First Step Next: A Best-Evidence Synthesis of Replication Randomized Controlled Trials from 2009 to 2021
| Title: | First Step Next: A Best-Evidence Synthesis of Replication Randomized Controlled Trials from 2009 to 2021 |
|---|---|
| Language: | English |
| Authors: | Frey, Andy J. (ORCID |
| Source: | Remedial and Special Education. Feb 2023 44(1):60-72. |
| Availability: | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2023 |
| Sponsoring Agency: | Institute of Education Sciences (ED) Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (DHHS/NIH) |
| Contract Number: | R324A150179 R324A150221 R324A090237 H324C040047 R01HD055334 |
| Document Type: | Journal Articles Information Analyses Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Replication (Evaluation), Randomized Controlled Trials, Early Intervention, Behavior Disorders, Elementary School Students, Evidence, Effect Size, Statistical Significance, Preschool Children, At Risk Students, Program Implementation, Fidelity, Outcome Measures, Program Effectiveness, Attention Deficit Hyperactivity Disorder, Best Practices |
| DOI: | 10.1177/07419325211068145 |
| ISSN: | 0741-9325 1538-4756 |
| Abstract: | Early intervention efforts have been effective in reducing disruptive behaviors and the probability of poor developmental outcomes. Early interventions include common practice elements to improve social functioning and decrease problem behaviors that disrupt the teaching-learning process. The First Step Next intervention has been well validated across early childhood and early elementary settings. In the present article, we provide a best-evidence synthesis of five randomized controlled replication studies between 2009 and 2021. Collectively, these studies show the intervention has resulted in small to large effect sizes and statistically significant improvements, compared with students randomized to control conditions, on multiple indicators of prosocial and problem behavior. The current synthesis focuses on a range of outcomes across elementary and preschool populations, as well as implementation fidelity and social validity ratings, to help school professionals in determining whether First Step Next might be useful in their efforts to support students at risk of school failure. |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2023 |
| Accession Number: | EJ1365585 |
| Database: | ERIC |
| ISSN: | 0741-9325 1538-4756 |
|---|---|
| DOI: | 10.1177/07419325211068145 |
| Published in: | Remedial and Special Education |
| Language: | English |