Bahamas National Implementation Project: Proposal for Sustainability of an Evidence-based HIV Prevention Intervention in a School Setting (Preprint)

BACKGROUND Sustained implementation of school-based prevention programs is low. Effective strategies are needed to enhance both high-level implementation fidelity and sustainability of prevention programs. OBJECTIVE This proposed study aims to determine if the provision of either biweekly monitoring and feedback and site-based assistance and mentorship or both to at-risk and moderate-performing teachers with monitoring through an enhanced decision-making platform by the Ministry of Education (MOE) and Ministry of Health (MOH) based on the real-time implementation data will increase national implementation fidelity and result in sustained implementation over time. METHODS This study will target government schools including 200 grade 6 teachers in 80 primary schools and 100 junior/middle high school teachers (and their classes) on 12 Bahamian islands. Teacher and school coordinator training will be conducted by the MOE in year 1, followed by an optimization trial among teachers in the capital island. Informed by these results, an implementation intervention will be conducted to train using different levels of educational intensity all at-risk and moderate-performing teachers. Subsequently selected training and implementation strategies will be evaluated for the national implementation of Focus on Youth in the Caribbean and Caribbean Informed Parents and Children Together in years 2 to 5. RESULTS It is hypothesized that a more intensive training and supervision program for at-risk and moderate-performing teachers will enhance their implementation fidelity to the average level of the high-performing group (85%), an HIV prevention program delivered at the national level can be implemented with fidelity in grade 6 and sustained over time (monitored annually), and student outcomes will continue to be highly correlated with implementation fidelity and be sustained over time (assessed annually through grade 9). The proposed study is funded by the National Institute of Child Health and Human Development from August 1, 2018, through May 31, 2023. CONCLUSIONS The study will explore several theory-driven implementation strategies to increase sustained teacher implementation fidelity and thereby increase the general public health impact of evidence-based interventions. The proposed project has potential to make significant contributions to advancing school-based HIV prevention research and implementation science and serve as a global model for the Fast Track strategy. INTERNATIONAL REGISTERED REPORT PRR1-10.2196/14816

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Bahamas National Implementation Project: Proposal for Sustainability of an Evidence-based HIV Prevention Intervention in a School Setting

JMIR Research Protocols ◽

10.2196/14816 ◽

2020 ◽

Vol 9 (8) ◽

pp. e14816

Author(s):

Bo Wang ◽

Lynette Deveaux ◽

Sonja Lunn ◽

Veronica Dinaj-Koci ◽

Samiran Ghosh ◽

...

Keyword(s):

At Risk ◽

Hiv Prevention ◽

Primary Schools ◽

Implementation Strategies ◽

Implementation Fidelity ◽

Prevention Programs ◽

Evidence Based ◽

School Based ◽

National Implementation ◽

Over Time

Background Sustained implementation of school-based prevention programs is low. Effective strategies are needed to enhance both high-level implementation fidelity and sustainability of prevention programs. Objective This proposed study aims to determine if the provision of either biweekly monitoring and feedback and site-based assistance and mentorship or both to at-risk and moderate-performing teachers with monitoring through an enhanced decision-making platform by the Ministry of Education (MOE) and Ministry of Health (MOH) based on the real-time implementation data will increase national implementation fidelity and result in sustained implementation over time. Methods This study will target government schools including 200 grade 6 teachers in 80 primary schools and 100 junior/middle high school teachers (and their classes) on 12 Bahamian islands. Teacher and school coordinator training will be conducted by the MOE in year 1, followed by an optimization trial among teachers in the capital island. Informed by these results, an implementation intervention will be conducted to train using different levels of educational intensity all at-risk and moderate-performing teachers. Subsequently selected training and implementation strategies will be evaluated for the national implementation of Focus on Youth in the Caribbean and Caribbean Informed Parents and Children Together in years 2 to 5. Results It is hypothesized that a more intensive training and supervision program for at-risk and moderate-performing teachers will enhance their implementation fidelity to the average level of the high-performing group (85%), an HIV prevention program delivered at the national level can be implemented with fidelity in grade 6 and sustained over time (monitored annually), and student outcomes will continue to be highly correlated with implementation fidelity and be sustained over time (assessed annually through grade 9). The proposed study is funded by the National Institute of Child Health and Human Development from August 1, 2018, through May 31, 2023. Conclusions The study will explore several theory-driven implementation strategies to increase sustained teacher implementation fidelity and thereby increase the general public health impact of evidence-based interventions. The proposed project has potential to make significant contributions to advancing school-based HIV prevention research and implementation science and serve as a global model for the Fast Track strategy. International Registered Report Identifier (IRRID) PRR1-10.2196/14816

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Overview

A Step-By-Step Guide for Coaching Classroom Teachers in Evidence-Based Interventions ◽

10.1093/med:psych/9780190609573.003.0001 ◽

2017 ◽

pp. 1-9

Author(s):

Dana D. Marchese ◽

Kimberly D. Becker ◽

Jennifer P. Keperling ◽

Celene E. Domitrovich ◽

Wendy M. Reinke ◽

...

