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Richard Niederman - One of the best experts on this subject based on the ideXlab platform.
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longitudinal caries prevalence in a comprehensive multi component School Based Prevention program
medRxiv, 2020Co-Authors: Richard Niederman, Ryan Richard Ruff, Jacqueline R Starr, Joseph Palmisano, J M Goodson, O M BukhariAbstract:Abstract Background Globally, children’s caries prevalence exceeds 30% and has not markedly changed in 30 years. School-Based caries Prevention programs may be an effective method to reduce caries prevalence, obviate traditional barriers to care, and use aerosol-free interventions. The objective of this study was to explore the clinical effectiveness of a comprehensive School-Based, aerosol-free, caries Prevention program. Methods We conducted a 6-year prospective open cohort study in 33 U.S. public elementary Schools, providing care to 6,927 children in communities with and without water fluoridation. Following a dental examination, dental hygienists provided twice-yearly prophylaxis, glass ionomer sealants, glass ionomer interim therapeutic restorations, fluoride varnish, toothbrushes, fluoride toothpaste, oral hygiene instruction, and referral to community dentists as needed. We used generalized estimating equations to estimate the change in the prevalence of untreated caries over time. Results The prevalence of untreated caries decreased by greater than 50%: from 39% to 18% in phase 1, and from 28% to 10% in phase 2. The per-visit adjusted odds ratio of untreated decay was 0.79 (95% CI: 0.73, 0.85). Conclusions and Practical Implications We show that a School-Based comprehensive caries Prevention program was associated with substantial reductions in children’s caries, supporting the concept of expanding traditional practices to include office- and community-Based aerosol-free care.
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longitudinal caries prevalence in a comprehensive multi component School Based Prevention program an open cohort study
Social Science Research Network, 2019Co-Authors: Jacqueline R Starr, Richard Niederman, Ryan Richard Ruff, Joseph Palmisano, Max J Goodson, Omair M BuhkariAbstract:Background: Unchanged in 30 years, the global prevalence of dental caries is >35% in low-, middle-, and high-income countries. As proposed in the Lancet Series on Oral Health, reducing the caries burden requires a radical change from care that is high-tech, high-cost, low-access, office-Based, interventional, and delivered by dentists, to care that is low-tech, low-cost, high-access, community-Based, preventive, and delivered by non-dentists. Here we report on one test of the latter, community-Based Prevention delivered by non-dentists. Methods: We conducted a 6-year prospective open cohort study in 33 U.S. public elementary Schools, providing care to 6,927 children in communities with and without water fluoridation. Following a dental examination, dental hygienists provided twice-yearly prophylaxis, glass ionomer sealants, glass ionomer interim therapeutic restorations, fluoride varnish, toothbrushes, fluoride toothpaste, oral hygiene instruction, and referral to community dentists as needed. We used a two-phase School enrollment with six initial Schools, and 27 later. To estimate the change in prevalence of untreated decay over time we fit regression models by using generalized estimating equations. Findings: The prevalence of untreated caries decreased from 39% at baseline to 18% in the initial six Schools, and from 28% to 10% in the remaining 27 Schools. The per-visit reduction in the odds of decay mainly occurred in subjects with untreated decay at baseline (adjusted odds ratio 0.79, 95% confidence interval 0.73, 0.85). Interpretation: These results support the hypothesis that community-Based, comprehensive caries Prevention reduces caries prevalence. The study also demonstrates the feasibility of low-tech, Prevention-focused models of care. Funding Statement: Multiple governmental and non-governmental organizations supported this work. Declaration of Interests: The following organizations provided partial support for this work: National Institute of Minorities and Health Disparities, the Dental Service of Massachusetts – DentaQuest, Bingham Trust, the Massachusetts State Legislature, the American Dental Trade Alliance, Belizekian Trust and Noonan, and Bank of America Trust. In-kind support included: glass ionomer provided by GC America and toothbrushes, fluoride toothpaste, and fluoride varnish provided by Colgate Palmolive. None of the preceding organizations or individuals working with or for them had any input into trial design, patient recruitment, clinical care, data collection, analysis, interpretation, report writing, or any aspect of the study. All authors were either compensated by grant funding or were uncompensated for this work. No commercial entity compensated any of the authors for conducting the study or drafting the manuscript. Ethics Approval Statement: The Forsyth Institute, Boston, MA Investigational Review Board approved this study. Reporting follows STROBE guidelines. The authors previously reported the study rationale, calibration, selection of protocols, interventions, and six-month preliminary outcomes. Informed consent and assent was obtained from guardians.
