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Fidelity of D.A.R.E. Officers’ Delivery of “keepin’ it REAL” in Elementary & Middle School
The goal of the current study is to examine the degree to which measures of quality of implementation and student engagement moderate pretest–posttest changes in mediating variables that are targeted by DARE “keepin’ it REAL.” DARE officers (10 elementary school, five middle school) taught DARE “kee...
Autores principales: | , , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Springer US
2023
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10409848/ https://www.ncbi.nlm.nih.gov/pubmed/37358751 http://dx.doi.org/10.1007/s11121-023-01548-8 |
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author | Beamon, Emily R. Henson, Robert A. Kelly, Samantha E. Hansen, William B. Wyrick, David L. |
author_facet | Beamon, Emily R. Henson, Robert A. Kelly, Samantha E. Hansen, William B. Wyrick, David L. |
author_sort | Beamon, Emily R. |
collection | PubMed |
description | The goal of the current study is to examine the degree to which measures of quality of implementation and student engagement moderate pretest–posttest changes in mediating variables that are targeted by DARE “keepin’ it REAL.” DARE officers (10 elementary school, five middle school) taught DARE “keepin’ it REAL lessons to 1,017 elementary students (480 boys and 534 girls) and 435 middle school students (217 boys and 215 girls). We examined teachers’ and students’ ratings of elementary and middle schools in response to DARE officers’ delivery of the program. HLM analyses revealed that students’ engagement was a significant and meaningful predictor of changes in targeted mediators. Teachers’ ratings of student responsiveness added little in terms of understanding these outcomes with main effects observed only for students’ ability to respond to bulling and students’ estimates of peer drug use. Teachers’ ratings of the quality of officer implementation, on the other hand, did add to understanding students’ outcomes. Effects were seen for three (peer norms about drug use, decision-making (DM) skills, intentions to avoid drug use) out of six outcome variables and suggest a stronger positive effect for elementary versus middle school students. At least for these three outcomes, understanding quality of implementation added to our ability to interpret results. Specifically, in addition to students’ engagement, quality of implementation (which varied by grade) contributed to achieving positive changes in students’ outcomes. |
format | Online Article Text |
id | pubmed-10409848 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2023 |
publisher | Springer US |
record_format | MEDLINE/PubMed |
spelling | pubmed-104098482023-08-10 Fidelity of D.A.R.E. Officers’ Delivery of “keepin’ it REAL” in Elementary & Middle School Beamon, Emily R. Henson, Robert A. Kelly, Samantha E. Hansen, William B. Wyrick, David L. Prev Sci Article The goal of the current study is to examine the degree to which measures of quality of implementation and student engagement moderate pretest–posttest changes in mediating variables that are targeted by DARE “keepin’ it REAL.” DARE officers (10 elementary school, five middle school) taught DARE “keepin’ it REAL lessons to 1,017 elementary students (480 boys and 534 girls) and 435 middle school students (217 boys and 215 girls). We examined teachers’ and students’ ratings of elementary and middle schools in response to DARE officers’ delivery of the program. HLM analyses revealed that students’ engagement was a significant and meaningful predictor of changes in targeted mediators. Teachers’ ratings of student responsiveness added little in terms of understanding these outcomes with main effects observed only for students’ ability to respond to bulling and students’ estimates of peer drug use. Teachers’ ratings of the quality of officer implementation, on the other hand, did add to understanding students’ outcomes. Effects were seen for three (peer norms about drug use, decision-making (DM) skills, intentions to avoid drug use) out of six outcome variables and suggest a stronger positive effect for elementary versus middle school students. At least for these three outcomes, understanding quality of implementation added to our ability to interpret results. Specifically, in addition to students’ engagement, quality of implementation (which varied by grade) contributed to achieving positive changes in students’ outcomes. Springer US 2023-06-26 2023 /pmc/articles/PMC10409848/ /pubmed/37358751 http://dx.doi.org/10.1007/s11121-023-01548-8 Text en © The Author(s) 2023 https://creativecommons.org/licenses/by/4.0/Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/ (https://creativecommons.org/licenses/by/4.0/) . |
spellingShingle | Article Beamon, Emily R. Henson, Robert A. Kelly, Samantha E. Hansen, William B. Wyrick, David L. Fidelity of D.A.R.E. Officers’ Delivery of “keepin’ it REAL” in Elementary & Middle School |
title | Fidelity of D.A.R.E. Officers’ Delivery of “keepin’ it REAL” in Elementary & Middle School |
title_full | Fidelity of D.A.R.E. Officers’ Delivery of “keepin’ it REAL” in Elementary & Middle School |
title_fullStr | Fidelity of D.A.R.E. Officers’ Delivery of “keepin’ it REAL” in Elementary & Middle School |
title_full_unstemmed | Fidelity of D.A.R.E. Officers’ Delivery of “keepin’ it REAL” in Elementary & Middle School |
title_short | Fidelity of D.A.R.E. Officers’ Delivery of “keepin’ it REAL” in Elementary & Middle School |
title_sort | fidelity of d.a.r.e. officers’ delivery of “keepin’ it real” in elementary & middle school |
topic | Article |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10409848/ https://www.ncbi.nlm.nih.gov/pubmed/37358751 http://dx.doi.org/10.1007/s11121-023-01548-8 |
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