LifeSkills Training (LST) Substance Abuse Prevention Grants

LifeSkills Training (LST) Substance Abuse Prevention Grants is sponsored by Washington State Office of Superintendent of Public Instruction. Provides grants for schools to implement the LifeSkills Training program, focusing on substance abuse prevention among youth.

Blueprints Programs – Blueprints for Healthy Youth Development Leave this field empty if you're human: Blueprints Conference Contact Us LifeSkills Training (LST) A classroom-based substance abuse prevention program designed to prevent teenage drug and alcohol abuse, tobacco use, violence and other risk behaviors by teaching students self-management skills, social skills, and drug awareness and resistance skills.

Delinquency and Criminal Behavior Alcohol Prevention and Treatment Cognitive-Behavioral Training Drug Prevention/Treatment School - Individual Strategies Social Emotional Learning Continuum of Intervention Early Adolescence (12-14) - Middle School Crime Solutions: Effective OJJDP Model Programs: Effective Social Programs that Work: Top Tier Program Information Contact National Health Promotion Associates, Inc. 711 Westchester Avenue, 3rd Floor www.

lifeskillstraining. com Weill Cornell Medical College Brief Description of the Program LifeSkills Training (LST) is a classroom-based universal prevention program designed to prevent adolescent tobacco, alcohol, marijuana use, and violence. LST contains 30 sessions to be taught over three years (15, 10, and 5 sessions), and additional violence prevention lessons also are available each year (3, 2, and 2 sessions).

Three major program components teach students: (1) personal self-management skills, (2) social skills, and (3) information and resistance skills specifically related to drug use. Skills are taught using instruction, demonstration, feedback, reinforcement, and practice.

LifeSkills Training (LST) is a three-year universal prevention program for middle/junior high school students targeting the use of gateway substances (tobacco, alcohol, and marijuana) and violence. The program provides students with training in personal self-management, social skills, and social resistance skills.

LST consists of 15 core sessions in the first year, ten booster sessions in the second year, and five booster sessions in the third year. Each year also contains optional violence prevention sessions (three in year one, and two for both years two and three). Sessions are taught sequentially and delivered primarily by classroom teachers.

Each unit in the curriculum has a specific major goal, measurable student objectives, lesson content, and classroom activities. The LST program includes two generic skills training components that foster overall competence and a domain-specific component to increase resistance to social pressures to smoke, drink, or use illicit drugs.

The Personal Self-Management Skills component teaches students to examine their self-image and its effects on behavior; set goals and keep track of personal progress; identify everyday decisions and how they may be influenced by others; analyze problem situations, and consider the consequences of each alternative solution before making decisions; reduce stress and anxiety, and look at personal challenges in a positive light.

The Social Skills component teaches students the necessary skills to overcome shyness, communicate effectively and avoid misunderstandings, initiate and carry out conversations, handle social requests, utilize both verbal and nonverbal assertiveness skills to make or refuse requests, and recognize that they have choices other than aggression or passivity when faced with tough situations.

The Resistance Skills component teaches students to recognize and challenge common misconceptions about tobacco, alcohol, other drug use, and violence. Through coaching and practice, they learn information and practical resistance skills for dealing with peers and media pressure to engage in alcohol, tobacco, and other drug use, and other risk behaviors such as violence and delinquency.

The main goal of this component is to decrease normative expectations regarding substance use and violence while promoting the development of refusal skills. LST instructors teach the skills using a combination of interactive teaching techniques including demonstration, facilitation of behavioral rehearsal (practice), feedback and reinforcement, and guiding students in practicing the skills outside of the classroom setting.

The booster sessions in years two and three are designed to reinforce the material covered during the first year and focus on continued development of skills and knowledge that will enable students to cope more effectively with the challenges confronting them as adolescents. Primary Evidence Base for Certification Botvin et al. (1990, 1995, 2000) and Griffin et al.

(2004, 2006) found that, relative to the control group, the two intervention groups reported significantly lower Marijuana use at posttest Tobacco, alcohol, and marijuana use at the three-year follow-up Driving violations at the three-year follow-up Illicit drug use at the 3. 5-year follow-up. HIV risk behaviors at the 10-year follow-up.

