A Mobile-based Behavioral Economic Intervention to Reduce Young Adult Alcohol Misuse
Phase: NA
Conditions: Binge Drinking, Alcohol Drinking in College, Behavior, Drinking, Behavior and Behavior Mechanisms
Sponsor: University of Memphis

 
 
 
 
 
 
Mobile-based Balanced Lifestyle for Undergraduate Excellence (MoBLUE) 
 
 
NCT04105725 
 
 
Last Updated/Approved: 07/30/2019 

 
Initial Review Request 
Institutional Review Board 
 
 
315 Administration Building 
 
This form must be completed according to the guidelines located here: 
Memphis, TN 38152-3370 
 
http://www.memphis.edu/irb/forms.php 
Office: 301.678.3074 
 
 
Fax: 901.678.2199 
 
 
irb@memphis.edu 
1. Basic Information (See Initial Review Request Guidelines Section 1) 
 
1.a: Lead Investigator
 
BannerU#(e.g., U12345) 
Academic Unit: PSYC 
Last name: Murphy 
First Name: James 
Email address: jgmurphy@memphis.edu 
 
 
 
Investigator type: Faculty 
CITI Training Info: Social & Behavioral 
Research - Basic/Refresher 
 
Completion Report # 18435996 
 
Completion Date: 4/27/16 
 
 
 
 
 
1.b: Contact Person (if different from lead investigator)
 
 
Contact Banner U# 
Contact Email: 
Contact Last Name:  
Contact First Name: 
 
 
1.c: Faculty Advisor (this section required for students only)
 
 
 
 
 
 
2 
BannerU#(e.g., U12345) 
Academic Unit: 
Last name: 
First Name: 
Email address: 
 
 
CITI Training Info: 
 
Completion Report # 
 
Completion Date: 
 
 
 
1.d: Study Information
 
Study Title:* Mobile-based Balanced Lifestyle for Undergraduate Excellence (MoBLUE) 
Anticipated Number of Subjects:* 100 
Co-Investigators:  
 
Submission Type: *  Exempt Study ☐ 
Secondary Analysis of Existing Data Only ☐ 
All Other Studies ☒ 
Externally Funded?*  
Yes 
No 
 
1.e: Affirmations 
By checking the box below, Investigator affirms the following: 
1) The research will not be initiated until written approval is secured from the IRB. 
2) I will conduct this study as described in the approved study. If any changes are anticipated, I will contact the IRB staff prior to 
implementing the changes and request the appropriate form or procedure. I will not implement the changes until I receive approval from 
the IRB or its staff.  
3) I will contact the IRB staff immediately if any of the following events occur: unanticipated problems involving risks to subjects, study 
deviations, and findings during the study that would affect the risks or benefits of participation. 
4) If you are a student, you also affirm your understanding that approval of your Faculty Advisor is required before this document is 
submitted to IRB. 
 
Investigator affirms:* 
     
Yes 
No 
 
Date Affirmed:  06/24/2016 
 
 

Revised 6-2016 
 
2 
 
By checking the box below, Faculty Advisor affirms the following (required for graduate and undergraduate student research): 
1) I have reviewed and approved the research plan of the student(s). 
2) I assume responsibility for ensuring that the student(s) conducting research are aware of their responsibilities as researchers 
3) The IRB will be immediately informed in the event of unanticipated problems involving risks to subjects, study deviations, or findings 
during the study that would affect the risks or benefits of participation. 
4) I will submit the reviewed study to irb@memphis.edu on behalf of my student 
 
Faculty Advisor affirms:       
Yes 
     
No 
Date Affirmed:  
 
*Required fields

Revised 6-2016 
 
3 
2. Purpose of the Study (See Initial Review Guidelines Section 2) 
1 
Literature Review:  
2 
 
