PATHS Elementary curriculum

Crean, H.F. & Johnson, D.B. (2013). Promoting Alternative Thinking Strategies (PATHS) and Elementary School Aged Children’s Aggression: Results from a Cluster Randomized Trial. American Journal of Community Psychology, 52, 56-72

Available at
https://www.ncbi.nlm.nih.gov/pubmed/23625456 

Study design and sample

The first study is a rigorously conducted cluster RCT, with schools as the unit of randomisation.

The study involved 10 schools: five schools were randomly assigned to either the treatment condition where students received PATHS training (N = 377) or the control condition, where students received social and character development training as usual (N = 409). A two-step randomisation process was used for this process. Firstly, schools were pairwise matched by a computer-generated algorithm of the schools on a number of variables. Secondly, a coin-flip was used to assign one school from each pair to the intervention or control condition.

This study was conducted in the USA with a sample of 786 students from two cohorts of schools with children ranging from grade 3 to grade 5. The mean age of the sample was 8.1 years, which consisted of girls (57%) and boys (43%). The ethnic diversity of the students consisted of White/Caucasian (51%), African-American (38%), Hispanic non-Hispanic (17%) and those who identified as other (10%). Most families had an income of above $20K, with only 39% of the sample reporting earning less.

Measures

Measurement for study 1a was taken at four time points – pre-test, baseline (year 1), year 2 of programme delivery and post-test – and included:

• Verbal or physical aggression was measured by the Behaviour Assessment Scale for Children-2 (BASC-2) Aggression Subscale (teacher report). 
• Conduct problems was measured using the Behaviour Assessment Scale for Children-2 (BASC-2) Conduct Problems Subscale (teacher report). 
• Acting out behaviour problems were measured using the Teacher-Child Rating Scales Acting Out subscale (teacher report). 
• Aggression was measured using an adaptation of the Aggression Scale (child report). 
• Minor delinquent acts were measured using the Frequency of Delinquent Behaviour Survey (child report).
• Victimisation at school was measured using an adaptation from the Victimization Scale (child report).

Findings

This study identified a significant positive impact on a number of child outcomes.

At post-test, there were statistically significant differences between the intervention and control groups, favouring the intervention, including:

• Reduced aggressive social problem-solving (child report).
• Reduced hostile attribution bias (child report).
• Reduced aggressive interpersonal negotiation strategies (child report).
• Reduced conduct problems (teacher report).
• Reduced aggressive behaviour (child report).
• Reduced acting out behaviour (teacher report).

Ruby, A. & Doolittle. E. (2010), Efficacy of Schoolwide programs to promote Social and Character Development and reduce problem behaviour in Elementary school children. Social & Character Development Research Consortium and Institute of Education.

Available at
https://ies.ed.gov/ncer/pubs/20112001/pdf/20112001.pdf 

Ruby et al., (2010) (study 1b) describes additional outcomes from study 1a described above. In this case, measures were taken at year 1, year 2 and post-test. 

Outcomes measured included:

• Social and emotional competence domains including self-efficacy for peer interaction (measured using the child-reported Self-Efficacy for Peer Interaction Scale), normative beliefs about aggression (measured using the child-reported Normative Beliefs About Aggression Scale), and empathy (measured using the child–reported Children’s Empathy Questionnaire).
• Child behaviour domains, including altruistic behaviour (measured using the child-, parent- and teacher-reported versions of the Altruism Scale) prosocial behaviour  (measured using parent- and teacher-reported versions of The Social Competence Scale), and ADHD related behaviour (measured using the teacher-reported IOWA Conners Teacher Rating Scale, and 5 items based on the DSM-IV ADHD criteria).
• The academic domain, including engagement with learning (measured using the child-reported Engagement vs. Disaffection with Learning Scale) and academic competence and motivation (measured using the teacher-reported Academic Competence and Motivation Scale).
• Perceptions of school climate was measured using the School-Level Environment Questionnaire, including positive school orientation and negative school orientation (child report). School safety was measured using theFeelings of Safety at School Scale (child- and teacher-report), and victimisation at school was measured using the child-reported Victimization Scale.