Botvin et al. (2006) found that, relative to the control group, the LST group reported significantly lower Frequent fighting at posttest. Spoth et al.

(2002, 2006, 2014), Spoth, Randall et al. (2008), Spoth, Trudeau et al. (2008), and Trudeau et al.

(2003) found that, relative to the control group, the LST group reported significantly Lower substance use initiation at 1. 5 years after baseline, Lower cigarette initiation at 5. 5 years after baseline, Slower growth rates in cigarette initiation and drunkenness at 5.

5 years after baseline. Brief Evaluation Methodology Primary Evidence Base for Certification Of the 12 studies Blueprints has reviewed, three (Studies 1, 7, and 9) meet Blueprints evidentiary standards (specificity, evaluation quality, impact, dissemination readiness). Studies 1 and 7 were done by the developer, and Study 9 was conducted by independent evaluators.

Botvin et al. (1990, 1995, 2000) and Griffin et al. (2004, 2006) conducted a cluster randomized trial to examine 56 New York State schools with 5,954 seventh-grade student participants.

The schools were assigned to two LST groups (one with in-person training and one with video training) and a control group. Students in the schools were followed through 10 years to assess self-reported substance use and HIV risk behaviors. Botvin et al.

(2006) used a cluster randomized trial to examine 41 New York City public and parochial schools with 4,858 sixth-grade student participants. The schools were randomly assigned to an intervention group or a control group that received the standard curriculum. Students in the schools were assessed on measures of verbal and physical aggression, fighting, and delinquency at pretest and posttest.

Spoth et al. (2002, 2006, 2014), Spoth, Randall et al. (2008), Spoth, Trudeau et al.

(2008), and Trudeau et al. (2003) used a cluster randomized trial that assigned 36 middle schools with 1,664 seventh-grade students to three conditions: LST, LST plus Strengthening Families 10-14, or a control group. Assessments of substance use continued through age 22.

Blueprints Certified Studies Botvin, G. J. , Baker, E.

, Dusenbury, L. , Botvin, E. M.

, & Diaz, T. (1995). Long-term follow-up results of a randomized drug abuse prevention trial in a white middle-class population.

Journal of the American Medical Association, 273 , 1106-1112. Botvin, G. J.

, Griffin, K. W. , & Nichols, T.

R. (2006). Preventing youth violence and delinquency through a universal school-based prevention approach.

Prevention Science, 7, 403-408. Spoth, R. L.

, Redmond, C. , Trudeau, L. , & Shin, C.

(2002). Longitudinal substance initiation outcomes for a universal preventive intervention combining family and school programs. Psychology of Addictive Behaviors, 16 , 129-134.

Risk and Protective Factors Early initiation of drug use, Favorable attitudes towards drug use*, Stress, Substance use Interaction with antisocial peers, Peer rewards for antisocial behavior, Peer substance use Clear standards for behavior*, Coping Skills*, Perceived risk of drug use*, Problem solving skills*, Refusal skills*, Skills for social interaction* Risk/Protective Factor was significantly impacted by the program LifeSkills Training (LST) Logic Model (PDF) Subgroup Analysis Details Subgroup Analysis Details Subgroup differences in program effects by race, ethnicity, or gender (coded in binary terms as male/female) or program effects for a sample of a specific racial, ethnic, or gender group: Study 1 (Botvin et al.

, 1990, 1995, 2000) did not test for subgroup effects by race, ethnicity, gender, or economic disadvantage. Study 7 (Botvin et al. , 2006) did not test for subgroup effects by race, ethnicity, gender, or economic disadvantage.

Study 9 (Spoth et al. , 2008b) tested for subgroup differences in program effects by gender and found significantly stronger benefits for females than males. Sample demographics including race, ethnicity, and gender for Blueprints-certified studies: The sample for Study 1 was approximately half (52%) male and predominantly (91%) White.

The sample for Study 7 was 51% boys and 49% girls; 39% African American, 33% Hispanic, 10% White, 6% Asian, 2% Native American, and 10% of other or mixed ethnicity. The sample for Study 9 was over half (53%) male, and the majority of participants (96%) were Caucasian Training and Technical Assistance LifeSkills Training facilitators attend a one- or two-day training.

