Intervention Summary
PALS: Prevention through Alternative Learning Styles
PALS: Prevention through Alternative Learning Styles is an alcohol, tobacco, and other drugs (ATOD) prevention program primarily for middle school students. Goals of PALS include (1) lowering students' intentions to use ATOD, (2) increasing students' use of refusal skills, and (3) enhancing students' knowledge of the effects of ATOD, peer pressure and healthy decisionmaking, and different learning styles. PALS is implemented through the use of interactive group activities, scientific laboratory demonstrations, videos, games, creative writing and art projects, and small group discussions. The PALS curriculum contains 5 units, presented in 10 lessons: Additional, optional lessons, which reinforce the curriculum, are available online through the program Web site's section for students. The site also includes a peer mentoring program section with interactive features (e.g., games, presentations) that provide information on curriculum topics. PALS can be implemented by PALS staff members or by teachers who receive the 1-day, on-site PALS training, which assists them in adapting classroom activities to meet the unique learning needs of all students, including those with disabilities.
The documents below were reviewed for Quality of Research. The research point of
contact can provide information regarding the studies reviewed and the availability
of additional materials, including those from more recent studies that may have been conducted. Huber, M. J., Workman, J., Ford, J. A., Moore, D., & Mayer, T. Evaluating the Prevention through Alternative Learning Styles program. Journal of Drug Education, 39(3), 239-259.
The following populations were identified in the studies reviewed for Quality of
Research.
External reviewers independently evaluate the Quality of Research for an intervention's
reported results using six criteria:
For more information about these criteria and the meaning of the ratings, see Quality of Research.
The PALS Questionnaire has face validity. Teachers received initial and booster trainings to learn procedures for delivering PALS, followed a curriculum, and kept daily lesson logs to track the completion of each unit. Research staff visited classrooms and performed in-class monitoring to determine whether the materials were being presented as intended. Missing data were negligible for both years of the study. A quasi-experimental design was used during the first year of the study. The sample sizes for both years of the study were large, providing good statistical power. Despite the use of correlational analysis, evidence of the evaluation instrument's reliability is limited. Neither criterion validity nor construct validity was documented. Although there were strong efforts to establish and maintain intervention fidelity, there was a lack of a psychometrically sound fidelity instrument to monitor the quality of intervention delivery. The study did not adequately address threats to internal validity, including the possibility of selection bias and contamination. In year 2 of the study, no control group was used for comparison with the intervention group. For analyses of data from year 1 of the study, which compared intervention and control groups, the use of t-tests alone is limiting.
The materials below were reviewed for Readiness for Dissemination. The implementation
point of contact can provide information regarding implementation of the intervention
and the availability of additional, updated, or new materials. PALS: Prevention through Alternative Learning Styles curriculum binder Quality assurance tools:
External reviewers independently evaluate the intervention's Readiness for Dissemination
using three criteria: For more information about these criteria and the meaning of the ratings, see Readiness for Dissemination.
The PALS curriculum binder is well written, comprehensive, and easy to follow. The binder includes handouts for participants, supplementary videos, and PowerPoint presentations that assist with implementation. The program Web site provides electronic versions of the curriculum and other implementation materials, as well as activities for students and peer mentors. Training materials are comprehensive and well organized, and PALS staff are available for consultation and technical assistance. The implementer daily lesson logs include checklists to help ensure that all topics have been covered, key points have been addressed, and objectives have been met. Quality assurance is supported by pre- and posttests and follow-up surveys, which are accompanied by clear instructions on how measures should be administered and by whom. Assistance is not provided for determining organizational readiness to implement the program. Detailed guidance is not provided for using the student and peer mentoring sections of the program Web site during implementation. Although PALS staff offer technical assistance, the program Web site and implementation materials do not include information on the availability of this technical assistance. Criteria for interpreting the implementer daily lesson logs are not provided. Little guidance is provided on what to do if program goals are not met or how to use data to improve program delivery.
The cost information below was provided by the developer. Although this cost information
may have been updated by the developer since the time of review, it may not reflect
the current costs or availability of items (including newly developed or discontinued
items). The implementation point of contact can provide current information and
discuss implementation requirements.
