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

描述(由申请者提供)：本申请名为《早期药物滥用风险预防服务》：教师实施、支持、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。一些针对攻击性、破坏性行为的学校预防干预措施在随机现场试验中显示出短期和长期影响，这些行为被证实是药物滥用和暴力的先行风险因素。一个挑战是，人们对如何将这些计划转化为一般实践，同时保持高质量的实施保真度知之甚少。拟议的拨款将解决第二类翻译研究的几个挑战，包括需要了解影响计划实施和可持续性的多层次因素；需要了解计划适应和对计划影响的影响；以及研究人员/社区机构伙伴关系的模式。我们将最大限度地利用联邦资金，将拟议的工作建立在已经获得资金支持和维持课堂行为管理战略(Poduska，PI)的拨款上，这是一项由美国教育部教育科学研究所(Institute of Education Science，IES)资助的为期四年的300万美元的拨款。这项由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进行，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针对的是早期攻击性、破坏性行为，这是被证实的药物使用和滥用的早期风险因素，是从小学到青年对药物使用和其他公共健康结果产生积极影响的为数不多的药物预防项目之一。在本申请中，我们通过三种不同的方式申请资金，以延长IES资助的试验。首先，IES资助的试验跟踪教师两个学年：教师接受培训并首次使用GBG的那一年称为实施阶段，停止培训和支持后的一年称为可持续发展阶段。我们建议跟随教师再进行一年的可持续发展，以审查教师的做法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集中在有效性上，通过测量教师在课堂行为管理和学生结果方面的实践。我们建议扩展衡量框架，以包括一系列假设的因素，以加强或阻碍计划的实施和可持续性，包括计划的特点、支持系统、教师和学校/校长。第三，我们建议研究教师对GBG练习的适应和修改，以及随后对GBG有效性的影响。

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.