Table 1.
Partial intervention mapping Step 2 matrix of change objectives for adopt behavioral outcomea: school district board members will adopt (i.e., vote to approve) a sexual health evidence-based program (EBP).
| Determinantsc,d |
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|---|---|---|---|---|---|---|
| Performance objectives (PO)b | Awareness/knowledge (A/K) | Attitudes (A) | Skills and self-efficacy (SSE) | Outcome expectations (OE) | Perceived norms (PN) | |
| PO.1. Sexual health advocate will attend a School Health Advisory Committee (SHAC) meeting when discussions of adolescent sexual health education are taking place | A/K.1.a. Identify chair of SHAC to obtain SHAC meeting schedule | A.1.a Describe effort to attend SHAC meetings and to collaborate with the SHAC as essential to adopting an EBP | OE.1.a. State that attending SHAC meetings when sexual health education is discussed will lead to increased knowledge of current sexual health education practices and opportunity to advocate for EBPs in his/her district. OE.1.b. State that attending SHAC meetings when sexual health education is discussed will lead to increased support for EBPs in his/her district | PN.1.a. Recognize that other sexual health advocates attend SHAC meetings in decision making of sexual health curricula | ||
| PO.4. Sexual health advocate will engage his/her SHAC on sexual health education by including sexual health education on a SHAC meeting agenda | A/K.4.a. Describe the steps needed to include an item on a SHAC meeting agenda | A.4.a. Feel positive about including sexual health education on the SHAC meeting agenda | SSE.4.a. Feel confident in ability to include sexual health education on the SHAC meeting agenda | OE.4.a. Believe that including sexual health education on the SHAC meeting agenda will result in greater SHAC engagement on sexual health education | PN.4.a. Believe other sexual health advocates engage their SHACs on sexual health education by including sexual health education on a SHAC agenda | |
| PO.5. SHAC will review current data and statistics on teen pregnancy and HIV/sexually transmitted infection (STI) in its district/school | A/K.5.a. List resources where current data and statistics can be obtained, and do so A/K.5.b. Summarize sexual behavior, HIV, STI, and pregnancy statistics among students |
A.5.a. Describe review time as necessary and important A.5.b. Believe sexual health education is a priority for his/her school district |
SSE.5.a. Demonstrate ability to find statistics related to sexual health in his/her city/district SSE.5.b. Correctly interpret statistics related to sexual health SSE.5.c. Feel confident in interpreting sexual behavior, HIV, STI, and pregnancy statistics |
OE.5.a. Expect that evaluating student statistics of HIV, STI, and pregnancy will result in a better understanding of the needs and priorities regarding sexual health education in the district | PN.5.a. Recognize that other districts and their own students, families, teachers, and principals see teen pregnancy, HIV, and STIs as a problem that needs to be addressed PN.5.b. Perceives that other districts are reviewing most current data to identify the need for effective sexual health education |
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| PO7. SHAC will identify the goals, target population, and desired outcomes regarding middle and high school (adolescent) sexual health education | A/K.3.a. List the health learning objectives (TEKS) for middle and high school students by grade level A/K.3.b. Describe desired students (age, ethnicity, and gender) to participate in a curriculum A/K.3.c. List desired goals (e.g., reduce teen pregnancy/HIV/STIs, decrease dropout rates, increase academic performance) |
A.7.a. Describe identifying goals and target population as necessary and important to student health | SSE.3.a. Demonstrate ability to create effective goals for sexual health education SSE.3.b. Feel confident in identifying goals, target population, and outcomes for sexual health education in his/her district |
OE.3.a. Expect that identifying goals and target population will help lead to a reduction in adolescent and teen HIV/STI/pregnancy, decrease dropout rates, and increase academic performance among students OE.3.b. Describe how identifying goals, target population, and desired outcomes will help identify the most appropriate EBP that will fit the needs of the district |
PN.7.a. Recognize that school board, superintendents, principals, teachers, and parents share these goals and desired outcomes | |
| PO.8. SHAC will review current state/district/school policy regarding adolescent sexual health education | A/K.8.a. Obtain and describe state policy on middle school sexual health education A/K.8.b. Obtain and describe district policy on middle school sexual health education A/K.8.c. Obtain and describe individual school policies on middle school sexual health education |