Kenneth W Griffin - One of the best experts on this subject based on the ideXlab platform.
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preventing youth violence and delinquency through a universal School Based Prevention approach
Prevention Science, 2006Co-Authors: Gilbert J Botvin, Kenneth W Griffin, Tracy Diaz NicholsAbstract:Violence is an important public health problem among adolescents in the United States. Substance use and violence tend to co-occur among adolescents and appear to have similar etiologies. The present study examined the extent to which a comprehensive Prevention approach targeting an array of individual-level risk and protective factors and previously found effective in preventing tobacco, alcohol, and illicit drug use is capable of decreasing violence and delinquency. Schools (N=41) were randomly assigned to intervention and control conditions. Participants in the 20 intervention Schools received the Life Skills Training Prevention program including material focusing on violence and the media, anger management, and conflict resolution skills. Survey data were collected from 4,858 sixth grade students prior to the intervention and three months later after the intervention. Findings showed significant reductions in violence and delinquency for intervention participants relative to controls. Stronger Prevention effects were found for students who received at least half of the preventive intervention. These effects include less verbal and physical aggression, fighting, and delinquency. The results of this study indicate that a School-Based Prevention approach previously found to prevent tobacco, alcohol, and illicit drug use can also prevent violence and delinquency.
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effectiveness of a universal drug abuse Prevention approach for youth at high risk for substance use initiation
Preventive Medicine, 2003Co-Authors: Kenneth W Griffin, Tracy R Nichols, Margaret M DoyleAbstract:Abstract Background. Universal School-Based Prevention programs for alcohol, tobacco, and other drug use are typically designed for all students within a particular School setting. However, it is unclear whether such broad-Based programs are effective for youth at high risk for substance use initiation. Method. The effectiveness of a universal drug abuse preventive intervention was examined among youth from 29 inner-city middle Schools participating in a randomized, controlled Prevention trial. A subsample of youth (21% of full sample) was identified as being at high risk for substance use initiation Based on exposure to substance-using peers and poor academic performance in School. The Prevention program taught drug refusal skills, antidrug norms, personal self-management skills, and general social skills. Results. Findings indicated that youth at high risk who received the program (n = 426) reported less smoking, drinking, inhalant use, and polydrug use at the one-year follow-up assessment compared to youth at high risk in the control condition that did not receive the intervention (n = 332). Results indicate that a universal drug abuse Prevention program is effective for minority, economically disadvantaged, inner-city youth who are at higher than average risk for substance use initiation. Conclusions. Findings suggest that universal Prevention programs can be effective for a range of youth along a continuum of risk.
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personal competence skills distress and well being as determinants of substance use in a predominantly minority urban adolescent sample
Prevention Science, 2002Co-Authors: Kenneth W Griffin, Gilbert J Botvin, Lawrence M Scheier, Jennifer A Epstein, Margaret M DoyleAbstract:Several previous studies have investigated the relationship between psychological distress and substance use among youth. However, less research has investigated the potentially protective role of psychological well-being on adolescent substance use, and the extent to which personal competence skills may promote well-being. The present study examined personal competence skills, psychological distress and well-being, and adolescent substance use over a 3-year period in a predominantly minority sample of urban students (N = 1,184) attending 13 junior high Schools in New York City. Structural equation modeling indicated that greater competence skills predicted less distress and greater well-being over time. Although psychological well-being was associated with less subsequent substance use, distress did not predict later substance use. Findings indicate that competence skills promote resilience against early stage substance use in part by enhancing psychological well-being, and suggest that School-Based Prevention programs should include competence enhancement components in order to promote resilience.
