The documents below were reviewed for Quality of Research. The research point of
contact can provide information regarding the studies reviewed and the availability
of additional materials, including those from more recent studies that may have been conducted.
Errecart, M. T., Walberg, H. J., Ross, J. G., Gold, R. S., Fiedler, J. L., & Kolbe, L. J. (1991). Effectiveness of Teenage Health Teaching Modules. Journal of School Health, 61(1), 26-30.
Parcel, G. S., Ross, J. G., Lavin, A. T., Portnoy, B., Nelson, G. D., & Winters, F. (1991). Enhancing implementation of the Teenage Health Teaching Modules. Journal of School Health, 61(1), 35-38.
Ross, J. G., Errecart, M. T., Lavin, A. T., Saavedra, P., & Gold, R. S. (1989, December). Final report: Teenage Health Teaching Modules evaluation (Contract No. 200-86-0932). Silver Spring, MD: Macro Systems.
Ross, J. G., Gold, R. S., Lavin, A. T., Errecart, M. T., & Nelson, G. D. (1991). Design of the Teenage Health Teaching Modules evaluation. Journal of School Health, 61(1), 21-25.
Ross, J. G., Luepker, R. V., Nelson, G. D., Saavedra, P., & Hubbard, B. M. (1991). Teenage Health Teaching Modules: Impact of teacher training on implementation and student outcomes. Journal of School Health, 61(1), 31-34.
American School Health Association, Association for the Advancement of Health Education, & Society for Public Health Education. (1989). The National Adolescent Student Health Survey: A report on the health of America's youth. Oakland, CA: Third Party Publishing.
O'Malley, P. M., Bachman, J. G., & Johnston, L. D. (1983). Reliability and consistency in self-reports of drug use. International Journal of the Addictions, 18(6), 805-824.
The following populations were identified in the studies reviewed for Quality of
External reviewers independently evaluate the Quality of Research for an intervention's
reported results using six criteria:
For more information about these criteria and the meaning of the ratings, see Quality of Research.
The items used in the instrument have established and well-known psychometric properties and are considered a gold standard in the field. Reliability estimates of the items ranged from good to excellent. The study used appropriate analyses, including gain score analysis and linear models.
Implementation logs were used, but no fidelity data were presented. Although the school attrition rate was relatively low, differential attrition among students appeared to generate groups that may not have been equivalent across important and relevant domains (e.g., health behaviors); on 22 of the 48 comparisons regarding behavioral items, the students who were dropped from the study appeared to be at higher risk for less desirable health behaviors. Potential confounds are a concern because of different implementation and intervention options in the experimental and naturalistic groups (i.e., use of all required modules or selected modules). No data were presented on the patterns of modules used in the naturalistic schools. Teachers had different characteristics across the two THTM conditions. Additionally, in both the experimental and naturalistic schools, teachers could use other curriculum materials in addition to THTM.