3 
Heavy drinking peaks during late adolescence and early adulthood and is especially common among 18 – 
4 
24 year-old young adults who attend college (Hingson et al., 2005). College students often drink large 
5 
quantities of alcohol over relatively brief time periods, which can result in dangerously high blood 
6 
alcohol concentrations (Fourneir et al., 2004).  These patterns of heavy drinking place college students 
7 
at high risk for alcohol-related health and social problems.  Hingson et al. (2005) estimated that alcohol 
8 
use contributed to over 1,700 deaths among U.S. college students in 2001.  Large numbers of students 
9 
also experienced other past-year alcohol-related health and social problems, including having 
10 
unprotected sex, driving under the influence of alcohol, being injured due to drinking, being assaulted or 
11 
hit by a student who was drinking, and being the victim of sexual assault or date rape (Hingson et al., 
12 
2005).  Heavy drinking can also impede critical developmental tasks such as educational attainment and 
13 
career development (Bachman et al., 1997), which may in turn increase risk for substance abuse and 
14 
other problematic outcomes during adulthood (Bennette et al.,1999).  Heavy drinkers tend to enter 
15 
college with lower academic aptitude, are less engaged in academic activities during college, and finish 
16 
with lower grades than other students (Ham & Hope, 2003). 
17 
 
18 
Growing recognition of these social and health problems has made the prevention and treatment of 
19 
college student alcohol abuse a significant research and public health priority (Ham & Hope, 2003).  
20 
Colleges are an especially promising context for prevention and early intervention because 
21 
approximately one-third of young adults do not begin to drink heavily until they arrive at college 
22 
(Gledhill-Hoyt et al., 2000).  Most students begin drinking during their 1st year, which makes the initial 
23 
transition to college an important time to conduct prevention programs. 
24 
 
25 
The most promising interventions for college student drinkers include personalized feedback about 
26 
drinking patterns, blood alcohol content (BAC), and alcohol-related risks along with advice to moderate 
27 
drinking (Dimeff et al., 1999; Larimer et al., 2004/2005).  Typically the personal drinking feedback and 
28 
advice are delivered in the context of a motivational interview (MI), a supportive and nonjudgmental 
29 
therapeutic approach that focuses on increasing motivation to change drinking (Miller & Rollnick, 2002). 
30 
The goals of these interventions are pragmatic and focused on reducing drinking and related 
31 
consequences.  For example, students are advised to limit their overall alcohol quantity and to space 
32 
their drinks out over several hours.  These brief motivational interventions (BMIs) result in drinking 
33 
reductions that exceed various control conditions (Murphy et al., 2001, 2004). 
34 
 
35 
In one of the largest BMI trials with college students, Marlatt et al. (1998) identified 300 incoming 
36 
college students who were at risk for alcohol problems based on their reported levels of drinking in high 
37 
school and randomly assigned them to either an assessment-only control condition or a single-session 
38 
BMI (Marlatt et al., 1998).  Students who received a BMI showed significant reductions in drinking 
39 
quantity and alcohol-related problems relative to untreated controls throughout the 4-year follow-up.  
40 
The amount of change was small, but meaningful in light of the harm reduction goals.  Average quantity 
41 
consumed per occasion decreased from 4.7 to 3.6 standard drinks among treated participants, a mean 
42 
shift from risky “binge” drinking to more moderate and less harmful consumption levels.  These findings 
43 
were replicated by Borsari and Carey (2000), and other studies have found an advantage for BMIs 
44 
relative to active control conditions.  Murphy et al. (2001) found that, among the heavier drinkers in a 
45 
sample of undergraduates, an individual BMI intervention showed a significant advantage for reducing 
46 
total drinks per week and frequency of heavy drinking over a traditional educational intervention. 
47 

Revised 6-2016 
 
4 
Several empirically supported alcohol treatments for adults (e.g., contingency management, community 
48 
reinforcement, and coping skills training) attempt to develop viable alternatives to substance use such 
49 
as recreational pursuits, exercise,  or increased engagement in career related activities (Petry et al., 
50 
2000). Recently, research in college student populations has demonstrated support for a behavioral 
51 
economic supplement to BMIs that addresses a previous limitation that these interventions do not 
52 
attempt to also increase positive activities that might substitute for alcohol and drug use (see Murphy et 
53 
al., 2012a). A pilot study at the University of Memphis found that the combination of an alcohol-focused 
54 
BMI and Substance-Free Activity Session (SFAS) resulted in significantly greater reductions in alcohol 
55 
problems and binge drinking compared to an alcohol BMI + relaxation session control intervention 
56 
(Murphy et al., 2012a,b). Given the promising results of the in-person SFAS, the proposed project will 
57 
develop and evaluate a mobile-based (text-message) BMI + SFAS that attempts to increase students’ 
58 
participation in academic, community, and recreational activities while taking full advantage of the 
59 
technological advances many young adults already own and use (Anderson, 2015).  
60 
 
