2014 VFHY Compendium Program Information Worksheet
1) Program Information
Program Title:
Positive Action
Positive Action (PA) is a comprehensive, coherent program with toolkits that contain age appropriate curriculum
for grades Pre-K–12, and kits for school wide climate development (elementary and secondary), counselors,
families, family classes, parenting classes, and community development.
PA is a highly effective program for tobacco prevention because it works on the root causes of the problem.
The PA Philosophy is that you feel good about yourself when you do positive actions and there is a positive
way to do everything. Tobacco use is a negative action that leads to a decrease in your feelings of self-worth
and health. PA teaches positive actions that you can do for your whole self in the physical, intellectual, social
and emotional domains. They build intrinsic motivation to do them by reminding us of the good feelings we get
when we do positive actions.
Provide a brief description of
the program and how it works:
The specific positive actions or skills for greatness and living a healthy, tobacco-free life are taught through six
units. They are the basis of all PA materials and provide the coherence for the whole program.

Unit 1: The PA Philosophy and Thoughts-Actions-Feeling Circle

Unit 2: Positive Actions for your Body (i.e., nutrition, exercise, cleanliness, getting adequate sleep
and rest, avoiding harmful substances) and Mind (i.e., thinking skills, problem solving, decision
making)

Unit 3: Positive Actions for Managing Yourself Responsibly (i.e., managing personal resources
positively like time, energy, thoughts, actions feelings [i.e., fear, anger, worry, discouragement,
gratitude and love)

Unit 4: Positive Actions for Treating Others the Way You Like to be Treated (i.e., empathy, fairness,
kindness, compassion and respect)

Unit 5: Positive Actions for Being Honest with Yourself and Others (dealing with reality, not blaming
others, making excuses, or rationalizing, doing what you say you will do taking responsibility for your
own behavior)

Unit 6: Positive Actions for Improving Yourself Continually (Setting and Achieving Goals by believing
in your potential, having courage to try, turning problems into opportunities, persisting and
broadening your horizons)
PA can be used at all levels: universal, selected and indicated. It is effective for improving behavior as well as
academics. It works for all populations and in all settings.
PA is based on the intuitive principle that you feel good about yourself when you do positive actions and there
is a positive way to do everything. This premise is depicted by the Thoughts-Actions-Feelings about Self Circle
that shows how thoughts lead to actions and actions to feelings about yourself which leads to more thoughts.
The goal is to bring to a conscious level how the philosophy and circle work and to teach the specific positive
actions for physical, intellectual, social, and emotional domains that lead to good health, success and
happiness.
Describe the theoretical
framework of the program:
The positive actions taught for the physical, intellectual, social and emotional domains are also considered to
be the skills students need for successful learning and living. By gaining an understanding of some key
examples from each domain, individuals will be able to generalize to other situations and handle any behavior,
positive or negative. PA focuses on not just the proximal but also the distal influences on an individual’s
behaviors and works on the assumption that by working at both levels, as PA does, you can create lasting
changes in reducing tobacco use and other problem behaviors and increase positive behaviors.
PA helps students learn the whole behavior process of the Thoughts-Actions-Feelings about Self Circle. Instead of
focusing on just the behavior as most behavior programs do, PA shows the importance of the thought that leads to
the behavior and the feeling you get about yourself as a result of doing it. Once an action has been taken, it cannot
be taken back, so the thought is where the choice is made. When the action is taken there is a predictable feeling
you get about yourself; if you choose and do a positive action you will get a positive feeling and if you choose
negative, the feeling will be negative. Because we all want to feel good about ourselves, we are intrinsically
motivated to do positive actions. When we understand this process at a conscious level, we can choose our
behaviors more deliberately and will more likely choose positive behaviors. By applying this process to tobacco
use, we can help students resist tobacco use and choose a healthier life style.
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Protective Factors Addressed:
Individual/Peer:

