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Linking the Interests of Families and Teachers (LIFT)

An Evidence-Based Practice

Description

LIFT is designed to decrease the likelihood of two major factors that put children at risk for subsequent antisocial behavior and delinquency: 1) aggressive and other socially incompetent behaviors with teachers and peers at school and 2) ineffective parenting, including inconsistent and inappropriate discipline and lax supervision. LIFT has three main components: 1) classroom-based child social skills training, 2) the playground Good Behavior Game, and 3) parent management training. These efforts are fortified by systematic communication between teachers and parents. To facilitate communication, a "LIFT line" is implemented in each classroom. The LIFT line is a phone and an answering machine in each classroom that families are encouraged to use if they have any questions for the teachers or have concerns that they wish to share.

Goal / Mission

Linking the Interests of Families and Teachers (LIFT) is a research intervention program designed to prevent the development of aggressive and antisocial behavior.

Impact

Evidence suggests that LIFT can be a useful tool for promoting effective parenting in the home and decreasing aggressive behaviors with peers at school and on the playground. LIFT participants exhibited a decrease in child physical aggression toward classmates on the playground, an increase in teachers' positive impressions of child social skills with classmates, and a decrease in parents' aversive behavior during family problem-solving discussions.

Results / Accomplishments

LIFT was evaluated using a population-based, randomized, intervention trial. Preliminary evidence suggests that LIFT can be a useful tool for promoting effective parenting in the home and decreasing aggressive behaviors with peers at school and on the playground. In comparison with the control group, LIFT participants exhibited a decrease in child physical aggression toward classmates on the playground, an increase in teachers' positive impressions of child social skills with classmates, and a decrease in parents' aversive behavior during family problem-solving discussions.

Postintervention results revealed that observed aggressive behavior on the LIFT playgrounds decreased from a mean of 6.0 aversive physical behaviors per 30-minute recess period to only 4.8 aversive behaviors per 30 minutes. Following the intervention period, the children in the control group continued to average 6.6 aversive behaviors per 30 minutes. Results 3 years postintervention revealed that relative to fifth grade youths in the LIFT group, fifth grade youths in the control group were 2.2 times as likely to affiliate with misbehaving peers, 1.8 times as likely to be involved in patterned alcohol use, 1.5 times as likely to have tried marijuana, and 2.4 times as likely to be arrested by age 14.

About this Promising Practice

Organization(s)
Oregon Social Learning Center
Primary Contact
J. Mark Eddy, PH.D.
Partners for Our Children
UW Tower
UW Mailbox 359476
Seattle, WA 98195-9476
(206) 221-3144
jmarke@uw.edu
https://www.oslc.org/blog/scientist/j-mark-eddy/
Topics
Community / Crime & Crime Prevention
Community / Social Environment
Education / School Environment
Organization(s)
Oregon Social Learning Center
Source
The Office of Juvenile Justice and Delinquency Prevention's Model Programs Guide (MPG)
Date of publication
2000
Date of implementation
1990
Geographic Type
Urban
Location
Eugene, OR
For more details
http://www.oslc.org/projects/linking-interests-fam...
https://www.crimesolutions.gov/ProgramDetails.aspx...
Target Audience
Children

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  6. Families And Schools Together (FAST)

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Related Content for: Linking the Interests of Families and Teachers (LIFT)

An Evidence-Based Practice meets the following HCI criteria:

  1. The program description includes at a minimum: the sponsoring organization, program goals, program implementation steps, and outcomes that have demonstrated program success in achieving the program goal in one or more localities.
  2. The results from an evaluation of the program include quantitative measures showing improvement in the outcome(s) of interest after the implementation of the program (i.e. increase in smoking cessation, not just the delivery of a smoking cessation program). The outcome measure(s) is/are compared at relevant time periods before and after the intervention or program implementation. Alternatively, the evaluation study compares the outcome(s) between an intervention group and an appropriate control group.
  3. The study is of peer-review quality and presents numbers in a scientific manner; measurements of precision and reliability are included (e.g. confidence intervals, standard errors), results from statistical tests show a significant difference or change in the outcome measure(s), and relevant point estimates and p-values are presented. Note: if the results from an evaluation of a program are presented in a scientific manner and the outcome measure is improved compared to the baseline measurement or the control group but the difference is not statistically significant, the practice is classified as effective and not evidence-based.
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