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Long term effects of a systems-oriented school prevention program.

Ana Mari Cauce1, James P Comer2, David Schwartz3

  • 1University of Washington.

The American Journal of Orthopsychiatry
|January 1, 1987
PubMed
Summary

This primary prevention program improved children's academic performance over three years. The Yale Child Study Center model showed positive effects on student outcomes in school systems.

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Area of Science:

  • Child Psychology
  • Educational Psychology
  • Public Health Interventions

Background:

  • Primary prevention programs are crucial for child development.
  • The Yale Child Study Center model offers a framework for early intervention.
  • Evaluating long-term effects of school-based programs is essential.

Purpose of the Study:

  • To document the three-year effects of a school systems-oriented primary prevention program.
  • To assess the impact of the Yale Child Study Center model on children's outcomes.
  • To analyze academic and other indices following the intervention.

Main Methods:

  • Longitudinal study design over three years.
  • Implementation of a primary prevention program in a grade school system.

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  • Data collection on various child performance indices, with a focus on academic measures.

    • Main Results:

    • Children in the intervention group showed significant improvements.
    • Positive effects were observed across multiple performance indices.
    • Academic performance was notably enhanced in the intervention group.

    Conclusions:

    • The primary prevention program based on the Yale Child Study Center model demonstrates significant positive, long-term effects.
    • The findings support the effectiveness of school systems-oriented interventions in improving child outcomes, particularly academic achievement.
    • Further discussion on the implications for educational and psychological practices is warranted.