Sexual Behavior
Conditions
Brief summary
The purpose of this study was to determine the impact of TOP® on sexual health behavior.
Detailed description
The cluster-randomized study was conducted in 9th grade classrooms in Chicago Public Schools (CPS) with equal number of schools randomized to intervention and comparison groups for two cohort years. Students were administered a scannable paper survey at three time points: baseline, post-program and 1-year post program. The primary impact analysis used an intent-to-treat approach. Implementation of TOP® was assessed by conducting classroom observations. TOP® was delivered in a variety of classroom settings over the school year by facilitators from CPS and partner organizations.
Interventions
TOP® is a positive youth development and service learning program for youth ages 12 to 17, and its Changing Scenes curriculum is separated into age appropriate levels. The program uses an approach that involves a caring adult, positive self-efficacy, future planning and goal setting and life management skills to to reduce risky sexual behavior and improve school outcomes. TOP® is designed to be delivered in weekly sessions over 9 months and includes community service learning.
Sponsors
Study design
Eligibility
Inclusion criteria
* First-time 9th grade student * Passive parental consent and student assent
Exclusion criteria
* Inability to complete survey in languages provided
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Sex without a condom in the last 90 days | 9 months after baseline | Dichotomous indicator from self-report survey |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| Sex in the last 90 days | 9 months after baseline | Dichotomous indicator from self-report survey |
| Sex without a condom in the last 90 days, by race/ethnicity | 9 months after baseline | Dichotomous indicator from self-report survey |
| Sex without a condom in the last 90 days | 21 months after baseline | Dichotomous indicator from self-report survey |