms). Teachers were followed up 1 y after the end of the intervention | Teacher outcomes • Intervention teachers used less violence against children (measured through observation) than control teachers: –53.86% (95% CI, –71.08 to –36.65). • Improved teachers’ professional well-being: ES = 0.26 (95% CI, 0.03–0.48) • Increased teacher retention in intervention schools: 88% intervention vs 77% control teachers, P = .03 Classroom outcomes Quality of the classroom environment on the CLASS Pre-K • Increased emotional support: ES = 0. 50 (95% CI, 0.20–0.79) • Increased classroom organization: ES = 0.42 (95% CI, 0.14–0.69) • No significant benefits for instructional support: ES = 0.29 (95% CI, –0.06 to 0.57) Child outcomes Observed class-wide child behavior: • No benefits to class-wide child aggression: ES = –0.14 (95% CI, –0.42 to 0.16) or prosocial behavior: ES = 0.22 (95% CI, –0.08 to 0.53) |
CI, confidence interval; CLASS, Classroom Assessment Scoring System; ES, effect size; SDQ, Strengths and Difficulties Questionnaire