Interactivity has been shown to be a critical element of effective drug abuse prevention programs. This study examined the contents of Project Towards No Drug Abuse, a program that has revealed strong effects only when delivered in a highly interactive version. Types of teacher and student interactive messages were identified. It is speculated that explicit action on the part of the teacher to have students make statements and ask questions of one another may be the essence of effective drug education program delivery. Suggestions for future research on interactivity were made.
Get full access to this article
View all access options for this article.
References
1.
DartB. C.BurnettP. C., and PurdieN. M., Students' Conceptions of Learning, the Classroom Environment, and Approaches to Learning, The Journal of Educational Research, 93, pp. 262–270, 2000.
2.
ToblerN. S., Lessons Learned, The Journal of Primary Prevention, 20, pp. 261–274, 2000.
3.
ToblerN. S.LessardT.MarshallD.OchshornP., and RoonaM., Effectiveness of School-Based Drug Prevention Programs for Marijuana Use, School Psychology International (Special Issue), 20, pp. 105–137, 1999.
4.
ToblerN. S.RoonaM. R.OchshornP.MarshallD. G.StrekeA. V., and StackpoleK. M., School-Based Adolescent Drug Prevention Programs: 1998 Meta-Analysis, The Journal of Primary Prevention, 20, pp. 275–336, 2000.
5.
SussmanS. (ed.), Handbook of Program Development for Health Behavior Research and Practice, Sage, Thousand Oaks, 2001.
6.
DishionT. J.McCordJ., and PoulinF., When Interventions Harm: Peer Groups and Problem Behavior, American Psychologist, 54, pp. 755–764, 1999.
7.
DishionT. J. and OwenL. D., A Longitudinal Analysis of Friendships and Substance Use: Bidirectional Influence from Adolescence to Adulthood, Developmental Psychology, 38, pp. 480–491, 2000.
8.
SimplicioJ. S. C., How to Recognize and Counteract Student Inattentiveness in the Classroom, Journal of Instructional Psychology, 28, pp. 199–201, 2001.
9.
HastieP. A., Effect of Instructional Context on Teacher and Student Behaviors in Physical Education, Journal of Classroom Interaction, 33, pp. 24–31, 1998.
10.
LesterJ. A., Reflective Interaction in Secondary Classrooms: An Impetus for Enhanced Learning, Reading Research and Instruction, 37, pp. 237–251, 1998.
11.
SussmanS., School-Based Tobacco Use Prevention and Cessation: Where Are We Going?, American Journal of Health Behavior, 25, pp. 191–199, 2001.
12.
StacyA. W. and AmesS. L., Implicit Cognition Theory in Drug Use and Drinking Under-the-Influence Interventions, in Handbook of Program Development for Health Behavior Research and Practice, SussmanS. (ed.), Sage, Thousand Oaks, pp. 107–130, 2001.
13.
PellegriniA. D. and BlatchfordP., The Child at School: Interactions with Peers and Teachers, Arnold, London, England, 2000.
14.
CabelloB. and TerrellR., Making Students Feel Like Family: How Teachers Create Warm and Caring Classroom Climates, Journal of Classroom Interaction, 29, pp. 17–23, 1994.
15.
FassingerP. A., How Classes Influence Students' Participation in College Classrooms, Journal of Classroom Interaction, 35, pp. 38–47, 2000.
16.
MoosR. H., Evaluating Educational Environments: Procedures, Measures, Findings and Policy Implications, Jossey-Bass, San Francisco, California, 1979.
17.
FlayB. R., Psychosocial Approaches to Smoking Prevention: A Review of Findings, Health Psychology, 4, pp. 449–488, 1985.
18.
EnnettS. T.RingwaltC. L.ThorneJ.RohrbachL.VincusA.Simons-RudolphA., and JonesS., A Comparison of Currrent Practice in School-Based Substance Use Prevention Programs with Meta-Analytic Findings, Prevention Science, 4, pp. 1–14, 2003.
19.
SussmanS.DentC. W., and StacyA. W., Project Towards No Drug Abuse: A Review of The Findings and Future Directions, American Journal of Health Behavior, 26, pp. 354–365, 2002.
20.
SussmanS., Development of a School-Based Drug Abuse Prevention Curriculum for High-Risk Youths, Journal of Psychoactive Drugs, 28, pp. 169–182, 1996.
21.
SussmanS.DentC. W.CraigS.Ritt-OlsenA., and McCullerW. J., Development and Immediate Impact of a Self-Instruction Curriculum for an Adolescent Indicated Drug Abuse Prevention Trial, Journal of Drug Education, 32, pp. 121–137, 2002.
22.
LlatovZ., Teacher-Student Classroom Interactions: The Influence of Gender, Academic Dominance, and Teacher Communication Style, Adolescence, 33, pp. 269–277, 1998.
23.
MacKinnonD. P.JohnsonC. A.PentzM. A.DwyerJ. H.HansenW. B.FlayB. R., and WangE. Y. I., Mediating Mechanisms in a School-Based Drug Prevention Program: First Year Effects of the Midwestern Prevention Project, Health Psychology, 10, pp. 164–172, 1991.
24.
KeoghB. K., Classrooms as Well as Students Deserve Study, Remedial and Special Education, 19, pp. 313–314, 1998.
25.
GrahamK. C., Paradigms for the Study of Teacher-Student Behavior: An Alternative Perspective, Research Quarterly for Exercise & Sport, 60, pp. 190–194, 1989.
26.
TojarJ.-C., Classroom Interaction Evaluation Through Sequential Analysis of Observational Data, European Journal of Psychological Assessment, 12, pp. 132–139, 1996.
27.
ResnicowK.DavisM.SmithM.Lazarus-YarochA.BaranowskiT.BaranowskiJ.DoyleC., and WangD. T., How To Best Measure Implementation of School Health Curricula: A Comparison of Three Measures, Health Education Research, 13, pp. 239–250, 1998.
28.
BakerC. D., Description and Analysis in Classroom Talk and Interactions, Journal of Classroom Interaction, 27, pp. 9–14, 1992.
29.
BabadE., Calling on Students: How a Teacher's Behavior Can Acquire Disparate Meanings in Students' Minds, Journal of Classroom Interaction, 25, pp. 1–4, 1990.
