High School and Beyond, 1980: Sophomore and Senior Cohort First Follow-Up (1982)

1984 ◽  
Author(s):  
Keyword(s):  
High School ◽  
High School And Beyond

Articulatory Intervention for the Visually Impaired

1979 ◽  
Vol 10 (3) ◽  
pp. 139-144
Author(s):  
Cheri L. Florance ◽  
Judith O’Keefe
Keyword(s):  
High School ◽  
High School Students ◽  
Behavior Change ◽  
Visually Impaired ◽  
School Students ◽  
Handicapped Children ◽  
Paired Stimuli ◽  
Visually Handicapped ◽  
Parent Program

A modification of the Paired-Stimuli Parent Program (Florance, 1977) was adapted for the treatment of articulatory errors of visually handicapped children. Blind high school students served as clinical aides. A discussion of treatment methodology, and the results of administrating the program to 32 children, including a two-year follow-up evaluation to measure permanence of behavior change, is presented.

How Does Green Dot Bystander Training in High School and Beyond Impact Attitudes Toward Violence and Sexism in a Prospective Cohort?

2021 ◽  
pp. 088626052110063
Author(s):  
Ann L. Coker ◽  
Heather M. Bush ◽  
Zhengyan Huang ◽  
Candace J. Brancato ◽  
Emily R. Clear ◽  
...  
Keyword(s):  
High School ◽  
Prospective Cohort ◽  
Controlled Trial ◽  
Ambivalent Sexism ◽  
Cluster Rct ◽  
Attitudes Toward Violence ◽  
Scale Scores ◽  
Cluster Randomized ◽  
Over Time

Bystander interventions are recognized as “promising” programming to reduce sexual violence. Gaps in current evaluations include limited follow-up post-training (beyond 24 months) and knowledge of additional bystander training during follow-up. In this prospective cohort study, nested in a cluster randomized controlled trial (RCT), three cohorts of high school (HS) seniors were recruited (Fall 2013-2015) and followed through Spring 2018 ( n = 1,831). Training was based on their school cluster RCT assignment and receipt of additional Green Dot (GD) training after HS. Training was hypothesized to be associated with lower scores indicating less acceptance of violence or sexism. Sixty percent reported GD training after HS (68.7% of 986 in intervention and 50% of 845 in control conditions). No significant differences ( p < .05) were observed by GD training for four of the five violence acceptance or sexism attitudinal measures at recruitment or final surveys. For “ambivalent sexism” alone was there a significant reduction in scale scores over time in the intervention versus control condition. Additional GD training after the RCT significantly reduced neither violence acceptance nor sexism scores over time. GD training does not appear to have a consistent longer-term impact on reducing violence acceptance and sexism.

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