Using Intervention Mapping to Developmentally Adapt an Online HIV Risk Reduction Program for Adolescent Men Who Have Sex with Men

Li, Dennis H.; Moskowitz, David; Macapagal, Kathryn; Saber, Rana; Mustanski, Brian

doi:10.1007/s11121-020-01148-w

Cited by 12 publications

(3 citation statements)

References 37 publications

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“…Additionally, this paper demonstrates how theory (SEL framework and the Prosocial Behavior model) can be embedded into the IMP process and it highlights how stakeholder consultation and collaboration can bridge the theory and practice divide. Computer-based health behavior interventions for young people have been developed previously using the IMP in healthrelated contexts such as drinking behavior [52], safe sex behavior [53,54], healthy diet and physical activity [55] and cyberbullying [56,57]. However, this is the first study that has demonstrated the application of the IMP process to the design of a digital game specifically elaborated to promote socio-emotional skills and prosocial behaviors in middle childhood as a preventive measure.…”

Section: Discussionmentioning

confidence: 99%

“…Previous computer-based health behavior interventions for young people have been developed using the IMP in health-related contexts such as drinking behavior [52], safe sex behavior [53,54], healthy diet and physical activity [55] and cyberbullying [56,57]. Yet, a digital game specifically designed to promote socio-emotional skills and prosocial behaviors in middle childhood using IMP is missing.…”

Section: Introductionmentioning

confidence: 99%

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Design of a Digital Game Intervention to Promote Socio-Emotional Skills and Prosocial Behavior in Children

Saleme

Dietrich

Pang

et al. 2021

MTI

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In emergency contexts such as the COVID-19 pandemic, mental health risk factors affect children and may affect behavioral and emotional problems including anxiety, self-blame, emotional disturbance, and stress. Preventive measures are crucial to address these health risks. Research highlights strength-based factors, such as socio-emotional skills and prosocial behaviors, as important for childhood development and socio-emotional wellbeing. Yet, the initial evidence base shows mixed effectiveness and insufficient behavior change theory application into socio-emotional and prosocial digital game interventions. Additionally, few interventions are designed with a clear process to convert theory into practical game solutions and very limited guidance on the digital game development process exists. This study describes the Intervention Mapping Protocol (IMP) and theory application in the design of a digital game intervention which aims to strengthen social-emotional skills development and promote prosocial behavior in 8–11-year-old children. The method systematically describes the steps of the IMP process in detail to guide future theory-based game design. The results explain the final digital game prototype that was co-designed with continuous input and insights provided by stakeholders and feedback from children. This paper contributes to our understanding of theory application in the design of digital game interventions focused on health and behavior change and provides much needed guidance on how theory and stakeholder input can be incorporated into a final game design.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Design of a Digital Game Intervention to Promote Socio-Emotional Skills and Prosocial Behavior in Children

Saleme

Dietrich

Pang

et al. 2021

MTI

View full text Add to dashboard Cite

show abstract

“…IM guided the planning, development, and evaluation of the fully automated and open-access web-based intervention [ 26 ]. IM has proven effective for the development of many web-based interventions [ 27 , 28 ]. Furthermore, this strategy supports a theory-based approach that focuses on understanding and accommodating the needs and perspectives of the end users at all stages of the design.…”

Section: Methodsmentioning

confidence: 99%

A Web-Based Risk-Reframing Intervention to Influence Early Childhood Educators’ Attitudes and Supportive Behaviors Toward Outdoor Play: Protocol for the OutsidePlay Study Randomized Controlled Trial

et al. 2021

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Background Early learning and childcare centers (ELCCs) can offer young children critical opportunities for quality outdoor play. There are multiple actual and perceived barriers to outdoor play at ELCCs, ranging from safety fears and lack of familiarity with supporting play outdoors to challenges around diverse perspectives on outdoor play among early childhood educators (ECEs), administrators, licensing officers, and parents. Objective Our study objective is to develop and evaluate a web-based intervention that influences ECEs’ and ELCC administrators’ perceptions and practices in support of children’s outdoor play at ELCCs. Methods The development of the fully automated, open-access, web-based intervention was guided by the intervention mapping process. We first completed a needs assessment through focus groups of ECEs, ELCC administrators, and licensing officers. We identified key issues, needs, and challenges; opportunities to influence behavior change; and intervention outcomes and objectives. This enabled us to develop design objectives and identify features of the OutsidePlay web-based intervention that are central to addressing the issues, needs, and challenges of ECEs and ELCC administrators. We used social cognitive theory and behavior change techniques to select methods, applications, and technology to deliver the intervention. We will use a two-parallel-group randomized controlled trial (RCT) design to evaluate the efficacy of the intervention. We will recruit 324 ECEs and ELCC administrators through a variety of web-based means, including Facebook advertisements and mass emails through our partner networks. The RCT study will be a purely web-based trial where outcomes will be self-assessed through questionnaires. The RCT participants will be randomized into the intervention group or the control group. The control group participants will read the Position Statement on Active Outdoor Play. Results The primary outcome is increased tolerance of risk in children’s play, as measured by the Teacher Tolerance of Risk in Play Scale. The secondary outcome is self-reported attainment of a self-developed behavior change goal. We will use mixed effects models to test the hypothesis that there will be a difference between the intervention and control groups with respect to tolerance of risk in children’s play. Differences in goal attainment will be tested using logistic regression analysis. Conclusions The OutsidePlay web-based intervention guides users through a personalized journey that is split into 3 chapters. An effective intervention that addresses the barriers to outdoor play in ELCC settings has the potential to improve children’s access to outdoor play and support high-quality early childhood education. Trial Registration ClinicalTrials.gov NCT04624932; https://clinicaltrials.gov/ct2/show/NCT04624932 International Registered Report Identifier (IRRID) DERR1-10.2196/31041

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Factors Associated with HIV Testing Among Spanish and English-Speaking Latino Adolescents Aged 13–18

Zapata,

Queiroz,

Rodriguez-Diaz

et al. 2023

AIDS Behav

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Using Intervention Mapping to Developmentally Adapt an Online HIV Risk Reduction Program for Adolescent Men Who Have Sex with Men

Cited by 12 publications

References 37 publications

Design of a Digital Game Intervention to Promote Socio-Emotional Skills and Prosocial Behavior in Children

Design of a Digital Game Intervention to Promote Socio-Emotional Skills and Prosocial Behavior in Children

A Web-Based Risk-Reframing Intervention to Influence Early Childhood Educators’ Attitudes and Supportive Behaviors Toward Outdoor Play: Protocol for the OutsidePlay Study Randomized Controlled Trial

Factors Associated with HIV Testing Among Spanish and English-Speaking Latino Adolescents Aged 13–18

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