SCIENCE-BASED PROGRAMS
AND ADAPTATIONS
Prepared by Healthy Teen Network and ACT For Youth
Clarifying the Terms


A program, intervention, and curriculum are terms
that describe a written set of structured, sequenced
activities with specific implementation instructions.
Science-based, evidence-based, and researchbased are terms used to indicate that the program
(or intervention or curriculum) was rigorously
evaluated to change sexual risk-taking behavior over
time.
Why Use Science-Based Programs?

We refer
to
sciencebased
programs
as SBP


SBP are effective in changing sexual
risk-taking behavior when implemented
as designed, or implemented with
fidelity
Behavior changes vary program to
program
There are different “lists” of SBP
Lists of SBPs

Doug Kirby: Emerging Answers
 www.thenationalcampaign.org/EA2007

CDC: EBIs (Evidence-Based Interventions)
 www.effectiveinterventions.org

National Campaign: What Works 2009
 www.thenationalcampaign.org/resources/pdf/pubs

Advocates For Youth: Science and Success
 www.advocatesforyouth.org/index
How Do You Choose the Right One?

Assessment of youth population
 Behaviors
 Protective
factors
 Risk factors
 Desired outcomes for youth
Your choice
should be
based on the
following:


Organizational resources and capacity
to implement the program as designed
Community readiness for program
How Do You Narrow Your Options?


What you
need to know
about the
program:





Main messages
Program costs
Length and duration
Intended program audience
Program setting
Group size
Evaluation results and expected
outcomes
Popular Programs





Making Proud Choices
(MPC)
Making A Difference
(MAD)
Reducing the Risk
Safer Choices
Becoming a
Responsible Teen
(BART)






Teen Outreach Program
Cuidate!
SiHLE
Focus on Youth
Children’s Aid Society
Carrera Program
Get Real About AIDS
Program Adaptations
Like a Good Recipe …

The program
activities
reflect the
behavior
change
theory


… you don’t want to mess with the core
ingredients
You want it to taste good each time it’s
made
A good program has a recipe that has
to be followed closely, so that the
outcome is the same each time
Core Components

Content

Pedagogical
Implementation


Core Components form the foundation of the
program
Content components are what’s taught
Pedagogical components are the methods
used in teaching the content
Implementation components are the logistics
of conducting the program (setting, numbers
of youth, facilitator training, etc.)
Green Light Adaptations

Go ahead! Adaptations that can be made without
compromising the curriculum
 Update
factual material
 Change wording of behavioral messages to match
young people’s culture, developmental age and sexual
experience
 Change learning activities or instructional methods to
reflect youth’s culture, developmental age or sexual
experience
Yellow Light Adaptations

Caution! May compromise core components; seek
support from professionals with expertise
 Substitute
the video with one that fits priority
population
 Change sequence of activities
 Add activities to address additional risk and protective
factors
Red Light Adaptations

STOP! They will significantly compromise or diminish
the core components
 Substantially
shorten programs
 Reduce activities that allow youth to personalize
information
 Reduce activities that allow youth to practice skills
 Reduce efforts in classroom management
 Eliminate risk and protective factors
 Fail to repeat and reinforce key behavioral messages
QUESTIONS?
 ACT
for Youth
607-255-7736
www.actforyouth.net
CONTACT US:
 Healthy
Teen Network
410-685-0410
www.healthyteennetwork.org
Resources
 Program
selection worksheet:
http://www.actforyouth.net/documents/Program%20S
election%20Worksheet5.pdf
 Green-Yellow-Red
Light Adaptations:
http://www.actforyouth.net/documents/ETR%20Adapt
ation%20guide.pdf
 Planning
for Evidence-Based Programming:
http://www.actforyouth.net/?psbaGTO