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The ABCs of Alliances, BASICS, and Cohort BMI

Tia Mann James Madison University Julie Lyzinski , Tamarah Smith-Dyer University of Pennsylvania. The ABCs of Alliances, BASICS, and Cohort BMI. Objectives. Describe the successful development a of collaborative campus-wide BASICS program

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The ABCs of Alliances, BASICS, and Cohort BMI

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  1. Tia Mann James Madison University Julie Lyzinski, Tamarah Smith-Dyer University of Pennsylvania The ABCs of Alliances, BASICS, and Cohort BMI

  2. Objectives • Describe the successful development a of collaborative campus-wide BASICS program • Describe the value of a longitudinal assessment design for BASICS • Review the findings of a matched participant design to determine the impact of BASICS • Review the lessons learned from BASICS implementation and evaluation

  3. Evolution of BASICS

  4. What are the selling points?

  5. Implementation: Evaluation: • What we already had: Microsoft Access assessment Campus survey system (Qualtrics) Students’ email addresses

  6. Access Assessment • Daily Drinking Questionnaire (DDQ) • Alcohol Use Disorders Identification Test (AUDIT) • Drug Abuse Screening Test (DAST) • Rutgers Alcohol Problem Index (RAPI) • Alcohol Perceived Risks Assessment • Readiness/Confidence to Change Rulers • Drinking Norms Rating Form • Alcohol Temptations • Decisional Balance

  7. F E E D B A C K R E P O R T

  8. 1-month and 3-month Posttest • Delivered through Qualtrics survey system • Included: DDQ AUDIT DAST RAPI Alcohol Temptations Readiness/Confidence to Change Rulers • Students matched through ID # • Approx. 10 minutes each to complete • $10 incentive to complete both 1and 3-month

  9. SAMPLEEMAIL

  10. Evaluation Criteria • Goal: Students will decrease their negative consequences associated with substance use. • Objective 1a: Upon completion of BASICS, students will show at least a 2-point decrease in RAPI score from the pretest to 1-month posttest. • Objective 1b: Upon completion of BASICS, students will maintain or decrease in RAPI score from the 1-month posttest to the 3 month posttest. • Goal: Students will decrease their overall levels (quantity) of alcohol consumption. • Objective 2a: Upon completion of BASICS, students will show a 3-drink weekly decrease in quantity from the pretest to the 1 month posttest. • Objective 2b: Upon completion of BASICS, students will maintain or decrease in quantity from the 1-month posttest to the 3 month posttest. • Goal: Students will decrease their level of harm associated with alcohol use. • Objective 3a: On the 1 month posttest, students will show at least a 2-point decrease in AUDIT score from the pretest. • Objective 3b: On the 3 month posttest, students will maintain or decrease in AUDIT score from the 1- month posttest. • Goal: Students will decrease their overall alcohol temptations. • Objective 4a: Upon completion of BASICS, students will show at least a 3-point decrease in alcohol temptation score from the pretest to the 1 month posttest. • Objective 4b: Upon completion of BASICS, students will maintain or decrease in alcohol temptation score from the 1-month posttest to the 3 month posttest.

  11. 1-month Results • Response Means by Variable across Time. • * denotes p < .05. ** denotes p < .001

  12. 1 and 3-month Results • Response Means by Variable Across Time. • * indicates significance of One-Way Repeated-Measures ANOVA.

  13. Lessons Learned • Challenges Consistent BASICS referral process Consistent student attendance Where to “house” BASICS Justification for full-time BASICS position • Successes Evaluation incentive Collaboration with CARS Early Athletics buy-in

  14. References • Babor, T. F., Biddle-Higgins, J. C., Saunders, J. B. & Monteiro, M. G. (2001). AUDIT: The Alcohol Use Disorders Identification Test: Guidelines for Use in Primary Health Care. Geneva, Switzerland: World Health Organization. • Collins, R. L., Parks, G. A., Marlatt, G. A. (1985). Social determinants of alcohol consumption: The effects of social interaction and model status on the self-administration of alcohol. Journal of Consulting Clinical Psychology, 53, 189–200. • Dimeff, L. A., Baer, J. S., Kivlahan, D. R., Marlatt, G. A. Brief Alcohol Screening and Intervention for College Students:A Harm Reduction Approach. New York, NY: Guilford Press; 1999. • Maddock, J. E., Laforge, R. G., & Rossi, J. S. (2000). Short form of the situational temptations scale for heavy, episodic drinking. Journal of Substance Abuse, 11, 281-288. • Saunders, J. B., Aasland, O. G., Babor, T. F., de la Fuente, J. R. & Grant, M. (1993). Development of the Alcohol Use Disorders Screening Test (AUDIT). WHO collaborative project on early detection of persons with harmful alcohol consumption. II. Addiction 88, 791-804. • White H. R., & Labouvie E.W. (1989). Towards the assessment of adolescent problem drinking. Journal of Studies on Alcohol, 50, 30–37. 

  15. Questions? Contact: Tia Mann BASICS Prevention Specialist manntl@jmu.edu 540-568-3317

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