While the two-day training is preferred, different models have been developed to cover all aspects of the training in a shorter period of time in order to accommodate the needs of the site, and one-day trainings have also produced successful outcomes.

Trainings enable participants to familiarize themselves with the program and its rationale, receive an overview of evaluation research, and have the opportunity to learn and practice the skills needed to successfully implement the prevention program. Current training models facilitate interactive learning and incorporate the use of the different skills training techniques: demonstration, feedback, reinforcement, and practice.

Training Certification Process LST Trainer Certification Process: Version: Training of Trainers (TOT) Workshop This workshop is provided to state or regional entities currently disseminating the LifeSkills Training program and who meet National Health Promotion Associates, Inc. guidelines for the development of statewide or regional teacher training resources.

Audience: Participants in the LifeSkills Training of Trainers workshop must meet the following minimum eligibility qualifications: One year teaching any level of the elementary and/or middle school LST curriculum and, Participation in an NHPA-sponsored LST Teacher Training, or, Participation in an equivalent teaching and training experience in a research/evidence-based, prevention education program.

NHPA LifeSkills Trainers (TOT) Manual LST Level I, II, III Teacher's Manuals and Student Guides Training handouts including research abstracts Time: Total training time: 15 hours over two days. Training schedules are customized to meet the needs of the training sponsor. Synopsis: The LifeSkills Training (LST) TOT is designed to prepare trainers to deliver all levels of LST Teacher Training workshop.

At the conclusion of the TOT training participants will be able to: conduct LST Teacher Training Workshops based on the NHPA developed training model for each curriculum level. provide technical assistance to schools and communities in the implementation of LST. apply the principles and practices of adult learning theory to adult learning groups.

This is immersion training, in which participants learn and practice teaching skills and training content in groups, through active participation in delivering the teaching and learning activities. National Health Promotion Associates, Inc. (NHPA) Certified LifeSkills Trainer of Trainers workshop for ten (10) - fifteen (15) participants Cost: $ 1,000 per participant.

On-site TOTs would assume responsibility for the NHPA Trainers' expenses (hotel, airfare, and per diem charges), which are additional. The training sponsor is responsible for costs associated with the training site, equipment rental, and promotion. For a complete description of the materials and services included in the per participant cost, please contact NHPA.

Price does not include curriculum materials. NHPA LST Trainer Certification: When the above steps have been completed by TOT participants, they are then eligible to become a part of the NHPA LST National Cadre. The NHPA National Cadre of Trainers include individuals who are identified or selected by our staff Lead Trainer.

The individuals will be selected based on experience, ability and geographical need. After the LST National Cadre candidate is chosen, he/she will be required to complete an internship with one of our most senior lead NHPA LST Trainers. The individual will be qualified to train directly for NHPA when this final criterion has been met.

Program Benefits (per individual): Program Costs (per individual): Net Present Value (Benefits minus Costs, per individual): Measured Risk (odds of a positive Net Present Value): Source: Washington State Institute for Public Policy All benefit-cost ratios are the most recent estimates published by The Washington State Institute for Public Policy for Blueprint programs implemented in Washington State.

These ratios are based on a) meta-analysis estimates of effect size and b) monetized benefits and calculated costs for programs as delivered in the State of Washington. Caution is recommended in applying these estimates of the benefit-cost ratio to any other state or local area. They are provided as an illustration of the benefit-cost ratio found in one specific state.

When feasible, local costs and monetized benefits should be used to calculate expected local benefit-cost ratios. The formula for this calculation can be found on the WSIPP website . Initial Training and Technical Assistance LifeSkills Training includes a 1-day on-site training that costs $3,500 for up to 20 participants plus trainer travel expenses.

A 2-day on-site training is also available for $4,000 plus trainer travel expenses. The same training off-site with participant travel to a regional training event costs $300 per attendee plus travel. Off-site trainings are typically hosted regionally or at the National Health Promotion Associates office.