Keyword(s):

Prevention Program ◽

Prevention Programs ◽

Good Behavior Game ◽

Evidence Based ◽

Personalized Feedback ◽

Coaching Model ◽

School Based ◽

Coaching Strategies ◽

Planning Action

Chapter 1 provides a rationale for the use of prevention programs in schools, the benefits of a school-based prevention program, and a description of two of the most widely disseminated, evidence-based universal school-based preventive interventions: the PATHS Curriculum and the PAX Good Behavior Game. The importance of coaching in obtaining quality implementation of prevention programs is discussed. In addition, an overview of the PATHS to PAX Coaching Model is provided based on research and theory in the literature. Also described are coaching strategies, including building positive relationships, modeling, observing, providing personalized feedback, discussing barriers, and planning action items.

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An Evaluation of the Implementation of a UK School-Based Running Program

Children ◽

10.3390/children7100151 ◽

2020 ◽

Vol 7 (10) ◽

pp. 151

Author(s):

Anna E. Chalkley ◽

Ash C. Routen ◽

Jo P. Harris ◽

Lorraine A. Cale ◽

Trish Gorely ◽

...

Keyword(s):

Primary Schools ◽

Average Distance ◽

Multiple Time ◽

School Year ◽

School Based ◽

Before And After ◽

The Uk ◽

High Level ◽

Academic Year ◽

Over Time

The adoption of school-based running programs has rapidly increased over the last five years in the UK and globally. However, there is currently a lack of information on how these initiatives are implemented, and whether they are generalizable and/or sustainable. This study evaluated the implementation (including reach, fidelity, and dose) of a school-based running program over seven months to inform future delivery. This observational study used a mixed-method, single-group, before-and-after design strengthened by multiple interim measurements to evaluate the implementation of an optional school-based running program. Five state-funded primary schools in Leicestershire, UK, participated, with 17 teachers and 189 (81 boys (47.4%) and 90 girls (52.6%)) Year 5 pupils (aged 9–10 years) from eight classes. During the 2016/2017 academic year, data were collected via several measures (including interviews, focus groups, observations, questionnaires, and teacher implementation logs) at multiple levels (i.e., school and individual) and at multiple time points during implementation. Follow up qualitative data were also collected during 2017/2018. The school-based running program achieved good reach, with 100% of pupils opting to participate at some point during the academic year. All schools implemented the program with good fidelity, although the level of implementation varied between schools and over time. The average number of sessions held per week ranged from 0.94–3.89 with the average distance accumulated per pupil per week ranging from 0.02 to 2.91 kilometers and boys being more likely than girls to be classed as high-level participators. Despite an initial drop off in participation over time, all schools remained engaged in the program and continued to implement it until the end of the school year. Contextual features (e.g., staff capacity and resources) differed between schools and influenced the quality of implementation and the frequency of delivery. The school-based running program is simple, inexpensive, and versatile and can be implemented by schools with relative ease. However, schools are diverse settings, with unique challenges to ongoing delivery. Thus, planned adaptations, specific to each school’s context, are likely necessary to sustain participation in the longer term and should be considered prior to implementation.

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Bridge-It: A System for Predicting Implementation Fidelity for School-Based Tobacco Prevention Programs

Prevention Science ◽

10.1007/s11121-006-0038-1 ◽

2006 ◽

Vol 7 (2) ◽

pp. 197-207 ◽

Cited By ~ 45

Author(s):

Phyllis M. Gingiss ◽

Cynthia Roberts-Gray ◽

Melynda Boerm

Keyword(s):

Implementation Fidelity ◽

Prevention Programs ◽

Tobacco Prevention ◽

School Based

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Lessons Learned from the PMI Case Study: The Community Perspective

Social Marketing Quarterly ◽

10.1080/15245004.2000.9961093 ◽

2000 ◽

Vol 6 (1) ◽

pp. 54-65 ◽

Cited By ~ 2

Author(s):

Martha L. Hare ◽

Carlyn E. Orians ◽

May G. Kennedy ◽

Kenneth J. Goodman ◽

Shyanika Wijesinha ◽

...

