Distance Learning to Support Prevention Services for Early Drug Abuse Risk

远程学习支持早期药物滥用风险的预防服务

• 批准号: 8585398
• 负责人: Jeanne Marie Poduska
• 金额: $ 23.37万
• 依托单位: AMERICAN INSTITUTES FOR RESEARCH
• 依托单位国家: 美国
• 财政年份: 2013
• 资助国家: 美国
• 起止时间: 2013-06-01 至 2015-05-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/8585398
• 关键词: Age; American; Behavior; Characteristics; Child; Collaborations; Data; Decision Making; Development; Distance Learning; Drug Addiction; Drug abuse; Education; Ensure; Evidence based program; Feedback; Funding; General Practices; Incidence; Learning; Literature; Measurement; Measures; Methodology; Modality; Modeling; Monitor; Nebraska; Online Systems; Outcome; Policies; Prevention; Prevention Services Research; Prevention program; Preventive Intervention; Randomized; Research; Research Institute; Research Personnel; Resources; Risk; Schools; Staging; Students; System; Teacher Professional Development; Technology; Testing; Time; Training; Training Support; Translational Research; Travel; Universities; Variant; Violence; Work; base; contextual factors; design; dosage; drug abuse prevention; elementary school; evidence base; improved; next generation; prevention service; programs; public education; public health relevance; randomized trial; response; rural area; sex risk; teacher; young adult

DESCRIPTION (provided by applicant): This application, Distance Learning to Support Prevention Services for Early Drug Abuse Risk, focuses on the education sector, specifically elementary school, a normative setting for children and an important delivery system for prevention programs. A number of school-based prevention programs directed at aggressive, disruptive behavior, a confirmed antecedent for drug abuse and violence, have demonstrated 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. This application proposes to develop a program of research aimed at understanding how implementer training, fidelity, dosage, and delivery setting impact program implementation and outcomes-a focus of prevention services research or Type 2 translational research. The programmatic base for the proposed work is the Good Behavior Game (GBG). GBG, a classroom-based behavior management strategy for elementary school, is one of the few prevention programs that have shown positive impact from elementary school to young adulthood, ages 19- 21, including reductions in the incidence of drug abuse and dependence. The proposed R21 will provide funds for formative research leading to a subsequent randomized field trial to test GBG training and support under conditions that allow for variation i modality, intensity, and feedback in response to the unique needs of each teacher. The specific work outlined in this R21 includes developing a suite of distance learning modules to support high-quality implementation of GBG; collecting and analyzing preliminary data regarding implementation, student outcomes, and a set of multilevel contextual factors hypothesized to influence implementation; and finalizing the measurement framework and the design requirements for a subsequent fully randomized trial. If effective, distance learning has the potential to further the reach of GBG and other school-based preventive interventions more quickly than face-to-face options alone. The proposed work is supported by a set of close institutional partnerships among researchers, practitioners, and methodologists, including American Institutes for Research; the Center for Prevention Implementation Methodology for Drug Abuse and Sexual Risk Behavior, University of Miami; and the Nebraska Department of Education.

描述（由申请人提供）：本申请，为早期药物滥用风险提供预防服务的远程学习，重点是教育部门，特别是小学，儿童的规范环境以及一个重要的预防计划交付系统。许多针对侵略性，破坏性行为的基于学校的预防计划，这是药物滥用和暴力的确认前提，在随机野外试验中表现出短期和长期影响。一个挑战是，如何将这些程序转移到一般实践的同时，同时保持高质量的实施忠诚度。该申请建议制定一项研究计划，旨在了解实施者培训，忠诚，剂量和交付设置影响计划实施和结果 - 预防服务研究或2型转化研究的重点。拟议工作的程序基础是良好的行为游戏（GBG）。 GBG是一项基于课堂的小学行为管理策略，是为数不多的预防计划之一，该计划表现出了从小学到年轻成年的积极影响，年龄在19至21岁之间，包括减少药物滥用和依赖的发生率。拟议的R21将为形成性研究提供资金，从而导致随后的随后的现场试验，以测试GBG培训和支持，从而在响应每个老师的独特需求的情况下进行变化I的模式，强度和反馈。 R21中概述的特定工作包括开发一套远程学习模块，以支持GBG的高质量实施；收集和分析有关实施，学生成果以及一组多层次上下文因素的初步数据，该数据被认为会影响实施；并最终确定随后完全随机试验的测量框架和设计要求。如果有效，远程学习有可能比仅面对面的选择更快地进一步进一步延伸GBG和其他基于学校的预防干预措施。拟议的工作得到了研究人员，从业人员和方法论家（包括美国研究机构）之间的一系列密切机构合作伙伴的支持；迈阿密大学的预防滥用和性风险行为的预防实施方法；内布拉斯加州教育部。