Readiness Profiles Research Articles

How to Estimate Optimal Malaria Readiness Indicators at Health-District Level: Findings from the Burkina Faso Service Availability and Readiness Assessment (SARA) Data.

One of the major contributors of malaria-related deaths in Sub-Saharan African countries is the limited accessibility to quality care. In these countries, malaria control activities are implemented at the health-district level (operational entity of the national health system), while malaria readiness indicators are regionally representative. This study provides an approach for estimating health district-level malaria readiness indicators from survey data designed to provide regionally representative estimates. A binomial-hierarchical Bayesian spatial prediction method was applied to Burkina Faso Service Availability and Readiness Assessment (SARA) survey data to provide estimates of essential equipment availability and readiness for malaria care. Predicted values of each indicator were adjusted by the type of health facility, location, and population density. Then, a health district composite readiness profile was built via hierarchical ascendant classification. All surveyed health-facilities were mandated by the Ministry of Health to manage malaria cases. The spatial distribution of essential equipment and malaria readiness was heterogeneous. Around 62.9% of health districts had a high level of readiness to provide malaria care and prevention during pregnancy. Low-performance scores for managing malaria cases were found in big cities. Health districts with low coverage for both first-line antimalarial drugs and rapid diagnostic tests were Baskuy, Bogodogo, Boulmiougou, Nongr-Massoum, Sig-Nonghin, Dafra, and Do. We provide health district estimates and reveal gaps in basic equipment and malaria management resources in some districts that need to be filled. By providing local-scale estimates, this approach could be replicated for other types of indicators to inform decision makers and health program managers and to identify priority areas.

Factors associated with early school readiness profiles for Black girls

This study used pre-academic and socioemotional data from the Early Childhood Longitudinal Study-Birth (ECLS-B) Cohort to examine the profiles of Black girls’ school readiness skills from preschool through kindergarten. In addition to examining profiles that emerged, analyses were conducted to determine whether family socio-economic status (SES), parenting, parental functioning, community social support, neighborhood quality, and early education experiences predicted the likelihood of being in a particular profile. Three profiles emerged: (1) Consistent Learner, (2) Struggling Learner, and (3) Excelling Learner. There was heterogeneity within these prekindergarten-to-kindergarten learning profiles; however, a relatively large group showed low achievement and aggression during these early years. Family demographics, parenting, parental functioning, and early education experiences predicted likelihood of being in a particular profile. Implications of how to support Black girls’ learning and adjustment from preschool through kindergarten are discussed.

School Readiness Profiles and Growth in Academic Achievement

The purpose of this research was to identify the presence of different school readiness profiles and to determine whether profiles could differentially predict academic growth. The Early Childhood Longitudinal Study: 2010-11 (ECLS-K: 2011) public data set was used, and participants were 14,954 first-time kindergarteners. The age of entering kindergarten ranged from 44.81–87.98 months with a mean of 76.13 months. In Study 1, a six-dimensional construct of school readiness was used: health, self-regulation, social and emotional development, language development, cognitive development, and approaches to learning. Results revealed 41 profiles with the top six school readiness profiles covering 85% of the sample: (1) Positive Development (28%); (2) Comprehensive At-Risk (24%); (3) Personal and Social Strengths (20%); (4) Cognitive and Language Strengths (5%), (5) Health Strength (5%); and (6) Cognitive, Personal and Social Strengths (3%). Study 2 examined whether school readiness profiles could predict children’s reading and math achievement growth using growth curve models. Results showed that different school readiness profile membership had unique academic growth patterns and could predict academic growth above and beyond child and family background variables. Moreover, children with the Positive Development profile had higher academic achievement over time. Children with the Personal and Social Strengths profile had the largest growth rates. In sum, findings support the inclusion of self-regulation as another dimension of school readiness and the important role of personal and social skills in the development of reading and math achievement.

