HIV/AIDS Intervention Literature Review
Method
September 2002 through January 2003, A literature search was conducted in electronic databases ;Elisivier Direct, Psychinfo, PA
Research II (ProQuest), PsyARTICLES, Journals at Ovid full text, JSTOR, AIDSLINE, and MEDLINE. Search terms used included
HIV/AIDS, prevention, intervention, teens and adolescents. This search resulted in 567 citations. Abstracts of these articles were
reviewed for inclusion using the following criteria:

Published in a peer reviewed journal

Specific to adolescents between the ages of 11-21, two exceptions were a study that evaluated the effectiveness of a mass
media campaign that reported results from a sample where 64% of the sample was less than 18 years old and another mass
media study sample included respondents as old as 24..

Evaluated an HIV prevention program
The review process resulted in 53 articles. Bibliographies of these articles were reviewed to identify articles appropriate for
inclusion that were missed in the electronic search, and resulted in the addition of 14 articles.
The final list of comprehensively reviewed studies includes 67 articles. These articles were read and information provided in each
study was organized in a matrix (see table 1) format to allow coding and analysis.
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The first category identifies and describes the intervention by the article citation, intervention name or category, experimental
design, main outcome goals and theory. The second category delineates the intervention method, intervention content, setting and
intervention level. Intervention duration, in terms of number of sessions and total contact hours and duration are categorized together
as are facilitator, target sample and sample characteristics including sample size, gender, age, age range and ethnicity of the sample.
The matrix concludes with a summary of the comparison condition, outcome measures and findings. If available, contact information
for the study is located in the last column.
Information compiled in the matrix was coded for analysis and a summary of the results are reported here.
Coding Summary
Intervention ( See Table 2)
Condom promotion: Of the 67 articles reviewed 4 (6%) reported on an intervention where the primary focus was the
promotion of condom use, (Alstead, Campsmith, Halley, Hartfield, Goldblum & Wood , 1999; Kirby, Harvey, Claussenius & Novar,
1989; Sellers, McGraw & McKinlay , 1994). Condom promotion programs typically consisted of mass media campaigns or direct
mailings that provided information regarding condom use, availability and STD prevention. One intervention was specifically
intended to increase condom use self efficacy and communication skills between partners regarding condom use (Gillmore, Morrison,
Bassalone, Gutierrez & Farris, 1997).
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HIV/AIDS education: 48 (72%) of the articles used HIV/AIDS education as an intervention. Some educational approaches
were standardized interventions such as Becoming a Responsible Teen (BART) (Butts & Hartman, 2002,) or Safer Choices, (BasenEnquist, Coyle, Parcel, Kirby, Banspach & Carvajal, 2001) (See table 2). Many approaches did not use specific curricula e.g., Dunn,
Rose, Caines & Howorth (1998), Farley, Pomputius, Sabella, Helgerson & Hadler (1991), and Jainchill, Yagelka, Hawke & DeLeon
(1999).
Peer education: Five articles (7.5%) utilized peer leaders in the interventions, (Pearlman, Camberg, Wallace, Symons &
Finison, 2002) evaluated the effect of being a peer leader on those students over a period of time.( Dunn et al., 1998) compared the
effectiveness of peer leaders/educators to community nurses. Other interventions utilized only peers and facilitator characteristics
were not an independent variable (Schlapmann & Cass, 2000; Sellers et al., 1999; and Shelton, 2001,.
Individualized intervention: Five articles 7.5% evaluated the effectivness of individualized assessment and intervention. Two
of these, Boekeloo, Schamus, Simmens, Cheng, O’Connor & DeAngelo, (1999) and Mansfield, Conroy, Emans & Woods (1993),
evaluated the effect of personalized instruction by MD’s.
Video tape: Five articles (7.5%) utilized videotaped interventions with supportive workbooks or opportunities for question and
answer from intervention participants.
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Culturally specific: 14 studies (20%) evaluated interventions designed to appeal to an adolescent audience with a specific
ethnic cultural identity. Two of these studies utilized the Be Responsible, Be Proud intervention curriculum, (Jemmott, J. Jemmott, L.
& Fong,1998 and Kennedy, Mizuno, Hoffman, Baume & Strand, 2000)
Others: One study, Blake, Ledsky, Goodenow, Sawyer & Hack (2001) evaluated effects on gay and lesbian students and two
considered the effectiveness of mass media campaigns (Mizuno et al., 2002; Sellers et al., (1994))
Experimental Design:
Thirty-four (51%) of the studies utilized a randomized controlled trial to evaluate intervention effectiveness (see table 3). Six
studies (9%) observed results over 12 months or more. Two studies, St. Lawrence, Crosby, Brasfield, & O’Bannon (2002), and
Shrier, Anchetta, Goodman, Chiou, Lyden & Emmans (2001), observed outcomes at six and twelve months post intervention. Smith,
Dane, Archer, Deveraux & Katner, (2000) observed outcomes at four and eight months and O’Donnell et al.( 2002), reported
outcomes 24 months post intervention.
Repeated measures: Fifteen investigations (22%) implemented a repeated measures design. Of these, six (9%) included
observations of a control group for comparison. One study, Damond, Breuer & Pharr (1993) used randomized sampling but had no
control group.
Randomized quasi experimental design was implemented in four investigations. Main et al., (1994) collected outcome data at
six months, and Kirby, Barth, Leland & Fetro (1991) measured outcomes at six and twelve months.
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Three articles (4.5 %) conducted a pre and post intervention cross sectional randomized survey to evaluate effectiveness of the
intervention.
Outcome Goals,
Outcome goals were wide ranging. Nine primary categories of outcomes were evaluated in the investigations. These included
HIV/STD knowledge, behavioral skills, attitudes and beliefs, self esteem, perceptions, behavior, and intentions (see table 4). Three
studies measured improvement in service utilization. In many studies the primary outcomes were divided the into sub outcomes, e.g.,
behavioral outcomes include onset of sexual behavior, frequency of unprotected sex, number of partners with whom the respondent
engaged in unprotected sex and use of condoms in last instance of intercourse. Other studies measured the impact of facilitator
characteristics, matching facilitator race and gender to the race and gender of the sample or the use of peer educators.
26 studies, (40%) measured changes in participant’s HIV/STD knowledge including transmission, prevention, and personal
risk. 17 interventions, (25%) measured skill development or utilization including communication skills, decision making skills,
condom use skills, and problem solving skills. 26 studies measured change in participant behavior without detailing the behaviors.
Eleven studies (16.4%) compared the age at onset of sexual activity, seven (10.4%) measured differences in the frequency of
unprotected sex and 12 (18%) investigations measured changes in reported condom use. 14 studies (20.8%) measured change in
participant perceptions including perception of personal risk, self efficacy and condom use. 21 studies or 31.3% considered changes
in adolescent attitudes. Among the attitudes considered, six studies (9%), measured attitudes toward practicing preventive behaviors.
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Six investigations (9%) measured changes in adolescent beliefs. Twelve studies also included exploratory outcomes (see table 5) e.g.,
Fang, Stanton, Fiegelman & Baldwin (1998) considered differences in outcome by gender and Rotherham-Borus, Gwadz, Fernandez
& Srinivasan (1998) who compared the outcome of identical interventions of equal number of contact hours in a format of longer or
shorter duration (intensity).
Theory:
Twenty one theories informed 72% of the investigations (see table 6) Twelve articles, (18%) did not mention a theory to
support the choice of intervention. The most frequently cited theories were the health belief model, (Rosenstock, Strecher & Becker
1994) 19%, social influence 15% (Fisher, 1988; and McGuire & Papagoreoris,1961) social cognitive/social learning model, (Bandura,
1986) 20% . A specific social learning theory the information motivation and behavior (IMB) model ( Fisher & Fisher ,1992)
accounted for 8% of the 20% that were based on social learning theory. 12 studies, 18%, utilized psycho-educational or preventive
education models. Three studies, utilized stages of change model (Prochaska & Diclemente, 1982; Prochaska,J.; DiClemente,R.J.;
Norcross,J. 1992 and Prochaska,J.; Redding,C.; Harlow,L.; Rossi,J.; Velicer,W. 1994) to inform motivational aspects of the
intervention.
Method:
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35 investigations (52%) utilized didactic instruction in the intervention (See table 7). Of these four studies, or 6% of the total,
tailored the instruction to reflect the cultural identity of the participants. 18 (26%) of the interventions incorporated opportunities for
discussion. Videos presenting HIV prevention information were used in 21 (31.3%) of the interventions. Six (9%) of the video
presentations were reflective of the cultural identity of the subjects. Interventions informed by social cognitive learning theory
typically used games, goal setting and problem solving activities. 22 (33%) of these studies incorporated group exercises, 26 (39%)
role play and 31 (46%) utilized skill building activities. Six studies (9%) included parent education activities.
Setting:
The largest number of studies, 46 (68.6%), occurred in urban settings (see table 8) 15 (22%) were based in high schools, 20
(28.8%) occurred at urban community centers or neighborhoods five studies (7.5%) were set in professional offices. Seven
interventions (10.4%) occurred in middle schools. Four studies (4.9%) were set in correctional facilities and four in residential
substance abuse treatment centers. In contrast to the majority of reviewed articles, Hutzi, Clopton & Mason (1989) was set in a
suburban high school and Smith et al., (2000) evaluated a program in a rural high school. Ashworth, DuRant, Newman & Galliard
(1992) compared interventions taking place in both urban and rural high schools. Main et al., (1994) reported results of an
intervention that occurred simultaneously in urban, suburban and rural high schools.
Intervention Level:
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26 (39%) of the investigations were group interventions where information and skills exercises were delivered to groups of
adolescents (see table 9). 23 (34%) were school interventions. Seven (10.4%) interventions were delivered to individual adolescents.
Four studies (6%) evaluated community interventions. And five investigations evaluated interventions that combined individual and
group counseling/educational activities.
Duration:
The interventions varied considerably in number of sessions, one to 33,(Levy, Perhats, Weeks, Handler, Zhu & Flay 1995)
number of total contact hours, less than one to 96 (Butts & Hartman, 2002) and in duration, one day to two years(O’Donnell et al.,
2002; and Pearlman et al., 2002),( see table 10). 18 studies (26.8%) specified the number of sessions but did not indicate the length of
the sessions. 18 (26.8%) consisted of one session,. Nine studies (13.4%) evaluated the effects of interventions two or three sessions in
length and 21, (31%), considered interventions between three and ten sessions. Seven, (10.4%), were less than one hour in length,
seven (10.4%) included 60 to 120 minutes of contact time and 18 interventions, (26.8%) provided three to ten hours of contact time.
The most popular number of session for the interventions reported was three with five studies (7.4%) reporting interventions of that
length. Six studies (8.9%) reported on interventions of five hours total contact time. Two years duration was most frequently reported
with five (7.4%) interventions taking place over that length of time. Eight studies were not included in the coding of interventions.
They were mass media campaigns; community organizing interventions or interventions massed or spaced to facilitate scheduling and
could not be categorized into session numbers, contact hours or duration.
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Facilitator characteristics:
Interventions utilized the expertise of both adult 64 (95%) and/or trained peer educators 15 (22.3%)( see table 11). School
teachers and adult educators affiliated with the intervention program were equally popular as facilitators, each were facilitators in 10
(14.9%) of the studies. African American adults and research staff were each facilitators in seven (10.4%) of the studies. Professional
health educators delivered interventions in six (8.9%) of the investigations. Peer educators were employed in the delivering of
interventions in 15 (22.3%) of the studies. Facilitator characteristics were not specified in three studies.
Intervention target:
Twenty, (30%), of the intervention programs targeted urban high school students. (See table 12) Five (7.5%) of these studies
targeted ninth grade students. Nine interventions (13.4%) targeted middle school students. Four studies (6%) specifically targeted
students at high risk. Four were interventions to homosexual /bisexual adolescents, and five interventions (7.5%) were delivered to
youth in drug free residential programs. Six studies (8.9%) addressed youth active in church and community groups.
Sample Characteristics:
Sample size: Most, 29 (43%), investigations reported results on sample sizes of 50 to 249 subjects. Nine (13%) utilized
samples of 150-199, five studies had samples of 1000 to 1499, four, 3000 – 3999. Kirby, Korpi, Adivi & Weissman et al., (1997) and
Basen-Enquist et al., (2001) reported on samples of 7000 + and 8000+ respectively. These investigations evaluated programs that
were administered in several communities and multiple schools simultaneously (see table 13).
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Gender mix: 53% or 36 studies reported on samples that were evenly gender mixed ± 5%. 11 studies reported on samples 60%
female, four studies 6% evaluated interventions with females only and five , 7.6% used a sample that was exclusively male. (See table
14).
Age and age range: 30 investigations (44.8%) reported a participant mean age of 15 or 16. The youngest mean age reported
was 11 with two studies Fang et al., (1998) and Stanton, Li, Ricado, Galbraith, Feigelman & Kaljee (1996) reported samples of that
age. The oldest mean sample age reported was Rotherham-Borus et al., (1998) with a mean age of 20. The range of ages in the
samples clustered around the ages of 13 to 19 years of ages with this range accounting for 18 (26.9%) investigations (see table 15).
Ethnic composition of samples: Seven studies, (10.4%) reported samples that were 100% African American adolescents. 11
studies utilized samples comprised 60 to 80% African American and 14 studies. samples were 30 -50% African American. The
samples of 22 investigations were 20 to 45 % Hispanic ethnicity; Native American and Asian/Pacific islanders represented less than
10 % of the sample composition in 19% of the articles reviewed. One article reported effects on a sample that was 100% Caucasian.
37% of the studies reported participants of other ethnicities representing 20% or less of the sample composition (see table 16).
Measures: Paper and pencil measurement instruments were used in 73 studies (92%), five studies reported using a structured
or semi structured clinical interview. Other measures reported by at least one study include, data on pregnancy and STD rates (Kirby,
Korpy & Barth, 1997) Percentage of youth to receive HIV Test results (Tsu, Burm, Gilhooly & Sells, 2002)and Telephone interview
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results (Kirby et al., 1989) (see table 17). The AIDS Risk Knowledge Test (Kelly,; St.Lawrence, Hood & Brasfield 1989 and St.Lawrence,
Reitman,D,Jefferson, Alleyne, Brasfield, & Shirley,
1995) and variations of the same was a popular measurement used in 13 (19%) of those
studies reviewed. Revised versions of the Condom Attitude Scale and the Risk Behavior Survey (St. Lawrence et al., 1997,1995) were
used as measures in six and four studies respectively.
Control/comparison conditions: 22 (33%) investigations compared results of the experimental intervention with standard care
condition. 12 articles, 18% of those reviewed compared results of pre-post intervention measures.10 studies (15%) compared the
experimental condition against a no-treatment control condition. Two treatment conditions were compared in seven 10.4%
investigations. And four investigations each used a wait list control or attention placebo control condition.
Findings: The most frequent and consistent finding within the investigations reviewed was a reported increase in HIV/AIDS, STD
knowledge. 28 articles (43% of those reviewed) reported immediate significant increases in HIV/AIDS, STD knowledge and four
studies reported significant increases maintained three months post intervention, one study, Kirby et al., (1997) reported significant
results maintained 12 months post intervention. Favorable change at a level of significance in condom use behavior and HIV attitudes
was observed in nine studies (13%). Three studies reported significant change in condom use behavior maintained at six months.
Favorable change in condom attitudes was significant in eight studies (12%). Significant changes in a favorable direction were
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observed in five studies (8%) on measures of behavioral intent toward HIV risk behavior, self efficacy and awareness of HIV
vulnerability. Four (6%) studies reported significant change in occasions of unprotected sex and sexual risk behavior. Significant
change in unprotected sex was maintained in two studies twelve months post intervention. Four studies (6%) also reported non
significant change in sexual risk behavior. Three studies (4.5%) reported significant change in condom use intent, condom use self
efficacy and norms regarding condom use (see table 20).
Discussion
Independent variables
The independent variables that were most frequently observed can be grouped in to four large groupings (a) HIV/AIDS knowledge,
(b) HIV attitudes, and (c) behavioral change in regards to risky sexual behavior or to (d) delay onset of sexual activity.
Nearly all the interventions reviewed produced immediate significant increases in HIV/AIDS knowledge and attitude change
in the desired direction. However these changes mean little unless the increased knowledge results in changes in behavior. Fewer
studies measured changes in behavior and even fewer of these measured changes in behavior three, six or twelve months post
intervention. Studies that demonstrated effective behavior change maintained over time tended to be of longer duration, 8 weeks to
two years, offered booster sessions and incorporated cognitive behavioral, motivational or psychosocial components in the
intervention strategies.
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Dependent Variables
Facilitator characteristics: The studies that compared the effectiveness of peer leaders to adult facilitators most often reported that
there was little if any difference between utilization of trained peer leaders and adults and any differences between groups post
intervention were not maintained over time. This is only true assuming appropriate students are selected as peer leaders.
Ebreo, Feist-Price, Siewe & Zimmerman (1998), selected students most likely to develop risky behaviors (operationalized as
those who scored high measures of sensation seeking and impulsivity) to utilize as peer leaders to evaluate the effect of being a peer
leader on personal risk behavior. The authors’ hypothesis was that delivering a message at odds with personal behavior may have an
effect on the behavior and beliefs of those selected. The only statistically significant result regarding risky behavior was among peer
educators and was in a negative direction. The authors noted that personal credibility of those selected among their peers and
motivation for serving in the capacity of a peer educator were critical in determining investment and effectiveness of peer educators.
Matching facilitator race and gender to the target group was not found to produce a significant effect on intervention
effectiveness.
Target characteristics:
Some studies targeted adolescents that were considered at high risk due to other psychosocial factors and included intervention
components that assessed and addressed these factors .Those that did by facilitating concurrent mental health and/or substance abuse
counseling or linkage to needed social services demonstrated results that were maintained over time.
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Length of intervention and use of booster sessions
Single session interventions were useful in supporting short term changes in knowledge, interventions of greater length and
those that utilized booster sessions supported changes that were maintained over greater periods of time Rotherham-Borus et al., 1998)
investigated the effect of shortening the duration of an intervention while maintaining the total contact hours and curriculum. An
intervention that had been effective at producing and maintaining behavioral change when delivered over a period of one to two
months, was not effective when delivered over a period of one to two weeks.
Sampling:. Contrary to a criticism often leveled at scientific research that male samples tend to be studied more frequently,
Samples of studies reviewed were gender balanced with few assessing interventions on one gender only
Only three studies sampled students in rural areas. More research needs to be completed assessing intervention effectiveness in rural
settings.
Abstinence only vs. safer sex controversy
Contrary to concerns of proponents of abstinence only based messages. Campaigns designed to improve knowledge; use and
availability of condoms were not shown to negatively impact onset age, frequency or numbers of partners of sexual activity.
Abstinence interventions were most effective with young adolescents who had not yet initiated sexual activity and had little effect on
those who were sexually experienced. Interventions that delivered safe sex messages did not increase sexual activity and did not
decrease reported age of sexual debut of participants.
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Components of effective interventions.
In general, interventions that were informed by cognitive behavioral theory, that utilized role plays, skill building activities,
included motivational components, addressed social pressures, and were delivered over a longer period of time were more effective in
producing and maintaining change than short duration education based interventions. Interventions that were tailored to needs of the
individual were more effective than standard of care.
Interventions that are tailored to the culture of the participants are particularly helpful in reaching the “Hard to reach, know it all teen”
(Stevenson, McKee Gay & Josar, 1995) who otherwise would reject information presented in the interventions.
Service learning was demonstrated to be an effective adjunct to health and HIV prevention education supporting behavioral
change that was maintained over time and delayed sexual debut for sexually inexperienced participants. (O’Donnell et al., 2002)
Studies that targeted high risk youth that recognized and addressed contributing psychosocial factors e.g. included coordination of
mental health and or substance abuse counseling, were more effective in producing change than those that were educational in nature.
Recommendations
Education only, abstinence only and short interventions have repeatedly demonstrated ineffectiveness in influencing teen
sexual behavior. Effective interventions have been informed by a combination of social cognitive learning, health belief, and
motivational theory. Effective interventions employ didactic instruction in addition to methods that give participants opportunities to
learn and practice new skills, discuss social pressure to engage in sex, test perceptions of peer norms and increase teen perception of
15
vulnerability to HIV/AIDS STD infection and pregnancy. Intervention programs need to provide messages to teens promoting both
abstinence and safer sex, to be inclusive to and meaningful to adolescents of varying experience levels.
Abstinence based programs have not demonstrated effectiveness in changing behavior of students who are already sexually
active. School based primary prevention should take place during elementary or early middle school years as many students become
sexually active and develop their behaviors and beliefs regarding sex and HIV during this period of time. Some teens responded to
culturally sensitive instruction and not to materials that did not reflect this sensitivity. In designing intervention materials, the
intended audience should be considered to maximize effectiveness.
Teens who are at high risk for contracting HIV through risky behavior, (a) teens who abuse substances, (b) who have suffered
neglect or abuse, (c) are homeless or runaways, (d)gay, lesbian or bisexual, or (e) have mental illness will respond better to a program
that addresses their bio-psycho-social needs while also providing education and skills to prevent HIV. Many of these high risk teens
will not be enrolled in school. Programs designed to target this population will need support and linkage with youth friendly agencies
and implement outreach strategies to recruit teens most in need of their services. Once engaged these teens will benefit with an
assessment of need and linkage to appropriate services.
A repeated theme in several studies was community resistance to specific educational messages or graphic displays explicit
instruction in infection control methods. There are interventions that have demonstrated effectives in reducing risky sexual behavior in
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teens. The challenge now is to influence communities to engage and support the use of these interventions. This may be the next
most useful area of research in the effort to prevent HIV infection among teens.
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26
Table 1
Review of HIV Interventions for Adolescents
Citation
Intervention
Experimental Design
Main Outcome Goal(s)
1. Alstead, Campsmith, Halley,
Hartfield, Goldbaum and Wood,
(1999). Developing,
implementing, and evaluating a
condom promotion program
targeting sexually active
adolescents.
2. Ashworth, C.S., DuRant, R.H.,
Newman, C., & Galliard, G.
(1992) An evaluation of a schoolbased AIDS/HIV education
program for high school students
Developing, implementing and Pretest posttest survey sampling
evaluating and condom
of cross section of youth in
prevention program targeting
targeted communities.
adolescents
Increase perception of risk in
unprotected sex, decrease negative
perceptions of condoms and
increase condom use.
A one hour education program
developed by Red Cross
educators
Pretest post-test design with a
no-treatment control condition
3. Aten, Siegel, Enharo &
Auinger, (2002) Keeping middle
school students abstinent:
Outcomes of a primary
prevention intervention
4. BasenEngquist, K., Coyle, K.
K., Parcel, G. S., Kirby, D.,
Banspach, S. W., Carvajal, S. C.
et al. (2001). School-wide effects
Rochester AIDS Prevention
Project Curriculum,
implemented by different
instructors
Non-randomized quasi
experimental. With control
group
Evaluate effect of intervention on
participants’ knowledge about
AIDS prevention and transmission,
attitudes concerning HIV infection
and perceived risk of exposure to
and acquiring AIDS
Delay the onset of sexual
intercourse as indicated by survey
data
Safer Choices, Multicomponent, School Based,
Prevention Program
Randomized selection of
schools. Comparison of cross
sections of individuals in
experimental and control
Reduce incidence of intercourse,
frequency of intercourse without a
condom, and number of partners
with whom the student had
27
Review of HIV Interventions for Adolescents
Citation
Intervention
of a multi-component HIV, STD,
and pregnancy prevention
program for high school students.
5. Blake, Ledsky, Lehman,
Goodenow, Sawyer & Hack,
(2001). Preventing sexual risk
behaviors among gay, lesbian,
and bisexual adolescents: The
benefits of gay sensitive HIV
instruction in schools
6. Boekeloo, Schamus, Simmens,
Cheng, O’Connor & D’Angelo.
(1999) A STD/HIV prevention
trial among adolescents in
managed care.
Experimental Design
Main Outcome Goal(s)
conditions at baseline 19 months intercourse without a condom in the
and 31 months
past three months prior to survey
administration.
Gay Sensitive HIV Instruction
in Schools
Multi stage cluster sampling,
cross sectional correlations of
GLB sensitive instruction and
risk behavior
Determine effect of GLB sensitive
instruction on risk behaviors of
GLB youth
Audio taped STD risk
Randomized controlled study
assessment and education about
staying safe by Pediatrician:
ASSESS Model
7. Boyer, Shafer, Tschann
School based knowledge and
(1997). Evaluation of a
cognitive behavioral skills
knowledge and cognitive
building
behavioral skills-building
intervention to prevent STDs and
HIV infection in high school
students
Increase Physician-adolescent
discussion about sexual issues,
improve adolescents’ STD
knowledge and delay or decrease
sexual activity or increase condom
use at 3 and 9 month follow up
Quasi experimental design: fours Increase accurate knowledge
schools recruited for the study, regarding STD/HIV transmission,
two were assigned to the
preventions and personal risk, build
experimental condition, two to decision-making, communication
the control condition.
and problem–solving skills with
regard to STD/HIV prevention and
prevent or reduce behaviors
associated with STD/HIV
transmission.
28
Review of HIV Interventions for Adolescents
Citation
Intervention
Experimental Design
8. Butts & Hartman, (2002).
Becoming a Responsible Teen, Single group Pretest-posttest
Project BART: Effectiveness of a Behavioral Based Curriculum intervention study, Seven
behavioral intervention to reduce
complete groups
HIV risk in Adolescents
9.Coyle, Basen-Enquist, Kirby,
Parcel, Banspach, Colling,
Baumler, Carvajal,
Harrist,(2001). Safer Choices:
Reducing teen pregnancy, HIV
and STD’s
10. Coyle, K, Basen-Enquist, K,
Kirby, D. Parcel, G., Banspach,
S., Harrist, R., Baumler, E., &
Weil, M. (1999) Short-term
impact of safer choices: A multicomponent school based HIV,
other STD, and pregnancy
prevention program.
Safer Choices, theory based,
multi component educational
program
Randomized Controlled Trial
Safer Choices, Multicomponent, School Based,
Prevention Program
Controlled experimental design,
randomized by school.
Comparison of baseline and
follow up data seven months
post baseline
11. Damond, M.E., Breuer, N.L., American Red Cross
& Pharr, A.E. (1993) The
HIV/AIDS Education Course
Repeated measures design
Main Outcome Goal(s)
Increase safe healthy decisions
regarding sexual behaviors by
adolescents, Reducing unprotected
sex, increasing condom protected
sex and delayed onset of sexual
activity
Delay of sexual intercourse, number
of times student had intercourse
without a condom in the last three
months, Number of intercourse
partners, without a condom
Reduce number of students
engaging in intercourse, increase
condom use, modify knowledge
about HIV and STDs, attitudes
about sexual behavior and condom
use, student beliefs in ability to use
a condom, and communicate about
safer sex practices, , perceived
barriers to condom use, perceived
risk of becoming infected with HIV
or other STD and communication
with parents
Increase knowledge and behavioral
intent of participating youth, and
29
Review of HIV Interventions for Adolescents
Citation
Intervention
evaluation of setting and a
culturally specific HIV/AIDS
knowledge and behavioral intent
of African American adolescents.
12. DiLorenzo, Abramo, Clare&
Shaffer, (1993). The Evaluation
of targeted outreach in an
adolescent HIV/AIDs Program
(AAP)
13. Dunn, Ross, Caines &
Howorth, (1998). A school –
based HIV-AIDS prevention
program: Outcomes of peer-led
versus community nurse –led
interventions
14. Ebreo, Feist-Price, Siewe &
Zimmerman, (2002). Effects of
peer education on the peer
educators in a school-based HIV
prevention program: Where
should we go from here?
15. Fang, X. Stanton, B., Li, X.,
Feigelman, S., & Baldwin, R.,
(1998) Similarities in sexual
activity and condom use among
friends within groups before and
for African American Youth
and Families
Experimental Design
Main Outcome Goal(s)
measure effectiveness of this
intervention by variables of age,
sex, ethnicity and homogeneity of
classroom setting
Needs assessment of referring Pre and post intervention
Broaden base of agencies making
agencies and agencies and
referral of at risk teens for HIV
improved networking
testing, Increase numbers of
referrals and completed screens of
teens for HIV testing
Factual information regarding Two experimental conditions
Increase student knowledge,
HIV AIDS, transmission and
compared to a control group.
attitudes, self efficacy and skills
prevention, and discussion on Some randomization of subjects related to HIV/AIDS prevention
attitudes and skills related to
in the study but not completely
HIV/AIDS prevention
random assignment
Reducing the Risk Program
(RTR)
Longitudinal evaluation
comparing the effects of
intervention on Peer Educators
(PE) to those students who were
not peer educators
Impact knowledge, attitudes and
self reported behaviors. Particularly
in peer educators who would be
exposed to multiple presentations of
the curriculum material
A cultural and age sensitive
intervention based on
Protection Motivation Theory.
Intervention participants
received intervention in
Repeated measure design with
control condition
Compare effect of experiencing an
intervention based on PMT theory
or an AIDS education prevention
model with a naturally occurring
group of friends group of friends on
30
Review of HIV Interventions for Adolescents
Citation
Intervention
Experimental Design
after a risk reduction intervention naturally occurring friendship
groups
16. Farley, T.A., Pomputius, P.F.,
Sabella, W., Helgerson, S.D., &
Hadler, J.H. (1991) Evaluation of
the effect of school-based
education on adolescents AIDS
knowledge and attitudes
17. Fisher, J.D., Fisher, W.A.,
Bryan, A.D. & Misovich, S.J.
(2002). Information-motivationbehavioral skills model-based
HIV risk behavior change
intervention for inner-city high
school youth
Educational assembly with
follow up group discussions.
Cross-sectional survey design
Information-motivationbehavioral skills model
intervention
Quasi experimental controlled
trial (non-equivalent control
group) comparing classroom
based, peer based and combined
HIV prevention intervention
with standard school based HIV
prevention educational activities.
18..Futterman, Peralta, Rudy,
Adolescents Connected to Care Qualitative and Quantitative
Wolfson, Guttmacher, Rogers,
Evaluation and Special
assessment and evaluation of a
and the Project ACCESS team of Services (ACCESS)
social marketing program
the Adolescent Medicine
HIV?AIDS Research Network
(2001), The ACCESS project:
Main Outcome Goal(s)
within group similarities of condom
use rates of condom use and
intention to use condoms (primary
outcome) secondary outcomes of
interest were perceptions of
condoms,
Measure effect of school based
education on adolescents’ AIDS
knowledge and attitudes
Reduce HIV risk associated
behavior. Comparatively evaluate
experimental interventions
delivered by classroom teachers,
peers and a combination peer and
teacher delivered interventions
within and between the control
intervention
Change youth attitudes about HIV
testing and promote more routine
testing practices to health care
providers. Improving HIV
counseling testing and care among
at-risk youth
31
Review of HIV Interventions for Adolescents
Citation
Social marketing to promote HIV
testing to adolescents, methods
and first year results from a six
city campaign
19.Gillmore, M.R., Morrison,
D.M., Richey, C.H., Balassone,
M.L., Gutierrez, L, & Farris, M.