Online training is offered at a cost of $235 per participant; however, this type of training has not been evaluated. Annual curriculum materials cost an average of $5 per student, depending on grade level. Teacher's Manuals average $125 each.

The costs of staff time while attending a one- or two-day training. Intervention Implementation Costs Ongoing Curriculum and Materials Student materials average $5 per student annually, depending on grade level: Middle School Level 1 ($6), Middle School Level 2 ($5), Middle School Level 3 ($4). Qualifications : No specific requirements regarding qualifications though program is typically delivered by classroom teachers or counselors.

Time to Deliver Intervention : Middle School Structure: 30 class sessions (approximately 45 minutes each session) to be conducted over three years.

Other Implementation Costs No information is available Implementation Support and Fidelity Monitoring Costs Ongoing Training and Technical Assistance The purveyor provides the following free support materials: planning workbook, pre/post assessments, fidelity checklists, and a complimentary companion website for students and teachers. In addition, a variety of technical assistance workshops are available.

Email/Basic support: Free Telephone Technical Assistance: $100/hour Online Technical Assistance: $300/hour To help sites sustain the program and provide onsite support, a 2-day training-of-trainers (TOT) program is offered for $1,070 per participant plus travel to the training site. Booster Training Workshops are available for $3,500 plus travel for up to 20 teachers.

In addition to disseminating free Fidelity Checklists, the purveyor offers Booster Training Workshops at $3,500 plus travel for up to 20 teachers. Fidelity Monitoring and Evaluation Time of staff person designated as local coordinator to monitor and support staff in implementing sessions with fidelity to the model.

Other Implementation Support and Fidelity Monitoring Costs No information is available Other Cost Considerations There are cost-savings associated with large-scale implementation. National Health Promotion Associates offers a training-of-trainers workshop that would enable a locality to develop their own capacity to train instructors and provide technical assistance on an ongoing basis.

A school wishing to implement LifeSkills Training with 10 teachers and 20 classrooms (two classrooms per teacher), with each teacher teaching a total of 60 students could expect the following costs: Materials for 20 classrooms @ $275 With 600 students taught, the cost per student would be $16. 75. LifeSkills Training is a relatively inexpensive program to implement, with trained teachers able to replicate the program year after year.

Start-up costs have most typically been supported with federal or private grant funds. The federal Office of Juvenile Justice and Delinquency Prevention (OJJDP) supported fifty sites across the country in implementing LifeSkills Training through three-year competitive grants in the late 90's and early 00's.

In addition to the dedicated OJJDP funding, many communities have utilized Safe and Drug Free Schools formula funds that historically flowed by formula to school districts, however the state and local formula portion of this funding program was eliminated in the 2010 federal budget.

With health care reform creating more emphasis on primary prevention, public health and substance abuse block grant dollars may increasingly become viable means of support for the program. Improving the Use of Existing Public Funds Sustaining this program requires the ongoing allocation of existing classroom teaching time for the intervention to be delivered by trained teachers or counselors.

Sustaining the program also requires ongoing allocation of resources for teacher training for new teachers and curriculum materials. Allocating State or Local General Funds State and local funds, most typically from school budgets, can be allocated to purchase the initial training and curriculum.

State departments of education or health may also allocate state funds toward prevention programs, and administer them to school districts competitively or through formula. Some states have put in place changes to budget structures, such as legislative set-asides requiring a certain portion of state agency budgets be dedicated to evidence-based programs and/or prevention programs.

In addition, many states have invested some portion of their tobacco settlement funds in substance abuse prevention programs. Title I can potentially support curricula purchase, training, and teacher salaries in schools that are operating schoolwide Title I programs (at least 40% of the student population is eligible for free and reduced lunch).

In order for Title I to be allocated, LifeSkills Training would have to be integrated into the general curriculum and viewed as contributing to overall academic achievement. OJJDP Formula Funds support a variety of improvements to delinquency prevention programs and juvenile justice programs in states.

Evidence-based programs are an explicit priority for these funds, which are typically administered on a competitive basis from the state administering agency to community-based programs.

