Nicole McKirahan, MPH¹, Ross Shegog, PhD², Christine M. Markham, PhD³, Melissa A. Fleschler, MS⁴, Charlie Coton, BA³, Elizabeth Chapman⁵, Barbara J Low, DrPH⁶, Dana Hurt, MPH⁵, Kiara Spooner, MPH², and Susan Tortolero, PhD⁷. (1) University of Texas-Houston, Center for Health Promotion and Prevention Research, 7000 Fannin, 26th Floor, Houston, TX 77030, (2) Center for Health Promotion and Prevention Research, UT-Houston School of Public Health, 7000 Fannin, Houston, TX 77030, 713-500-9677, rshegog@sph.uth.tmc.edu, (3) Center for Health Promotion and Prevention Research, University of Texas-Houston, 7000 Fannin, 26th floor, Houston, TX 77030, (4) School of Public Health, University of Texas Houston Health Science Center, 7000 Fannin Ste. 2672D, Houston, TX 77030, (5) Center for Health Promotion and Prevention Research, University of Texas- Health Science Center at Houston, 7000 Fannin, 26th Floor, Houston, TX 77030, (6) Center for Health Promotion and Prevention Research, University of Texas School of Public Health, 7000 Fannin Street, Suite 2664B, Houston, TX 77030, (7) Center for Health Promotion and Prevention Research, University of Texas - Houston, 7000 Fannin, Ste 2622, Houston, TX 77030

Background: Adolescents are engaging in sexual activity at earlier ages and with more partners. Effective HIV/STI/pregnancy interventions for middle school youth are urgently needed. Interactive multimedia can offer confidential, tailored, and motivational training to delay or mitigate the consequences of early sexual activity. Purpose: To demonstrate an innovative multimedia application for HIV/STI/pregnancy prevention for middle school youth. Methods: “It’s Your Game” (IYG) was developed using Intervention Mapping (IM), a stepped development framework. Theoretical and empirical evidence (from literature and focus group research) guided development of program content and function. Results: Each of the 8 computer-based lessons in the IYG curriculum require one class period (45 min.) and comprise 3 components: (1) 3D virtual world interface featuring an entertainment complex motif; (2) tailored educational activities (n=46) including interactive 2D exercises, quizzes, animations, video, and fact sheets that target determinants of sexual risk-taking including perceived norms, attitudes, self-efficacy, and skills (decision-making and refusal skills related to relationships, personal limits, dating, and sexual behavior); and (3) on-line student feedback used for real time group process in the classroom. IYG promotes a simplified meta-cognitive process where students identify personal life rules (“Select”), watch for challenges to their rules (“Detect”), and perform skills to negate these challenges (“Protect”). IYG runs on a wireless LAN and provides confidential training tailored to learner’s sexual behaviors and intentions. Formative and feasibility evaluation results will be described. Conclusion: IYG provides a model for a feasible application of theory- and empirical- based HIV/SDI/pregnancy prevention curriculum for middle school students.

Learning Objectives:

• Identify how computer-based technology can be utilized as an innovative tool in health education and health promotion programs.
• Apply a theory-based methodology to the development of health educatoin and health promotion interventions.

Keywords: Technology, HIV Interventions

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.