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LitCovid-PubTator

Id Subject Object Predicate Lexical cue tao:has_database_id
3 1502-1510 Disease denotes COVID-19 MESH:C000657245
4 1736-1748 Species denotes participants Tax:9606
5 2937-2940 Gene denotes RR2 Gene:6241

LitCovid-sentences

Id Subject Object Predicate Lexical cue
T1 0-19 Sentence denotes Effects of ACT Out!
T2 20-110 Sentence denotes Social Issue Theater on Social-Emotional Competence and Bullying in Youth and Adolescents:
T3 111-147 Sentence denotes Cluster Randomized Controlled Trial.
T4 148-159 Sentence denotes BACKGROUND:
T5 160-363 Sentence denotes Schools increasingly prioritize social-emotional competence and bullying and cyberbullying prevention, so the development of novel, low-cost, and high-yield programs addressing these topics is important.
T6 364-455 Sentence denotes Further, rigorous assessment of interventions prior to widespread dissemination is crucial.
T7 456-466 Sentence denotes OBJECTIVE:
T8 467-548 Sentence denotes This study assesses the effectiveness and implementation fidelity of the ACT Out!
T9 549-701 Sentence denotes Social Issue Theater program, a 1-hour psychodramatic intervention by professional actors; it also measures students' receptiveness to the intervention.
T10 702-710 Sentence denotes METHODS:
T11 711-1030 Sentence denotes This study is a 2-arm cluster randomized control trial with 1:1 allocation that randomized either to the ACT Out! intervention or control (treatment as usual) at the classroom level (n=76 classrooms in 12 schools across 5 counties in Indiana, comprised of 1571 students at pretest in fourth, seventh, and tenth grades).
T12 1031-1372 Sentence denotes The primary outcomes were self-reported social-emotional competence, bullying perpetration, and bullying victimization; the secondary outcomes were receptiveness to the intervention, implementation fidelity (independent observer observation), and prespecified subanalyses of social-emotional competence for seventh- and tenth-grade students.
T13 1373-1520 Sentence denotes All outcomes were collected at baseline and 2-week posttest, with planned 3-months posttest data collection prevented due to the COVID-19 pandemic.
T14 1521-1529 Sentence denotes RESULTS:
T15 1530-1644 Sentence denotes Intervention fidelity was uniformly excellent (>96% adherence), and students were highly receptive to the program.
T16 1645-1778 Sentence denotes However, trial results did not support the hypothesis that the intervention would increase participants' social-emotional competence.
T17 1779-1985 Sentence denotes The intervention's impact on bullying was complicated to interpret and included some evidence of small interaction effects (reduced cyberbullying victimization and increased physical bullying perpetration).
T18 1986-2112 Sentence denotes Additionally, pooled within-group reductions were also observed and discussed but were not appropriate for causal attribution.
T19 2113-2125 Sentence denotes CONCLUSIONS:
T20 2126-2331 Sentence denotes This study found no superiority for a 1-hour ACT Out! intervention compared to treatment as usual for social-emotional competence or offline bullying, but some evidence of a small effect for cyberbullying.
T21 2332-2544 Sentence denotes On the basis of these results and the within-group effects, as a next step, we encourage research into whether the ACT Out! intervention may engender a bystander effect not amenable to randomization by classroom.
T22 2545-2783 Sentence denotes Therefore, we recommend a larger trial of the ACT Out! intervention that focuses specifically on cyberbullying, measures bystander behavior, is randomized by school, and is controlled for extant bullying prevention efforts at each school.
T23 2784-2803 Sentence denotes TRIAL REGISTRATION:
T24 2804-2884 Sentence denotes Clinicaltrials.gov NCT04097496; https://clinicaltrials.gov/ct2/show/NCT04097496.
T25 2885-2955 Sentence denotes INTERNATIONAL REGISTERED REPORT IDENTIFIER (IRRID): RR2-10.2196/17900.