61 
Possible Contribution: 
62 
The goals of the SFAS - increasing student engagement in academic, campus, and career-related 
63 
activities- are consistent with the priorities of most colleges. Therefore, if the mobile intervention is 
64 
found to be efficacious, it would likely be appealing to colleges and has the potential for cost-effective 
65 
and widespread dissemination.  
66 
 
67 
Study Goals:  
68 
The proposed project will develop and empirically evaluate a mobile-based alcohol brief intervention 
69 
and substance-free activity session. To do this, study personnel will develop and systematically evaluate 
70 
an intervention that includes efficacious elements of brief alcohol interventions along with personalized 
71 
feedback. Intervention elements will be delivered remotely via personalized web-based feedback and 
72 
text-messages.  We will evaluate the efficacy of the mobile-based brief alcohol intervention compared 
73 
to mobile-based alcohol and nutrition education in the context of a randomized pilot trial. 
74 
 
75 
3. Methods and Procedures (See Initial Review Guidelines Section 3) 
76 
This research will be divided into two stages:  Stage 1, the screening stage, and Stage 2, the randomized 
77 
pilot trial stage.  During the screening stage, participants will be recruited and screened for eligibility to 
78 
participate in Stage 2.  During the randomized controlled trial stage (stage 2), we will test the feasibility 
79 
and efficacy of a mobile-based BMI + SFAS in the context of a two-group experimental design.  All 
80 
students (N = 100) will complete a baseline assessment and will then be randomly assigned to either 
81 
receive a mobile-based BMI + SFAS, or mobile-based alcohol and nutrition education. Each group will 
82 
receive 4 weeks of booster contact (1 booster session per week) on material from their respective study 
83 
condition. Outcomes will be assessed after the fourth booster session and at a 3-month follow-up. 
84 
Procedures: 
85 
Screening to Identify Eligible Participants: 
86 
In order to identify enough eligible participants, we estimate that we will need to screen approximately 
87 
1000 college students (recruited through the University of Memphis psychology subject pool, emails 
88 
sent to undergraduate courses, classroom screeners, local and university publication advertisements, 
89 
and flyers around the University of Memphis campus and other local college campuses; see Appendix 
90 
for recruitment flyer/ad). Participants will complete a brief screening survey via classroom screeners, 
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Revised 6-2016 
 
5 
the SONA system or through a secure weblink sent via email or posted in flyers to identify those 
92 
students who might be eligible to participate in the study. In order to be contacted about the clinical 
93 
trial, respondents will be asked to provide contact information. Ads and flyers will also include study 
94 
contact information for interested respondants/participants to contact study staff directly and screen 
95 
for eligibility. Given that heavy drinking levels are highest among teenagers and twenty year olds, 
96 
college students 18 to 25 years who report two or more binge drinking episodes in the past month (4/5 
97 
or more drinks for women/men on one occasion) will be eligible to participate in this trial (eligibility 
98 
criteria listed in Section 7). We expect 100 students to participate in the clinical trial. 
99 
If the participant meets eligibility criteria as described above, the researcher will speak with the 
100 
participant via phone call to confirm eligibility status, explain the project procedures and confidentiality 
101 
in more detail, and allow the participant the opportunity to ask any questions they may have about the 
102 
study.  Text messaging and email may also be used as methods to communicate with participants who 
103 
meet the eligibility criteria and will be used as the primary method of communication if the student 
104 
prefers. Participants will be informed that the study is designed to learn more about college students’ 
105 
lifestyle and health behaviors and that the study will involve random assignment to one of two 
106 
treatment conditions, along with 4 booster sessions by text-message, a post-intervention survey 
107 
immediately following the 4th booster session, and a survey follow-up three months after their last 
108 
booster session. If the participant expresses interest in the study, the study administrator will invite 
109 
them to participate in further phases of the study. If students do not meet the eligibility criteria at the 
110 
time of screening, but indicate drinking in the past 6-months, they may be contacted later and 
111 
rescreened via phone, text message or email and then enrolled if interested in the study. Eligible and 
112 
interested individuals will remotely read and e-sign the consent form, provide contact information, and 
113 
complete the initial baseline assessment via a secure web-link.  
114 
All self-report measures will be completed by the participant via a secure, web-based survey. Prior to 
115 
completing baseline measures, participants will be provided with a consent form and will be informed of 
116 
the study’s purpose, risks, benefits, compensation, and all other pertinent study details. Participants will 
117 
be provided with a phone number and email address should they have questions and will also be 
118 
informed in the consent that they can discontinue the study at any time. If participants choose not to e-
119 
sign the consent form or decide not to participate in the study at any time, they will be provided with 
120 
information about college student alcohol misuse on websites, hotlines, and local resources to learn 
121 
more about their drinking if they are interested. The remote web-based assessment will last 
122 
approximately 30 minutes. After completing the assessment, participants will be randomized to either  
123 
a) the mobile-based BMI+SFAS (mBMI+SFAS); or b) mobile-based alcohol and nutrition education 
124 
(mANE) (both described below). Immediately following the baseline assessment and random 
125 
assignment, participants will take part in a 60-minute session of either the mobile BMI or mobile Alcohol 
126 
Education. Later the same week, participants will take part in either one 60-minute session of the 
127 
mobile SFAS or mobile Nutrition Education. The interventionist conducting the mobile BMI or Alcohol 
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Education earlier in the week will also conduct the mobile SFAS or Nutrition Education, respectively, as 
129 
well as all booster contact. A brief 3-item survey will be administered immediately following the mobile 
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SFAS or Nutrition Education session that will solicit initial impressions and feedback on these respective 
131 
sessions. 
132 
Booster contact will take place once a week for four weeks for approximately 20 minutes. Booster 
133 
contact for the mBMI+SFAS group will also collect information on past week time allocation, level of 
134 
discounting of future monetary rewards (delay discounting), and the subjective reward value of alcohol, 
135 
which are associated with problematic alcohol use. Upon completion of the booster contact, 
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Revised 6-2016 
 
