Design and Analysis of the Community Youth Development Study Longitudinal Cohort Sample

Autor/inn/en	Brown, Eric C.; Graham, John W.; Hawkins, J. David; Arthur, Michael W.; Baldwin, Megan M.; Oesterle, Sabrina; Briney, John S.; Catalano, Richard F.; Abbott, Robert D.
Titel	Design and Analysis of the Community Youth Development Study Longitudinal Cohort Sample
Quelle	In: Evaluation Review, 33 (2009) 4, S.311-334 (24 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0193-841X
DOI	10.1177/0193841X09337356
Schlagwörter	Longitudinal Studies; Cohort Analysis; Community Characteristics; Prevention; Intervention; Substance Abuse; Delinquency; Adolescents; Risk; Research Design; Sampling; Statistical Analysis; Data Collection; Elementary School Students; Secondary School Students; Colorado; Illinois; Kansas; Maine; Oregon; Utah; Washington + Suchen Sie Ihr Suchwort? Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Kohortenanalyse; Prävention; Vorbeugung; Drug use; Drug consomption; Drogenkonsum; Kriminalität; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Risiko; Forschungsdesign; Statistische Analyse; Data capture; Datensammlung; Sekundarschüler
Abstract	Communities That Care (CTC) is a prevention system designed to reduce adolescent substance use and delinquency through the selection of effective preventive interventions tailored to a community's specific profile of risk and protection. A community-randomized trial of CTC, the Community Youth Development Study, is currently being conducted in 24 communities across the United States. This article describes the rationale, multilevel analyses, and baseline comparability for the study's longitudinal cohort design. The cohort sample consists of 4,407 fifth- and sixth-grade students recruited in 2004 and 2005 and surveyed annually through ninth grade. Results of mixed-model ANOVAs indicated that students in CTC and control communities exhibited no significant differences (ps greater than 0.05) in baseline levels of student outcomes. (Contains 2 tables.) (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10