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This study examined the effectiveness of the PATHS (Promoting Alternative THinking Strategies) Curriculum on the social, cognitive, and behavioral status of elementary school-age deaf children. PATHS, a school-based preventive intervention model, was designed to improve children's self-control, emotional understanding, and problem-solving skills. The intervention field trial included a quasi-experimental, wait-list control design involving 57 children in 11 self-contained classrooms utilizing Total Communication. Teachers were trained in the intervention model and provided PATHS lessons during most of one school year. Results indicated that the intervention led to significant improvement in students' social problem-solving skills, emotional recognition skills, and teacher- and parent-rated social competence. There was no effect in this normative sample on teacher- or parent-rated psychopathology. One-and-two-year posttest results indicated maintenance of effects. Results on the wait-list control group indicated replication of effects in a second sample. Discussion focused on the nature of change in school-based prevention trials.
Greenberg et al. (Thu,) studied this question.