Intervention > Evidence Snapshot
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First Step to Success
Children Identified With Or At Risk For An Emotional Disturbance
First Step to Success was found to have positive effects on external behavior, potentially positive effects on emotional/internal behavior, social outcomes, and other academic performance, and no discernible effects on reading achievement/literacy for children classified with an emotional disturbance.
First Step to Success is an early intervention program designed to help children who are at risk for developing aggressive or antisocial behavioral patterns. The program uses a trained behavior coach who works with each student and his or her class peers, teacher, and parents for approximately 50–60 hours over a 3-month period. First Step to Success includes three interconnected modules: screening, classroom intervention, and parent training.
A group of closely related outcomes.
A summary of the effectiveness of an intervention in an outcome domain, based on the quality of research, the statistical significance of findings, the magnitude of findings, and the consistency of findings across studies.
 Positive: strong evidence that intervention had a positive effect on outcomes. |
 Potentially Positive: evidence that intervention had a positive effect on outcomes with no overriding contrary evidence. |
 Mixed: evidence that intervention’s effect on outcomes is inconsistent. |
 No Discernible: no evidence that intervention had an effect on outcomes. |
 Potentially Negative: evidence that intervention had a negative effect on outcomes with no overriding contrary evidence. |
 Negative: strong evidence that intervention had a negative effect on outcomes. |
For more, please see the WWC Glossary entry for rating of effectiveness.
Evidence Tier
The Department of Education’s evidence tiers. For more information, please see the WWC Glossary entry for evidence tiers.
The percent of each characteristic is based on the sample size of all studies meeting standards that reported data on the characteristic.
Percentages below may not add to 100 percent.
Findings
|
Outcome domain |
Effectiveness Rating | Grades | Evidence Tier |
|---|---|---|---|
| Emotional/internal behavior |  |
K |
|
| External behavior |  |
K-3 |
|
| Other academic performance | |
1-3 |
|
| Reading achievement |  |
1-3 |
|
| Social outcomes | |
1-3 |
|
Last Updated: March 2012
Race
| White | 37% | |
| Other or unknown | 7% |
Ethnicity
| Hispanic | 57% | |
| Not Hispanic or Latino | 43% |
Gender
Free & Reduced-Price Lunch
English Learners
Delivery Method
Urbanicity
Locations
This intervention report was prepared for the WWC by Mathematica under contract ED-07-CO-0062.