A.8.a. Feels positive about reviewing state/district/school policy regarding sexual health education | SSE.8.a. Summarize the state/district/school policy for sexual health education and implications for implementing an EBP SSE.8.b. Feel confident in interpreting state/district/school policy regarding sexual health education |
OE.8.a. Describe how reviewing state/district/school policies will result in adopting an EBP that is in accordance with district policy | PN.8.a. recognizes that other district ally and sexual health advocates are reviewing current policy and making sure it reflects what is necessary given current statistics | |
| PO.11. SHAC will determine if the district is currently implementing a pregnancy/HIV/STI curriculum(s) and if so, will review and assess whether the curriculum(s) is evidence-based and meets the identified goals and objectives | A/K.11.a. Describe what an EBP is (has program evaluations that are experimental in nature, participants are randomly assigned to treatment and control groups, focus on changes in the behavior of program participants, etc.) A/K.11.b. List advantages of EBPs and why they are important to implement |
A.11.a. Feel positive about EBPs | SSE.11.a. Demonstrate ability to identify EBPs when presented with a non-EBP SSE.11.b. Feel confident in identifying EBPs |
OE.11.a. State that EBPS will lead to desired behavioral change among students | PN.11.a. Believe that other districts are changing to EBPs, which are important for student behavior change | |
| PO.12. SHAC will review and evaluate evidence-based pregnancy and HIV/STI prevention program(s) available to the school district that meet the goals, target population, and desired outcomes | PO.12.a. SHAC will find EBPs | A/K.12a.a. Describe where to find EBPs | A.12a.a. Feel positive about finding EBPs | SSE.12a.a. List EBPs SSE.12a.b. Feel confident in finding EBPs |
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| PO.13. SHAC will elicit support of potential EBPs with other district sexual health advocates, principals, parents, and community members, discussing feasibility and resources required | A/K.13.a. List strategies for obtaining support for EBP adoption A/K.13.b. List barriers that may derail support A/K.13.c. List possible strategies for overcoming adoption barriers |
A.13.a. Feel positive about eliciting support and overcoming barriers | SSE.13.a. Demonstrate ability to use strategies for increasing support of EBPs SSE.13.b. Feel confident in eliciting community support for EBPs |
OE.13.a. State that endorsement of EBPs by key stakeholders will lead to increased probability of adoption of EBPs by district/school leaders | PN.13.a. Recognize that other SHACs have overcome these obstacles and successfully elicited support for such programs | |
| PO.14. SHAC members will create and present a position statement/paper with recommendations for sexual health education in their district, including recommending school board approval of curriculum(s) | A/K.14.a. List components of an effective statement/position paper A/K.14.b. List recommended EBP(s) for school board approval A/K.14.c. List effective strategies for presenting the recommended EBP(s) to the school board (e.g., formal presentation at a board meeting) |
A.14.a. Feel positive about recommending an EBP program to school board | SSE.14.a. Demonstrate ability to write components of a position statement SSE.14.b. Demonstrate ability to develop a presentation for school board SSE.14.c. Feels confident in recommending EBP to School board through position statement and presentation |
OE.14.a. Describe how creating a position statement may lead to increased support for selected EBP by school board OE.14.b. Describe how giving a presentation to the school board regarding recommended EBP(s) will lead to an opportunity to advocate for the selected EBP(s) |
PN.14.a. Believe other SHACs create position statements with recommendations to school board for EBPs | |
| PO.16. School board members will adopt (an) evidence-based pregnancy and HIV/STI prevention program(s) | A/K.16.a. Describe process for school board approval A/K.16.b. List recommended EBPs approved |
A.16.a. Feels positive about adopting an EBP | PN.16.a. Notes that other districts are adopting EBPs, which are important for student behavior change | |||
aThis matrix informed the development of the CHAMPSS Model adoption phase in Figure 1.
bPOs are the sub-steps required to complete the behavioral outcome; informed the development of the prioritize (PO 1, 4), assess (PO 5, 7, 8), select (PO 7, 11, 12, 13), and approve (PO 4, 16) steps and associated critical tasks within the CHAMPSS Model adoption phase in Figure 2.
cDeterminants are identified from theory and empirical evidence for the behavioral outcome and POs.
dChange objectives are written where rows and columns intersect and ask the question “What needs to change in determinant ‘X’ for an individual to do PO ‘Y’ (44).” There may be more than one change objective per cell (designated as a, b, etc.).