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Catherine P. Bradshaw; Kathan Shukla; Elise T. Pas; Juliette K. Berg; Nicholas S. Ialongo – Grantee Submission, 2020
A growing body of research has documented a link between variation in implementation dosage and outcomes associated with preventive interventions. Complier Average Causal Effect (CACE; Jo, 2002) analysis allows for estimating program impacts in light of variation in implementation. This study reports intent-to-treat (ITT) and CACE findings from a…
Descriptors: Educational Games, Student Behavior, Behavior Problems, Behavior Modification
Amanda J. Nguyen; Jacqueline Hersh; Lydia Beahm; Lora Henderson Smith; Courtney Newman; Katelyn Birchfield; Kurt Michael; Catherine P. Bradshaw – School Mental Health, 2024
Background: Educators in rural schools are uniquely situated to address youth mental health disparities, yet often face challenges in delivering mental health supports. This paper describes the process of adapting the evidence-based Coping Power program, a small group prevention program for youth with aggressive behavior problems, to be a…
Descriptors: Intervention, Elementary School Students, Middle School Students, Program Length
Stacy R. Johnson; Elise T. Pas; Catherine P. Bradshaw; Nicholas S. Ialongo – Grantee Submission, 2018
There is growing awareness of the importance of implementation fidelity and the supports, such as coaching, to optimize it. This study examined how coaching activities (i.e., check-ins, needs assessment, modeling, and technical assistance) related directly and indirectly to implementation dosage and quality of the PAX Good Behavior Game, via a…
Descriptors: Prevention, Coaching (Performance), Educational Games, Behavior Problems