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Helping children adjust--a Tri-Ministry Study: I. Evaluation methodology.
M H Boyle1, C E Cunningham, J Heale
1McMaster University and Hamilton Health Sciences Corporation, Ontario, Canada.
Journal of Child Psychology and Psychiatry, and Allied Disciplines
|November 27, 1999
Summary
This study evaluated universal social skills and reading programs in Ontario primary schools to prevent behavioral issues. The methodology focused on reading achievement using growth trajectory models.
Area of Science:
- Child Psychology
- Educational Psychology
- Behavioral Science
Background:
- Behavioral maladjustment in primary school children is a significant concern.
- Universal prevention programs are crucial for early intervention.
- Previous research indicates a need for effective school-based interventions.
Purpose of the Study:
- To evaluate the effectiveness of universal social skills (SS) and partner reading (RE) programs.
- To assess the combined impact of SS & RE programs on behavioral maladjustment.
- To analyze the impact of these programs on reading achievement in primary school children.
Main Methods:
- A school-based trial involving 60 Ontario schools and 2439 children (up to Grade 3).
- Random assignment of schools to either SS, RE, or SS & RE programs.
- Three-level growth trajectory models used for program effect evaluation, with reading achievement as a key metric.
Main Results:
- The report focuses on the methodology and illustrates analysis using reading achievement data.
- Detailed follow-up assessments included observations, ratings, and standard tests.
- A companion paper presents the full study results and programmatic implications.
Conclusions:
- The Tri-Ministry Study provides a robust methodology for evaluating school-based prevention programs.
- Growth trajectory models are suitable for analyzing program effects on child development.
- Further research and programmatic adjustments are suggested based on study findings.