School readiness profiles on school adjustment in elementary school

본 연구는 취학 전 유아의 학교준비도 유형을 탐색하고, 각 유형에 따라 초등학교 저학년 시기 학교적응의 차이를 살펴보고자 하였다. 또한, 잠재계층 유형에영향을 미치는 인구사회학적 요인도 분석하였다. 이를 위해 한국아동패널 7〜10차년도(2014 〜2017년) 자료를 사용하였으며, 1,203명을 대상으로 잠재계층분석과 일원분산분석을 실시하였다. 분석결과는 다음과 같다. 첫째, 취학 전 유아의 학교준비도는 3개의 잠재계층으로 구분되었으며, 이는 “학교준비도 수준이 높은 유형(41.6%)”, “학교준비도 수준이 보통인 유형(37.6%)”, “학교준비도 수준이 낮은 유형(20.9%)”으로 명명하였다. 둘째, 취학전 유아의 학교준비도 유형에 따른 초등학교 1학년, 2학년, 3학년 시기의 학교적응(학교생활적응, 학업성취, 또래적응, 교사적응)은 모두 유의한 차이가 있는 것으로 나타났다. 더불어 유아의 성별이 학교준비도 유형에 영향을 미치는 요인으로 나타났다. 이러한 연구결과를 바탕으로 취학 전 유아의 학교준비도 유형에 따른 학령기 학교적응에 관한 종단적 영향력을 살펴봄으로써 학교준비도의 중요성에 관한 기초자료를 마련하는데 정책적 의의를 도출하였다.

Cyber Threat Landscape and Readiness Challenge of Pakistan

Today, vital social infrastructures — electricity, finance, water, transportation, health and food — are increasingly dependent on the Information and Communication Technology (ICT) networks for functioning, distribution and interconnectedness. This dependence results in both opportunities and vulnerabilities, which can be exploited by a variety of actors ranging from individuals to organisations and governments. This indicates that information revolution, experienced by the contemporary world, is both a boon and bane. To a large extent, it is a bane because the ICT has an ‘enabling function’ for disruption, crime and state-level aggression. The ICT dependence may become more prone to vulnerabilities in the times of social unrest, political tensions and other appalling events. At present, Pakistan experiences a fast growing application of the ICT in different sectors but seriously lacks in cyber readiness. In addition, the country confronts a hostile security environment internally as well as externally. These factors expose it to various cyber threats. Drawing on the securitisation theory, this paper attempts to examine the cyber threat landscape of Pakistan and focuses on the cyber threats that the country faces across the spectrum — hacking, serious and organised cybercrime, cyberterrorism and cyberwarfare. This is followed by an evaluation of Pakistan’s cyber readiness profile in the light of the five-pillar criteria laid down by the UN specialised agency the International Telecommunication Union (ITU), namely legal, technical, organisational, capacity building and international cooperation.

Preschoolers' school readiness profiles and the teacher-child relationship: A latent transition approach

This study used latent profile analysis to identify subgroups of children who displayed similar underlying school readiness skills at the beginning of the school year, as well as to examine whether these children transitioned across readiness profiles over the course of the school year. The sample included 899 preschool children (mean age = 53.91 months). Measures consisted of fall and spring assessments of children's math, science, executive functioning, behavior, and approaches to learning. Latent profile analyses yielded a three-profile solution at both time points. Within each profile, children performed similarly across math, science, and executive functioning assessments. Ratings of behavior and approaches to learning differentiated from the other assessments in two of the profiles. Latent transition analyses indicated that profiles were moderately stable over the course of the year. Logistic regression analyses revealed that child background characteristics and the teacher-child relationship were associated with profile transition.

Development of the Multidimensional Readiness and Enablement Index for Health Technology (READHY) Tool to Measure Individuals' Health Technology Readiness: Initial Testing in a Cancer Rehabilitation Setting.

BackgroundThe increasing digitization of health care services with enhanced access to fast internet connections, along with wide use of smartphones, offers the opportunity to get health advice or treatment remotely. For service providers, it is important to consider how consumers can take full advantage of available services and how this can create an enabling environment. However, it is important to consider the digital context and the attributes of current and future users, such as their readiness (ie, knowledge, skills, and attitudes, including trust and motivation).ObjectiveThe objective of this study was to evaluate how the eHealth Literacy Questionnaire (eHLQ) combined with selected dimensions from the Health Education Impact Questionnaire (heiQ) and the Health Literacy Questionnaire (HLQ) can be used together as an instrument to characterize an individual’s level of health technology readiness and explore how the generated data can be used to create health technology readiness profiles of potential users of health technologies and digital health services.MethodsWe administered the instrument and sociodemographic questions to a population of 305 patients with a recent cancer diagnosis referred to rehabilitation in a setting that plans to introduce various technologies to assist the individuals. We evaluated properties of the Readiness and Enablement Index for Health Technology (READHY) instrument using confirmatory factor analysis, convergent and discriminant validity analysis, and exploratory factor analysis. To identify different health technology readiness profiles in the population, we further analyzed the data using hierarchical and k-means cluster analysis.ResultsThe confirmatory factor analysis found a suitable fit for the 13 factors with only 1 cross-loading of 1 item between 2 dimensions. The convergent and discriminant validity analysis revealed many factor correlations, suggesting that, in this population, a more parsimonious model might be achieved. Exploratory factor analysis pointed to 5 to 6 constructs based on aggregates of the existing dimensions. The results were not satisfactory, so we performed an 8-factor confirmatory factor analysis, resulting in a good fit with only 1 item cross-loading between 2 dimensions. Cluster analysis showed that data from the READHY instrument can be clustered to create meaningful health technology readiness profiles of users.ConclusionsThe 13 dimensions from heiQ, HLQ, and eHLQ can be used in combination to describe a user’s health technology readiness level and degree of enablement. Further studies in other populations are needed to understand whether the associations between dimensions are consistent and the number of dimensions can be reduced.

