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Related Experiment Video

Updated: Jul 15, 2026

Electroencephalographic, Heart Rate, and Galvanic Skin Response Assessment for an Advertising Perception Study: Application to Antismoking Public Service Announcements
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Electroencephalographic, Heart Rate, and Galvanic Skin Response Assessment for an Advertising Perception Study: Application to Antismoking Public Service Announcements

Published on: August 28, 2017

Differences in perceived implementation of a standard versus peer-led interactive substance abuse prevention program.

Thomas W Valente1, Janet Okamoto, Patchareeya Pumpuang

  • 1Department of Preventive Medicine, School of Medicine, University of Southern California, Alhambra, CA 91803, USA. tvalente@usc.edu

American Journal of Health Behavior
|April 4, 2007
PubMed
Summary

A peer-led interactive substance abuse program was compared to a standard one. Health educators in the interactive program showed less adherence to curriculum and less favorable classroom processes.

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Last Updated: Jul 15, 2026

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Published on: August 28, 2017

Area of Science:

  • Public Health
  • Educational Psychology
  • Substance Abuse Prevention

Background:

  • Substance abuse prevention programs are crucial for youth well-being.
  • Evaluating program implementation is key to understanding effectiveness.
  • Peer-led interactive approaches are increasingly explored as alternatives to standard curricula.

Purpose of the Study:

  • To compare the perceived implementation of a standard substance abuse prevention program with a peer-led interactive version.
  • To assess differences in curriculum adherence, classroom processes, and off-task behavior between the two program types.

Main Methods:

  • Data were collected from 16 health educators across 504 classroom sessions.
  • 24 monitors observed 63 of these sessions to evaluate program implementation.
  • Perceptions of classroom processes and adherence were recorded.

Main Results:

  • Health educators (HEs) demonstrated less fidelity to the curriculum in the interactive program compared to the standard program.
  • Classroom processes were perceived as less favorable in the interactive program.
  • Less off-task talking was reported in the interactive program setting.

Conclusions:

  • An interactive substance abuse prevention program does not inherently lead to increased off-task discussions.
  • However, the interactive format did not guarantee more favorable program implementation or curriculum adherence.
  • Further research is needed to optimize the implementation of interactive prevention strategies.