Replicating <i>Reducing the Risk</i>: 12-Month Impacts of a Cluster Randomized Controlled Trial

Kelsey, Meredith; Blocklin, Michelle; Layzer, Jean I.; Price, Cristofer; Juras, Randall; Freiman, Lesley

doi:10.2105/ajph.2016.303409

Cited by 3 publications

(4 citation statements)

References 2 publications

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“…Research has dem-onstrated the positive effects of some curriculum-based interventions on adolescents' risky sexual behaviors (e.g., Kirby & Laris, 2009;Kirby, Laris, & Rolleri, 2007); however, there is also evidence that some curriculum-based interventions have no significant effect on risky-behaviors, compared with standard health education programs (DiCenso, Guyatt, Willan, & Griffith, 2002). Indeed, recent studies replicating the HIV and pregnancy prevention curriculum for adolescents, Reducing the Risk, which has been promoted by the CDC (2001CDC ( , 2018a, demonstrated somewhat mixed results (Barbee, Cunningham, van Zyl, Antle, & Langley, 2016;Kelsey et al, 2016). Thus, there remains a need to enhance and further develop curriculum-based health education programs.…”

mentioning

confidence: 99%

Longitudinal relations of classroom goal structures to students’ motivation and learning outcomes in health education.

Won¹,

Anderman²,

Zimmerman³

2020

Journal of Educational Psychology

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Little attention has been paid to goal structures in health education, despite their well-established roles in motivation and learning. The primary goal of this study was to examine the longitudinal relations of classroom goal structures to high school students’ (N = 636) motivation and learning outcomes in health education. We incorporated two aspects of motivation: self-efficacy for negotiating condom use and task values for learning new information about HIV and pregnancy prevention. Results revealed that students’ perceptions of a mastery goal structure were positively related to their self-efficacy and task values, and also their knowledge and behavioral intentions one year after the health education curriculum had been delivered. In contrast, students’ perceptions of an extrinsic goal structure were not related to their motivation and learning outcomes. Our findings suggest that the implementation of instructional practices focusing on mastery may enhance the efficacy of HIV and pregnancy prevention programs.

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mentioning

confidence: 99%

Longitudinal relations of classroom goal structures to students’ motivation and learning outcomes in health education.

Won¹,

Anderman²,

Zimmerman³

2020

Journal of Educational Psychology

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“…Because the coach interacts with all students in a school, the intervention was naturally implemented at the school level. As another example, Kelsey et al conducted a cluster randomized trial of a teen pregnancy prevention curriculum for middle and high school students. For the intervention, the study schools delivered the selected curriculum as part of an existing class period.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Schools assigned to the control group were put on a waiting list to receive a coach the following year. In the study by Kelsey et al the researchers conducted random assignment at the classroom level. In each study school, about half of the participating classrooms delivered the selected teen pregnancy prevention curriculum.…”

Section: Literature Reviewmentioning

confidence: 99%

A Practical Guide to Cluster Randomized Trials in School Health Research

Goesling

2019

Journal of School Health

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BACKGROUND When well‐designed and implemented, cluster randomized trials can meet the high standards federal agencies and other funders increasingly require for evidence on the effectiveness of school health programs and services. However, designing and implementing these studies can present more challenges than at first appears. METHODS I reviewed summaries of the methodological literature on cluster randomized trials. I then conducted a search to identify practical applications of these methods in school health research. RESULTS The review identified 6 key issues or decisions school health researchers must address when designing, conducting, and analyzing data from a cluster randomized trial: (1) reasons to use a clustered design, (2) sample size calculation, (3) the use of matching or stratification, (4) definition of the school and student samples, (5) consent gathering, and (6) analysis methods. CONCLUSIONS School health researchers can take several practical steps to ensure the availability of high‐quality research evidence and meet the growing demands for evidence and accountability in education policy and programming. These steps include selecting the right research design for the intervention and evaluation setting, identifying appropriate sample definitions and analysis methods, and developing appropriate procedures for gathering parental permission and student assent.

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“…For example, RtR was delivered in San Diego to 9th and 10th grade students in the county in schools identified as “teen pregnancy hotspots” by the state, while, in St. Louis, RtR was delivered to a population that was “almost entirely” low-income and Black. In Knox County, TN, SSI was delivered by the county health department to “teen pregnancy hotspots” and “children in state custody” ( 23 – 27 ).…”

Section: Introductionmentioning

confidence: 99%

More comprehensive sex education reduced teen births: Quasi-experimental evidence

Mark

2022

Proc. Natl. Acad. Sci. U.S.A.

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Women in the United States are much more likely to become mothers as teens than those in other rich countries. Teen births are particularly likely to be reported as unintended, leading to debate over whether better information on sex and contraception might lead to reductions in teen births. We contribute to this debate by providing causal evidence at the population level. Our causal identification strategy exploits county-level variation in the timing and receipt of federal funding for more comprehensive sex education and data on age-specific teen birth rates at the county level constructed from birth certificate natality data covering all births in the United States. Our results show that federal funding for more comprehensive sex education reduced county-level teen birth rates by more than 3%. Our findings thus complement the mixed evidence to date from randomized control trials on teen pregnancies and births by providing population-level causal evidence that federal funding for more comprehensive sex education led to reductions in teen births.

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Replicating Reducing the Risk: 12-Month Impacts of a Cluster Randomized Controlled Trial

Abstract: After 12 months, Reducing the Risk was unsuccessful at changing sexual behaviors. Other results were mixed, but promising evidence (e.g., behavioral impacts at 1 site, impacts on intermediate outcomes) suggests potential for more widespread behavioral impacts over a longer term.

Cited by 3 publications

References 2 publications

Longitudinal relations of classroom goal structures to students’ motivation and learning outcomes in health education.

Longitudinal relations of classroom goal structures to students’ motivation and learning outcomes in health education.

A Practical Guide to Cluster Randomized Trials in School Health Research

More comprehensive sex education reduced teen births: Quasi-experimental evidence

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