Applying Group Dynamic Interactive Processes in Technology-Delivered Preventive Interventions: Pathways for African American Success (PAAS)

Introduction/Background:  Technological advances have led to the widespread use of computer-based interactive software for intervention application, however, the integration of technology in the delivery of family-based preventive interventions is limited. Little is known about the influence of technology as a delivery platform on the acquisition and internalization of prevention curricula.  The Pathways for African American Success (PAAS) program was developed based on theories that explain the processes through which the use of program content and interactive activities embedded in a technology delivery system would promote the enhancement of capabilities and learning outcomes to influence parent and youth intervention-targeted behaviors. One of the challenges confronting the use of technology as a platform for delivering family-based programs is the translation of group dynamics that are a central component of family-based, in-person delivery.  Specific consideration was given to this issu in the development of PAAS.  

Methods: The program was developed based on feedback from focus groups with African American parents and youth. A common theme was the importance of creating an environment incorporating social connections between human and computer. To enhance the acceptance of technology as the delivery platform, graphics of animated characters and scripted texts were developed to reflect culturally relevant communication and interaction patterns, as well as physical characteristics of targeted audiences. For example, the animated characters were created from actual photographs of African American parents/youths.  Voice actors of rural African American facilitators, as well as parents and youths who acted out the scripted scenes for each session, used gestures, facial expressions, and voice intensity to transmit messages. Images and scripted text were designed to simulate real world experiences of rural African American families. PAAS was designed to allow aviators and users to interact, through activities which facilitated problem solving and skill development. Parents and youths explored pathways for achieving desired outcomes by interaction with aviators.  Animated characters would respond to the user, based on a menu of programmed responses. 

Results:PAAS-Tech evinced similar effects for families compared with the observed group-based human delivered manualized curriculum. PAAS-Tech was particularly effective in changing proximal factors that have been shown to deter actual behavioral performance.  Pre-post test assessment revealed that induced changes in youth intrapersonal protective processes were associated, inversely, with intentions to engage in risky behaviors. 

Conclusions:  Technology can be a viable delivery system for family-based programs. Integrating interactive processes through the use of culturally tailored aviators for users to interact with, can mimic group processes, promoting a learning environment, and influencing intervention induced behavioral change.