Opportunity Information: Apply for SM 10 017
Apply for SM 10 017
- The Substance Abuse Mental Health Services Adminis. in the health sector is offering a public funding opportunity titled "Implementing Evidence Based Prevention Practices in Schools" and is now available to receive applicants.
- Interested and eligible applicants and submit their applications by referencing the CFDA number(s): 93.243 Substance Abuse and Mental Health ServicesProjects of Regional and National Significance.
- This funding opportunity was created on Apr 20, 2010 and posted on Apr 20, 2010.
- Applicants must submit their applications by May 20, 2010. (Agency may still review applications by suitable applicants for the remaining/unused allocated funding in 2026.)
- The funding agency has allocated a total of $2,000,000.00 to eligible and selected applicants.
- Each selected applicant is eligible to receive up to $100,000.00 in funding.
- The number of recipients for this funding is limited to 20 candidate(s).
- Eligible applicants include: Others (see text field entitled Additional Information on Eligibility for clarification).
- Eligible applicants are local educational agencies in economically disadvantaged communities including the duly authorized official of a federally recognized American Indian/Alaska Native Tribe or tribal organization. Tribal organization means the recognized body of any AI/AN Tribe any legally established organization of American Indians/Alaska Natives which is controlled, sanctioned, or chartered by such governing body or which is democratically elected by the adult members of the Indian community to be served by such organization and which includes the maximum participation of American Indians/Alaska Natives in all phases of its activities. For the purposes of this grant announcement, local educational agency means A public board of education or other public authority legally constituted within a State for either administrative control of or direction of, or to perform service functions for public elementary or secondary schools in A city, county, township, school district, or other political subdivision of a State or such combination of school districts or counties a State recognizes as an administrative agency for its public elementary or secondary schools or any other public institution or agency that has administrative control and direction of a public elementary or secondary school. An elementary school or secondary school funded by the Bureau of Indian Affairs but only to the extent that including the school makes the school eligible for programs for which specific eligibility is not provided to the school in another provision of law and the school does not have a student population that is smaller than the student population of the local educational agency receiving assistance under this Act with the smallest student population, except that the school shall not be subject to the jurisdiction of any State educational agency other than the Bureau of Indian Affairs. Educational service agencies and consortia of those agencies. The State educational agency in a State in which the State educational agency is the sole educational agency for all public schools. LEAs in economically disadvantaged communities are uniquely qualified to achieve the positive outcomes associated with implementing the Good Behavior Game. Economically disadvantaged kids should be served by this school based program, and therefore LEAs in these communities are best suited to implement this intervention/practice. Since the Good Behavior Game was developed for and tested with kids with high levels of aggression, the research demonstrates and SAMHSA feels strongly that economic disadvantage is associated with high levels of aggression in the short term and antisocial behavior and illicit drug use in the long term. More... See full eligibility requirements at http://samhsa.gov/Grants/2010/SM 10 017.aspx
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Opportunity Summary:
The Implementing Evidence Based Prevention Practices in Schools grant (Funding Opportunity Number SM 10 017) was a FY 2010 cooperative agreement offered by the Substance Abuse and Mental Health Services Administration (SAMHSA), Center for Mental Health Services, to help schools in economically disadvantaged communities reduce early aggressive and disruptive behavior and, over time, lower rates of antisocial behavior and illicit drug use. The central requirement of the program was that grantees implement a specific evidence-based classroom intervention, the Good Behavior Game, which is designed to strengthen classroom management, improve the learning environment, and teach children to work cooperatively. SAMHSA framed this opportunity as both a behavioral health and academic success strategy, emphasizing that well-run, positive “social learning†classrooms are linked to fewer disruptions and better achievement.
The Good Behavior Game is a structured, team-based approach used primarily in early elementary grades. Teachers divide students into mixed teams (often four to seven students), clearly post and teach behavioral expectations, and track rule-breaking during timed “game†periods by giving teams a mark when a member engages in predefined disruptions (for example, calling out, leaving a seat without permission, or other behaviors the class has agreed are inappropriate). Teams “win†when they stay below a set number of marks by the end of the game. Rewards begin with small incentives (like stickers) and can evolve into privileges (like extra recess), while the duration of the game increases over time from short intervals (around 10 minutes) up to much longer periods, potentially extending across the school day. The logic is that peer support and shared goals make it easier for children to practice self-control and stay on task, while the teacher gains a practical framework for balancing discipline with instruction.
