Growing Up Strong Preschool Curriculum

Evaluation

During the 2002-2003 academic year, the Institute for Public Affairs at the University of Oklahoma conducted an internal evaluation of the GUS Program. In this evaluation it was shown that participants in the GUS Program experienced greater improvement compared to those in the control group as measured by the items on the Observable Behavior Checklist (a fully validated, non-diagnostic, non-labeling assessment instrument based on observable behavior included in the curriculum), and the total scale and three subscales developed from the Checklist.

The GUS program was successful in generating outcomes significantly different from those experienced by the control participants. For the three subscales and the total scale, there were no statistically significant differences between treatment and control participants at the time of the pre-test, and although not significantly different, the control group had a higher score (the higher, the better) than the treatment group on each measure at pre-test. However, the treatment group had significantly higher scores than the control group on each of the scales at the time of the post-test.

Significant differences were also evident when comparing the amount of change in scale scores that took place between the pre-test and post-test for the two groups. In each case, the mean difference between the groups was statistically significant with the treatment group experiencing a larger change compared to the control groups. For example, the mean pre-test to post-test change for the treatment group on the total scale was +22.69 points. The control group score increased by a mean of 5.96 points, resulting in a mean difference of 16.73 points between the groups. Boy with GUS

In each case, the difference was substantial and statistically significant. It appears that GUS is successful in enhancing the behavioral and social competence of participants and is able to enhance their capacity to reflect on self and interpersonal experience, control impulsivity, and make more thoughtful and collaborative social decisions.For more information on this study, please email Stacy Harris.

Throughout the years, GUS has consistently proven to be an effective tool in reducing the risk factors of early and persistent antisocial behavior and early academic failure, and increasing the protective factor of social skills by developing social and emotional competencies in children 3-5 years of age. A previous program evaluation for Growing Up Strong (funded by the Oklahoma State Department of Mental Health), found that “children in those classrooms utilizing the GUS program activities appeared to have greater self-esteem and better coping skills than they exhibited prior to their exposure to the GUS program” and “the more often GUS materials were used in the classroom and the more positive and supportive parents’ attitudes were toward program materials, the greater these improvements in self-esteem and coping skills seem to be.”

To see other evaluation results, check our
NEWS PAGE to see where GUS exhibits will be next!

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