THE ABCS OF ALLIANCES, BASICS,

AND COHORT BMI

Tia Mann

James Madison University

Julie Lyzinski, Tamarah Smith-Dyer

University of Pennsylvania

Objectives Describe the successful development a of

collaborative campus-wide BASICS program

Describe the value of a longitudinal assessment design for BASICS

Review the findings of a matched participant design to determine the impact of BASICS

Review the lessons learned from BASICS implementation and evaluation

Evolution of BASICS

University’s Counseling Center

University Health Center’s

Substance Abuse Prevention

BASICS Prevention Specialist

What are the selling points?

BASICS

Judicial Affairs

Residence Life

AthleticsFacult

y

General District Court

Self-referrals

Center for Assessment

and Research Studies

Implementation: Evaluation:

What we already had:

Microsoft Access assessment Campus survey system (Qualtrics)

Students’ email addresses

Access Assessment Daily Drinking Questionnaire (DDQ) Alcohol Use Disorders Identification Test

(AUDIT) Drug Abuse Screening Test (DAST) Rutgers Alcohol Problem Index (RAPI) Alcohol Perceived Risks Assessment Readiness/Confidence to Change Rulers Drinking Norms Rating Form Alcohol Temptations Decisional Balance

FEEDBACK

REPORT

1-month and 3-month Posttest Delivered through Qualtrics survey system

Included:

DDQ

AUDIT

DAST

RAPI

Alcohol Temptations

Readiness/Confidence to Change Rulers

Students matched through ID #

Approx. 10 minutes each to complete

$10 incentive to complete both 1and 3-month

SAMPLE

EMAIL

Evaluation Criteria Goal: Students will decrease their negative consequences associated with substance use. Objective 1a: Upon completion of BASICS, students will show at least a 2-point decrease in RAPI score from the

pretest to 1-month posttest. Objective 1b: Upon completion of BASICS, students will maintain or decrease in RAPI score from the 1-month

posttest to the 3 month posttest.

  Goal: Students will decrease their overall levels (quantity) of alcohol consumption. Objective 2a: Upon completion of BASICS, students will show a 3-drink weekly decrease in quantity from the pretest

to the 1 month posttest. Objective 2b: Upon completion of BASICS, students will maintain or decrease in quantity from the 1-month posttest

to the 3 month posttest.

  Goal: Students will decrease their level of harm associated with alcohol use. Objective 3a: On the 1 month posttest, students will show at least a 2-point decrease in AUDIT score from the

pretest. Objective 3b: On the 3 month posttest, students will maintain or decrease in AUDIT score from the 1- month

posttest.

Goal: Students will decrease their overall alcohol temptations. Objective 4a: Upon completion of BASICS, students will show at least a 3-point decrease in alcohol temptation score

from the pretest to the 1 month posttest. Objective 4b: Upon completion of BASICS, students will maintain or decrease in alcohol temptation score from the

1-month posttest to the 3 month posttest.

1-month ResultsVariable Mean (SD) Pre-Test Mean (SD) Post-Test

Difference in Mean Scores

Effect Size (d)

Drink Quantity 19.94 (20.05) 13.13 (12.66) -6.81* 0.41

Drink Frequency 2.56 (1.15) 2.25 (1.61) -0.31 0.22

Peak BAC 0.13 (0.11) 0.10 (0.08) -0.03 0.31

Binge Drinking 1.63 (0.50) 1.63 (0.50) 0 0

AUDIT Total Score 12.63 (6.04) 7.25 (4.28) -5.38** 1.03

RAPI Total Score 23.31 (5.08) 20.31 (3.00) -3.00* 0.72

Situational Temptations Score

47.13 (15.81) 44.50 (14.89) -2.63 0.17

Response Means by Variable across Time.* denotes p < .05. ** denotes p < .001

1 and 3-month ResultsVariable

Mean (SD) Pre-

Test

Mean (SD) Post-

Test 1

Mean (SD) Post-

Test 2Effect Size (ηG

2)

Drink Quantity* 20.63 (18.23) 14.47 (12.36) 13.16 (10.02) .10

Drink Frequency 2.63 (1.07) 2.37 (1.54) 2.16 (1.17) .04

Peak BAC* 0.19 (0.12) 0.11 (0.09) 0.12 (0.09) .17

AUDIT Scale* 10.37 (5.16) 8.63 (5.17) 7.32 (5.05) .11

RAPI Scale 22.68 (4.92) 20.74 (3.94) 20.16 (2.83) .08

Temptations

Scale48.79 (14.97) 48.53 (14.98) 46.05 (15.09) .01

Response Means by Variable Across Time. * indicates significance of One-Way Repeated-Measures ANOVA.

Lessons Learned Challenges

Consistent BASICS referral process

Consistent student attendance

Where to “house” BASICS

Justification for full-time BASICS position

Successes

Evaluation incentive

Collaboration with CARS

Early Athletics buy-in

References Babor, T. F., Biddle-Higgins, J. C., Saunders, J. B. & Monteiro, M. G. (2001). AUDIT:

The Alcohol Use Disorders Identification Test: Guidelines for Use in Primary Health Care. Geneva, Switzerland: World Health Organization.

Collins, R. L., Parks, G. A., Marlatt, G. A. (1985). Social determinants of alcohol consumption: The effects of social interaction and model status on the self-administration of alcohol. Journal of Consulting Clinical Psychology, 53, 189–200.

Dimeff, L. A., Baer, J. S., Kivlahan, D. R., Marlatt, G. A. Brief Alcohol Screening and Intervention for College Students: A Harm Reduction Approach. New York, NY: Guilford Press; 1999.

Maddock, J. E., Laforge, R. G., & Rossi, J. S. (2000). Short form of the situational temptations scale for heavy, episodic drinking. Journal of Substance Abuse, 11, 281-288.

Saunders, J. B., Aasland, O. G., Babor, T. F., de la Fuente, J. R. & Grant, M. (1993). Development of the Alcohol Use Disorders Screening Test (AUDIT). WHO collaborative project on early detection of persons with harmful alcohol consumption. II. Addiction 88, 791-804.

White H. R., & Labouvie E.W. (1989). Towards the assessment of adolescent problem drinking. Journal of Studies on Alcohol, 50, 30–37. 

Questions?

Contact:

Tia Mann

BASICS Prevention Specialist

manntl@jmu.edu

540-568-3317