Descriptive Information
Areas of Interest
Mental health promotion
Substance use disorder prevention
Outcomes
1: Intentions to use ATOD
2: Knowledge of ATOD
3: Knowledge of peer pressure and healthy choices
4: Knowledge of learning styles
Outcome Categories
Alcohol
Drugs
Tobacco
Ages
6-12 (Childhood)
13-17 (Adolescent)
Genders
Male
Female
Races/Ethnicities
American Indian or Alaska Native
Asian
Black or African American
Hispanic or Latino
White
Race/ethnicity unspecified
Settings
School
Geographic Locations
Urban
Suburban
Implementation History
PALS was first developed as a training model for teachers of both special and regular education and for rehabilitation professionals. As PALS continued to grow in scope, PALS staff developed activities that were effective with a variety of populations, including people with various disabilities, and developed a curriculum that teachers could implement with their students. To date, more than 5,000 students and rehabilitation participants have received PALS.
NIH Funding/CER Studies
Partially/fully funded by National Institutes of Health: No
Evaluated in comparative effectiveness research studies: No
Adaptations
A subset of the PALS materials has been translated into Czech.
Adverse Effects
No adverse effects, concerns, or unintended consequences were identified by the developer.
IOM Prevention Categories
Universal
Selective
Documents Reviewed
Study 1
Outcomes
Outcome 1: Intentions to use ATOD
Description of Measures
Intentions to use ATOD were assessed using the PALS Questionnaire, a self-report survey that was modeled after the National Household Survey on Drug Abuse (NHSDA). Survey items were read out loud to students, who completed the survey before and after the intervention. The pretest survey contains 24 items (e.g., "After I turn 21, I will probably drink alcohol," "If friends offer to share alcohol with me, I will drink with them," "In high school, do you think you will use marijuana?"), and the posttest survey contains 26 items (the 24 pretest items and 2 additional items). Response options include multiple-choice, true-false, and yes-no formats.
Key Findings
In year 1 of the study, 6th- through 8th-grade classrooms in six schools were randomized to the intervention group, which received PALS, or the control group, which received the school's traditional prevention program (i.e., information on decisionmaking, illegal drugs, environmental health, keyboarding, and food). From pre- to posttest, the number of students in the intervention group responding "yes" or "maybe" to questions regarding their intentions to use alcohol, tobacco, or other drugs decreased, and the number of students responding "no" increased (p = .001 for all three substances); data from students in the control group were not analyzed.
In year 2 of the study, all 6th- through 8th-grade students from five of the six original schools were offered PALS. From pre- to posttest, the number of students responding "yes" or "maybe" to questions regarding their intentions to use ATOD decreased, and the number of students responding "no" increased (p = .001 for alcohol and tobacco; p = .002 for other drugs).
Studies Measuring Outcome
Study 1
Study Designs
Quasi-experimental
Quality of Research Rating
2.4
(0.0-4.0 scale)
Outcome 2: Knowledge of ATOD
Description of Measures
Knowledge of ATOD was assessed using the PALS Questionnaire, a self-report survey that was modeled after the NHSDA. Survey items were read out loud to students, who completed the survey before and after the intervention. The pretest survey contains 24 items (e.g., "One or two drinks of alcohol can make it hard to make good decisions," "If someone really wants to, it's pretty easy to quit smoking," "Can people become addicted to marijuana?"), and the posttest survey contains 26 items (the 24 pretest items and 2 additional items). Response options include multiple-choice, true-false, and yes-no formats.
Key Findings
In year 1 of the study, 6th- through 8th-grade classrooms in six schools were randomized to the intervention group, which received PALS, or the control group, which received the school's traditional prevention program (i.e., information on decisionmaking, illegal drugs, environmental health, keyboarding, and food). At baseline, there were no significant differences between groups in regard to knowledge of ATOD. At posttest, compared with students in the control group, those in the intervention group had greater knowledge of alcohol (p < .001), tobacco (p < .001), and other drugs (p = .003).
In year 2 of the study, all 6th- through 8th-grade students from five of the six original schools were offered PALS. From pre- to posttest, these students had an increase in their knowledge of alcohol (p < .001), tobacco (p < .001), and other drugs (p < .002).
Studies Measuring Outcome
Study 1
Study Designs
Quasi-experimental
Quality of Research Rating
2.4
(0.0-4.0 scale)
Outcome 3: Knowledge of peer pressure and healthy choices
Description of Measures
Knowledge of peer pressure and healthy choices was assessed using the PALS Questionnaire, a self-report survey that was modeled after the NHSDA. Survey items were read out loud to students, who completed the survey before and after the intervention. The pretest survey contains 24 items (e.g., "Advertisers on TV must tell everything about their products," "Some alcohol and tobacco advertisements are designed for children," "Which of the following is a healthy lifestyle choice?"), and the posttest survey contains 26 items (the 24 pretest items and 2 additional items). Response options include multiple-choice, true-false, and yes-no formats.
