Replication of Effects of the "Positive Action" Program in Randomized Trials in Hawai'i and Chicago Schools [Study 1: Hawaii schools]
Flay, Brian R. (2014). Society for Research on Educational Effectiveness. Retrieved from: https://eric.ed.gov/?id=ED562840
Single Study Review
Review Details
Reviewed: February 2023
- Single Study Review (findings for Positive Action (PA))
- Randomized Controlled Trial
- Does not meet WWC standards because the equivalence of the clusters in the analytic intervention and comparison groups is necessary but the requirement was not satisfied.
This review may not reflect the full body of research evidence for this intervention.
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Findings
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Sample Characteristics
Study sample characteristics were not reported.Additional Sources
In the case of multiple manuscripts that report on one study, the WWC selects one manuscript as the primary citation and lists other manuscripts that describe the study as additional sources.
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Beets, M. W. (2007). Factors associated with the implementation fidelity of a school-based social and character development program: Findings from the Positive Action program, Hawai’i [Doctoral dissertation, Oregon State University]. OSU Repository. https://ir.library.oregonstate.edu/concern/graduate_thesis_or_dissertations/8s45qc481.
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Beets, M. W., Flay, B. R., Vuchinich, S., Acock, A. C., Li, K. K., & Allred, C. (2008). School climate and teachers’ beliefs and attitudes associated with implementation of the Positive Action program: A diffusion of innovations model. Prevention Science, 9(4), 264–275. https://doi.org/10.1007/s11121-008-0100-2.
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Beets, M. W., Flay, B. R., Vuchinich, S., Snyder, F. J., Acock, A., Li, K. K., Burns, K., Washburn, I. J., & Durlak, J. (2009). Use of a social and character development program to prevent substance use, violent behaviors, and sexual activity among elementary-school students in Hawaii. American Journal of Public Health, 99(8), 1438–1445. https://doi.org/10.2105/AJPH.2008.142919.
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Snyder, F. J. (2011). Enhancing social-emotional and character development for youths' success: A theoretical orientation and an evaluation using a cluster-randomized design [Doctoral dissertation, Oregon State University]. OSU Repository. https://ir.library.oregonstate.edu/concern/graduate_thesis_or_dissertations/8910jx124.
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Snyder, Frank J.; Vuchinich, Samuel; Acock, Alan; Washburn, Isaac J.; Flay, Brian R. (2012). Improving Elementary School Quality through the Use of a Social-Emotional and Character Development Program: A Matched-Pair, Cluster-Randomized, Controlled Trial in Hawai'i. Journal of School Health, v82 n1 p11-20.
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Snyder, F. J., Acock, A. C., Vuchinich, S., Beets, M. W., Washburn, I. J., & Flay, B. R. (2013). Preventing negative behaviors among elementary-school students through enhancing students' social-emotional and character development. American Journal of Health Promotion, 28(1), 50–58. https://doi.org/10.4278/ajhp.120419-QUAN-207.2.
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Washburn, I. J., Acock, A., Vuchinich, S., Snyder, F., Li, K. K., Ji, P., Day, J., DuBois, D., & Flay, B. R. (2011). Effects of a social-emotional and character development program on the trajectory of behaviors associated with social-emotional and character development: Findings from three randomized trials. [Study 1: Hawai'i Schools]. Prevention Science, 12(3), 314–323. https://doi.org/10.1007/s11121-011-0230-9.
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Snyder, Frank; Flay, Brian; Vuchinich, Samuel; Acock, Alan; Washburn, Isaac; Beets, Michael; Li, Kin-Kit. (2010). Impact of a Social-Emotional and Character Development Program on School-Level Indicators of Academic Achievement, Absenteeism, and Disciplinary Outcomes: A Matched-Pair, Cluster-Randomized, Controlled Trial. Journal of Research on Educational Effectiveness, v3 n1 p26-55.
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Washburn, I. J. (2010). Evaluation of a social-emotional and character development program [Doctoral dissertation, Oregon State University]. [Study 1: Hawaii schools]. OSU Repository. https://ir.library.oregonstate.edu/concern/graduate_thesis_or_dissertations/7h149s57c.
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.
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The group to which the intervention group is compared, which may include a different intervention, business as usual, or no services.
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The mean score of students in the comparison group.
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Study findings for this report.
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Tier 1 Strong indicates strong evidence of effectiveness,
Tier 2 Moderate indicates moderate evidence of effectiveness, and
Tier 3 Promising indicates promising evidence of effectiveness,
as defined in the
non-regulatory guidance for ESSA
and the regulations for ED discretionary grants (EDGAR Part 77).