Clear standards for behavior

Perceived risk of drug use

Problem solving skills

Refusal skills

Skills for social interaction

Regular exercise

Academic self-efficacy

Pro-social behavior

Pro-social involvement

Interaction with pro-social peers
School

Opportunities for pro-social involvement in education

Rewards for pro-social involvement in school
Family

Attachment to parents

Non-violent parenting

Parental involvement in education

Opportunities for pro-social involvement with parents

Rewards for pro-social involvement with parents

Parent social support
Neighborhood Community

Social cohesion

Opportunities for pro-social involvement

Rewards for pro-social involvement
List the Risk and Protective
Factors addressed by the
program:
Risk Factors Addressed:
Individual/Peer:

Early initiation in antisocial behavior

Favorable attitudes towards antisocial behavior

Bullies others

Physical violence

Early initiation of drug use

Gang involvement

Victim of bullying

Antisocial/aggressive behavior

Prenatal exposure to cigarettes, alcohol, drugs

Favorable attitudes towards drug use

Rebelliousness

Hyperactivity

Substance use

Interaction with antisocial peers

Peer substance us

Romantic partner violence
School:

Low school commitment and attachment

Poor academic performance

Repeated a grade
Family:

Low SES

Parental unemployment

Overcrowded living situation

Poor family management

Family history of problem behavior

Aggressive or violent parenting

Neglectful parenting

Family conflict/violence

Parental attitudes favorable to antisocial behavior

Parental attitudes favorable to drug use

Parent stress

Parent history of mental health difficulties

Age of mother at first live birth

Mother single at child birth

Family transitions and mobility

Unplanned pregnancy
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
Lack of prenatal care
Community:

