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American Journal of Evaluation
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Tales of Refusal, Adoption, and Maintenance: Evidence-Based Substance Abuse Prevention Via School-Extension Collaborations

Tena L. St. Pierre

Department of Agriculture and Extension Education, 325 Agricultural Administration Building, The Pennsylvania State University, University Park, PA 16802, USA, tls{at}psu.edu

D. Lynne Kaltreider

Despite availability of empirically supported school-based substance abuse prevention programs, adoption and implementation fidelity of such programs appear to be low. A replicated case study was conducted to investigate school adoption and implementation processes of the EXSELS model (Project ALERT delivered by program leaders through Cooperative Extension). Interviews with school personnel revealed: (1) schools were not aware of evidence-based programs until Extension approached them; (2) schools dared not eliminate DARE; (3) teachers are unlikely to implement with fidelity; (4) implementation of theory-based prevention is not consistent with school views of curriculum delivery; and (5) schools believed Project ALERT via EXSELS was an advantage over teacher delivery, but only three of the eight schools sustained the model. Discussed are potential for Extension as a national implementation system, the value of qualitative inquiry to study processes of adoption, and issues related to the selection and implementation of evidence-based programs.

American Journal of Evaluation, Vol. 25, No. 4, 479-491 (2004)
DOI: 10.1177/109821400402500405
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