PATHS Findings
Summary of Findings on the PATHS Curriculum
There have been three controlled studies with randomized control groups: 1 with regular children, 1 with special education-classified children, and 1 with deaf/hearing-impaired children.
Increasing Protective Factors
In all three clinical trials, the use of the PATHS Curriculum has significantly increased the children's ability to:
- Understand social problems
- Develop effective alternative solutions
- Decrease the percentage of aggressive/violent solutions
- Increased the children's understanding and recognition of emotions
In all three groups of children, teachers report significant improvements in children's prosocial behavior in the following domains:
- Self-control
- Emotional understanding
- Ability to tolerate frustration
- Use of effective conflict-resolution strategies
Cognitive testing indicates that PATHS leads to improvements in the following skills
- Ability to plan ahead to solve complex tasks
with normal and special needs children
(WISC-R Block Design and Analogies of the Test of Cognitive Abilities) - Cognitive flexibility and low impulsivity
with non-verbal tasks
(Coding from the WISC-R) - Improved reading achievement for young deaf children
Reducing Maladaptive Outcomes
Teachers report the following reductions in behavioral difficulties at one-year post intervention:
- Decreased internalizing symptoms (sadness anxiety and withdrawal)
- Decreased externalizing symptoms (aggressive
and disruptive behavior)
(Special needs students)
Students report the following reductions in behavioral difficulties at one-year post intervention:
- Decreased symptoms of sadness and depression (Child Depression Inventory)
- Decreased report of conduct problems
Summary
PATHS has been shown to improve protective factors and reduce behavioral risk across a wide variety of types of elementary school-aged children. The findings have shown cross-rater validity as they have been true of teacher reports, self-reports, and child testing and interviewing. A critical component to these findings is the use of well-matched control groups; this is critical because all children tend to improve as they develop and thus programs may only look effective due to general developmental progress.
Finding from the National Fast Track Demonstration Program
Initial findings from FAST Track Program at end off first grade in four locations (Seattle, Nashville, Durham, rural Pennsylvania) indicate that in schools in which PATHS is operating there is improved social adaptation as indexed by more positive reports of the following dimensions as compared to matched comparison schools (Comparisons involve approximately 150 classrooms who received PATHS or who are matched controls).
- Lower peer aggression and scores by peer ratings (Sociometrics)
- Lower teacher ratings of disruptive behavior (Teacher report)
- Improved classroom atmosphere (assessed by Independent
Observers)
For more information contact:
Mark Greenberg
Ph.D.
Director, Prevention Research Center
HDFS - Henderson Bldg. South
Pennsylvania State University
University Park, PA 16802
Phone: (814) 863-0112
Fax: (814) 865-2530
E-mail: mxg47@psu.edu
Web-site: www.prevention.psu.edu
For information on the PATHS Curriculum contact:
Channing-Bete Company
One Community Place
South Deerfield, MA 01373-0200
Phone: (877) 896-8532
Fax: (800) 499-6464
E-mail: PrevSci@channing-bete.com
Web-site: www.channing-bete.com