Technology in exercise-based cancer rehabilitation: a cross-sectional study of receptiveness and readiness for e-Health utilization in Danish cancer rehabilitation

Background: During recent years, there has been an increased focus on technology within cancer survivorship and physical activity rehabilitation. Failure to acknowledge the individuals wishes and/or limitations in the use of technology introduces risk of neglecting or excluding low-resource individuals, thus adding to an already existing inequity within cancer management. It is important to identify vulnerable sub-populations with particular needs when introducing health technology to offer appropriate rehabilitation and support individuals in taking advantage of technology in their physical activity rehabilitation. We report how a population of cancer survivors referred to municipality-based rehabilitation can be segmented, according to their receptiveness and readiness for health technology utilization, to understand their potential barriers towards using technology.Methods: We used a cross-sectional design with convenience sampling among Danish cancer survivors (n = 305) referred to rehabilitation. Participants completed a questionnaire survey covering background information and a new tool to assess self-reported health technology readiness. Demographic, disease and behavioral factors were described in relation to the participants’ receptiveness to use technology in physical activity rehabilitation. Participants were stratified according to their health technology readiness and the resulting groups described with regards to the above-mentioned factors.Results: Almost 30% of the participants were un-receptive to use technology in relation to physical activity rehabilitation and were characterized by being more vulnerable with regards to sociodemographic characteristics and scoring lower on dimensions related to eHealth literacy. Stratification of the participants according to their health technology readiness profile revealed four distinct profiles that were significantly different in sociodemographic, disease and behavioral factors.Conclusion: To reduce the risk of alienating low-resource individuals when introducing health technology, evaluation of the individuals’ receptiveness to use technology in a rehabilitation context and their readiness for health technology may help tailor the extent to which technology should be offered to assist the cancer survivors.

Readiness to change and pro-health behaviours among students of physical education and other teaching specialisations

The aim of the study was to analyse the relationship between the profile of readiness to change and pro-health behaviours as well as physical activity among students of physical education and other teaching specialisation. The study was carried among a randomly selected group of teaching specialisation students (464 females and 143 males). In the research, the following were applied: Inventory of Pro-health Behaviours by Juczynski, the IPAQ and the Readiness to Change Questionnaire. Diversification in pro-health behaviours, level of physical activity and selected features of readiness to change among students of teaching specialisations was demonstrated. In the general population, along with the increase in self-confidence, passion and optimism, the level of health pro-behaviours also increased. Regardless of type of studies, there were significant positive correlations between the level of physical activity and the degree of passion, optimism and boldness. Among students of other teaching specialisations (apart from physical education), a positive relationship was also noted between physical activity and creativity. Among the students of teaching specialisations, a correlation was demonstrated between the level of pro-health behaviours and physical activity as well as the degree of selected features constituting readiness to change.

Forecasting youth adjustment at age 15 from school readiness profiles at 54 months

ABSTRACTA person-oriented approach examined the extent to which patterns of school readiness across social and cognitive domains in 944 typically-developing 54-month-old children forecast academic achievement, social-emotional development, risk taking, and executive functioning at age 15. Prior work identified six distinct profiles of school readiness at 54 months that predicted group differences in achievement in first grade, as well as achievement and social-emotional outcomes in fifth grade. After controlling for demographics, early language skills, and home and school factors, the 54-month readiness profiles demonstrated different performance on risk-taking and executive function behaviors assessed at age 15. Children with attention problems at 54 months were most likely to believe that peers were engaging in risky behaviors and to have smoked more than 2 cigarettes by age 15. Children with low working memory and low to average social skills at 54 months were outperformed by their peers on working memory and executive function tasks at age 15. Results are discussed in terms of continuity in forms of developmental function.