Perceived availability of drugs

Perceived availability of handguns

Community disorganization

Laws and norms favorable to drug use/crime

Transitions and mobility

Low neighborhood attachment

Extreme economic disadvantage
List the Developmental Assets
addressed by the program:
All PA lessons align to Assets: 3, 5, 10, 12, 14, 16, 21, and 22. Individual PA Lessons align to various other
Assets; the only Asset that PA lessons do not align with is 19: Religious community.
Unit 1 teaches the behavior process and emphasizes the need to make the choice to do positive or negative at
the thought level before you act and to be aware of the corresponding feeling after you act because if you
choose to do positive you feel good about yourself and if you choose negative you feel bad about yourself. This
also explains how PA works for intrinsic motivation – you want to feel good about yourself and you get that
good feeling only when you do positive actions. Unit 2 focuses on Positive Actions for the Body and Mind which
includes avoiding all harmful substances, including tobacco. The other four Units teach the positive actions for
the social and emotional areas which are critical skills for avoiding tobacco use.
What specific knowledge, skills
Pre-K: Unit 2, Lessons 21-40
and attitudes (KSAs) presented Kindergarten: Unit 2, Lessons 22-31
in the curriculum will help
Grade 1: Unit 2, Lessons 23-43
prevent or reduce tobacco use? Grade 2: Unit 2, Lessons 21-32
Grade 3: Unit 2, Lessons 21-32
Please identify lessons that
Grade 4: Unit 2, Lessons 19-32
address each KSA.
Grade 5: Unit 2, Lessons 21-30
Elementary Drug Education Supplement Kit
Grade 6: Unit 2, Lessons 21-30
Secondary Drug Supplement Kit
Grade 7: Unit 2, Lessons: 28-51
High School Kit I: Unit 2, Lessons 19-42
High School Kit II: Unit 2, Lessons 19-42
High School Kit III: Unit 2, Lessons 19-42
High School Kit IV: Unit 2, Lessons 7-12
Tobacco specific outcomes: Prevention (delay of onset), youth cessation, attitudes, normative beliefs, selfefficacy.
Describe specific outcomes
(tobacco control & others)
produced by implementing the
program with fidelity:
Other outcomes: Prevention of alcohol, drug use, violence, and bullying. Reduced dropping out, suspensions,
absenteeism, and truancies. Improved academics, behavior, pro-social skills, and self-concept.
List specific lessons that
address tobacco control.
Grade 1: Lesson 32 and 34
Grade 3: Lesson 31and 108
Grade 5: Lesson 26, 27, 38, 105 and 122
Grade 5 Drug Supplement: Lessons 3, 5, 14, 15, 16
Grade 6: Lesson 25 and 26
Middle School Drug Supplement: Lessons 6, 7, 8, 9, 13, 16, 17, 20, 27
Grade 7: Lesson 32 and 51
High School Kit I: Lessons 21, 28, and 42
High School Kit II: Lesson 40
High School Kit III: Lesson 28
High School Kit IV: Lesson 7
Target Age Group, Grade Level School curriculum ages 3-18
and/or Gender:
Program Type:
X
Prevention
Cessation
3
Recommended Intervention
Site:
Is the Program curricula
available in Spanish?
X
Website Address:
School
Yes– currently offer K4, 7-8, Middle School
Drug, Family, and
Conflict Resolution
Community
X
No
Both
In the works. Should be available:
www.positiveaction.net
2) Program Replications
Agency Name:
Address
Phone #
Boys & Girls Clubs of
Southeast Virginia
1505 Competitor Court, Virginia Beach, VA
23456
(757)853-5632
Y.H. Thomas
1300 Thomas Street, Hampton, VA 23669
(757) 325-4991
200 Berkley St, Ashland, VA 23005
(804) 365-4509
Hanover County Public Schools
3) Implementation Essentials
(What must be included to achieve model outcomes?)
Min/Max class size None/30
Approximately
140
Classroom
lessons
48 Elementary The most effective PA schools are those schools that implement the PA program fully but do some adapting
Lessons, 31 for their culture and to meet their specific needs.
Minimum Required Middle and
# of Session to
High School PA is flexible and the components can be used in many combinations based on your needs, interests, and
resources. To help you customize your own program, we have identified key lessons to be implemented and
achieve fidelity
Lessons
can provide guidance in selecting additional lessons to meet specific needs and goals if you do not fully
implement due to time restrictions.
15-20
Session length
minutes
1-4 times
Session frequency
per week
Full
implementation #
of Sessions
What staffing requirements are
necessary to implement the
program with fidelity? (number,
experience, qualifications etc):
There is no experience or qualifications required to implement the program with fidelity however, having
professional teachers, social workers, or related training is helpful. Also being trained by a certified Positive
Action trainer is recommended. The number of staff needed to implement depends on the number of students
who will be taught; an Instructor’s Kit is prepared for 30 students to use.
What core program components The Pre K-12 curriculum is required with a minimum of the 22 identified key lessons to be taught to maintain
fidelity. This equates to approximately 5 ½ hours of implementation.
are required to implement the
program with fidelity?
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What program adaptations have
been tested and proven to
produce positive program
outcomes? (Please provide
supporting documentation).
Although each PA elementary kit averages 140 lessons, middle school – 82 lessons, high school – 132 lessons,
only a minimum number of lessons per grade level are required to see positive results and achieve fidelity. The
program can be implemented at the different levels and still see noteworthy results.
What practical instruments are
available to assess adherence
and competence of the
practitioner's use of the
program's core components?
Pre- and Post-tests:

Student Surveys: Pre-Kindergarten, Kindergarten, Elementary and Secondary

Behavior Rating Scale (completed by teachers/facilitators)

Teacher and Staff

Parent and Family

Community
Process Measures:

End-of-Year Evaluation Surveys: Teacher, Field Coordinator, Student
Implementation monitoring fidelity surveys:

Weekly Implementation Reports

Unit Implementation Reports

Site Activity Log

Unit Lesson Log
Screening and Monitoring of Students:

Behavior Rating Scale

Skills for Greatness Surveys: Student, Teacher, Counselor, Parent, Principal
Describe any follow-up/booster
activities available after program Users can change lesson implementation plans for curriculum and add other components such as: Climate
completion.
Development, Counselor, Parent/Family, and Community kits.
4) Curriculum Materials
Comments Regarding Materials
Required
Materials
(Describe materials & resources that directly assist with program implementation. Include
how often materials are updated and/or recent/ anticipated revisions.)
Cost
Kindergarten & The kits can stand alone, or they can be used together to form a cohesive whole.