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preventing binge drinking during early adolescence one and two year follow up of a School Based preventive intervention
Psychology of Addictive Behaviors, 2001Co-Authors: Gilbert J Botvin, Kenneth W Griffin, Tracy Diaz, Michelle IfillwilliamsAbstract:The authors examined the effectiveness of a School-Based Prevention program on reducing binge drinking in a sample of minority, inner-city, middle-School students. Rates of binge drinking were compared among youth who received the program beginning in the 7th grade (n = 1,713) and a control group (n = 1,328) that did not. The Prevention program had protective effects in terms of binge drinking at the 1-year (8th grade) and 2-year (9th grade) follow-up assessments. The proportion of binge drinkers was over 50% lower in the intervention group relative to the control group at the follow-up assessments. There were also several significant program effects on proximal drinking variables, including drinking knowledge, pro-drinking attitudes, and peer drinking norms. These findings indicate that a School-Based drug abuse Prevention approach previously found to be effective among White youth significantly reduced binge drinking among urban minority youth.
Margaret M Doyle - One of the best experts on this subject based on the ideXlab platform.
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effectiveness of a universal drug abuse Prevention approach for youth at high risk for substance use initiation
Preventive Medicine, 2003Co-Authors: Kenneth W Griffin, Tracy R Nichols, Margaret M DoyleAbstract:Abstract Background. Universal School-Based Prevention programs for alcohol, tobacco, and other drug use are typically designed for all students within a particular School setting. However, it is unclear whether such broad-Based programs are effective for youth at high risk for substance use initiation. Method. The effectiveness of a universal drug abuse preventive intervention was examined among youth from 29 inner-city middle Schools participating in a randomized, controlled Prevention trial. A subsample of youth (21% of full sample) was identified as being at high risk for substance use initiation Based on exposure to substance-using peers and poor academic performance in School. The Prevention program taught drug refusal skills, antidrug norms, personal self-management skills, and general social skills. Results. Findings indicated that youth at high risk who received the program (n = 426) reported less smoking, drinking, inhalant use, and polydrug use at the one-year follow-up assessment compared to youth at high risk in the control condition that did not receive the intervention (n = 332). Results indicate that a universal drug abuse Prevention program is effective for minority, economically disadvantaged, inner-city youth who are at higher than average risk for substance use initiation. Conclusions. Findings suggest that universal Prevention programs can be effective for a range of youth along a continuum of risk.
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personal competence skills distress and well being as determinants of substance use in a predominantly minority urban adolescent sample
Prevention Science, 2002Co-Authors: Kenneth W Griffin, Gilbert J Botvin, Lawrence M Scheier, Jennifer A Epstein, Margaret M DoyleAbstract:Several previous studies have investigated the relationship between psychological distress and substance use among youth. However, less research has investigated the potentially protective role of psychological well-being on adolescent substance use, and the extent to which personal competence skills may promote well-being. The present study examined personal competence skills, psychological distress and well-being, and adolescent substance use over a 3-year period in a predominantly minority sample of urban students (N = 1,184) attending 13 junior high Schools in New York City. Structural equation modeling indicated that greater competence skills predicted less distress and greater well-being over time. Although psychological well-being was associated with less subsequent substance use, distress did not predict later substance use. Findings indicate that competence skills promote resilience against early stage substance use in part by enhancing psychological well-being, and suggest that School-Based Prevention programs should include competence enhancement components in order to promote resilience.
Mark T Greenberg - One of the best experts on this subject based on the ideXlab platform.
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maximizing the implementation quality of evidence Based preventive interventions in Schools a conceptual framework
Advances in school mental health promotion, 2008Co-Authors: Celene E Domitrovich, Mark T Greenberg, Catherine P Bradshaw, Jeanne M Poduska, Kimberly Hoagwood, Jacquelyn A Buckley, Serene S Olin, Lisa Hunter Romanelli, Philip J Leaf, Nicholas S IalongoAbstract:Increased availability of research-supported, School-Based Prevention programs, coupled with the growing national policy emphasis on use of evidence-Based practices, has contributed to a shift in research priorities from efficacy to implementation and dissemination. A critical issue in moving research to practice is ensuring high-quality implementation of both the intervention model and the support system for sustaining it. The paper describes a three-level framework for considering the implementation quality of School-Based interventions. Future directions for research on implementation are discussed.
