PUBH 6007 SOCIAL/BEHAVORIAL MIDTERM EXAM
(LECTURE CONTENT)
Reach, Effectiveness, Adoption, Implementation, Maintenance - Answers - RE-AIM
stands for?
RE-AIM purpose - Answers - to help make research findings more generalizable by
encouraging scientists and evaluators to balance internal and external validity when
developing and testing interventions
Re-Aim goal - Answers - to produce programs and policies with a higher likelihood for
uptake and sustainability in typical community or clinical settings
Reach (Re-AIM) - Answers - - Individual-level measure (e.g patient or employee) of
participation
- Refers to percentage and risk characteristics if persons who receive or are affect by a
policy or program
- Concerns characteristics of participants
How is Reach (Re-AIM) measured? - Answers - by comparing records or program
participants and complete sample information for a defined population (e.g., clinic,
health maintenance organization, or worksite)
Efficacy (Re-AIM) - Answers - Concerns two issues:
- Importance of assessing both positive and negative consequences of programs (cost-
benefit analysis of sorts)
- The need to include behavioral, quality of life, and participant satisfaction outcomes as
well as physiological endpoints (should be assessed for all those involved who support
the intervention)
Adoption (Re-AIM) - Answers - Proportion and representatives of settings or programs
- Common temporal patterns and percentage of settings that will adopt an innovative
change
- Typically assessed by direct observation, interviews, or surveys
Implementation (Re-AIM) - Answers - Extent to which program is delivered as intended
- Efficacy * X = Effectiveness
- Research is crucial in determining which set of interventions may be practical enough
to be effective in representative settings
Individual Level (of Implementation) - Answers - measure of participant follow-through
or "adherence" to regimens are necessary for interpreting study outcomes
, Setting Level (of Implementation) - Answers - The extent to which staff members deliver
the intervention as intended is important
Maintenance (Re-AIM) - Answers - Long term behavior change
- Extent to which innovations become stable
- Extent to which health promotion practice or policy becomes routine or a 'norm'
R- Not including a relevant, high risk sample
E- Not thoroughly understanding outcomes or how they come about
A- Program only conducts studies in high functioning optimal settings
I-Protocols not delivered as intended (Type III error)
M- Program or effects not maintained over time (i.e. attrition) - Answers - What are
some critiques of the Re-AIM framework?
Predisposing, Reinforcing, and Enabling Constructs in Educational/Environmental
Diagnosis and Evaluation - Answers - PRECEDE stands for?
Policy, Regulatory, and Organizational Constructs in Educational and Environmental
Development - Answers - PROCEED stands for?
PRECEDE/ PROCEED - Answers - model that guides the planning and evaluating of an
intervention and focuses on the community as the resource of health promotion
(employing a health behavior theory is useful in this process)
Transtheoretical Model (TTM) - Answers - describes an individuals' motivation and
readiness to change a behavior, premise is that behavior change is a process, not an
event
Pre-contemplation, Contemplation, Preparation, Action, Maintenance - Answers - 5
stages of the transtheoretical model (and the processes of change)
Pre-contemplation - Answers - No intention of changing behavior
Contemplation - Answers - Aware a problem exists but with no commitment to action
Preparation - Answers - Intends to take action
Action - Answers - Active modification of behavior
Maintence - Answers - Sustained change - new behavior replaces old
Relapse - Answers - Fall back into old patterns of behavior
Consciousness Raising (TTM) - Answers - (part of pre-contemplation) increasing
information about yourself and the problem behavior
(LECTURE CONTENT)
Reach, Effectiveness, Adoption, Implementation, Maintenance - Answers - RE-AIM
stands for?
RE-AIM purpose - Answers - to help make research findings more generalizable by
encouraging scientists and evaluators to balance internal and external validity when
developing and testing interventions
Re-Aim goal - Answers - to produce programs and policies with a higher likelihood for
uptake and sustainability in typical community or clinical settings
Reach (Re-AIM) - Answers - - Individual-level measure (e.g patient or employee) of
participation
- Refers to percentage and risk characteristics if persons who receive or are affect by a
policy or program
- Concerns characteristics of participants
How is Reach (Re-AIM) measured? - Answers - by comparing records or program
participants and complete sample information for a defined population (e.g., clinic,
health maintenance organization, or worksite)
Efficacy (Re-AIM) - Answers - Concerns two issues:
- Importance of assessing both positive and negative consequences of programs (cost-
benefit analysis of sorts)
- The need to include behavioral, quality of life, and participant satisfaction outcomes as
well as physiological endpoints (should be assessed for all those involved who support
the intervention)
Adoption (Re-AIM) - Answers - Proportion and representatives of settings or programs
- Common temporal patterns and percentage of settings that will adopt an innovative
change
- Typically assessed by direct observation, interviews, or surveys
Implementation (Re-AIM) - Answers - Extent to which program is delivered as intended
- Efficacy * X = Effectiveness
- Research is crucial in determining which set of interventions may be practical enough
to be effective in representative settings
Individual Level (of Implementation) - Answers - measure of participant follow-through
or "adherence" to regimens are necessary for interpreting study outcomes
, Setting Level (of Implementation) - Answers - The extent to which staff members deliver
the intervention as intended is important
Maintenance (Re-AIM) - Answers - Long term behavior change
- Extent to which innovations become stable
- Extent to which health promotion practice or policy becomes routine or a 'norm'
R- Not including a relevant, high risk sample
E- Not thoroughly understanding outcomes or how they come about
A- Program only conducts studies in high functioning optimal settings
I-Protocols not delivered as intended (Type III error)
M- Program or effects not maintained over time (i.e. attrition) - Answers - What are
some critiques of the Re-AIM framework?
Predisposing, Reinforcing, and Enabling Constructs in Educational/Environmental
Diagnosis and Evaluation - Answers - PRECEDE stands for?
Policy, Regulatory, and Organizational Constructs in Educational and Environmental
Development - Answers - PROCEED stands for?
PRECEDE/ PROCEED - Answers - model that guides the planning and evaluating of an
intervention and focuses on the community as the resource of health promotion
(employing a health behavior theory is useful in this process)
Transtheoretical Model (TTM) - Answers - describes an individuals' motivation and
readiness to change a behavior, premise is that behavior change is a process, not an
event
Pre-contemplation, Contemplation, Preparation, Action, Maintenance - Answers - 5
stages of the transtheoretical model (and the processes of change)
Pre-contemplation - Answers - No intention of changing behavior
Contemplation - Answers - Aware a problem exists but with no commitment to action
Preparation - Answers - Intends to take action
Action - Answers - Active modification of behavior
Maintence - Answers - Sustained change - new behavior replaces old
Relapse - Answers - Fall back into old patterns of behavior
Consciousness Raising (TTM) - Answers - (part of pre-contemplation) increasing
information about yourself and the problem behavior
