Implementation fi delity is increasingly recognized as a key component
of effective prevention programming. The present study examined the
association between implementation fi delity and youth substance use
outcomes among students in 11 New York City middle schools receiving
a drug abuse prevention program. Trained observers monitored the implementation of a research-based prevention program by classroom
teachers (N = 38), and participating students (N = 1,857) completed
surveys assessing smoking and alcohol use over a 15-month period.
Findings indicated that teachers who relied more on lecturing when
teaching the program were less likely to use discussion and demonstration
as teaching methods. Teachers who relied on lecturing were rated by
observers as being less ready to teach and having poorer classroom
management skills. Findings indicated that factors related to the quality
of implementation signifi cantly predicted change in student substance
use outcomes. Students who were taught by the most skilled providers
reported signifi cantly lower increases in smoking and drinking at the
follow-up assessments compared to students taught by other providers.
These fi ndings suggest that teacher training to enhance implementation
fi delity is a crucial component to program success in terms of student
behavioral outcomes.