Ready for kindergarten: Are intelligence skills enough?

This study investigated how different profiles of kindergarten readiness in terms of student intellectual ability, academic skills and classroom engagement relate to future academic performance. Participants are French-Canadian children followed in the context of the Quebec Longitudinal Study of Child Development (N = 670). Trained examiners measured number knowledge, receptive vocabulary and fluid intelligence when children were in kindergarten. Teachers rated kindergarten classroom engagement. Outcomes included fourth-grade teacherrated achievement and directly assessed mathematical skills. Latent class analyses revealed three kindergarten readiness profiles: high (57%), moderate (34%) and low (9.3%) readiness. Using multiple regression, we found that a more favourable kindergarten profile predicted better fourth-grade academic performance. Identifying children at risk of academic difficulty is an important step for preventing underachievement and dropout. These results suggest the importance of promoting a variety of cognitive, academic and behavioural skills to enhance later achievement in at-risk learners.

Personality disorder, treatment readiness and dropout from treatment in three community-based cognitive skills and violence reduction programmes

PurposeThe purpose of this paper is to investigate the relationship between personality disorder (PD) treatment readiness and dropout from three community-based offending behaviour group programmes.Design/methodology/approachAt the pre-programme stage, measures of PD and treatment readiness were administered to 186 offenders participating in either a cognitive skills programme, a general violence programme or a programme for domestically abusive men. Demographic and risk data were also obtained from the offender assessment system. At a one-year follow-up, comparisons were made between the risk, personality and treatment readiness profiles of programme completers and non-completers.FindingsIt was hypothesised that PD would be associated with low levels of treatment readiness at the pre-group stage and that both low levels of treatment readiness and PD would predict subsequent programme non-completion. Only antisocial personality disorder (ASPD) was associated with low overall treatment readiness, although antisocial, paranoid, schizoid, negativistic and borderline traits were associated with the facet of low self-efficacy. Non-completion was not predicted by younger age or recidivism risk scores and was most strongly predicted by the presence of a cluster A PD, as well as ASPD, low pre-group motivation and mixed race and white ethnicity.Research limitations/implicationsParanoid and antisocial personality pathology present important obstacles to effective offending behaviour group work in the community. This illustrates that further consideration needs to be given to these important responsivity factors in future delivery and evaluation of these programmes.Originality/valueThe study provides a detailed analysis of factors associated with non-completion of three community-based offending behaviour programmes in the UK.

Kindergarten readiness profiles of rural, Appalachian children from low-income households

The present study used a person-centered approach to examine profiles of school readiness among entering kindergartners in rural, Appalachian communities. Aims were twofold: to determine the extent to which reliable profiles may characterize kindergartners' school readiness, with readiness encompassing language, literacy, math, socio-emotional skills, and learning-related behaviors; and to identify potential predictors of children's kindergarten readiness profiles. Participants included 396 entering kindergartners. Results of latent profile analysis showed there to be four profiles of kindergarten readiness: global risk (16% of children), academic risk (35%), sociobehavioral risk (13%), and readiness (36%). In general, predictors of profile membership included sex, race, family income, maternal education, and pre-k classroom quality. Study results show that a non-trivial percentage of children (49%) exhibit academic readiness, and 71% exhibit socio-behavioral readiness. This work improves our understanding of profiles of children from rural, Appalachian communities at school entry, and factors that may contribute to positive kindergarten readiness.

Profiles of Social-Emotional Readiness for 4-Year-Old Kindergarten.

