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We are unable to randomly assign the children to either the experimental or control group, therefore all of our participants do not have the same chance of being in the control or experimental group. Our data will also not be blinded, although identifying information on standardized testing scores, absenteeism, suspension and expulsion will not be available to the research designer.
The design for this type of group would be diagrammed as follows: (2003) Developmental Trajectories toward Violence in Middle Childhood: Course, Demographic Differences, and Response to School-Based Intervention. Developmental Psychology, 2, 324-348.
The central idea behind this design is that the null case would not expect the treatment group (in this case our community) to differ at greater than chance levels. This allows consideration of a treatment effect when the post-test data of the treatment group varies from the control group regression line. The limitation is that one must always be aware that elements outside of the treatment may be the cause of treatment shift from the regression line, and careful attention to internal validity interference is important.
Threats to Internal Validity
By its nature, quasi-experimental design is weak in its ability to control threats to internal validity, but usually effective in controlling threats to external validity. Since our research is being done in a commonly encountered situation, it is likely to have wide applicability to similar settings if the threats to internal validity to be controlled. Possible threats to internal validity include:
Historical elements - are there elements within the community or within the individual which will effect the change in the variable? In this case, it is not possible to be sure that each population experienced the same events and come to the study with a similar background and experience.
Statistical regression - Do the subjects come from same or similar backgrounds? Both groups have been evaluated for socioeconomic status similarity, but are there other elements in the population that can confound the data?
Clayton RR, Catarello AM, Johnstone BM, (1996) the Effectiveness of Drug Abuse Resistance Education (Project DARE): 5-Year Follow-Up Results. Preventive Medicine, 3; 307-318
Greenberg, M.T., Kusche, C.A., Cook, E.T., & Quamma, J.P. (1995).
Promoting emotional competence in school-aged deaf children: The effects of the PATHS curriculum. Development and Psychopathology, 7, 117-136.
Grossman DC, Neckerman HJ, Koepsell TD, Liu P, Asher KN, Beland K, Frey K, Rivara, FP. (1997) an Evidence-Based Violence Prevention Curriculum for Elementary School Children. (1997). Journal of the American Medical Association, 277(20), 1605-1611.
Samples, F., & Aber, L. (1998). Evaluations of School-Based Violence Prevention Programs. In D.S. Elliott, B. Hamburg, & K.R. Williams (Editors), Violence in American Schools: A New Perspective, (pp. 217-252). New York, NY: Cambridge University Press.
Reference:
Aber JL, Brown JL, Jones SM. (2003) Developmental Trajectories toward Violence in Middle Childhood: Course, Demographic Differences, and Response to School-Based Intervention. Developmental Psychology, 2, 324-348.
Clayton RR, Catarello AM, Johnstone BM, (1996) the Effectiveness of Drug Abuse Resistance Education (Project DARE): 5-Year Follow-Up Results. Preventive Medicine, 3; 307-318
Greenberg, M.T., Kusche, C.A., Cook, E.T., & Quamma, J.P. (1995).
Promoting emotional competence in school-aged deaf children: The effects of the PATHS curriculum. Development and Psychopathology, 7, 117-136.
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