By William S. Davidson II, Robin Redner, Richard L. Amdur, Christina M. Mitchell (auth.)
The function of this quantity is to give the total tale of our study software on replacement interventions with antisocial early life. it truly is our aim to explain the improvement of an alternate intervention version, to ascertain its salient tactics, to supply a try out of its relative powerful ness, and to provide an outline of its systemic affects. the method defined was once in response to the proposal that development in our ways to distressed formative years lies in a scientific exam of the efficacy of leading edge versions. because the reader is perhaps conscious, the historical past of inter ventions with afflicted formative years is extra a list of failure than luck. therefore, the hunt for possible choices is intensely serious. The booklet proceeds as a close study monograph. the 1st 4 chapters describe the historic and theoretical antecedents of the devel opment of the learn application. Chapters five via eleven describe re seek at the efficacy of other intervention ways for delin quent adolescence, learn at the influence on nonprofessional switch brokers, an try and combine modern theoretical propositions approximately de linquency causation and the results saw, and learn reading the systemic results of supplying leading edge interventions to de linquent formative years. the ultimate bankruptcy integrates the findings with contempo rary paintings and offers feedback for destiny work.
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Additional info for Alternative Treatments for Troubled Youth: The Case of Diversion from the Justice System
To summarize, the experimental design is the best method for proving that an effect is in fact causal. A correlational design is best for estimating the strength and understanding the mechanism of the effect. Although it is generally accepted that true experiments are better than any other research design, the virtues of correlational designs are less recognized. For this reason, it is important to point out some strengths of the correlational approach. The between-groups design requires equivalence of subjects across treatment conditions in order to rule out the existence of confounding variables that might account for treatment effects.
In other words, Table 3-6 shows whether the study characteristics listed significantly predict, or moderate, the size of the effect size. Before proceeding to a description of the moderator effects observed, another note of caution is needed, however. It must be remembered that what follows is correlational in nature; the characteristics of studies are obviously not orthogonal variables. Hence observed relationships may in fact be confounded effects. Column A presents the correlation between calculated effect size for the overall experimental/control comparison and the specific study characteristic.
All types of dependent variables except recidivism and social behavior had less than 20 codable studies (see Table 3-4). To attempt to produce respectable numbers of studies, calculated effect size was averaged across dependent variables. Recidivism and self-report delinquency, however, were left as single outcome variables. Behavioral outcomes were a combination of program behaviors, academic performance, social behavior, and attendance. Attitudinal outcomes are a combination of cognitive measures, ratings of global adjustment, self-esteem, and attitude measures.