Simultaneous Implementation of Multiple Evidence-Based Programs: Improving Environmental and Individual Outcomes

Implementing multiple evidence-based programs simultaneously within school settings presents many challenges for researchers and school personnel, yet holds the promise of highly effective results. This project tested whether combining several research-based programs would enhance the effective outcomes for youth, parents, teachers, school staff and community participants in promoting a safe and secure community. In partnership with the ASU Southwest Interdisciplinary Research Center, two schools in the rural Florence Unified School District implemented keepin’ it REAL (kiREAL) in 6^th, 7^th and 8^th grades, the Families Preparing A New Generation (FPNG) companion parent program and the Olweus Bullying Prevention Program (OBPP) in grades K-8 during spring 2013. This approached utilized all four domains (individuals; family, school and environment) to target reduction of risk and enhance resiliency on issues of protecting against bullying, preventing substance abuse and improving communication.

Results from this project are preliminary as this was a condensed implementation (January to May 2013); however, the pilot findings provided enough support to secure continued funding for the project for 2013-2016. Initial data from the OBPP pre-survey showed an average of 51.6% of students reported telling others about being bullied, which at the post-survey, increased to 55.6% of students. This was a positive increase of 4 percentage points, a 7.2% change, thus surpassing the original 5% increase target.

kiREAL students in grades 6, 7 and 8 increased their ability to resist drugs as there were between 6% to 13% positive differences and 35% to 92% increases/change in use of all REAL strategies to resist drugs reported by students after participating in the program. Parents of these students who attended the FPNG program increased their abilities to help their youth to resist drugs with percentage point positive differences being 33% for the Refuse, Avoid, and Leave strategies and 41% for the Explain strategy; percent changes ranged from 63% to 108%.

The implementation processes at the schools varied greatly in year 1 as the two schools administratively executed the programs in their own way which resulted in different environmental impacts for each school. Along with two additional schools for year 2, the implementation processes have become more systematized and standardized which should result in more uniform outcomes. The overall school and environmental processes and outcomes are continuing to be examined and results reported. This presentation highlights how programs were integrated for training and implementation to enhance overall effectiveness. Lessons learned reflect how distinct site-based factors affected process and outcome results.