A Pilot Evaluation of Small Group Challenging Horizons Program (CHP): A Randomized Trial

Autor/inn/en	Langberg, Joshua M.; Smith, Bradley H.; Bogle, Kristin E.; Schmidt, Jonathan D.; Cole, Wesley R.; Pender, Carolyn A. S.
Titel	A Pilot Evaluation of Small Group Challenging Horizons Program (CHP): A Randomized Trial
Quelle	In: Journal of Applied School Psychology, 23 (2007) 1, S.31-58 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1537-7903
DOI	10.1300/J370v23n01_02
Schlagwörter	After School Programs; Program Effectiveness; Middle School Students; Student Behavior; Behavior Problems; Learning Problems; Self Esteem; Academic Achievement; Parent Attitudes; Teacher Attitudes; Control Groups; Intervention + Suchen Sie Ihr Suchwort? After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Student behaviour; Schülerverhalten; Lernproblem; Self-esteem; Selbstaufmerksamkeit; Schulleistung; Elternverhalten; Lehrerverhalten
Abstract	This study examined the efficacy of an after-school program, the Challenging Horizons Program (CHP), that met four days a week and focused on improving organization, academic skills, and classroom behavior. The CHP was compared with a community control that included involvement in a district-run after-school program that met one to three days a week and focused on preparation for standardized testing. Participants were 48 middle-school youth, referred as experiencing a combination of learning and behavior problems, randomly assigned to either the CHP or the control. Parent and teacher ratings of behavioral and academic functioning were collected at the beginning of the academic year and again after one semester of intervention. Relative to the control, participants in the CHP made significant improvements in parent rated academic progress, self-esteem, and overall severity of problem. While teacher ratings did not reach significance, CHP participants made medium effect size improvements in academic progress and small improvements in overall severity. Core class grades and discipline records were also examined to provide a broad picture of functioning beyond rating scale data. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10