Rohrbach Louise A, Dent Clyde W, Skara Silvana, Sun Ping, Sussman Steve
Institute for Health Promotion and Disease Prevention Research, Department of Preventive Medicine, University of Southern California, 1000 S. Fremont Ave., Unit #8, Alhambra, CA 91803, USA.
Prev Sci. 2007 Jun;8(2):125-32. doi: 10.1007/s11121-006-0056-z. Epub 2006 Dec 19.
This paper presents the results of an effectiveness trial of Project Towards No Drug Abuse [TND], in which we compared program delivery by regular classroom teachers and program specialists within the same high schools. Within 18 schools that were randomly assigned to the program or control conditions, health classrooms were assigned to program delivery by teachers or (outside) specialists. Classroom sessions were observed by pairs of observers to assess three domains of implementation fidelity: adherence, classroom process, and perceived student acceptance of the program. Pre- and immediate posttest survey data were collected from 2331 students. Of the four composite indexes of implementation fidelity that were examined, only one (quality of delivery) showed a difference between specialists and teachers, with marginally higher ratings of specialists (p < .10). Both teachers and program specialists achieved effects on three of the five immediate outcome measures, including program-specific knowledge, addiction concern, and social self-control. Students' posttest ratings of the program overall and the quality of program delivery failed to reveal differences between the teacher- and specialist-led classrooms. These results suggest that motivated, trained classroom teachers can implement evidence-based prevention programs with fidelity and achieve immediate effects.
本文介绍了“无药物滥用计划”（TND）有效性试验的结果，在此试验中，我们比较了同一所高中内常规课堂教师和项目专家实施该计划的情况。在随机分配到该计划或对照条件的18所学校中，健康课程教室被分配给教师或（外部）专家来实施该计划。由成对的观察员观察课堂教学，以评估实施保真度的三个方面：依从性、课堂过程以及学生对该计划的接受度。从2331名学生那里收集了测试前和测试后即刻的调查数据。在所考察的四个实施保真度综合指标中，只有一个（实施质量）显示出专家和教师之间存在差异，专家的评分略高（p < 0.10）。教师和项目专家在五项即时结果指标中的三项上都取得了成效，包括特定计划知识、成瘾担忧和社会自我控制。学生对该计划总体的测试后评分以及计划实施质量并未显示出教师主导和专家主导的课堂之间存在差异。这些结果表明，积极主动、受过培训的课堂教师能够忠实地实施循证预防计划并取得即时效果。
