Science-Based Programs and adaptations

1. Science-Based Programs and adaptations Prepared by Healthy Teen Network and ACT For Youth

2. Clarifying the Terms • A program, intervention, and curriculum are terms that describe a written set of structured, sequenced activities with specific implementation instructions. • Science-based, evidence-based, and research-basedare terms used to indicate that the program (or intervention or curriculum) was rigorously evaluated to change sexual risk-taking behavior over time.

3. Why Use Science-Based Programs? We refer to science-based programs as SBP • SBP are effective in changing sexual risk-taking behavior when implemented as designed, or implemented with fidelity • Behavior changes vary program to program • There are different “lists” of SBP

4. Lists of SBPs • Doug Kirby: Emerging Answers • www.thenationalcampaign.org/EA2007 • CDC: EBIs (Evidence-Based Interventions) • www.effectiveinterventions.org • National Campaign: What Works 2009 • www.thenationalcampaign.org/resources/pdf/pubs • Advocates For Youth: Science and Success • www.advocatesforyouth.org/index

5. How Do You Choose the Right One? Your choice should be based on the following: • Assessment of youth population • Behaviors • Protective factors • Risk factors • Desired outcomes for youth • Organizational resources and capacity to implement the program as designed • Community readiness for program

6. How Do You Narrow Your Options? What you need to know about the program: • Main messages • Program costs • Length and duration • Intended program audience • Program setting • Group size • Evaluation results and expected outcomes

7. Popular Programs • Making Proud Choices (MPC) • Making A Difference (MAD) • Reducing the Risk • Safer Choices • Becoming a Responsible Teen (BART) • Teen Outreach Program • Cuidate! • SiHLE • Focus on Youth • Children’s Aid Society Carrera Program • Get Real About AIDS

8. Program Adaptations

9. Like a Good Recipe … The program activities reflect the behavior change theory • … you don’t want to mess with the core ingredients • You want it to taste good each time it’s made • A good program has a recipe that has to be followed closely, so that the outcome is the same each time

10. Core Components Content Pedagogical Implementation • Core Components form the foundation of the program • Content components are what’s taught • Pedagogical components are the methods used in teaching the content • Implementation components are the logistics of conducting the program (setting, numbers of youth, facilitator training, etc.)

11. Green Light Adaptations • Go ahead! Adaptations that can be made without compromising the curriculum • Update factual material • Change wording of behavioral messages to match young people’s culture, developmental age and sexual experience • Change learning activities or instructional methods to reflect youth’s culture, developmental age or sexual experience

12. Yellow Light Adaptations • Caution! May compromise core components; seek support from professionals with expertise • Substitute the video with one that fits priority population • Change sequence of activities • Add activities to address additional risk and protective factors

13. Red Light Adaptations • STOP! They will significantly compromise or diminish the core components • Substantially shorten programs • Reduce activities that allow youth to personalize information • Reduce activities that allow youth to practice skills • Reduce efforts in classroom management • Eliminate risk and protective factors • Fail to repeat and reinforce key behavioral messages

14. QUESTIONS? CONTACT US: • ACT for Youth 607-255-7736 www.actforyouth.net • Healthy Teen Network 410-685-0410 www.healthyteennetwork.org

15. Resources • Program selection worksheet:http://www.actforyouth.net/documents/Program%20Selection%20Worksheet5.pdf • Green-Yellow-Red Light Adaptations:http://www.actforyouth.net/documents/ETR%20Adaptation%20guide.pdf • Planning for Evidence-Based Programming:http://www.actforyouth.net/?psbaGTO