This study identified statistically significant impacts for the child, including

• Increased levels of academic competence and motivation.

Although positive statistically significant findings are observed on several measures for the entire study, it should be noted that at two time-points across the duration of the study, the control group outperform the PATHS intervention group for a short time. Negative findings were observed for the Social and Emotional Competence domain in year 2 and Academics domain in year 3.

Malti, T., Ribeaud, D., and Eisner, M. P. (2011). The Effectiveness of Two Universal Preventive Interventions in Reducing Children’s Externalizing Behavior: A Cluster Randomized Controlled Trial. Journal of Child Clinical and Adolescent Psychology. 40, 677-692.

Available at
http://psycnet.apa.org/record/2011-21731-003

Study design and sample

This study was a cluster RCT, with schools as the unit of randomization. 

The study used a randomised block design, for which 14 blocks of four schools (56 in total) were created, such that the schools within each block were similar in size and socioeconomic background. Then, using computer-generated randomization, schools within each block were assigned to one of four groups: a PATHS group (14 schools; 442 children), a Triple P group (14 schools; 422 children), a Triple P + PATHS group (14 schools; 397 children), and a control group (14 schools; 414 children).

This study was conducted in Switzerland, with a sample of 1,675 children entering the first year of a Zurich elementary school. Data was derived from the longitudinal Zurich Project on the Social Development of Children and youths (Z-Proso). At the first timepoint, the mean age of children was 7.45 years. 52% were male; 78% lived with their biological parents, 20% with their biological mother only, and 2% with their biological father or with foster parents. In 25% of cases the primary caregiver had little or no secondary education, 30% had vocational training, 29% had a vocational diploma or a baccalaureate degree, and 16% had a university degree.

Measures

Valid and reliable measures used at post-intervention and 2-years follow-up include:

• Externalising behaviour (including aggressive behaviour, impulsivity/ADHD, and non-aggressive conduct disorders) was measured using the Social Behavioural Questionnaire (SBQ; teacher, parent report, and child report).
• Social competence (including prosocial behaviour and social-cognitive skills) was also measured using the Social Behavioural Questionnaire (SBQ; teacher, parent, and child report).

Findings

This study identified statistically significant positive impact on a number of child outcomes at 2-years follow-up, including:

• Aggressive behaviour (SBQ; teacher and parent report).
• Impulsivity/ADHD (SBQ; teacher report).

Averdijk, M., Zirk-Sadowski, J., Ribeaud, D., & Eisner, M. (2016). Long-term effects of two childhood psychosocial interventions on adolescent delinquency, substance use, and antisocial behavior: a cluster randomized controlled trial. Journal of Experimental Criminology. 12, 21-47.

Available at
https://www.deepdyve.com/lp/springer-journals/long-term-effects-of-two-childhood-psychosocial-interventions-on-GtGh8Ue2rD

This paper describes additional outcomes from study 2a described above. In this case, follow-up assessments were at 5- and 7-years post-intervention. Outcomes measured included:

• Delinquency was measured using 15 delinquency items (child report).
• Deviance was measured using seven delinquency items (teacher report).
• Police contact was assessed through youth self-reported prevalence of police contact due to each type of delinquency previous reported (child report).
• Substance use was assessed by asking about the past-year’s consumption of tobacco, alcohol, strong liquor, and marijuana (child and teacher report).
• Peer aggression in the past 12 months (including teasing, stealing and destroying possessions, physical violence, and rejection or exclusion) was measured using a peer aggression scale, derived from Olweus, 1994 (child report).
• Prosocial behaviour was measured using the Social Behavioural Questionnaire (SBQ; teacher and child report).
• Conflict resolution was assessed using an 8-item conflict resolution scale, adapted from Wetzels et al., 2001 (child report).
• Non-aggressive conduct disorder was measured using the Social Behaviour Questionnaire (SBQ; teacher report).

At 5-years follow-up, this study identified statistically significant impacts for the child, including:

• Reduced prevalence of self-reported police contacts (child report).

Although positive statistically significant findings were observed on the outcomes stated above, it should be noted that at 5-years follow-up, the control group outperformed the PATHS intervention group on their competency in conflict resolution skills.