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Current and Future Challenges in School-Based Prevention: The Researcher Perspective
Prevention Science, 2004Co-Authors: Mark T GreenbergAbstract:During the next decade we will see broad dissemination of a growing number of empirically validated School-Based Prevention programs. The processes of effectiveness research, broad program diffusion, and program integration at the School and community level will become a central focus of research activity. The paper presents six future directions for research in the field of School-Based Prevention and health promotion. The directions include developing new programs and models, developing standards and accountability systems related to School success, moving from efficacy to effectiveness research, understanding factors influencing program integration, broad dissemination of programs and policies, and the sustainability of programs, policies, and community partnerships. These future directions are driven by three significant research-to-service challenges faced both by practitioners and researchers that involve systems integration across developmental stages, levels of care, and institutional structures.
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enhancing School Based Prevention and youth development through coordinated social emotional and academic learning
American Psychologist, 2003Co-Authors: Mark T Greenberg, Roger P Weissberg, Mary Utne Obrien, Joseph E Zins, Linda Fredericks, Hank Resnik, Maurice J EliasAbstract:A comprehensive mission for Schools is to educate students to be knowledgeable, responsible, socially skilled, healthy, caring, and contributing citizens. This mission is supported by the growing number of School-Based Prevention and youth development programs. Yet, the current impact of these programs is limited because of insufficient coordination with other components of School operations and inattention to implementation and evaluation factors necessary for strong program impact and sustainability. Widespread implementation of beneficial Prevention programming requires further development of research-Based, comprehensive School reform models that improve social, health, and academic outcomes; educational policies that demand accountability for fostering children's full development; professional development that prepares and supports educators to implement programs effectively; and systematic monitoring and evaluation to guide School improvement.
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the role of the collaborative to advance social and emotional learning casel in supporting the implementation of quality School Based Prevention programs
Journal of Educational and Psychological Consultation, 2000Co-Authors: Patricia A Graczyk, Roger P Weissberg, Mark T Greenberg, Maurice J Elias, Jennifer L Matjasko, Joseph E ZinsAbstract:(2000). The Role of the Collaborative to Advance Social and Emotional Learning (CASEL) in Supporting the Implementation of Quality School-Based Prevention Programs. Journal of Educational and Psychological Consultation: Vol. 11, No. 1, pp. 3-6.
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promoting emotional competence in School aged children the effects of the paths curriculum
Development and Psychopathology, 1995Co-Authors: Mark T Greenberg, Carol A Kusche, Elizabeth T Cook, Julie P QuammaAbstract:This study examined the effectiveness of the PATHS (Promoting Alternative Thinking Strategies) curriculum the emotional development of School-aged children. PATHS, a School-Based preventive intervention model was designed to improve children's ability to discuss and understand emotions and emotion concepts. The intervention field trial included 30 classrooms in a randomized design and involved the assessment of 286 children from grades 2 and 3. Approximately 30% of the children were in self-contained special needs classrooms, with the remainder in regular education. Teachers were trained in the intervention model and provided PATHS lessons during most of the one School year. Results indicated that the intervention was effective for both low- and high-risk (special needs) children in improving their range of vocabulary and fluency in discussing emotional experiences, their efficacy beliefs regarding the management of emotions, and their developmental understanding of some aspects of emotions. In some instances, greater improvement was shown in children with higher teacher ratings of psychopathology. Discussion focused on the nature of change School-Based Prevention trials.
Gilbert J Botvin - One of the best experts on this subject based on the ideXlab platform.