6 
participants will complete a post-intervention assessment survey via secure web link. The post-
137 
intervention survey will collect information on the participants’ experiences with the mobile-based 
138 
interventions and will solicit feedback about the interventions. They will then be thanked for their 
139 
participation and reminded of their 3-month follow-up appointment. 
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For completing the baseline assessment participants will be awarded either 1 hour of credit for 
141 
participation, which the researcher will grant through the SONA System, or $25. Participants may earn 
142 
$10 for completing at least 3 booster contact surveys, and another $10 for completing the post-
143 
intervention assessment survey. This is to help ensure high survey completion rates.  
144 
All participants will be asked to download on to their smartphone or personal computer a secure 
145 
messaging web app called Babelnet (https://www.babelnet.com/en/). Babelnet is free to download and 
146 
use, and study personnel will assist participants in the download and use of the app. Participants will be 
147 
assigned a userID that will be similar to their study ID and a password that will be saved in a secure, 
148 
password protected file only accessible to study personnel. In the event a participant has forgotten or 
149 
lost their Babelnet login information, they may contact study personnel to retrieve it and log in securely. 
150 
Messages sent through Babelnet are heavily encrypted by the app. However, study personnel will record 
151 
(via screenshot or copy-and-paste) the text conversations to facilitate later communication and for 
152 
intervention supervisory, as well as fidelity, purposes. These recordings will be saved on a secure server 
153 
in a password protected shared drive that is accessible only to study personnel.  
154 
Three months post-baseline, participants will be asked to remotely complete a web-based follow-up 
155 
self-report assessment battery. The follow-up will assess the impact of the interventions on attitudes 
156 
and behaviors toward alcohol use, as well as patterns of alcohol-related problems and drinking levels, 
157 
and will last approximately 30 minutes. Upon completion, participants will be thanked for their 
158 
participation, debriefed, and awarded 1 credit hour through the SONA System, or paid $20 for their 
159 
participation. Participants may earn a total of $65 for their participation across all study assessements 
160 
(baseline, boosters, post-intervention survey, and 3-month follow-up). 
161 
After the 3-month assessment, participants will be given the option to complete any of the intervention 
162 
sessions that they did not complete as a part of the study or to complete a session for a second time. 
163 
Interventions 
164 
Mobile-based Brief Motivational Interview (mBMI). Following the baseline assessment, participants will 
165 
complete a mobile text-message-based BMI. This session will last approximately 60 minutes. 
166 
Personalized feedback will be provided with information on how the participant’s drinking compares to 
167 
that of other students, along with information on risk factors such as engaging in heavy drinking and 
168 
their use of protective behavioral strategies. The goals of this session are to raise concern about 
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potential consequences of heavy drinking, correct faulty normative perceptions of drinking, and assist 
170 
students in strategizing means for avoiding future consequences of drinking. The clinician will also 
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discuss and provide advice on avoiding driving after drinking if the participant endorses alcohol-impaired 
172 
driving. Participants will be instructed to view the personalized feedback document and respond to a 
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number of closed-ended questions embedded in the feedback document as a fidelity check. After 
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confirming receipt and processing of the document, the clinician will send participants text messages 
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containing the following open-ended questions:  
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Revised 6-2016 
 