(1997) Effects of a skill-based
intervention to encourage
condom use among high risk
heterosexually active adolescents
20. Hillman, E., Hovell., F.,
Williams, L., Hoffstetted, R., &
Burdyshaw, C., (1991)
Pregnancy, STDS, And AIDS
prevention: Evaluation of New
Image Teen Theater
21. Huszti, H.C., Clopton, J.R.,
& Mason, P.J. (1989) Aquired
immunodeficiency syndrome
education program: Effects on
adolescents’ knowledge and
attitudes
Intervention
Experimental Design
Intervention program materials
developed by these researchers
with close input and review by
community and target group
members
Randomized design compares
Reduce the risk of contracting HIV
experimental conditions of
and other STD among
comic book control to videotape heterosexually active adolescents.
and group skills training alone
and together.
Planned Parenthood’s New
Image Teen Theatre
Quasi experimental, repeated
measures no control condition,
multiple replications
Eighteen minute videotape
presentation or lecture
presentation based on transcript
of the video tape, followed by
8 minutes of additional
information and 15 minute
question and answer
22. Jainchill, Yagelka, Hawke & Residential drug treatment in
De Leon, (1999). Adolescent
therapeutic community setting
Main Outcome Goal(s)
Increase comfort and willingness to
discuss sexual issues. Increase
intention to protect against STDs.
Increase intention to use birth
control. Delay onset of intercourse
Repeated measure design with
Evaluate comparable effectiveness
two experimental conditions and of two treatment interventions and
one control condition.
control condition increasing AIDS
knowledge, attitudes toward people
with AIDS and attitudes toward
practicing preventive behavior
Pre treatment , post-treatment
comparison of reported
Determine gender differences in
association among antisocial
32
Review of HIV Interventions for Adolescents
Citation
Intervention
Experimental Design
Main Outcome Goal(s)
admissions to residential drug
treatment: HIV risk behaviors
pre- and post-treatment
behaviors, No control condition behaviors, psychopathology and
HIV risk behaviors.
Determine if there are changes in
the prevalence of risk behaviors
pre- to post treatment.
23. Jemmott, L.S., & Jemmott,
Three session group
Single group pre-test post test
Increase self efficacy to use
J.B. III. (1992). Increasing
intervention socially and
design
condoms and favorable outcome
condom-use intentions among
culturally tailored to be
expectancies regarding condom use,
sexually active Black adolescent maximally relevant to the
reported stronger intentions to use
women
experiences of adolescent
condoms post intervention
African American women.
compared to pre intervention,
increases in self efficacy and
outcome expectancies would predict
increases in intentions to use
condoms
24. Jemmott, J. B., Jemmott, L. Two interventions, one
Randomized controlled trial
Adolescents who receive abstinence
S., & Fong, G.T. (1998).
abstinence based, one based on comparing two interventions and intervention would report less
Abstinence and safer sex HIV
safer sex both incorporated the one control group where
sexual intercourse. Adolescents
risk-reduction for African –
Be Proud! Be Responsible!
participants received information who received the safer sex
American adolescents
theme and culture sensitive
on diet exercise and health
intervention will report more
condom use, determine differences
on intervention effects by adult or
peer facilitators
25. Jemmot, J.B., Jemmott, L.S., Single five hour intervention
Randomized controlled trial with Increase AIDS related knowledge
Fong, G.T., (1992). Reductions utilizing videotapes, Games,
pre and post and three month
and weaken problematic attitudes
in HIV risk-associated sexual
exercises and other culturally
post intervention observations
toward risky sexual behavior
33
Review of HIV Interventions for Adolescents
Citation
Intervention
behaviors among Black male
adolescents: Effects of an AIDS
prevention intervention
26. Jemmott, J. B. Jemmott, L.
S., Fong, G.T. & McCaffree, K.
(1999) Reducing HIV riskassociated sexual behavior
among African American
adolescents: Testing the
generality of intervention effects
and developmentally
appropriate materials
Culture sensitive HIV Risk
reduction
27. Kennedy, M.G., Mizuno, Y. Be proud! Be responsible!
Hoffman, R. Baume, C & Strand,
J. (2000.) The effect of tailoring
a model HIV prevention program
for local adolescent target
audiences
28. Kipke, M.D., Boyer, C., &
ARREST
Hein, K, (1993). An evaluation
of an AIDS, risk reduction
education and skills training
(Arrest) program
29. Kirby, D., Barth, R.P.,
Reducing the Risk
Experimental Design
Main Outcome Goal(s)
Four way factorial Randomized
controlled trial comparing data
on questionnaires pre, post and
three months post intervention
comparing HIV risk reduction
intervention to general health
promotion intervention control
group
Quasi experimental evaluation
of effects of modification of an
existing curriculum to meet local
needs.
Reduce HIV risk-associated
behavior, increase behavioral
beliefs, self efficacy, and intentions,
test matching hypothesis of the
function of facilitator race and
gender to the gender of the
adolescent group for effects on
intervention effectiveness.
Evaluate effects of curriculum
modification. Reduce frequency of
unprotected intercourse and
increase condom use at last
intercourse.
Random assignment to
intervention or wait list control
condition. Pre-post intervention
comparisons on self report
questionnaire and assessment of
video taped role plays.
Changes in knowledge, attitudes,
regarding HIV Aids, , perception of
risk, and self-efficacy in prevention,
behavioral assertiveness,
communication skills for
negotiating prevention and risk
reduction and resisting peer
pressure
Reduce frequency of unprotected
Quasi Experimental design 46
34
Review of HIV Interventions for Adolescents
Citation
Leland, N., & Fetro, J.V. (1991).
Reducing the risk: Impact of a
new curriculum on sexual risk
taking
Intervention
Experimental Design
classrooms of students were
randomly assigned to either the
intervention or comparison
condition. Assessment data
collected at pretest, 6 months
post treatment and 18 months
post treatment
30. Kirby, D., Harvey, P.D.,
Direct mailing to teenage males Post intervention and follow-up
Claussenius, D. & Novar, M.
about condom use
assessments by double blind
(1989) A direct mailing to
interviewers with randomly
teenage males about condom use:
assigned experimental and
Its impact on knowledge,
control groups
attitudes and sexual behavior.
31.Kirby, D., Korpi, M., Adivi, Project SNAPP: Skills and
Pretest Post-test design with a
C., & Weissman, J., (1997) An
kNowledge for AIDS and
no-treatment control condition
impact evaluation of project
Pregnancy Prevention,
and follow-up at seventeen
SNAPP: an AIDS and pregnancy developed by the Division of
months
prevention middle school
Adolescent Medicine,
program
Children’s Hospital Los
Angeles
32. Kirby, D., Korpi, M., Barth,
R.P., & Cagampang H. H.,
(1997) The impact of the
Postponing Sexual Involvement
curriculum among youths in
Main Outcome Goal(s)
intercourse
Impact teens’ knowledge, attitudes
and behavior
Delay the initiation of intercourse,
reduce sexual activity, increase use
of condoms and birth control,
reduce rate of pregnancy and STD
infection and impact change in
beliefs, attitudes and self efficacy
that may be related to t sexual
behaviors
Education Now and Babies
Repeated measures at baseline, Measure PSI impact on the
Later (ENABL) and
3 months post intervention and occurrence of first intercourse and
Postponing Sexual Involvement 17 month follow-up with
examine beliefs , attitudes and
(PSI) curriculum.
comparisons within and between intentions that might mediate the
randomly assigned intervention initiation of sexual intercourse
35
Review of HIV Interventions for Adolescents
Citation
Intervention
California
and standard sexuality
curriculum control conditions
Youth AIDS Prevention Project Repeated measures design with
(YAPP)
control
33. Levy, S.R., Perhats, C.,
Weeks, K., Handler, A.S., Zhu,
C., & Flay, B.R.. (1995) Impact
of a school-based AIDS
prevention program on risk and
protective behavior for newly
sexually active students
34. Magura, S., Kang, S-Y., &
Shapiro, J.L., (1994) Outcomes
of intensive AIDS education for
male adolescent drug users in jail
35. Main, D.S., Iverson, D.C.,
McGloin, J, Banspach, S.W.,
Collins, J.L., Rugg, D.L., &
Kolbe, L.J. (1994). Preventing
HIV infection among
adolescents: Evaluation of a
school-based education program
36. Mansfield, C.J., Conroy,
M.E., Emans, S.J., & Woods,
E.R., (1993) A pilot study of
AIDS education and counseling
of high risk adolescents in an
Office Setting
Experimental Design
Main Outcome Goal(s)
Reduce participation by students in
sexually risky behaviors, Increase
protective behaviors, increase
intention to participate in risk
reduction behaviors.
Small group sessions with
facilitator guided discussion
using techniques drawn from
Problem Solving Therapy
Based in part on Get Real
About AIDS
Repeated measures with control Decrease drug using and sexual risk
condition
behavior
Quasi Experimental Design,
seventeen schools assigned to
intervention n=10 and
comparison=10 conditions
Postpone the onset of sexual
intercourse and reduce the
percentage of students currently
engaging in sexual and drug use
behaviors that put them at risk for
HIV infection
Longer individualized
counseling session with
physician than provided in
standard care condition.
Randomized design with control
group. Comparisons between
groups pre-intervention and
approximately 2 months postintervention
Evaluate effectiveness of increased
physician intervention in reducing
HIV risk behaviors and increasing
rate of HIV testing in high risk
adolescents.
36
Review of HIV Interventions for Adolescents
Citation
Intervention
Experimental Design
Main Outcome Goal(s)
37. Markhan, C., Baumler, E.,
Richesson, R., Parcel, G., BasenEnquist, K., Kok, G., &
Wilkerson, D., (2000) Impact of
HIV Positive speakers in a
Multicomponent, school-based
HIV/STD Prevention Program
for Inner-City Adolescents
38. Mizuno, Y., Kennedy, M.,
Weeks-Norton, K., &
Myllyluoma, J. (2002) An
examination of adolescents who
were and were not exposed to
“Teens Stopping AIDS”:
Reaching the hard-to-reach
Safer Choices
Examination of qualitative and
quantitative data from Safer
Choices intervention described
in citation numbers 2 and 8.
Determine effect of HIV positive
speakers alone as well as in
combination with the multicomponent intervention and a
knowledge based curriculum.
Teen Stopping AIDS (TSA)
delivered HIV prevention
messages for one year through
various communication
channel, (radio spots, and
posters, skills building
workshop, peer outreach,
distribution of promotional
materials at workshops and
concerts, and an automated
telephone information line.)
Reach for Health Service
Learning Program
Random digit dialing and
commercially available lists
were used to sample adolescents
Aged 15 – 18 anonymous data
was collected in four crosssectional rounds.
Identify factors associated with
exposure to the program. Evaluate
effectiveness in reaching
traditionally hard to reach
adolescents
Controlled experimental design
with random assignment of
participants to conditions.
Pretest posttest Evaluation of
intervention effects two years
post intervention.
Reduce sexual initiation and risk
taking
39. O’Donnell, L., Stueve, A.,
O’Donnell, C., Duran, R., San
Doval, L.A., Wilson, R.F.,
Haber, D., Perry, E., & Pleck,
J.H., (2002) Long-term
reduction is sexual initiation and
sexual activity among urban
37
Review of HIV Interventions for Adolescents
Citation
middle schoolers in the Reach for
Health Service Learning
Program.
40. Pearlman, D. N., Camberg,
L., Wallace, L. J., Symons, P., &
Finison, L., (2002) Tapping
youth as agents for change:
Evaluation of a peer leadership
HIV/AIDS intervention
41. Perlini, A. H., & Ward, C.
(2002) HIV preventions
interventions: The effects of roleplay and behavioral commitment
on knowledge and attitudes
42. Ramafedi, G. (1993)
Cognitive and behavioral
adaptations to HIV/AIDS among
gay and bisexual adolescents
43. Rickert, V. I., Jay, M.S., &
Gottlieb, A. (1991) Effects of a
peer-counseled AIDS education
program on knowledge, attitudes,
and satisfaction of adolescents
Intervention
Experimental Design
Main Outcome Goal(s)
Protect Teen Health Peer
leadership training activities
and service
Quasi Experimental non
randomized design with two
intervention groups (newly
recruited peer leaders and repeat
peer leaders) and comparison
group
2x2x4 factorial experimental
design, Two trials: pre and post
test. Two levels of commitment:
present and absent, and four
levels of treatment: video,
lecture, role play and control
Pretest posttest design, no
control condition.
Evaluate impact of peer leadership
on knowledge of HIV/AIDS,
planning and presentation skills,
self efficacy, perception of self as a
change agent and risk taking
behaviors
Determine effect of role play and
commitment on efficacy of HIV
prevention knowledge intervention
and alterations in attitudes towards
HIV/AIDS
Intervention utilized
components of, or information
derived from, the AIDS Risk
Reduction Project (Jeffrey and
William Fisher(1993, 1996)
Individualized education, risk
reduction counseling, and
referrals, peer education
session, and optional social
support meetings followed up
with another individual session.
Brief lecture based on CDC
Randomized post test only
guidelines and video “AIDS:
design
Can I Get It?”
Evaluate short term changes in
HIV-related knowledge, attitudes
and behavior.
Examine peer vs. adult led AIDS
education on the attitudes,
knowledge and satisfaction with the
training program.
38
Review of HIV Interventions for Adolescents
Citation
Intervention
Experimental Design
44. Rotheram-Borus, M. J.,
Manualized treatment protocols Randomized pretest posttest
Gwadz, M. Fernandez, M. I. &
developed by Rotheram-Borus design with two treatment
Srinivasan, S. (1998) Timing of & Miller (1990)
conditions and one control
HIV interventions on reduction
in sexual risk among adolescents
45. Rotheram-Borus, M..J.,
Koopman, C., Haignere, C., &
Davies, M. (1991), Reducionng
HIV sexual risk behaviors among
runaway adolescents
20 session intervention rotated
in three weeks sequence, small
group sessions with
approximately 10 participants
in each group, groups sessions
were complemented by health
and individual mental health
counseling services.
Main Outcome Goal(s)
Compare effectiveness of similar
treatments (same number of contact
hours) over short or long periods of
duration on adolescent risky sexual
acts, social cognitive factors and
behavioral skills
Evaluate an intervention designed
to reduce sexual risk behaviors
among runaways.
Pretest-posttest design with
comparison condition.
Participants could not be
randomized into condition as the
treatment was administered at
the runaway shelter.
Participants at one shelter served
as the no treatment control while
the participants at the other
shelter received the intervention
46. Rotherham-Borus, M.J.
A shortened version of a group Pre test, posttest randomized
Increase practical skills of condom
Murphy, D.A., Fernandez, M.I., intervention previously
design with control group.
use and negotiation
& Srinivasan, S., (1998) A brief evaluated by Rotheram- Borus
HIV intervention for adolescents designed to address social
and young adults
cognitive perception and skills
in condom use, negotiation and
problem solving
47. Schinke, S.P., Gordon, A.N., Self instruction via culturally
Random, controlled design with Stated goal: Reduce avoidable risks
& Weston, R.E. (1990) Self
appropriate comic book type
pre and post test measurements ***No indication that the measures
instruction to prevent HIV
presentation or self instruction two experimental conditions,
used evaluated the reduction of
39
Review of HIV Interventions for Adolescents
Citation
Intervention
infection among AfricanAmerican and HispanicAmerican Adolescents
48. St. Lawrence, J.S., Brasfield,
T.L., Jefferson, K.W., Alleyne,
E., and O’Bannon R.E. III &
Shirley, A. (1995) cognitivebehavioral intervention to reduce
African American adolescents’
risk for HIV infection
49. St. Lawrence, J.S., Crosby,
R.A., Belcher, L., Yazadani, N.
& Brasfield, T.L. (1999) Sexual
risk reduction and anger
management interventions for
incarcerated Male adolescents: A
randomized controlled trial of
two interventions
using same book and additional one control
group instruction
risks
HIV AIDS education,
Behavioral Skills Training and
Becoming a Responsible Teen
(BART)
Pretest-posttest experimental
design comparing education
with behavioral skills training
against education only condition
with follow up at 6 and 12
months
Assess HIV/Aids knowledge,
attitudes theoretically relevant to
risk reduction, interpersonal skills
in simulated risky situations and
self reported sexual behavior.
BART, Becoming a
Responsible Teen, and
Positive Adolescent Choices
Training (PACT)
Controlled study, subjects were
randomly assigned to receive the
violence prevention (PACT) or
HIV prevention (BART)
intervention, the two
intervention groups served as
controls to each other, with
comparisons made pre and post
intervention and 6 months post
release, between and within
intervention conditions.
Pilot study, Pretest posttest
comparison with no control
group
Evaluate changes in sexual
behaviors, drug use, reliance on
conflict, and recidivism
50. St. Lawrence, J.S., Jefferson, Cognitive behavioral model
K.W., Banks, P.G., Cline, T.R.,
Alleyne, E., & Brasfield, T.L.
(1994) Cognitive –b behavioral
group intervention to assist
Experimental Design
Main Outcome Goal(s)
Evaluate a cognitive behavioral
intervention intended to increase
interpersonal and technical skills
and modify risk producing activities
of substance dependent adolescents.
40
Review of HIV Interventions for Adolescents
Citation
Intervention
50 c. substance –dependent
adolescents in lowering HIV
infection risk
51. St. Lawrence, J.S., Crosby,
Information, Behavior,
R.A., Brasfield, T.L. &
Motivation model (IMB)
O’Bannon, Robert E. III. (2002)
Reducing STD and HIV risk
behavior of substance dependent
adolescents: A randomized
controlled trial
Experimental Design
Main Outcome Goal(s)
Pretest – Posttest experimental
design comparing three
experimental conditions:
information only (I), information
and behavioral skills training
(I+B) and information,
behavioral skills and motivation
(I+M+B) with follow up at six
and twelve months post
discharge from the treatment
facility
Hyp. 1: Participants in the I+B and
I+M+B conditions would show
significant and comparable skill
acquisition from baseline to post
intervention, whereas participants in
the I only condition would remain
unchanged.
Hyp 2: All three experimental
conditions would show significant
increases in knowledge from
baseline to post assessment.
Hyp 3: Participants in the I+B and
I+M+B conditions would show
greater change on cognitive
measures of knowledge, attitudes,
and beliefs from baseline to post
intervention and these changes
would be sustained over the course
of the year.
Hyp 4: On measures of risky sexual
behavior post intervention, I only
participants would score higher than
I+B and I+M+B after the
41
Review of HIV Interventions for Adolescents
Citation
52. St. Lawrence, J.S., Jefferson,
K.W., Alleyne, E.& Brasfield,
T.L., (1995) Comparison of
education versus b behavioral
skills training interventions in
lowering sexual HIV-risk
behavior of substance-dependent
adolescents
53. Schlapman, N, & Cass, P.S.
(2000) Project: HIV prevention
for incarcerated youth in Indiana
Intervention
Cognitive behavioral skills
training
Four Peer-based interactive
sessions based on information
from the National Network of
Runaway and Youth services
(1994) safe choices guide.
Experimental Design
Main Outcome Goal(s)
intervention and I+M+B
participants would better sustain the
lower risk behavior across the
following year.
HYP 5: on measures of safer sexual
behavior after the intervention, I
only participants would practice
behavior that is less safe than I+B
and I+M+B participants after the
intervention and the I+M+B
participants would better sustain
these changes across the following
year
Pilot study comparing pre and
Evaluate effectiveness of a
post intervention outcome data cognitive behavioral skills based
of education only and education intervention in lowering HIV risk
and behavioral skills training
in a sample of Substance dependent
conditions
teens compared to a standard
educational presentation
Pretest posttest design, measure
developed from AIDS risk
Reduction Model (ARRM) No
control group
Reduce high risk sexual behaviors
in incarcerated adolescents.
Project objectives were:
Detainees would participate in four
42
Review of HIV Interventions for Adolescents
Citation
Intervention
Experimental Design
45. Sellers, D.S., McGraw, S.A.,
& McKinlay, J.B., (1994) Does
the promotion and distribution of
condoms increase teen sexual
activity? Evidence from an HIV
prevention program for Latino
youth
55. Shelton, D. (2001), AIDs and
drug use prevention intervention
for confined youthful offenders
Multi-faceted, eighteen month,
community based AIDS
prevention program initiated
among Latino youth
Repeated measure, longitudinal
comparison of probability
samples of Latino youth from
the intervention city, Boston,
and a comparison city Hartford,
CT.
Based on Peer Counseling and
Leadership techniques PCLT,
modified to address needs of
youthful offender population
Pretest, posttest with no control
56.Shrier, L.A., Ancheta, R.A.,
Goodman, E., Chiou, V.M.,
Lyden, M.R., & Emmans, J.
(2001) Randomized controlled
trial of a safer sex intervention
Complete assessment
questionnaire, view videotape
and individualized intervention
session
Randomized pretest-posttest
comparison design with control
condition
Follow-up at one month, six
months and twelve months.
Main Outcome Goal(s)
sessions of interactive education
related to high risk sexual
behaviors.
Recognize and label their own
sexual behaviors that put them at
risk, and make a commitment to
reduce high risk behavior
Assess impact of condom
distribution on measures of onset of
sexual activity, likelihood of having
multiple partners and frequency of
sex
Participants would exhibit greater
intent to reduce, high risk
behaviors,
Higher level of self esteem,
Greater AIDS knowledge,
Greater expectations regarding high
risk sexual and drug use behaviors.
Change in self-reported condom use
and recurrence of STD. Other self
reported behaviors, sexual risk
knowledge, attitudes toward
condoms and condom use
43
Review of HIV Interventions for Adolescents
Citation
for high-risk adolescent girls
57.Siegel, D., DiClemente, R.,
Durbin, M., Krasnovsky, F., &
Saliba, P. (1995) Change in
junior high school students’
AIDS-related knowledge,
misconceptions, attitudes and
HIV-preventive behaviors:
Effects of a school-based
intervention
58. Slonim-Nevo, V. Auslander,
W.F., Ozawa, M. N.& Jung,
K.G., (1996) The long-term
impact of AIDS-preventive
interventions for delinquent and
abused adolescents
Intervention
Experimental Design
AIDS prevention education
program developed for this
study in junior high schools,
Program was reviewed by
school district, the county
health department, parent
organizations and the local red
cross.
Pretest Posttest design
comparing students in two junior
high schools who received the
intervention to students in
another demographically similar
junior high school that served as
the control condition
Two cognitive behavioral
interventions:
Discussion only and
Skills training
Pretest-Posttest design with two
interventions and one control
condition, follow-up at 9 to 12
months
59. Smith, M.U., Dane, F.C.,
Students Together Against
Archer, M.E., Deveraux, R.S., & Negative Decisions (STAND)
Katner, H. (2000) Students
together against negative
decisions (STAND): Evaluation
of a school-based sexual risk
reduction intervention in the rural
south
Main Outcome Goal(s)
negotiation skills.
Increases in AIDS knowledge,
Improved attitudes toward persons
with AIDS, and decreased sexual
risk behavior
Participants in the intervention
conditions will know more about
HIV/AIDS, hold more positive
attitudes toward prevention and
report engagement in fewer unsafe
activities than those in the control
condition at 9 – 12 months after
pre-testing
Pretest-Posttest design with two Among STAND trainees: Delay
treatment and three comparison first intercourse, reduce sexual risk
conditions, post assessment
taking and increase frequency of
immediately following
informal communications about
intervention (4 months after pre- HIV/STD’s and birth control
test) and again at 8 months.
Among non trainees in the
intervention county: similar effects
at smaller magnitude
44
Review of HIV Interventions for Adolescents
Citation
Intervention
Experimental Design
Main Outcome Goal(s)
60. Stanton, B.F., LI, X., Ricado,
I, Galbraith, J., Feigelman, S. &
Kaljee, L. (1996) A randomized
controlled effectiveness trial of
an AIDS prevention program for
low-income African American
Youths
A cultural and age sensitive
intervention based on
Protection Motivation Theory.
Intervention participants
received intervention in
naturally occurring friendship
groups
Repeated measure design with
control condition
61. Stevenson , H., C. PhD. &
Davis, G., (1994) Impact of
Culturally sensitive AIDS video
education on the AIDS risk
knowledge of African American
Adolescents
62. Stevenson, H.C., McKee
Gay, K., & Josar, L., (1995)
Culturally sensitive AIDS
education and perceived AIDS
risk knowledge: Reaching the
“know it all” teenager
Culturally similar and
Culturally dissimilar video
presentations of AIDS
Education material
Pre-test post test comparison of
two experimental conditions.
Compare effectiveness of
intervention based on PMT theory.
With and AIDS education
prevention model on rates of
condom use and intention to use
condoms (primary outcome)
secondary outcomes of interest
were perceptions of condoms, and
knowledge regarding AIDS
Increase HIV knowledge, influence
beliefs about prevention,
Evaluate the effect of culturally
similar video to culturally dissimilar
video presentation
Presentation of culturally
similar and dissimilar videos
Quasi Experimental, Pre and
Continue and further investigate the
post assessment of two different impact of culturally sensitive AIDS
interventions
video education specifically as
targeted to two groups of teenagers,
the overconfident and the fearful
 Increase AIDS knowledge
and Beliefs about AIDS
Comparison of test result
Test the efficacy of two methods of
notification methods
HIV test result notification
63.Tsu, R.C., Burm, M.L.,
Individual HIV counseling,
Gilhooly, J. A., & Sells, C.W.,
testing and notification
(2002) Telephone vs. face-toface notification of HIV results in
45
Review of HIV Interventions for Adolescents
Citation
high risk youth
64. Walter, H.J., & Vaughn,
M.S., (1993) AIDS risk reduction
among a multiethnic sample of
urban high school students.
Intervention
Classroom curriculum designed
with community input to
address identified deficits and
problem areas in AIDS
prevention knowledge, beliefs,
self efficacy and behaviors
65. Weeks, K., Levy, S.R., Zhu, Youth AIDS Prevention Project
C., Perhats, C., Handler, A., &
(YAPP) A school based
Flay, B.R., (1995) Impact of a
multiple risk reduction
school-based AIDS prevention
education program
program on young adolescents’
self efficacy skills
66. Winett, R.A., Anderson, E.S., Video taped instruction on HIV
Moore, J.F., Taylor C.D., Hook, information, family problem
R.J., Webster, D.A., Neubauer,
solving and communication
T.E., Hardern, M.C., & Mundy, skills and teen assertiveness
L.L. (1993) Efficacy of a home – and problem solving skills.
based human immunodeficiency With supporting workbooks
virus prevention video program
for teens and parents
67.Workman, G.M., Robinson,
Cognitive Behavioral
W. L., Cotler, S., &Harper,
intervention of information
G.W., (1996) A school-based
dissemination, desensitization
approach to HIV prevention for and competency-building
inner-city African-American and model
Experimental Design
Main Outcome Goal(s)
Random controlled design with
pre and post test measurements
of both treatment and control
conditions
Favorable modification of AIDS
related knowledge and beliefs, self
efficacy related to AIDS-preventive
actions and involvement in AIDS
risk behaviors
Randomized controlled study
with two experimental
conditions, (parental interactive
and no parental participation)
and one control condition
Increase student’s use self efficacy
(perceived ability to obtain and use
protective contraception) and
Refusal self efficacy (perceived
ability to refuse to engage in high
risk behaviors.)
Increase parent and young teen
knowledge and communication
related to HIV prevention, increase
skills in family problem solving,
teen assertiveness and teen problem
solving
Randomly assigned pretest
posttest with control condition
Comparison of pre and post
intervention results on selected
measures of AIDS knowledge
and adolescent sexual behavior
etc. between and within
Evaluate effectiveness of
intervention on adolescent HIV
knowledge etc.
46
Review of HIV Interventions for Adolescents
Citation
Hispanic adolescent females
Intervention
Experimental Design
Main Outcome Goal(s)
experimental groups and ethnic
category of participants
47
Review of HIV Interventions for Adolescents
1.
2.
Cit. Cont.
Theory
Method
Prevention Education Mobilize target
Model
communities to support
and guide program.
Create and implement
mass media campaign
targeting condom use
by sexually active
adolescents.
Recruit public agencies,
community
organizations and
businesses to make
condoms available at
low cost or free.
Psycho-education,
Four high schools two
HIVAIDS prevention urban and two suburban
education
were randomly assigned
to have one of each
setting in the control
and experimental
condition. Eleventh and
twelfth grade students
in each of the schools
were pre- tested with
standardized
questionnaire ten weeks
Intervention Methods
Content
Billboards, posters,
radio messages and
bus signs containing
condom promotion
messages and
inexpensive or free
condom distribution
Setting
Three urban
communities in King
County Washington
Chosen for elevated
levels of adolescent
sexual risk behavior
Age appropriate
Two urban and two
video “A letter to
suburban high schools
Brian” or “Don’t
in Richmond County
Forget Sherry” about Georgia
the transmission and
prevention of AIDS,
followed by a
discussion led by two
trained AIDS
educators.
Intervention Level
Ind.
School
Grp.
X
48
Comm
X
later students in the
intervention schools
received a standardized
educational program
two weeks following
the intervention
students completed a
post test questionnaire
2.c
3.
4
Reasoned Action and
Adolescent
Development
Classroom instruction,
small and large group
exercises, role plays
and take home
exercises
Social cognitive
theory, Social
Influences Model, &
Models of School
Change
School organization
component, sequential
curriculum taught in 9th
and 10th grades, peer
education and school
environment
Assertive
Communications,
Self Esteem,
Decision making
Strategies,
Knowledge and skills
based activities on
sexuality, Pregnancy
and STD and HIV
AIDS information
and skills related to
prevention of HIV
AIDS.
Three Messages:
Unprotected sexual
intercourse before
one is ready is an
unsafe choice. Using
Protection against
7th Grade health
classes in Rochester
New York
X
Twenty senior high
schools from large
urban school districts.
10 in Southern
California and 10 in
Southeastern Texas,
X
49
component, parent
education activities &
community linkage
4. c
5..
? Social Cognition,
Social Support,
6.
Social cognitive
theory and Theory of
Reasoned Action
7.
Social Learning
Theory, cognitive
Comparison survey of
responses in schools
that do or do not
provide GLB sensitive
HIV instruction
Assessment of risk and
tailored discussion
education provided by
pediatrician
pregnancy, HIV &
STD’s is a safer
choice. Choosing not
to have sexual
intercourse is the
safest choice.
No content, survey of
existing health
curriculum
Materials described
the potential for STD
and HIV infection,
and how to lower
risk. Physicians
assessed sexual
experience of
adolescents and
tailored the emphasis
of the message
around condom use
or abstinence.
