Promoting Fidelity Using Remote and Onsite Support

使用远程和现场支持提高保真度

• 批准号: 7107297
• 负责人: CHRISTOPHER L RINGWALT
• 金额: $ 44.95万
• 依托单位: PACIFIC INSTITUTE FOR RES AND EVALUATION
• 依托单位国家: 美国
• 财政年份: 2002
• 资助国家: 美国
• 起止时间: 2002-09-30 至 2009-02-28
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7107297
• 关键词: behavior test; behavioral /social science research tag; clinical research; cost effectiveness; curriculum; disease /disorder prevention /control; drug abuse education; drug abuse prevention; educational resource design /development; health surveys; human subject; information dissemination; interview; substance abuse related disorder; teacher; videotape /videodisc

DESCRIPTION (provided by applicant): With the increasing dissemination of research-based substance use prevention curricula, attention is now turning to promoting the fidelity of implementation. Fidelity refers to several components of implementation, including adhering to prescribed curriculum methods, insuring appropriate teaching methods, and making appropriate adaptations when needed that do not threaten the curriculum's integrity. To implement with fidelity, teachers need to understand the curriculum's objectives, and need to be motivated to deliver the program as designed. To promote fidelity, manuals and brief initial training have become standard procedure, and developers are now making use of information delivered through online and multimedia mechanisms, as well as technical assistance upon request. However, research on the dissemination of educational innovations suggests that personalized coaching may also be necessary to achieve prevention goals. The proposed study will test the relative effects of two training conditions to support the implementation of All Stars, a research-based curriculum. Teachers in the "standard" training condition will receive initial training, technical assistance on request, online and video instruction about the program, and Internet-based "just-in-time" support. In addition to the standard training components, teachers in the "enhanced" training condition will receive onsite coaching, proactive technical assistance, and will participate in a program to recognize their mastery of curriculum delivery. We will test the effects of training in a randomized experimental design, following teachers over three consecutive years. Their curriculum adherence, promotion of student interactivity, curriculum adaptations, motivation to implement the program, and understanding of targeted mediators will be assessed through videotaped observations of their classroom performance and through surveys and interviews. Effects on student-level mediators and substance use will be measured through student surveys. The cost-effectiveness of the enhanced relative to the standard training conditions will be assessed. Study results will inform the prevention field concerning the potential for personalized coaching and technical assistance to promote curriculum fidelity and affect key student-level mediating variables.

描述（由申请人提供）： 随着基于研究的药物滥用预防课程的不断传播，人们的注意力现在转向提高实施的保真度。忠诚是指实施的几个组成部分，包括遵守规定的课程方法、确保适当的教学方法以及在需要时进行适当的调整而不威胁课程的完整性。为了忠实地实施，教师需要了解课程的目标，并且需要有动力按照设计交付课程。为了提高保真度，手册和简短的初始培训已成为标准程序，开发人员现在正在利用通过在线和多媒体机制提供的信息，以及根据要求提供的技术援助。然而，关于传播教育创新的研究表明，个性化辅导对于实现预防目标可能也是必要的。拟议的研究将测试两种训练条件的相对效果，以支持基于研究的课程“全明星”的实施。处于“标准”培训条件的教师将接受初步培训、应要求提供的技术援助、有关课程的在线和视频指导以及基于互联网的“即时”支持。除了标准培训内容外，处于“增强”培训条件的教师还将接受现场辅导、主动技术援助，并将参加一项计划以表彰他们对课程交付的掌握程度。我们将通过连续三年跟踪教师的随机实验设计来测试培训的效果。他们的课程遵守情况、促进学生互动、课程适应、实施计划的动机以及对目标调解员的理解将通过对他们课堂表现的录像观察以及调查和访谈进行评估。对学生水平中介和物质使用的影响将通过学生调查来衡量。将评估相对于标准训练条件的增强的成本效益。研究结果将为预防领域提供有关个性化辅导和技术援助的潜力的信息，以提高课程保真度并影响关键的学生水平中介变量。

项目成果

Measuring quality of delivery in a substance use prevention program.

衡量物质使用预防计划的交付质量。

• DOI: 10.1007/s10935-008-0155-7
• 发表时间: 2008
• 期刊: The journal of primary prevention
• 作者: Giles,Steven;Jackson-Newsom,Julia;Pankratz,MelindaM;Hansen,WilliamB;Ringwalt,ChristopherL;Dusenbury,Linda
• 通讯作者: Dusenbury,Linda

The potential of coaching as a strategy to improve the effectiveness of school-based substance use prevention curricula.

辅导作为提高学校药物滥用预防课程有效性的策略的潜力。

• DOI: 10.1177/1090198107303311
• 发表时间: 2009
• 期刊: Health education & behavior : the official publication of the Society for Public Health Education
• 作者: Ringwalt,ChristopherL;Pankratz,MelindaM;Hansen,WilliamB;Dusenbury,Linda;Jackson-Newsom,Julia;Giles,StevenM;Brodish,PaulH
• 通讯作者: Brodish,PaulH

The effects of students' curriculum engagement, attitudes toward their teachers, and perception of their teachers' skills on school-based prevention curriculum outcomes.

学生的课程参与、对教师的态度以及对教师技能的看法对校本预防课程成果的影响。

• DOI: 10.2190/de.39.3.a
• 发表时间: 2009
• 期刊: Journal of drug education
• 影响因子: 0.8
• 作者: Ringwalt,Christopher;Pankratz,Melinda;Gottfredson,Nisha;Jackson-Newsom,Julia;Dusenbury,Linda;Giles,Steve;Currey,David;Hansen,Bill
• 通讯作者: Hansen,Bill

Teachers' delivery skills and substance use prevention program outcomes: the moderating role of students' need for cognition and impulse decision making.

教师的教学技能和物质使用预防计划的成果：学生认知需求和冲动决策的调节作用。

• DOI: 10.2190/de.40.4.e
• 发表时间: 2010
• 期刊: Journal of drug education
• 影响因子: 0.8
• 作者: Giles,StevenM;Pankratz,MelindaM;Ringwalt,Christopher;Hansen,WilliamB;Dusenbury,Linda;Jackson-Newsom,Julia
• 通讯作者: Jackson-Newsom,Julia

Three-year trajectory of teachers' fidelity to a drug prevention curriculum.

教师对毒品预防课程忠诚度的三年轨迹。

• DOI: 10.1007/s11121-009-0150-0
• 发表时间: 2010
• 期刊: Prevention science : the official journal of the Society for Prevention Research
• 作者: Ringwalt,ChristopherL;Pankratz,MelindaM;Jackson-Newsom,Julia;Gottfredson,NishaC;Hansen,WilliamB;Giles,StevenM;Dusenbury,Linda
• 通讯作者: Dusenbury,Linda