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For Professionals
Science-Based Program
A science-based program is one that research
has shown to be effective in changing at least one of the following behaviors
that contribute to early pregnancy, STD and HIV infection: delaying sexual
initiation, reducing the frequency of sexual intercourse, reducing the number of
sexual partners, or increasing the use of condoms and other contraceptives. The
program was evaluated using a rigorous research design, which includes the
following:
- Using an
experimental or quasi-experimental evaluation design
- Measuring knowledge,
attitude, and behavior
- Having an adequate
sample size
- Collecting data from
both groups at three months or later after
intervention
- Using sound research
methods and processes
- Replicating in
different locations and finding similar evaluation
results
- Publishing results
in a peer-reviewed journal
If a science-based program cannot be
implemented with fidelity, or cannot be adapted to fit a community’s population,
then implementing a promising program would be the next best option.
Promising Program
A promising program is one that has not been
formally evaluated but has most of the characteristics of programs shown to be
effective. Dr. Douglas Kirby and colleagues have developed a list of 17
characteristics of effective curriculum-based programs. This list was developed
by conducting a systematic review of 83 domestic and international sexuality
education and HIV prevention program evaluations. In their review, Kirby, et.al.,
found that the majority of the effective programs incorporated most of the 17
common characteristics of successful curriculum-based programs identified in the
analysis. The characteristics are divided into three categories: program
development, program design/content and program implementation. The list of
characteristics can be accessed at
www.etr.org/recapp* or
www.healthyteennetwork.org.* It is important to note that this list of
characteristics applies only to curriculum-based sexuality/HIV education
programs. To date there is not a comparable list of characteristics for other
types of programs, such as clinic-based, youth development, or parent education
programs.
Reports and other Information
The Science to Science-based Programs, Lori Rolleri, MSW, MPH, ETR
Associates for Healthy Teen Network
Science- based Approaches – Healthy Teen Network
Tool to Assess the Characteristics of Effective Sex and
STD/HIV Education Programs (TAC) - Healthy Teen Network.
Designed to help practitioners assess whether curriculum-based programs have
incorporated the common characteristics of effective programs
Reports on Reviewed Programs
Putting What Works to Work – National Campaign to Prevent Teen Pregnancy
Science and Success: Sex Education and Other Programs that Work to Prevent Teen
Pregnancy, HIV & Sexually Transmitted Infections – Advocates for Youth
Other Programs of Interest
A Call to Action: What Schools Can Do to Prevent Teen
Pregnancy and Promote Student Achievement
- The National School Boards Association
Plain Talk – Hablando Claro – A Prevention Program by the Annie E. Casey
Foundation
Carrera Adolescent Pregnancy Prevention Program – Children’s Aid Society
Preventing Adolescent Pregnancy – Girls Inc.
Our Story, Our Words: Youth Speak Out on Sex, Love, and
Teen Pregnancy - The National Campaign to Prevent Teen Pregnancy
Terms of Engagement: How to Involve Parents in Programs to
Prevent Teen Pregnancy - The National
Campaign to Prevent Teen Pregnancy
Program Snapshot
Aban Aya Youth Project (Chicago, IL)
A program for young African-American youth
The program was funded by a grant from the National Institutes of Health
(minority health grant) and developed between 1993 and 1994. It is currently
being packaged by Sociometrics (For more information, contact JJ Card,
650-949-3282,
jjcard@socio.com).
A longitudinal trial of three interventions was implemented in 12 ‘high-risk’
schools in the Chicago area including 9 urban schools and 3 suburban schools.
The three interventions were:
- Social Development Curriculum targeted
certain risk behaviors such as safe sex and abstinence, violence and substance
abuse through communication, decision making, problem solving, goal setting,
refusal skills, etc.
-
School/Community
Intervention which consisted of the Social Development Curriculum plus parent,
school-wide, and community components. This intervention had a local
school task force, which could enforce school policy and parent training
workshops.
-
Health Enhancement
Curriculum focusing on nutrition, physical activity, and general health care, as
well as decision making and goal setting. This intervention served as a
control for the evaluation.
-
Health Enhancement
Curriculum focusing on nutrition, physical activity, and general health care, as
well as decision making and goal setting. This intervention served as a
control for the evaluation.
The program is designed for youth in grades 5-8 and focused on multiple risk
factors. Eighty percent of the participants were African American. The program
has Afro-centric components and incorporates themes of unity, self
determination, sense of self, and cultural pride. It incorporates story telling
and proverbs, as well as African and African American history and literature.
71 lessons (45 minutes each) over the 4 years including:
21 lessons in the 5th grade
18 lessons in the 6th grade
16 lessons in the 7th grade
16 lessons in the 8th grade
Staff training
The educators who implemented the program were University of Illinois,
Chicago staff. Educators received two trainings before each lesson—one to
discuss each lessons’ concepts/components and the second training was a mock
lesson where the educators were critiqued by senior staff. Weekly debriefings
were conducted to discuss any challenges to implementation. During the summer,
staff received various trainings to obtain the most up-to-date information on
teen pregnancy, STIs, violence, etc. Although the classroom teachers were not
responsible for implementing the program, a training session was also held with
them prior to each school year so they were aware of the content, and could help
with classroom management during the session.
Relationship with schools
The program developers and educators developed good relationships with the
schools over the years. The educators were staff from the University of
Illinois, so teachers were not tasked with developing additional lessons. The
program also targeted multiple behavioral issues. The schools received a small
incentive of $250/classroom to implement the curriculum (a maximum of
$1000/school).
Parent Outreach
Less than 1 percent of parents opted to keep their children out of the
program. There was strong parental support for a number of reasons. Throughout
the school year, parents received letters, co-signed by the principal, about the
program. The children were given homework assignments to complete with parents
as well. The program was marketed and made visible through pencils, water
bottles, and t-shirts. These techniques engaged the parents indirectly and
directly.
Parents had to complete process surveys at the end of each program year and
were given a $25 gift certificate to the grocery store for completion. 81% of
parents completed the survey at the end of the 5th grade program and 65%
completed the survey at the end of the 8th grade program.
Results
The youth received a behavior survey at the beginning and end of grade 5 and
at the end of each subsequent year. They were also given process surveys.
Questions were added each year to ensure the evaluation was developmentally
appropriate. When compared to the Health Enhancement Curriculum, the Social
Development and the School-Community Intervention had positive results for boys
but not for girls. Boys experienced less of an increase in violent behavior,
provoking behavior, school delinquency, drug use, and sexual activity when
compared to boys in the control group. The researchers observed that the gender
of the educator affected results (for example, male participants with male
educators had better measures). However, this observation has not yet been
published in the literature. The program evaluation did not examine the impact
of gay parenting on outcomes.
Again, this program was developed in 1993/1994. Many of the theories the
program was founded upon are not gender sensitive or specific. The motivations
to engage in behaviors are different for girls and boys. The program activities
were interactive and the protective factors were geared more towards males, as
were the scenarios and role playing activities. This was not realized until
after the program was completed. Many other intervention programs targeted to
changing behavior in substance abuse and other areas from that time had similar
results with improved behaviors among boys but not girls.
Implementation
A consultant on the grant stated that if a community cannot implement the
entire curriculum, they could incorporate some of the lessons into their current
program. The program can also be implemented after-school and can be condensed
into a shorter time frame by covering several lessons in one session. Program
cost per student is not known at this time.
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