This study examines differential effects of the Cognitive Behavioral Intervention for Trauma in Schools (CBITS) program on behavioral and academic outcomes of middle school students.
This study examines the prevalence of trauma experiences and traumatic stress in a diverse group of Asian American middle school students from a large urban school district.
The current study examines the prevalence of trauma experiences and traumatic stress in middle school students from a large urban school district serving a high proportion of diverse immigrant and low-income families.
This paper reviews key steps needed to effectively study SMH research questions. Considerations around research designs, methods for describing effects and outcomes, issues in measurement of process and outcomes, and the foundational role of school and community research partnerships are discussed .
Implementation and sustainability of an evidence-based program: Lessons learned from the PRISM applied to first step to success
We use the Practical, Robust Implementation and Sustainability Model to examine how the characteristics of an evidence-based program interact with those of participants to influence program implementation and continuation.
Does First Step to Success Have Long-term Impacts on Student Behavior? An Analysis of Efficacy Trial Data
The purposes of this study were to assess whether effects in student behavior and academics were maintained at follow-up and to examine the relationship of implementation fidelity to outcomes.
Assessing the Effectiveness of First Step to Success: Are Short-Term Results the First Step to Long-Term Behavioral Improvements?
This article reports on the effectiveness of First Step to Success, a secondary-level intervention appropriate for students in early elementary school who experience moderate to severe behavior problems and are at risk for academic failure.
The National Behavior Research Coordination Center: Coordinating Research and Implementation of Evidence-Based School Interventions for Children with Serious Behavior Problems
The U.S. Department of Education funded four Behavior Research Centers, each to test the efficacy of a separate intervention to improve the behavior of elementary school students with or at risk for serious behavior problems.
The authors describe how the Department of Education’s structuring of the initiative helped avoid many of the shortcomings of earlier federal cross-site demonstration programs and highlight the contributions of a research coordination center .