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The 130th Annual Meeting of APHA |
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The 130th Annual Meeting of APHA |
Chris Ringwalt, DrPH1, Susan T. Ennett, PhD2, Ruby E. Johnson, MA3, Louise Rohrbach, PhD4, Ashley Simons-Rudolph, BA5, Amy Vincus, MPH5, and Judy Thorne, PhD6. (1) Pacific Institute for Research and Evaluation, 1229 E Franklin St., Chapel Hill, NC 27514, (919) 967-8998 x13, ringwalt@pire.org, (2) Health Behavior and Health Education, University of North Carolina at Chapel Hill, CB#7440 Rosenau Hall, School of Public Health-UNC CH, Chapel Hill, NC 27599-7440, (3) Statistics Research Division, Research Triangle Institute, 3040 Cornwallis Road, Research Triangle Park, NC 27709-2194, (4) School of Medicine, University of Southern California, 1540 Alcazar Street, CHP 206D, Los Angeles, CA 90033, (5) Health, Social, and Economic Research, Research Triangle Institute, 3040 Cornwallis Road, PO Box 12194, Research Triangle Park, NC 27707-2194, (6) Westat, 1009 Slater Road, Suite 110, Durham, NC 27703
The fidelity of implementation of substance use prevention curricula by classroom teachers is widely believed to be desirable, and is linked empirically to effectiveness. This paper examines factors pertinent to the fidelity with which substance use prevention teachers are adhering to curricula guides, as well as factors related to adherence. Data for the study come from a nationally representative sample of 1905 lead substance use prevention teachers in the nation’s public and private schools. Findings suggest that about one-fifth of teachers of substance use prevention curricula did not use a curriculum guide at all, while only 15% reported that they followed one very closely. Five variables collectively explained 9.6% of the variability in adherence to a curriculum guide. Positively associated with such use were teachers’ perceptions concerning: their discretion in their coverage of prevention lessons, their beliefs concerning the effectiveness of the most recent training they received as well as the curricula they taught, and the support they received from their principals for substance use prevention. Teachers at public schools were also more likely than those at private schools to adhere to curricula guides. Neither school climate nor competing demands on teachers’ instructional time were associated with the use of a guide. We conclude that some degree of curriculum adaptation is inevitable, and make suggestions concerning how adherence to curricula guides may be improved through teacher training.
Learning Objectives: At the end of this presentation, attendees will be able to
Keywords: Substance Abuse Prevention, School-Based Programs
Presenting author's disclosure statement:
I do not have any significant financial interest/arrangement or affiliation with any organization/institution whose products or services are being discussed in this session.