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首页> 外文期刊>Prevention science: the official journal of the Society for Prevention Research >Quality Matters: Implementation Moderates Student Outcomes in the PATHS Curriculum
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Quality Matters: Implementation Moderates Student Outcomes in the PATHS Curriculum

机译：质量问题：实施中调节路径课程中的学生结果

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Analyses of the relationship between levels of implementation and outcomes of school-based social and emotional learning (SEL) interventions are relatively infrequent and are typically narrowly focused. Thus, our objective was to assess the relationship between variability in a range of implementation dimensions and intervention outcomes in the Promoting Alternative Thinking Strategies (PATHS) curriculum. Implementation of PATHS was examined in 69 classrooms across 23 schools in the first year of a major randomized controlled trial. Implementation data were generated via classroom-level structured observations. In addition to factual data on dosage and reach, exploratory factor analysis of observer ratings revealed two distinct implementation dimensions, namely, "quality and participant responsiveness" and "procedural fidelity." Student social-emotional skills, pro-social behavior, internalizing symptoms, and externalizing problems were captured through child self-report and teacher informant-report surveys (N = 1721). Hierarchical linear modeling of study data revealed that higher implementation quality and participant responsiveness was associated with significantly lower ratings of students' externalizing problems at 12-month follow-up. Conversely, and contrary to expectations, higher dosage was associated with significantly lower pro-social behavior and social-emotional skills at 12-month follow-up. No significant associations were found between variability in either procedural fidelity or reach and any intervention outcomes. The implications of these findings are discussed, and study limitations are noted.
机译：分析校本社会和情感学习（SEL）干预措施的实施和结果之间的关系是相对罕见的，并且通常集中于狭隘。因此，我们的目标是评估促进替代思维战略（路径）课程的一系列实施方面和干预结果之间的变异性之间的关系。在一个主要随机对照试验的第一年在23所学校的69所学校审查了路径的实施。通过课堂级结构化观察生成实现数据。除了关于剂量和达到的事实数据外，观察者评级的探索性因子分析揭示了两个不同的实施方面，即“质量和参与者的响应性”和“程序保真”。通过儿童自我报告和教师线人报告调查（N = 1721），捕获了学生社交情绪技能，亲社会行为，内化症状和外化问题。研究数据的分层线性建模显示，在12个月随访时，较高的实施质量和参与者反应性与学生外化问题的额度显着降低。相反，与期望相反，更高的剂量与12个月的随访中的亲社会行为和社会情感技能显着降低。在程序保真度或覆盖范围内的可变性和任何干预结果之间没有发现重大关联。讨论了这些发现的含义，并注意到研究限制。

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