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Game On-Complier Average Causal Effect Estimation Reveals Sleeper Effects on Academic Attainment in a Randomized Trial of the Good Behavior Game.

ABSTRACT: To examine the efficacy of the Good Behavior Game (GBG) in improving children's reading attainment, and the extent to which this varies as a function of cumulative intervention intensity (dosage) and timing of outcome measurement. A 2-year cluster-randomized controlled trial was conducted. Seventy-seven primary schools from three regions in England were randomly assigned to intervention and control groups. Children (N?=?3084) aged 67 at baseline were the target cohort. The GBG is an interdependent group-contingency behavior management strategy used by teachers in elementary schools. Reading attainment was assessed via national teacher assessment scores at baseline, and the Hodder Group Reading Test at post-test and 1-year post-intervention follow-up. Dosage was assessed using a bespoke online GBG scoreboard system. Multi-level intent-to-treat (ITT) and complier average causal effect (CACE) estimation were utilized. At post-test, no effects of the GBG on children's reading attainment were found in either the ITT or CACE models. At 1-year follow-up, results remained null in the ITT model, but a significant intervention effect was found among moderate compliers (??=?0.10) in the CACE model. The GBG can produce measurable improvements in children's academic attainment, but these effects may take time to become apparent and are contingent upon implementation dosage falling within an optimal range. The project was supported by funding from the Education Endowment Foundation and the National Institute for Health Research. ISRCTN: 64152096.

SUBMITTER: Ashworth E

PROVIDER: S-EPMC6987066 | biostudies-literature | 2020 Feb

REPOSITORIES: biostudies-literature

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Game On-Complier Average Causal Effect Estimation Reveals Sleeper Effects on Academic Attainment in a Randomized Trial of the Good Behavior Game.

Ashworth Emma E Panayiotou Margarita M Humphrey Neil N Hennessey Alexandra A

Prevention science : the official journal of the Society for Prevention Research 20200201 2

To examine the efficacy of the Good Behavior Game (GBG) in improving children's reading attainment, and the extent to which this varies as a function of cumulative intervention intensity (dosage) and timing of outcome measurement. A 2-year cluster-randomized controlled trial was conducted. Seventy-seven primary schools from three regions in England were randomly assigned to intervention and control groups. Children (N = 3084) aged 67 at baseline were the target cohort. The GBG is an interdepende ...[more]

PMID: 31960259

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Project description:BackgroundThe accurate measurement of educational attainment is of great importance for population research. Past studies measuring average years of schooling rely on strong assumptions to incorporate binned data. These assumptions, which we refer to as the standard duration method, have not been previously evaluated for bias or accuracy.MethodsWe assembled a database of 1,680 survey and census datasets, representing both binned and single-year education data. We developed two models that split bins of education into single year values. We evaluate our models, and compare them to the standard duration method, using out-of-sample predictive validity.ResultsOur results indicate that typical methods used to split bins of educational attainment introduce substantial error and bias into estimates of average years of schooling, as compared to new approaches. Globally, the standard duration method underestimates average years of schooling, with a median error of -0.47 years. This effect is especially pronounced in datasets with a smaller number of bins or higher true average attainment, leading to irregular error patterns between geographies and time periods. Both models we developed resulted in unbiased predictions of average years of schooling, with smaller average error than previous methods. We find that one approach using a metric of distance in space and time to identify training data, had the best performance, with a root mean squared error of mean attainment of 0.26 years, compared to 0.92 years for the standard duration algorithm.ConclusionsEducation is a key social indicator and its accurate estimation should be a population research priority. The use of a space-time distance bin-splitting model drastically improved the estimation of average years of schooling from binned education data. We provide a detailed description of how to use the method and recommend that future studies estimating educational attainment across time or geographies use a similar approach.

Dataset Information

Game On-Complier Average Causal Effect Estimation Reveals Sleeper Effects on Academic Attainment in a Randomized Trial of the Good Behavior Game.

Publications

Game On-Complier Average Causal Effect Estimation Reveals Sleeper Effects on Academic Attainment in a Randomized Trial of the Good Behavior Game.

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