SAMHSA highlighted a strong research base supporting the intervention, including more than two decades of randomized field trials (notably in Baltimore, Maryland) showing short-, medium-, and long-term benefits, especially for children who displayed higher aggression early on. In the short term, studies reported reductions in classroom aggression and improvements in on-task behavior. By middle school, students exposed to the program in first and second grade were reported to be less likely to become delinquent or require behavioral health services. By late adolescence and early adulthood (around ages 19 to 21), outcomes cited in the announcement included higher rates of high school completion and lower rates of special education service use, antisocial behavior diagnoses, and illicit drug use compared to similar students who did not receive the intervention. The opportunity also referenced a 2009 Institute of Medicine report noting particularly strong evidence for long-term effects on aggression and related mental health and substance use outcomes, with pronounced benefits among boys.
The grant’s performance goals were both behavioral and implementation-focused. On the student and classroom side, funded projects were expected to decrease teacher-reported aggressive behaviors in the classroom in the short term and reduce the percentage of students involved in aggressive behavior over the longer term. On the capacity-building side, the program aimed to increase the number of people trained in behavioral health-related practices, increase children’s exposure to behavioral health awareness messages, expand the number of classrooms per school using the Good Behavior Game, and increase the number of teachers who implement the model successfully each year. The announcement positioned these goals against a broader public health backdrop, citing estimates that a substantial share of U.S. children and adolescents experience mental, emotional, or behavioral problems and that many school-aged youth have unmet behavioral health needs, making schools a practical setting for prevention.
Funding was set at an estimated total of $2,000,000, with an expected 20 awards and an award ceiling of $100,000. There was no cost sharing or matching requirement. The program was listed under CFDA 93.243 (SAMHSA Projects of Regional and National Significance). Key dates in the notice included a posted date of April 20, 2010, with an application closing date of May 20, 2010 (and an archive date of June 19, 2010).
Eligibility focused on local educational agencies (LEAs) serving economically disadvantaged communities, including eligible Bureau of Indian Affairs-funded schools and certain education service agencies and consortia, as well as duly authorized officials of federally recognized American Indian/Alaska Native Tribes or qualifying tribal organizations. The rationale given for emphasizing economically disadvantaged communities was that these settings are often associated with higher levels of early aggression and, later, elevated risks for antisocial behavior and substance use, so the intervention’s demonstrated impacts could be especially meaningful there. The award mechanism was a cooperative agreement, indicating SAMHSA anticipated substantial involvement or partnership in guiding and supporting implementation rather than a purely hands-off grant.
Frequently Asked Questions (FAQs)
What is the “Implementing Evidence Based Prevention Practices in Schools†grant?
This opportunity (Funding Opportunity Number SM 10 017) was a FY 2010 cooperative agreement from the Substance Abuse and Mental Health Services Administration (SAMHSA), Center for Mental Health Services. It was designed to help schools in economically disadvantaged communities reduce early aggressive and disruptive behavior and, over time, lower rates of antisocial behavior and illicit drug use.
What was the central requirement for grantees?
Grantees were required to implement a specific evidence-based classroom intervention: the Good Behavior Game.
Why did SAMHSA focus on schools in economically disadvantaged communities?
The notice emphasized that economically disadvantaged settings are often associated with higher levels of early aggression and, later, elevated risks for antisocial behavior and substance use. Because the Good Behavior Game has demonstrated impacts, SAMHSA indicated the intervention could be especially meaningful in these communities.
What is the Good Behavior Game (GBG)?
The Good Behavior Game is a structured, team-based classroom approach used primarily in early elementary grades. It is intended to strengthen classroom management, improve the learning environment, and teach children to work cooperatively.
How does the Good Behavior Game work in the classroom?
Teachers divide students into mixed teams (often four to seven students). The class posts and learns clear behavioral expectations. During timed “game†periods, the teacher tracks rule-breaking by giving a team a mark when a member engages in predefined disruptions (for example, calling out or leaving a seat without permission). Teams “win†if they stay below a set number of marks by the end of the game.
What kinds of behaviors are tracked during the game?
