Effectiveness of school-based prevention and intervention programs for children and adolescents with emotional disturbance: a meta-analysis
Abstract
The present study evaluated the effectiveness of school-based prevention and intervention programs for children and adolescents at-risk for and with emotional disturbance. Published outcome studies (k=29) from December, 1988, to March, 2006, including 1405 children and adolescents were reviewed. Each investigation was coded on several variables describing the child, parent, and teacher samples, as well as reported outcome results. The overall mean weighted effect size was 1.00 at post-test and 1.35 at follow-up. Mean weighted ESs were 0.42 for between-subjects design studies, 0.87 for within-subjects design studies, and 1.87 for single-subject design studies. Prevention programs yielded a mean weighted ES of 0.54 and intervention programs produced a mean weighted ES of 1.35. Findings for specific outcome foci are presented and implications are discussed.
How strong is the evidence?
Evidence Hub reads this as a meta-analysis, done in people. Its evidence level is 1 of 5 (Highest · pooled evidence). Pooled evidence from several studies sits at the top of the evidence pyramid.
Read the paper
Related studies
- Regulation of nucleolus assembly by non-coding RNA polymerase II transcripts
- For a Healthy Histone Code, a Little SUMO in the Tail Keeps the Acetyl Away
- Discovering a binary CTCF code with a little help from BORIS
- Article Commentary: Stabilizing the Code–-Methods to Preserve RNA Prove Their Worth
- Foreword to the Special Issue for the RINTC (The Implicit Seismic Risk of Code-Conforming Structures) Project
- Commentary: Promoting Health and Well-being in Pediatric Primary Care Settings: Using Health and Behavior Codes at Routine Well-child Visits
Go deeper in Evidence Hub
Evidence Hub adds a study data sheet (design, sample size, evidence level, key numbers), an AI summary and a chat grounded in the paper's text.