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preventing youth violence and delinquency through a universal School Based Prevention approach
Prevention Science, 2006Co-Authors: Gilbert J Botvin, Kenneth W Griffin, Tracy Diaz NicholsAbstract:Violence is an important public health problem among adolescents in the United States. Substance use and violence tend to co-occur among adolescents and appear to have similar etiologies. The present study examined the extent to which a comprehensive Prevention approach targeting an array of individual-level risk and protective factors and previously found effective in preventing tobacco, alcohol, and illicit drug use is capable of decreasing violence and delinquency. Schools (N=41) were randomly assigned to intervention and control conditions. Participants in the 20 intervention Schools received the Life Skills Training Prevention program including material focusing on violence and the media, anger management, and conflict resolution skills. Survey data were collected from 4,858 sixth grade students prior to the intervention and three months later after the intervention. Findings showed significant reductions in violence and delinquency for intervention participants relative to controls. Stronger Prevention effects were found for students who received at least half of the preventive intervention. These effects include less verbal and physical aggression, fighting, and delinquency. The results of this study indicate that a School-Based Prevention approach previously found to prevent tobacco, alcohol, and illicit drug use can also prevent violence and delinquency.
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personal competence skills distress and well being as determinants of substance use in a predominantly minority urban adolescent sample
Prevention Science, 2002Co-Authors: Kenneth W Griffin, Gilbert J Botvin, Lawrence M Scheier, Jennifer A Epstein, Margaret M DoyleAbstract:Several previous studies have investigated the relationship between psychological distress and substance use among youth. However, less research has investigated the potentially protective role of psychological well-being on adolescent substance use, and the extent to which personal competence skills may promote well-being. The present study examined personal competence skills, psychological distress and well-being, and adolescent substance use over a 3-year period in a predominantly minority sample of urban students (N = 1,184) attending 13 junior high Schools in New York City. Structural equation modeling indicated that greater competence skills predicted less distress and greater well-being over time. Although psychological well-being was associated with less subsequent substance use, distress did not predict later substance use. Findings indicate that competence skills promote resilience against early stage substance use in part by enhancing psychological well-being, and suggest that School-Based Prevention programs should include competence enhancement components in order to promote resilience.
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preventing binge drinking during early adolescence one and two year follow up of a School Based preventive intervention
Psychology of Addictive Behaviors, 2001Co-Authors: Gilbert J Botvin, Kenneth W Griffin, Tracy Diaz, Michelle IfillwilliamsAbstract:The authors examined the effectiveness of a School-Based Prevention program on reducing binge drinking in a sample of minority, inner-city, middle-School students. Rates of binge drinking were compared among youth who received the program beginning in the 7th grade (n = 1,713) and a control group (n = 1,328) that did not. The Prevention program had protective effects in terms of binge drinking at the 1-year (8th grade) and 2-year (9th grade) follow-up assessments. The proportion of binge drinkers was over 50% lower in the intervention group relative to the control group at the follow-up assessments. There were also several significant program effects on proximal drinking variables, including drinking knowledge, pro-drinking attitudes, and peer drinking norms. These findings indicate that a School-Based drug abuse Prevention approach previously found to be effective among White youth significantly reduced binge drinking among urban minority youth.
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preventing drug abuse in Schools social and competence enhancement approaches targeting individual level etiologic factors
Addictive Behaviors, 2000Co-Authors: Gilbert J BotvinAbstract:Drug abuse continues to be an important public health problem throughout the world. Although considerable progress has been made in identifying effective Prevention approaches, there is a large gap between what research has shown to be effective and the methods generally used in most Schools. The most promising Prevention approaches target individuals during the beginning of adolescence and teach drug resistance skills and norm setting either alone or in combination with general personal and social skills. Evaluation studies testing these approaches show that they can significantly reduce adolescent tobacco, alcohol, and marijuana use. While some studies show that these effects may decrease over time, booster interventions have been found to maintain and in some instances even enhance Prevention effects. The results of one large-scale evaluation study shows that it is possible to produce reductions in drug use that last until the end of high School. Available evidence suggests that these approaches may be effective when taught by different kinds of teachers and with different populations. The current paper provides a brief review of School-Based Prevention approaches targeting individual-level etiologic factors, evidence supporting their effectiveness, and a discussion of potential mediating mechanisms.