Messages transmitted
were: Unprotected
intercourse is unsafe,
condoms are safer,
and abstinence is
safest
Combination of didactic Knowledge for
and skills-building
making healthy
five Schools at each
site were randomly
assigned to the control
condition.
High Schools in
Massachusetts
Five staff model
managed care sites in
Washington DC. 19
pediatricians
X
X
High school
classrooms
50
7.cont.
Behavioral Theory
strategies, slide
presentations, small
group discussions, role
plays, videos, group
exercises and games
8.
Social Learning
Theory, Three factor
(information,
motivation and
behavioral skills)
conceptualization of
AIDS-preventive
behavior
Teaching/learning
strategies included,
group discussion, role
plays, culturally
sensitive videos, and
personal interaction
with an HIV member of
the community.
9.
Social Cognitive
Theory, Social
influence theory, and
models of school
change
School organization
component, sequential
curriculum taught in 9th
and 10th grades, peer
education and school
environment
personal decisions,
AIDS Knowledge,
STD knowledge,
Behavioral coaching
and role plays to
develop problem
solving and
communication
skills, and
importance peers
play in influencing
decisions. Sexual risk
and substance abuse
prevention skills
Curriculum of multi
faceted life skills,
education regarding
risk of STD’s,
condom use skills,
assertive
communication,
refusal skills,
problem solving, self
management and risk
recognition,
Three Messages:
Unprotected sexual
intercourse before
one is ready is an
unsafe choice. Using
Protection against
Classrooms related to
location of
participants, (e.g.
American Red Cross,
Band of Choctaws for
the Tribal Lands,
Boy’s and Girl’s Club,
or Youth Challenge
Program
Twenty urban high
schools in Texas and
California, ranked on
an index of scores of
possible confounding
variables and paired;
X
X
51
component, parent
education activities &
community linkage
10.
Social Cognitive
Theory, Social
influence theory, and
models of school
change
School organization
component, sequential
curriculum taught in 9th
and 10th grades, peer
education and school
environment
component, parent
education activities &
community linkage
11.
Reasoned Action
Randomly selected
stratified sample of 339
high school students.
Stratification based on
student ethnicity and
location of the
presentation. Four types
of classrooms selected
through the
stratification,
Predominantly African
American (n=66),
primarily Hispanic
pregnancy, HIV &
STD’s is a safer
choice. Choosing not
to have sexual
intercourse is the
safest choice.
Three Messages:
Unprotected sexual
intercourse before
one is ready is an
unsafe choice. Using
Protection against
pregnancy, HIV &
STD’s is a safer
choice. Choosing not
to have sexual
intercourse is the
safest choice.
Culturally specific
prevention program
tailored to AfricanAmerican youth and
their families.
Program focus is to
enhance decision
making skills and
promote behaviors
that reduce HIV risk.
Instructors are
trained to deliver
messages in
then assigned to either
the intervention or
control condition.
Twenty urban high
schools in Texas and
California, ranked on
an index of scores of
possible confounding
variables and paired;
then assigned to either
the intervention or
control condition.
X
Ethnically
homogenous or
heterogeneous
classrooms in Los
Angeles
X
52
(n=66), predominantly
Caucasian, (n=67 and a
mixed classroom
(n=140)
12.
Health Belief Model? Needs assessment of
agencies, outreach
efforts tailored to the
needs of those agencies
nonjudgmental,
culturally sensitive
way, to put more
emphasis on life
experiences rather
than fear messages
and statistics.
Recognition of
stereotypes regarding
drug usage, sexuality,
origin theories and
genocide theories can
be discussed from
personal reference
points, to instill
credibility in the
overall message,
instructors are taught
to promote
empowerment and
taught to listen and
avoid terms that
lessen cultural
empowerment such
as subculture,
minority and
underprivileged.
Dependent on needs
of agency, Site visits
by intervention
program staff,
Community Based
organizations, ,
Alternative Schools,
residential drug
X
53
to overcome barriers to
referrals noted in the
needs assessment.
13.
Health belief and
social learning
Two one hour long
session s taking place
on consecutive days
Communication,,
Social Cognition,
Primary socialization
theory
Modified version of
reducing the Risk
program, Program was
enhanced to include
elements that would be
appealing to high
sensation
seeking/impulsive
decision making
students
13.c..
14.
Education on HIV
provided to
community program
staff, Quarterly
mailings of
information
regarding HIV, and
AAP program ,
educational
workshops once or
trice a year and
updates on HIV
epidemiology.
Information on HIV
Transmission and
prevention, and
information on self
efficacy and
negotiation skills
Didactic lessons are
reinforced through
Role plays,
homework,
activities, quizzes
and skill building
activities including
information on
Sexuality, Pregnancy
and STD prevention
and transmission,
transmission,
programs and job
placement programs,
the Job Corp and local
military entrance
processing center in
the Bronx, NY
Ninth grade classes in
a highly populated area
or Southern Ontario
X
17 urban high schools
seven schools in
northeastern Ohio and
ten in north-central
Kentucky where the
student body was 17 –
70 % African
American
X
54
15
A social cognitive
model, Protection,
Motivation Theory
(PMT)
Friendship groups of
young teens are
recruited from
community centers
serving public housing
projects in Baltimore
MD. Teens complete
baseline assessments
participate in
intervention and
complete post
assessments
immediately post
intervention and at 6,
12 and 18 month
follow-ups-
Prevention education
Post education survey
questionnaire responses
of 12th grade students
in English classes were
15 ct
16.
HIV/AIDS,
Sessions focused on
one or more PMT
constructs. e.g.,
discussions on
extrinsic rewards
included exercises
concerning
communication and
negotiation skills.
And presented
information re. The
high prevalence of
peer condom use.
Discussion regarding
intrinsic rewards
emphasized values
clarification and goal
setting facts
regarding AIDS
sexually transmitted
diseases,
contraception and
human development
were also provided,
and condoms were
provided.
45 minute
presentation on AIDS
including an 18
minute video tape, 15
Recreation centers in
Baltimore MD
Two high schools in
Stratford Connecticut
X
X
55
16
compared with baseline
survey responses of 11th
and 12th grade students
approximately one year
previous to the
intervention.
Comparisons were also
made between with
intervention no
intervention control
conditions
minute lecture and
question and answer
session, content
included information
on sexual and bloodborne transmission of
HIV, lack of
transmission by
causal contact or
insects and the
preventive value of
avoiding drugs and
of sexual abstinence
or condom use, to a
lesser extent,
information was also
presented on specific
risk groups for AIDS
the spectrum of HIV
infection and the
mechanism by which
HIV infection leads
to AIDS.
Approximately two
weeks later small
group discussions
were led by school
district teachers and
physicians from the
county medical
association.
56
17.
17. c
18.
Informationmotivationbehavioral skills
model that calls for
elicitation of deficits
and assets in a
population regarding
HIV information,
motivation,
behavioral skills and
behavior, an
empirically targeted
intervention to
address and utilize
previously identified
deficits and strengths
and rigorous
evaluation to
determine effects of
the intervention
Four inner-city high
schools in Connecticut
were selected, one was
selected for the control
condition, Three others
were selected to
participate in one of the
three experimental
conditions
Prevention
information,
motivation and
behavioral skills
content
Three inner city high
schools in Connecticut
were selected for one
of each of the three
experimental
conditions; one high
school was selected for
the control condition.
Social marketing
“Direct relevant
promotion of HIV
Development of
advertising and
marketing materials,
Message: If you are
sexually active, get
tested, and
High seroprevelance
communities, in New
York, Washington DC,
X
X
57
testing to youth can
“normalize” HIV
testing”
19.
20.
and a cooperative a
network of counseling
and testing centers,
community outreach
and youth.
information on where
to obtain free HIV
testing. Messages
were transmitted
utilizing radio, Mass
transit advertising, “
Palm cards” Youth
oriented magazines,
editorial media
outreach
Theory of Reasoned
Cultural and age
Basic HIV
action,
appropriate comic
information, condom
Social learning
book, videotape and
efficacy skills and
theory
group skills training
skills for talking to a
developed, reviewed
partner about using a
and tested with input
condom presented in
from samples of the
four steps. Group
target groups
skill Training
included use of
metaphor, sequential
learning, structured
small group
exercises, member
generated situations
for practice, game
formats, visual aids
and opportunities for
participant feedback.,
Psycho education,
143 adolescents
Prevention of
prevention education, completed baseline
pregnancy, AIDS and
social learning?
assessments, viewed the STDS. Content
Miami, Baltimore, Los
Angeles, and
Philadelphia
At recruitment site
An auditorium (no
other information
provided)
X
X
X
58
theatre production and
completed postintervention
assessments.
Intervention was a one
hour theatre
presentation comprised
of short skits, and
monologues
21.
Aids education,
Psycho education
theory
aimed at increasing
teen-parent
communication and
teen-teen
communication.
Assertiveness skills
and use of condoms
for sexually active
teens were
emphasized.
600 students completed Video tape “AIDS:
baseline assessments.
Acquired Immune
Classrooms of students Deficiency
were randomly assigned Syndrome” produced
to videotape, lecture or by Walt Disney
no-treatment control
Educational Media
conditions. Post
intervention
A presentation based
assessments were
on a transcript of the
administered one week video.
after the program and
one month after the
Both experimental
program
conditions included 8
minutes of additional
information and a 15
minute question and
answer period.
Two suburban public
schools in the
Oklahoma City area
X
Specific content
addressed was not
specified.
59
22..
?
23.
Social cognitive
theory
23
Addiction treatment
in Therapeutic
community
Sexually active African
American adolescents
recruited from a local
high school, weekend
programs for high
school students and
from community based
organizations that serve
adolescent women.
Questionnaires were
administered before and
after the intervention.
The intervention was
delivered to groups of
ten adolescents by a
trained, black, female,
health educator in three
sessions.
Six drug free
residential, addiction
therapeutic community
programs across nine
states
Previous focus
Urban league AIDS
groups had noted that prevention Program
the target population
had a strong identity
with Africa. The
intervention
materials bore a map
of Africa, posters
were colored red,
black and green, and
the motto Respect
yourself, protect
yourself, because you
are worth it. Five
hours of videotapes,
games, and exercises
were used to
reinforce learning
and to encourage
active participation.
The first session
presented factual
information on cause,
transmission and
prevention of AIDS.
Second session
?
X
60
24..
Social cognitive
theory, theory of
reasoned action,
theory of planned
behavior and
information gathered
from focus groups
Youth were stratified
by age and gender and
randomly assigned to
one of three
interventions. They
were also randomized
into groups of 6-8
adolescents led by one,
male or female adult
facilitator, or two male,
two female or one male
and one female peer cofacilitators
covered outcome
expectancies
regarding partner
reactions and effects
of condom use on
sexual pleasure. The
third session focused
on skill building and
self efficacy to use
condoms
Each intervention
involved group
discussions, videos,
games,
brainstorming,
experiential exercises
and skill building
activities. The safer
sex intervention
emphasized.
The abstinence
intervention
acknowledged that
condoms can reduce
risks but emphasized
abstinence to
eliminate risk of
STDs. The safer sex
intervention
indicated that
Abstinence is the
Three middle schools
serving
Low-income African
American communities
in Philadelphia PA.
61
25..
Theory of reasoned
action and
information gathered
from focus groups
best choice but
emphasized the
importance of using
condoms to reduce
the risk of pregnancy
and STDs.
Adolescents received
$40.00 at the end of
the two session
intervention and
$20.00 for each of
the three follow ups.
Youth were stratified
Five hour workshop
by age and randomly
including games,
assigned to small
video tapes, small
groups (13) to receive
group exercises,
the AIDS knowledge
materials had been
intervention or similarly extensively pilot
delivered information
tested to ensure they
on occupations and
provided accurate
careers, Youth were
information in a way
surveyed pre, post and
that was interesting
three months post
to Black male
intervention.
adolescents.
Participants signed an
Adolescents were
agreement previous to
offered $15.00 for
each assessment
participating and
indicating their
$25.00 for returning
understanding that the
for the follow up.
results were
confidential and that it
A local school in
Philadelphia PA
X
62
was important that they
answer each question
honestly.
25.c
26.
27..
27.. c
Psycho education,
143 adolescents
prevention education, completed baseline
social learning?
assessments, viewed the
theatre production and
completed postintervention
assessments.
Intervention was a one
hour theatre
presentation comprised
of short skits, and
monologues
Social cognitive
theory, theory of
reasoned action,
theory of planned
behavior and
information gathered
from focus groups
Youth were stratified
by age and gender and
randomly assigned
within gender and age
to the HIV risk
reduction or general
health promotion group
and a small group that
was either
heterogeneous or
homogenous in gender
and led by facilitator
that was either male or
female and African
Prevention of
pregnancy, AIDS and
STDS. Content
aimed at increasing
teen-parent
communication and
teen-teen
communication.
Assertiveness skills
and use of condoms
for sexually active
teens were
emphasized.
Risk reduction
intervention focused
on HIV risk and
prevention
knowledge, condom
use, sexual behaviors
and beliefs about
abilities to use
condoms and risk of
sharing injection
drug use
paraphernalia
An auditorium (no
other information
provided)
Public middle schools
in Trenton New Jersey
X
X
63
28.
Social Marketing,
Theory of reasoned
action
American or white.
Small group format
including group
discussion, games, mini
lectures, videos,
condom
demonstrations, role
plays and other
interactive exercises.
Intervention was
offered to girls as well
as boys.
Like Be
Responsible, Be
proud, with the
following
modifications,, at one
site, there was added
emphasis on
effectiveness of
condoms in
prevention pregnancy
and STD in addition
to HIV. In younger
populations,
emphasis was added
on the benefits of
delaying sex and
abstinence. Details of
HIV microbiology
were replaced with
information about
local services and
discussions or
exercises were added
to encourage active
participation. In two
sites, majority racial
and ethnic groups
were targeted so
references to African
American Cultural
Community settings
ranging from detention
centers to church
basements
X
64
29.
Health belief model
and social learning
theory
Small group facilitation
of group discussions
and skill-building
exercises lead by two
AIDS educators
30.
Social Marketing and
information diffusion
Subjects were selected
from a sample of
240,000 names of men
16 to 17 years old
obtained by a
professional mass
marketing services
firm.
pride and videotapes
that used only
minority actors were
dropped.
HIV transmission,
and prevention,
proper use of
condoms, how to
negotiate prevention
and risk reduction
and resist peer
pressure
Three New York City
youth-serving
community-based
agencies which
provide alternative
educational instruction
and after school
program to high risk
youth.
A twelve page
Wherever the youth
informational booklet received his mail
that presented facts
in a straight forward
manner and
discussed STD’s,
pregnancy and
different forms of
birth control,
pamphlet was written
in an easy to read
style using bold type.
Was pilot tested with
low income youth
and several
suggestions for
revisions were
accepted
X
X
65
31.
31.c
Social Learning
Theory and Health
Belief Model
102 seventh grade
classrooms were
randomly assigned to
receive standard HIV
AIDS curriculum or
standard curriculum
enhanced with SNAPP
program Assessments
were conducted at Pre
intervention, five
months post
intervention and
seventeen months post
intervention.
First three sessions
were program
introduction, myths
about pregnancy, and
HIV and activities
were utilized to
enable students to
explore the risks and
consequences of teen
sex and pregnancy
and social influences
on sexual behavior,
messages teen
receive about sex
from families, the
media and peers.
Students practiced
responding to
pressure to have sex.
In session four
students were asked
to make a decision
about what was best
for them, Whether
to have sex and
whether to use
condoms or birth
control if having
sex. Students made
this decision
anonymously and
Seventh grade
classrooms in six Los
Angeles middle
schools
X
66
aggregate responses
were shown to the
class. Aggregate
responses challenged
perceived norms that
all teens are having
sex and, Students
then identified
barriers to remaining
abstinent. In the next
three sessions
students learned and
practiced skills to
carry out their
decisions, and
overcome identified
barriers.
Contraceptive
methods were
displayed and
discussed. Student
practice responding
to excuses against
condom use. In the
final session,
students learned
about medical and
psychosocial
resources for
adolescents in their
communities.
67
32
?Health education?
32
33.
Social cognitive
theory and social
PSI and schoolcommunity led
activities were
implemented by twenty
eight organizations in
school and community
settings. The research
design represented three
levels of random
assignment, to evaluate
the effectiveness of the
PSI and ENABLE
program dependent on
the design data was
collected at baseline,
three months post
baseline and at a 17
months follow-up. Or
at only baseline and 17
month follow up.
Experimental
conditions included PSI
curriculm delivered by
adult educators, in
schools, peer or adult
educators in schools
adult educators in
community
organizations
15 school districts were
randomly assigned to
Risks of early sexual Schools and
involvement,
community settings
exploration of
reasons teenagers
have sex, and reasons
they may choose to
wait. Understanding
and resisting social
pressures that can
lead to early sexual
involvement,
Identifying peer
pressure and helping
participants
determine their limits
for physically
expressing affection.
Assertive responses
to resist pressure to
have sex.
Reinforcement of
material learned in
previous sessions.
X
HIV/AIDS,
pregnancy, and STD
X
Classrooms in
Chicago metropolitan
X
68
influences
33.
34.
Problem Solving
Theory
one of three conditions
parent interactive
treatment, parent non
interactive treatment
and delayed treatment
control. Control schools
were assessed with
pretest and posttest
surveys concurrently
with intervention
schools. Classroom
intervention was the
same in both
interventions. An
integrated approach to
multiple risk reduction
and prevention using
knowledge transfer,
active learning, and
skills-building
techniques to influence
student knowledge,
attitudes, intentions,
behavior and affect peer
norms.
A convenience sample
selected from detainees
in eleven dormitories at
Rikers Island
Adolescent Reception
Center. 411 inmates
prevention,
area high risk schools
enhancement of
decision making and
resistance/negotiation
skills.
Topics included
general health
knowledge, meaning
and implications of
AIDS and HIV,
factors leading to
NYC department of
correction’s Rikers
island Adolescent
reception and
detention center
X
69
participated in baseline
face to face interviews.
110 of these inmates
received small-group
AIDS education
condition (4 sixty
minute group sessions
that met twice a week
for two weeks) and
others were placed in a
wait-list control group.
34.
35.
Social cognitive
theory and theory of
reasoned action
initiation and
continuation of drug
abuse, personal.
Social economic and
health consequences
of sexual behavior,
relationships of drug
use and sexual
behavior to AIDS
and ways to reduce
ADIS risk, and how
to seek health
services, social
services and drug
abuse treatment in
the community,
Discussions were
guided using
techniques drawn
from problemsolving therapy
15 session skills-based
Acquisition of skills
curriculum in primarily to use in HIV risk
9th grade health
situations, HIVeducation classes.
related functional
Classes were supported knowledge, teen
by informational
vulnerability to HIV,
posters and other school normative
activities during the
determinants of risky
time of the intervention. behavior, On condom
use and development
17 schools in 6
Colorado School
district, within rural,
suburban and urban
areas. Fifteen of the
schools were
traditional, 2 were
alternative schools.
X
70
36.
36.c
? Theory of reasoned
action?
Single individual
counseling session with
physician
of skills to help
student identify,
manage, avoid and
leave risky situations.
Standard care
counseling session
with physician plus
discussion of
perceived
susceptibility to HIV,
HIV prevention and
efficacy of condoms,
High risk behavior
and more specifically
the patients perceived
risk of HIV, condom
use at last intercourse
and drug and needle
use. Intervention
patients were also
asked questions
pertaining to
knowledge of HIV
transmission,
Prevention,
indications for
testing, and
treatment, if they
have been tested and
if they would modify
their behavior based
Adolescent clinic in
an urban children’s’
hospital in the
Northeastern United
states
X
71
37.
Social Cognitive
Theory, Social
influence theory, and
models of school
change
38.
Social Marketing
39.
Social learning
theory Social
influence theory
40. 40.c
?Social learning
on HIV test results.
Three Messages:
Unprotected sexual
intercourse before
one is ready is an
unsafe choice. Using
Protection against
pregnancy, HIV &
STD’s is a safer
choice. Choosing not
to have sexual
intercourse is the
safest choice.
Mass media campaign
Three messages:
“Its OK to refuse
unsafe sex”
“Its OK to carry and
use condoms”
“Talk to your partner
about condom use”
Community service
Curriculum focused
learning in field
on risks related to
placements in
early and unprotected
combination with health sex, violence and
curriculum. An
substance abuse.
emphasis is placed on
students Thinking about
and reflecting on their
service in the
community
Short peer leadership
HIV transmission, to
Presentations by HIV
positive speakers
Ten urban high schools
in Texas
X
Sacramento County
California
X
A New York City
middle school
Nine communities in
X
X
72
41.
theory, Cognitive
behavioral theory
preventing AIDS course
and ongoing group
work with an adult
advisor
Cognitive dissonance
and self perception,
Information,
motivation and
behavior
Four treatment
conditions: video,
lecture, no treatment or
role play (some roles
were scripted others
allowed for natural
responses) with
opportunities for
reflection and
discussion. Half of the
participants in all
conditions were
required to sign a
behavioral promise card
that specified a written
commitment to attend
to HIV related
information for the
purpose of keeping
themselves safe as well
as educating another
student at a later date.
All conditions were
modeling and
practice of
communication and
negotiation skills
around sexual risk
taking behaviors and
planning HIV-related
activities for youth
Acquisition of HIV,
Preventative
measures, Social
ramifications of
being identified with
the disease and the
degree of
responsibility for an
individuals condition
Massachusetts
9th grade science
students from four
public high schools in
Sault Ste. Marie, ONT.
X
73
42
42 c
None stated? Health
Education, Social
cognitive?
administered in groups
of nine participants.
Subjects were referred
by peers, professionals,
or self referred after
contact with outreach
workers or
advertisements. Ss
completed self
administered
assessment instruments
and a structured
interview. The client
then received
individualized
education, risk
reduction counseling
and referrals. Groups of
four or more Ss were
assigned to a single
peer education session.
Following peer
education, the
counselor/case
managers again met
with each subject to
correct any remaining
misinformation and
reinforce goals for
HIV/AIDS; Youth who
were considered in need
Facts and myths
about HIV, ways to
prevent HIV
transmission, risks
and benefits of HIV
antibody testing, the
adverse effects of
alcohol and drug use
on risk reduction.
Peer education
included viewing an
educational
videotape, a
demonstration of
condom use, two
group exercises that
demonstrated the
rapid spread of HIV
through a tightly knit
community of
sexually active
individuals and the
spectrum of risk
associated with
various sexual and
drug use behaviors.
Professional setting
X
X
74
43.
Not identified Peer
influence and health
belief
43.c
44.
Learning Theory and
idea in Group
therapy literature
guided research
question.
Intervention is based
on health belief
model and peer
influence model
of medical, mental
health or social services
were offered referrals.
Interview and written
assessments were readministered at 3-6
months and one year
post initial assessment.
82 adolescents
volunteered from
community and church
organizations. Ss were
randomly assigned to
peer led, adult led or
not treatment control
groups.
Basic information on
the HIV Virus, how
AIDS is transmitted,
and Preventative
measures. Video,
“AIDS: Can I Get
it?” and a booklet
“What everyone
should know about
AIDS”
Participants were
Knowledge of HIV,
assessed pre and 84%
Social cognitive
of the sample were
Factors,: outcome
assessed at three
expectancies,
months post
perceived risk of
intervention via
HIV< and self
structured interview by efficacy (regarding
interviewers who had
making safer sex
received at least three
pleasurable, Physical
days of intensive
skill for condom use,
instruction. Participants risk avoidance, and
were randomly assigned negotiation);
into one of the two
negotiation skills in
Not indicated
X
A New York city
comprehensive,
community agency
that serves high risk,
minority youth from
neighborhoods with
high seroprevalence
rate.
X
75
intervention conditions
or the no treatment
control group.
Treatment groups were
co-led by trained
facilitators. Teams were
mixed in terms of race
and all most teams had
both a male and female
facilitator.
44.c
45..
Cognitive, health
belief and peer
influence
Participants sexual
activities during the
previous three months
were assess in a semi
structure interview and
calculated on three
indexes, . Abstinence,
high risk patterns, or
consistent condom use.
Following the
intervention 77% of the
participants received a
three and or six month
follow-up interview
low and high
pressure situations,
condom use and coal
setting. Learning
principles utilized
included behavioral
practice, successive
approximation in
setting goals and
targeting skills;
rehearsal of
sequences of positive
and risk-reducing
feelings, thought and
action; and social and
self rewards for
positive changes.
Treatment
Runaway shelters in
components included New York City
general knowledge,
about HIV/AIDS.
Training in coping
skills, access to
health care and other
resources, individual
barriers to safer sex
in private counseling
sessions.
X
X
76
46..
47.
Social Cognitive
Model. , Health
belief, and peer
influence
Learning theory and
cognitive Behavioral
allowing comparisons
between intervention
and control conditions
Intervention groups
each had 5 – 8
participants and two cofacilitators. Control was
a brief educationally
focused condition, both
groups were tracked
over three months 73%
n=102 completed
follow up assessment
60 adolescents
completed pre test
battery of assessments;
all Ss received an
information sheet on
AIDS and prevention.
Ss were randomly
distributed into three
conditions: Self
instruction guide only,
Self instruction and
group instruction and
no treatment control.
Subjects returned one
month later for a post
intervention battery of
assessments
Knowledge of HIV,
Social cognitive
factors, negotiation
skills in High and
low pressure
situations, use of
condoms and goal
setting.,
Gay and lesbian
Community services
center in West
Hollywood.
Self instruction
booklet written in
comic book format,
large graphics and
brief passages of text
written in rap music
verse.
Attention was
devoted to risks
associated with IV
drug use, , sexual
contact with partners
who use drugs, and
decisions and steps
that can lead to IV
drug use. After
explaining the
behavioral risks of
Adjunct to an urban
job training program
X
X
X
77
48.
Social learning
theory, IMB model
Eligible participants
were assessed to record
baseline measurements
and randomly assigned
to either an education
program that met one
time or a more sexually
AIDS and ways to
avoid risks the guide
introduced a four
step cognitive
problem solving
strategy SODA:
Stop (Pause, consider
the choices and
consequences of
those choice. Options
(problems have many
possible solutions,
compare options on a
continuum of gain
and loss), Decide
(how to choose the
best solution from
their options based
on their assessment
of the problem, and
Action step,
reviewed five types
of responses to peer
pressure situations.
Educational
intervention followed
a standard curriculum
and provided
HIV/AIDS education
in a developmentally
and culturally
Public Health Service
comprehensive health
center that serves
predominantly lowincome minority
patients in a
Mississippi city of
X
X
78
explicit 8 week
education plus
behavioral skills
training intervention
(BST) Participants
from both groups were
individually assessed
two months later to
evaluated changes
associated with each
intervention and again
at six and twelve
months post program
to evaluate maintenance
and possible
desycnchrony in
program outcome.
48.c
49..
Cognitive behavioral
Participants were
adolescent males being
admitted to a southern
appropriate format.
Message regarding
prevention was that
abstinence is the only
absolutely sure way
to remain uninfected,
given that many
youth were already
sexually active ways
to lower infection
risk were included.
It was two hours in
length.
The BST intervention
first session was
identical to the
education only
condition.
Subsequent sessions
were on the topics of
sexual decision and
values, technical
competency skills,
social competency
skills, cognitive
competency skills,
and social support
and empowerment.
Becoming a
responsible teen,
(BART ) HIV
400,000 residents.
A State reformatory
for male adolescents in
a southern state
X
79
reformatory,
participants who met
criteria for inclusion
were randomly selected
for participation in the
Anger management
(violence Prevention)
intervention or the HIV
prevention condition.
Assessments were taken
at baseline, post
intervention and six
months post release
from the reformatory.
49..c
50...
Cognitive Behavioral
Participants were
recruited from
adolescents in a
residential treatment
prevention,
Information on HIV
AIDS, Training in
correct condom
application, refusal
of unwanted sexual
initiations, partner
negotiation for
condom use prior to
sexual activity,
information
provision to peers
and self
reinforcement for
adaptive behavior.
and Positive
Adolescent Choices
Training program
(PACT) Violence
prevention: Giving
positive feedback,
giving negative
feedback, accepting
criticism, resisting
peer pressure,
solving problems and
conflict resolution
Basic information
about HIV infection
and modes of
transmission
A residential substance
abuse treatment
facility in Jackson,
Mississippi
X
80
facility for substance
dependent youth.
Participants completed
paper and pencil and
role play enactment
assessments pre and
post intervention.
Youth were allowed to
return home on
weekends.
51..
51..c.
Health belief model,
social learning
theory, IMB
Consenting participants
were assessed one week
after admission to one
of two residential
substance abuse
treatment facilities for
adolescents. At three
weeks post admission,
participants were
randomly assigned to
one of three treatment
conditions. Post
assessments were
conducted following the
intervention and follow
up data was collected
from participants at 6
and twelve months post
clarification of
methods to reduce
risk including
abstinence, Technical
skills training in
condom use. And
social competency
training,
assertiveness and
communication
skills. Practicing
demonstrated skills
in role-plays
I condition:
STDs, HIV/AIDS,
Values clarification,
birth control,
drinking and driving,
peer pressure, drug
education smoking
and health, gangs,
weapons and you,
handling stress,
review.
I+B condition:
STDs, HIV/AIDS,
Problem solving,
Problem solving,
condom skills,
expressing self,
Participants were
recruited from eight
cohorts of admissions
to two residential
substance abuse
treatment facilities for
adolescents in the state
of Mississippi. The
intervention sessions
took place in off site
project offices due to
space constraints at the
treatment facilities.
X
81
52..
52..c
Cognitive Behavioral
skills training
discharge from the
treatment facility.
Eight separate cohorts
of adolescents were
recruited for
participation in the
study over a period of
three years.
refusal skills, partner
negotiation, peer
education, anger
management, anger
management, review,
Participants were
recruited from
adolescents in a
residential treatment
facility for substance
dependent youth.
Participants completed
paper and pencil and
role play enactment
assessments, pre and
post intervention.
Basic information
about HIV infection
and modes of
transmission
clarification of
methods to reduce
risk including
abstinence, Technical
skills training in
condom use. And
social competency
I+M+B condition:
STDs, HIV/AIDS,
problem solving,
problem solving,
condom skills,
expressing self,
refusal skills, partner
negotiation, peer
education, risk
sensitization, anger
management, anger
management and
review.
Participants were
adolescents in a
residential substance
abuse treatment
facility in Jackson
Mississippi. 90 percent
of the youth were court
referred for substance
abuse treatment.
X
82
Youth were allowed to
return home on
weekends.
53..
53..c.
Peer influence and
health belief model
A 40 item questionnaire
that assessed AIDS
knowledge and self
reported sexual
behaviors was
administered to the
detainees before the
first and after the last of
the four educational
sessions,
training,
assertiveness partner
negotiation, and
communication
skills, problem
solving and self
management skills.
Participants practiced
demonstrated skills
in role-plays.
