An Evaluation of Immediate Outcomes and Fidelity of a Drug Abuse Prevention Program in Continuation High Schools: Project towards No Drug Abuse (TND)

2012 ◽  
Vol 42 (1) ◽  
pp. 33-57 ◽  
Author(s):  
Nadra E. Lisha ◽  
Ping Sun ◽  
Louise A. Rohrbach ◽  
Donna Spruijt-Metz ◽  
Jennifer B. Unger ◽  
...  
Keyword(s):  
High Schools ◽  
Drug Abuse ◽  
Prevention Program ◽  
Abuse Prevention ◽  
Drug Abuse Prevention ◽  
Continuation High Schools

An Evaluation of the Fidelity of Implementation of a School-Based Drug Abuse Prevention Program: Project toward No Drug Abuse (TND)

2005 ◽  
Vol 35 (4) ◽  
pp. 305-329 ◽  
Author(s):  
Silvana Skara ◽  
Louise Ann Rohrbach ◽  
Ping Sun ◽  
Steve Sussman
Keyword(s):  
High Schools ◽  
Drug Abuse ◽  
High Risk ◽  
Implementation Fidelity ◽  
Abuse Prevention ◽  
Drug Abuse Prevention ◽  
Behavioral Skills ◽  
Continuation High Schools ◽  
High Risk Youth ◽  
Outcome Differences

This article provides an implementation fidelity evaluation of the fourth experimental trial of Project Towards No Drug Abuse (TND). Two theoretical content components of the curriculum were examined to increase our understanding of the active ingredients of successful drug abuse prevention programs. A total of 18 senior high schools were randomly assigned by block to receive one of three conditions: cognitive perception information curriculum, cognitive perception information + behavioral skills curriculum, or standard care (control). These curricula were delivered to both regular and continuation high schools students ( n = 2331) by trained project health educators and regular classroom teachers. Across all program schools, the two different curricula were implemented as intended, were received favorably by students, and showed significant improvements in knowledge specific to the theoretical content being delivered. This pattern of results suggests that the experimental manipulations worked as intended, and thus, permit the attribution of future behavioral outcome differences between conditions to differences in content of Project TND material provided rather than to differences in the fidelity of delivery. Further, our findings indicate that Project TND can be implemented effectively with low and high risk youth in a general environment as well as with high risk youth in a more specialized environment.

Use of the “Theme Study” as Means of Curriculum Development in Continuation High Schools

1996 ◽  
Vol 26 (4) ◽  
pp. 377-393 ◽  
Author(s):  
Clyde W. Dent ◽  
Elisha R. Galaif ◽  
Steve Sussman ◽  
Alan W. Stacy
Keyword(s):  
High School Students ◽  
High Schools ◽  
Drug Abuse ◽  
Curriculum Development ◽  
Cost Effective ◽  
Abuse Prevention ◽  
Drug Abuse Prevention ◽  
School Students ◽  
Continuation High Schools ◽  
Student Rated

This article presents the evaluation of written paragraphs which described twenty-one drug abuse prevention “themes” contained in thirty-five separate activities, as part of the process of curriculum development targeting Continuation High School students. The goal was to determine which activities were most preferred by these youth. The paragraphs consisted of descriptions of traditional drug abuse prevention program activities, alternative activities using the themes underlying traditional activities, and novel activities generated from newly developed themes. The study was conducted with seven Continuation High Schools. Three hundred and fifteen students participated in this study. Each student rated detailed written descriptions of five activities. Classrooms were randomly assigned to different combinations of paragraphs. An analysis of variance indicated that there were significant differences in preferences among activities, with a marked preference for the alternative and novel activity presentations. Females, Latinos, older students, and non-marijuana users rated the activities higher overall. There were no significant interactions between demographic variables and order of activity preference. If there is a limit in amount of allotted time and resources, the theme study is an appropriate and cost-effective tool for gaining important information for health curricula development.

scholarly journals Effectiveness of drug abuse prevention program focusing on social influences among high school students: 15-month follow-up study

2006 ◽  
Vol 11 (2) ◽  
pp. 75-81 ◽  
Author(s):  
Yuji Nozu ◽  
Motoi Watanabe ◽  
Motoyoshi Kubo ◽  
Yuki Sato ◽  
Nobuyuki Shibata ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Drug Abuse ◽  
Prevention Program ◽  
Social Influences ◽  
Abuse Prevention ◽  
Drug Abuse Prevention ◽  
School Students ◽  
Follow Up Study

Implementation and Process Evaluation of a School-Based Drug Abuse Prevention Program: Project towards No Drug Abuse

