Replication of the First Step to Success Model: A Multiple-Case Study of Implementation Effectiveness

Abstract

The First Step to Success program was implemented with 22 kindergartners who showed early signs of developing antisocial behaviors, and it was completed by 16 of the children. All 16 children showed significantly increased levels of academic engaged time after completing the program, with follow-up levels generally maintained at acceptable levels. Overall behavioral improvement, as measured by the Child Behavior Checklist (CBCL), was significant but variable. The improvement shown on the CBCL by the first cohort of 6 students failed to maintain to the 1-year follow up. Teacher and parent perceptions of effectiveness were generally positive with several exceptions. The authors discuss evidence pointing to possible factors that influenced the program's effectiveness.

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