Keyword(s):

Young People ◽

Hiv Prevention ◽

Prevention Program ◽

Qualitative Case Study ◽

Prevention Programs ◽

Lessons Learned ◽

Demonstration Project ◽

Local Site ◽

Over Time

Individuals from the five sites that participated in the Prevention Marketing Initiative (PMI) Local Site Demonstration Project, an HIV prevention program targeting adolescents, were interviewed in a two-part qualitative case study. This article summarizes lessons learned from 179 community participants on topics ranging from organizing initial planning committees to financially sustaining federal demonstration programs over time. The insights of participants involved in the process may help ensure the success of future Prevention Marketing efforts. Overall, they found the process to be challenging but worthwhile, and felt that the resulting multifaceted HIV prevention programs for young people were successful.

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The Effectiveness of Two Implementation Strategies for Improving Teachers’ Delivery of an Evidenced-based HIV Prevention Program

10.21203/rs.3.rs-97760/v1 ◽

2020 ◽

Author(s):

Bo Wang ◽

Lynette Deveaux ◽

Lesley Cottrell ◽

Xiaoming Li ◽

Richard Adderley ◽

...

Keyword(s):

Sex Education ◽

Self Efficacy ◽

Implementation Strategies ◽

Implementation Fidelity ◽

Evidence Based ◽

Principal Support ◽

Hiv Intervention ◽

Evidenced Based ◽

Intervention Curriculum ◽

The Impact

Abstract Background: Effective implementation strategies are needed to enhance the success of evidence-based prevention programs. The current study evaluates the effects of two implementation strategies on teachers’ implementation of an evidenced-based HIV intervention.Methods: Using our 7-item Pre-Implementation School Screening tool, we identified teachers who were at-risk for not implementing the Focus on Youth HIV-risk reduction intervention curriculum which targets middle and high school youth. After completing a two-day curriculum workshop, 84 low- and moderate-performing teachers were randomly assigned to one of four experimental conditions and were asked to teach the intervention curriculum for nearly two months. This optimization trial examines the impact of two implementation strategies including biweekly monitoring/feedbacks (BMF) and site-based assistance/mentorship (SAM). The primary outcome is implementation fidelity defined as number of core activities taught. General linear model was used to examine the association of the implementation strategies with implementation fidelity.Results: BMF and SAM were significantly associated with teachers’ implementation fidelity. Teachers who received both BFM and SAM taught the greatest numbers of core activities, followed by teachers who received either BMF or SAM. Teachers who did not receive BMF or SAM taught the lowest numbers of core activities (15.0 vs. 7.9 vs. 6.9 vs. 4.1, p< 0.001). Teachers’ confidence in implementing five core activities, attitudes towards sex education in schools, and perceived principal support were significantly related to increased self-efficacy, which in turn was related to teachers’ fidelity of implementation. Teacher full attendance at the training workshop and teachers’ sustained implementation of FOYC in the prior school year were related to increased implementation fidelity. Conclusion: BMF and SAM are effective in promoting teachers’ implementation of youth evidence-based interventions. Researchers and future program implementers should consider teacher training, teachers’ attitudes towards sex education, perceived principal support and self-efficacy when attempting to maintain the effects of teacher-delivered interventions in schools.

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School-based Obesity Prevention Programs: An Evidence-based Review

Obesity ◽

10.1038/oby.2008.29 ◽

2008 ◽

Vol 16 (5) ◽

pp. 1009-1018 ◽

Cited By ~ 212

Author(s):

Jonathan A. Kropski ◽

Paul H. Keckley ◽

Gordon L. Jensen

Keyword(s):

Obesity Prevention ◽

Prevention Programs ◽

Evidence Based ◽

School Based ◽

Obesity Prevention Programs

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Effects of Peer Education on the Peer Educators in a School-Based HIV Prevention Program: Where Should Peer Education Research Go from Here?

Health Education & Behavior ◽

10.1177/109019810202900402 ◽

2002 ◽

Vol 29 (4) ◽

pp. 411-423 ◽

Cited By ~ 32

Author(s):

Angela Ebreo ◽

Sonja Feist-Price ◽

Youmasu Siewe ◽

Rick S. Zimmerman

Keyword(s):

Education Research ◽

Hiv Prevention ◽

Risk Reduction ◽

Prevention Program ◽

Peer Education ◽

Aids Prevention ◽

Prevention Programs ◽

Future Research ◽

Peer Educators ◽

School Based

Although many HIV/AIDS prevention programs for adolescents have used peer educators to deliver risk reduction information, fewresearchers have evaluated the effects of participation in educational activities on the peer educators themselves. The present study compares several outcomes experienced by peer educators involved in a school-based HIV prevention program with those of their classmates to determine areas in which involvement in the curriculum had an effect on peer educators. Analyses revealed few differences between peer educators that could be attributed to the implementation of the intervention. The findings are discussed in terms of their implications for prevention programs targeting adolescent populations, and suggestions are made concerning the importance of future research on the selection, training, and integration of peer educators into school-based programs.

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