Children who are viewed as ready for kindergarten and/or first grade typically exhibit high attention, approach, and adaptability coupled with low activity and reactivity. These characteristics tend to be especially valued by teachers and describe a child who is “teachable,” or school ready. Since many children enter formal schooling earlier by attending pre-K for 4-year olds, often called 4-year-old kindergarten, there is a need to examine school readiness earlier than kindergarten, which may look very different developmentally. If we expect children to enter formal schooling at age 4, then it should be clear what we expect of them in order to succeed. We explored which temperament, behavior, and cognitive items teachers of 4-year-old kindergarten (N = 29) rated as highly characteristic versus uncharacteristic of ready 4-year-olds. This teacher-generated data identified five clusters of children who were deemed ready for 4-year-old kindergarten. Teachers noted high cognitive skills and following directions as salient in many of the clusters, which aligns with the readiness expectations for kindergarten and first grade. However, items that distinguished the five clusters from one another referenced differences in activity level, sociability, shyness, enthusiasm, and patience that were not expected based on the previous literature with slightly older children. Given that some of the children teachers identified as especially ready for 4-year-old kindergarten did not fit this static model of a “teachable” child, a single profile of school readiness at an early age may be inappropriate.

Using the Personalized System of Instruction to Differentiate Instruction in Fitness

The purpose of this article is to provide an overview of how PE teachers can personalize learning to meet a variety of student needs. Differentiated instruction (DI) is a term frequently used in classroom-based learning to describe a method of personalization for individual students. The term can also describe a theoretical model for teaching and research, an instructional model, and a philosophy. Teachers must have a firm understanding of student readiness, interest, and learning profile to differentiate four areas of instruction: content, process, product, and the environment. Students in PE can benefit from DI, but there is a lack of formal methods to differentiate PE content. The Personalized System of Instruction (PSI) is an instructional model that provides a complete framework for PE teachers to personalize learning for all students. Fitness-related content such as resistance, plyometric, and agility training provides a context for applying the PSI model to DI in the secondary school setting. Subscribe to TPE

Identification and validation of school readiness profiles among high-risk kindergartners

Person-oriented methods recently have been used to examine school readiness patterns of strengths and weaknesses across multiple domains, but more research in high-risk samples is needed. The current study used latent profile analysis to examine whether teacher ratings could be used to identify distinct and valid readiness profiles among 301 high-risk, low-income kindergartners. Four profiles were identified: (1) Well-Adjusted, with strengths in every domain (42%), (2) Competent-Aggressive, with above-average academic abilities and elevated disruptive behavior (19%), (3) Academically Disengaged, with weaknesses in most domains but no disruptive behavior (22%), and (4) Multi-Risk, with severe weaknesses in every domain (17%). These four profiles differed on concurrent direct assessments of language and executive functioning, as well as on peer ratings of behavior. Results highlight heterogeneity among children at risk for poor school adjustment and indicate that valid profiles of school readiness can be derived from teacher ratings. Further, this study suggests that a person-oriented approach can provide a useful framework for researchers, interventionists, and teachers as they consider which different classroom practices or programs may be required to best meet the unique learning and developmental needs of different subgroups of children as they transition to school.

P.3.f.012 - Dangerousness evaluation of psychotic patients in a Tunisian psychiatric department

The release of insanity acquittees requires making informed decisions regarding both the presence and severity of an individuals' mental illness and the dangerousness of these individuals. This study evaluated the usefulness of employing structured assessments of mental health and violence risk factors in the conditional release decision-making process. All persons found Not Guilty by Reason of Insanity at East Louisiana Mental Health System, Forensic Division who underwent a review panel between July 1, 1997 and July 1, 1999 were included in this study. The Classification and Regression Tree analysis was utilized to arrive at cutpoints that would optimize the predictive ability of the decision tree analysis. The results indicated that the Community Outpatient Treatment Readiness Profile score was the strongest predictor — all patients receiving a score of 62 or greater on this scale were recommended to remain at the facility. When women were recommended for release, it was to civil facilities and with moderate levels of symptoms. For males with moderate symptoms, low PCL-R scores were associated with recommendations for release, whereas high scores were associated with recommendations for continued commitment. Our data suggests that algorithms may be useful to governing bodies when making release decisions.

The association of Latino children’s kindergarten school readiness profiles with Grade 2–5 literacy achievement trajectories.