1998 ◽  
Vol 28 (4) ◽  
pp. 361-375 ◽  
Author(s):  
Clyde W. Dent ◽  
Steve Sussman ◽  
Michael Hennesy ◽  
Elisha R. Galaif ◽  
Alan W. Stacy ◽  
...  
Keyword(s):  
Drug Abuse ◽  
Process Evaluation ◽  
Prevention Program ◽  
Abuse Prevention ◽  
Drug Abuse Prevention ◽  
School Based

Program implementation fidelity and substance use outcomes among middle school students in a drug abuse prevention program / Fidelidad de la implementación y resultados de consumo de sustancias entre estudiantes de secundaria en un programa de prevención

2006 ◽  
Vol 6 (1) ◽  
Author(s):  
Kenneth W. Griffin ◽  
Madhuvanti Mahadeo ◽  
Jonathan Weinstein ◽  
Gilbert J. Botvin
Keyword(s):  
Substance Use ◽  
Drug Abuse ◽  
Classroom Management ◽  
Prevention Program ◽  
Implementation Fidelity ◽  
Abuse Prevention ◽  
Drug Abuse Prevention ◽  
School Students ◽  
Effective Prevention ◽  
Consumo De Sustancias

La fidelidad en la implementación de programas está siendo cadavez más reconocida como un componente clave en los programas deprevención efectivos. El presente estudio examina la asociación entre la fidelidad en la implementación y los datos de consumo de drogas entre jóvenes estudiantes en 11 escuelas medias de Nueva York donde se han aplicado programas de prevención de drogas. Observadores entrenados supervisaron la implementación de un programa de prevención aplicado por profesores (N=38), los alumnos participantes (N=1857) completaron cuestionarios sobre el uso de tabaco y alcohol en un periodo de 15 meses. Los resultados indican que los profesores que prefi rieron las clases magistrales cuando impartían el programa, utilizaban con menor probabilidad el debate y la demostración como métodos educativos.Asimismo, los profesores que prefi rieron las clases magistrales fueron valorados por los observadores como menos preparados para dar clase y con menor capacidad de gestión de la clase. Los resultados indican que los factores relacionados con la calidad de implementación predicen significativamente el cambio en los datos de consumo de sustancias entre los estudiantes. AbstractImplementation fi delity is increasingly recognized as a key component of effective prevention programming. The present study examined the association between implementation fi delity and youth substance use outcomes among students in 11 New York City middle schools receiving a drug abuse prevention program. Trained observers monitored the implementation of a research-based prevention program by classroom teachers (N = 38), and participating students (N = 1,857) completed surveys assessing smoking and alcohol use over a 15-month period.Findings indicated that teachers who relied more on lecturing whenteaching the program were less likely to use discussion and demonstration as teaching methods. Teachers who relied on lecturing were rated by observers as being less ready to teach and having poorer classroom management skills. Findings indicated that factors related to the quality of implementation signifi cantly predicted change in student substance use outcomes. Students who were taught by the most skilled providers reported signifi cantly lower increases in smoking and drinking at the follow-up assessments compared to students taught by other providers.These fi ndings suggest that teacher training to enhance implementation fidelity is a crucial component to program success in terms of student behavioral outcomes.

Drug Abuse Prevention Program

1971 ◽  
Vol 136 (4) ◽  
pp. 364-366 ◽  
Author(s):  
Jacques G. Baillargeon
Keyword(s):  
Drug Abuse ◽  
Prevention Program ◽  
Abuse Prevention ◽  
Drug Abuse Prevention

A Look at an Interactive Classroom-Based Drug Abuse Prevention Program: Interactive Contents and Suggestions for Research

2003 ◽  
Vol 33 (4) ◽  
pp. 355-368 ◽  
Author(s):  
Steve Sussman ◽  
Louise A. Rohrbach ◽  
Ravi Patel ◽  
Karen Holiday
Keyword(s):  
Drug Abuse ◽  
Prevention Program ◽  
Abuse Prevention ◽  
Drug Abuse Prevention ◽  
Interactive Classroom

Drug Abuse Prevention Program Development

2003 ◽  
Vol 26 (4) ◽  
pp. 355-379 ◽  
Author(s):  
Steve Sussman ◽  
Dongyun Yang ◽  
Lourdes Baezconde-Garbanati ◽  
Clyde W. Dent
Keyword(s):  
Drug Abuse ◽  
Program Development ◽  
Prevention Program ◽  
Abuse Prevention ◽  
Drug Abuse Prevention
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