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a=86400 Adherence and Delivery: Implementation Quality and Program Outcomes for the Seventh-Grade keepin’ it REAL Program | Prevention Science
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Adherence and Delivery: Implementation Quality and Program Outcomes for the Seventh-Grade keepin’ it REAL Program

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An Erratum to this article was published on 02 October 2014

Abstract

Poor implementation quality (IQ) is known to reduce program effects making it important to consider IQ for evaluation and dissemination of prevention programs. However, less is known about the ways specific implementation variables relate to outcomes. In this study, two versions of keepin’ it REAL, a seventh-grade drug prevention intervention, were implemented in 78 classrooms in 25 schools in rural districts in Pennsylvania and Ohio. IQ was measured through observational coding of 276 videos. IQ variables included adherence to the curriculum, teacher engagement (attentiveness, enthusiasm, seriousness, clarity, positivity), student engagement (attention, participation), and a global rating of teacher delivery quality. Factor analysis showed that teacher engagement, student engagement, and delivery quality formed one factor, which was labeled delivery. A second factor was adherence to the curriculum. Self-report student surveys measured substance use, norms (beliefs about prevalence and acceptability of use), and efficacy (beliefs about one’s ability to refuse substance offers) at two waves (pretest, immediate posttest). Mixed model regression analysis which accounted for missing data and controlled for pretest levels examined implementation quality’s effects on individual level outcomes, statistically controlling for cluster level effects. Results show that when implemented well, students show positive outcomes compared to students receiving a poorly implemented program. Delivery significantly influenced substance use and norms, but not efficacy. Adherence marginally significantly predicted use and significantly predicted norms, but not efficacy. Findings underscore the importance of comprehensively measuring and accounting for IQ, particularly delivery, when evaluating prevention interventions.

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Author’s Note

This publication was supported by Grant Number R01DA021670 from the National Institute on Drug Abuse to The Pennsylvania State University (Michael Hecht, Principal Investigator). Its contents are solely the responsibility of the authors and do not necessarily represent the official views of the National Institutes of Health. (NIH Manuscript # NIHMS272843). Portions of this paper were presented at the 2013 annual meeting of the Society of Prevention Research.

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Author notes

  1. Jonathan Pettigrew

    Present address: School of Communication Studies, University of Tennessee, 293 Communications Building, Knoxville, TN, 37996, USA

  2. Michelle Miller-Day

    Present address: Department of Communication Studies, Chapman University, Orange, CA, USA

  3. Young Ju Shin

    Present address: Department of Communication Studies, Indiana University–Purdue University Indianapolis, Indianapolis, IN, USA

Authors and Affiliations

  1. Department of Communication Arts and Sciences, Penn State, State College, PA, USA

    Jonathan Pettigrew, Michelle Miller-Day, Michael L. Hecht & Young Ju Shin

  2. Department of Biobehavioral Health, Penn State, State College, PA, USA

    John W. Graham

  3. Prevention Research Center, Penn State, State College, PA, USA

    John W. Graham & Michael L. Hecht

  4. School of Communication, The Ohio State University, Columbus, OH, USA

    Janice L. Krieger

Authors
  1. Jonathan Pettigrew
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  2. John W. Graham
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  4. Michael L. Hecht
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  6. Young Ju Shin
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Correspondence to Jonathan Pettigrew.

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Pettigrew, J., Graham, J.W., Miller-Day, M. et al. Adherence and Delivery: Implementation Quality and Program Outcomes for the Seventh-Grade keepin’ it REAL Program. Prev Sci 16, 90–99 (2015). https://doi.org/10.1007/s11121-014-0459-1

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