TY - JOUR
T1 - Effects of 2 Prevention Programs on High-Risk Behaviors among African American Youth
T2 - A Randomized Trial
AU - Flay, Brian R.
AU - Graumlich, Sally
AU - Segawa, Eisuke
AU - Burns, James L.
AU - Holliday, Michelle Y.
N1 - Copyright:
Copyright 2008 Elsevier B.V., All rights reserved.
PY - 2004/4
Y1 - 2004/4
N2 - Objective: To test the efficacy of 2 programs designed to reduce high-risk behaviors among inner-city African American youth. Design: Cluster randomized trial. Setting: Twelve metropolitan Chicago, Ill, schools and the communities they serve, 1994 through 1998. Participants: Students in grades 5 through 8 and their parents and teachers. Interventions: The social development curriculum (SDC) consisted of 16 to 21 lessons per year focusing on social competence skills necessary to manage situations in which high-risk behaviors occur. The school/community intervention (SCI) consisted of SDC and school-wide climate and parent and community components. The control group received an attention-placebo health enhancement curriculum (HEC) of equal intensity to the SDC focusing on nutrition, physical activity, and general health care. Main Outcome Measures: Student self-reports of violence, provocative behavior, school delinquency, substance use, and sexual behaviors (intercourse and condom use). Results: For boys, the SDC and SCI significantly reduced the rate of increase in violent behavior (by 35% and 47% compared with HEC, respectively), provoking behavior (41% and 59%), school delinquency (31% and 66%), drug use (32% and 34%), and recent sexual intercourse (44% and 65%), and improved the rate of increase in condom use (95% and 165%). The SCI was significantly more effective than the SDC for a combined behavioral measure (79% improvement vs 51%). There were no significant effects for girls. Conclusions: Theoretically derived social-emotional programs that are culturally sensitive, developmentally appropriate, and offered in multiple grades can reduce multiple risk behaviors for inner-city African American boys in grades 5 through 8. The lack of effects for girls deserves further research.
AB - Objective: To test the efficacy of 2 programs designed to reduce high-risk behaviors among inner-city African American youth. Design: Cluster randomized trial. Setting: Twelve metropolitan Chicago, Ill, schools and the communities they serve, 1994 through 1998. Participants: Students in grades 5 through 8 and their parents and teachers. Interventions: The social development curriculum (SDC) consisted of 16 to 21 lessons per year focusing on social competence skills necessary to manage situations in which high-risk behaviors occur. The school/community intervention (SCI) consisted of SDC and school-wide climate and parent and community components. The control group received an attention-placebo health enhancement curriculum (HEC) of equal intensity to the SDC focusing on nutrition, physical activity, and general health care. Main Outcome Measures: Student self-reports of violence, provocative behavior, school delinquency, substance use, and sexual behaviors (intercourse and condom use). Results: For boys, the SDC and SCI significantly reduced the rate of increase in violent behavior (by 35% and 47% compared with HEC, respectively), provoking behavior (41% and 59%), school delinquency (31% and 66%), drug use (32% and 34%), and recent sexual intercourse (44% and 65%), and improved the rate of increase in condom use (95% and 165%). The SCI was significantly more effective than the SDC for a combined behavioral measure (79% improvement vs 51%). There were no significant effects for girls. Conclusions: Theoretically derived social-emotional programs that are culturally sensitive, developmentally appropriate, and offered in multiple grades can reduce multiple risk behaviors for inner-city African American boys in grades 5 through 8. The lack of effects for girls deserves further research.
UR - http://www.scopus.com/inward/record.url?scp=1842476002&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=1842476002&partnerID=8YFLogxK
U2 - 10.1001/archpedi.158.4.377
DO - 10.1001/archpedi.158.4.377
M3 - Article
C2 - 15066879
AN - SCOPUS:1842476002
VL - 158
SP - 377
EP - 384
JO - JAMA Pediatrics
JF - JAMA Pediatrics
SN - 2168-6203
IS - 4
ER -