The effects of a computer-based pregnancy, STD, and HIV prevention intervention: A nine-school trial

Anthony J. Roberto; Rick S. Zimmerman; Kellie E. Carlyle; Erin L. Abner; Pamela K. Cupp; Gary L. Hansen

doi:10.1080/10410230701306990

The effects of a computer-based pregnancy, STD, and HIV prevention intervention: A nine-school trial

Anthony J. Roberto, Rick S. Zimmerman, Kellie E. Carlyle, Erin L. Abner, Pamela K. Cupp, Gary L. Hansen

Research output: Contribution to journal › Article › peer-review

42 Scopus citations

Abstract

A computer-based intervention was designed to change perceived threat, perceived efficacy, attitudes, and knowledge regarding pregnancy, STD, and HIV prevention in rural adolescents. The intervention, which was guided largely by the extended parallel process model (Witte, 1992), was implemented and evaluated in nine rural high schools using an institutional cycle pretest-posttest control-group design (Campbell & Stanley, 1963; Cook & Campbell, 1979). Eight-hundred eighty-seven ninth-graders completed the survey at both points in time. Process evaluation results indicated that the intervention was implemented as intended, and that over 91% of students in the treatment group completed at least one of the six computer-based activities (M = 3.46, SD = 1.44 for those doing at least one activity). Two-way mixed-model repeated-measures analysis of variance revealed that students in the treatment group outperformed students in the control group on knowledge, condom self-efficacy, attitude toward waiting to have sex, and perceived susceptibility to HIV. These results suggest that computer-based programs may be a cost-effective and easily replicable means of providing teens with basic information and skills necessary to prevent pregnancy, STDs, and HIV.

Original language	English
Pages (from-to)	115-124
Number of pages	10
Journal	Health Communication
Volume	21
Issue number	2
DOIs	https://doi.org/10.1080/10410230701306990
State	Published - 2007

Bibliographical note

Funding Information:
The research reported here was funded by National Institute of Mental Health Grant R01 MH16876 awarded to the University of Kentucky, Rick S. Zimmerman, principal investigator. The authors thank the students, parents, teachers, and administrators at the schools where data collection took place. We also thank the University of Kentucky Department of Communication’s Research Technology staff (Scott Johnson, Carrie Johnson, Shea McCombs, Brian Raney, and Derek Rockhill) for their technical support throughout this project. Finally, we thank Lisa Murray-Johnson, Kim Witte, and both anonymous reviewers for their valuable feedback. An earlier version of this manuscript received a Top-Three Paper Award from the Health Communication Division of the International Communication Association in May 2005.

ASJC Scopus subject areas

Health(social science)
Communication

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

Access to Document

10.1080/10410230701306990

Cite this

@article{680b9c5c8fb04a7fac32752c40bc86fa,

title = "The effects of a computer-based pregnancy, STD, and HIV prevention intervention: A nine-school trial",

abstract = "A computer-based intervention was designed to change perceived threat, perceived efficacy, attitudes, and knowledge regarding pregnancy, STD, and HIV prevention in rural adolescents. The intervention, which was guided largely by the extended parallel process model (Witte, 1992), was implemented and evaluated in nine rural high schools using an institutional cycle pretest-posttest control-group design (Campbell & Stanley, 1963; Cook & Campbell, 1979). Eight-hundred eighty-seven ninth-graders completed the survey at both points in time. Process evaluation results indicated that the intervention was implemented as intended, and that over 91% of students in the treatment group completed at least one of the six computer-based activities (M = 3.46, SD = 1.44 for those doing at least one activity). Two-way mixed-model repeated-measures analysis of variance revealed that students in the treatment group outperformed students in the control group on knowledge, condom self-efficacy, attitude toward waiting to have sex, and perceived susceptibility to HIV. These results suggest that computer-based programs may be a cost-effective and easily replicable means of providing teens with basic information and skills necessary to prevent pregnancy, STDs, and HIV.",

author = "Roberto, {Anthony J.} and Zimmerman, {Rick S.} and Carlyle, {Kellie E.} and Abner, {Erin L.} and Cupp, {Pamela K.} and Hansen, {Gary L.}",

