PROSPER partnership delivery system: Effects on adolescent conduct problem behavior outcomes through 6.5 years past baseline

Abstract

We report long-term effects of the PROSPER delivery system for universal evidence-based preventive interventions on adolescent conduct problem behaviors (CPBs). A cluster randomized trial included 28 school districts assigned to PROSPER or a control condition. Community-based teams in PROSPER condition school districts selected evidence-based interventions—a family-focused intervention in sixth grade and a school-based intervention the next year; follow-up assessments were conducted through 12th grade. CPBs were measured with 12 self-report items derived from the National Youth Survey. Intervention-control differences were tested via a multi-level Zero-Inflated Poisson (ZIP) model. Differences were significant from 9th through 12th grades; Relative Reduction Rates were between 10.1% and 14.5%. The intervention group was delayed in reaching a 10th grade reference level of CPBs by 10.7 months. Moderation analyses indicated stronger effects for early substance initiators. Findings suggest that the PROSPER delivery system has the potential to reduce CPBs in general populations.

PROSPER delivery of universal preventive interventions with young adolescents: long-term effects on emerging adult substance misuse and associated risk behaviors

“…In contrast to findings during the 11 th and 12 th grades (Spoth et al 2015), risk moderation results at age 19 were considerably more limited. In part, this may be due to the smaller sample selected for longer follow-up.…”

The Efficacy of the Family Check-Up on Children’s Emotional and Behavior Problems in Early Elementary School

“…In a family-centered approach, families are respected, supported, and empowered to make decisions and use parenting and home–school collaboration strategies that are best for their family (Dunst, Trivette, & Hamby, 2007). The focus on family centeredness within a broader ecological approach targets and mobilizes resources for families and the home environment in ways that may be more likely to sustain over time, relative to approaches that do not have an explicit focus on family support and the home environment (Dunst et al, 2007; Spoth et al, 2015; Stormshak et al, 2010)…”

“…Early risk factors, such as poverty and adult mental health problems, can limit parents’ ability to use effective parenting practices and engage with teachers to develop consistent cross-setting supports (Macmillan, McMorris, & Kruttschnitt, 2004). Thus, an ecological approach to assessment and intervention for children with emotional and behavior problems can improve parenting practices and cross-setting supports for children, parents, and teachers, which can reduce the influence of early risk factors and improve academic performance and behavior in the short term and life-course outcomes in the long term (Maughan, Christiansen, Jenson, Olympia, & Clark, 2005; Sanders, Markie-Dadds, Tully, & Bor, 2000; Spoth et al, 2015; Stormshak, Connell, & Dishion, 2009; Stormshak et al, 2011; Van Ryzin, Stormshak, & Dishion, 2012). Such an ecological approach at school entry should provide assessment-driven and tailored, evidence-based support for parenting in the home (Dishion & Stormshak, 2007; Stormshak & Dishion, 2002) and support for establishing and sustaining connections to enriching classroom and school environments (Bierman et al, 2008).…”

A comprehensive technical package for the prevention of youth violence and associated risk behaviors

“…These datadriven partnerships and activities can contribute to significant reductions in violence, violence-related injuries, and crime as well as cost savings for the medical, educational, and justice systems. [95][96][97][98][99][100][101][102] The strategies and approaches in this package have the potential to reduce multiple forms of violence (e.g., child abuse and neglect, teen dating violence, sexual violence) and other adolescent health problems (e.g., teen pregnancy, sexually transmitted infections). The strategies and approaches in this technical package can improve young people's adaptive behavior and academic success.…”