Four educational
Adolescent detention
sessions utilized a
center in Howard
variety of peer
County Indiana,
interactive methods,
, What if… theatre
performances, panel
presentations,
Discussions with
HIV positive
persons, and
education about
modes of
transmission of
HIV/AIDS
symptoms, treatment
personal hygiene and
teen pregnancy , the
funding source would
not allow a
simulation
demonstration of
X
83
54.
Psycho-education ,
HIV AIDS
prevention education
condom application
or condom
distribution by the
nurses in these
education al sessions.
, The nurse facilitated
classroom calls to the
CDC for detainees to
converse with
trained HIV AIDS
counselors, via
speaker phone to
learn about the
CDC’s role in HIV
AIDS prevention,
and parents of
incarcerated youth
were invited to attend
a final session where
detainees discussed
posters they had
created.
Baseline and post
Intervention
intervention interview
activities included
assessments were
workshops in
conducted with a
schools, community
sample of Hispanic
organization, and
adolescents selected
health centers, group
through area probability discussion in the
samples
homes of youth
presentations at large
Latino youth in a
Boston census blocks
were at least 20 % of
the population was of
Spanish origin
X
84
54
55.
Intervention was
informed by health
Comparison of pre and
post intervention results
community events
and door-to –door
and street corner
canvassing, project
messages promoting
the use of condoms
were disseminated
through the
intervention
neighborhood via
radio and television
announcements
posters in local
businesses and public
transit facilities and a
quarterly newsletter
produced by the peer
leaders. Use of this
wide variety of
channels for the
promotion and
distribution of
condoms ensured
relatively easy access
to condoms and
pervasive saturation
of the project
message in the target
neighborhood.
Participants’
A community based
thoughts and ideas as Maryland Juvenile
X
85
56.
belief model,
ARRM, Stages of
change and theory of
reasoned action
on several paper and
pencil assessment
instruments
Social cognitive
Theory,
Participants were
stratified by presenting
to how they can
become effective
members of the
community with
emphasis on
reduction of risks for
AIDS in the
community.
Relationship of HIV
AIDS and drug use.
Personal social
support networks,
Promotion of
reasonable health
improvement and
health maintenance,
gender and sexual
relationships. as
related to risk for
AIDS within the
context of poverty,
drug using culture
and African
American Culture,
measure levels of
AIDS knowledge and
high risk behaviors,
provide a safe forum
for discussion
Seven minute video
tape adapted from
Justice substance
abuse treatment
program
Urban children’s
hospital based
X
86
Transtheoretical
stages of change,
motivational
interviewing
(individual
responsibility,
Internal attribution,
and cognitive
dissonance)
56.
diagnosis (cervicitis or
PID) and randomly
assigned to either the
intervention of control
condition using two
separate random
number lists.
Participants were
assessed by self report
questionnaires at 1, 3, 6
and 12 months post
intervention.
Comparisons were
made between and
within intervention
group and standard care
group on pre and post
intervention measures.
Time Out: the truth
adolescent clinic and
about AIDS, HIV
inpatient service
and You. The
educational session
began with a self
assessment exercise
where the participant
was asked to mark on
the Wheel of Change
the phrase that best
represented where
they were in thinking
about changing their
sexual risk behavior.
The educator
individualized the
session based on
assessment of
participant’s stage of
change while
conveying the same
basic information.
The educator
reviewed the tape,
discussed STD
transmission using a
pelvic model, asked
the participant to
practice correct
condom use on a
penis model,
87
57.
57.
? Social cognitive
theory
discussed secondary
abstinence
demonstrated use of
the female condom,
provided written
materials about safer
sex, condoms and
spermicide and a gift
of a condom
keychain.
A self administered
Factual information
Three inner city
questionnaire was
and behavioral skills, schools in Northern
completed by seventh
sex education, HIV
California
eighth and ninth grade
biology, , drugs,
science class students.
decision making
The pre-test
skills, public
questionnaire assessed
response to the AIDS
demographic
crises, refusal skills
characteristics AIDS
and community
knowledge, and
resources. The
attitudes toward persons curriculum was
with AIDS, perceived
designed to be
self risk of contracting
culturally appropriate
AIDS and prevalence of for a nonwhite,
HIV-related sexual and middle adolescent
drug use behaviors. ,
population. It
classroom teachers
included a variety of
implemented the
proactive
intervention. Students
instructional
in both the intervention techniques,
and control schools
videotapes,
X
88
58
58
Cognitive-behavioral
theory
completed the posttest
assessment at three
months following the
intervention. , The
posttest was similar to
the pretest but included
questions about the
adoption of HIV
preventive behaviors
the three months since
the pretest
Fifteen residential
centers were randomly
assigned to the
discussion only, skills
training or control
condition. The two
experimental groups
participated in nine
sessions of 1.5 to 2
hours. The substantive
content of the groups
were identical.
Adolescents in the
experimental groups
were divided into same
sex/age cohorts of 8 to
10 youth. Participants
in the control group
received individual
AIDS education after
classroom exercises
focusing on decision
making skills,
response rehearsal,
and group discussion.
Skills training
participants received
technical and social
skills through
modeling,
Demonstrations, role
plays, and practice,
Participants in the
discussion group
talked about AIDS
prevention using
problem solving
techniques based on
a cognitive
behavioral
framework. Content
is outlined in SlonimNevo, 1993
Fifteen residential
centers affiliated with
child residential
welfare agencies
located within a 100
mile radius of St.
Louis, Missouri. These
centers served youth
referred for juvenile
delinquency, child
abuse, neglect or
mental health
problems
X
89
59.
59.
c.
Diffusion of
information theory
and Transtheoretical
stages of change
completion of the study
Two counties were
selected. One to serve
as no treatment control
and the other to receive
the interventions.
Opinion leaders (OLs)
were selected from the
10th grade high school
students in both schools
reflecting the identified
cliques. ½ of the OLs
in the interventions
county received 36
hours training. The
other half served as a
no treatment
comparison condition
within the same county.
In the no treatment
county identified OLs
were a second control
group. A third
comparison in the no
treatment county was a
group selected from
volunteers on the basis
of leadership
experience or support
from teachers or
counselors. These teens
OLs in the
High schools in two
intervention
demographically
condition received
similar southern rural
training to reduce
counties
sexual risk taking
and influence their
peers so as to change
the cultural norm of
their community to
decrease the social
acceptability of
sexual risk taking.
Instruction included
games, simulations,
role plays, mini
lecture, video clips
small group
discussion , skills
practice with verbal
feedback and
coaching,
contraceptive
demonstrations, a
visit to a local health
department, locating
contraception in local
stores, calling a
national hotline, an
anonymous question
box, visits from an
X
X
90
59.
received 22 hours
training in leadership
over three months.
Assessment of the
individual student
participants were
collected Pre
intervention (time 1),
and twice post
intervention. Post
intervention data was
collected immediately
after the intervention at
four months (time 2),
and at eight months
(time 3). Anonymous
identifiers were used to
match pre and post
responses within
subjects. A separate
sample of 9th and 10th
graders was drawn from
each county and
assessed, by a telephone
survey, pre and post
intervention, to test
diffusion effects of the
intervention.
AIDS specialist
physician and a
public health nurse,
and optional
parent/teen activities.
The course was
student centered,
focusing on fun,
openness, active
learning, teen
empowerment,
mutual support of
risk reduction
commitments
(abstinence or
consistent condom
use), and skills
building (skills in
communication,
negotiation, refusal,
assertiveness and
contraceptive use).
Subjects were
ordered to reflect an
assumed progression
through the stages of
change. Throughout
the curriculum,
behavior changes
were presented as
high in relative
91
60.
A social cognitive
model, Protection,
Motivation Theory
(PMT)
Friendship groups of
young teens are
recruited from
community centers
serving public housing
advantage,
trialability, simplicity
and compatibility, in
keeping with
constructs identified
in DOI theory as
likely to enhance
adoption. Selecting
OLs is also in
keeping with DOI
theory as the
participants’ power
to make risk
reduction an
acceptable sexual
norm among their
peer group by
serving as a role
model, sharing
personal experiences
about risk reduction
behaviors they have
already adopted is
emphasized
throughout the
course.
Sessions focused on
Recreation centers in
one or more PMT
Baltimore MD
constructs. e.g.,
discussions on
extrinsic rewards
X
92
60.c
61
61.
projects in Baltimore
MD. Teens complete
baseline assessments
participate in
intervention and
complete post
assessments
immediately post
intervention and at 6
and 12 month followups-
Health belief
Eight classes of 20 to
30 students were
randomly assigned to
either the culturally
similar or dissimilar
video condition. The
videos were presented
and focus group
discussions were led by
graduate research
included exercises
concerning
communication and
negotiation skills.
And presented
information re. The
high prevalence of
peer condom use.
Discussion regarding
intrinsic rewards
emphasized values
clarification and goal
setting facts
regarding AIDS
sexually transmitted
diseases,
contraception and
human development
were also provided,
and condoms were
provided.
Culturally similar
and culturally
dissimilar videos
“Don’t Forget
Sherrie” and “All of
us and AIDS”
Content domains:
Definitions,
outcomes of HIV
Several community
centers in different
parts of a northeaster
city where remedial
summer education
programs for African
American adolescents
were being held.
X
93
assistants Assessments
were administered pre
and two weeks post
intervention
62.
Health belief model,
input/output model
of persuasive
communications
infection,
transmission,,
prevention, risk
behavior, HIV
testing,
discriminating safer
sex from less safe
behavior,
Beliefs content
domains:
self- efficacy,
perceived threat, self
control in high risk
situation, peer
support for safe acts
and expectation to
act to prevent
pregnancy,
194 AA adolescents
Twelve students from
were assigned to either one community
a culturally similar or
center were allowed
culturally dissimilar
to modify the
HIV/AIDS prevention
professionally made
video and completed
and factual AIDS
pre and post
prevention video to
intervention
reflect cultural
assessments, In baseline aspects of the local
assessments teens rated African American
their self perceived
adolescent culture.
AIDS knowledge ,
They co-directed,
Classrooms in
community centers in
different parts of an
urban northeastern
community
X
94
62
63.
? Health belief,
Cognitive
behavioral?
63.c
64.
Health belief, Social
cognitive theory,
and social influence
worry about getting
AIDS and were
measured on their
actual AIDS
knowledge, Teens who
stated that they knew a
lot about AIDS, knew
no more that those who
stated they knew little
or some about AIDS.
Those who were most
worried about getting
AIDS and
Convenience sample of
351 youth were
randomized to receive
HIV test results in faceface follow-up
counseling condition or
the condition with an
option to receive
results by face-to-face
counseling or by
telephone. Rates of
follow up for telephone
vs. face-to face
notification methods
were compared.
Four high schools were
paired based on
demographic
rehearsed and filmed
the video modifying
the dramatic portions
but retaining the
factual information in
the professionally
produced script.
Client centered
individual counseling
by medical, public
health students and
clinical staff. All
counselors completed
comprehensive
training provided by
the Oregon Health
Division consistent
with the CDC
standards for HIV
pretest and post test
counseling
Outreach testing sites
serviced by a mobile
health van. Sites
included events
specific to high risk
youth, and included
parks, community
events, an all-ages
dance club alternative
schools and social
service agencies
serving street youth in
Portland Oregon
Facts of AIDS
transmission and
prevention, accurate
Four high schools in
one borough of New
York City
X
X
95
model
64.
c
65.
Social cognitive
theory and social
influences
similarities. 30 % of
ninth grade classrooms
in first members of the
pairs and a 30% sample
of the 11th grade
classrooms in the
second members of the
pairs were selected to
receive the intervention
condition a 20% sample
of ninth grade classes in
the second members of
the pairs and a 20%
sample of the 11th grade
classes in the first
members of the pairs
served as no treatment
comparison conditions.
Baseline assessments
were administered two
weeks pre intervention,
follow-up assessments
occurred three weeks
after curriculum
implementation
15 school districts were
randomly assigned to
one of three conditions
parent interactive
treatment, parent non
interactive treatment
self appraisal or frisk
of getting aids,
fostering an
appropriate level of
concern, orientation
to resources.
Correcting
misperceptions
regarding the
commonness of
AIDS risk behaviors
among their peers.
Clarifying personal
values regarding
sexual behavior.
Teaching and
empowering students
through role play
with negotiation
skills for consistent
condom use and
knowledge and skills
to obtain and use
condoms correctly.
HIV/AIDS,
Classrooms in
pregnancy, and STD Chicago metropolitan
prevention,
area high risk schools
enhancement of
decision making and
resistance/negotiation
X
96
65.c
66
? none stated, health
education and
cognitive behavioral
and delayed treatment
control. Control schools
were assessed with
pretest and posttest
surveys concurrently
with intervention
schools. Classroom
intervention was the
same in both
interventions. An
integrated approach to
multiple risk reduction
and prevention using
knowledge transfer,
active learning, and
skills-building
techniques to influence
student knowledge,
attitudes, intentions,
behavior and affect peer
norms.
70 families selected
from146 who
responded to a letter
from their primary
pediatrician inviting
them to participate.
Families completed a
pretest assessment, and
received either the
intervention or control
skills. Skills
building activities to
strengthen students’
abilities to: 1. Resist
social pressures and
influences to engage
in risk behaviors. 2.
Obtain protective
materials, and 3.
Adopt prevention
practices. Role
playing and group
activities
Skills training video
Family Homes
was a 135 minute
two tape program.
Tape one parts one
and two, included
program rationale,
up-to-date facts and
information, family
problem solving, teen
risk behavior and
97
condition videotapes
and supporting
workbooks. At two
weeks post assessment
families were reassessed. Video tapes
and workbooks were
collected and work
books were provided to
families to use at their
discretion during the
maintenance phase. At
three months, booster
workbooks were sent to
all families in the
follow up and at 4
months families
completed a follow up
assessment.
66.c
teen heath issues.
Part three of tape one
introduced two
dramatic explicit
demonstrations of
risk situations faced
by slightly older
teens. Family
problem solving
skills are introduced
as a four step
process. 1) Name the
possible solution, 2)
name the good and
bad points of each
solution, 3) pick a
possible solution, 4)
plan ahead. Two
family practice
exercises are
presented as a
dramatic family
problem situation.
Narrator cues the
family to use each
problem solving
skills to solve the
presented problem.
Families were
prompted to write
down their responses
98
in the workbooks.
Time to respond was
unlimited. Tape two
was produced with a
young female
narrator in a fast
moving style similar
to MTV. Teen
Assertiveness and
problem solving
skills were presented
with rationale,
instruction,
demonstration, and
practice with
workbooks and
feedback. Teen
problem solving
skills steps were
identical to family
problem solving
steps. Teen
assertiveness skill
steps were state your
position, suggest
alternatives, end
discussion in
necessary, show
respect and
remember your limits
Information only
99
67.
67.
Cognitive Behavioral
African American and
Hispanic freshman
females in a parochial
school were randomly
assigned to intervention
or control conditions.
60 students were
included in analysis of
pre and post
intervention measures
comparing effects of
HIV prevention
curriculum against
effects of an attention
control condition of
womanhood
development. Post
assessments were
administered one week
after completion of
control tape was a 40
minute tape with the
overall information,
emphasis on the
importance of
parent-teen
communication,
problem solving, and
teen skills without
the specific skills
training
Group discussion,
didactic and audiovisual presentation,
modeling, behavioral
rehearsal and
constructive
feedback. Sessions
included an
introduction, sexualsocial values
clarification, sexualsocial decision
making,
reproductive-sexual
anatomy, and
physiology, birth
control methods,
sexually transmitted
diseases, AIDS
myths and facts
Inner-city all female
parochial high school
located in an
economically
disadvantaged
community. The
community is
characterized by high
rates of infant
mortality, homicide,
unemployment and
teen births
X
100
intervention.
sexual assertiveness
and communication
skills and a review
and closure.
101
Review of HIV Interventions for Adolescents
Cit.
Cont
Sample Characteristics
Duration
Number of Sessions
1.
Total Time
Facilitator Characteristics
Two two-month long waves
of advertisement starting in
May and October of 1995
6 months
Mass Media Campaign
2.
One one-hour class session
One hour
Trained Red Cross AIDS educators
3
12
4.
10 to 20 lessons from
curriculum and school-wide
activities
19 months
14 min and 15 second long
audio tape, and discussion
with pediatrician
one class session on three
One intervention and 3 and 9
month follow up
Target
Adolescents 15 to 17 years old in
Three urban Communities in
King County Washington
1. c
5
6
7.
Eleventh and twelfth grade
students in high school in
Richmond County Georgia
School District Health Education
Seventh Grade students
Teacher (ST)
attending Rochester Middle
Ethnically Diverse Male/Female pair schools recruited to participate
of RAPP Health Educators, (RAE)
from their health education class
Pair of RAPP peer Educators,(RPE)
trained teachers, peer resources,
High School students in socioSchool health promotion council
economically and ethnically
activities, presentations by HIV
diverse areas with high HIV
positive speakers
prevalence rates
High School Health Teachers
Gay and Lesbian Students
Pediatrician
Adolescents in for general health
check up
High school students, primarily
102
Review of HIV Interventions for Adolescents
Cit.
Cont
Sample Characteristics
Duration
Number of Sessions
Total Time
Facilitator Characteristics
7.c
consecutive days
three days
8.
one 12 hour session per
week for eight weeks
96 hours
Two investigators and two grant
workers
9.
20 lessons from curriculum
and school wide activities
31 months
Ten session classroom
curriculum and school wide,
peer sponsored events
One session
Seven months
trained teachers, peer resources,
School health promotion council
activities, presentations by HIV
positive speakers
Classroom teachers and peer
educators
9.c
10.
11.
12.
13.
14.
Varied based on need of the
agency
2 one hour sessions
Class room training was 16
sessions, a booster session
was provided in tenth grade
classes
One to two hours. 70% of
Mostly African American adults
sessions were estimated to be selected from the community
two hours in length
One year
Specific agency outreach facilitators
not identified
Two days
Community heath nurses (CHN), or
trained peer educators (PE) (female
students mean age 17.6 years)
Entire study length was three Peer educators trained during an off
years
site Saturday training session, Peers
selected for high scores on sensation
seeking and impulsivity
Target
ninth grader, enrolled in physical
education class
Adolescents 11 - 19 from a
rural Southern region of the
United states
ninth grade students
Ninth grade students selected
high school in Texas and
California
High school students in Los
Angeles
Adolescents at risk of
contracting HIV
Ninth grade students in
traditional class rooms
peer educators and students in
ninth grade health
classrooms
103
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Sample Characteristics
Duration
Number of Sessions
15
15c
16.
17.
Total Time
Eight weekly meetings,
9.5 hours plus one day plus
(seven 1.5 hour-long
post intervention boosters
sessions conducted in the
nine participating
community centers and one
day long session conducted
in a rural campsite.) Six
monthly booster session as a
at 15 months youth were
invited to participate in a
booster of intervention
activities conducted over
one month. The booster
sessions were delivered at
the level of the community
center rather than at the level
of the friendship group
2: 45 minute assembly
presentation, and a small
group discussion of
unspecified length
Classroom condition: 5
One week
consecutive regular
classroom sessions,
Facilitator Characteristics
Target
A pair of interventionists, selected
from a trained pool of twenty five,
most were African American, at
least one of the pair was gender
matched to the group participants
African American youth in
natural friendship groups of
youth ages 9-15 years of age,
Connecticut Department of Health
Services personnel, school teachers
and physicians from the county
medical association
Class room teachers and NOLs
trained in weekend long workshops.
Twelfth grade students in high
school
Students in four Connecticut
inner city high schools
104
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Sample Characteristics
Duration
Number of Sessions
17.c
18.
Peer condition: a trained
Natural Opinion Leader
(NOL) engaged 5 same sex
friends and acquaintances of
their choosing in brief (5
min) conversations to impart
key HIV prevention
information, address
negative attitudes about and
stress normative support for
abstinence and condom use.
Over a period of three
weeks. Contacts were
engaged again two to three
days after initial contact for
a booster.
The combined intervention
utilized both interventions
simultaneously
Lengthy development
period, Three month
baseline measurement
period, one month
surrounding “get tested
Total Time
Facilitator Characteristics
Target
NOL’s were selected to represent
that all the social groups represented
in the schools.
Individual contacts over a
period of three weeks
1999
Mass media campaign
At risk youth in 6 large cities;
particularly heterosexual females
and homosexual/bisexual males
105
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Sample Characteristics
Duration
Number of Sessions
19.
week” and three month
period after “get tested
week.”
16 page comic book, 27
minute video tape, eight
hour group skill training
Total Time
Either 27 minutes, or eight
hours and 27 minutes
20.
One-one hour theatrical
presentation
60 minutes
21.
One session
45 minutes
22.
Facilitator Characteristics
Target
Female Social worker and two
trained peer leaders
Adolescents presenting at a
community STD clinic,
responding to posters advertising
the study at community youth
service agencies, Planned
Parenthood clinics and public
health clinics. or detained in a
juvenile detention facility
A multi-ethnic cast of ten teens, This Teen volunteers from numerous
ensemble received training
church and community youth
throughout the summer in theatrical groups representing diverse
techniques and education on issues ethnic, economic and religious
relevant to teens with a focus on sex affiliations
and drug education
Not specified
Students in 10th grade science
classes in two suburban
Oklahoma City area public
schools
Adolescent clients admitted to
six drug free residential
programs across nine states
106
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Sample Characteristics
Duration
Number of Sessions
Total Time
23.
Three sessions, 90 min., 120
minutes and , 90 minutes
Five hours
24.
Two four hour modules over
two consecutive Saturdays
Eight hours
25.
One session
5 hours
Facilitator Characteristics
Target
African American female, health
educator, specially trained to present
this intervention
Adult facilitators were 10 male and
15 female African Americans. Mean
age: 39.5 years, median education:
master’s degree. Median experience
with adolescents: 8 years.
Peer facilitators were 45
Philadelphia high school students
mean age 15.6 years selected based
on recommendations and interviews.
56% of these facilitators were
female, They received training
basic skills of group facilitation,
then stratified by age and gender,
All facilitators were randomly
assigned for training in one of the
three interventions
Black Adults, Mean age, 36.2 (SD =
6.8) Facilitators were trained in a six
hour training session to ensure
fidelity of the intervention across
facilitators. AIDS facilitators had
Sexually active, unmarried
adolescent African American
females
African American Adolescents
recruited from sixth and seventh
grade classes of three middle
schools. Serving low-income
African American communities
157 Black Male adolescents,
44% were recruited from among
outpatients at a medical clinic in
West Philadelphia. 32% were
students attending 10th, 11th,
107
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Sample Characteristics
Duration
Number of Sessions
25c
26.
27.
Total Time
One
Five hour small group
intervention, 6-8 adolescents
per group
Spaced or massed to
facilitate scheduling
5 to 9 hours
Facilitator Characteristics
Target
backgrounds in AIDS education,
nursing or social work, career
facilitators had backgrounds in
career guidance or business, all
facilitators had a college degree
Adults ranging in age from 22 – 59,
mean 36, 78% had a minimum of a
Baccalaureate degree, HIV risk
reduction facilitators had
backgrounds in nursing, human
sexuality education, mental health
counseling, AIDS education or
Social work , General Health
promotion facilitators had
backgrounds in nursing or health
education.
Most were women, all had several
years experience working with
youth. At two site’s, near peers
were used as facilitators. , Workshop
facilitators were trained specifically
to deliver the intervention and
fidelity to the curriculum was
monitored
and 12th grade assemblies at a
local high school, 24% from a
local YMCA. 97% of subjects
were currently enrolled in school
African American adolescents
recruited from seventh and
eighth grades in Trenton New
Jersey public schools.
Participants were offered $20 for
participating in the intervention
and $20 for each of the followups at three and six months
Adolescents recruited by self
referral, coalition members, and
community-based organizations
that served youth in the
communities of
Sacramento: Nashville: Phoenix:
Newark:
And northern Virginia.
108
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Sample Characteristics
Duration
Number of Sessions
Total Time
28.
Three 90 minute weekly
sessions
29.
15 class periods
30.
One single mailing to
subjects in the experimental
group
Eight sessions over two
weeks
NA
32.
PSI curriculum is five
sessions, each session is 4560 minuets in length
3.75 to 5 hours
33.
15 class session, 10 , one per
day for two weeks in
Fifteen class sessions over
two years
31.
270 minutes total
31c
Facilitator Characteristics
AIDS educators
High school instructors who
attended a three day training
program
Mass mailing, of a 12 page booklet,
cover letter and a coupon for free
condoms.
Ten peer educators whose ethnic
diversity reflected that of the target
population. Three males, seven
females, age ranged from 15 to 22,
three males, seven females, five
were teen mothers and two were
HIV positive. Facilitators received
50 hours of training and practice
delivering the intervention
Trained intervention leaders or
trained peer leaders closely observed
by adults
Professional master’s level health
educators who received extensive
Target
87 minority adolescents
recruited for youth serving
community based agencies
High school students in 13
California schools
Males 16-17 years old.
Students in seventh grade classes
in six middle schools in
Hollywood-Wilshire and central
areas of Los Angeles
Youth attending middle or junior
high schools or active in
community organizations in the
state of California
Seventh and eighth grade
students believed to be at high
109
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Sample Characteristics
Duration
Number of Sessions
34..
seventh grade and 5 sessions
one per day for one week in
eighth grade
Four sessions
35.
15 class sessions
36.
One single interview
37.
37c
Exposure in classroom
presentations and in school
wide activities
37c
Total Time
Facilitator Characteristics
Target
training in delivery of the program
and HIV/AIDS
risk
Four hours
Male counselor
20 minutes
High school teachers who attended a
5-day 40-hour training
Physician
Adolescent inmates at Rikers
island correctional facility who
use substances of abuse
High school students in 17
Colorado schools
Adolescents seen in this clinic
who had at least one sexually
transmitted disease
Primarily tenth and eleventh
grade students in selected urban
Texas high schools
HIV positive speakers recruited
from local AIDS organizations,
n=18 10 Males: 9 Caucasian 1
African American, 8 females: 4
Caucasian, 3 African American and
1 Hispanic, ages ranged from 20 to
50+ years, Mode of HIV
transmission included heterosexual
sex (11), homosexual sex (4), blood
transfusion(2) and injection drug use
(1). Of the female speakers three had
given birth to HIV positive babies
all of whom were deceased
110
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Sample Characteristics
Duration
Number of Sessions
Total Time
Facilitator Characteristics
Target
38.
Multimedia campaign
Two years
39.
Field placements of
approximately 90 hours,
3hr./wk (30sessions/weeks)
Classroom curriculum
consists of 40 lessons in 7th
grade and 34 lessons in 8th
grade
One or two years service as
a peer educator
One session
One or two years
sexually active adolescents, aged
15 – 18 in Sacramento County
California
Classroom teachers who participated Students in a NYC middle
in four training sessions
school that serves economically
disadvantaged African-American
and Latino youths.
Nine months
Adult advisors
31 minutes for all conditions
Initial assessment and
interview 2 ½ hours
Peer education 1 ½ hours
Four hours + time was spent
in final individual interview.
Was not stated in article
Lecture intervention was delivered
by a professional female counselor,
Individual interviews were
conducted by either a physician or
social worker. peer educators were
18 to 22 years old, nominated by the
social support groups and trained by
program staff
Peer counselors 6 female, 3 male
Caucasians between the ages of 14
and 18, participated in 4 hours
training on two consecutive days.
39c
40.
41.
42.
42.c
43.
One session
Mass media campaign
Adolescents recruited to be Peer
leaders (PL)
Ninth grade students who
volunteered to participate
Adolescent males aged 13-21
years who had sex with men or
otherwise considered themselves
to be gay or bisexual
Caucasian adolescents who
participate in church or
community organizations
111
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Sample Characteristics
Duration
Number of Sessions
Total Time
44.
Intervention A: three
sessions
Intervention B: seven
sessions
10.5 hours
45.
Up to thirty total
intervention sessions, 4
sessions per week
90-120 minutes
Intervention group received
three cognitive behavioral
intervention sessions each
lasting 3.5 to 4 hours
1.5 weeks,
46.
46c
47.
Facilitator Characteristics
Adult counselors were health care
providers experienced in providing
AIDS education
Facilitators received at least one
week of training and continued
supervision. At least on leader in
each group was African American
or Latino and most groups had one
male and one female leader
Facilitators were trained and led
groups in mixed gender pairs.
over a median length of stay
of 37 days, Range, 1 – 214
days
Follow up three months
following completion of
intervention
Three one hour sessions (self 3 hours over one month
+ group instruction
Facilitators received at least one
week of training and continued
supervision. At least on leader in
each group was African American
or Latino and most groups had one
male and one female leader
Research staff
Target
Adolescents recruited from a
community service agency in
New York city, three youth were
21-24 years old.
93% of these youth labeled
themselves heterosexual
Runaways presenting at two
New Your City shelters 98%
were from the Local New York
City area. Runaways primarily
labeled themselves as
heterosexual Males 93%
females, 99%
Youth signing into the Los
Angeles Gay and Lesbian
Community Services center.
Youth identified themselves as
Homosexual 33% Bisexual 25%
or Heterosexual 42%
African and Hispanic American
adolescents
112
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Sample Characteristics
Duration
Number of Sessions
48.
conditions)
Education control:
1, 120 minute session
Behavioral skills training: 8,
90 to 120 minute sessions
49
Six, sixty minute sessions
50..
Five weekly session for 90
minutes each
50
51.
Each intervention condition
met three times a week for
90 minutes for four weeks
Total Time
Facilitator Characteristics
Target
Two hours in one session,
(two hours)
Groups were led by a male and
African American Adolescents
female facilitator who followed a
between the ages of 14 to 18
standard protocol for each condition. with no current symptoms of
Eight 90-120 minuet sessions
HIV infection or AIDS
over a period of eight weeks
(12 to
16 hours) 14 successive
waves of participants
received identical training
over a period of three years.
Six hours
Trained male and female facilitators Adolescent Males entering a
who also received training in
state reformatory in a southern
policies and procedures of the
state, All youth were in the
correctional institution
custody of the state
7 hours 30 minutes
Two psychologists and two research 19 adolescents in residential
assistants
substance abuse treatment 90%
were court referred for treatment
the remainder were family
referred
Twelve 90 minute sessions.
One male and one female facilitator Adolescents admitted to
A total of 18 hours.
who had degrees in psychology and residential drug treatment for
had received extensive training and
treatment of substance
supervision
dependence, baseline measures
113
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Sample Characteristics
Duration
Number of Sessions
Total Time
52.
90 minute weekly sessions
for six weeks
Nine hours
53.
Four peer led sessions
Over a period of seven
months
54
Community –wide
multifaceted intervention
Eighteen months
55.
16 sessions and continuing
weekly support and
reinforced HIV/AIDS
education to participants
during the rest of their
confinement
Facilitator Characteristics
Target
indicated that these adolescents
were at exceedingly high risk for
acquiring and transmitting HIV
Groups were led by the same three
Substance dependent adolescents
leaders, representative of the racial
in a residential substance abuse
and gender demographics of the
treatment 90% were court
youth.
referred for treatment the
remainder were family referred
Peers, (However one session was led Adolescents incarcerated in
by a community health nurse.
