Effectiveness of a social influences smoking prevention program as a function of provider type, training method, and school risk.

Cameron, Roy; Brown, K. Stephen; Best, J. Allan; C, Pelkman; Madill, Cheryl; Manske, Steve; Payne, Magen

doi:10.2105/ajph.89.12.1827

Cited by 99 publications

(89 citation statements)

References 23 publications

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“…Previous studies have not randomly assigned both implementer types within the same schools (e.g., Cameron et al, 1999;McNeal et al, 2004). The second strength of our study is the use of observer assessments of program fidelity.…”

Section: Discussionmentioning

confidence: 99%

“…First, there is a paucity of studies on this topic. We found only two studies that systematically manipulated the type of implementer of a school-based substance abuse prevention program (Cameron et al, 1999;McNeal, Hansen, Harrington, & Giles, 2004). The study by McNeal and colleagues showed larger effects for classroom teachers, relative to outside program specialists, on substance use outcomes and mediating variables (McNeal et al, 2004).…”

Section: Introductionmentioning

confidence: 89%

“…The study by McNeal and colleagues showed larger effects for classroom teachers, relative to outside program specialists, on substance use outcomes and mediating variables (McNeal et al, 2004). Cameron and colleagues found that teachers' and school nurses' effects on smoking rates varied by school risk level, with no difference between provider types in high-risk schools and larger effects for nurses in low-risk schools (Cameron et al, 1999). Meta-analysis is another method that has been used to compare the relative effectiveness of different types of prevention program providers (e.g., teachers, peers, police, and mental health clinicians).…”

Section: Introductionmentioning

confidence: 99%

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Fidelity of Implementation in Project Towards No Drug Abuse (TND): A Comparison of Classroom Teachers and Program Specialists

et al. 2006

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This paper presents the results of an effectiveness trial of Project Towards No Drug Abuse [TND], in which we compared program delivery by regular classroom teachers and program specialists within the same high schools. Within 18 schools that were randomly assigned to the program or control conditions, health classrooms were assigned to program delivery by teachers or (outside) specialists. Classroom sessions were observed by pairs of observers to assess three domains of implementation fidelity: adherence, classroom process, and perceived student acceptance of the program. Pre-and immediate posttest survey data were collected from 2331 students. Of the four composite indexes of implementation fidelity that were examined, only one (quality of delivery) showed a difference between specialists and teachers, with marginally higher ratings of specialists (p < .10). Both teachers and program specialists achieved effects on three of the five immediate outcome measures, including program-specific knowledge, addiction concern, and social selfcontrol. Students' posttest ratings of the program overall and the quality of program delivery failed to reveal differences between the teacher-and specialist-led classrooms. These results suggest that motivated, trained classroom teachers can implement evidence-based prevention programs with fidelity and achieve immediate effects.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 89%

Section: Introductionmentioning

confidence: 99%

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Fidelity of Implementation in Project Towards No Drug Abuse (TND): A Comparison of Classroom Teachers and Program Specialists

et al. 2006

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“…This included two systematic reviews (Tilley andChambers, 2003, Wainwright et al, 2000), nine RCTs (Cameron et al, 1999, DeLago et al, 2001, Harrell et al, 1998, Hill et al, 1991, Lamb et al, 1998, Persaud et al, 1996, Puskar et al, 2003, Werch et al, 1996, Werch et al, 2003, one quasi RCT where allocation was by coin toss (Pike and Banoub-Baddour, 1991) and four non-randomised controlled trials (Allen, 2003, Long et al, 1975, Munodawafa et al, 1995, Skybo and Ryan-Wenger, 2002). …”

Section: Current Evidence Base For School Nursing Interventionsmentioning

confidence: 99%

The school nurse as navigator of the school health journey: developing the theory and evidence for policy

Brooks

Kendall

Bunn

et al. 2007

PHC

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The aim of this article is to explore how the development of the theoretical and strategic basis of school nursing offers a vehicle for the delivery of an effective public health strategy for children and adolescents. Through a critical examination of the status and scope of school nursing within the UK and US health care systems it is clear that a deficiency exists regarding the theoretical and strategic basis for the functioning of school nursing. Consideration is given to the concept of the school nurse as 'navigator' for the child along the trajectory of the school health journey.This novel approach to school nursing needs to be developed theoretically and evaluated for effectiveness. A rapid review of the evidence to support school nursing interventions has revealed that the evidence base for school nursing interventions/actions remains very weak, thereby challenging the ability of school nurses to deliver desired outcomes for the present ambitious public health agenda.We argue that a planned approach to developing the evidence for school nursing, based on the UK Medical Research Council (2000) framework for the evaluation of complex interventions, could help to ensure a robust role for the school nurse. This acknowledgement and development of a novel approach to school nursing could

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“…medications) necessitate randomizing individuals, and the units providing the response are clustered within individuals. The many advantages of cluster randomization have led to its increased use in recent years in diverse areas of research including health promotion [7], education for disease management [8], clinical research [9], and health policy and program evaluation [10]. Donner and Klar [11] give a thorough account of the practical and methodological issues in the conduct of cluster-randomized trials.…”

Section: Introductionmentioning

confidence: 99%

Sample size and robust marginal methods for cluster‐randomized trials with censored event times

Zhong

Cook

2014

Statistics in Medicine

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SummaryIn cluster-randomized trials, intervention effects are often formulated by specifying marginal models, fitting them under a working independence assumption, and using robust variance estimates to address the association in the responses within clusters. We develop sample size criteria within this framework, with analyses based on semiparametric Cox regression models fitted with event times subject to right censoring. At the design stage, copula models are specified to enable derivation of the asymptotic variance of estimators from a marginal Cox regression model and to compute the number of clusters necessary to satisfy power requirements. Simulation studies demonstrate the validity of the sample size formula in finite samples for a range of cluster sizes, censoring rates and degrees of within-cluster association among event times. The power and relative efficiency implications of copula misspecification is studied, as well as the effect of within-cluster dependence in the censoring times. Sample size criteria and other design issues are also addressed for the setting where the event status is only ascertained at periodic assessments and times are interval censored.Keywords: censored data; cluster-randomized trials; copula models; robust inference; sample size This is the peer reviewed version of the following article: Zhong Yujie, and Cook Richard J. (2015), Sample size and robust marginal methods for cluster-randomized trials with censored event times, Statist. Med., 34, pages 901-923.

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Effectiveness of a social influences smoking prevention program as a function of provider type, training method, and school risk.

Cited by 99 publications

References 23 publications

Fidelity of Implementation in Project Towards No Drug Abuse (TND): A Comparison of Classroom Teachers and Program Specialists

Fidelity of Implementation in Project Towards No Drug Abuse (TND): A Comparison of Classroom Teachers and Program Specialists

The school nurse as navigator of the school health journey: developing the theory and evidence for policy

Sample size and robust marginal methods for cluster‐randomized trials with censored event times

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