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dc.contributor.authorLewis, Kendra M.en
dc.contributor.authorDay, Josephen
dc.contributor.authorDuBois, David L.en
dc.contributor.authorSilverthorn, Naidaen
dc.contributor.authorJi, Peteren
dc.contributor.authorBavarian, Niloofaren
dc.contributor.authorVuchinich, Samuelen
dc.contributor.authorAcock, Alanen
dc.contributor.authorMalloy, Margareten
dc.contributor.authorSchure, Mark B.en
dc.contributor.authorFlay, Brian R.en
dc.date.accessioned2017-02-21T15:48:19Zen
dc.date.available2017-02-21T15:48:19Zen
dc.date.issued2016-11en
dc.identifier.citationLewis, Kendra M, Joseph Day, David L DuBois, Naida Silverthorn, Peter Ji, Niloofar Bavarian, Joseph Day, Samuel Vuchinich, Naida Silverthorn, Alan Acock, Niloofar Bavarian, Margaret Malloy, Samuel Vuchinich, Marc Schure, and Brian R Flay. "Meeting the Challenges of Longitudinal Cluster-Based Trials in Schools: Lessons From the Chicago Trial of Positive Action." Evaluation & the Health Professions (November 2016). DOI:https://dx.doi.org/10.1177/0163278716673688.en
dc.identifier.issn1552-3918en
dc.identifier.urihttps://scholarworks.montana.edu/xmlui/handle/1/12640en
dc.description.abstractWe describe challenges in the 6-year longitudinal cluster randomized controlled trial (CRCT) of Positive Action (PA), a social-emotional and character development (SECD) program, conducted in 14 low-income, urban Chicago Public Schools. Challenges pertained to logistics of study planning (school recruitment, retention of schools during the trial, consent rates, assessment of student outcomes, and confidentiality), study design (randomization of a small number of schools), fidelity (implementation of PA and control condition activities), and evaluation (restricted range of outcomes, measurement invariance, statistical power, student mobility, and moderators of program effects). Strategies used to address the challenges within each of these areas are discussed. Incorporation of lessons learned from this study may help to improve future evaluations of longitudinal CRCTs, especially those that involve evaluation of school-based interventions for minority populations and urban areas. © The Author(s) 2016.en
dc.description.sponsorshipInstitute of Education Sciences; US Department of Educationen
dc.language.isoenen
dc.titleMeeting the Challenges of Longitudinal Cluster-Based Trials in Schools: Lessons From the Chicago Trial of Positive Actionen
dc.typeArticleen
mus.citation.journaltitleEvaluation & the Health Professionsen
mus.identifier.categorySocial Sciencesen
mus.identifier.doi10.1177/0163278716673688en
mus.relation.collegeCollege of Education, Health & Human Developmenten
mus.relation.departmentHealth & Human Development.en
mus.relation.universityMontana State University - Bozemanen
mus.data.thumbpage19en


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