Online Program

Impact of the Positive Prevention Plus Teen Pregnancy Prevention Program

Tuesday, November 3, 2015 : 11:30 a.m. - 11:45 a.m.

Robert LaChausse, PhD, CHES, Department of Public Health Sciences, California Baptist University, Riverside, CA, CA
In 2010, the San Bernardino County Superintendent of Schools Office and California State University, San Bernardino received a grant from the Department of Health and Human Service (HHS), Office of Adolescent Health (OAH) to evaluate the Positive Prevention Plus program. Positive Prevention Plus is based on Social Cognitive Theory and consists of eleven 45-minute lessons intended to be taught by classroom teachers. Project staff provided teachers with a two-day, in-person training plus a one-day supplemental online training on curriculum content and delivery.

A clustered randomized control trial (RCT) using ethnically-diverse school sites was used to examine program impacts. School sites (n=23) were then randomly assigned to either an intervention or control group. Participants in both groups completed baseline, 6 month, and 1 year follow-up surveys measuring sexual behaviors and psychosocial factors associated with abstinence and contraceptive use. Additionally, innovative measures of implementation fidelity including dosage, lesson quality, adaptation, and participant responsiveness were obtained through lesson observations and facilitator surveys. Data were pooled across all participating school sites to create an analytical sample of all students in all school sites that have parental consent and provide data at baseline, six month, and 1 year follow-up data. This study used both logistic regression and multiple linear regression models to examine the effect of the program on initiation of sexual activity, ever been pregnant, and use of birth control Recommendations for teen pregnancy prevention practice and research will be offered.

Learning Areas:

Implementation of health education strategies, interventions and programs
Public health or related research

Learning Objectives:
Define standards for research high quality impact evaluations health promotion and prevention programs. Describe 3 findings of the evaluation. Describe implications and opportunities of evaluation findings for others working to prevent teen pregnancy, use evidence-based programs, and conduct rigorous impact evaluation. Explain how characteristics of implementation fidelity can affect program impacts.

Keyword(s): Teen Pregnancy, Practice-Based Research

Presenting author's disclosure statement:

Qualified on the content I am responsible for because: I have been the principal or co-principal of multiple federally funded grants focusing on teen pregnancy prevention, HIV/AIDS prevention, drug prevention, adolescent development, obesity prevention, and parent-child relationships. My research has been published in the Journal of Adolescent Health, American Journal of Health Education, Health Promotion Practice, Journal of Immigrant Health, and Program Planning and Evaluation. I currently serve as the Chair of the Health Evaluation Topical Interest Group(TIG) for the American Evaluation Association.
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.