Evaluating dosage effects for the positive action program: How implementation impacts internalizing symptoms,...

Area of Science:

• Educational Psychology
• Adolescent Development
• Evidence-Based Practices

Background:

• Positive Action (PA) is an evidence-based practice (EBP) school intervention designed to reduce problem behaviors and enhance positive behaviors in students.
• Implementation fidelity, particularly program dosage, is crucial for EBP effectiveness, yet its impact on PA outcomes is under-researched.
• Previous studies on PA have not adequately explored how varying levels of program exposure influence targeted outcomes.

Purpose of the Study:

• To investigate the relationship between program dosage of the Positive Action (PA) intervention and adolescent outcomes.
• To examine how different durations (years) and intensities (number of lessons) of PA participation affect internalizing symptoms, aggression, school hassles, and self-esteem.
• To address the gap in research regarding the specific impact of PA dosage on adolescent well-being.

Main Methods:

• Utilized propensity score models, multiple imputation, and a 2-level hierarchical linear model for data analysis.
• Analyzed data from a sample of 5,894 middle school students (grades 6-8) over a 3-year period.
• Measured PA dosage by years of participation and the number of PA lessons received.

Main Results:

• Students receiving 3 years of PA and a high number of lessons showed significantly higher self-esteem compared to those with no PA exposure.
• Participants engaged in 1 year of PA reported significantly lower school hassle scores than the control group.
• Program dosage did not yield statistically significant effects on aggression or internalizing symptom scores.

Conclusions:

• The duration and intensity of the Positive Action (PA) intervention are associated with specific positive outcomes in adolescents, notably enhanced self-esteem and reduced school hassles.
• While PA demonstrates benefits related to dosage, its impact on aggression and internalizing symptoms requires further investigation.
• Findings underscore the importance of considering program dosage in the implementation and evaluation of school-based interventions like PA.