Study Results
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View full resultsBasic Information
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COMPLETED
NA
820 participants
INTERVENTIONAL
2023-04-11
2025-08-15
Brief Summary
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Detailed Description
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Typically, TYRO Couples is delivered in-person in a classroom setting. Using an in-person format results in a more personal, organic experience for participants but it requires a commitment that is difficult for some of them are unable to make because of the time and effort that is necessary to meet in a specific place for a predetermined amount of time. On-line access does not offer the same experience as in-person service delivery, but it does offer greater accessibility for participants to learn at their own pace in a self-directed learning environment of their own choosing. In theory, both formats offer program participants different types of access to service delivery and it is not clear if there is a disparate impact on the educational outcomes that define program benefits, which are improved attitudes, expectations and behaviors that promote healthy family relationships and economic stability for their households.
Testing the delivery format of TYRO Couples is important for several reasons. First, more research is needed to better understand which prison-based learning methods are more effective on marriage/intimate partner relationship and economic stability outcomes. Although there are some previous studies of best practices for prison-based learning, there are no studies, to our knowledge, that examine the effectiveness of on-demand learning on relationship and economic outcomes among couples affected by incarceration. Second, previous studies suggest that on-demand learning can be a helpful tool that empowers learners to digest the course material at their own pace. Learner control is a theory that derives from several motivational theory underpinnings, which includes attribution theory, motivation theory, and information processing theory. Previous research guided by learner control theory suggests that self-guided, on-demand learning is positively related to greater learner satisfaction and higher levels of learning compared with those who did not use this format.
Therefore, it is important that effective, prison-based learning methods are identified and used so that program participants can experience the most robust relationships and economic stability outcomes. Informed by the self-efficacy and learner control theory, the purpose of this study is to assess the extent to which TYRO Couples training delivered in an on-demand format has a disparate impact compared to in-person services on marriage/intimate partner relationships and economic stability outcomes among couples facing incarceration.
Conditions
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Study Design
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RANDOMIZED
PARALLEL
TREATMENT
NONE
Study Groups
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Treatment-On Demand Format
Treatment group participants receive TYRO Couples curriculum in an on-demand format that is delivered in five 2-hour weekly sessions for a total of 10 hours.
Intervention #1: Treatment Group Receiving On-Demand TYRO Services
Treatment group participants receive TYRO Couples curriculum in an on-demand format that is delivered in five 2-hour weekly sessions for a total of 10 hours.
Control-Virtual or In-Person Format
Control group participants receive TYRO Couples curriculum in a live format (virtual or in-person) that is delivered in five 2-hour weekly sessions for a total of 10 hours.
Intervention #2: Control Group Receiving In-Person TYRO Services
Control group participants receive TYRO Couples curriculum in a live format (virtual or in-person) that is delivered in five 2-hour weekly sessions for a total of 10 hours.
Interventions
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Intervention #1: Treatment Group Receiving On-Demand TYRO Services
Treatment group participants receive TYRO Couples curriculum in an on-demand format that is delivered in five 2-hour weekly sessions for a total of 10 hours.
Intervention #2: Control Group Receiving In-Person TYRO Services
Control group participants receive TYRO Couples curriculum in a live format (virtual or in-person) that is delivered in five 2-hour weekly sessions for a total of 10 hours.
Eligibility Criteria
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Inclusion Criteria
* Incarcerated
* Within 9 months of release in OH
Exclusion Criteria
* Not incarcerated
* Incarcerated but not within 9 months of release in OH
18 Years
ALL
Yes
Sponsors
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The RIDGE Project
UNKNOWN
Midwest Evaluation & Research
OTHER
Responsible Party
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Principal Investigators
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Matt D Shepherd, PhD
Role: PRINCIPAL_INVESTIGATOR
Midwest Evaluation & Research
Locations
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The RIDGE Project
McClure, Ohio, United States
Countries
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References
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Allred, S. L., Harrison, L. D., & O'Connell, D. J. (2013). Self-Efficacy: An important aspect of prison-based learning. The Prison Journal, 93(2), 211 - 233. doi:10.1177/0032885512472964
Bandura A. Self-efficacy: toward a unifying theory of behavioral change. Psychol Rev. 1977 Mar;84(2):191-215. doi: 10.1037//0033-295x.84.2.191. No abstract available.
Chou, S., & Liu, C. (2005). Learning effectiveness in a web-based virtual learning environment: A learner-control perspective. Journal of Computer Assisted Learning, 21(1), 65 - 76.
Cohen, J. 1988. Statistical Power Analysis for the Behavioral Sciences, 2nd Edition. Routledge.
Foster, H., & Hagan, J. (2009). The Mass Incarceration of Parents in America: Issues of Race/ Ethnicity, Collateral Damage to Children, and Prisoner Reentry. The ANNALS of the American Academy of Political and Social Science, 623(1), 179-194. doi:10.1177/0002716208331123
Frisco ML, Muller C, Frank K. Parents' Union Dissolution and Adolescents' School Performance: Comparing Methodological Approaches. J Marriage Fam. 2007 Aug 1;69(3):721-741. doi: 10.1111/j.1741-3737.2007.00402.x.
Johnson, B., Wubbenhorst, W., Schroeder, C., & Corcoran, K. E. (2014). Stronger Families, Stronger Society: An Analysis of the RIDGE Project, Inc. Baylor University. Waco, TX: Baylor Institute for Studies of Religion.
La Vigne, N. G., Naser, R., Brooks, L. E., & Castro, J. L. (2005, November). Examining the effect of incarceration and in-prison. Journal of Contemporary Criminal Justice, 21(4), 314 - 335. doi:10.1177/1043986205281727
Miller, S. L., Nunnally, E. W., & Wackman, D. B. (1976). A communication training program for couples. Social Casework, 57(1), 9 - 18.
Manning WD. Cohabitation and Child Wellbeing. Future Child. 2015 Fall;25(2):51-66. doi: 10.1353/foc.2015.0012.
Shepherd, M. (2011). A statistical Analysis of Client Data from the Keeping Families and Inmates Together in Harmony (Keeping FAITH) Program for the RIDGE Project. Emporia, KS: Midwest Evaluation and Research.
Siennick SE, Stewart EA, Staff J. EXPLAINING THE ASSOCIATION BETWEEN INCARCERATION AND DIVORCE. Criminology. 2014 Aug;52(3):371-398. doi: 10.1111/1745-9125.12040.
Visher, C. A., Debus-Sherrill, D., & Yahner, J. (2011). Employment after prison: A longitudinal study of former prisoners. Justice Quarterly, 28(5), 698 - 718. doi:10.1080/07418825.2010.535553
Western B, Braga AA, Davis J, Sirois C. Stress and Hardship after Prison. AJS. 2015 Mar;120(5):1512-47. doi: 10.1086/681301.
Wildeman, C. (2014). How the criminal justice system shapes social inequality and the capacity of citizens: Parental Incarceration, child homelessness, and the invisible consequences of mass imprisonment. Annals of the American Academy of Political and Social Science, 651(1), 74-296.
Provided Documents
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Document Type: Study Protocol and Statistical Analysis Plan
Other Identifiers
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#2021/03/34
Identifier Type: -
Identifier Source: org_study_id
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