259084 A new model for making informed adaptations to evidence-based prevention programs

Tuesday, October 30, 2012 : 4:30 PM - 4:45 PM

Regina Firpo-Triplett, MPH, MCHES , Center for Sexual and Reproductive Health Promotion, ETR Associates and Monarch Media, Scotts Valley, CA
Lori Rolleri, MPH, MSW , Engendered Health, Bellerose, NY
Pat Rex, MA , Center for Sexual and Reproductive Health, ETR Associates, Scotts Valley
Julie Taylor , Center for Sexual and Reproductive Health Promotion, ETR Associates, Scotts Valley
Evidence-based curricula are effective group-based interventions to prevent risky health behaviors. Prevention practitioners are often challenged in adapting (or choosing) the most appropriate evidence-based intervention to meet the needs of the youth they serve and/or their organization's capacity. The lack of information about evidence-based interventions, lack of time to implement the intervention, mismatches between the intervention's intended audience and the audiences served by the practitioner, discordance in community values and intervention values, and lack of skill to implement intervention teaching methods are just some of the factors affecting appropriate selection and adaptation of evidence-based curricula. Education, Training and Research Associates, in close collaboration with the Centers for Disease Control and Prevention, Division of Reproductive Health initiated a project in 2006 to develop a theory-based and practical model to guide the development of intervention-specific adaptation guidance. Through this project, a model was created which includes five steps, including development of: 1) an activity/determinant matrix; 2) BDI logic model (to link curriculum activities with the curriculum's health goals, youth behaviors directly related to those goals, and the psychosocial determinants related to those behaviors); 3) core intervention components; 4) specific green/yellow/red adaptation guidance; 5) fidelity and monitoring logs. The model was used to create “Adaptation Kits” for several teen pregnancy and HIV prevention evidence-based curricula. The model is unique in that it allows for the creation of very specific and practical adaptation guidance. The model can be used across a variety of content areas and audiences.

Learning Areas:
Administer health education strategies, interventions and programs
Assessment of individual and community needs for health education
Implementation of health education strategies, interventions and programs
Planning of health education strategies, interventions, and programs
Program planning

Learning Objectives:
1. Explain why guidance on how to make informed and effective adaptations to evidence-based interventions is critical for practitioners; 2. Describe the innovative five stage process for developing adaptation guidance for a specific intervention; 3. Explain key factors for developing accurate intervention logic models; 4. Explain key factors for developing core components and specific adaptation guidelines; 5. Describe how this model for developing adaptation guidance is different from other published models; 6. Identify resources to assist with the creation of logic models and other steps of the process.

Keywords: Planning, Public Health Education and Health Promotion

Presenting author's disclosure statement:

Qualified on the content I am responsible for because: I was the director of the CDC Division of Reproductive Health's Adaptation Guidance Project - which developed the model that is the topic of the presentation. I was also the director of the Office of Adolescent Health's Adaptation Guidance Project that utilized the model for creating adaptation guidance for additional evidence-based interventions.
Any relevant financial relationships? No

I agree to comply with the American Public Health Association Conflict of Interest and Commercial Support Guidelines, and to disclose to the participants any off-label or experimental uses of a commercial product or service discussed in my presentation.