Howard county Indiana
( I don’t think many adolescent
Detainees approximately 70% of
Detainees are nurses, so I don’t
the detainees are Caucasian
understand how they consider this a specific information regarding
peer led interventions)
this sample is not provided
Trained peer facilitators
Latino youth
Not described
Convenience sample of
Adolescent African American
Males recruited from within a
substance abuse program for
youthful offenders
114
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Sample Characteristics
Duration
Number of Sessions
56.
57
58.
Total Time
One session
And booster sessions at
follow up visits with
assessment on stage of
change, discussion of
interim sexual history, and
review of content of the
intervention, participants
were offered condoms and,
written materials and the
opportunity to view the
video again
12 classroom sessions over
three weeks
30 minutes in length
Nine sessions delivered over
three weeks, each session
lasting 1.5 to two hours.
13.5 – 18 hours
Facilitator Characteristics
Target
Female health educators trained by
the principal investigator. Educators
used a standardized intervention
manual developed for the study. It
outlined Key points to cover,
activities to perform and motivation
strategies to employ
Females, younger than 24 years
old who presented to a hospital
based adolescent clinic for
treatment of cervicitis or were
admitted to the affiliated
pediatric hospital for
management of pelvic
inflammatory disease
Science classroom teachers who had
received two days of training
focused on the use of the HIV
curriculum, Training provided
information about AIDS, and other
STD’s, reviewed teaching strategies
for improving communication and
interaction with students.
Twenty facilitators who participated
in a minimum of 40 hours of AIDS
prevention training led each
Students in seventh, eighth and
ninth grade science classes in a
northern California school
district that serves
predominantly African American
and Asian students.
Youth referred to residential
welfare centers as a result of
juvenile delinquency, child
115
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Sample Characteristics
Duration
Number of Sessions
59.
five hour initial session and
twice weekly for an hour
thereafter
Total Time
36 hours
Four months
59.c
60..
61.
62.
Eight weekly meetings,
(seven 1.5 hour-long
sessions conducted in the
nine participating
community centers and one
day long session conducted
in a rural campsite)
One viewing of an HIV
education video and
participation of a focus
group Total length of
intervention including pre
assessment measures was 90
minutes
One
9.5 hours plus one day
One and one half hours
Facilitator Characteristics
Target
intervention group in pairs
Ph.D., AIDS education specialist
and a local middle school counselor
with 8 years experience as a family
life instructor and well known to all
STAND participants, two college
interns with 4 hours of training
assisted by leading small group
discussions
A pair of interventionists, selected
from a trained pool of twenty five,
most were African American, at
least one of the pair was gender
matched to the group participants
abuse or neglect, mental health
Tenth grade students identified
as opinion leaders by their peers
and representing the variety of
cliques within the school.
Graduate research assistants
African American adolescents
enrolled in a summer youth
academic remediation program
in a northeastern US city
Graduate assistants conducted focus
Teens attending a summer
And the larger ninth and tenth
grade enrollment
African American youth in
natural friendship groups of
youth ages 9-15 years of age,
116
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Sample Characteristics
Duration
Number of Sessions
Facilitator Characteristics
Target
academic remediation program
in several community centers in
different parts of an urban
Northeast city
Fifteen total classroom
sessions actual time of
exposure not reported
group discussion prior to showing
the video and video actors, setting,
language and music were either
culturally similar or dissimilar to the
target group
Medical, public health students and
clinical staff. All counselors
completed comprehensive training
provided by the Oregon Health
Division consistent with the CDC
standards for HIV pretest and post
test counseling
Classroom teachers who participated
in an 8 hour in-service training
Professional health educators
extensively trained in the delivery of
this program.
Video tapes were 135
minutes, two weeks.
Adult male and young teen female
narrators on video tape
Total Time
62c
63.
5-10 minute pre test
counseling, including a
discussion of how to reduce
risk of HIV risk infection
followed by a non-invasive
oral HIV testing
64..
Six consecutive classroom
sessions
Ten in seventh grade, and
five in eighth grade
65.
66..
Video tape, at least once
with instructions to practice
the exercises at least three
times in two weeks
One session
Youth aged 13 – 24 years who
requested HIV counseling and
testing.
A multi ethnic sample of urban
high school students
Teens in seventh and eighth
grade. Attending middle school
in a large metropolitan area in
the Midwest where students
were likely to be at greatest risk
for HIV infection
One parent and two parent
families with either a boy or girl
12 – 14 years old
117
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Sample Characteristics
Duration
Number of Sessions
67.
67c
Total Time
12 - 30 minute weekly group Six hours over 12 weeks.
session meeting in groups of
8 to 10 students
Facilitator Characteristics
Group leaders were one male and
three female Caucasian
undergraduate psychology majors.
Group leaders received 15 hours to
implement a cognitive behavioral
HIV prevention intervention and a
womanhood development
curriculum
Target
Hispanic and African American
Freshman attending an all female
parochial school in an inner city
neighborhood
118
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Sample Characteristics
Duration
Number of Sessions
1.
Total Time
Facilitator Characteristics
Two two-month long waves
of advertisement starting in
May and October of 1995
6 months
Mass Media Campaign
2.
One one-hour class session
One hour
Trained Red Cross AIDS educators
3
12
4.
10 to 20 lessons from
curriculum and school-wide
activities
19 months
14 min and 15 second long
audio tape, and discussion
with pediatrician
one class session on three
One intervention and 3 and 9
month follow up
Target
Adolescents 15 to 17 years old in
Three urban Communities in
King County Washington
1. c
5
6
7.
Eleventh and twelfth grade
students in high school in
Richmond County Georgia
School District Health Education
Seventh Grade students
Teacher (ST)
attending Rochester Middle
Ethnically Diverse Male/Female pair schools recruited to participate
of RAPP Health Educators, (RAE)
from their health education class
Pair of RAPP peer Educators,(RPE)
trained teachers, peer resources,
High School students in socioSchool health promotion council
economically and ethnically
activities, presentations by HIV
diverse areas with high HIV
positive speakers
prevalence rates
High School Health Teachers
Gay and Lesbian Students
Pediatrician
Adolescents in for general health
check up
High school students, primarily
119
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Sample Characteristics
Duration
Number of Sessions
Total Time
Facilitator Characteristics
7.c
consecutive days
three days
8.
one 12 hour session per
week for eight weeks
96 hours
Two investigators and two grant
workers
9.
20 lessons from curriculum
and school wide activities
31 months
Ten session classroom
curriculum and school wide,
peer sponsored events
One session
Seven months
trained teachers, peer resources,
School health promotion council
activities, presentations by HIV
positive speakers
Classroom teachers and peer
educators
9.c
10.
11.
12.
13.
14.
Varied based on need of the
agency
2 one hour sessions
Class room training was 16
sessions, a booster session
was provided in tenth grade
classes
One to two hours. 70% of
Mostly African American adults
sessions were estimated to be selected from the community
two hours in length
One year
Specific agency outreach facilitators
not identified
Two days
Community heath nurses (CHN), or
trained peer educators (PE) (female
students mean age 17.6 years)
Entire study length was three Peer educators trained during an off
years
site Saturday training session, Peers
selected for high scores on sensation
seeking and impulsivity
Target
ninth grader, enrolled in physical
education class
Adolescents 11 - 19 from a
rural Southern region of the
United states
ninth grade students
Ninth grade students selected
high school in Texas and
California
High school students in Los
Angeles
Adolescents at risk of
contracting HIV
Ninth grade students in
traditional class rooms
peer educators and students in
ninth grade health
classrooms
120
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Sample Characteristics
Duration
Number of Sessions
15
15c
16.
17.
Total Time
Eight weekly meetings,
9.5 hours plus one day plus
(seven 1.5 hour-long
post intervention boosters
sessions conducted in the
nine participating
community centers and one
day long session conducted
in a rural campsite.) Six
monthly booster session as a
at 15 months youth were
invited to participate in a
booster of intervention
activities conducted over
one month. The booster
sessions were delivered at
the level of the community
center rather than at the level
of the friendship group
2: 45 minute assembly
presentation, and a small
group discussion of
unspecified length
Classroom condition: 5
One week
consecutive regular
classroom sessions,
Facilitator Characteristics
Target
A pair of interventionists, selected
from a trained pool of twenty five,
most were African American, at
least one of the pair was gender
matched to the group participants
African American youth in
natural friendship groups of
youth ages 9-15 years of age,
Connecticut Department of Health
Services personnel, school teachers
and physicians from the county
medical association
Class room teachers and NOLs
trained in weekend long workshops.
Twelfth grade students in high
school
Students in four Connecticut
inner city high schools
121
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Sample Characteristics
Duration
Number of Sessions
17.c
18.
Peer condition: a trained
Natural Opinion Leader
(NOL) engaged 5 same sex
friends and acquaintances of
their choosing in brief (5
min) conversations to impart
key HIV prevention
information, address
negative attitudes about and
stress normative support for
abstinence and condom use.
Over a period of three
weeks. Contacts were
engaged again two to three
days after initial contact for
a booster.
The combined intervention
utilized both interventions
simultaneously
Lengthy development
period, Three month
baseline measurement
period, one month
surrounding “get tested
Total Time
Facilitator Characteristics
Target
NOL’s were selected to represent
that all the social groups represented
in the schools.
Individual contacts over a
period of three weeks
1999
Mass media campaign
At risk youth in 6 large cities;
particularly heterosexual females
and homosexual/bisexual males
122
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Sample Characteristics
Duration
Number of Sessions
19.
week” and three month
period after “get tested
week.”
16 page comic book, 27
minute video tape, eight
hour group skill training
Total Time
Either 27 minutes, or eight
hours and 27 minutes
20.
One-one hour theatrical
presentation
60 minutes
21.
One session
45 minutes
22.
Facilitator Characteristics
Target
Female Social worker and two
trained peer leaders
Adolescents presenting at a
community STD clinic,
responding to posters advertising
the study at community youth
service agencies, Planned
Parenthood clinics and public
health clinics. or detained in a
juvenile detention facility
A multi-ethnic cast of ten teens, This Teen volunteers from numerous
ensemble received training
church and community youth
throughout the summer in theatrical groups representing diverse
techniques and education on issues ethnic, economic and religious
relevant to teens with a focus on sex affiliations
and drug education
Not specified
Students in 10th grade science
classes in two suburban
Oklahoma City area public
schools
Adolescent clients admitted to
six drug free residential
programs across nine states
123
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Sample Characteristics
Duration
Number of Sessions
Total Time
23.
Three sessions, 90 min., 120
minutes and , 90 minutes
Five hours
24.
Two four hour modules over
two consecutive Saturdays
Eight hours
25.
One session
5 hours
Facilitator Characteristics
Target
African American female, health
educator, specially trained to present
this intervention
Adult facilitators were 10 male and
15 female African Americans. Mean
age: 39.5 years, median education:
master’s degree. Median experience
with adolescents: 8 years.
Peer facilitators were 45
Philadelphia high school students
mean age 15.6 years selected based
on recommendations and interviews.
56% of these facilitators were
female, They received training
basic skills of group facilitation,
then stratified by age and gender,
All facilitators were randomly
assigned for training in one of the
three interventions
Black Adults, Mean age, 36.2 (SD =
6.8) Facilitators were trained in a six
hour training session to ensure
fidelity of the intervention across
facilitators. AIDS facilitators had
Sexually active, unmarried
adolescent African American
females
African American Adolescents
recruited from sixth and seventh
grade classes of three middle
schools. Serving low-income
African American communities
157 Black Male adolescents,
44% were recruited from among
outpatients at a medical clinic in
West Philadelphia. 32% were
students attending 10th, 11th,
124
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Cont
Sample Characteristics
Duration
Number of Sessions
25c
26.
27.
Total Time
One
Five hour small group
intervention, 6-8 adolescents
per group
Spaced or massed to
facilitate scheduling
5 to 9 hours
Facilitator Characteristics
Target
backgrounds in AIDS education,
nursing or social work, career
facilitators had backgrounds in
career guidance or business, all
facilitators had a college degree
Adults ranging in age from 22 – 59,
mean 36, 78% had a minimum of a
Baccalaureate degree, HIV risk
reduction facilitators had
backgrounds in nursing, human
sexuality education, mental health
counseling, AIDS education or
Social work , General Health
promotion facilitators had
backgrounds in nursing or health
education.
Most were women, all had several
years experience working with
youth. At two site’s, near peers
were used as facilitators. , Workshop
facilitators were trained specifically
to deliver the intervention and
fidelity to the curriculum was
monitored
and 12th grade assemblies at a
local high school, 24% from a
local YMCA. 97% of subjects
were currently enrolled in school
African American adolescents
recruited from seventh and
eighth grades in Trenton New
Jersey public schools.
Participants were offered $20 for
participating in the intervention
and $20 for each of the followups at three and six months
Adolescents recruited by self
referral, coalition members, and
community-based organizations
that served youth in the
communities of
Sacramento: Nashville: Phoenix:
Newark:
And northern Virginia.
125
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Sample Characteristics
Duration
Number of Sessions
Total Time
28.
Three 90 minute weekly
sessions
29.
15 class periods
30.
One single mailing to
subjects in the experimental
group
Eight sessions over two
weeks
NA
32.
PSI curriculum is five
sessions, each session is 4560 minuets in length
3.75 to 5 hours
33.
15 class session, 10 , one per
day for two weeks in
Fifteen class sessions over
two years
31.
270 minutes total
31c
Facilitator Characteristics
AIDS educators
High school instructors who
attended a three day training
program
Mass mailing, of a 12 page booklet,
cover letter and a coupon for free
condoms.
Ten peer educators whose ethnic
diversity reflected that of the target
population. Three males, seven
females, age ranged from 15 to 22,
three males, seven females, five
were teen mothers and two were
HIV positive. Facilitators received
50 hours of training and practice
delivering the intervention
Trained intervention leaders or
trained peer leaders closely observed
by adults
Professional master’s level health
educators who received extensive
Target
87 minority adolescents
recruited for youth serving
community based agencies
High school students in 13
California schools
Males 16-17 years old.
Students in seventh grade classes
in six middle schools in
Hollywood-Wilshire and central
areas of Los Angeles
Youth attending middle or junior
high schools or active in
community organizations in the
state of California
Seventh and eighth grade
students believed to be at high
126
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Cont
Sample Characteristics
Duration
Number of Sessions
Total Time
Facilitator Characteristics
34.
seventh grade and 5 sessions
one per day for one week in
eighth grade
15 class sessions
35
One single interview
20 minutes
High school teachers who attended a
5-day 40-hour training
Physician
36.
Four sessions
Four hours
Male counselor
37.
37c
Exposure in classroom
presentations and in school
wide activities
37c
Target
training in delivery of the program
and HIV/AIDS
risk
High school students in 17
Colorado schools
Adolescents seen in this clinic
who had at least one sexually
transmitted disease
Adolescent inmates at Rikers
island correctional facility who
use substances of abuse
Primarily tenth and eleventh
grade students in selected urban
Texas high schools
HIV positive speakers recruited
from local AIDS organizations,
n=18 10 Males: 9 Caucasian 1
African American, 8 females: 4
Caucasian, 3 African American and
1 Hispanic, ages ranged from 20 to
50+ years, Mode of HIV
transmission included heterosexual
sex (11), homosexual sex (4), blood
transfusion(2) and injection drug use
(1). Of the female speakers three had
given birth to HIV positive babies
all of whom were deceased
127
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Sample Characteristics
Duration
Number of Sessions
Total Time
Facilitator Characteristics
Target
38.
Multimedia campaign
Two years
39.
Field placements of
approximately 90 hours,
3hr./wk (30sessions/weeks)
Classroom curriculum
consists of 40 lessons in 7th
grade and 34 lessons in 8th
grade
One or two years service as
a peer educator
One session
One or two years
sexually active adolescents, aged
15 – 18 in Sacramento County
California
Classroom teachers who participated Students in a NYC middle
in four training sessions
school that serves economically
disadvantaged African-American
and Latino youths.
Nine months
Adult advisors
31 minutes for all conditions
Initial assessment and
interview 2 ½ hours
Peer education 1 ½ hours
Four hours + time was spent
in final individual interview.
Was not stated in article
Lecture intervention was delivered
by a professional female counselor,
Individual interviews were
conducted by either a physician or
social worker. peer educators were
18 to 22 years old, nominated by the
social support groups and trained by
program staff
Peer counselors 6 female, 3 male
Caucasians between the ages of 14
and 18, participated in 4 hours
training on two consecutive days.
39c
40.
41.
42.
42.c
43.
One session
Mass media campaign
Adolescents recruited to be Peer
leaders (PL)
Ninth grade students who
volunteered to participate
Adolescent males aged 13-21
years who had sex with men or
otherwise considered themselves
to be gay or bisexual
Caucasian adolescents who
participate in church or
community organizations
128
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Sample Characteristics
Duration
Number of Sessions
Total Time
44.
Intervention A: three
sessions
Intervention B: seven
sessions
10.5 hours
45.
Up to thirty total
intervention sessions, 4
sessions per week
90-120 minutes
Intervention group received
three cognitive behavioral
intervention sessions each
lasting 3.5 to 4 hours
1.5 weeks,
46.
46c
47.
Facilitator Characteristics
Adult counselors were health care
providers experienced in providing
AIDS education
Facilitators received at least one
week of training and continued
supervision. At least on leader in
each group was African American
or Latino and most groups had one
male and one female leader
Facilitators were trained and led
groups in mixed gender pairs.
over a median length of stay
of 37 days, Range, 1 – 214
days
Follow up three months
following completion of
intervention
Three one hour sessions (self 3 hours over one month
+ group instruction
Facilitators received at least one
week of training and continued
supervision. At least on leader in
each group was African American
or Latino and most groups had one
male and one female leader
Research staff
Target
Adolescents recruited from a
community service agency in
New York city, three youth were
21-24 years old.
93% of these youth labeled
themselves heterosexual
Runaways presenting at two
New Your City shelters 98%
were from the Local New York
City area. Runaways primarily
labeled themselves as
heterosexual Males 93%
females, 99%
Youth signing into the Los
Angeles Gay and Lesbian
Community Services center.
Youth identified themselves as
Homosexual 33% Bisexual 25%
or Heterosexual 42%
African and Hispanic American
adolescents
129
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Sample Characteristics
Duration
Number of Sessions
48.
conditions)
Education control:
1, 120 minute session
Behavioral skills training: 8,
90 to 120 minute sessions
49
Six, sixty minute sessions
50..
Five weekly session for 90
minutes each
50
51.
Each intervention condition
met three times a week for
90 minutes for four weeks
Total Time
Facilitator Characteristics
Target
Two hours in one session,
(two hours)
Groups were led by a male and
African American Adolescents
female facilitator who followed a
between the ages of 14 to 18
standard protocol for each condition. with no current symptoms of
Eight 90-120 minuet sessions
HIV infection or AIDS
over a period of eight weeks
(12 to
16 hours) 14 successive
waves of participants
received identical training
over a period of three years.
Six hours
Trained male and female facilitators Adolescent Males entering a
who also received training in
state reformatory in a southern
policies and procedures of the
state, All youth were in the
correctional institution
custody of the state
7 hours 30 minutes
Two psychologists and two research 19 adolescents in residential
assistants
substance abuse treatment 90%
were court referred for treatment
the remainder were family
referred
Twelve 90 minute sessions.
One male and one female facilitator Adolescents admitted to
A total of 18 hours.
who had degrees in psychology and residential drug treatment for
had received extensive training and
treatment of substance
supervision
dependence, baseline measures
130
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Sample Characteristics
Duration
Number of Sessions
Total Time
52.
90 minute weekly sessions
for six weeks
Nine hours
53.
Four peer led sessions
Over a period of seven
months
54.c
55.
56.
16 sessions and continuing
weekly support and
reinforced HIV/AIDS
education to participants
during the rest of their
confinement
One session
And booster sessions at
follow up visits with
30 minutes in length
Facilitator Characteristics
Target
indicated that these adolescents
were at exceedingly high risk for
acquiring and transmitting HIV
Groups were led by the same three
Substance dependent adolescents
leaders, representative of the racial
in a residential substance abuse
and gender demographics of the
treatment 90% were court
youth.
referred for treatment the
remainder were family referred
Peers, (However one session was led Adolescents incarcerated in
by a community health nurse.
Howard county Indiana
( I don’t think many adolescent
Detainees approximately 70% of
Detainees are nurses, so I don’t
the detainees are Caucasian
understand how they consider this a specific information regarding
peer led interventions)
this sample is not provided
Not described
Convenience sample of
Adolescent African American
Males recruited from within a
substance abuse program for
youthful offenders
Female health educators trained by
the principal investigator. Educators
used a standardized intervention
Females, younger than 24 years
old who presented to a hospital
based adolescent clinic for
131
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Cont
Sample Characteristics
Duration
Number of Sessions
57
Total Time
assessment on stage of
change, discussion of
interim sexual history, and
review of content of the
intervention, participants
were offered condoms and,
written materials and the
opportunity to view the
video again
12 classroom sessions over
three weeks
58.
Nine sessions delivered over
three weeks, each session
lasting 1.5 to two hours.
13.5 – 18 hours
59.
five hour initial session and
twice weekly for an hour
thereafter
36 hours
Four months
Facilitator Characteristics
Target
manual developed for the study. It
outlined Key points to cover,
activities to perform and motivation
strategies to employ
treatment of cervicitis or were
admitted to the affiliated
pediatric hospital for
management of pelvic
inflammatory disease
Science classroom teachers who had
received two days of training
focused on the use of the HIV
curriculum, Training provided
information about AIDS, and other
STD’s, reviewed teaching strategies
for improving communication and
interaction with students.
Twenty facilitators who participated
in a minimum of 40 hours of AIDS
prevention training led each
intervention group in pairs
Ph.D., AIDS education specialist
and a local middle school counselor
with 8 years experience as a family
Students in seventh, eighth and
ninth grade science classes in a
northern California school
district that serves
predominantly African American
and Asian students.
Youth referred to residential
welfare centers as a result of
juvenile delinquency, child
abuse or neglect, mental health
Tenth grade students identified
as opinion leaders by their peers
and representing the variety of
132
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Cont
Sample Characteristics
Duration
Number of Sessions
Total Time
59.c
60..
61.
62.
62c
Eight weekly meetings,
(seven 1.5 hour-long
sessions conducted in the
nine participating
community centers and one
day long session conducted
in a rural campsite)
One viewing of an HIV
education video and
participation of a focus
group Total length of
intervention including pre
assessment measures was 90
minutes
One
9.5 hours plus one day
One and one half hours
Facilitator Characteristics
Target
life instructor and well known to all
STAND participants, two college
interns with 4 hours of training
assisted by leading small group
discussions
A pair of interventionists, selected
from a trained pool of twenty five,
most were African American, at
least one of the pair was gender
matched to the group participants
cliques within the school.
Graduate research assistants
African American adolescents
enrolled in a summer youth
academic remediation program
in a northeastern US city
Graduate assistants conducted focus
group discussion prior to showing
the video and video actors, setting,
language and music were either
culturally similar or dissimilar to the
Teens attending a summer
academic remediation program
in several community centers in
different parts of an urban
Northeast city
And the larger ninth and tenth
grade enrollment
African American youth in
natural friendship groups of
youth ages 9-15 years of age,
133
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Cont
Sample Characteristics
Duration
Number of Sessions
63.
5-10 minute pre test
counseling, including a
discussion of how to reduce
risk of HIV risk infection
followed by a non-invasive
oral HIV testing
64..
Six consecutive classroom
sessions
Ten in seventh grade, and
five in eighth grade
65.
66..
67.
Total Time
One session
Fifteen total classroom
sessions actual time of
exposure not reported
Video tape, at least once
Video tapes were 135
with instructions to practice minutes, two weeks.
the exercises at least three
times in two weeks
12 - 30 minute weekly group Six hours over 12 weeks.
session meeting in groups of
8 to 10 students
Facilitator Characteristics
target group
Medical, public health students and
clinical staff. All counselors
completed comprehensive training
provided by the Oregon Health
Division consistent with the CDC
standards for HIV pretest and post
test counseling
Classroom teachers who participated
in an 8 hour in-service training
Professional health educators
extensively trained in the delivery of
this program.
Adult male and young teen female
narrators on video tape
Group leaders were one male and
three female Caucasian
undergraduate psychology majors.
Group leaders received 15 hours to
Target
Youth aged 13 – 24 years who
requested HIV counseling and
testing.
A multi ethnic sample of urban
high school students
Teens in seventh and eighth
grade. Attending middle school
in a large metropolitan area in
the Midwest where students
were likely to be at greatest risk
for HIV infection
One parent and two parent
families with either a boy or girl
12 – 14 years old
Hispanic and African American
Freshman attending an all female
parochial school in an inner city
neighborhood
134
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Cont
Sample Characteristics
Duration
Number of Sessions
Facilitator Characteristics
Total Time
Target
implement a cognitive behavioral
HIV prevention intervention and a
womanhood development
curriculum
67c
Review of HIV Interventions for Adolescents
Sample Characteristics
Sample Size
4.
19 Months
Survey
Comparison:
n=4196
Intervention:
n=4129
31 month
Survey
Comparison:
n=4804
Intervention:
n=4651
Gender
Age
Percentage
Mal. Fem. Mean
Race Percentages
Range
AA
H
NA/AI
A/PI
C
O
55
45
14
30
24
27
6
49
51
18
32
15
14
6
28
25
53
47
15
31
21
5
53
47
22
34
14
5
135
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Sample Characteristics
Sample Size
5.
1.
6.
Total=3647
GLB=151
Pre campaign
n= 341
Interview
Comparison.
n=114
Interview
Intervention.
n=101
3 month
Comparison
n=107
3 month.
Intervention
n=93
9 month
Comparison
n=103
9 month
Intervention
n=94
Gender
Age
Percentage
Mal. Fem. Mean
49
51
16
Race Percentages
Range
14-18
AA
5.9
H
7.5
NA/AI
0.6
A/PI
3.7
C
77.7
O
NR
NR
16
NR
38
17
16
12
52
48
48
52
16
15 -17
30
68
NR
03
52
48
14
12-15
60
04
21
15
49
51
70
04
14
12
14
12-15
49
51
61
04
22
13
47
53
69
03
15
13
51
49
60
04
23
13
136
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Sample Characteristics
Sample Size
8.
7.
3.
9.
Convenience
sample of
105
adolescents
513 students
Intervention
n= 210
Control
n=303
1352
3869 students
at baseline,
3058 at 31
months
intervention
n=1983
Control
n=1886
12. Year
# of Agencies
making
referrals,
Gender
Age
Percentage
Mal. Fem. Mean
43
57
16
Race Percentages
Range
11-19
AA
26
H
01
41
59
14.4
13-17
16
20
50
50
13.1
NR
50
16
981
994
NR
NR
19.6
46.4
53.6
NR
NR
14.6
NA/AI
16
A/PI
NR
C
26
O
NR
42
10
12
NR
NR
20
14
28.7
13.7
NR
28.7
7.7
26.3
22.4
PP1988
10
20
19
NR
PP1989
13
32
23
30.9
PIP1990
27
115
65
5.9
NP 1991
22
60
44
137
Review of HIV Interventions for Adolescents
Sample Characteristics
Sample Size
Gender
Age
Percentage
Mal. Fem. Mean
Race Percentages
Range
AA
H
# of referrals
# of
appointments
kept
# HIV +
(PP indicates
pre plan, PIP
plan in place,
NP, no plan)
13.
Total n=160
45
Control n=49
CHN led
n=58
Peer led n=53
14. 63% of
46.8
eligible
students
returned
consent forms
18. 3737 youth
40
55
14.4
14-16
NA/AI
0
A/PI
C
3
23
O
16
Born Outside Canada
58.5
57.1
72.4
51.2
60
14.5
NR
43.4
40.9
5.4
NR
NR
46.2
7.6
72% 13
38
30
NR
NR
24
8
138
Review of HIV Interventions for Adolescents
Sample Characteristics
Sample Size
Gender
Age
Percentage
Mal. Fem. Mean
tested for
HIV
Race Percentages
Range
to 21
Y/O
AA
H
27
100
21
NA/AI
A/PI
C
O
28% 22
y/o+
561 surveyed
22. 938
25. n=157
76
24
16.6
14.64
47
53
11.8
90%
13-21
Y/O
NR
NR
NR
46
6
experimental
group n=85
control
group n=72
24. Total n=659
100
Abstinence
n=215
Safer Sex
139
Review of HIV Interventions for Adolescents
Sample Characteristics
Sample Size
Gender
Age
Percentage
Mal. Fem. Mean
Race Percentages
Range
AA
H
NA/AI
0
0
A/PI
C
O
n=218
Control
intervention
n=214
15. Intervention
n=206
App. App
50
50
Median 9-15
age
11.3
100
46.2
53.8
13.2
100
37
63
14.8
0
0
0
Control
n=176
26. Total n=496
HIV Risk
Reduction
n=269
General
health
promotion
n=227
17. Total n=
13 - 19
61
28
11
140
Review of HIV Interventions for Adolescents
Sample Characteristics
Sample Size
Gender
Age
Percentage
Mal. Fem. Mean
Race Percentages
Range
AA
H
45.3
40.7
40.8
38.2
55.9
54.7
59.3
59.2
61.8
44.1
15.3
14.4
16.5
14.3
15.2
SD
1.27
1.13
1.51
1.35
1.54
18.1
77.4
12.0
71.9
73.2
38.6
16.9
44.2
2.
8.
NR
NR
24.9
0.3
34.6
21.2
11.6
18.4
5.4
9.2
4.9
7.2
45
55
13.8
12-16
41
59
NR
NR
NR
NR
47
50
15.3
NR
2
20
2
9
62
5
45
53
2
20
2
10
60
6
NA/AI
A/PI
C
O
1577
27.
n=
380
300
213
358
113
28. Total n=87
Intervention:
n=41
Control n=46
29. Total n= 758
Treatment
group n=429
141
Review of HIV Interventions for Adolescents
Sample Characteristics
Sample Size
Gender
Age
Percentage
Mal. Fem. Mean
Range
50
51
55
49
15
2
SD=1.15 6
21
21
2
NR
9
91
18.1
SD
2.2
84
7
NR
Standard care
n=47
37. Total n=1491
6
94
47
53
17.1
16.3
79
35.3
8
42.9
38. n=1009
NR
NR
NR
SD
1.6
SD
0.78
NR
NR
NR
12.4
64.1%
under 18
years
old
20.9
71
Comparison
group n=329
34. Total n=2844
Baseline and
6 month
follow up
data collected
from 979
36. Intervention
n=43
sexually
active n=521
39. n=255 @
intervention
44.1
41
55.9
59
Race Percentages
AA
H
25.7
26
NA/AI
NR
NR
A/PI
8
C
O
3
6.
