SCIENCE-BASED PROGRAMS AND ADAPTATIONSPrepared by Healthy Teen Network and ACT

For Youth

Clarifying the Terms

A program, intervention, and curriculum are terms that describe a written set of structured, sequenced activities with specific implementation instructions.

Science-based, evidence-based, and research-based are terms used to indicate that the program (or intervention or curriculum) was rigorously evaluated to change sexual risk-taking behavior over time.

Why Use Science-Based Programs?

We refer to science-based programs as SBP

SBP are effective in changing sexual risk-taking behavior when implemented as designed, or implemented with fidelity

Behavior changes vary program to program

There are different “lists” of SBP

Lists of SBPs

Doug Kirby: Emerging Answers www.thenationalcampaign.org/EA2007

CDC: EBIs (Evidence-Based Interventions) www.effectiveinterventions.org

National Campaign: What Works 2009 www.thenationalcampaign.org/resources/pdf/

pubs Advocates For Youth: Science and Success

www.advocatesforyouth.org/index

How Do You Choose the Right One?

Your choice should be based on the following:

Assessment of youth population Behaviors Protective factors Risk factors Desired outcomes for youth

Organizational resources and capacity to implement the program as designed

Community readiness for program

How Do You Narrow Your Options?

What you need to know about the program:

Main messages Program costs Length and duration Intended program audience Program setting Group size Evaluation results and

expected outcomes

Popular Programs

Making Proud Choices (MPC)

Making A Difference (MAD)

Reducing the Risk Safer Choices Becoming a

Responsible Teen (BART)

Teen Outreach Program

Cuidate! SiHLE Focus on Youth Children’s Aid

Society Carrera Program

Get Real About AIDS

Program Adaptations

Like a Good Recipe …

The program activities reflect the behavior change theory

… you don’t want to mess with the core ingredients

You want it to taste good each time it’s made

A good program has a recipe that has to be followed closely, so that the outcome is the same each time

Core Components

Content

Pedagogical

Implementation

Core Components form the foundation of the program

Content components are what’s taught

Pedagogical components are the methods used in teaching the content

Implementation components are the logistics of conducting the program (setting, numbers of youth, facilitator training, etc.)

Green Light Adaptations

Go ahead! Adaptations that can be made without compromising the curriculum

Update factual material Change wording of behavioral messages to

match young people’s culture, developmental age and sexual experience

Change learning activities or instructional methods to reflect youth’s culture, developmental age or sexual experience

Yellow Light Adaptations

Caution! May compromise core components; seek support from professionals with expertise

Substitute the video with one that fits priority population

Change sequence of activities Add activities to address additional risk and

protective factors

Red Light Adaptations

STOP! They will significantly compromise or diminish the core components

Substantially shorten programs Reduce activities that allow youth to personalize

information Reduce activities that allow youth to practice

skills Reduce efforts in classroom management Eliminate risk and protective factors Fail to repeat and reinforce key behavioral

messages

QUESTIONS?

CONTACT US:

ACT for Youth607-255-7736www.actforyouth.net

Healthy Teen Network410-685-0410

www.healthyteennetwork.org

Resources

Program selection worksheet:http://www.actforyouth.net/documents/Program%20Selection%20Worksheet5.pdf

Green-Yellow-Red Light Adaptations:http://www.actforyouth.net/documents/ETR%20Adaptation%20guide.pdf

Planning for Evidence-Based Programming:http://www.actforyouth.net/?psbaGTO