Early Risers
Early Risers is a multi-year prevention program for elementary school children demonstrating early aggressive and disruptive behavior. The intervention model includes two child-focused components and two parent/family components. The Child Skills component is designed to teach skills that enhance children’s emotional and behavioral self-regulation, positive peer relationships, and academic success. The Child School Support component aims to identify areas of difficulty in the classroom and creates individualized plans to address those difficulties during the course of normal school activities. The Parent Skills component is delivered in “family night” group sessions and is intended to promote parents’ abilities to support their children’s healthy development by teaching skills that address positive parent–child relations, effective discipline practices, and parent involvement in school. The Family Support component is delivered via home visits to identify basic needs and health concerns and then implement plans designed to assist families in achieving and maintaining healthy lifestyles.
Reviewed Research
Children Identified With Or At Risk For An Emotional Disturbance
|
Outcome domain |
Effectiveness rating |
Studies meeting standards |
Grades examined |
Students |
Improvement index |
|---|---|---|---|---|---|
| Academic achievement |
|
2 studies meet standards | K-2 | 389 |
|
| August, G. J., Hektner, J. M., Egan, E. A., Realmuto, G. M., & Bloomquist, M. L. (2002) | K-2 | 199 |
|
||
| August, G. J., Lee, S. S., Bloomquist, M. L., Realmuto, G. M., & Hektner, J. M. (2003) | K-1 | 190 |
|
||
| Emotional/internal behavior |
|
1 study meets standards | K-1 | 181 | -- |
| August, G. J., Lee, S. S., Bloomquist, M. L., Realmuto, G. M., & Hektner, J. M. (2003) | K-1 | 181 |
|
||
| External behavior |
|
2 studies meet standards | K-2 | 380 |
|
| August, G. J., Hektner, J. M., Egan, E. A., Realmuto, G. M., & Bloomquist, M. L. (2002) | K-2 | 199 |
|
||
| August, G. J., Lee, S. S., Bloomquist, M. L., Realmuto, G. M., & Hektner, J. M. (2003) | K-1 | 181 |
|
||
| Social outcomes |
|
2 studies meet standards | K-2 | 380 |
|
| August, G. J., Hektner, J. M., Egan, E. A., Realmuto, G. M., & Bloomquist, M. L. (2002) | K-2 | 199 |
|
||
| August, G. J., Lee, S. S., Bloomquist, M. L., Realmuto, G. M., & Hektner, J. M. (2003) | K-1 | 181 |
|
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.
The number of studies that met WWC design standards and provide evidence of effectiveness. Selecting an item below will display all studies that met WWC design studies in the domain. Selecting a study citation will take you to more information on that study and its findings.
For more, please see the WWC Glossary entry for study rating.
Grades of the students examined in the studies that met WWC design standards, which may not reflect the full range of grades for which the intervention may be used.
The number of students included in the studies that met WWC design standards.
The sample size for the studies that met WWC design standards.
An indicator of the effect of the intervention, the improvement index can be interpreted as the expected change in percentile rank for an average comparison group student if that student had received the intervention.
For more, please see the WWC Glossary entry for improvement index.
The indicator represents the highest level of similarity found between your students and each of the high-quality studies of the intervention. Three filled in ovals indicates that at least one study that met standards was conducted on students very similar to yours. Clicking on the indicator for a study will provide information on the similarity for each of the characteristics you selected.