note = "Funding Information: The research reported here was funded by National Institute of Mental Health Grant R01 MH16876 awarded to the University of Kentucky, Rick S. Zimmerman, principal investigator. The authors thank the students, parents, teachers, and administrators at the schools where data collection took place. We also thank the University of Kentucky Department of Communication{\textquoteright}s Research Technology staff (Scott Johnson, Carrie Johnson, Shea McCombs, Brian Raney, and Derek Rockhill) for their technical support throughout this project. Finally, we thank Lisa Murray-Johnson, Kim Witte, and both anonymous reviewers for their valuable feedback. An earlier version of this manuscript received a Top-Three Paper Award from the Health Communication Division of the International Communication Association in May 2005.",

year = "2007",

doi = "10.1080/10410230701306990",

language = "English",

volume = "21",

pages = "115--124",

number = "2",

}

TY - JOUR

T1 - The effects of a computer-based pregnancy, STD, and HIV prevention intervention

T2 - A nine-school trial

AU - Roberto, Anthony J.

AU - Zimmerman, Rick S.

AU - Carlyle, Kellie E.

AU - Abner, Erin L.

AU - Cupp, Pamela K.

AU - Hansen, Gary L.

N1 - Funding Information: The research reported here was funded by National Institute of Mental Health Grant R01 MH16876 awarded to the University of Kentucky, Rick S. Zimmerman, principal investigator. The authors thank the students, parents, teachers, and administrators at the schools where data collection took place. We also thank the University of Kentucky Department of Communication’s Research Technology staff (Scott Johnson, Carrie Johnson, Shea McCombs, Brian Raney, and Derek Rockhill) for their technical support throughout this project. Finally, we thank Lisa Murray-Johnson, Kim Witte, and both anonymous reviewers for their valuable feedback. An earlier version of this manuscript received a Top-Three Paper Award from the Health Communication Division of the International Communication Association in May 2005.

PY - 2007

Y1 - 2007

N2 - A computer-based intervention was designed to change perceived threat, perceived efficacy, attitudes, and knowledge regarding pregnancy, STD, and HIV prevention in rural adolescents. The intervention, which was guided largely by the extended parallel process model (Witte, 1992), was implemented and evaluated in nine rural high schools using an institutional cycle pretest-posttest control-group design (Campbell & Stanley, 1963; Cook & Campbell, 1979). Eight-hundred eighty-seven ninth-graders completed the survey at both points in time. Process evaluation results indicated that the intervention was implemented as intended, and that over 91% of students in the treatment group completed at least one of the six computer-based activities (M = 3.46, SD = 1.44 for those doing at least one activity). Two-way mixed-model repeated-measures analysis of variance revealed that students in the treatment group outperformed students in the control group on knowledge, condom self-efficacy, attitude toward waiting to have sex, and perceived susceptibility to HIV. These results suggest that computer-based programs may be a cost-effective and easily replicable means of providing teens with basic information and skills necessary to prevent pregnancy, STDs, and HIV.

AB - A computer-based intervention was designed to change perceived threat, perceived efficacy, attitudes, and knowledge regarding pregnancy, STD, and HIV prevention in rural adolescents. The intervention, which was guided largely by the extended parallel process model (Witte, 1992), was implemented and evaluated in nine rural high schools using an institutional cycle pretest-posttest control-group design (Campbell & Stanley, 1963; Cook & Campbell, 1979). Eight-hundred eighty-seven ninth-graders completed the survey at both points in time. Process evaluation results indicated that the intervention was implemented as intended, and that over 91% of students in the treatment group completed at least one of the six computer-based activities (M = 3.46, SD = 1.44 for those doing at least one activity). Two-way mixed-model repeated-measures analysis of variance revealed that students in the treatment group outperformed students in the control group on knowledge, condom self-efficacy, attitude toward waiting to have sex, and perceived susceptibility to HIV. These results suggest that computer-based programs may be a cost-effective and easily replicable means of providing teens with basic information and skills necessary to prevent pregnancy, STDs, and HIV.

UR - http://www.scopus.com/inward/record.url?scp=34547348941&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=34547348941&partnerID=8YFLogxK

U2 - 10.1080/10410230701306990

DO - 10.1080/10410230701306990

M3 - Article

C2 - 17523857

AN - SCOPUS:34547348941

SN - 1041-0236

VL - 21

SP - 115

EP - 124

JO - Health Communication

JF - Health Communication

IS - 2

ER -

The effects of a computer-based pregnancy, STD, and HIV prevention intervention: A nine-school trial

Abstract

Bibliographical note

ASJC Scopus subject areas

UN SDGs

Access to Document

Other files and links

Fingerprint

Cite this