Each grade level Classroom Kit contains a manual with 15-minute, scripted lessons and all the
1 Classroom kit
Grades 7-12:
materials to teach the lessons including four-color posters, music, games, and other manipulatives
per age level and
$450 each
plus students’ activity sheets or booklets and other materials for 30 students. The engaging lessons
per 30 students Pre-K & Grades
contain a variety of methodologies with discussion, stories, Q & As, games, role playing, plays and
music.
1-6: $400 each

Optional
Materials
Elementary Drug
Supplement Kit
Cost

$250
$450
Secondary Drug
Supplement Kit
$450 each
The Elementary and Secondary Drug Education Supplement Instructor’s Kits contains a manual with
two to three lessons per unit that go along with the classroom curriculum (or can stand alone) with
activity booklets, hands-on materials, and posters for 30 students. It provides in-depth learning
regarding the effects of tobacco, alcohol, and drugs as they relate to each of the unit concepts and
teaches the importance of drug-free living (success and happiness).
The Climate Development Kits contain self-explanatory manuals for the leader, parents, and support
staff with tools to coordinate the school in their climate development site-wide activities and to
promote the use and reinforcement of positive actions taught in the classroom curriculum, all day.
The Elementary Climate Kit includes: manuals for parents and support staff, “Word of the Week”
cards and calendars, instructions for assemblies, newsletters, stickers, tokens, and more. Materials
for 20 teachers. The Secondary Climate Kit includes: “Buzz Word” calendars, instructions for
assemblies, PALs Club cards, and plans for engaging students in mentoring, peer instruction,
community services, and activities for numerous types of interests, such as drama, art, and
technology. Implementation plans are provided in these kits for a site-wide implementation. Materials
for 20 teachers.
Elementary or
Secondary Climate
Development Kits
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5) Training & Cost
Is training required to implement
program?
Yes, definitely
No
X Preferred
Training
Cost
Duration
Min # Participants
Max # Participants
VFHY Staff will
provide a 1 day
training to
grantees funded to
implement the
Positive Action
program.
No Cost to VFHY
staff
6 hours
5
30
Comments Regarding Training
(Describe materials resources and technical assistance available that directly support training or coaching)
6
There are multiple options available for training and support services. PA has on-site/face-to-face training and self-training materials options. PA also has a
variety of support services including: toll-free telephone customer service, website, email, previewing of materials and implementation plans for various
approaches.
Training workshops and support services are personalized to help sites meet their needs and goals. Sites can choose from among three self-training
workshops options or schedule training with PA for training by qualified PA trainers. On-site/face-to-face trainings with PA trainers can last anywhere from one
half-day to three days or more, depending on the need and scope of the implementation. Online/webinar trainings with PA trainers can last anywhere from one
to five hours, depending on the need and scope. Trainings can be schedule with PA for any designated site. Some of the possible options are as follows:
Orientation Implementation Training
Instructs participants on how to begin and implement the program by explaining the three basic elements of the Positive Action program: the Content, which is
the philosophy, the Thoughts-Actions-Feelings about Self Circle and the positive actions for the whole self which are described in Six Units; the Tools: Pre K12 curriculum (with supplements for bullying, drug and violence prevention), climate development, family/parent and community programs; and the Climate
results from delivering the content through the tools. It will also cover the outcomes and the studies which produced them. It is interactive with group
presentations.
Description, Costs, Number of Participants and Length of trainings:

On-Site/ Face-to-Face—Hosted at Trainee’s or Positive Action’s site: $3,000 per day plus travel expenses (includes trainer’(s)’ travel time); up to 50
participants. Depending on the intervention (selected parts of the program)—½ -5 days, typically 1-2 days.

Online/Webinar—Hosted by Positive Action with Internet video and phone: $250 per hour; up to 30 participants. Depending on the intervention
(selected parts of the program)—1-5hrs, typically 3 hrs.

Self-Training Orientation Workshop Kits—one self-training kit per school/site—Elementary (Pre K–6), Middle School (6–8) and High School (9–
12): $550 each; Pre K-12 Comprehensive Training Kit: $1500.

