Prevention Services for Early Drug Abuse Risk: Teachers Implement, Sustain, Adapt

早期药物滥用风险预防服务：教师实施、维持、适应

• 批准号: 8212310
• 负责人: Jeanne Marie Poduska
• 金额: $ 51.36万
• 依托单位: AMERICAN INSTITUTES FOR RESEARCH
• 依托单位国家: 美国
• 财政年份: 2011
• 资助国家: 美国
• 起止时间: 2011-01-15 至 2013-12-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/8212310
• 关键词: Address; Asses; Behavior; Characteristics; Child; Clinical Trials Design; Communities; Complex; Cost Savings; Data; Data Collection; Development; Drug Prevention Program; Drug abuse; Drug usage; Education; Effectiveness; Florida; Funding; General Practices; Grant; Institutes; Institution; Learning; Measurement; Methodology; Modeling; Nature; Outcome; Pharmaceutical Preparations; Prevention; Prevention Research; Prevention Services Research; Prevention program; Preventive Intervention; Public Health; Randomized; Request for Applications; Research; Research Personnel; Research Support; Risk; Risk Factors; School Teachers; Schools; Science; Staging; Students; Support System; System; Teacher Professional Development; Testing; Time; Training; Training Support; Translational Research; Universities; Variant; Violence; Work; base; contextual factors; drug abuse prevention; effectiveness research; effectiveness trial; elementary school; evidence base; falls; first grade; implementation research; improved; multilevel analysis; prevention service; programs; public health relevance; scaffold; teacher; theories; young adult

DESCRIPTION (provided by applicant): This application, Prevention Services for Early Drug Abuse Risk: Teachers Implement, Sustain, Adapt, focuses on the educational sector, a normative setting for children and an important delivery system for prevention programs. A number of school-based preventive interventions directed at aggressive, disruptive behavior, a confirmed antecedent risk factor for drug abuse and violence, have shown both short- and long- term impact in randomized field trials. A challenge is that little is known about how to move these programs into general practice while maintaining high quality fidelity of implementation. The proposed grant will address several challenges for Type 2 Translational research including the need to understand multi-level factors influencing program implementation and sustainability; to understand program adaptation and the influence on program impact; and for models of researcher/community institution partnership. We will maximize federal funds by scaffolding the proposed work onto an already funded grant, Professional Development to Support and Sustain a Classroom Behavior Management Strategy (Poduska, PI), a four-year $3 million grant funded by the Institute of Education Sciences, U.S. Department of Education (IES). The IES-funded trial is a randomized field trial designed to test the Good Behavior Game (GBG), a classroom-based behavior management strategy, under two conditions of professional development and compared to a control condition. The purpose of the IES trial is to understand the level of professional development required for a range of first grade teachers to learn, implement, and sustain GBG over the course of two years. GBG, aimed at early aggressive, disruptive behavior, a confirmed early antecedent risk factor for drug use and abuse, is one of the few drug prevention programs that have shown positive impact from elementary school to young adulthood on drug use and other public health outcomes. In this application, we request funds to extend the IES-funded trial in three distinct ways. First, the IES-funded trial follows teachers for two school years: the year teachers are trained and first use GBG termed the Implementation Stage, and the year after training and support have been withdrawn termed the Sustainability Stage. We propose to follow teachers for an additional year of Sustainability to examine teacher practices and the support provided to teachers under natural conditions for two years. Second, the measurement framework of the IES-funded trial is primarily focused on effectiveness with measurement of teacher practices of classroom behavior management and student outcomes. We propose to extend the measurement framework to include a set of factors hypothesized to enhance or impede program implementation and sustainability, including characteristics of the program, the support system, the teacher, and the school/principal. Third, we propose to study the adaptations and revisions teachers make to GBG practice and the subsequent impact on GBG effectiveness. PUBLIC HEALTH RELEVANCE: This application focuses on the next stage of drug prevention services research or Type 2 Translational Research aimed at improving the implementation and dissemination of evidence- based drug abuse prevention programs in schools. The proposed grant will address several challenges including the need to understand multi-level factors influencing program implementation and sustainability; to understand program adaptation and the influence on program impact; and for models of researcher/community institution partnership.

描述（由申请人提供）：本申请，早期药物滥用风险预防服务：教师实施，维持，适应，重点关注教育部门，儿童的规范设置和预防计划的重要交付系统。在随机现场试验中，一些针对攻击性、破坏性行为的以学校为基础的预防性干预措施显示出短期和长期的影响，这些行为是药物滥用和暴力的一个已被证实的先行风险因素。一个挑战是，如何将这些程序移动到一般实践中，同时保持高质量的实现保真度，人们知之甚少。拟议的拨款将解决2型转化研究的几个挑战，包括需要了解影响项目实施和可持续性的多层次因素；了解节目适应性及其对节目效果的影响；以及研究人员与社区机构合作的模式。我们将最大限度地利用联邦资金，将拟议的工作纳入已经获得资助的“支持和维持课堂行为管理战略的专业发展”（Poduska， PI），这是一项由美国教育部教育科学研究所（IES）资助的为期四年的300万美元赠款。ies资助的试验是一项随机现场试验，旨在测试良好行为游戏（GBG），这是一种基于课堂的行为管理策略，在两种专业发展条件下，并与对照条件进行比较。IES试验的目的是了解一系列一年级教师在两年的课程中学习、实施和维持GBG所需的专业发展水平。GBG的目标是早期的攻击性、破坏性行为，这是一个被证实的吸毒和滥用的早期先前风险因素，是少数几个从小学到青年对吸毒和其他公共卫生结果显示出积极影响的毒品预防方案之一。在本申请中，我们要求资金以三种不同的方式延长ies资助的试验。首先，ies资助的试验对教师进行了为期两年的跟踪调查：教师接受培训并首次使用GBG的那一年称为实施阶段，培训和支持撤回后的那一年称为可持续性阶段。我们建议对教师进行额外一年的可持续发展，以检查教师的实践和在自然条件下为教师提供的支持两年。其次，ies资助的试验的测量框架主要关注教师课堂行为管理实践和学生成果的测量有效性。我们建议扩展测量框架，以包括一组假设可以增强或阻碍项目实施和可持续性的因素，包括项目的特征、支持系统、教师和学校/校长。第三，我们建议研究教师对GBG实践的适应和修改及其对GBG有效性的影响。