@article{ref1,
title="Implementing and evaluating school-based primary prevention programs and the importance of differential effects on outcomes",
journal="Journal of school violence",
year="2007",
author="Hussey, D. L. and Flannery, Daniel J.",
volume="6",
number="2",
pages="117 - 134",
abstract="In 2004, Second Step (Committee for Children, 2002), a violence prevention program, was implemented in the Cleveland Heights-University Heights school district for 1,416 K through second grade students. Both process and outcome measures were used to evaluate program impact and examine issues related to the implementation and evaluation of evidence-based practices. Process measures indicated a high level of implementation fidelity, while pre/post outcome testing on a 20% random sample of students demonstrated significant reductions in reactive aggression scores, <i>t</i>= 2.221, <i>df</i>= 238, <i>p</i>< 0.05, and evidence of declines in proactive aggression. Authors discuss challenges and opportunities related to implementing and evaluating evidence-based programming in Safe Schools/Health Students sites, particularly regarding strategies for the assessment of differential intervention effects to evaluate program outcomes.<p />",
language="en",
issn="1538-8220",
doi="10.1300/J202v06n02_07",
url="http://dx.doi.org/10.1300/J202v06n02_07"
}