Train the Trainer—Costs are the same as On-site/Face-to-Face training and the Online/Webinar training plus the costs of the appropriate
Elementary, Middle

School, High School or Comprehensive Self-Training Orientation Workshop Kit(s); up to 25 participants. Depending on intervention (parts of
program) selected—1/2 to 1 day extra.
Ongoing and Media:
Ongoing In-service Training
Instructs participants on how to deliver seven short sessions in an in-service setting which are spread throughout the year and designed to be presented by
seven different faculty groups to continue to reinforce the Orientation Training that begins the program. It develops experts in key areas of the program and
prepares them to become coaches when needed.
Media Training
Teaches the process of gathering and circulating news in broadcast, print and social media to promote their activities through positive publicity for their
program.
Costs: same as the Orientation options plus the cost of a Self-Training Ongoing In-Service Workshop Kit ($300) and a Media Training Workshop Kit ($200) per
school; up to 50 participants; 1-2 days.
Professional Development:
Option 1
Develops administrators, faculty and other personnel through the Positive Action program content for themselves, professionally and personally.
Option 2
Prepares participants to improve specific segments of their educational program i.e., classroom management, school-wide climate development, intrinsic
motivation, encouraging parent and community involvement and how to integrate into RTI or PBIS using Positive Action tools.
Costs: same as the Orientation options plus the cost of the grade-level appropriate Self-Training Orientation Kit(s) ($550-$1500), Ongoing In-Service ($300)
and Media Training ($200) Workshop Kits per school.
6) Quality of Research & Dissemination Information
a. If the program has been reviewed by SAMHSA’s NREPP (National Registry of Evidence-based Program),
complete this section adding the NREPP’s outcome data and the correlating NREPP 0.0- 4.0 scale rating for
each criteria. Please provide the study & dissemination strengths & weaknesses. Then skip to section 8. If
your program has not been reviewed by NREPP, skip this section and go to and complete sections 6b and 7.
Missing Data/ Confounding Data
Overall
Reliability Validity
Fidelity
Ouality of Research Outcomes
Attrition
Variables
Analysis Rating
Academic achievement
3.3
3.3
1.5
2.5
2.7
3.4
2.8
Problem behaviors (violence,
2.1
2.2
1.5
2.5
2.7
3.5
2.4
7
substance use, disciplinary
referrals, and suspensions)
School absenteeism
Family functioning
2.5
2.5
2.5
2.0
1.3
0.0
2.5
3.0
2.7
3.0
3.5
2.5
2.5
2.2
Study Strengths:
The researchers used appropriate matching variables when making comparisons between schools, and they demonstrated the
equivalence of intervention and control schools. The authors also did an exemplary job of matching schools and attending to
differences in feeder school rates in the analysis of middle and high school data in one study. The authors used strong analytic
techniques.
Study Weaknesses:
Schools were not randomly assigned to the intervention in some of the studies. In one study, the data from one sample were
retrospective, and extraneous variables may have affected the outcomes. Some of the data presented (e.g., disciplinary
referrals, incidents of violence) were based on administrative records, which are often unreliable and inconsistent from school
to school.
Implementati Training &
on Materials Support
4.0
4.0
Dissemination Strengths:
Readiness for
Dissemination
Quality Assurance Overall Rating
4.0
4.0
Implementation materials are very detailed and include everything a potential user would need to implement the program. The
program implementation plan includes sample 3-year plans along with key questions to guide the implementation planning
process. The Family Kit is a very valuable component, with structured materials and activities that support and extend the
8
school-based program. A wide variety of both initial and ongoing training and support is available to users. All the material
focuses substantially on implementation fidelity, and a comprehensive evaluation guidebook is provided to directly support
quality assurance.
Dissemination Weaknesses:
No weaknesses were identified by reviewers.
Provide any additional information you would like to add regarding NREPP’s findings:
The NREPP ratings of fidelity are misleading. They are low because NREPP gives a low score if no information about fidelity is
reported. Such information was not available for the published quasi-experimental evaluations, which relied on archival data
many years after the original program implementation.
Program fidelity for the two randomized trials was reported in general terms, and demonstrated some variability in fidelity with
