Social Norms & Skills Training: Motivating Campus Change

针对ADVANCE NOSI的本补充文件旨在扩展我们的母RCT，旨在减少 通过评估顺序与同时饮酒对大学生饮酒及其相关后果的影响 个性化反馈干预（PFI）模块的介绍，有或没有短信助推器， 5、高风险饮酒事件（HRDE）母RCT样本（N=1000）包括显著多样性， 但并不是为了解决与酒精使用和预防措施有关的独特的健康差异， 对性或性别认同处于少数地位的学生采取干预措施。SGM YA面临以下风险： 酒精相关的健康差异，并在预防试验中未充分研究。本补编旨在 在我们的预防试验中增加SGM学生的参与，以阐明影响父母疗效的因素 PFI为SGM学生，提高相关性，概括性，并适合我们的PFI材料为SGM学生。 我们将利用混合方法和现有的和新的数据，以确定现有的PFI的适应性 材料可能需要解决SGM学生的独特需求，根据我们以前的经验， 调整干预措施的指导方针。然后，我们将用一个新的样本复制父RCT的各个方面， SGM学生，讨论共同的（春假）和定制的（骄傲活动）人权和民主论坛，以便进行比较 适用于标准PFI和SGM特定HRDE的潜在扩展。补充目标包括：1） 扩大对关键变量的评估，以更好地描述和了解SGM学生在以下方面的经历： 父RCT样本。我们将增加对性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），以及扩大评估 酒精规范的显着性和HRDE更好地捕捉相关的SGM学生的经验。2)进行 对SGM学生PFI功效调节因子的二次分析。利用现有数据，分析将侧重于 在父母RCT中，SGM学生的PFI功效的个体和背景调节剂，特别是 关注与SGM身份相关的共同特征、社会背景和个人特征。第三章 收集新的定量和定性数据，以进一步探讨和解决适应问题， SGM学生。我们将利用在线和社区外展策略招募300名SGM学生， 人口统计学、酒精使用/后果、认知规范、其他社会认知和背景调查 影响力和人权捍卫者协会。现有和新招募的SGM（N~25）的目的性样本将完成快速 原型访谈（RPI），以告知PFI组件的任何必要调整。4)扩展父项 RCT进一步评估PFI对SGM学生的疗效。根据Aim 3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），并将测试助推器的消息春假（重叠）和骄傲（独特）HRDE。分析将 解决SGM学生的干预效果，并比较适应和不适应的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.