The Devil Is in the Details

Gandhi, Allison Gruner; Murphy‐Graham, Erin; Petrosino, Anthony; Chrismer, Sara Schwartz; Weiss, Carol H.

doi:10.1177/0193841x06287188

Cited by 124 publications

(18 citation statements)

References 56 publications

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“…Importantly, the current findings independently add to the efficacy of the PATHS curriculum. The need for independent replication has received increased attention in the prevention arena (Gandhi et al 2007;Holder 2010) as there have been concerns about such issues as conflict of interest and a potential for bias in reporting results. Much of the PATHS efficacy trials involve the primary developers of the curriculum (CPPRG 1999(CPPRG , 2002(CPPRG , 2010Greenberg et al 2002)-the current cluster randomized trial independently adds to the efficacy of the PATHS intervention.…”

Section: Discussionmentioning

confidence: 99%

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Promoting Alternative Thinking Strategies (PATHS) and Elementary School Aged Children's Aggression: Results from a Cluster Randomized Trial

Crean

Johnson

2013

American J of Comm Psychol

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This study reports on aggressive outcomes from a cluster randomized trial of the Promoting Alternative Thinking Strategies (PATHS) curriculum. Fourteen elementary schools were randomly assigned to intervention or control condition and third grade students were followed through the fifth grade. Teacher and self-reports of student aggression, conduct problems, delinquency, acting out problems, and social information processing (SIP) variables were collected. Linear change for each of the SIP variables was noted with control students demonstrating increased normative beliefs about aggression, increased aggressive social problem solving, increased hostile attribution bias, and increased aggressive interpersonal negotiation strategies over time while PATHS students remained relatively stable. Teachers reported significant curvilinear change in student aggression, conduct problems, and acting out behavior problems; all favoring PATHS students.

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Section: Discussionmentioning

confidence: 99%

“…Further, this is the first independent randomized replication of PATHS to be published. The lack of independent replication has received increased attention in the prevention arena (Gandhi et al 2007;Holder 2010). Concerns such as conflict of interest and a potential for bias in reporting results have been raised.…”

Section: Introductionmentioning

confidence: 99%

Promoting Alternative Thinking Strategies (PATHS) and Elementary School Aged Children's Aggression: Results from a Cluster Randomized Trial

Crean

Johnson

2013

American J of Comm Psychol

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“…The analysis of these studies also raises concerns about the widespread use of SAMHSA's NREPP, which has been discussed in the literature in the past (Gandhi, Murphy-Graham, Petrosino, Chrismer, & Weiss, 2007). Four studies These results raise concerns about the appropriateness of KiR generally and particularly its various versions, given that this programme continues to be the most commonly used substance use prevention programme in the United States.…”

Section: Synthesismentioning

confidence: 99%

Truth and D.A.R.E.: Is D.A.R.E.’s new Keepin’ it REAL curriculum suitable for American nationwide implementation?

Caputi

McLellan

2016

Drugs: Education, Prevention and Policy

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The study investigates the effectiveness and appropriateness of the Drug Abuse Resistance Education (D.A.R.E.) Keepin' it REAL (KiR) curriculum-America's most prevalent in-school prevention programme-using a modified systematic review procedure as adapted from the Cochrane Handbook. No published studies research the D.A.R.E. version of KiR, and so we consider the Keepin' it REAL intervention as a whole. After reviewing the abstracts of 677 studies matching relevant keyword searches, 11 studies matched inclusion criteria (e.g. testing effectiveness on substance use). The systematic review yields mixed results for the effectiveness of the Keepin' it REAL intervention. Concerns remain regarding the appropriateness of the KiR D.A.R.E. programme: (1) KiR has only been tested on a narrow audience and may not be appropriate for D.A.R.E.'s larger audience, (2) KiR may not be effective in reducing substance use among elementary school students and (3) the specific versions of KiR implemented by D.A.R.E. (KiR D.A.R.E. and KiR D.A.R.E. Elementary) have yet to be tested for efficacy. The authors recommend independent, randomised trials for the KiR D.A.R.E. curriculum and the development of a standardised measure and evaluation system for in-school substance use prevention programmes.

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“…In deciding whether one program will net better outcomes than another, skeptics have raised concerns about whether prevention is efficacious or cost effective [28,29,30]. Researchers and program administrators are increasingly being asked to justify expenditures on competing substance abuse prevention and treatment programs, and economic analysis is one of the primary tools at their disposal to demonstrate that their respective programs are worthy of public investment and consumption [5,31].…”

Section: Program Evaluation From An Economic Perspectivementioning

confidence: 99%

Did We Get Our Money’s Worth? Bridging Economic and Behavioral Measures of Program Success in Adolescent Drug Prevention

Griffith¹,

Scheier

2013

IJERPH

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The recent U.S. Congressional mandate for creating drug-free learning environments in elementary and secondary schools stipulates that education reform rely on accountability, parental and community involvement, local decision making, and use of evidence-based drug prevention programs. By necessity, this charge has been paralleled by increased interest in demonstrating that drug prevention programs net tangible benefits to society. One pressing concern is precisely how to integrate traditional scientific methods of program evaluation with economic measures of “cost efficiency”. The languages and methods of each respective discipline don’t necessarily converge on how to establish the true benefits of drug prevention. This article serves as a primer for conducting economic analyses of school-based drug prevention programs. The article provides the reader with a foundation in the relevant principles, methodologies, and benefits related to conducting economic analysis. Discussion revolves around how economists value the potential costs and benefits, both financial and personal, from implementing school-based drug prevention programs targeting youth. Application of heterogeneous costing methods coupled with widely divergent program evaluation findings influences the feasibility of these techniques and may hinder utilization of these practices. Determination of cost-efficiency should undoubtedly become one of several markers of program success and contribute to the ongoing debate over health policy.

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The Devil Is in the Details

Cited by 124 publications

References 56 publications

Promoting Alternative Thinking Strategies (PATHS) and Elementary School Aged Children's Aggression: Results from a Cluster Randomized Trial

Promoting Alternative Thinking Strategies (PATHS) and Elementary School Aged Children's Aggression: Results from a Cluster Randomized Trial

Truth and D.A.R.E.: Is D.A.R.E.’s new Keepin’ it REAL curriculum suitable for American nationwide implementation?

Did We Get Our Money’s Worth? Bridging Economic and Behavioral Measures of Program Success in Adolescent Drug Prevention

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