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: 8024896
• 负责人: Jeanne Marie Poduska
• 金额: $ 43.71万
• 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/8024896
• 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; 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; scaffold; science education; 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，重点是教育部门，儿童的规范设置和预防方案的重要交付系统。一些以学校为基础的预防性干预措施针对攻击性、破坏性行为，这是药物滥用和暴力的一个确认的前因风险因素，在随机实地试验中显示了短期和长期的影响。一个挑战是，很少有人知道如何将这些程序到一般的做法，同时保持高质量的保真度的实施。拟议的赠款将解决类型2转化研究的几个挑战，包括需要了解影响计划实施和可持续性的多层次因素;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型。我们将最大限度地利用联邦资金，将拟议的工作安排在一个已经资助的赠款上，即支持和维持课堂行为管理战略的专业发展（Poduska，PI），这是一个由美国教育部教育科学研究所资助的为期四年的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），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针对早期攻击性，破坏性行为，这是药物使用和滥用的一个确认的早期前因风险因素，是少数几个从小学到青年对药物使用和其他公共卫生结果产生积极影响的药物预防计划之一。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，培训和支持撤回后的那一年称为可持续发展阶段。我们建议再对教师进行为期一年的可持续性研究，以检查教师的做法以及在自然条件下为教师提供的支持，为期两年。第二，IES资助的实验的测量框架主要集中在有效性与课堂行为管理和学生成果的教师实践的测量。我们建议扩展的测量框架，包括一组假设的因素，以提高或阻碍计划的实施和可持续性，包括程序的特点，支持系统，教师和学校/校长。第三，我们建议研究的适应和修改的教师对GBG的做法，以及随后对GBG的有效性的影响。 公共卫生相关性：本申请侧重于下一阶段的药物预防服务研究或2型转化研究，旨在改善学校循证药物滥用预防计划的实施和传播。拟议的赠款将解决几个挑战，包括需要了解影响计划实施和可持续性的多层次因素;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型。