This project focuses on social and character development of elementary and middle school-aged children and responds to an urgent national need that schools improve their capacity to address a range of student outcomes, including social skills, character, behavior, academic achievement and health outcomes. This study is a school-based randomized trial to evaluate the Positive Action program. The Positive Action program was designed to promote social and character development and improve behavior and school performance.
See this in plain English?
AI-rewrites the medical criteria so a patient or caregiver can understand them. Always confirm with the trial site.
Local Site Scales - Student self-reported behaviors. School and Classroom Climate: Improved relationships
Timeframe: Current at time of asking, asked at beginning and end of grades 3 and 4, and end of grade 5, beginning and end of grade 7 and end of grade 8
Local Site Scales - Student self-reported behaviors. Expected Student Effects: Improvement in each: Attachment/Normative Beliefs; Attitudes Towards Behaviors; Self-Efficacy/Self-Esteem; Academic/Social Skills; Character and Social Development
Timeframe: Current at time of asking, asked at beginning and end of grades 3 and 4, and end of grade 5, beginning and end of grade 7 and end of grade 8
Local Site Scales - Student self-reported behaviors. Expected Impacts: Reduced Emotional Problems; Improved Health Behavior; Reduced Substance Use; Less Violence; Improved Grades and Test Scores
Timeframe: Current at time of asking, asked at beginning and end of grades 3 and 4, and end of grade 5, beginning and end of grade 7 and end of grade 8
Multi-site Scales - Student self-reported behaviors. School and Classroom Climate: Improved Relationships
Timeframe: Current at time of asking, asked at beginning and end of grades 3 and 4, and end of grade 5
Multi-site Scales - Student self-reported behaviors. Expected Student Effects: Improved Attitudes Towards Behaviors; Improved Self-Efficacy/Self-Esteem; Improved Character and Social Development
Timeframe: Current at time of asking, asked at beginning and end of grades 3 and 4, and end of grade 5
Multi-site Scales - Student self-reported behaviors. Expected Impacts: Reduced Emotional Problems; Fewer Behavioral/Disciplinary Problems
Timeframe: Current at time of asking, asked at beginning and end of grades 3 and 4, and end of grade 5
Multi-site Scales - Parent Reports of student behaviors. School and Classroom Climate: Improved Relationships; Increased Involvement of School with Parents and Community
Timeframe: Current at time of asking, asked at beginning and end of grades 3 and 4, and end of grade 5
Multi-site Scales - Parent Reports of student behaviors. Expected Student Effects: Improved Academic/Social Skills; Improved Character and Social Development; Fewer Behavioral/Disciplinary Problems
Timeframe: Current at time of asking, asked at beginning and end of grades 3 and 4, and end of grade 5
Multi-site Scales - Teacher Reports of student behaviors. School and Classroom Climate: Improved Relationships; Increased Amount/Quality Social/Character Development Activities used by School; Increased Involvement of School with Parents/Community
Timeframe: Current at time of asking, asked at beginning and end of grades 3 and 4, and end of grade 5
Multi-site Scales - Teacher Reports of student behaviors. Expected Student Effects: Improved Academic/Social Skills; Improved Character and Social Development
Timeframe: Current at time of asking, asked at beginning and end of grades 3 and 4, and end of grade 5
Multi-site Scales - Teacher Reports of student behaviors. Expected Impacts: Fewer Behavioral/Disciplinary Problems
Timeframe: Current at time of asking, asked at beginning and end of grades 3 and 4, and end of grade 5