Dent C W, Sussman S, Hennesy M, Galaif E R, Stacy A W, Moss M, Craig S
University of Southern California, Los Angeles, USA.
J Drug Educ. 1998;28(4):361-75. doi: 10.2190/UFY9-WHXX-AFC1-RXB1.
The present study provides an implementation, process, and immediate outcomes evaluation of the classroom component of Project Towards No Drug Abuse (TND). This project involves development and evaluation of a school-based drug abuse prevention curriculum for continuation high school youth, who are at relatively high risk for drug abuse. Three randomized conditions were evaluated: a standard care, classroom only, and classroom plus school-as-community. The latter condition was an enhanced school-based condition which involved outside-of-classroom meetings and activities. Implementation was high in both program conditions even though this was a higher risk context. Process evaluation data were favorable and did not vary between the two program conditions. Immediate outcomes data (knowledge) was higher in the two program conditions than in the standard care condition. Regarding the classroom program, addition of extra-classroom activities does not appear to alter the quality of delivery of the program.
本研究对“无毒品滥用计划”（TND）课堂部分进行了实施、过程及即时效果评估。该计划旨在为持续高中阶段的青少年开发并评估一套校本药物滥用预防课程，这些青少年面临相对较高的药物滥用风险。研究评估了三种随机分组情况：标准护理组、仅课堂教学组以及课堂教学加学校社区组。后者是一种强化校本情况，包括课外会议和活动。尽管这是一个风险较高的环境，但两个项目组的实施率都很高。过程评估数据良好，且在两个项目组之间没有差异。两个项目组的即时效果数据（知识方面）高于标准护理组。关于课堂项目，增加课外活动似乎并未改变项目的实施质量。