7 
1. What are some things you like about drinking? And what are some things you don’t like as 
177 
much? 
178 
2. What do you make of your percentile rank compared to other college students? 
179 
3. You also endorsed some consequences you’ve experienced because of drinking.  
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a. Which of these would you most like to avoid in the future? 
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i. If the participant endorses alcohol-impaired driving, the clinician will address 
182 
that here. 
183 
b. How might you do that? 
184 
4. How do you see yourself making use of all this information? 
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a. How would you like things to be different? 
186 
b. What do you think has to change? 
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5. Would you be willing to set a goal to reduce future drinking or to avoid specific consequences of 
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drinking? 
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a. NO: 
190 
i. What do you think will happen if you continue to drink the same way you have 
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been? 
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ii. What would be some advantages of cutting down on your drinking? 
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b. YES: 
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i. What do you think might be your next step? 
195 
6. Here are some strategies you already use to prevent some of the negative consequences of 
196 
drinking. What are some other strategies or ideas you might have on maximizing the positive 
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aspects of drinking while avoiding some of the consequences we talked about? 
198 
a. Reflect 
199 
b. Provide any suggestions if they are open to it 
200 
7. I want to thank you for talking with me today, and just to summarize everything: 
201 
a. Motivation/goal 
202 
b. Plan 
203 
c. Self-efficacy 
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Mobile-Based Substance-Free Activity Session (mobile SFAS). Following the mBMI, participants will 
205 
schedule a time within the same week to participate in a mobile-based SFAS. This session will last 
206 
approximately 20 minutes. Personalized feedback and other information, including self-reported past 
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week time allocation and the association between class attendance, GPA, and income, will be sent in a 
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secure link or as an attachment. The same clinician who conducted the mobile BMI will also conduct the 
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mobile SFAS,. Similar to the structure of the mBMI session, the clinician will have a text exchange with 
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the participant containing the following open-ended questions: 
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1. What are your goals for college?  Tell more about why these goals are important to you? What 
212 
would be the benefits of accomplishing them? 
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2. What do you hope to do after you graduate? Tell me more about why this would be a good fit 
214 
for you?  What do you need to be doing right now and over the next year or so to achieve this 
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outcome?   
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3. How does your alcohol use fit in with your ability to accomplish your goals? 
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4. People rarely think about how they spend their time, even though it is a valuable resource and 
218 
says a lot about your priorities and goals.  
219 
a. Looking at how you allocate your time (referencing feedback on time allocation), how 
220 
does your time allocation map onto your goals we discussed? 
221 
b. Are there certain activities that you would like to devote more time to? Why? 
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8 
5. We asked you about some activities that don’t involve drinking and that you said you enjoyed. 
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Which of these activities/hobbies do you enjoy most? [A link/attachment will be sent securely 
224 
with a list of tailored activities based on their interests] 
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a. Are there certain activities/hobbies you would like to do more often? 
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b. What are some barriers you have encountered? 
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6. What are some specific things you can do this semester or this year to make progress towards 
228 
your goals we discussed? 
229 
a. What would be the benefits of achieving these goals? 
230 
b. How will you know if your plan is working? 
231 
c. How will you know if you are getting off track? 
232 
d. What steps would you take to get back on track? 
233 
7. Take a moment to consider a positive experience you are looking forward to in the next couple 
234 
of months that is consistent with or related to your goals we discussed. Then, briefly (in 3 or 4 
235 
sentences) describe what it would be like to actually have this positive experience, noting in 
236 
particular how you will feel and what you will be thinking. 
