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Information-Motivation-Behavioral Skills Model HIV Intervention

An Evidence-Based Practice

Description

This information-motivation-behavior (IMB) model-based HIV prevention intervention was delivered to inner-city minority high school students in a classroom setting. According to the IMB model, HIV prevention information, motivation, and behavioral skills are the fundamental determinants of HIV prevention behavior.

The intervention consisted of five sessions delivered during five successive class sessions. It included factual information on HIV transmission and prevention, videos of young people living with HIV, discussion centered on overcoming HIV prevention obstacles, and role play of effective safer sex communication.

Goal / Mission

The goal of this intervention was to increase HIV preventative behavior among inner-city minority adolescents.

Impact

Students in the classroom-based intervention group had more sustained changes in HIV prevention behavior over time compared to those in the peer-based intervention groups.

Results / Accomplishments

One year following the intervention, individual's receiving the school-based intervention had significantly increased condom use compared to individuals receiving a standard of care control intervention (p<0.01). Condom use was the main outcome measure studied.

About this Promising Practice

Organization(s)
University of Connecticut
Primary Contact
Jeffery D. Fisher
Institute for Collaboration on Health, Intervention, and Policy
University of Connecticut
2006 Hillside Road, Unit 1248
Storrs, CT 06269-1248
860-486-4940
jeffrey.fisher@uconn.edu
http://www.chip.uconn.edu/
Topics
Health / Adolescent Health
Health / Immunizations & Infectious Diseases
Organization(s)
University of Connecticut
Source
Health Psychology
Date of publication
Mar 2002
Geographic Type
Urban
Location
Connecticut
For more details
http://www.ncbi.nlm.nih.gov/pubmed/11950108
Target Audience
Teens, Racial/Ethnic Minorities

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An Evidence-Based Practice meets the following HCI criteria:

  1. The program description includes at a minimum: the sponsoring organization, program goals, program implementation steps, and outcomes that have demonstrated program success in achieving the program goal in one or more localities.
  2. The results from an evaluation of the program include quantitative measures showing improvement in the outcome(s) of interest after the implementation of the program (i.e. increase in smoking cessation, not just the delivery of a smoking cessation program). The outcome measure(s) is/are compared at relevant time periods before and after the intervention or program implementation. Alternatively, the evaluation study compares the outcome(s) between an intervention group and an appropriate control group.
  3. The study is of peer-review quality and presents numbers in a scientific manner; measurements of precision and reliability are included (e.g. confidence intervals, standard errors), results from statistical tests show a significant difference or change in the outcome measure(s), and relevant point estimates and p-values are presented. Note: if the results from an evaluation of a program are presented in a scientific manner and the outcome measure is improved compared to the baseline measurement or the control group but the difference is not statistically significant, the practice is classified as effective and not evidence-based.
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