Project Towards No Drug Abuse: A Review of the Findings and Future Directions

Sussman, Steve; Dent, Clyde W.; Stacy, Alan W.

doi:10.5993/ajhb.26.5.4

Cited by 146 publications

(130 citation statements)

References 11 publications

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“…The present study examined the efficacy of a new curriculum (cognitive-perception-informationonly) relative to the complete (combined) curriculum that had been evaluated in the third Project TND experimental trial (Sussman et al, 2002). For a detailed description of the differences between the two curricula, see Skara, Rohrbach, Sun, and Sussman, 2005. Training of program specialists involved several components.…”

Section: Interventionmentioning

confidence: 99%

“…Immediate outcomes and program process measures-Student questionnaire measures were adapted from previous studies of Project TND (Sussman et al, 2002). Demographic characteristics included age (in years), gender, and ethnicity (coded as white, Hispanic, Black, Asian, Native American, or other).…”

Section: Data Collection Procedures and Measuresmentioning

confidence: 99%

“…The present paper describes the first effectiveness trial of Project Towards No Drug Abuse [TND], a high school-based program that has been shown to be effective in reducing adolescent substance use (Dent, Sussman, McCuller, & Stacy, 2001;Sun, Skara, Sun, Dent, & Sussman, 2006;Sussman, Dent, & Stacy, 2002). The aim of the study was to compare program delivery within the same schools by regular classroom teachers and (outside) program specialists.…”

Section: Introductionmentioning

confidence: 99%

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Fidelity of Implementation in Project Towards No Drug Abuse (TND): A Comparison of Classroom Teachers and Program Specialists

et al. 2006

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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 selfcontrol. 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.

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Section: Interventionmentioning

confidence: 99%

Section: Data Collection Procedures and Measuresmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Fidelity of Implementation in Project Towards No Drug Abuse (TND): A Comparison of Classroom Teachers and Program Specialists

et al. 2006

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“…However, a close examination of the studies reviewed indicates limited research examining interventions specific to 9 th grade students. Although, the extant research on school-based programs for high school students indicates programs using motivational enhancement and cognitive-behavioral principals are effective in reducing alcohol use (Conrod, Steward, Comeau & Maclean, 2006;O'Leary-Barrett, Macie, Castellanos-Ryan, Al-Khundhairy & Conrod, 2010;Sussman, Dent & Stacy, 2002), these types of programs are time intensive, require extensive training, and may be difficult for schools to implement. Successful school-based interventions include factors such as a sound theoretical foundation, demonstrated fidelity, and material designed to engage adolescents (Wagner, Tubman, & Gil, 2004).…”

Section: Introductionmentioning

confidence: 99%

A test of the efficacy of a brief, web-based personalized feedback intervention to reduce drinking among 9th grade students

Doumas

Esp

Turrisi

et al. 2014

Addictive Behaviors

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Alcohol use increases substantially during the transition from middle school to high school. This study tested a brief, web-based personalized feedback program aimed at reducing risk factors for drinking, alcohol use, and alcohol-related consequences among 9 th grade students. At a 3-month follow-up, students in the intervention group showed positive results relative to those in the control group on variables associated with reduced risk, including positive alcohol expectancies and positive beliefs about alcohol. Students in the intervention group also reported a reduction in drinking frequency and alcohol-related consequences relative to those in the control group. There were, however, no differences in normative beliefs regarding peer drinking or quantity of weekly drinking between the two groups. Results indicate a brief, web-based personalized normative feedback program delivered in the school setting is a promising approach to reducing alcohol use and the associated consequences among 9 th grade students.

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“…The current list of evidence-based drug abuse preventive interventions for high-risk youth (e.g., Project Towards No Drug Abuse; Reconnecting Youth Program; Adolescent Transitions Program) is largely indicated and designed as fixed programs that offer uniform composition, dosage, and duration to all participants (Bone size fits all^) [5][6][7]. Unfortunately, programs of this ilk are often costly to deliver, participation and completion rates are generally poor, and modest effect sizes have been reported on key outcomes with considerable variability in individual response [8].…”

Section: Discussionmentioning

confidence: 99%

Application of environmental sensitivity theories in personalized prevention for youth substance abuse: a transdisciplinary translational perspective

Thibodeau

August

Cicchetti

et al. 2015

Behav. Med. Pract. Policy Res.

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Preventive interventions that target high-risk youth, via one-size-fits-all approaches, have demonstrated modest effects in reducing rates of substance use. Recently, substance use researchers have recommended personalized intervention strategies. Central to these approaches is matching preventatives to characteristics of an individual that have been shown to predict outcomes. One compelling body of literature on person × environment interactions is that of environmental sensitivity theories, including differential susceptibility theory and vantage sensitivity. Recent experimental evidence has demonstrated that environmental sensitivity (ES) factors moderate substance abuse outcomes. We propose that ES factors may augment current personalization strategies such as matching based on risk factors/severity of problem behaviors (risk severity (RS)). Specifically, individuals most sensitive to environmental influence may be those most responsive to intervention in general and thus need only a brief-type or lower-intensity program to show gains, while those least sensitive may require more comprehensive or intensive programming for optimal responsiveness. We provide an example from ongoing research to illustrate how ES factors can be incorporated into prevention trials aimed at high-risk adolescents. Keywords Substance use, Prevention, Environmental sensitivity, R i s k s e v e r i t y, D i ff e r e n t i a l s u s c e p t i b i l i t y, PersonalizationAlcohol and other drug use among adolescents is a serious public health concern in the USA. For example, by late adolescence, over 78 % of teens will have experimented with alcohol, over 47 % will be engaged in regular drinking habits, and over 14 % will have met criteria for lifetime abuse [1]. Despite herculean efforts over the previous five decades to stem the rising tide of substance use, treatment approaches (largely based on behavioral parent training and cognitive behavioral therapy principles) have been modest at best; there is considerable variability in outcomes, and no one model works similarly for all youth [2]. Even among those who experience initial success following treatment, relapse rates are high [3].

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Project Towards No Drug Abuse: A Review of the Findings and Future Directions

Cited by 146 publications

References 11 publications

Fidelity of Implementation in Project Towards No Drug Abuse (TND): A Comparison of Classroom Teachers and Program Specialists

Fidelity of Implementation in Project Towards No Drug Abuse (TND): A Comparison of Classroom Teachers and Program Specialists

A test of the efficacy of a brief, web-based personalized feedback intervention to reduce drinking among 9th grade students

Application of environmental sensitivity theories in personalized prevention for youth substance abuse: a transdisciplinary translational perspective

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