Key Findings
In year 1 of the study, 6th- through 8th-grade classrooms in six schools were randomized to the intervention group, which received PALS, or the control group, which received the school's traditional prevention program (i.e., information on decisionmaking, illegal drugs, environmental health, keyboarding, and food). At baseline, there were no significant differences between groups in regard to knowledge of peer pressure and healthy choices. At posttest, compared with students in the control group, those in the intervention group had greater knowledge of peer pressure and healthy choices (p < .002).
In year 2 of the study, all 6th- through 8th-grade students from five of the six original schools were offered PALS. From pre- to posttest, these students had an increase in their knowledge of peer pressure and healthy choices (p < .001).
Studies Measuring Outcome
Study 1
Study Designs
Quasi-experimental
Quality of Research Rating
2.4
(0.0-4.0 scale)
Outcome 4: Knowledge of learning styles
Description of Measures
Knowledge of learning styles was assessed using the PALS Questionnaire, a self-report survey that was modeled after the NHSDA. Survey items were read out loud to students, who completed the survey before and after the intervention. The pretest survey contains 24 items (e.g., "People with disabilities can have successful jobs, relationships, and a happy life," "There is more than one type of intelligence," "Some disabilities are hidden"), and the posttest survey contains 26 items (the 24 pretest items and 2 additional items). Response options include multiple-choice, true-false, and yes-no formats.
Key Findings
In year 1 of the study, 6th- through 8th-grade classrooms in six schools were randomized to the intervention group, which received PALS, or the control group, which received the school's traditional prevention program (i.e., information on decisionmaking, illegal drugs, environmental health, keyboarding, and food). At baseline, there were no significant differences between groups in regard to knowledge of learning styles. At posttest, compared with students in the control group, those in the intervention group had greater knowledge of learning styles (p < .001).
In year 2 of the study, all 6th- through 8th-grade students from five of the six original schools were offered PALS. From pre- to posttest, these students had an increase in their knowledge of learning styles (p < .002).
Studies Measuring Outcome
Study 1
Study Designs
Quasi-experimental
Quality of Research Rating
2.4
(0.0-4.0 scale)
Study Populations
Study
Age
Gender
Race/Ethnicity
Study 1
6-12 (Childhood)
13-17 (Adolescent)
52% Male
48% Female
65% White
17% Black or African American
12% Race/ethnicity unspecified
3% Asian
2% Hispanic or Latino
1% American Indian or Alaska Native
Quality of Research Ratings by Criteria (0.0-4.0 scale)
Outcome
Reliability
of Measures
Validity
of Measures
Fidelity
Missing
Data/Attrition
Confounding
Variables
Data
Analysis
Overall
Rating
1: Intentions to use ATOD
2.3
2.3
2.3
3.3
2.0
2.5
2.4
2: Knowledge of ATOD
2.3
2.3
2.3
3.3
2.0
2.5
2.4
3: Knowledge of peer pressure and healthy choices
2.3
2.3
2.3
3.3
2.0
2.5
2.4
4: Knowledge of learning styles
2.3
2.3
2.3
3.3
2.0
2.5
2.4
Study Strengths
Study Weaknesses
Materials Reviewed
Readiness for Dissemination Ratings by Criteria (0.0-4.0 scale)
Implementation
Materials
Training and Support
Resources
Quality Assurance
Procedures
Overall
Rating
3.5
3.0
3.0
3.2
Dissemination Strengths
Dissemination Weaknesses
Item Description
Cost
Required by Developer
PALS curriculum binder (includes teacher scripts, lesson outlines, supply lists, unit quizzes, CD-ROM with PALS PowerPoint presentations, Smoking Lung and Mr. Grossmouth DVDs, implementer fact sheets and background information, quality assurance tools, and information for accessing the PALS Place Web site)
$300 per binder
Yes
PALS storybooks (Tommy Types Tips on Alcohol, A Little Mouse Told Me, and Tommy Digs Up the Dirt on Drugs)
$5 per storybook or $125 for a set of 30 storybooks (10 of each storybook title or 30 of the same title)
No
1-day, on-site training
$3,000 for up to 20 people, plus travel expenses
Yes
Booster training
Cost varies depending on site needs
No
Online training videos
Included in cost of training
No
Email assistance
Included in cost of binder
No
Telephone consultation
Cost varies depending on site needs
No
1-day, on-site consultation
$1,500 plus travel expenses
No