The Substance Abuse Prevention and Treatment Block Grant (SAPTBG) can fund a variety of substance abuse prevention and intervention activities and is a potential source of support for school-based substance abuse prevention programs, depending on the priorities of the state administering agency.

Discretionary Grants: There are relevant federal discretionary grants administered by SAMHSA, OJJDP, and U.S. Department of Education that could support the LifeSkills Training program. Foundation Grants and Public-Private Partnerships Foundation grants can be solicited to pay for initial training. Foundations interested in education and substance abuse prevention programs should be identified.

New revenue streams are not typically created for this program, though the program is so low cost that interested schools could potentially consider community fundraising through Parent Teacher Associations, student civic societies, or partnerships with local businesses and civic organizations as a means of raising dollars to support the initial training and curriculum purchases.

All information comes from the responses to a questionnaire submitted by the purveyor of the program, The National Health Promotion Associates, Inc., to the Annie E. Casey Foundation. Gilbert J.

Botvin, Ph. D. Weill Cornell Medical College Division of Prevention and Health Behavior 402 E.

67th Street New York, New York 10065 USA 646-962-8056 Delinquency and Criminal Behavior Alcohol Prevention and Treatment Cognitive-Behavioral Training Drug Prevention/Treatment School - Individual Strategies Social Emotional Learning Continuum of Intervention A classroom-based substance abuse prevention program designed to prevent teenage drug and alcohol abuse, tobacco use, violence and other risk behaviors by teaching students self-management skills, social skills, and drug awareness and resistance skills.

LifeSkills Training is implemented with middle school age youth (grades 6-9). It has been shown to be effective for both males and females, as well as with young people from a variety of different racial/ethnic, socioeconomic, and demographic backgrounds.

Early Adolescence (12-14) - Middle School Subgroup Analysis Details Subgroup differences in program effects by race, ethnicity, or gender (coded in binary terms as male/female) or program effects for a sample of a specific racial, ethnic, or gender group: Study 1 (Botvin et al. , 1990, 1995, 2000) did not test for subgroup effects by race, ethnicity, gender, or economic disadvantage. Study 7 (Botvin et al.

, 2006) did not test for subgroup effects by race, ethnicity, gender, or economic disadvantage. Study 9 (Spoth et al. , 2008b) tested for subgroup differences in program effects by gender and found significantly stronger benefits for females than males.

Sample demographics including race, ethnicity, and gender for Blueprints-certified studies: The sample for Study 1 was approximately half (52%) male and predominantly (91%) White. The sample for Study 7 was 51% boys and 49% girls; 39% African American, 33% Hispanic, 10% White, 6% Asian, 2% Native American, and 10% of other or mixed ethnicity.

The sample for Study 9 was over half (53%) male, and the majority of participants (96%) were Caucasian Other Risk and Protective Factors School-wide norms against substance use Risk/Protective Factor Domain Early initiation of drug use, Favorable attitudes towards drug use*, Stress, Substance use Interaction with antisocial peers, Peer rewards for antisocial behavior, Peer substance use Clear standards for behavior*, Coping Skills*, Perceived risk of drug use*, Problem solving skills*, Refusal skills*, Skills for social interaction* * Risk/Protective Factor was significantly impacted by the program LifeSkills Training (LST) Logic Model (PDF) Brief Description of the Program LifeSkills Training (LST) is a classroom-based universal prevention program designed to prevent adolescent tobacco, alcohol, marijuana use, and violence.

LST contains 30 sessions to be taught over three years (15, 10, and 5 sessions), and additional violence prevention lessons also are available each year (3, 2, and 2 sessions). Three major program components teach students: (1) personal self-management skills, (2) social skills, and (3) information and resistance skills specifically related to drug use.

Skills are taught using instruction, demonstration, feedback, reinforcement, and practice. Description of the Program LifeSkills Training (LST) is a three-year universal prevention program for middle/junior high school students targeting the use of gateway substances (tobacco, alcohol, and marijuana) and violence. The program provides students with training in personal self-management, social skills, and social resistance skills.

LST consists of 15 core sessions in the first year, ten booster sessions in the second year, and five booster sessions in the third year. Each year also contains optional violence prevention sessions (three in year one, and two for both years two and three). Sessions are taught sequentially and delivered primarily by classroom teachers.

