Social Norms & Skills Training: Motivating Campus Change

本附录是对先期NOSI的回应，旨在延长我们的母公司RCT，旨在减少 顺序与同时评价大学生饮酒行为及相关后果 演示个性化反馈干预(PFI)模块，带或不带文本消息助推器 处理5个高风险饮酒事件(HRDE)。亲本RCT样本(N=1000)包括显著的多样性， 但并不是为了解决与饮酒和预防措施相关的独特健康差异 对性认同或性别认同(SGM)学生进行干预。SGM YA面临着 与酒精有关的健康差距，在预防试验中研究不足。目前的补编旨在 在我们的预防试验中增加对SGM学生的纳入，以阐明影响家长疗效的因素 为SGM学生提供PFI，并增强我们的PFI材料对SGM学生的相关性、概括性和适合性。 我们将利用混合方法和现有的和新的数据来确定现有的PFI的哪些适应 根据我们以前的经验和经验，可能需要材料来满足SGM学生的独特需求 干预适应指南。然后，我们将使用一个新的样例复制父RCT的各个方面 SGM学生，解决共享(春假)和定制(骄傲活动)HRDE，以实现比较 适应标准的PFI和对特定于SGM的HRDE的潜在扩展。补充目标包括：1) 扩大对关键变量的评估，以更好地描述和理解SGM学生在 父RCT示例。我们将增加对性别和性别多样性的更广泛评估(例如，身份， 吸引力、行为、性别表达)，以及扩展评估 酒精常量显著和HRDE，以更好地捕捉与SGM学生相关的经验。2)行为 SGM学生PFI效能调节因素的二次分析。利用现有数据，分析将重点放在 家长RCT中特殊高中生PFI效能感的个体和情境调节变量 注意与SGM身份相关的共病、社会背景和个人特征等方面。3) 收集新的定量和定性数据，以进一步探索和解决适应问题，以增强 SGM的学生。我们将利用在线和社区外展策略，招募300名SGM学生参加 对人口统计、饮酒/后果、感知规范、其他社会认知和背景的调查 影响，和HRDE。将迅速完成现有的和新招聘的SGM(N~25)的有目的的样本 原型访谈(RPI)，为PFI组件的任何必要调整提供信息。4)延伸父项 RCT，以进一步评估PFI对SGM学生的疗效。根据AIM 3的调查样本，我们将 招募并随机分配SGD学生到顺序+文本条件(n=150)或AOC条件 (n=100)，并将测试春假(重叠)和骄傲(唯一)HRDE的助推器消息。分析将 解决SGM学生的干预效果，并比较适应的和未适应的PFI。

This supplement in response to the ADVANCE NOSI seeks to extend our parent RCT designed to reduce alcohol use and related consequences among college students through evaluating sequential vs simultaneous presentation of personalized feedback intervention (PFI) modules, with or without text message boosters to address 5 high-risk drinking events (HRDE). The parent RCT sample (N=1000) includes significant diversity, but was not designed to address unique health disparities related to alcohol use and response to preventive interventions among students with minoritized sexual or gender identities (SGM). SGM YA are at risk for alcohol-related health disparities and understudied in prevention trials. The current supplement seeks to increase inclusion of SGM students in our prevention trial to elucidate factors impacting efficacy of the parent PFI for SGM students and enhance relevance, generalizability, and fit of our PFI materials for SGM students. We will utilize mixed methods and existing and new data to determine what adaptations of existing PFI materials may be needed to address unique needs of SGM students, informed by our prior experiences and guidelines for intervention adaptation. We will then replicate aspects of the parent RCT with a new sample of SGM students, addressing both shared (spring break) and tailored (Pride events) HRDE to enable comparison of adapted to standard PFI and potential extensions to SGM-specific HRDE. Supplemental aims include: 1) Expand assessment of key variables to better characterize and understand experiences of SGM students in the parent RCT sample. We will add broader assessment of sexual and gender diversity (e.g., identity, attraction, behavior, gender expression) for existing participants in our RCT as well as expand assessment of alcohol norm salience and HRDE to better capture experiences relevant to SGM students. 2) Conduct secondary analyses of moderators of PFI efficacy for SGM students. Using existing data, analyses will focus on individual and contextual moderators of PFI efficacy for SGM students in the parent RCT, with particular attention to aspects of comorbidity, social context, and personal characteristics related to SGM identity. 3) Collect new quantitative and qualitative data to further explore and address adaptation to enhance PFI for SGM students. We will utilize online and community outreach strategies to recruit 300 SGM students for a survey of demographics, alcohol use/consequences, perceived norms, other socio-cognitive and contextual influences, and HRDE. A purposive sample of existing and newly recruited SGM (N~25) will complete rapid prototyping interviews (RPI) to inform any necessary adaptations of PFI components. 4) Extend the parent RCT to further evaluate efficacy of PFI for SGM students. Drawing from the Aim 3 survey sample, we will recruit and randomly assign SGD students to the sequential + text condition (n=150) or the AOC condition (n=100), and will test booster messages for spring break (overlapping) and Pride (unique) HRDE. Analyses will address intervention efficacy for SGM students, and compare adapted to unadapted PFI.