tia mann james madison university julie lyzinski, tamarah smith-dyer university of pennsylvania
TRANSCRIPT
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THE ABCS OF ALLIANCES, BASICS,
AND COHORT BMI
Tia Mann
James Madison University
Julie Lyzinski, Tamarah Smith-Dyer
University of Pennsylvania
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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
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Evolution of BASICS
University’s Counseling Center
University Health Center’s
Substance Abuse Prevention
BASICS Prevention Specialist
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What are the selling points?
BASICS
Judicial Affairs
Residence Life
AthleticsFacult
y
General District Court
Self-referrals
Center for Assessment
and Research Studies
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Implementation: Evaluation:
What we already had:
Microsoft Access assessment Campus survey system (Qualtrics)
Students’ email addresses
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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
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FEEDBACK
REPORT
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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
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SAMPLE
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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.
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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
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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.
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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
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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.
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Questions?
Contact:
Tia Mann
BASICS Prevention Specialist
540-568-3317