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AIDS and Behavior
Published in: AIDS and Behavior 10/2015

01-10-2015 | Original Paper

Teachers’ Patterns of Implementation of an Evidence-Based Intervention and Their Impact on Student Outcomes: Results from a Nationwide Dissemination over 24-Months Follow-Up

Author: Bonita Stanton

Published in: AIDS and Behavior | Issue 10/2015

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Abstract

More information is needed about factors influencing real-life implementation and program impact of interventions effective in controlled study conditions. Ongoing national implementation of an evidence-based HIV prevention program targeting grade 6 students in The Bahamas offers the opportunity to examine patterns of implementation and relate them to student outcomes. Data were collected from 208 grade 6 teachers, 75 grade 7 teachers and 4411 grade 6 students followed over 2 years. Mixed-effects modeling analysis examined the association of teachers’ patterns of implementation with student outcomes. High quality program implementation in grade 6 (high implementation dosage and fidelity) was significantly related to student outcomes six and 18 months post-intervention. Quality of implementation of the booster session in grade 7 was also significantly related to student outcomes in grade 7. Quality of delivery of the brief booster session a year after initial implementation is important in maintaining or resetting the student outcome trajectory.
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Metadata
Title
Teachers’ Patterns of Implementation of an Evidence-Based Intervention and Their Impact on Student Outcomes: Results from a Nationwide Dissemination over 24-Months Follow-Up
Author
Bonita Stanton
Publication date
01-10-2015
Publisher
Springer US
Published in
AIDS and Behavior / Issue 10/2015
Print ISSN: 1090-7165
Electronic ISSN: 1573-3254
DOI
https://doi.org/10.1007/s10461-015-1110-2

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