65
4
5
NR
5
4
30
4
17.3
9
2.4
NR
NR
NR
NR
43.7
NR
9.7
NR
142
Review of HIV Interventions for Adolescents
Sample Characteristics
Sample Size
Gender
Age
Percentage
Mal. Fem. Mean
Race Percentages
Range
AA
H
NR
17
34
NA/AI
A/PI
C
O
time
Completed
10th grade
survey
n=195
40. n total =235
35
new PL n= 97
repeat PL
34
n=67
comparison
n=71
30.3
41
Total n =144
41.4
43
64
15.7
66
15.2
12.5
69.7
16.6
58.6
57
15.6
14.21
20.4
NR
NR
25
21
40.6
25
21.9
19.4
31.3
17.9
31.3
13-16
22.9
NR
31.4
NR
NR
NR
32.9
NR
12.9
NR
13-24
SD
2.3
25.9
24.5
NR
NR
40.2
9.4
each
condition
n = 18
46.
Total n = 153
82.4
143
Review of HIV Interventions for Adolescents
Sample Characteristics
Sample Size
Gender
Age
Percentage
Mal. Fem. Mean
Race Percentages
Range
AA
H
76.6
19.6
2.7
31.3
21.9
35.9
11.
87.5
21.
1.7
21.3
26.7
44.
8.
51.7
18.1
13-24
SD 1.9
53
39
8
3 session
n=50
47.9
18.
SD2.2
44
46
10
7 session
n=53
54.
18.3
SD1.8
59
33
8
52.8
18.1
SD1.7
11-18
SD 1.5
56
39
NA/AI
A/PI
C
O
intervention
n = 64
control n=75
44. Total n=151
NR
NR
NR
Control n=48
45. Control n=79
42
58
15.6
6
NR
69
16
NR
9
6
Intervention
144
Review of HIV Interventions for Adolescents
Sample Characteristics
Sample Size
Gender
Age
Percentage
Mal. Fem. Mean
Race Percentages
Range
AA
H
27
NA/AI
A/PI
C
O
n=118
53. n Tot = 196
Completed
pre treatment
assessment
n=146
completed
post
treatment
follow-up
n=69
55. N=36
56. Total n=123
Intervention
n=60
Standard care
control
n=63
33
67
Male
female ratio
is balanced
15.4
15
SD 1.5
7-18
58
100
16
100
17.2
13-18
SD 1.28
13.9-22.
60
22
17.
14.1-22.
29
17.5
13.921.9
31
100
7
70
8
17
21
12
10
8
10
7
13
NR
NR
145
Review of HIV Interventions for Adolescents
Sample Characteristics
Sample Size
57. Total pretest
n = 358
Posttest
n=268
Follow-up
n=218
58. Total n=915
* Pre-post
matching was
possible on
557 students
Gender
Age
Percentage
Mal. Fem. Mean
Range
AA
H
56
SD 1.6
46
NR
44
14.7
Race Percentages
NA/AI
A/PI
NR
NR
NR
NR
C
O
54
NR
12-18
NR
NR
NR
Matched
sample:
Control
n=122
NR
33
6
5
5
10
NR
7
29
7
0
43
4
Intervention
n=431
59. Intervention:
STAND
n=21
Comparison
48
52
15.8
39
71
51
49
15.6
53
NR
NR
146
Review of HIV Interventions for Adolescents
Sample Characteristics
Sample Size
Gender
Age
Percentage
Mal. Fem. Mean
Race Percentages
Range
AA
H
NA/AI
A/PI
C
O
n=53
Diff:
STAND
N=167
43
57
15.4
74
26
0
Comparison
n=74
48. Total n=246
35
67
15
42
58
0
28
72
15.3
51. n=159
68
32
16
50.
52.
49.
61.
63.
14
73
100
49
51
5
23
0
51
49
43.3
56.7
n=19
n=34
n=312
n=121
n=351
47. 60
SD 1.4
SD=
1.3
15.6
13-17
15.6
13-17
15.8
SD= 0.7
14.3
14-15
Median 13-24
age
=19
SD=
2.67
16.1
100
22
1
2
NR
75
NR
4
16
69.9
100
9
0
0
1.9
0
5
0
0
0.2
0
7
0
0
NR
0
1
15
84
28.0
0
71
0
0
NR
0
6
36.7
Caribbean
26.6
NR
NR
10
11.7
147
Review of HIV Interventions for Adolescents
Sample Characteristics
Sample Size
64. 1201
Int n=667
Cont n=534
Gender
Age
Percentage
Mal. Fem. Mean
Range
AA
Black 15
36.7
H
NA/AI
A/PI
35.4
NR
NR
C
O
58.5
15.7
12 -20
SD 1.4
43. 82 Peer n= 27 27
Adult n=28
Control n= 27
66. Families-69
55
55
15.8
12-18
0
0
0
0
NonNR
Hispanic
white
27.9
100
0
45
NR
12-14
NR
NR
NR
NR
NR
NR
42. 139
100
0
19.25
14
3
2
4
75
2
23. 172
10. 3677
19. Clinic n=140
0
48
42
100
53
58
16.79
NR
17.11
12.721.9
SD+2.31
NR
14-19
100
17
46
0
27
NR
0
<1
NR
0
18
NR
0
31
54
0
Detention n=
161
54
46
15.74
13-18
52
NR
NR
NR
48
56
44
16.6
NR
8
Specific ethnicity not reported with the exception of
16. Baseline
41.5
Race Percentages
148
Review of HIV Interventions for Adolescents
Sample Characteristics
Sample Size
n=141
Control
n=234
Intervention
n=186
11. N=339
35. Intervention
n=58
Gender
Age
Percentage
Mal. Fem. Mean
Race Percentages
Range
AA
H
NA/AI
A/PI
C
O
percentage of African Americans in the Sample. Within text of
the article the authors report that Stratford Connecticut has a
small racial minority population, approximately 6% black and
2% Hispanic
43
57
17.5
1
47
41
100
53
59
16.7
14.61
13-18
Median 16-19
age
17.8
17
30
64
37
33
NR
NR
66
NR
100
33
NR
0
NR
0
0
0
0
NR
84
NR
NR
NR
NR
NR
NR
33
3
NR
Control n=9
21. 448
60. Intervention
n=206
44.4 55.5
App. App
50
50
15.6
14-17
Median 9-15
age
11.3
NR
NR
1
Control
n=177
54. 536
NR
14-20
149
Review of HIV Interventions for Adolescents
Sample Characteristics
Sample Size
33. Control
n=668
2.
31.
20.
62.
65.
Treatment n=
1001
N=1194
Control
n=659
Intervention
n=535
N=1657
143
194
Total n=2318
Treatment
n=1418
Gender
Age
Percentage
Mal. Fem. Mean
51.6 48.4 NR
47.8
50.2
25.2
49.8
46
51
38
54
49
62
49.6
50.4
52.6
100
47.4
Race Percentages
Range
NR
AA
64.3
H
6.4
17.2
15-18
56.1
65.3
12.3
NR
14.6
NR
NR
13-19
NR
NR
16.9
4.2
Hispanic
ethnicity
assessed in a
question
separate from
race
64
22
9
20
100
60.3
9.9
66.8
12
3.1
4
NA/AI
NR
A/PI
NR
C
25.2
O
4.1
4.5
4
NR
1.8
22.5
28.9
NR
3
13
3
5
38
NR
8
NR
NR
25.2
4.6
24.8
82
5.3
Control
n=900
30. Control
15-19
1
1
150
Review of HIV Interventions for Adolescents
Sample Characteristics
Sample Size
Gender
Age
Percentage
Mal. Fem. Mean
Race Percentages
Range
AA
H
12
9
3
27-32
43.3
56.7
NA/AI
A/PI
C
O
n=1033
Experimental
n=984
32. 7340
67. N= 60
4245
0
5255
100
12.8
15
14-17
1
3.6-5.5
1
12-14
83
40
6.9-7.2
Intervention
n=30
Control
n=30
151
Review of HIV Interventions for Adolescents
Cit.
Cont.
1.
Comparison Condition Outcome Measures
Findings
Contact Person
Pre- post intervention
results on survey
73 % recognized any component of the
campaign, 51% heard the radio message, 35%
recognized the poster and 32% recognized the
bus sign/billboard. No change in condom use
was reported between pre and posttest surveys
Karen Hartfield, HIV/AIDS program,
Public Health-Seattle and King county
400 Yesler Way, 3rd Floor, Seattle
WA 98104
Results of survey
assessing exposure to
campaign, level of
sexual experience, and
attitudes, norms and
behaviors regarding
condom use.
152
2.
2c
3.
“No treatment”
control condition
Regular school health
curriculum
CDC Health Risk
Survey. Some
questions were
omitted due to school
board concerns that
more explicit
questions regarding
personal sexual
activity and condom
use would be
construed as
promoting sexual
intercourse.
Additional questions
examining beliefs and
attitudes about AIDS
and level of worry
about possibility of
infection were
included
Results on survey
questionnaire
assessing
demographics, history
of life risk behaviors,
and history of sexual
intercourse experience
or abstinence.
The education group had significantly higher
knowledge after controlling for previous
knowledge, gender and Hispanic ethnicity.
Post education program, students were less
worried about exposure to the AIDS Virus but
were more worried about AIDS acquisition
during their adult life.
Robert H. DuRant, Ph.D., C.E. 112,
Medical College of Georgia, Augusta,
GA, 30912
At 6 to 12 months post intervention no
significant difference between control and
experimental groups
Marilyn J. Aten, PhD. RN, School of
Nursing, University of Rochester, 260
Crittenden Blvd. Rochester, NY
14642. Email
marilyn_aten@urmc.rochester.edu
153
4.
Urban high schools
using standard
knowledge based
curriculum on STD’s
and HIV/AIDS
Survey questionnaire
results measuring
behavioral and
psychosocial
variables
5.
HIV Education that is
not GLB sensitive
Results of survey
questionnaires
assessing health
educators and high
school students
regarding their
experience of GLB
sensitive education
and comparing to risk
behaviors of GLB
youth.
Results on baseline
questionnaires
assessing personal
characteristics and
5.c
6.
Randomly selected
adolescents. Control
group received no
program specific
At 19 months, there was no difference in
proportion of students having sexual
intercourse, or in the number of sexual
partners with whom no condom was used in
the past three months, there was a difference
in frequency of sex without a condom with
safer choices participants reporting fewer
instance by ratio of .72. At 31 months the
program had not significantly reduced the
proportion of students who had intercourse in
the previous three months, the program was
effective in reduction the number of partners
with whom student had intercourse without a
condom in the past three months, there was
no difference in the number of occasions of
intercourse without a condom.
In schools where gay sensitive HIV
instruction was provided, GLB youth reported
lower sexual risk behaviors.
Karen Basen-Enquist, PhD, MPH,
Department of Behavioral Science,
BOX 243, University of Texas, MD
Anderson Cancer Center 1515
Holcombe Boulevard, Houston, TX
77030
email:kbasenen@notes.mdacc.tmc.ed
u
No differences regarding vaginal, oral or anal
sexual intercourse at exit interview, 3 or 9
month follow up. No difference in the
number of partners in last three months or
(B.O.B.) University of Maryland,
Department of Health education,
College of Health and Human
Performance, College Park, MD,
Susan M Blake, PhD, George
Washington University School of
Public Health and Health Services,
2175 K St. NW, Suite 700,
Washington, DC, 20037
email:smblake@aol.com
154
materials
6.c
7.
7.c
Pre-Post intervention
responses, with
analysis against
control group
responses on same
questionnaires T1:one
week before
intervention, T2 four
weeks after
completion of
intervention
knowledge of STD’s,
and follow up
questionnaires
assessing how much
they talked with
pediatrician about 13
sexuality and sexual
risk topics during
health check up,
sexual behavior and
condom use in the
past, beliefs and
attitudes regarding
sex, STD’s and
behavioral intentions
regarding sex and use
of condoms at 3 and 9
months.
Self report 18 item
questionnaires,
students written
responses to vignettes
describing risky
behavior, , self report
measures of condoms
use, sexual risk with
in the previous month,
condom use within the
previous month and an
index of alcohol of
alcohol and drug use
lifetime, or the frequency of vaginal
intercourse, in the last three months at the exit
interview at 3 month follow up or at the 9
month follow up, a trend suggested that the
likelihood of vaginal intercourse is higher in
the intervention group at 3 month follow up
but not at exit interview or at 9 months.
Significant difference at 3 month follow up
was noted in intervention group rate of
condom use: 0.8% reported unprotected sex
compared to 42% in the control group. There
was no corresponding difference at the 9
month follow up.
20742
After controlling for demographic variables
between experimental and control groups
there were small but significant differences in
STD knowledge ( 3% of the variance) and
substance use prevention skills (2% of the
variance). Relative to the control group the
intervention did not have an impact on
condom use, the number of sexual partners,
condom use the previous month or alcohol or
drug use.
Cherrie B. Boyer, PhD., Department
of Pediatrics, Division of Adolescent
Medicine, University of California,
San Francisco, 400 Parnassus Ave,
Room ASC-01, Box 0503 San
Francisco, CA 94143-0503
155
8.
that measured
frequency of use.
Pre – Post intervention Self Report
responses on
Questionnaires
questionnaires
assessing both process
and formative data:
HIV Attitudes, AIDS
Risk Knowledge Test,
Condom Attitude
Scale (CAS) and Risk
Behavior Survey
questionnaires.
9.
Comparison of pre
and post intervention
responses on a survey
both within subjects
and between
intervention and
control groups
Self report responses
to survey
questionnaires
assessing behavioral
factors and
psychosocial variables
10.
Ten high schools in
Texas and ten high
schools in California
Questionnaire
consisted of items
assessing
All changes were in the expected direction.
Ant two comparisons between Pre-and postintervention were significant. Significant
positive impact was noted on the Aids Risk
Knowledge, and HIV Attitudes
questionnaires. No overall significant
difference was found on the CAS. An
interaction effect was found on the between
Race and gender on the CAS No Significant
difference was found on the Risk Behavior
survey for pre and post intervention
composite scores. Process evaluation
indicated strong positive outcomes.
The intervention had statistically significant
p=.05 effects on reducing intercourse without
a condom, at a ration of .63. Students in the
intervention condition reported fewer partners
with whom they had intercourse without a
condom in the three months previous to
survey. There was no significant difference in
the incidence students initiating sexual
activity. The observed effect was in the
desired direction. On the psychosocial scales,
significant differences were found on seven of
the thirteen scales all favoring the intervention
groups.
Nine of the thirteen psychosocial variables
were significantly changed after one year of
the Safer Choices program ,
Janie B. Butts, College of Nursing,
University of Southern Mississippi,
Southern Station, Box 5095
Hattiesburg, MS 39406-5095
Email: janie.butts@usm.edu
Dr. Coyle, ETR Associates, PPO Box
1830, Santa Cruz, CA 95061-1830
Phone: 831-438-4060, Fax: 831-4383577, Email. karinc@etr.org
None specified
156
10c
10.c
11.
were randomized and
compared on school
level variables, ninth
grade students
completed the
baseline survey in the
fall or 1993 and
follow up survey in
spring of 1994 at both
intervention and
comparison schools.
demographic
characteristics,
sexuality related
psychosocial
variables, sexual
behaviors, and
program exposure
No Control
Paper and pencil
pretest and post-test
assessments of HIV
knowledge (13 items)
and behavioral intent
(seven items)
HIV knowledge, self efficacy to get and use
condoms. A group by group interaction
occurred for other STD knowledge, perceived
risk of HIV, and perceived risk of other
STD’s. There was not an effect on perceived
ability to refuse intercourse or ability to
communicate with a partner about not having
sex or using protection. The program
decreased unprotected intercourse by one half,
increasing the use of condoms at last
intercourse, the intervention also increase the
use of effective pregnancy prevention, and
decreased the number of sexual partners with
whom students had unprotected intercourse. .
The intervention did not delay the onset of
sexual intercourse.
Knowledge and behavioral intent scores
increased for all students. Knowledge and
behavioral intent differences assessed by
ethnicity, sex age and homogeneity of
classroom revealed that in the pretest
assessment Caucasian students scored higher
on both knowledge and behavioral intent than
Hispanic or African American students.
Comparing pretest and post-test scores
controlling for homogeneity of classroom,
sex, age and ethnicity students in ethnically
homogenous class rooms demonstrated larger
increases in scores than students in ethnically
heterogeneous classrooms and Caucasian
students demonstrated larger changes in
Marietta E. Damond, Ph D. Office of
HIV/AIDS Education, American Red
Cross, National Headquarters,
Washington, DC, 20006
157
11c
12.
13.
Data on referrals two
years previous and
one year post program
intervention
Peer led interventions
versus identical
intervention led by
community health
nurses versus no
intervention
Number of agencies
making referrals,
number of
appointments kept,
and number of HIV +
youth identified
Results on postintervention
questionnaire
assessing
demographic data,
previous HIV/AIDS
education , preference
for CHN or PE led
programming,
knowledge of
HIV/AIDS and
prevention, prevention
attitudes, self efficacy
and behavioral
intentions
13.c
14.
Pre – Post intervention
assessments between
educator and noneducator
Analysis of panel
survey data at
baseline evaluating
Sensation Seeking
Scale impulsive
behavioral intent.
Utilizing a tailored labor intensive program to
identify and meet needs of variety of
programs serving at risk youth resulted in a
greater number of referrals and identification
of HIV positive youth
Both intervention conditions had an
immediate short term impact on student’s
prevention knowledge, attitudes, self
efficacy, and intended behaviors Students
taught by PE’s appeared to have greater gains
in knowledge on HIV/AIDS prevention than
did the CHN led students. On the assessment
of attitudes, self-efficacy and intended
behavior related to HIV prevention, there was
no significant differences between the CHN
led group and the control group or the PE
group and the CHN group, but comparing the
PE group to the control group the PE group
scored significantly higher than the control.
The authors acknowledged that findings could
have been influenced by proportions of
participants born outside Canada as these
differed greatly between the two experimental
and the control groups.
Pre-intervention, PE’s differed from their
peers in personality traits, (sensation seeking
and impulsivity,) intentions to have sex and
among those who were sexually active, their
use of alcohol before or during sex.
Karen Heim, MD, Adolescent AIDS
Program, Albert Einstein College of
Medicine Montefiore Medical Center
111 East 210th Street Bronx, NY
10467
Linda Dunn, Toronto Public Health,
East York Office, 850 Coxwell Ave.
Toronto, ONT, M4C5R1 Telephone
(416) 387-4758
Angel Ebreo, Institute for Research on
Race & Public Policy, , University of
Illinois, Chicago, 412 S. Peoria, St.
Suite, 324, Chicago, Il 60607 email:
aebreo@uic.edu
158
15.
Youth assigned to the
control condition were
invited to attend
weekly sessions
offered at six sites in
the community; no
attempt was made to
deliver the
intervention through
natural friendship
groups. At each
session, a factual
movie about AIDS,
and risk behaviors,
AIDS prevention,
contraception, or other
risk behaviors was
decision making
knowledge of sex and
HIV/AIDS, student,
parental
communication, Peer
norms and self
efficacy Comparison
of baseline data to
results collected in the
form of course
evaluations
Post intervention, PE’s were more likely to
report having talked to their parents about the
use of alcohol, non-peer educators did not
report any change. PE’s were more likely to
report that they had unwanted sex because
they were intoxicated after the intervention.
Than prior to, the non educators reported no
change. No differences were found in the
other variables. The authors recommend
careful selection, training and supervision of
peer educators including. Peer input on
suitability of particular individuals for peer
educators.
Youth Health Risk
Behavioral Inventory,
administered aurally
and visually via a
talking Macintosh
computer
Reported increase in condom use among
None specified
intervention groups and some high risk groups
at baseline converted to low risk in the
intervention group compared to the control
group. The study revealed considerable
similarity in the entire sample among group
members regarding sexual behaviors,
expectations, and feelings
159
16.
17.
show and followed by
a discussion
Wait treatment control
condition
Standard school
HIV/AIDS curriculum
known as AIDS week
Responses to paper
and pencil surveys
measuring AIDS
knowledge, and
AIDS attitudes
Students who received education were more
knowledgeable about AIDS and more flexible
in their attitudes than were their peers who
had not.
Self report
questionnaire data on
prevention
information,
behavioral skills and
behaviors, collected
one month pre
intervention, post
intervention data was
collected one month
position intervention
completion and follow
up measures of safer
and risky behavior
were collected three
months and one year
post intervention
completion.
Effects on Information: For sexually
inexperienced (SI) youth, participation in the
classroom intervention and combined
intervention resulted in significantly greater
increases in HIV prevention information than
the standard of care condition. For sexually
experienced (SE) individuals, participation in
any of the experimental interventions resulted
in greater HIVC prevention information than
the standard of care condition.
Effects on Motivation: For SI youth
participation in the classroom condition
improved HIV prevention attitudes and
marginally improved HIV prevention
intentions relative to standard of care controls.
Participation in the peer intervention had a
marginally significant positive effect on
attitudes toward prevention relative to
controls. When SI’s were exposed to the
combined intervention, there were significant
positive effects on attitudes, norms and HIV
Thomas Farley, MD. Medical
Epidemiologist, Connecticut
Department of Health Services,,
Hartford: Epidemiology Intelligence
Service Officer, Division of Field
service,, Epidemiology program
office, Cente4r for Disease control
Atlanta
Jeffrey Fisher, Center for HIV
Intervention and Prevention,
Department of Psychology, Unit 1020,
University of Connecticut, Storrs,
Connecticut, 06269-1020. Email:
jfisher@uconn.edu
160
17.c
17.c
18.
Pre and post
HIV tests performed,
prevention intentions relative to standard of
care controls. For sexually experienced
participants, effects on motivation were less
pronounced, with significant positive effects
on norms for condom use in the classroom
intervention and improvement in attitudes
toward preventive behavior in the peer and
combined intervention.
Effects on Behavioral skills: For SI
participants, exposure to classroom
intervention resulted in marginal
improvement in behavioral skills where
exposure to the combined intervention
resulted in significant improvement in
behavioral skills relative to the standard of
care condition; the combined intervention
had similar positive effects on sexually
experience participants.
Effects on Condom use behavior, at 3
months. There were significant increases in
condom use at three months in both the
classroom and combined intervention
compared with standard of care condition.
Effects on Condom use behavior at one
year. Classroom based intervention resulted
in increased condom use one year post
intervention, compared with controls. , at one
year post intervention effects for the
combined intervention or peer intervention
were no longer evident.
Baseline
Int. Wk. Total Tests
Donna C. Futterman, M.D.,
161
intervention
19.
19c
Comic book only
intervention
numbers of new HIV
infections identified,
Percentages of those
surveyed reporting
having seen HIV
testing ads,
Percentages reporting
that HIV testing is
good, and percentage
surveyed who had
knowledge of testing
sites
Paper and pencil
measurements of
scales of perceived
self efficacy, intention
to use condoms,
attitude toward using
condoms, perceived
behavioral norms,
beliefs about using
condoms, condom
use, number of sexual
partners,
communicating the
desire to use condoms,
Refusing sex without
a condom, comfort
talking to a partner
about condoms,
reaction if partner
86
462
3737
New HIV infections identified
13
19
14
Department of Pediatrics, Albert
Einstein College of Medicine, New
York, NY
Survey data
Base Post interventions
n=381
n=565
Seen Advertisement 68%
90%
HIV testing is good 51%
71%
Where to go
70%
83%
Comparing across conditions there was little
difference in effectiveness of the methods
compared to each other. On t tests for paired
data, there were significant differences
between pre and post tests in the predicted
direction for those in the group skill training
condition for self efficacy, talking with
partners about condom use, perceived reaction
of a partner to using condoms, attitude toward
using condom’s and beliefs that using
condoms would prevent pregnancy with
steady partners and prevent STDs with casual
partners.
Mary Rogers Gillmore, University of
Washington, School of Social Work
4101 15th Ave. NE Seattle WA,
98105-6299
162
19.c
20.
21.
None
“no treatment” control
condition
asked to use condoms,
agreement if partner
asked to use condoms,
and perceived partner
reaction is asked to
use condoms.
Responses on paper
and pencil assessment
instrument at baseline
and post intervention
AIDS Knowledge
Assessment-Revised
AIDS Attitude Survey
Post intervention assessment revealed
increases in participants’ willingness to
discuss sexual issues, intention to use birth
control and sexual knowledge. No effect
noticed on comfort leveling discussing sexual
issues, intention to protect against STDs or
delay onset of intercourse. No main effects or
interaction effects of site, ethnicity or gender.
Student in the lecture condition demonstrated
significantly greater knowledge gains than
either of the other two conditions and this
gain was maintained at the one-month follow
up. Both educational programs significantly
increased positive attitudes toward people
with AIDS, This score declined in both
groups at follow up but remained significant
compared to pretest score. Students in Both
treatment groups showed a slight increase in
attitudes toward preventive behavior but these
scores returned to baseline levels at follow up.
There was a main effect for sex on attitudes
toward preventive behaviors with female
students having significantly more positive
attitudes at post-test than male students.
Scores of females at follow-up returned to
Mel Hovell, Phd. MPH, Center for
Behavioral Epidemiology, Graduate
School of Public Health, SDSU, San
Diego, CA. 92182
None specified
163
21c.
22.
Pre and post treatment
No control
22.c
23.
No control group
Structured Clinical
Interview, asking
about criminal
activity, Drug use,
family structure, and
functioning, education
al and employment,
peers previous
treatment, and
psychosocial status. ,
prevalence of AIDS
risk behaviors. And
needle use, and sexual
activities. Other
measures assessed
motivation and
readiness for
treatment.
Scales of items that
measured: Intentions
to use condoms,
Perceived self
efficacy, and outcome
expectancies
(prevention and
pretest levels.
There was no change in the number of
different sex partners reported post treatment,
In the number of adolescents that indicated
multiple partners pre treatment, there was a
significant decline in the number of partners
post treatment. Adolescents were
significantly more likely to have sex with
someone who was well known to them and
less likely to have sex with an IV drug user.
There was no change in proportion of
unprotected sex experiences. In males there
was a significant increase in sex with known
partners. In females there was a significant
reduction in sexual activity with promiscuous
partners and with acquaintance sex partners.
For both males and females there was a sig.
decrease n sexual relations while under the
influences of drugs or alcohol. 1/3 of females
reported that they had become pregnant since
leaving treatment, and this was related to
completion of treatment, 20% of completers
became pregnant, compared with 33 % of
those who dropped out.
Significant changes in the desired direction
were observed in all outcome goals post
intervention. Women reported increased self
efficacy in using condoms, stronger intentions
to use condoms and increases in self efficacy
and outcome expectancies predicted increases
in intentions, increases in knowledge were not
Nancy Jainchill, Center for
Therapeutic Community Research,
National development and research
institutes, 2 World Trade Center, 16th
Floor, NY, nancy.jainchill@ndri.org
Loretta Sweet Jemmott, PhD. RN
Assistant Professor, College of
Nursing, Rutgers the State University
New Jersey, Newark, NJ.
164
23c
24.
Randomized control
group received
intervention of equal
length on behaviors
associated with risk
of cardiovascular
disease, stroke, and
certain cancers,
24.c
25.
Randomized control
and experimental
groups, Pre, post and
three month post
intervention
assessments
comparisons
hedonistic), and
knowledge about
AIDS and STD’s
Questionnaires pre,
post, 3, 6, and 12
months post
intervention assessing
sexual behaviors,
demographic and
mediator variables.
Secondary outcomes
measured included
mediators of effects of
interventions,
behavioral beliefs,
regarding condom use
and abstinence
Questionnaires
assessing sexual
practices, and
intentions and
attitudes regarding
sexual behavior in the
next three months.
Questionnaires
assessing intervention
integrity and
comparing participant
involvement,
associated with increased intention to use
condoms.
Abstinence intervention participants were less
likely to report having sexual intercourse in
the three months after intervention than
control group’s but not at 6 or 12 month
follow-up. Safer sex intervention participants
reported significantly more consistent condom
use than control participants at three months
and at all follow-ups. Among adolescents
who reported sexual experience at baseline,
the safer sex intervention group reported less
sexual intercourse in the previous 3 months at
6 and 12 month follow-up than the control
and abstinence group, and less unprotected
intercourse as all follow-ups than the control
group. No differences in intervention effects
between adult and peer facilitators
Immediate post intervention results
demonstrated significant results in increased
knowledge about AIDS. Less favorable
attitudes toward risky sexual behavior and
reported weaker intentions to engage in such
behaviors than the control groups. Three
months post intervention members of the
experimental group still scored significantly
better on those three measures.
John Jemmott III PhD, Princeton
University, Department of
Psychology, Green Hall, Princeton, NJ
08544-1010
Email jemmott@princeton.edu
John B. Jemmott III PhD. Princeton
University, Department of
Psychology, Green Hall, Princeton,
NJ, 08544-1010
165
26.
Randomized control
group received
intervention of equal
length on behaviors
associated with risk
of cardiovascular
disease, stroke, and
certain cancers,
enjoyment and
perceived value of the
experimental and
control condition.
Questionnaire data
pre, post, three month
and six month post
intervention
26c
27.
Randomized control
group received
intervention of equal
length on behaviors
associated with risk
of cardiovascular
disease, stroke, and
certain cancers,
Questionnaire data
pre, post, three month
and six month post
intervention
Adolescents who received the HIV risk
reduction intervention expressed more
favorable behavioral beliefs about condoms,
greater self-efficacy, and stronger condom-use
intentions post-intervention than did those
who received control intervention. Six month
data colleted on 93% of the participants
revealed that those who received the HIV
intervention reported less HIV risk associated
sexual behavior than their counterparts;
These self reports were unrelated to scores on
a social desirability response bias. Effects of
HIV risk reduction did not vary by gender,
race of facilitator, participants gender or the
gender composition of the intervention group
Adolescents who received the HIV risk
reduction intervention expressed more
favorable behavioral beliefs about condoms,
greater self-efficacy, and stronger condom-use
intentions post-intervention than did those
who received control intervention. Six month
data colleted on 93% of the participants
revealed that those who received the HIV
intervention reported less HIV risk associated
sexual behavior than their counterparts;
These self reports were unrelated to scores on
a social desirability response bias. Effects of
John Jemmott III PhD, Princeton
University, Department of
Psychology, Green Hall, Princeton, NJ
08544-1010
Email: jemmott@princeton.edu
John Jemmott III PhD, Princeton
University, Department of
Psychology, Green Hall, Princeton, NJ
08544-1010
Email: jemmott@princeton.edu
166
27c
27.
At northern Virginia
site there was no
control, at
Sacramento and
Nashville subjects
were randomly
assigned to immediate
intervention or wait
list control groups. At
Phoenix, students
were assigned to
condition on the basis
of logistical
considerations
27.c
28.