The opportunity described tracking predefined classroom disruptions agreed upon by the class, such as calling out and leaving a seat without permission.
What rewards are used in the Good Behavior Game?
Rewards were described as starting with small incentives (such as stickers) and evolving into privileges (such as extra recess) as implementation continues.
How long are Good Behavior Game sessions?
Game periods were described as starting in short intervals (around 10 minutes) and increasing over time, potentially extending across much longer periods, up to the school day.
Which grade levels were primarily targeted for the Good Behavior Game?
The announcement described the Good Behavior Game as being used primarily in early elementary grades, including first and second grade in the cited research examples.
How did SAMHSA describe the strategy behind the intervention?
The notice framed the approach as relying on peer support and shared goals to help children practice self-control and stay on task, while giving teachers a practical framework for balancing discipline with instruction.
Did SAMHSA position this as an academic program or a behavioral health program?
SAMHSA positioned it as both: a behavioral health prevention strategy and an academic success strategy. The notice emphasized that well-run, positive “social learning†classrooms are linked to fewer disruptions and better achievement.
What evidence did SAMHSA cite to support the Good Behavior Game?
SAMHSA highlighted more than two decades of randomized field trials (including work notably in Baltimore, Maryland) showing short-, medium-, and long-term benefits, particularly for children who displayed higher aggression early on.
What short-term outcomes were cited for the Good Behavior Game?
The notice cited reductions in classroom aggression and improvements in on-task behavior in the short term.
What medium-term outcomes were cited (by middle school)?
By middle school, students exposed to the program in first and second grade were reported to be less likely to become delinquent or require behavioral health services.
What long-term outcomes were cited (late adolescence/early adulthood)?
Around ages 19 to 21, the announcement cited higher rates of high school completion and lower rates of special education service use, antisocial behavior diagnoses, and illicit drug use among students who received the intervention compared to similar students who did not.
Did the announcement mention any external review of the evidence?
Yes. The opportunity referenced a 2009 Institute of Medicine report noting particularly strong evidence for long-term effects on aggression and related mental health and substance use outcomes, with pronounced benefits among boys.
What were the grant’s behavioral performance goals?
Funded projects were expected to decrease teacher-reported aggressive behaviors in the classroom in the short term and reduce the percentage of students involved in aggressive behavior over the longer term.
What were the grant’s implementation and capacity-building goals?
The notice described goals to: increase the number of people trained in behavioral health-related practices; increase children’s exposure to behavioral health awareness messages; expand the number of classrooms per school using the Good Behavior Game; and increase the number of teachers who implement the model successfully each year.
How much total funding was estimated for this opportunity?
The estimated total funding level was $2,000,000.
How many awards were expected?
The notice stated an expectation of 20 awards.
What was the maximum award amount?
The award ceiling was $100,000.
Was cost sharing or matching required?
No. The opportunity specified there was no cost sharing or matching requirement.
What was the award mechanism?
The award mechanism was a cooperative agreement, meaning SAMHSA anticipated substantial involvement or partnership in guiding and supporting implementation rather than a purely hands-off grant.
Who was eligible to apply?
Eligibility focused on local educational agencies (LEAs) serving economically disadvantaged communities, including eligible Bureau of Indian Affairs-funded schools and certain education service agencies and consortia. The notice also included duly authorized officials of federally recognized American Indian/Alaska Native Tribes or qualifying tribal organizations.
What agency and office offered this funding?
The opportunity was offered by SAMHSA (Substance Abuse and Mental Health Services Administration), Center for Mental Health Services.
What CFDA number was associated with this program?
The program was listed under CFDA 93.243 (SAMHSA Projects of Regional and National Significance).
What were the key dates for this funding opportunity?
The notice listed a posted date of April 20, 2010, an application closing date of May 20, 2010, and an archive date of June 19, 2010.
What types of student issues was this grant trying to prevent over time?
Over time, the notice described goals of lowering rates of antisocial behavior and illicit drug use, building on earlier reductions in aggressive and disruptive classroom behavior.
Why did SAMHSA identify schools as a practical setting for prevention?
The announcement linked its goals to a broader public health backdrop, citing estimates that a substantial share of U.S. children and adolescents experience mental, emotional, or behavioral problems and that many school-aged youth have unmet behavioral health needs, making schools a practical setting for prevention.
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