Fidelity of Implementation in Project Towards No Drug Abuse (TND): A Comparison of Classroom Teachers and Program Specialists

Abstract

This paper presents the results of an effectiveness trial of Project Towards No Drug Abuse [TND], in which we compared program delivery by regular classroom teachers and program specialists within the same high schools. Within 18 schools that were randomly assigned to the program or control conditions, health classrooms were assigned to program delivery by teachers or (outside) specialists. Classroom sessions were observed by pairs of observers to assess three domains of implementation fidelity: adherence, classroom process, and perceived student acceptance of the program. Pre-and immediate posttest survey data were collected from 2331 students. Of the four composite indexes of implementation fidelity that were examined, only one (quality of delivery) showed a difference between specialists and teachers, with marginally higher ratings of specialists (p < .10). Both teachers and program specialists achieved effects on three of the five immediate outcome measures, including program-specific knowledge, addiction concern, and social selfcontrol. Students' posttest ratings of the program overall and the quality of program delivery failed to reveal differences between the teacher-and specialist-led classrooms. These results suggest that motivated, trained classroom teachers can implement evidence-based prevention programs with fidelity and achieve immediate effects.

Le Programme de compétences familiales en Espagne : l’efficacité de l’approche familiale dans les programmes de prévention des dépendances à la drogue et l’alcool chez l’enfant

“…Tous ces éléments ont été précisés dans le maté-riel destiné aux formateurs afin d'assurer la structuration des séances en accord avec les critères du programme 9 . De fait, la formation des formateurs a été l'un des points les plus importants pour garantir la fidélité au programme, laquelle, à son tour, est essentielle pour en garantir les résultats (Rohrbach, 2007). Le déroulement des séances et leur animation par les formateurs sont minutieusement réglés, soit par le matériel guide, soit par la formation reçue.…”

Eficacia de dos programas de prevención del consumo de alcohol en función del tipo de aplicador

“…Specifically, and according to Rohrbach, Dent, Skara, Sun, & Sussman (2007), in efficacy trials, outside agents and even teachers who are employed only for the implementation of the program have no other responsibilities that come into conflict with the development of the program (Green, & Glasgow, Effectiveness of two prevention programs on alcohol use as a function of provider type Eficacia de dos programas de prevención del consumo de alcohol en función del tipo de aplicador 2006). They are all carefully selected, trained and supervised by researchers in order to obtain high quality in the implementation (Hansen, Graham, Wolkenstein, & Rohrbach, 1991).…”

“…These teachers often have additional responsibilities and work pressures (Botvin, Baker, Dusenbury, Tortu, & Botvin, 1990;Basen-Enquist et al, 1994;Rohrbach et. al., 2007).…”

Full number: Volume 11, Number 1 / Número completo: Volumen 11, Número 1

“…al., 2008;La Torre, Chiarandia y Ricciardi, 2005;Lemstra et.al., 2010;Rohrbach, Dent, Skara y Sussman, 2007). De igual modo, en la actualidad disponemos de numerosos estudios sobre los componentes claves que deben incluir los programas preventivos.…”