Lawrence J. Dolan

The short-term impact of two classroom-based preventive interventions on aggressive and shy behaviors and poor achievement☆

Abstract Two classroom-based preventive interventions were carried out on an epidemiologically defined, varied population of children in a metropolitan area in the United States. This is a report of the short-term impact and specificity of the two interventions from fall through spring of first grade. The first intervention, the Good Behavior Game, was aimed at reducing aggressive behavior and shy behavior. Aggressive behavior has been shown to be an important developmental antecedent in first grade of later delinquency and heavy drug use, particularly when coupled with shy behavior. The second intervention, Mastery Learning, was designed to improve poor reading achievement, which has been shown to be an antecedent for later depressive symptoms, as well as a correlate of aggressive and shy behaviors. Each of the two interventions had a significant and very specific impact only on its own proximal target(s). In addition to main effects, there were theoretically important variations of impacts among subgroups of children. The Good Behavior Game appeared to have a greater impact in reducing aggressive behavior among the more aggressive children. The nature of the impact of Mastery Learning differed by gender, with female high achievers benefiting more from the intervention than female low achievers, and male low achievers benefiting more than male high achievers. Developmental epidemiologically based preventive trials provide a powerful means of addressing questions about etiology and development, particularly around the issue of the malleability of developmental processes. Important questions that future work could test are whether achievement is improved by improving aggressive or shy behaviors and whether aggressive or shy behaviors are improved by improving achievement. Such investigation would inform our understanding of their etiology.

Developmental epidemiologically based preventive trials: Baseline modeling of early target behaviors and depressive symptoms

Describes a conceptual framework for identifying and targeting developmental antecedents in early childhood that have been shown in previous work to predict delinquency and violent behavior, heavy drug use, depression, and other psychiatric symptoms and possibly disorders in late adolescence and into adulthood. Criteria are described that guided choices of targets for two epidemiologically based, randomized preventive trials carried out in 19 elementary schools in the eastern half of Baltimore, involving more than 2,400 first-grade children over the course of first and second grades. Baseline models derived from the first of two cohorts show the evolving patterns of concurrence among the target antecedents. The central role of concentration problems emerged. From Fall to Spring in first grade, concentration problems led to shy and aggressive behavior and poor achievement in both genders and to depressive symptoms among girls. There was evidence for reciprocal relationships in girls. For example, depressive symptoms led to poor achievement in both girls and boys, whereas poor achievement led to depressive symptoms in girls but not boys, at least over the first-grade year. These results provide important epidemiological data relevant to the developmental paths leading to the problem outcomes and suggest preventive trials.

Success for All: Longitudinal Effects of a Restructuring Program for Inner-City Elementary Schools

This article presents the effects of variations of a schoolwide restructuring program, Success for All, on student reading achievement and other outcomes in elementary schools serving large numbers of disadvantaged students. Success for All uses research-based preschool and kindergarten programs, beginning and intermediate reading programs in Grades 1-3, one-to-one tutoring for low-achieving students, family support programs, and other elements. A total of five Baltimore schools were studied over a period of 3 years (four schools) or 4 years (one school). Comparisons with matched students in matched schools indicated strong positive effects on most individually administered reading measures in most schools for students who have been in the program since first grade. Retentions in grade were also substantially reduced, and attendance increased over time.

Success for All: First-Year Outcomes of a Comprehensive Plan for Reforming Urban Education

This article reports the first years outcomes of Success for All, a program designed to bring all children to grade level in basic skills by the third grade. The program uses one-to-one tutoring, research-based reading methods, frequent assessment, enhanced preschool and kindergarten programs, family support, and other interventions to prevent learning problems from developing. An evaluation of the program in an inner-city elementary school found substantially enhanced language skills among preschool and kindergarteners and reading skills among students in Grades 1–3 in comparison to matched controls. Special education referrals and retentions in grade were also substantially reduced. Implications of the findings for compensatory and special education are discussed.

A measure of risk taking for young adolescents: Reliability and validity assessments

Researchers often define adolescent risk taking in terms of individual behaviors such as alcohol and drug use, early sexual activity, and reckless driving. It is not clear whether these behaviors defined by adults as “risky” have the same meaning for adolescents. This paper describes the development and preliminary testing of an instrument to assess risk taking among young adolescents. The six item scale was constructed by asking small groups of eighth grade boys and girls to describe “things that teenagers your age do for excitement or thrills.” The measure was then used in a longitudinal study of 758 young adolescents from three rural counties in Maryland. The scale shows good reliability, as indicated by coefficient alpha and factor analyses. Eighth-grade scores on the scale are associated with the initiation of sexual activity and substance use in ninth grade among virgins and nonusers of alcohol, marijuana, cocaine and pills in eighth grade.

Early sexual activity among adolescents in small towns and rural areas: race and gender patterns.

A 1987 survey of 758 eighth-grade students from three rural counties in Maryland revealed that 61 percent of males and 47 percent of females have engaged in sexual intercourse, and that 77 percent of black students and 40 percent of whites have ever had intercourse. A logistic regression analyzing the effects of race and gender shows that the odds that young black teenagers would have had intercourse are over five times those for whites, and that the odds for males are about twice those for females. The introduction of developmental, individual, academic and behavioral factors into the regression model has little effect on these odds ratios. Separate logistic analyses of four subgroups--white males, white females, black males and black females--reveal no consistent associations between sexual activity and the factors examined. For example, such types of problem behavior as cigarette smoking and use of alcohol or certain other drugs are associated with the likelihood of sexual activity, but the specific type of behavior involved differs by subgroup: Cigarette smoking is related to an increased likelihood of sexual activity just among white females, while alcohol consumption is associated with sexual experience among black females and white males only. Use of drugs other than marijuana or alcohol is linked to a 5-9 times greater risk of sexual activity among whites, but not to any significantly increased risk among blacks, whereas living in a town (rather than in the country) is significantly associated with the likelihood of sexual intercourse among both white and black males, but not among females of either race.(ABSTRACT TRUNCATED AT 250 WORDS)