Each unit in the curriculum has a specific major goal, measurable student objectives, lesson content, and classroom activities. The LST program includes two generic skills training components that foster overall competence and a domain-specific component to increase resistance to social pressures to smoke, drink, or use illicit drugs.

The Personal Self-Management Skills component teaches students to examine their self-image and its effects on behavior; set goals and keep track of personal progress; identify everyday decisions and how they may be influenced by others; analyze problem situations, and consider the consequences of each alternative solution before making decisions; reduce stress and anxiety, and look at personal challenges in a positive light.

The Social Skills component teaches students the necessary skills to overcome shyness, communicate effectively and avoid misunderstandings, initiate and carry out conversations, handle social requests, utilize both verbal and nonverbal assertiveness skills to make or refuse requests, and recognize that they have choices other than aggression or passivity when faced with tough situations.

The Resistance Skills component teaches students to recognize and challenge common misconceptions about tobacco, alcohol, other drug use, and violence. Through coaching and practice, they learn information and practical resistance skills for dealing with peers and media pressure to engage in alcohol, tobacco, and other drug use, and other risk behaviors such as violence and delinquency.

The main goal of this component is to decrease normative expectations regarding substance use and violence while promoting the development of refusal skills. LST instructors teach the skills using a combination of interactive teaching techniques including demonstration, facilitation of behavioral rehearsal (practice), feedback and reinforcement, and guiding students in practicing the skills outside of the classroom setting.

The booster sessions in years two and three are designed to reinforce the material covered during the first year and focus on continued development of skills and knowledge that will enable students to cope more effectively with the challenges confronting them as adolescents. LST is based on two theoretical foundations that focus on learning, motivation, and behavior change.

The first theoretical foundation is Social Learning Theory, which posits that learning occurs within a social context and that within this social context people learn from one another by observation, imitation, and modeling. Social Learning Theory gives particular emphasis to the power of behavior modeled within one's own peer group as a force that leads youth to adopt the behaviors, values, and cognitions of others like themselves.

Young people also imitate substance-using role models such as family members and celebrities and entertainers they admire. To address these negative social influences, LST focuses on teaching young people ways to resist pro-drug influences, refuse drug offers from peers, and identify and resist pro-drug messages in movies, television, music and other forms of media.

The second theoretical foundation is Problem Behavior Theory, which posits that some young people engage in substance use, violence, and other risk behaviors because, from their perspective, these behaviors serve a functional purpose and can help them achieve goals they believe they are unable to achieve in more adaptive ways.

For example, some youth may believe that smoking cigarettes can help them to appear grown-up, impress their peers, and assert their independence from authority. In order to help young people achieve various goals in more adaptive ways, LST provides them with the social and personal skills needed to confront developmental challenges as they transition from childhood to adolescence.

These skills include coping techniques, decision-making strategies, goal-setting skills, communication skills, and assertiveness skills, which are provided to help youth address the factors that increase vulnerability to drug use.

Brief Evaluation Methodology Primary Evidence Base for Certification Of the 12 studies Blueprints has reviewed, three (Studies 1, 7, and 9) meet Blueprints evidentiary standards (specificity, evaluation quality, impact, dissemination readiness). Studies 1 and 7 were done by the developer, and Study 9 was conducted by independent evaluators. Botvin et al.

(1990, 1995, 2000) and Griffin et al. (2004, 2006) conducted a cluster randomized trial to examine 56 New York State schools with 5,954 seventh-grade student participants. The schools were assigned to two LST groups (one with in-person training and one with video training) and a control group.

Students in the schools were followed through 10 years to assess self-reported substance use and HIV risk behaviors. Botvin et al. (2006) used a cluster randomized trial to examine 41 New York City public and parochial schools with 4,858 sixth-grade student participants.

The schools were randomly assigned to an intervention group or a control group that received the standard curriculum. Students in the schools were assessed on measures of verbal and physical aggression, fighting, and delinquency at pretest and posttest. Spoth et al.

