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The Whole Day First Grade Program

This study has been completed.
Information provided by:
American Institutes for Research Identifier:
First received: November 18, 2005
Last updated: February 13, 2008
Last verified: August 2005
This five-year prevention services application is concerned with preventing substance abuse, comorbid mental and behavioral disorders, and school failure. We will direct an integrated set of first grade classroom based preventive interventions at two correlated and confirmed early antecedents: early aggressive, disruptive behavior and poor achievement. We will test a comprehensive Whole Day (WD) program directed at improving: 1) teacher's classroom behavior management; 2) family/classroom partnerships regarding homework and discipline; and 3) teacher's instructional practices regarding academic subjects, particularly reading. We will test WD effectiveness in a developmental epidemiological design in which children and teachers are randomly assigned to intervention and standard setting (control) classrooms in 2 classrooms in each of 12 schools. While following the first grade children to the end of third grade, we will follow their first grade teachers over two subsequent cohorts of first graders to test whether the support and training structure sustains high levels of WD practice. We will also test whether the support and training structure is successful in training non-WD teachers. This prevention services aim will be augmented by an economic analysis of the costs and cost-effectiveness of the WD program. This combined services and prevention research should increase the efficiency of developing evidence-based programs and extending their use system-wide in both the prevention and education fields. The aims of our proposed work are to: 1) Implement and evaluate the effectiveness of a whole-day preventive intervention program for first-grade (WD) directed at known antecedent risk factors for later substance abuse, school failure, and comorbid mental and behavioral disorders; 2) Measure the variation in impact of WD due to variation in the experimentally manipulated quality of teachers' specific WD practices around classroom behavior management, family/classroom partnership, and quality of instruction, regarding reading, taking into account family, peer, and community factors; 3) Test effective- ness of the support structure required to sustain, and extend to other teachers high quality implementa- tion of WD; 4) Carry out economic analyses of the costs of implementing WD and their cost-effectiveness.

Condition Intervention Phase
Prevention of Drug Abuse and Dependency
Alcohol Abuse and Dependency
High Risk Sex Behavior
Smoking Tobacco
School Failure
Behavioral: whole day first grade program
Phase 4

Study Type: Interventional
Study Design: Allocation: Randomized
Intervention Model: Parallel Assignment
Masking: Open Label
Primary Purpose: Prevention
Official Title: Prevention Services in Schools for Early Drug Abuse Risk

Further study details as provided by American Institutes for Research:

Primary Outcome Measures:
  • independent observation of behavior and psychological Dx test performance
  • ratings by teachers and others
  • school records
  • juvenile justice records

Estimated Enrollment: 2000
Study Start Date: September 2003
  Show Detailed Description


Ages Eligible for Study:   Child, Adult, Senior
Sexes Eligible for Study:   All
Accepts Healthy Volunteers:   No

Inclusion Criteria:

Must be a first grade child in regular first grade classrooms in 12 schools in 2 academic areas of Baltimore City Public School System

Exclusion Criteria:

  Contacts and Locations
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Please refer to this study by its identifier: NCT00257088

United States, Maryland
AIR Center for Integrating Education and Prevention Research in Schools
Baltimore, Maryland, United States, 21230
Sponsors and Collaborators
American Institutes for Research
Principal Investigator: Sheppard G Kellam, M.D. American Institutes for Research
Study Director: Jeanne M Poduska, ScD American Institutes for Research
Study Chair: C. Hendricks Brown, PhD University of South Florida
Study Chair: John B. Reid, PhD Oregon Social Learning Center
  More Information

Additional Information:
Ialongo N, Poduska J, Werthamer L, and Kellam S. The Distal Impact of Two First-Grade Preventive Interventions on Conduct Problems and Disorder in Early Adolescence. Journal of Emotional & Behavioral Disorders 9(3), 146. 2001.
Crijnen, Alfons A. M., Feehan, Michael, and Kellam, Sheppard G. The course and malleability of reading achievement in elementary school: The application of growth curve modeling in the evaluation of a mastery learning intervention. Learning & Individual Differences 10(2), 137. 1998. Elsevier Science Publishing Company, Inc.
Kellam SG, Rebok GW, Mayer LS, Ialongo N: Depressive symptoms over first grade and their response to a developmental epidemiologically based preventive trial aimed at improving achievement. Development & Psychopathology 1994; 6:463-481
Dolan LJ, Kellam SG, Brown CH, Werthamer-Larsson L: The short-term impact of two classroom-based preventive interventions on aggressive and shy behaviors and poor achievement. Journal of Applied Developmental Psychology 1993; 14:317-345
Kellam SG, Anthony JC, Brown CH, Dolan L, Werthamer-Larsson L, Wilson R. Prevention research on early risk behaviors in cross-cultural studies in Needs and prospects of child and adolescent psychiatry Edited by Schmidt MH, Remschmidt H. Hogrefe & Huber Publishers, 1989 Identifier: NCT00257088     History of Changes
Other Study ID Numbers: R01DA015409 ( US NIH Grant/Contract Award Number )
R01DA019984-01 ( US NIH Grant/Contract Award Number )
Study First Received: November 18, 2005
Last Updated: February 13, 2008

Keywords provided by American Institutes for Research:
risk factors
randomized field trials

Additional relevant MeSH terms:
Substance-Related Disorders
Alcohol-Related Disorders
Chemically-Induced Disorders
Mental Disorders processed this record on April 25, 2017