How to ensure fidelity in implementing an evidence based teen pregnancy prevention curriculum. (October 2021)

• Record Type: Journal Article
• Authors: Barbee, Anita P.; Antle, Becky; Langley, Cheri; Cunningham, Michael R.; Whiteside, Danielle; Sar, Bibhuti K.; Archuleta, Adrian; Karam, Eli; Borders, Kevin
• Is Part Of: Children and youth services review. Volume 129(2021)
• Publication Date: 2021-10
• Subjects: Fidelity -- EBP -- Teen pregnancy prevention -- EBSIS model; Social work with children -- Periodicals; Social work with youth -- Periodicals; Adolescent -- Periodicals; Child Welfare -- Periodicals; Social Work -- Periodicals; Service social aux enfants -- Périodiques; Service social à la jeunesse -- Périodiques; Electronic journals; 362.705
• DOI: 10.1016/j.childyouth.2021.106175
• Languages: English
• ISSNs: 0190-7409

Abstract

Highlights: The EBSIS model of implementation support was utilized when delivering sex education. Specific ways to operationalize EBSIS when delivering training intervention included. EBSIS model use enhances fidelity to an intervention. Abstract: Introduction: This paper describes implementation results as part of a larger three-arm, cluster randomized controlled trial that compared two curriculum interventions to prevent teen pregnancy with a control condition. The intervention of focus is an enhanced version of Reducing the Risk to Prevent Pregnancy, STD and HIV (Kirby, Barth, Leland, & Fetro, 1991; Langley et al., 2015 ), which is a comprehensive sex education program appropriate for youth ages 14–19. Method: In order to standardize the delivery of this teen pregnancy prevention education curriculum to high-risk youth across 39 presentations, in 23 different community-based organizations, by dyads involving 16 facilitators, researchers utilized two implementation frameworks to guide program delivery and developed several fidelity measurement tools to assess adherence, dosage, quality of intervention delivery, participant responsiveness, and program differentiation. Results: These efforts resulted in high fidelity to the curriculum. There also were high levels of youth engagement as indicated both by self-reports and observed by facilitators who created cohesive groups. Results also found that training quality, alliance with facilitators and group cohesion positively impacted attitude change and gains in knowledge. Discussion: Issues related to balancing adherence to evidence-based curricula and being responsive to youth needs are discussed.