This quantitative study addresses the problem of reading and behavioral performance in elementary school by examining the impact of a universal preventive intervention on both the proximal and distal outcomes of students in the fourth grade at a mid-western elementary school. These proximal outcomes (disruptions per student per hour) were measured…

Sixth graders participating in the "Too Good for Drugs" (TGFD) prevention program in comparison to 6th graders not participating show different results by student risk level. Sixth graders from 20 middle schools were randomly assigned to receive the intervention and those from 20 paired middle schools assigned to serve as controls (N =…

Non-classroom settings are often the most violence-prone areas within a school. This study investigated the impact of an interdependent group contingency on the disruptive behaviors of students in grades K-6 in an urban school cafeteria. Nine female noontime aides and National School and Community Corps staff members implemented the Lunchroom…

Objective: This article examines the impact of a universal social-emotional learning program, the Fast Track PATHS (Promoting Alternative Thinking Strategies) curriculum and teacher consultation, embedded within the Fast Track selective prevention model. Method: The longitudinal analysis involved 2,937 children of multiple ethnicities who remained…

Prevention programs in schools are one response to youth, community, and family violence. Many of these programs target older children and adolescents. This quasi-experimental study evaluated the preschool curriculum of the Peacemakers program, which was developed by a consortium of social service agencies for implementation in schools. This…

This article describes the implementation of small-group reading instruction as secondary- and tertiary-level components of a three-tier model of prevention and intervention. The study consisted of 83 students who were targeted in the winter of kindergarten as being at high risk for reading failure. Intervention consisted of evidence-based…

Even with current evidence-based preschool programming efforts for children from high-risk backgrounds, many children vary in their skill levels at school entry. The authors examined the influence of using an evidence-based literacy curriculum during a 6-week summer program. The authors documented improvements in children's letter-naming,…

Background: School readiness, conceptualized as three components including emotional self-regulation, social competence, and family/school involvement, as well as absence of conduct problems play a key role in young children's future interpersonal adjustment and academic success. Unfortunately, exposure to multiple poverty-related risks increases…

Conducted an experimental evaluation of Teen Outreach, a national volunteer service program. Found that rates of pregnancy, school failure, and academic suspension, at exit nine months later, were substantially lower in the Teen Outreach group, even after accounting for group differences at entry. Results suggest potential value of interventions…

First-graders (n=678) with behavior disorders received either a classroom-centered (CC) intervention designed to enhance teachers' behavior management or family-school partnerships intervention that targeted improvement in parent-teacher communication and parents' behavior management strategies. The CC intervention was more effective in reducing…

Describes preliminary results obtained from preventive, early intervention, and remediation studies with culturally diverse elementary students with significant reading problems. The effects of daily phonological awareness activities, a synthetic phonics approach, and explicit instruction in the alphabet are summarized. Ethnic differences in…

First and second graders (n=285) received one of three types of classroom reading programs: (1) direct instruction in letter-sound correspondence; (2) less direct instruction in sound-spelling patterns; and (3) implicit instructions in the alphabetic code while reading connected text. Results show advantages of reading programs that emphasize…

A study evaluated a comprehensive school-wide program based on an effective behavioral support approach for preventing disruptive behaviors implemented in seven elementary schools. The program included a school-wide discipline program, tutoring, conflict resolution, and functional behavioral intervention plans. Schools showed positive effects on…

This study examined effects of a summer reading instruction program as part of an 8-week summer day camp experience for 61 disadvantaged first grade children. Two hours of direct explicit reading instruction daily were supplemented with a literacy-rich camping experience. Post-tests indicated the experimental group not only obviated usual summer…

Examines school performance across three grades on both individually administered reading tests and state-mandated standardized tests between students of a Success for All (SFA) program and controls. Results show more positive effects for SFA students, some decline in effects over time, and greater effects for minority than for nonminority…