most schools implementing well, a few moderately well, and a very few poorly. Such variation is to be expected, especially with
today’s demands on schools and teacher time.
b. Complete this section ONLY if your program HAS NOT been reviewed by NREPP.
1) Has at least one study using an experimental or
quasi-experimental design has been conducted
which shows positive (p<_.05) tobacco
prevention control outcomes?
2) Has the study been published in a peer-review
journal, other publication or a comprehensive
evaluation report?
Yes, supporting
documentation is attached
No
Yes, supporting
documentation is attached
No
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3) Does the provided evaluation data show outcome
measures that appear to be both reliable and
valid?
4) Does the provided evaluation data show evidence
of acceptable program fidelity during the identified
study?
5) Does the study account for attrition or missing
data?
6) During the study, were variables other than the
intervention reported in the outcomes?
Yes, supporting
documentation is attached
No
Yes, supporting
documentation is attached
No
Yes, supporting
documentation is attached
Yes, supporting
documentation is attached
No
No
7) Evaluation Information
(Please be sure to include all tobacco specific outcome data)
a) Experimental (randomized control/comparison group) evaluations
Describe Evaluation Methods
Two randomized trials have been conducted – one in Hawaii elementary schools and one in
Chicago Public Schools (K-8). For both studies, schools were randomly assigned to
conditions from pairs matched on school-level characteristics (e.g., enrollment, stability, %
free/reduced lunch, per capita family income, % special education, % low English
proficiency, standardized achievement scores, absenteeism, disciplinary actions, ethnic
distribution) – 10 pairs in Hawaii and 7 pairs in Chicago. Measures of all of the matching and
outcome variables were equivalent at baseline.
Teachers and staff were trained in the delivery of the program and delivered it to every
grade in each program school. One (Chicago) or two (Hawaii) cohorts of students were
followed with surveys annually or semi-annually through the end of grade 5. Teachers were
also surveyed about their attitudes and their program implementation. They also rated the
behavior of students in their classrooms. We also collected school-level data on student
absenteeism, disciplinary referrals and academic achievement.
Evaluation Outcomes
Hawaii: Substance use behaviors, violence and sexual behaviors reduced by about half
(62%, 52%, 83%, respectively, 47% for tobacco, all significant) among 5th grade students
after 4 years of the program in PA schools compared to the control schools (Beets, et al.,
2009). Absenteeism, suspensions and grade retention reduced by 15%, 73%, and 73% (all
significant), respectively in PA schools compared to control schools and academic
achievement (standardized test scores) improved 51% for math and 21% for reading (both
significant) in PA schools compared to control schools (Snyder et al., 2010). Positive
behaviors decreased significantly less (12% relative improvement) among students in PA
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schools compared to students in control schools (Washburn et al., in preparation). Multiple
indicators of school quality from teacher, parent and student surveys improved significantly
in PA schools compared with control schools (Snyder et al., in preparation).
Chicago:
Substance use (composite), bullying, violence and disruptive behaviors reduced by 11%,
51%, 62%, 72%, respectively (31% for tobacco), all significant. Disciplinary referrals and
suspensions reduced by 46% and 24%, respectively in PA schools compared to control
schools. (Lewis, et al., 2012 and 2013). Standardized reading scores improved 9% for all
students (grades 3-8 combined) and math scores 15% (grades 3-8 combined) in PA schools
compared with control schools (Bavarian et al., 2013). Positive behaviors decreased
significantly less (11% relative improvement) among students in PA schools compared to
students in control schools (Washburn et al., 2011). Health behaviors, hygiene scale,
healthy food and exercise and sleep improved 5%, 6%, and 10%, respectively and
unhealthy food and unhealthy body mass index percentile reduced by 7% and 52%,
respectively (Bavarian, under review).
b)
Quasi-experimental (non-randomized comparison groups) evaluations
Describe Evaluation Methods
Two matched-control retrospective studies were reported by Flay, Allred & Ordway (2001) based on archival data
from school districts in Hawaii and Nevada. The availability of baseline data on outcome variables provided for a
stronger design third matched-control study (Flay & Allred, 2003), which also included follow-up data into middle
schools and high schools.