Wait list control group
Self report
questionnaire data on
effects of workshops
on theoretical
determinants of
condom use and
sexual behavior,
collected three times
on intervention
subjects, Pre
intervention,
immediately post
intervention and one
month later. Data
from participants in
wait list control
groups was collected
only immediately after
the intervention and
one month later.
Condom attitude
scale, adolescent
version,
A battery of scales
were developed or
adapted from other
previously used
instruments. Five
HIV risk reduction did not vary by gender,
race of facilitator, participants gender or the
gender composition of the intervention group
Sacramento: Significant positive change in
condom attitudes, talking to friends about
safer sex increased, condom carrying
increased significantly, significant gains in
condom use at last intercourse
May Kennedy, Centers for disease
control and prevention, 1600 Clifton
Road, MS E-37, Atlanta, GA 30333,
E-Mail: mbk5@cdc.gov
Nashville: Significant positive change in
condom attitudes and skill scores condom
carrying increased significantly, significant
reduction in unprotected sex
Phoenix: Significant positive change in
condom attitudes and skill scores and
expressed stronger intentions, significant
gains in condom use at last intercourse
Newark: higher scores on self efficacy at
posttest
Northern Virginia: significant gains in
abstinence beliefs, condom carrying was
higher, significant reduction in unprotected
sex, number of sex acts in the past 30 day
decreased significantly
No changes in risk related sexual behavior
were reported.
Significant increases in knowledge,
perception of risk and decrease in negative
attitudes about AIDS. Increases in behavioral
Michele Kipke, Division of
Adolescent Medicine (C.B.)
Children’s Hospital Los Angeles. PO
Box, 54700, Mailstop #2 los Angeles,
CA 90054-0700
167
28c
29.
Standard health
education curriculum
scales to assess:
knowledge, attitudes
and beliefs, perception
of risk, self efficacy,
and HIV risk related
sexual and drug use
behavior. And
assessment of video
taped role plays
Self report
questionnaires
29.c
30.
No intervention
Results on telephone
assessment interview.
That collected
demographic data,
knowledge attitudes
skills for giving a reason for refusing to
engage in risk related activities and proposing
alternative behaviors. .
The program significantly increased
knowledge, and parent – child communication
about abstinence and contraception; among
students who had not initiated intercourse
prior to the intervention the curriculum
significantly reduced the likelihood that they
would have had intercourse 18 months later.
The intervention did not significantly affect
frequency of sexual intercourse or use of
contraception among sexually experienced
students. The program appeared to
significantly reduce unprotected intercourse
among lower risk youth. And among students
who were not sexually active before the
intervention this effect extended across a
variety of sub groups including whites and
Latinos.
Subjects in the intervention condition were
slightly but significantly more knowledgeable
about sexually transmitted diseases,
pregnancy and contraceptives, Those who
receiv3ed and read the materials were
Not indicated
None specified
168
related to sexual
behavior, sexual
activity and method of
birth control used.
31.
31.c
32.
Existing HIV AID
Responses on paper
prevention Curriculum and pencil assessment
instruments at
Baseline, five month
follow-up and
seventeen month
follow-up. Measures
assessed changes in
important behavior,
and changes in
mediating factors that
might influence
behavior
Standard human
Paper and pencil
sexuality curriculum
assessments of
mediating variables:
beliefs about sexual
activity, reasons to
have sex or abstain,
beliefs about sex and
reported engaging in significantly fewer act of
intercourse. There were no differences
between males in the experimental and
control groups in attitudes toward STD’s or
birth control, and no differences in actual
sexual activity or use of birth control The
experimental group was more likely to order
condoms by mail, a sizable portion of those
who ordered condoms did so prior to their
first intercourse. Suggesting a possibly
important early intervention.
Project SNAPP increased knowledge about
particular topics and this increase endured at
least seventeen months. SNAPP did not have
an effect on mediating variables thought to
have an impact on sexual behavior. There
was no impact on sexual or contraceptive
behavior. SNAPP had a positive effect on
willingness to be friends with a person with
HIV/AIDS and perceptions of peer norms
regarding condom use.
At three months small but significant
differences were found in fewer than half the
measured attitudes behaviors and intentions
related to sexual activity, at 17 months none
of the significant effects were maintained,
there were no significant changes in sexual
behavior at either measurement time. Youth
Douglas Kirby, ETR Associates, P.O.
Box 1830, Santa Cruz, CA 950611830
None specified
169
32c
33.
33c
34.
Students in control
condition received
basic AIDS education
(current practice in
their school district)
one half to one day
information based
workshop program
format on AIDS
education or a
rudimentary field trip
to a health museum
Wait list control
group, most were
released or transferred
before they could
the media, parental
communication, self
efficacy and
behavioral intentions.
Measures of sexual
behavior and Data on
pregnancy and STD
rates
Confidential, selfadministered paper
and pencil survey
completed under
supervision of trained
data collectors
Responses to face to
face semi-structured
interviews, assessing
the following
in the control and experimental condition
were equally likely to have become sexually
active and youth in treatment groups were not
less likely than youth in control groups to
report a pregnancy or STD.
Results are reported for students who became
sexually active between the seventh and
eighth grade. Following the intervention, no
behavioral differences existed between
treatment and control groups in terms o
number of sexual partners and ever use of
condoms. Students in the intervention group
were significantly more likely to have ever
used condoms with foam and they reported
less sexual activity than students in the
control group in the thirty days previous to
follow-up. Treatment students indicated that
they were more likely to consider using
condoms with foam if they planned on being
sexually active in the next twelve months.
Gender and Race were significant predictors
of condom with foam use with males and
Hispanics more likely to report use of
condoms with foam.
Participants in the AIDS education condition
were significantly higher than the controls in
frequency of condom use and specifically in
their frequency of condom use during vaginal
Susan R. Levy. Professor and
Associate Director Prevention
Research center, University of Illinois
at Chicago, 850 W Jackson, Suite 400
Chicago Il, 60607
Stephen Magura, National
Development and Research
Institutes.,11 Beach Street , NY,
NY10013
170
Regular school health
curriculum
variable’s sociodemographics,
alcohol/drug use
patterns, drug dealing,
involvement with
criminal justice,
sexual behaviors,
family background,
peer characteristics,
school status,
psychological status,
and attitudes toward
crime, drug use and
AIDS
Self report
questionnaires
Standard care
Results of interviewer
participate in the
intervention
34c
35.
35c
36.
and other penetrative sex. Education
participants had marginally fewer high risk
sex partners at follow up as compared with
controls. The education group had
significantly more favorable attitudes toward
condom use than controls.
Intervention students exhibited greater
knowledge and intent to engage in safer
sexual practices than comparison students.
Among sexually active students, intervention
students reported fewer sexual partners within
the past two months, greater frequency of
condom use and greater intentions to engage
in sex less frequently and to use a condom
when having sex. Intervention students were
more likely to believe that teens who engage
in risky behaviors are vulnerable to HIV
infection. The intervention did not delay the
onset or decreased and the frequency of
sexual intercourse and the frequency of
alcohol and other drug use before sex by the
six month follow up assessment.
No significant differences between the control
Not indicated
Carol J. Mansfield, MD. MPH,
171
36.c
37.
37.c
interview with
physician That
included an
individualized risk
assessment for HIV,
counseling on condom
use, an HIV pamphlet
and an offer of free
condoms, 10 minuets.
Knowledge based
curriculum
administered
questionnaires,
follow-up
questionnaires were
completed over the
phone or in person
and intervention groups HIV risk related
behaviors. Both groups reported decreased
sexual activity, reductions in number of
partners and increase in condom use, and
increased reporting of use of a condom at last
intercourse.
Roxbury Comprehensive Community
Health Center, 435 Warren St.
Roxbury, MA. 02119
Qualitative Data
drawn from student
homework
assignments, essays,
focus groups and
teacher curriculum
debriefings,
anonymous essays
produced 6 months
post intervention on
how the program had
affected the student’s
life. Theme analysis
and frequency coding
was implemented on
the qualitative data,.
Quantitative data was
self report
questionnaire items
considered for this
particular study sere
related to perceived
Speakers were highly popular with students
and teachers, and had non significant positive
short term impact on students’ attitudes. The
combination of intervention and speakers had
the greatest impact on outcome variables.
Students who were exposed to the speakers
had a higher likelihood of being tested for
HIV if at risk than students in the intervention
and not exposed to a speaker and were more
likely to hug a student with HIV or offer help
to an HIV positive person.
Christine Markham, CHPPR,
University of Texas-Houston Health
Science Center School of Public
Health, PO Box 20186, Houston TX
77235, e-mail:
Cmarkham@sph.uth.tmc.edu
172
37.c
38.
39.
Classroom curriculum
without community
service component
risk of getting HIV in
the next year and
empathy for people
with AIDS.
Generalized linear
regression models
were employed to
evaluate the impact of
the safer choices
intervention,
effectiveness of HIV
positive speakers, and
the interaction of safer
choices and HIV
positive speakers on
perceived risk for HIV
and empathy for
people with HIV.,
Reported exposure,
age, survey round, Zip
codes with
concentrated
intervention efforts
Self report
questionnaires
administered at
baseline and followup assessing sexual
behaviors, results
were generated for
each condition
65.2 % of adolescents interviewed reported
exposure to TSA thorough at least one of the
seven channels, ZIP code and age were the
only significant predictors of TSA exposure
among sexually active adolescents.
Two years after intervention, CYS
participants are significantly less likely to
have initiated sex or report recent sex than
those who participated in the curriculum only
condition.
Dr. Yuko Mizuno, CDC, 1600 Clifton
Road, NE, Mail Stop E37, Atlanta,
GA, 30333 email:ybm2@cdc.gov.
Lydia Odonnell, Ed.D., Education
Development Center, INC. 55 Chapel
Street, Newton, MA 02458. e-mail
lodonnell@edc.org
173
39.c
40.
40.c
41.
Adolescents
participating in
community and school
based programs,
Priority was placed on
matching newly
enrolled peer leaders
and comparison group
by age gender and
race/ethnicity
including dosage
effect, (one or two
years in experimental
condition)
Self report
questionnaires
measuring HIV/AIDS
knowledge, planning
and presentation
skills, self efficacy,
perception of oneself
as an agent of change
in the community and
sexual risk taking
behavior
No treatment
AIDS knowledge and
attitudes subscales of
the University of
Connecticut Teen
Health Survey
No control
Paper and pencil
assessment including
item evaluating AIDS
41.c
42.
At nine months there were significant
differences between groups in knowledge
about HIV/AIDS transmission and high risk
behavior and perceptions of self as a change
agent in the community with newly enrolled
peer leaders scoring higher than participants
in the comparison group. On all baseline
measures except risky behaviors, repeat peer
leaders report higher scores than newly
enrolled peer leaders, post intervention
HIV/AIDS knowledge continued to increase
significantly more among repeat peer leaders
compared with newly enrolled in the program
Role play is effective at increasing HIV/AIDS
knowledge, but role play effects are not
statistically significant in increasing positive
attitudes. Traditional means of educating
adolescents using lecture or video tape were
not effective at significantly increasing
knowledge or positive attitudes. Independent
of the intervention, participants in the
commitment condition reported more
favorable attitudes regarding HIV AIDS than
those in the no commitment condition.
This study looked only at data from baseline
and 3-6 months post initial assessment.
At both baseline and 3-6 months post
Deborah Pearlman, PhD. Brown
University, Box G-B 213, Providence,
RI, 02912. e-mail:
deborah_pearlman@brown.edu
Arthur H. Perlini, Department of
Psychology, Algoma University
college, 1520 Queen St. E., Sault Ste.
Marie, ONT, P6A 2G4 Canada email:Perlini@tbird.auc.on.ca
Gary Remafedi, MD., MPH., Box 721
UMHC, University of Minnesota,
Minneapolis Minnesota, 55455
174
42.c
knowledge, beliefs
about HIV
transmission,
questions about
lifetime, annual and
quarterly substance
abuse and a composite
substance abuse
severity scale that
considered effects on
relationships and
finances. The
Structured interview
consisted of 184
multiple choice Likert
type and open ended
questions regarding
sexuality, health and
psychosocial status,
personal HIV risk
factors, prior HIV
testing, acquaintance
with persons with HIV
AIDS, and a sexual
history
assessment (time 2), Ss scored well on basic
knowledge of HIV etiology and transmission.
At time 2 they were more likely to know that
AIDS causes other diseases and the HIV
antibody test is not a test for AIDS. Giving
oral sex without a condom was considered
less risky at time 2. Mean Substance abuse
severity score was significantly lower at time
2, use of alcohol, cannabis and binge drinking
was not significantly modified. The frequency
of amphetamine and amyl nitrite use
decreased significantly. Frequency of all
sexual behavior with women diminished
significantly, while remaining relatively
constant with male partners. Insertive and
receptive anal intercourse occurred less
frequently for more than one third of
respondents. No significant changes in
quarterly mean unbars of sexual partners for
different sexual practices. Significant decrease
in unprotected sex and an increase in
consistent condom use during anal
intercourse. 35% of the sample were found to
be at high risk at follow up. These persons
were significantly different from others in
respect to social and behavioral
characteristics. They were less likely to be
enrolled in school, a larger portion of their
friends were gay, they reported more frequent
anal intercourse and greater number of
partners for anal intercourse than persons at
175
42.c
43.
Wait control condition
43c
44.
No treatment
condition
AIDS knowledge
questionnaire, AIDS
Attitude Scale,
consumer satisfaction
was measured using a
modified McMann
and Forehand
measure.
Structured interview
protocol assessing
sexual risk acts,
substance use, social
cognitive factors and
social skills, safer sex
knowledge, perceived
HIV/AIDS risk, social
norms/outcome
expectancies, Self
efficacy, partner
factors, behavioral
skills and negotiation
skills
lower risk. High risk status was not
associated with demography, sexual
orientation, knowledge and beliefs about
AIDS, Health concerns, determination of HIV
serostatus, substance abuse patterns and
relationship status.
Significant effect for knowledge and attitudes
toward practicing personal and preventative
behaviors compared with control group. With
exception of satisfaction with providers no
other significant effects were found across the
intervention groups.
When adolescents receive the same dose of an
intervention, (10.5 hours,) with the same
intervention activated using the same
theoretical model, and delivered by the same
leaders but over three sessions rather than
seven, did not change their sexual risk
behaviors. There were no significant
differences in outcomes between the three
session and control groups. Some social
cognitive mediators were not associated with
behavior change: outcome expectancies of
severity of AIDS, pleasurability of safer sex,
social norms of peers or partners and self
efficacy of sexual negotiations. , Regarding
skills, Expectations of condom use and the
refusal of high risk behaviors sere also not
associated with attending the intervention
Vaughn Rickert, PsyD. University of
Arkansas for Medical Sciences,
Arkansas Children’s Hospital
Department of Pediatrics, 800
Marshall, Little Rock, AR 72202
M.J. Rotheram-Borus, Health Risk
Reduction Projects, University of
California at Los Angeles, Department
of Psycihaiatry,10920 Wilshire, Suite
350. Los Angeles, CA 90024
176
44.c
45.
45c
46.
46c.
47.
Standard level of
HIV/AIDS
information provided
at the runaway shelter
Responses to semi
structured interview
assessing consistent
condom use, high risk
patterns of sexual
behavior and sexual
abstinence over the
previous three months.
Brief educationally
focused control
condition
Structured interview
protocol assessing
sexual risk acts,
substance use, social
cognitive factors and
social skills, safer sex
knowledge, perceived
HIV/AIDS risk, social
norms/outcome
expectancies,, Self
efficacy, partner
factors, behavioral
skills and negotiation
skills
Scales assessing Ss:
No treatment control
conditions. Author comments: Environmental
factors, such as the need to barter sex for
survival may be a more important determinant
of sexual risk and social cognitive factor. In
this study , commercial sex and sexual
history were significant mediators of the
impact of the intervention
As the number of intervention sessions
increased runaways reports of consistent
condom use increased significantly and their
reports of high risk sexual behavior patterns
decrease significantly, abstinence did not
change.
Department of Child and Adolescent
Psychiatry, College of Physicians and
Surgeons of Columbia University. 722
W 168th St. NY, NY 10032
No change was observed in sexual behavior
among those in the shortened intervention, at
three month follow-up, change was apparent
among participants in the intervention
condition in the mediators of high risk
behavior:, greater condom refusal strategies
and condom use skills
No contact information provided
Modest suggestion that self instruction can
Steven P. Schinke, 622 West 113
177
47c
48.
48c
49.
.
HIV/AIDS education
component only
6 session anger
management
intervention
perceived value of
AIDS education,
approval of casual
drug use, approval of
IV drug use,
Willingness to: talk
with family about
drugs, talk with family
about sex and talk
with friends about sex,
and intention to use a
condom.
Paper and pencil
measures, assessing
Risk behavior,
condom attitudes,
AIDS risk knowledge,
and a role play
assessment to evaluate
participants sexual
assertion
Paper and pencil
measures of AIDS
knowledge, condom
attitudes, self efficacy,
perceived risk,
conflict tactics, anger
management, and
impulsivity,
behavioral skill in
correct condom use
help African American and Hispanic
adolescents reduce their behavioral risks of
Aids, (???how they can say that since they did
not measure behavioral outcomes???). The
measure of intention to use a condom was not
significant. Self instruction plus group
condition evidenced increased likelihood Ss
would talk with friends about sexual matters
post intervention.
Street New York, New York, 10025
Skill trained participants reduced unprotected
intercourse, increased condom protected
intercourse and displayed increased
behavioral skills to a greater extent than
participants who received information alone.
These differences were maintained throughout
the one year follow up. The beneficial effects
of the training manifested differently for male
and female participants.
Post intervention, Skills training participants
evidenced significantly higher levels of AIDS
knowledge and condom use self efficacy, a
more positive attitude toward condoms, and
significantly greater condom use skill than
anger management participants. The anger
management intervention produced no
changes in attitudes or knowledge after the
intervention, Significant decreases in sexual
risk behaviors and drug use were present in
Janet S. St. Lawrence, Community
Health program, Jackson State
University, P.O. Box 17005 , Jackson
Mississippi, 39217-0105
Janet S. St. Lawrence, PhD, Chief,
Behavioral Interventions and Research
Branch, Division of STD Prevention,
National Center for HIV, STD, and
Tuberculosis Prevention, Centers for
Disease Control and Prevention, 1600
Clifton Road North East, MS-E44,
Atlanta, GA 30333, E-mail:
nzs4@cdc.gov
178
49c
50.
51.
No control,
comparison between
pre and post
intervention
assessments
HIV AIDS education
component combined
with values
clarification birth
control information,
drinking and driving,
was also evaluated at
baseline and
immediately following
the intervention
Participants sexual
behavior, drug use and
recidivism in the
youth correctional
system at baseline and
6 months post release.
AIDS Knowledge test,
assessment of
behavioral skills roleplays, Social provision
scale, attitudes toward
HIV prevention,
health locus of control
scale. Condom
attitude scale, an
item evaluating
perception of
vulnerability to HIV
and five items
evaluating risk
behavior.
Paper and pencil
assessment of AIDS
risk knowledge,
Condom Attitude
scale, Attitudes
toward prevention
both groups at the follow up. .The researcher
suggests that diffusion of the skills training
intervention may have taken place through
informal peer teaching to explain the
decreases in risk behaviors in both groups
Following intervention, the percentage of
participants reporting sexual activity in high
risk contexts decreased, self report data was
corroborated by sexually transmitted disease
treatment records. Subjects also demonstrated
increased knowledge about HIV AIDS, more
favorable attitudes toward prevention, greater
internal and lower external locus of control,
more favorable attitudes toward condom use,
increased self efficacy, and greater
recognition of vulnerability.
Janet S. St. Lawrence, Director,
Community Health program, Jackson
State University, P.O. Box 17005 ,
Jackson Mississippi, 39217-0105
The IB and IMB intervention conditions
produced more favorable attitudes toward
condoms, reduced the frequency of
unprotected vaginal and increased behavioral
skill performance, frequency of condom
protected sex, percentage of intercourse
Janet S. St. Lawrence, Behavioral
Interventions and Research Branch,
Division of STD Prevention, National
Center for HIV, STD, and
Tuberculosis Prevention, Centers for
Disease Control and Prevention, 1600
179
peer pressure, Drug
education, Smoking
and health , gangs,
weapons, and
handling stress.
51c
52.
52.c
53.
Standard HIV
education condition
no control condition
scale for adolescents,
Self reported
measures of risk
behavior, and
simulated role play
assessments assessing
anger management
and social skills, .
Paper and pencil
measures of AIDS
knowledge, Health
locus of control,
Attitudes toward HIV
prevention, Condom
attitude scale, Self
efficacy, perceptions
of vulnerability, self
reported risk
behaviors and
assessment of role
play enactments
Pretest posttest design,
measure developed
from AIDS risk
Reduction Model
(ARRM) Measure
was designed to assess
[re instructional and
post instruction
changes in aids
knowledge and self
occasions that were condom protected and
number of adolescents who abstained from
sex compared to the I only intervention
condition. The intervention that included the
risk sensitization procedure was more
resistant to decay and unexpected outcome
was that the IMB and IB conditions produced
substantial increases in sexual abstinence
Post intervention, participants in the
behavioral skills training condition exhibited
increased knowledge about HIV/AIDS, More
favorable attitudes toward prevention and
condom use, more internal locus of control ,
increase self efficacy, increased recognition of
HIV Risk and decreases in high risk sexual
behavior compared to participants who
received a standard HIV education
intervention
Clifton Road North East, MS-E44,
Atlanta, GA 30333, E-mail:
nzs4@cdc.gov
Post intervention detainees demonstrated an
increased ability to recognize and label risky
behaviors but evidenced to significant
commitment to change their behaviors.
Nancy Schalpman, Division of
Nursing, Indiana University, Kokomo,
PO Box 9003 , Kokomo, IN 469049003. E-mail: nschlapm@iuk.edu
Janet S. St. Lawrence, Community
Health program, Jackson State
University, P.O. Box 17005 , Jackson
Mississippi, 39217-0105
180
53c
54.
54c
.55.
55c
56.
No-intervention
comparison city
No control condition
standard care control
condition
reported sexual
behaviors
Comparisons of data
collected in baseline
and follow-up
interviews of sample
subjects in the
intervention and
comparison cities.
Data were statistically
adjusted for baseline
differences
Demographic
questionnaire, Selfesteem inventory
(SEI), Sexual and
Drug Behavior
questionnaire,
AIDS knowledge
questionnaire, Stages
of Change and
Promotion of AIDS
Prevention Checklist
62 item questionnaire
using items from
previously validated
survey, Youth
behavior risk survey,
a survey developed by
Redding et al.
Male respondents in the intervention city were
less likely than those in the comparison city to
initiate first sexual activity, female
respondents in the intervention city were less
likely to have multiple partners, the program
promoting and distributing condoms had no
effect on the onset of sexual activity for
females, the chances of multiple partners for
males or the frequency of sex for either
females or males.
Statistically significant changes in knowledge
were related to appropriate use of condoms,
Safe sex practices and knowledge regarding
the virus and disease,
John, B. McKinley PhD. New
England Research Institute, 9 Galen
St. Watertown MA, 02172
Deborah Shelton, Howard University
College of Nursing, 501 Bryant St.
NW, Room 255, Washington, DC
20059. Email:dashelton@howard.edu
Improvement in self esteem scores was not
significant. Movement toward intent to
change was small and statistically
insignificant
At one month compared with control
participants, intervention participants had
increased sexual risk knowledge and more
positive attitudes toward condoms, at 6
months fewer intervention participants than
controls had sex with non main partners, in
the previous six months, at 12 months
intervention participants were less likely to
Lydia A. Shrier, Md. MPH, Division
of Adolescent/Young Adult Medicine,
Children’s Hospital, 300 Longwood
Ave, Boston, MA 02115 (e-mail:
shrier@a1.tch.harvard.edu.)
181
56.c
57
Standard science
curriculum
57.c
58.
Wait list control
58.c
59.
Three comparison
groups:
Opinion leaders who
did not receive HIV
Three summary scales
derived from the prepost questionnaires:
AIDS Knowledge
scale, AIDS attitude
scale and a sexual risk
behavior scale
Responses on a
combination self
report/ interview
questionnaire.
Interviewers read the
questions for the
group clarifying terms
for adolescents who
completed their own
questionnaires that
included measurement
of knowledge,
attitudes reported
intentions to cope with
AIDS-risk situations,
and behaviors related
to AIDS.
Paper and pencil
survey instruments
that included: general
health questions,
have a current main partner and had a lower
rate of recurrent STD than controls but these
differences were not significant
The intervention was effective in increasing
AIDS knowledge and improving tolerance
toward persons with AIDS. Changes in high
risk behavior could not be detected.
Dr. David Siegel, Prevention Sciences
Group, 74 New Montgomery, San
Francisco, CA 94105
No detectable effect on AIDS risk behaviors.
Discussion groups produced a long term
increase in knowledge about AIDS and higher
reported intentions to cope with AIDS risk
situations, however the two treatment groups
did not differ significantly in their AIDS
related knowledge and coping skills.
Vered Slonim-Nevo, DSW, Senior
Lecturer, The Spitzer Department of
Socal Work, Ben Gurion University in
the Negev, P.O.B. 653 Beer-Sheva
84105, Israel
At time 3 (eight months post intervention)
STAND trained participants reported
significantly greater increases in AIDS risk
behavior knowledge, frequency of
Mike U. Smith Ph.D., director of
AIDS Education and Research,
Associate Professor of Medical
Education, 857 Orange Terrace,
182
training in the
intervention county
Opinion leaders who
were in the non
intervention county
Student leader
volunteers who
participated in a 26
hour leadership
training
59.c
assessments of sexual
behavior and history,
including eight locally
constructed items
measuring familiarity
with the STAND
Program. A 24 item
version of the AIDS
risk Behavior
Knowledge test, the 6
item Dyadic Sexual
Communication Scale,
the 15 item HIV
prevention Attitude
Scale the 23 item
Condom attitude
scale, the 9 item
condom use self
efficacy scale, a 9
item scale assessing
perceived norms
among friends toward
abstinence, condom
use, drug alcohol use
during sex and risk
reduction in general,
and a 7 item refusal
skill self efficacy
scale. The telephone
interviews included
abbreviated versions
conversations with peers about birth
control/condoms, and sexually transmitted
diseases, , condom use self efficacy and
consistent condom use, Stand Teens also
reported substantial favorable trends at time 3
including increased condom use, and
decreased unprotected sexual intercourse.
Department of Internal Medicine,
Mercer University School of
Medicine, Macon, GA 31201; E-mail:
smith-mu@mercer.edu
Teens in the intervention county reported
significantly greater increases in the number
of people who talked with friends in the
preceding 6 months about STD’s or with a
parent/adult about sex. Intervention county
teens also reported a substantial but not
significant 2.6 fold increase in condom use at
last intercourse =64% vs. =25% but
unfavorable changes in other risk behaviors.
183
59c
60.
60.c
61.
Youth assigned to the
control condition were
invited to attend
weekly sessions
offered at six sites in
the community; no
attempt was made to
deliver the
intervention through
natural friendship
groups. At each
session, a factual
movie about AIDS,
and risk behaviors,
AIDS prevention,
contraception, or other
risk behaviors was
show and followed by
a discussion
Culturally dissimilar
video matched for
content to the
culturally similar
video
of the AIDS risk
behavior knowledge
test, HIV prevention
attitude scale, and the
condom attitude scale.
Youth Health Risk
Behavioral Inventory,
Paper and pencil
measures. Intervening
AIDS variables,
General AIDS
Knowledge test,
Beliefs about AIDS
Prevention scale,
Self reported condom use rates were
significantly higher among intervention than
control youths at 6th month follow-up. By
twelve months the rates were no longer
significantly higher than those of the control
group. The intervention impact was especially
strong among boys and early teens; self
reported condom use intention was also
increased at among intervention youth at 6
months but not at 12 months.
Dr. Stanton, Department of Pediatrics,
700 W Lombard St. Baltimore MD,
21201
Culturally sensitive video group display
significantly improvement in pre to post HIV
knowledge scores compared to the culturally
dissimilar video. The intervention was not
significant in demonstrating change in beliefs
about prevention.
Howard C. Stevenson, PhD,
University of Pennsylvania, Graduate
School of Education, Psychology in
Education Division 3700 Walnut St.
Philadelphia, PA 19104-6216
184
61c
62.
62.c
63.
63c
Comparison of
culturally similar
video and culturally
dissimilar video on
subgroups of African
American teens
Face to face
notification option
only
Cultural Beliefs test
Paper and pencil
measures assessing
AIDS knowledge and
beliefs. The General
AIDS Knowledge
Test. The Beliefs
about Preventing
AIDS measure and the
Cultural Beliefs Test.
Mediating variables
(potential relationship
to general aids
knowledge, (previous
knowledge and formal
AIDS education))
Perceived AIDS
knowledge and worry
about getting AIDS
Percentage of youth
following post HIV
testing to receive their
test results.
For “Know it all teens” the culturally
sensitive video produced significant gains in
knowledge compared to the culturally
dissimilar video. Members of the remaining
two self appraisal groups, “Know some” and
“Know a little” showed increased aids
knowledge if they participated in either the
culturally similar or dissimilar intervention.
Howard C. Stevenson, PhD.
University of Pennsylvania, Graduate
School of Education, Psychology in
Education Division, 3700 Walnut
Street, Philadelphia, PA, 19104-6216
Of 351 youth tested, 48% followed up to
receive test results. Those given the option of
telephone notification were significantly more
likely to follow up. 58% vs. 37%. Of the
youth in the telephone option, 88% opted to
receive the results over the telephone. Both
males and females were more likely to receive
their results given the option of telephone
notification. The difference was not
significant for females. Younger adolescents,
non-whites and those with lower risk
behaviors were less likely to receive their
Wayne C. Sells, Director, Division of
Adolescent Health, Oregon Health and
Science University, 707 Southwest
Gaines Road, CDRCP, Portland,
Oregon 97201-3098. E-mail:
sellsw@ohsu.sou
185
64..
No formal AIDS
curriculum
94 item self report
measure tested for test
retest reliability,
assessed S’s
knowledge, beliefs,
self efficacy and risk
related behaviors
Standard middle
school HIV AIDS
curriculum
Paper and pencil
survey. Items selected
for this analysis
included refusal selfefficacy, use selfefficacy and AIDS
prevention practices
Information only
video tape and
supplemental
workbooks with no
skills training practice
HIV knowledge
questionnaire (parent
and teen version)
Skills knowledge
questionnaire, role
play skills
assessments
64c.
65.
65c
66.
results
Net change analysis revealed significant
favorable change in knowledge, beliefs, about
susceptibility, benefits, barriers and norms,
self efficacy and behaviors. Among behaviors
assessed, the intervention had greatest effect
in decreasing sexual involvement with high
risk partners, sexual monogamy and condom
use.
