The Promise of Prevention
Linda Dusenbury, Ph.D.
Tanglewood Research
“I’ve looked over and I’ve seen
the promised land.”
I’ve Been to the Mountaintop
Dr. Martin Luther King, Jr.
Key Elements of
Effective Programs
• Theoretically valid program content
• Comprehensive approaches
• Developmentally appropriate material
• Sensitivity to the culture and community
• Sufficient dosage and follow-up
• Use of interactive teaching techniques
• Well-trained implementers
• Continuing evaluation
Tanglewood Research Mission
To develop products and services that
help teachers, parents, and local
service providers fulfill their vision of
raising youth who:
• Are competent and self-sufficient
• Have healthy, happy, lasting
relationships
• Make positive contributions to the
community
Key Elements of
Effective Programs
• Theoretically valid program content
• Comprehensive approaches
• Developmentally appropriate material
• Sensitivity to the culture and community
• Sufficient dosage and follow-up
• Use of interactive teaching techniques
• Well-trained implementers
• Continuing evaluation
Continuum of Programming
• All Stars, Jr.
(4th and 5th Grades)
• All Stars Core & Plus
(Middle School)
• All Stars, Sr.
(High School)
• College Alc
(College)
All Stars Core & Plus
All Stars Core – Builds Motivation
• Builds Positive Norms
• Promotes Idealism
• Fosters Positive Commitments
• Increases Parental Attentiveness
All Stars Plus – Promotes Competence
• Goal Setting
• Decision Making
• Resistance Skills Training
Effects of All Stars on Alcohol
Use
1.5
Alcohol Index
1.4
Control
Core
Plus
1.3
1.2
1.1
1.0
Pretest
Posttest
Key Elements of
Effective Programs
• Theoretically valid program content
• Comprehensive approaches
• Developmentally appropriate material
• Sensitivity to the culture and community
• Sufficient dosage and follow-up
• Use of interactive teaching techniques
• Well-trained implementers
• Continuing evaluation
Quality of Implementation
•Implement prevention programs
as intended by program
developers—completely and in
the proper sequence—with
“fidelity.”
•Make adaptations that enhance
the effectiveness of the
intervention.
Effects of Fidelity on
Smoking
Percent Smoking
30
25
20
15
10
5
0
Control Group
Full Experimental
Group
High Fidelity
Group
Source: Botvin,G.J., Baker,E., Dusenbury,L., Botvin,E.M., Diaz,T. (1995). JAMA, 273, 1106-1112.
Baltimore Study
• 11 teachers
• Varying Degrees of Experience
• Life Skills Training
• Observation and Interview Data
Dusenbury, L., Brannigan, R., Hansen, W.B., Walsh, J., & Falco, M. (under review). Quality of
Implementation: Developing Measures Crucial to Understanding the Diffusion of
Preventive Interventions.
Measures
• Adherence
• Quality of Process
• Quality of Adaptations
• Teachers’ Attitudes
• Teachers’ Understanding
Conclusions
All teachers made adaptations.
Experienced teachers were more
likely to:
•Adhere to the curriculum
•Make positive adaptations
•Be interactive and engage
students
•Communicate the goals and
objectives of the program
• In-service continuing education
• Pre-service education
• Prepare providers to teach a wide variety of
research-based programs
• Cover basic prevention concepts, content,
methods, and applications
Two Products:
• Online Course to teach concepts, methods,
and guide application
• Video Training to demonstrate teaching
skills
Knowledge of Norm Setting
Percent Correct
100%
80%
60%
40%
No Video
Video
20%
0%
Pretest
Posttest
p < .001
Key Elements of
Effective Programs
• Theoretically valid program content
• Comprehensive approaches
• Developmentally appropriate material
• Sensitivity to the culture and community
• Sufficient dosage and follow-up
• Use of interactive teaching techniques
• Well-trained implementers
• Continuing evaluation
• Evaluation tool for
schools and community
agencies
• Surveys for 48 SAMHSA
Model Programs
• Tracks participants
pretest to posttest
• Paper-and-pencil or
online
• Automated online
reports
Reaching the Promised Land
What can program developers do?
• Make programs engaging and fun
• Make programs simple to follow
• Make programs flexible
• Help providers make good
adaptations
• Provide high quality staff
development
Reaching the Promised Land
What can communities do?
• Develop a long term, comprehensive plan
• Adopt research-based programs
• Provide high quality staff development
• Provide ongoing support
• Collaborate with program developers
• Maintain and institutionalize programs
• Conduct ongoing evaluation
“…only when it is dark enough,
can you see the stars.”
I’ve Been to the Mountaintop
Dr. Martin Luther King, Jr.
Resources
• Email: lindadusenbury@tanglewood.net
• Website: www.tanglewood.net
• PowerPoint presentation download:
www.tanglewood.net/powerpoint/
• Evaluation Lizard Website:
lizard.tanglewood.net