All 3 matched-control studies demonstrated strong program effects on both school performance and a wide array of
student behavior outcomes. The 3rd study also demonstrated that these effects were maintained through middle
school and beyond high school. Please see publications for details.
Evaluation Outcomes:
Flay & Allred (2003) reported that middle schools with more of their students coming from elementary schools with
PA reported significantly fewer incidents of cigarette smoking than other schools (ANOVA one-tailed p = .0335,
after controlling for % African American students, % mobility and % free/reduced lunches). Compared to middle
schools with less than 65% PA graduates, schools with 65-75% PA graduates reported 16% fewer smoking
incidents, and schools with more than 75% PA graduates reported 32% fewer smoking incidents. There were no
significant interactions with the control variables, indicating that the program was equally effective in schools with
high and low proportions of African American students, students receiving free/reduced lunches and mobility.
11
c) Please describe materials, resources or procedurals that directly support quality assurance. (e.g. protocols for
gathering process &/or outcome data, ongoing monitoring of intervention fidelity, supervision/training feedback)
Positive Action, Inc., in collaboration with Dr. Brian Flay, Oregon State University, provides instruments to assess program
implementation (teacher reports at the end of each week and unit), process (teacher and student reports at the end of the
year), student outcomes (student pre and post surveys and teacher checklists), and pre and post surveys of teacher/staff,
parents, and community members.
PAI can also provide evaluation services such as data collection, entry and analysis. Costs depend on the level of service
needed and the scope of the evaluation. Costs can range from $2,000 if school-level archival data are available in electronic
form, to $3-4,000 if student-level data are available in electronic form, to $5-10,000 if new survey data are collected, entered
and analyzed. Please contact PAI for details.
8) Contact Information:
Program Developer
Name:
Carol G. Allred, Ph.D.
Training/Implementation Contact
Name: Keri Metzger
264 4th Ave S
Twin Falls, ID 83301
Address:
Phone #:
Name: Keri Metzger
264 4th Ave S
Twin Falls, ID 83301
Address:
800-345-2974
Material Contact
Phone #:
264 4th Ave S
Twin Falls, ID 83301
Address:
800-345-2974
Phone #:
800-345-2974
Fax #:
208-733-1590
Fax #: 208-733-1590
Fax #: 208-733-1590
Email:
info@positiveaction.net
Email: info@positiveaction.net
Email: info@positiveaction.net
9) Additional Comments:
Positive Action studies have been reviewed, and the program is recognized by many state and federal organizations as an
evidence-based program.
U.S. Department of Education What Works Clearinghouse (WWC) – recognized Positive Action as the only program in the
nation to show “positive effects” for improving both academics and behavior.
 +19 percentile points in behavior (suspensions, violence, substance use)
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
+14 percentile points in academics
Office of Juvenile Justice and Delinquency Prevention (OJJDP) – recognized Positive Action as:
 An Effective Program for prevention in the Model Programs Guide and Database
 A Best Practice for reducing minority contact with law enforcement in the Disproportionate Minority Contact Best
Practices Database
Blueprints for Health Youth Development – recognized Positive Action as a Model Program
Collaborative for Academic, Social and Emotional Learning (CASEL) – recognized Positive Action as a SELect Program
Please see https://www.positiveaction.net/research-outcomes for a summary of findings from all rigorous evaluations of the
Positive Action program to date.
The Positive Action school program clearly has effects on multiple domains – multiple positive behaviors/character (Washburn
et al., 2011), multiple negative behaviors (Beets, et al., 2009; Flay & Allred, 2003; Flay et al., 2001; Li et al., 2011), school
climate/quality (Snyder et al., 2012) and school performance (Flay & Allred, 2003; Flay et al., 2001; Snyder, et al., 2010). The
pattern of findings suggest that the program changes classroom and school climate which, in turn, improves student character
and positive behaviors as well as negative behaviors and these, in turn lead to increased teacher time on task teaching and
student time on task learning (Beets et al., 2008) which, together, lead to improved student school performance. Positive Action
has been recognized by the US Department of Education’s What Works Clearinghouse as the only “character education”
program to effectively improve both behavior and academics (http://ies.ed.gov/ncee/wwc/reports/character_education/pa/).
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