Comprehensive Elementary School Risk Prevention
This project will evaluate the benefit of an enhanced social development program in grades 3-6 to decrease the onset of risky behaviors in pre-adolescents.
|Study Design:||Allocation: Randomized
Endpoint Classification: Efficacy Study
Intervention Model: Parallel Assignment
Masking: Open Label
Primary Purpose: Prevention
|Official Title:||Comprehensive Elementary School Risk Prevention|
- Self reports of risky behaviors [ Time Frame: Spring of 2008,2009,2010 ] [ Designated as safety issue: No ]
- Academic test scores [ Time Frame: annually 2006-2008 ] [ Designated as safety issue: No ]
- Measure of social problem solving skills: Social Problem Solving Dilemma [ Time Frame: Spring 2007,2008 ] [ Designated as safety issue: No ]
|Study Start Date:||September 2004|
|Study Completion Date:||July 2010|
|Primary Completion Date:||June 2010 (Final data collection date for primary outcome measure)|
Behavioral: Social Development Instruction
Educational programs to promote the adoption of healthy behaviors and to decrease the onset of risky behaviors in pre-adolescents are far more likely to be successful than attempts to alter established patterns of high-risk behaviors. The project involves an evaluation of a comprehensive 4-year elementary school prevention initiative starting in 3rd grade. The prevention initiative, grounded in social cognitive, influence, and development theories is embedded within a pre-existing comprehensive elementary school social development program and will employ an evidence-based social skills curriculum (PATHS) in selected schools. The aim of the program is to teach children to use problem-solving and communication skills to negotiate and prevent high-risk behaviors.
Students attending schools that will receive the enhanced social development program will be compared to students attending schools that will receive the current, standard social development curriculum. The study hypothesizes that students who participate in the 4-year enhanced social development program will self-report fewer risk behaviors when surveyed by the school system in grades 6-8.
Please refer to this study by its ClinicalTrials.gov identifier: NCT00099385
|United States, Connecticut|
|Yale University School of Medicine|
|New Haven, Connecticut, United States, 06520-8064|
|Principal Investigator:||David J Schonfeld, MD||Yale University|