This study utilized latent class analysis (LCA) to identify 5 discernible profiles of Latino children’s (N = 1,253) social-emotional, physical, and cognitive school readiness at the time of kindergarten entry. In addition, a growth mixture modeling (GMM) approach was used to identify 3 unique literacy achievement trajectories, across Grades 2–5, for these students. A latent transition analysis (LTA) approach was used to examine how Latino children’s readiness profiles at kindergarten entry were related to longitudinal literacy achievement trajectories in Grades 2–5. Results provided evidence that Latino students enter kindergarten with discernible readiness profiles and that these profiles predicted longitudinal literacy achievement trajectories through Grade 5. Specifically, children with higher levels of readiness at kindergarten entry had greater probabilities of following favorable literacy achievement patterns than those students who were rated with lower levels of readiness. Results also provided evidence suggesting that Latino children’s cognitive readiness levels were particularly predictive of longitudinal literacy achievement patterns. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Associations between child home language, gender, bilingualism and school readiness: A population-based study

This paper examines school readiness profiles of kindergarten children for the largest language groups in British Columbia, Canada. School readiness data were drawn from a population-level database that contains teacher ratings of children's school readiness, obtained via the Early Development Instrument (EDI; Janus & Offord, 2007). School readiness profiles (N=95,537) were compared according to children's home language background (English, Cantonese, Mandarin, Punjabi, and Tagalog) serving as a proxy for cultural/ethno-cultural background, and gender (49% female). Furthermore, children speaking Cantonese, Mandarin, Punjabi, or Tagalog as their home language were divided into monolingual and bilingual groups according to their English proficiency, using administrative records of children’s home language and English Language Learner (ELL) status. Analyses were conducted via multilevel modeling, controlling for the nested structure of the data (children within classrooms) and for children's families’ socioeconomic status (i.e., income). The most prominent findings were that bilingual children were rated higher than the overall average on virtually every aspect of school readiness. Cantonese and Mandarin speaking children were rated most highly on pre-academic skills, and Punjabi-speaking children on emotional and social competencies and behaviors. English Language Learners in all language groups were rated as being more shy and reluctant to display socially scripted behaviors than non-English Language Learners.

Readiness Assessment to Improve Program Implementation: Shifting the Lens to Optimizing Intervention Design.

The focus of this special issue is on identifying factors that predict a school’s likelihood of high implementation of social– emotional learning (SEL) interventions. In this case, these factors are interpreted as readiness to implement. Implementation readiness is defined by the editors as the capacity to implement an evidence-based intervention (EBI) effectively. Though not stated explicitly, readiness in this definition seems to be a characteristic of the implementers (i.e., teachers or school). The model proposed by the editors and reflected to varying degrees by each of the seven studies involves documenting variables of teachers, classrooms, and schools that are predictive of high-quality implementation and using those variables to create readiness profiles and tailor implementation supports. SEL programs have demonstrated convincing efficacy for improving the social and academic development of children (Durlak et al. 2011). As practitioners and policy makers become more convinced of the fundamental importance of SEL as a foundation for quality education and child development, the challenge of effectively scaling SEL programs and practices is becoming more critical and timely. This special issue addresses an important empirical question: Can we identify factors that represent Breadiness^ of a school (and its teachers and classrooms) to adopt an SEL program and deliver it with sufficient quality and fidelity to reproduce the improvements in social and academic outcomes demonstrated in controlled trials? The seven SEL implementation studies presented in this special issue depict a complex picture of delivering SEL programs in schools and assessing both implementation and impact. As a result, across these seven studies, and other similar studies, we arrive at a long laundry list of variables that may influence implementation quality, fidelity, and reach (which may in turn potentially impact program effects and sustainment). So what can be made of the complex readiness model characterized across these seven studies? The collective body of SEL implementation research, exemplified in the articles of this special issue and more broadly, addresses both academic (i.e., for the sake of increasing our generalizable knowledge) and utilitarian (i.e., for the practical advancement of the scaling of SEL practice in schools) ends. Though these are sometimes overlapping goals simultaneously advanced, for the sake of clarity and space, this commentary will primarily address the practical and pragmatic value and lessons of this special issue, with admittedly less attention paid to issues of methodology, analytic techniques, or study designs. Considering the lessons we can draw across these seven SEL implementation studies, we might start with the end in mind: what could we do if we arrived at a clear list of the most important predictors of high(or low-)quality implementation? It is a herculean task to elucidate the characteristics of social–emotional development and subsequently use that knowledge to craft an intervention intended to promote such development. To further demonstrate, in the context of a rigorous experimental trial, that such an intervention can produce (both statistically and practically) significant improvements relative to a control condition is equally challenging, and not accomplished without a commitment to sound theory and a solid understanding of the school and classroom context (Flay et al. 2005). So the achievement of each of these programs in demonstrating efficacy must be recognized. Taking such * Brian K. Bumbarger bkb10@psu.edu