1. Tia Mann James Madison University Julie Lyzinski, Tamarah Smith-Dyer University of Pennsylvania

2. Objectives  Describe the successful development a of collaborative campus-wide BASICS program  Describe the value of a longitudinal assessment design for BASICS  Review the findings of a matched participant design to determine the impact of BASICS  Review the lessons learned from BASICS implementation and evaluation

3. Evolution of BASICS University’s Counseling Center University Health Center’s Substance Abuse Prevention BASICS Prevention Specialist

4. What are the selling points? BASICS Judicial Affairs Residence Life Athletics Faculty General District Court Self- referrals Center for Assessment and Research Studies

5. Implementation: Evaluation:  What we already had: Microsoft Access assessment Campus survey system (Qualtrics) Students’ email addresses

6. Access Assessment  Daily Drinking Questionnaire (DDQ)  Alcohol Use Disorders Identification Test (AUDIT)  Drug Abuse Screening Test (DAST)  Rutgers Alcohol Problem Index (RAPI)  Alcohol Perceived Risks Assessment  Readiness/Confidence to Change Rulers  Drinking Norms Rating Form  Alcohol Temptations  Decisional Balance

7. FEEDBACKREPORTFEEDBACKREPORT

8. 1-month and 3-month Posttest  Delivered through Qualtrics survey system  Included: DDQ AUDIT DAST RAPI Alcohol Temptations Readiness/Confidence to Change Rulers  Students matched through ID #  Approx. 10 minutes each to complete  $10 incentive to complete both 1and 3-month

9. SAMPLEEMAILSAMPLEEMAIL

12. Evaluation Criteria  Goal: Students will decrease their negative consequences associated with substance use.  Objective 1a: Upon completion of BASICS, students will show at least a 2-point decrease in RAPI score from the pretest to 1-month posttest.  Objective 1b: Upon completion of BASICS, students will maintain or decrease in RAPI score from the 1-month posttest to the 3 month posttest.  Goal: Students will decrease their overall levels (quantity) of alcohol consumption.  Objective 2a: Upon completion of BASICS, students will show a 3-drink weekly decrease in quantity from the pretest to the 1 month posttest.  Objective 2b: Upon completion of BASICS, students will maintain or decrease in quantity from the 1- month posttest to the 3 month posttest.  Goal: Students will decrease their level of harm associated with alcohol use.  Objective 3a: On the 1 month posttest, students will show at least a 2-point decrease in AUDIT score from the pretest.  Objective 3b: On the 3 month posttest, students will maintain or decrease in AUDIT score from the 1- month posttest.  Goal: Students will decrease their overall alcohol temptations.  Objective 4a: Upon completion of BASICS, students will show at least a 3-point decrease in alcohol temptation score from the pretest to the 1 month posttest.  Objective 4b: Upon completion of BASICS, students will maintain or decrease in alcohol temptation score from the 1-month posttest to the 3 month posttest.

13. 1-month Results VariableMean (SD) Pre-TestMean (SD) Post-Test Difference in Mean Scores Effect Size (d) Drink Quantity 19.94 (20.05)13.13 (12.66)-6.81*0.41 Drink Frequency2.56 (1.15)2.25 (1.61)-0.310.22 Peak BAC0.13 (0.11)0.10 (0.08)-0.030.31 Binge Drinking1.63 (0.50) 00 AUDIT Total Score12.63 (6.04)7.25 (4.28)-5.38**1.03 RAPI Total Score23.31 (5.08)20.31 (3.00)-3.00*0.72 Situational Temptations Score 47.13 (15.81)44.50 (14.89)-2.630.17 Response Means by Variable across Time. * denotes p <.05. ** denotes p <.001

14. 1 and 3-month Results Variable Mean (SD) Pre- Test Mean (SD) Post- Test 1 Mean (SD) Post- Test 2 Effect Size (η G 2 ) Drink Quantity*20.63 (18.23)14.47 (12.36)13.16 (10.02).10 Drink Frequency2.63 (1.07)2.37 (1.54)2.16 (1.17).04 Peak BAC*0.19 (0.12)0.11 (0.09)0.12 (0.09).17 AUDIT Scale*10.37 (5.16)8.63 (5.17)7.32 (5.05).11 RAPI Scale22.68 (4.92)20.74 (3.94)20.16 (2.83).08 Temptations Scale48.79 (14.97)48.53 (14.98)46.05 (15.09).01 Response Means by Variable Across Time. * indicates significance of One-Way Repeated-Measures ANOVA.

15. Lessons Learned  Challenges Consistent BASICS referral process Consistent student attendance Where to “house” BASICS Justification for full-time BASICS position  Successes Evaluation incentive Collaboration with CARS Early Athletics buy-in

17. References  Babor, T. F., Biddle-Higgins, J. C., Saunders, J. B. & Monteiro, M. G. (2001). AUDIT: The Alcohol Use Disorders Identification Test: Guidelines for Use in Primary Health Care. Geneva, Switzerland: World Health Organization.  Collins, R. L., Parks, G. A., Marlatt, G. A. (1985). Social determinants of alcohol consumption: The effects of social interaction and model status on the self- administration of alcohol. Journal of Consulting Clinical Psychology, 53, 189–200.  Dimeff, L. A., Baer, J. S., Kivlahan, D. R., Marlatt, G. A. Brief Alcohol Screening and Intervention for College Students: A Harm Reduction Approach. New York, NY: Guilford Press; 1999.  Maddock, J. E., Laforge, R. G., & Rossi, J. S. (2000). Short form of the situational temptations scale for heavy, episodic drinking. Journal of Substance Abuse, 11, 281- 288.  Saunders, J. B., Aasland, O. G., Babor, T. F., de la Fuente, J. R. & Grant, M. (1993). Development of the Alcohol Use Disorders Screening Test (AUDIT). WHO collaborative project on early detection of persons with harmful alcohol consumption. II. Addiction 88, 791-804.  White H. R., & Labouvie E.W. (1989). Towards the assessment of adolescent problem drinking. Journal of Studies on Alcohol, 50, 30–37.

18. Questions? Contact: Tia Mann BASICS Prevention Specialist manntl@jmu.edu 540-568-3317