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Program Resources

 

Evidence-Based Programs

 
Green-Yellow-Red Adaptations
All adaptations must be pre-approved by the ACT COE as a requirement of the grant. The resources below will help you understand which adaptations are likely to be approved, and which are not.

General Adaptation Guidelines

This presentation explains the green-yellow-red light framework for adapting evidence-based programs.

Narrated Presentation Narrated Presentation (25 min)

PowerPoint Presentation Slide Set

General Adaptation Guidance

Here ETR Associates details the green-yellow-red light framework and gives examples of appropriate and inappropriate adaptations.

PDF Guidance Document

Adaptations for Evidence-based Teen Pregnancy Prevention Programs

Here the Office of Adolescent Health explains adaptations, terminology, and ways to reduce adaptations and increase fidelity. Adaptation examples and additional resources are also listed.

PDF Overview

EBP Adaptations for CAPP and PREP

All evidence-based programs (EBPs) have been evaluated and found to be effective in changing risky sexual behaviors among adolescents. However, while every program contains many parts, each program has been evaluated as a whole. This means that we don't know specifically which content, teaching strategies, and implementation factors make the program effective. If we want to see positive outcomes, we can't improvise, because we might be tampering with the "recipe" that makes the program work. That is why it is important to deliver the program as developed, staying true to its core components.

Planned Adaptations

At the same time, we have learned that some adaptations are unavoidable or necessary for a number of reasons. For example, rapidly changing youth culture may make some content seem dated and hard for participants to relate to. Programs may also need adaptations that make them more inclusive of specific populations.
Core Component Adaptation Examples
Content:
What is being communicated?
Adaptations might include changing the language and scenarios of role plays, updating health information, or using local statistics.
Pedagogy:
How is the content being taught?
Pedagogy refers to teaching strategies. Adaptations may involve structuring activities differently. Replacing a short lecture with a game that covers the same content, for example, is a change in teaching strategy.
Implementation:
How is the program being delivered?
The recommended group size may be from 6-12 participants. In school settings, however, group size may vary from 15-25 participants.
These adaptations can (and should) be planned in advance, working with the ACT COE. Recognizing the need for certain adaptations, program developers have made recommendations for changes that are consistent with the learning theories that governed each program's development.
  • For recommended adaptations, see the Implementation Guidelines on the EBP Implementation page

Adaptation Master Lists

CAPP and PREP providers are required to submit any planned adaptations to the ACT COE for pre-approval. We recommend that supervisors create a master list of adaptations when an EBP will be used repeatedly in a particular setting. The brain child of a provider in the first round of CAPP, the master list has significant benefits. Master lists:
  • Give all educators the same guidance, reducing ad-hoc adaptations
  • Help educators be better prepared, which improves the quality of program delivery
  • Streamline the adaptation pre-approval process
  • Simplify reporting in the online system (see below)
  • Can be used repeatedly in a given setting
Adaptations that are approved for one setting may not be appropriate in another. When using the EBP at a new site, work with your TA contact to create a new master list.

Planning Tools for Creating Master Lists

To help you plan, implement, and report adaptations systematically, the COE has developed planning tools for master lists of adaptations for each EBP. Health Educator Supervisors can use these tools to draft a master list. Your TA contact will work with you to finalize the list.

The following documents are in Word format:
 

WordBe Proud! Be Responsible! (2016)

WordBe Proud! Be Responsible! (2012)

WordBe Proud! Be Responsible! Be Protective!

WordCuídate (2012)

WordMaking Proud Choices (2016)

WordMaking Proud Choices (2012)

WordMaking Proud Choices (School edition)

WordMaking Proud Choices (Youth in Out-of-Home Care - 5th edition)

WordMaking Proud Choices (Youth in Out-of-Home Care - 4th edition)

WordProject AIM

WordReducing the Risk

Recording Adaptations in the Online Reporting System

Pre-Approved Adaptations: Reporting is Short and Sweet!

Ideally, nearly all adaptations will be pre-approved by the ACT COE. Once you and your TA contact have finalized your adaptations using a master list, you need only describe them very briefly in the online reporting system (ORS). For a pre-approved adaptation, all you need to record is a short reference to the full description the ACT COE will have on file plus "ML" (for master list).

  • For example, if you have modified a myth/fact activity to change the language of some of the statements, the exact modifications will be on record in your pre-approved master list. When you implement the session that includes the adapted activity, you would indicate in the ORS that the activity was implemented "with modifications" and select "content was modified." When asked to provide detail about this activity's modification, you would simply enter "statement language change - ML" in the description box -- no additional detail is needed for a pre-approved adaptation.

Not Pre-approved: Detailed Description and Justification Needed

If an adaptation is NOT pre-approved, you will need to supply a full description of the adaptation and the reason you made the change in the online reporting system. Remember that it is a requirement of the grant that all planned adaptations be pre-approved by the ACT COE.

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