(2002, 2006, 2014), Spoth, Randall et al. (2008), Spoth, Trudeau et al. (2008), and Trudeau et al.

(2003) used a cluster randomized trial that assigned 36 middle schools with 1,664 seventh-grade students to three conditions: LST, LST plus Strengthening Families 10-14, or a control group. Assessments of substance use continued through age 22. Outcomes (Brief, over all studies) Primary Evidence Base for Certification Botvin et al.

(1990, 1995, 2000) and Griffin et al. (2004, 2006) found that, relative to the control group, the two intervention groups reported significantly lower marijuana use at posttest, tobacco, alcohol, and marijuana use at the three-year follow-up, driving violations at the three-year follow-up, illicit drug use at the 3. 5-year follow-up, and HIV risk behaviors at the 10-year follow-up.

Botvin et al. (2006) found that, relative to the control group, the LST group reported significantly lower delinquency and fighting at posttest. Spoth et al.

(2002, 2006, 2014), Spoth, Randall et al. (2008), Spoth, Trudeau et al. (2008), and Trudeau et al.

(2003) found that, relative to the control group, the LST group reported significantly lower substance use initiation at 1. 5 years after baseline, lower cigarette initiation at 5. 5 years after baseline, and slower growth rates in cigarette initiation and drunkenness at 5.

5 years after baseline. Primary Evidence Base for Certification Botvin et al. (1990, 1995, 2000) and Griffin et al.

(2004, 2006) found that, relative to the control group, the two intervention groups reported significantly lower Marijuana use at posttest Tobacco, alcohol, and marijuana use at the three-year follow-up Driving violations at the three-year follow-up Illicit drug use at the 3. 5-year follow-up. HIV risk behaviors at the 10-year follow-up.

Botvin et al. (2006) found that, relative to the control group, the LST group reported significantly lower Frequent fighting at posttest. Spoth et al.

(2002, 2006, 2014), Spoth, Randall et al. (2008), Spoth, Trudeau et al. (2008), and Trudeau et al.

(2003) found that, relative to the control group, the LST group reported significantly Lower substance use initiation at 1. 5 years after baseline, Lower cigarette initiation at 5. 5 years after baseline, Slower growth rates in cigarette initiation and drunkenness at 5.

5 years after baseline. In Study 1, Griffin et al. (2004) found that strong anti-drinking attitudes in 10th grade mediated the intervention effect on driver's license violations through 12th grade.

At the 10-year assessment or seven-year follow-up (Griffin et al. , 2006), mediation tests suggested that the program reduced HIV risk behavior in young adulthood by reducing alcohol and marijuana intoxication during junior and senior high school, but the analysis used only a non-intent-to-treat high-fidelity sample.

Three studies meet Blueprints standards for high quality in methods with strong evidence of program impact (i.e., "certified" by Blueprints): Study 1 (Botvin et al. , 1990, 1995, 2000), Study 7 (Botvin et al. , 2006), and Study 9 (Spoth et al.

, 2002, 2006, 2014; Spoth, Randall et al. , 2008; Spoth, Trudeau et al. , 2008; Trudeau et al.

, 2003). The samples for these studies included middle school students and covered diverse racial groups and city sizes but were limited to two states. Study 1 took place in 1985 in middle schools in three areas of New York State and compared the treatment schools to treatment-as-usual control schools.

Study 7 took place in the early 2000s in public and parochial middle schools in New York City and compared the treatment schools to treatment-as-usual control schools. Study 9 took place in the 1990s in rural middle schools in a midwestern state and compared the treatment schools to treatment-as-usual control schools. Additional Studies (not certified by Blueprints) Study 2 (Botvin et al.

, 1992) Incomplete tests for baseline equivalence Incomplete tests for differential attrition Botvin, G. J. , Dusenbury, L.

, Baker, E. , James-Ortiz, S. , Botvin, E.

M. , & Kerner, J. (1992).

Smoking prevention among urban minority youth: Assessing effects on outcome and mediating variables. Health Psychology, 11 , 290-299. Study 3 (Smith et al.

, 2004; Vicary et al. , 2004, 2006) Several significant condition differences at baseline No