Using Empirically –Based Practices in Afterschool Programs: Effects On Children's Socio-Emotional Adjustment and Behavior

Introduction: Though research has identified effective family and school prevention approaches, evaluations of interventions in afterschool programs have demonstrated mixed effects (Dynarski et al., 2005). Results are more positive when programs are based upon the developmental-ecological principles of appropriate structure and support and, use empirically-based strategies (Gottfredson et al., 2004). Given the importance of empirically-based practices in afterschool, the current research is a science migration study that implements an approach found to be effective in elementary schools, in afterschool programs. The Good Behavior Game (GBG) fosters clear and visual behavioral norms, coupled with the use of group activity rewards and praise. Previous findings demonstrate the strongest effects on substance abuse among the most aggressive boys as late as age 21 (Kellam et al., 2008).

Method: Our trial of Pax-GBG (Embry et al., 2003) involves a matched-randomized sample of 75 afterschool programs and 700 children. The programs served 2^nd-5^th grade children of diverse racial-ethnic, social, and geographic backgrounds. The data includes pre and post child surveys and 5 rounds of independent observational data characterizing program quality and fidelity.

Results: Multivariate tests (MANOVA) supported the initial equivalence of the groups in that no statistically significant differences were detected between the experimental and control groups on demographic characteristics at the pre-assessment. Children completed the SDQ which includes a total score (a =.86) assessing children’s anxiety, hyperactivity, conduct disorder and prosocial behavior. A developmentally sensitive measure was used to assess children’s initiation into several problem behaviors such as stealing, vandalism, smoking tobacco, marijuana use, and drinking (Russo et al., 1993), scored by summing the number of behaviors reported.

Discussion: The data indicate that children in the comparison group reported increased adjustment problems (SDQ) from pre to post while those in the intervention group reported fewer problems. Additionally, a smaller percentage of intervention children reported being engaged in problem behaviors at post than the comparison children. Both the intervention and comparison groups reported decreased prosocial behavior (sharing and caring) however, the children in the intervention exhibited higher levels at post than the comparison. Hierarchical linear models will examine potential mediators and moderators including implementation exposure and fidelity. This work has implications for helping afterschool settings to serve youth in ways that not only decrease problem behavior, but increase positive youth development.