Students in both the treatment and control
groups demonstrated changes in self efficacy
and prevention practices, These changes were
greater in the treatment group. There was no
intervention effect for students’ refusal selfefficacy. The intervention was effective at
increasing students’ self efficacy to buy foam
in stores and obtain condoms or foam from
clinics. The intervention increased students’
intention to use condoms and foam together.
Strong pre-post gains were observed in both
the experimental and control groups in parent
and teen HIV knowledge, In the information
and behavioral skills training condition,
strong gains in were observed in problem
solving, assertiveness and structured role play
assessments of family problem solving .
These skills were maintained at follow-up for
parents and teens. Teen skills outcomes were
ambiguous. Both groups increased slightly in
teen assertiveness at post test, effects size for
teen problem solving was considerable
Dr. Walter, Center for Population and
Family Health. , Columbia University
school of Public Health, 60 Haven
Ave. New York, New York 10032
S.R. Levy, Prevention Research
Center, 850 West Jackson, Suite 400,
Chicago, IL 60607
Richard A. Winett, PhD., Center for
Research in Health Behavior,
Department of Psychology, Virginia
Tech, Blacksburg VA, 24061-0436
186
66c
67.
67.c
Attention placebo
control. Students in
this condition were
exposed to a
curriculum of 12 – 30
minute sessions on the
topic of Womanhood
Development
AIDS knowledge
subscale of the AIDS
information survey,
Diclemente et. al.
(1986)
AID preventive
behaviors drawn form
Master, Johnson and
Koldny (1988)
Sexual Decision –
Making and Sexual
Assertiveness
subscale from Kirby’s
1984 behavior
inventory and
Comfort discussion
AIDS related
behaviors also derived
from Kirby (1984)
smaller than those noted for knowledge and
family problem solving. At follow up there
were no differences between groups on teen
problem solving
The treatment group reported overall greater
improvements in knowledge of HIV/AIDS
relative to the control group. Significant
ethnic differences were found, with African
American adolescents reporting notable
higher levels of sexual assertiveness and
comfort discussion AIDS preventive
behaviors compared to Hispanic adolescent
females.
W. LaVome Robinson, Department of
Psychology, DePaul University,
Chicago Il. 60614
187
Coding
Table 2
Interventions
Condom Promotion
HIV/AIDS Education
Not Specific;
13,19,16,21,30,34,35,40,
42,43,44,45,46,48,50,52,
53,56,58,63,64,66,67
1, 19, 30, 54.
Mass Media
8, 8,
49,
9
Skills
intervention
19
Red Cross RAPP
Program
2, 11,
3
YAPP
IMB
STAND
ARREST
SNAPP
33, 65
51,
59
28,
31,
1,
Safer
Choices
4,9,
10,37
Gay and Lesbian
Sensitive Instruction
Personalized instruction
by MD
Facilitation of improved
agency networking and
outreach
Peer leadership
5,
Social Marketing
Theatrical presentation
18,
20,
BART
Direct Mailing
Education
30,
Assess
54
RTR
14, 29,
PMT
model
15, 60,
ENABLE
and PSI
32,
ARRM
7, 41
PCLT
55
6, 36,
12,
13, 40, 53, 54, 55
Intervention cont.
188
Video Tape with
question and answer or
supporting workbooks
Residential Drug Abuse
Treatment
Drug Use Prevention
Education
Commitment and Role
Play
Service Learning
Individualized Ed./
counseling/referrals
HIV Testing
Mass Media
Culturally Specific
21,56, 61, 62, 66
22,
55.
41,
39
42, 56, 63
63
38,54,
11, 15, 23, 24, 25, 26, 27, 47, 57, 60, 61, 62,
Be Proud, Be responsible
24, 27,
189
Table 3
Experimental Design
3 months
6 months (+) 9 months (+) 12 months
(+)
Follow up periods
Repeated
measures w/
control group
Repeated
measures / no
control
Randomized,
repeated measures,
no control
Randomized
controlled trial
Randomized Quasi
Experimental
Design
18 months
(+)
2,34, 42, 45, 52,
57,
8, 12, 20, 22,
23, 50, 53, 55,
11,
6, 9, 10, 13,15,
19, 21, 24, 25,
26, 28, 30,31,
32,33, 36, 39,
41, 44, 46, 47,
48, 49, 51, 54,
56, 58, 59, 60,
61, 64, 65, 66,
67,
13, 27, 29, 35,
25, 26, 32,
59(4m),
10(7 m), 51,
56, 59(8m),
29, 35,
58,
31(17m),32(17m)
51, 56, 58,
39(24m)
29,
190
Randomized single
measure design,
two conditions
Single
measurement cross
sectional design
Randomized cross
sectional survey,
pre and post
intervention
Multi-stage cluster
sampling, cross
sectional
correlations
Longitudinal study
comparison
between two
experimental
groups
Qualitative Design
Experimental
conditions with
control, some
randomization
Mixed design
Follow up
periods
44, 63,
1, 4, 16,
Table 4
Experimental Design cont.
3 months
6 months (+) 9 months (+) 12 months
(+)
18 months
(+)
4, (19, 31 m)
5,
14,
37,
13,38,
18,
191
Table 5
Outcome goals
Produce favorable modification in….
HIV and STD
2, 7, 10, 13, 14, 16, 21, 25, 28, 30,41,42, 43, 48, 51, 53, 55, 56, 57, 58, 60, 61, 62, 63, 66, 67
Knowledge,
(transmission,
prevention and
personal risk)
Skills 13, 48, 50,
Decision making 7, 8,
51
Condom use 46
Communication 7,
With parents 10, 66
20,
Informal Communications with peers RE: HIV and STD’s 59
Negotiation With Partners 46
With Physician 6,
Problem solving 7,
Family 66
Teen 66
Attitudes 13, 14,
Toward People with AIDS 21, 57
16, 30, 31, 32.
Toward practicing preventive behaviors 10, 21,23, 25, 56, 58
41,42, 43,44, 51
Concerning HIV infection, 28
About sexual behavior 10,
About HIV Testing 18,
Beliefs. 31, 32, 44,
51, 61, 62,
Self Esteem 55
Perceptions 26, 44 Personal risk 1,2, 10, 25, 55
Regarding condom use 1, 10, 15, 23. 60
Self Efficacy 13, 26
Communication and negotiation skills 10, 28, 56
Behavioral assertiveness 28
Refusal 28, 64
Use of preventive methods 10, 28, 64,
192
Behaviors
5, 7, 14, 17, 19, 26,
30, 33, 34, 36, 39,
42, 43, 44, 45, 47
48, 50, 51, 52, 53,
57, 58, 59, 64, 67
Intentions 26, 32,
53, 55
Improve services
Outcome goals cont.
Onset of sexual activity 3, 6, 8, 9, 20,, 31, 32, 35,39, 54, 59
Sexual activity ,24, 50, 54
Frequency of unprotected sex 2, 6, 8, 9, 27, 29,35,
# of partners engaged in unprotected sex 2, 6, 9, 35, 54,
Condom use 1,6, 8, 10, 15, 24, 27, 31,32, 35, 56, 60
Drug use 35, 49,
# of students engaging in sexual activity 10,
Rate of pregnancy and STD infection 31, 56
To use condoms 15, 20, 33, 60,
To use Birth control,20,
# teens referred for testing 12, 36
# completed HIV screens 12, 63,
Enlarge referral network 12,
Counseling and Care 12,
193
Table 5
Exploratory comparison outcomes
Effect of being a
peer educator
Differing Lengths of
similar programs
(equal contact
hours)
Int. delivered to
naturally occurring
friendship groups
Determine gender
differences
14
Changes in risk
behavior post
substance abuse
treatment
Facilitator
Characteristics
22
44,
15
21
Matching facilitator race and gender to adolescent group 26
HIV Positive speakers 37
Peer Facilitation17,24, 43
38
ID Factors of Media
campaign that are
successful in
reaching the hard to
reach adolescent
Culturally similar to 62
dissimilar treatment
194
Table 6
Theory
Preventive
Education
Psycho-education
Social Marketing
Reasoned Action
Adolescent
Development
Social cognitive
Social influence
Models of school
change
Social Learning
Cognitive
Behavioral
Health belief
Communication
Primary
socialization theory
Planned Behavior
Information
Diffusion
Problem Solving
Theory
1, 2, 16, 20, 21,26,54,
2, 20, 21, 26,54,
18, 28, 30,38
3, 6, 11, 19, 25.27, 28, 35, 55,
3,
6, 10,14, 23, 24,27, 33 35,37,46, 56, 64
PMT 15, 60, 65,
10, 33, 37, 38, 64, 65
Peer influence 44, 45, 46, 53
10, 37
7, 13, 19, 20, 26, 29, 31, 27,
IMB 7, 17, 41, 48, 51
7, 46, 49, 50, 52, 57, 67,
12, 13, 29, 31, 44, 45, 46. 51, 53, 55, 61, 62, 64,
,17, 62,
14,
27
30, 59,
34,
195
Theory Cont.
Cognitive
Dissonance/
Motivational
Interviewing
Group theory
Learning Theory
Stages of change
ARRM
No Theory Stated
41, 56,
44,
44, 46
55, 56. 59
55,
5, 12, 22, 32,36, 40, 42, 43, 57, 63, 66,
196
Didactic Instruction
Discussion
Video with HIV prevention
information
Informational booklet/comic
book
Social
Games
cognitive
Group
learning
exercises
Role play
Skill building
activities
Values/
beliefs
clarification
Goal Setting
Problem
Solving
Table 7
Method
3.4, 7, 9, 10, 13, 14, 15, 16, 17, 21, 27, 28 31, 32, 33, 34, 36, 40, 42, 43, 44, 45, 46, 48, 49,
50, 51, 52, 53, 56,
Culturally sensitive 11, 23, 57,67
2,7, 8, 16, 19, 21, 24, 33, 35, 36, 39, 53, 54, 55, 56,57,58,67
2, 7, 16, 21, 24, 25, 30, 33, 41,42, 43, 45, 56, 62, 66
Culturally sensitive 8, 19, 23, 57, 61, 62,
19, 30, 43, 47,
7, 19, 23, 24, 25, 28, 31,
3. 4, 7, 9, 10, 17, 19, 23, 25, 28, 29, 31, 32,33, 40, 42, 44, 48, 51, 52, 57, 65,
3, 4, 8, 9, 10, 14, 17,19, 20, 23, 28, 31, 32, 33,35,34, 40, 41, 44, 50, 51, 52, 58, 64, 65, 67,
7, 11, 14, 15, 17,20, 23, 24, 27, 28, 29, 32, 33, 35, 40, 42, 44, 45, 46, 48, 49, 50, 51, 52, 56,
58, 60, 64, 65, 66, 67,
15, 17,27, 31, 32, 40, 41, 48, 60, 64, 67,
44, 46, 60,
47, 51, 60, 64,
197
Method cont.
Take home exercises/work
books
Modify school environment,
school organization
Parent education activities
Community Linkage
Tailored
discussion/education based
on individual assessment
Personal interaction with a
person with HIV
Community needs
assessment/ coordinating
outreach
Community involvement in
Targeted Mass media
campaign
Theater Production /
performances
Direct Mail Marketing
Community Service
Learning
Peer leadership training
No specific method stated
3, 14, 66,
4,9, 10, 35
4, 9, 10, 33, 53, 66,
4. 9, 10, 34, 45,
6, 36, 45, 63
8, 37, 53,
12,18,
1, 18, 38, 54,
26, 53,
30,
39,
40,
22
198
Table 8
Setting
Urban
38 40,
In Community ______
or Communities with a
High Seroprevalence
rate
Outreach testing sites
Based youth serving
organizations
AIDS prevention
program
Gay Lesbian service
organization
Elevated levels of
adolescent sexual risk
behavior
Recreation Center
Community based
agency serving high
risk youth
Schools and
community settings
High Schools
population at least
20% Hispanic
32
Urban and rural : 2
Urban rural and
suburban: 35
Suburban
Rural
21
59
18,
63
23,
46
1,
15, 60
29, 44,
Affiliated with summer remedial education
61
54
4, 5, 7, 9, 10, 11,14, 16,17, 33, 37, 57,
64, 65
Female Parochial 67
199
9th Grade classes
Middle schools
Correctional facility or
detention center
Professional Medical
setting
Unspecified
Auditorium
Classrooms in
community programs
serving youth
A Combination of
community based
organizations,
detention centers, Job
Programs, church
basements military
recruitment sites
Residential Addiction
treatment centers
Runaway shelter
Adjunct to a job
training program
7th grade classes
49, 53,
Substance abuse TX
program: 55
Setting Cont.
Urban
13, 41
24,27, 39,
3, 31
34
6, 36, 42, 48, 56
20, 24, 26,
8,
62
12, 28,
22,
Off site: 51
50, 52,
45
47
200
Residential center for
youth with histories of
Juvenile delinquency,
Child abuse, Neglect
or mental health
problems
Family Homes
Setting not indicated
58
66
43
201
Table 9
Intervention level
Individual
School
Group
Community
Individual
and group
Not stated
School and
community
Family
1, 6, 30, 36, 40, 56, 63,
2, 3, 4, 5, 7, 9, 10, 11, 13, 14, 16, 21, 24, 27, 31, 33, 35, 37, 39, 57, 61, 64, 65,
8, 15, 17, 20, 23, 26, 28, 29, 34, 43, 43, 44, 46, 49,50, 51, 52, 53, 55, 58, 60, 62, 67,
12, 18, 38, 54,
19, 42, 45, 47, 48,
22,
32, 59,
66,
202
Table 10
Number of sessions
1: 2, 6, 11, 19, 20, 21, 25, 26, 30, 36,
41, 43, 42, 48, 56, 61, 62 , 63
2: 13, 16, 24, 28,
3:: 7, 23, 44, 46, 47,
4: 34, 53,
5: 17, 31, 50,
6: 49, 52, 64
7: 44,
8: 8, 15, 31, 48,
9, 58, 60
10: 10,
12: 3, 51, 57, 67
15: 29, 33, 35, 65,
16: 14, 55,
20: 9,
1 to 6: 66,
10-20: 4,
Up to 30: 45,
33: 59
40 + 34 + 30 session field service: 39
+ Boosters of undetermined time:
14, 15, 55, 56
Intervention Duration
Total Time
Less than one hour: 6, 19, 21, 36, 40,
56, 63,
Sixty Minutes: 2,
Ninety Minutes: 16, 61, 62,
120 Minutes: 11, 13, 48,
3 hrs: 47,
4 hrs: 34, 42,
5 hrs: 23, 25, 26, 26, 28, 32,
6 hrs: 49, 67,
8 hrs:19, 24, 50,
9 hrs: 15, 52, 53,
10 hrs: 60
11 hrs: 44,
12 hrs:46,
18 hours: 51,
36 hours: 59,
60 hours: 45,
96 hours: 8,
5-9 hours: 27,
12-16 hours: 48,
1-23 hours: 66
One or two years service as a Peer
Educator: 40,
Duration
Not stated: 3, 29, 35, 34,
Not Applicable: 30,
One to three days: 27,
One day: 19 , 26,
Two days: 13,
Three days: 7,
Four days
Five days
Six days
One week: 17, 24, 64,
One and one half weeks: 46,
Two weeks: 31, 66,
Two to four weeks: 44,
Three weeks: 28, 49, 57, 58,
Four weeks: 47,
Five weeks: 50:
Six weeks: 52:
Eight weeks: 8, 60,
Twelve weeks: 67,
Mean= 37 days
3 months: 55,
203
Intervention Duration cont.
Studies that don’t fit, Mass Media
Campaign, community organizing or
interventions spaced or massed to
facilitate scheduling 18, 1, 12, 27, 37,
38, 40, 54,
4 months: 59,
Not specified or Not Applicable: 1, 30,
37, 38, 54,
1session of unspecified length: 43,
4 sessions of unspecified length, 53,
5 sessions of unspecified length: 17,
6 sessions of unspecified length: 64
8 sessions of unspecified length: 31,
10 sessions of unspecified length: 10
12 sessions of unspecified length: 3,
57,
15 sessions of unspecified length: 29,
33, 35, 58, 65,
16 sessions of unspecified Length: 14,
55,
20 sessions of unspecified length: 9,
10 – 20 sessions of unspecified
length: 4,
74 sessions of unspecified length plus
90 hours of field service: 39,
6 months: 1,
7 months: 10, 53,
9 months: 40,
12 months: 12, 18,
15 months: 15,
18 months: 54,
19 months 4,
Two years: 14, 33, 37, 38, 65,
One or two years: 39,
204
Adults, 27, 32, 40, 48, 49,
Table 11
Facilitator Characteristics
Red Cross Educators 2,
Program Health Education Teachers 3, 22, 28, 33, 44, 45, 46, 52, 56, 40,
School health education teachers 3,
School Teachers 4, 9, 10, 16, 29, 35, 39, 57, 59, 64,
Pediatrician, MD 6, 15, 36, 42,
Professional health educators, including: Community Health nurses,
Department of health services personnel 13, 16, 25, 53, 63, 65,
Psychologist, 50, 59,
Social Worker 19, 25, 42,
Male counselor 34,
Female counselor, 41,
HIV Positive speakers 4, 9, 37,
African American Adults or , 11, 15, 24, 25, 44, 46, 60,
Hispanic American Adults, 44, 46,
Agency outreach facilitators12,
Research Staff, or undergraduate psychology majors: 8, 47, 50, 59, 61, 62, 67,
Peers, 4, 9, 10, 13, 17, 19, 20, 24, 27,
31, 32, 42, 43, 53, 54,
Not specified, 7, 21, 55,
Not Applicable, 1, 18, 30, 38, 66,
205
Table 12
Target
Urban High School students
Age, ethnicity, gender and grade not specified
African American Urban High school students
9th grade Urban high school students
9th grade African American students
10th and 11th grade Urban high school students
10th and 11th and 12th grade African American Urban High
school Males
12th grade Urban high school students
Age 15 – 17 Years old
Minority females at an all female Parochial school
Suburban High School Students
10th Grade
Age 9 – 15 African American Students
Urban and suburban 11th and 12th grade High School
students
Rural Adolescents
Age 11-19
Urban Middle School students
Age ethnicity, gender and grade not specified
African American and Hispanic middle school students in
schools that serve low income students
6th and 7th grade African American students
7th grade
7th and 8th grade
64, 4, 17, 29,
11,14
7, 9, 10 , 41, 13
57
37, 59,
25
16
1
67
21
15
2
7, 8
32
39
24
3, 31,
65
206
7th and 8th grade African American students
26, 5, 7,
Latino Youth
African American and Hispanic students age 14 - 18
Adolescents at high risk including sexually active
adolescents
females
African American Females
7th and 8th grade students
Ages 15 -18
54
47
18
23
33
38
Adolescents presenting for STD treatment
Gender not specified
females
36, 63,
56
Adolescents presenting for routine medical care
African American
6
25
Homosexual/Bisexual Adolescents
Males, age and ethnicity not specified
Males Age 13-21
African American youth age 14 - 18
18, 46
42
5
Adolescents in detention or correctional facilities
Males
Who use substances of abuse
Males who use substances of abuse
49
34
55
Adolescents in Drug Free Residential Programs
22, 50, 51, 52, 53,
207
Adolescents active in church and community groups
Age Gender and race not identified
African American youth age 9-15
Caucasian age not specified
African American Males
Minority youth
27, 44,
60
43
25
28
Male Adolescents identified in a mailing list aged 16-17
African American Students enrolled in a summer
Academic remediation program
Adolescents recruited from a number of community
settings including juvenile detention facilities and STD
clinics Planned parenthood or community youth service
agencies
30
61, 62,
Adolescents presenting at a Runaway shelter
45
One parent or two parent families with either a boy or girl
12-14 years old
Adolescents recruited to be peer leaders
66
19
40
Table 13
Sample Size
0-9
10-19
20-29
30-39
39,
32, 40,
208
40-49
50-74
75-99
100-149
150-199
200-249
250-299
300-349
349-399
400-449
450-499
500-599
600-699
700-799
800-899
900-999
1000-1499
1500-1999
2000-2499
2500-2999
3000-3999
4000-4999
5000-5999
6000-6999
7000-7999
8000-8999
44, 45, 48*, 55, 67,
19, 22, 47, 63,
5, 27, 33, 42, 49, 53, 62,
9, 13, 28, 29, 30, 31, 36, 38, 50,
4, 26, 37, 52,
25,
3, 41, 54,
15, 34, 43,
16, 56,
6,
14, 59,
20,
12, 35,
18, 23, 24, 46, 60, 65,
17, 61,
64,
21,
2, 7, 11, 51,
66,
1,
Study number 8, counted number of agencies making referrals by year and does not fit into this calculation of sample
size.
209
Study 10 reported the sample size by percentage of eligible students returning consent forms.
*Study number 48 reported number of families participating
210
Table 14
Gender Mix of Samples
%
%
Male Female
0
100 33, 44, 50, 67
5
95
10
90 22,
15
85
20
80
25
75
30
70 37,
35
65
40
60 11, 17, 18, 25, 26, 30, 36, 45, 46, 54,63,
45
55 5, 6, 7, 9, 16, 19,*24, 27, 47, 56, 61, 66,
50
50 1, 2, 3, 4, 10, 14, 15, 20, 21, 23, 29, 31, 42, 43, 51, 52, 57, 59, 60, 62, 64,
55
45 34, 48, 53,
60
40
65
35
70
30 38,
75
25 39, 40.
80
20 12, 28,
85
15
90
10
95
5
100
0 32, 41, 49, 55, 65,
Study 8 reported by number of agencies making referrals
Study 13, 35, and 58 did not report gender mix of sample
*Study 24 reported gender of sexually active youth only
211
Table 15
Mean Age and Age Range of Samples
Mean age of sample
11
15, 57,
12
14, 25, 61
13
16, 66,
14
4, 6, 9, 19, 27, 42,
15
10, 13, 17. 18, 20, 21,31,34, 36, 37, 44, 54, 63, 67
16
2, 3, 5, 23, 56, 30, 32, 38, 39, 40, 41, 45, 46, 47, 52, 56,
17
12. 17, 50, 53, 60,
18
22, 29, 55,
19
49
20
28,
Age not reported
1, 7, 11, 24, 35, 48, 51, 58, 59, 62, 64, 65
Age Reported by Median
19
43
Range reported by standard deviation only
18, 21, 22, 23, 37, 38, 41, 50,
Range not reported
1, 7, 10, 12, 13, 14, 16, 20, 24, 25, 26, 29, 30, 35, 36, 45, 51, 53, 59, 61, 63, 64, 66,
Age range of sample
7-18
31,
9-15
15, 57,
11-18
30
11-19
5.
12-14
48
12-15
4,
12-16
19,
12-18
34, 47,
12-20
46,
13-16
27,
13-17
6, 39, 40,
13-18
32, 52, 54,
13-19
17, 62,
13-22
11, 49
13-24
28, 29, 43,
14-16
9, 42,
14-17
44, 56, 67,
14-18
2,
14-20
58,
14-22
33,
15-17
3,
15-18
60,
15-19
65
16-19
55.
212
Study 8 reported results by number of agencies making referrals, number of referrals, number of appointments kept and
number of HIV + test results
213
Table 16
Ethnic composition of samples
Native
Asian/Pacific
American/Alaskan Islander
Percentage
sample
composition
5
African American
Hispanic
2. 21, ,
4,22, 43, 49,
60, 64, 65,
10, 62, 66,
2, 21, 49, 62, 22, 61,
10
43, 61, 65, 66,
2. 35, 59,
43,
20, 66,
6, 17, 30, 35, 45,
15
20
1,6, 40, 49, 51,
7, 26, 38, 39, 62,
5,
7,
61,
1, 51,
4, 23. 33,
25
5,12, 28,
30
35
40
45
50
55
60
65
70
75
80
3, 54,
23, 35, 45, 46,
10, 11, 19,
34, 44, 67,
29, 52,
17, 33, 36, 59,
30, 55, 60, 64,
4, 24, 41,
22,
6, 12, 20, 21,
30, 33, 621,
7, 24, 28, 45,
51,
1, 11, 17, 66,
26, 45, 55,
23, 29, 54,
44, 67,
19,
61,
Caucasian
Other
1, 7, 11,
12, 20, 21,
22, 30, 36,
43, 59,
60, 64, 66,
6, 10, 28,
29, 35, 45,
62,
3, 4,
26, 33,
1, 5, 11, 26. 59, 64,
6,
7,23, 41, 45, 51, 60,
36, 54,
3, 28, 62, 66,
10, 12,
52,
34,
20,
21,
31, 43,
38, 49,
2, 39. 65,
214
85
90
95
100
40,
14, 15, 16, 32, 37,
42, 50,
47,
Study 8,27, 48, 53, 58, did not report ethnicity of sample.
Study 9 reported percentage of sample born out side of Canada at 60% andd id not report on ethnicity of sample.
Study 18 reported on independent samples from five communities. The Ethnic composition of the samples varied from 12
% AA and 35% Caucasian to 77% AA and .03% Caucasian with corresponding variations in Hispanic, and other
ethnicities. Due to the variation in sample composition the gender composition of this study is not included in this coding.
215
Table 17
Measures
Paper and pencil
quesitionaire (s)
Telephone interview
Structured Clinical
Interview
Semi structured
interview
Interview
Percentage of youth to
receive HIV test
results posit testing.
Data on Pregnancy
and STD rates
Evaluation of written
student responses to
vignettes
Assessment of
videotaped role plays
# of HIV tests
1, 2, 3, 4, 5, 6, 7, 8, 9,
10, 11, 12, 13, 14, 15,
16, 17, 19, 20, 21, 23,
24, 25, 26, 27, 28,
29,31, 32, 33, 35, 36,
37, 38, 39, 40, 41, 42,
43, 47, 48, 49, 50, 51,
52, 53, 55, 56, 57, 58,
59, 60, 61, 62, 64 65,
66 , 67
30,
22, 44, 46,
34, 45,
54,
63,
32,
18,
216
performed and new
infections identified
Number of agencies
making referrals
Humber of
app[ointments kept
and number of HIV +
Youth identified
12,
AIDS Risk Knowledge
Test
8, 41, 43, 50, 49, 51,
55, 57, 59, 61, 66, 67,
Revised 21
Condom Attitude
Scale
Youth Health Risk
Behavior Survey
8, 27, 50, 49, 51, 59,
AIDS attitude Survey
AIDS Risk Reduction
model (modified)
Modified CDC health
risk behavior survey
Composite Substance
Abuse Severity scale
HIV Prevention
Attitude Scale
8, 60,
Items from… 56
Same but
administered aurally
or via macintosh
computer 15
21, 43, 57,
53,
2,
42
45, 50, 51, 59,
Promotion of AIDS
217
Condom use Self
Efficacy Scale
Cultural Beliefs Test
Sexual decision
making and
assertiveness scale
Self esteem inventory
Stages of change
Sexual risk behavior
scale
prevention Checklist
55
AIDS preventing
Behaviors 67
Beliefs about
preventing AIDS 61,
62,
59,
62,
67,
55,.
55,
57
218
Table 18
Control condition
Pre-test-post test
comparison
Pre-Post test
comparison within and
between intervention
and control groups
Comparison condition
with no treatment
Comparison between
two treatment
conditions
Standard Care control
condition
Wait List control
Culturally dissimilar
compared to culturally
similar intervention
Attention Placebo
Control Condition
1,8,11, 12, 18, 20, 22,
23, 42, 50, 53, 55,
7, 9, 25,
2, 13, 14, 21, 30, 41,
44, 47, 54, 64,
19, 37, 46, 48, 51, 59,
66,
3, 4, 5, 6, 10, 15, 17,
29, 31, 32, 33, 35, 36,
39, 40, 45, 52, 56, 57,
60, 63, 65,
16, 34, 43, 58,
61, 62,
24, 26, 49 , 67,
Study 27 was conducted at multiple sites, some sites utilized control groups some did not. The study is not included in
evaluation of control conditions
219
Table 19
30
Findings
Observation
Maintained at 3
Significant
months
4, 9,10, 15 24, 34,
6, 17, 24,
36, 45, 64,
20, 65
29,30, 31
20, 44, 47,
23, 26, 65,
Outcome: Produce
observation Not
favorable change in … Significant
Condom use behavior 7, 33,
Intention to use birth
control
Use of Birth control
Intention to use
condoms
Condom use skill
Self efficacy to use or
obtain condoms
Condom use at last
intercourse
Condom Attitudes
27
10, 23, 26,
9 months
12 months
+
24,
40,
31
24, 59, 60,
60,
46,
59,
10, 27, 36
8.
Norms regarding
condom use
increased HIV/AIDS,
STD knowledge
Behavioral Intent
related to HIV
6 months
53, 55,
19, 26, 27, 34, 50,
51, 52, 56,
17, 31, 64,
2, 7,8, 11, 13, 16,
17, 20, 21, 25, 28,
29, 30, 31, 35, 41,
42, 43, 50, 52, 53,
55, 56, 57, 58, 61,
62, 64, 67,
11, 17, 35, 58, 65,
25, 42
42,
59,
220
Prevention
HIV Attitudes
HIV Risky behavior
Onset of sexual
Activity
Proportion of students
having sexual
intercourse
Reduced sexual
activity in past thirty
days
Abstinence
Number of sexual
partners
Number of sexual
partners with whom no
condom was use in
the last three months
Frequency of sex with
out a condom
Number of occasions
of unprotected sex
Sexual activity
Sexual risk behavior
Use of Substance
abuse prevention
skills
Substance use
30, 41,
44, 57, 58,
9,20, 32, 35
8, 13, 16, 17, 21,
28, 31, 37, 57
26
40,
29, 39, 54,
3,
27, 33, 36
3,
7,33, 42,
4,
27, 51,
35, 54,
56
4, 10, 27
59,
10, 51,
24, 27 ,42, 48
6, 29, 30, 31, 32,
35
8, 28 36, 44,
24, 42
24
24, 48
39,
5, 45, 50, 52,
7,
221
Number of referrals
Number of Identified
HIV infections
Groups at High risk at
baseline converted to
Low risk at follow-up
Talking with partners
about condom use
Comfort discussion
sexual issues
Willingness to discuss
sexual issues
Number of
adolescents reporting
multiple sexual
partners
Sexual activity with
promiscuous partners
and acquaintance
partners
Attitudes toward risky
sexual behavior
Intention to engage in
risky behavior
Parent child
communication
regarding abstinence
and contraception
Parent child
communication
12
12
15
44,
19
46,
20
59,
20 47,
59,
22, 64,
22, 64,
32,
25, 50,
25
25,
25
29
14
222
regarding alcohol use
Willingness to be
friends with a person
with AIDS
Awareness of HIV
vulnerability
Use of alcohol or
drugs before sex
Likely hood of being
tested if at risk
Self esteem
Communication with a
partner re: sex
Self Efficacy
Likelihood to receive
HIV test results
61,
28, 35, 50, 52, 64,
35
14,
37
55
10
28
13,18, 27, 50, 64,
63,
223