Distance Learning to Support Prevention Services for Early Drug Abuse Risk

描述（由申请人提供）：本申请，远程学习支持早期药物滥用风险预防服务，重点关注教育部门，特别是小学，儿童的规范设置和预防计划的重要交付系统。许多以学校为基础的预防项目针对攻击性、破坏性行为，这是药物滥用和暴力的确定先例，在随机现场试验中证明了短期和长期的影响。一个挑战是，如何在保持高质量的实现保真度的同时将这些程序转移到一般实践中，人们知之甚少。本申请建议制定一项研究计划，旨在了解实施人员培训、保真度、剂量和交付设置如何影响计划的实施和结果——这是预防服务研究或2型转化研究的重点。所提议的工作的程序基础是良好行为游戏（GBG）。GBG是一种基于课堂的小学行为管理策略，是少数显示出从小学到青年（19- 21岁）的积极影响的预防项目之一，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，从而导致随后的随机现场试验，以测试GBG培训和支持在允许改变模式、强度和反馈的条件下，以响应每位教师的独特需求。R21中概述的具体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、学生成绩和假设影响实施的一系列多层次背景因素的初步数据；并为随后的完全随机试验确定测量框架和设计要求。如果有效，远程学习有可能比单独的面对面选择更快地扩大GBG和其他以学校为基础的预防干预措施的覆盖面。拟议的工作得到了研究人员、从业人员和方法学家之间一系列密切的机构伙伴关系的支持，包括美国研究所；迈阿密大学药物滥用和性危险行为预防实施方法中心；以及内布拉斯加州教育部。

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.