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8. I want to thank you for talking with me again today, and just to summarize: 
238 
a. Goals 
239 
b. Plan 
240 
c. Self-efficacy 
241 
For the following four weeks after the mobile SFAS, the clinician will initiate four brief text exchanges 
242 
(once per week) with the participant about their goal progress and any changes in weekly time 
243 
allocation, as well as connecting them with activities for the upcoming week that are consistent with 
244 
their interests and goals. Each brief text exchange will also include a brief reminder of the positive future 
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experience that is goal-consistent described by the participant. Four weeks after the mSFAS, the 
246 
participant will complete a post-intervention assessment survey and will be reminded of their 3-month 
247 
follow-up appointment 
248 
Mobile Alcohol Education*. Following the baseline assessment, participants will complete a mobile text-
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message-based alcohol education session. This session will last approximately 60 minutes (in terms of 
250 
direct contact). Participants will be provided with information on what is a standard drink of alcohol and 
251 
other alcohol-related term definitions, how alcohol is metabolized and how it effects the body, what 
252 
blood alcohol content (BAC) is, how to identify alcohol poisoning, alcohol tolerance, and the biphasic 
253 
effect. The interventionist will check-in with the participant throughout for any questions or comments. 
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The alcohol education materials were developed, in part, from brochures and fact sheets provided by 
255 
NIAAA: (https://www.niaaa.nih.gov/publications/brochures-and-fact-sheets). 
256 
Mobile Nutrition Education*. Following the mobile Alcohol Education session, participants will schedule 
257 
a time within the same week to participate in a mobile-based nutrition education session. This session 
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will last approximately 60 minutes. Participants will be provided with information on the different food 
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groups (e.g., fruits, grains, proteins) and the types of foods in each food group (e.g., apples, bread, 
260 
chicken), key recommendations on foods/nutrients to increase (e.g., whole fruits/vegetables, whole 
261 
grains, fish/seafood) and food/food components to decrease (e.g., sodium, trans/saturated fats, sugar), 
262 
and how to build a healthy eating pattern. Although problematic alcohol use has been shown to be 
263 
associated with poor nutrition and eating habits, providing nutrition information has not been shown to 
264 
significantly affect change in drinking behaviors. Nutrition education materials were developed from the 
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9 
United States Department of Agriculture Food and Nutrition Service (http://www.fns.usda.gov/get-
266 
involved/provide-nutrition-education). 
267 
* The Mobile-ANE (mobile Alcohol and Nutrition Education) will be delivered in an instructional manner. 
268 
Data Analyses. 
269 
The primary study analyses will examine whether or not there is a statistically significant difference 
270 
between treatment groups in change in a number of self-reported indicators of alcohol use severity. 
271 
Repeated measures mixed modeling analyses will be conducted to compare the mobile-based BMI 
272 
group and the mobile Alcohol and Nutrition Education group on each of the primary outcome variables 
273 
at 3-month follow up. Mixed modeling examines data similarly to repeated measures ANOVA; however, 
274 
mixed modeling provides increased flexibility in handling missing data by utilizing all available data for 
275 
each participant and provides ease of adaptation for multiple research designs (Hox, 2010; West, Welch, 
276 
and Galecki, 2007). For each model tested, one of the primary outcome variables will serve as the 
277 
dependent variable with gender, age, and ethnicity likely included as covariates. 
278 
Measures (Please see attached documents detailing measures for inclusion.) 
279 
Demographics. These questions will ask about participant gender, age, ethnicity, fraternity or sorority 
280 
affiliation, year in school, place of residence, and income/finance. Each of these demographic variables 
281 
have been shown to be associated with driving after drinking and will be used as covariates in statistical 
282 
models.  
283 
Motivation to change. The Readiness Ladder (Biener & Abrams, 1991) will be used to assess motivation 
284 
to change drinking immediately post intervention (i.e., after both the In-person and Text-based 
285 
interventions) to evaluate how motivation changes as a function of condition. This single item measure 
286 
has been found to be sensitive to changes in motivation in other brief alcohol intervention studies 
287 
(Murphy et al., 2010). 
288 
Discrepancy Rating Form (Neal & Carey, 2004). The Discrepancy Rating form is a 5-item self-report 
289 
measure that assesses the extent to which the individual believes alcohol is helping or interfering with 
290 
various aspects of their life, including relationships with friends and family, school work, health, and 
291 
appearance.  
292 
Daily Drinking Questionnaire (DDQ; Collins, Parks, & Marlatt, 1985). Students will be asked to estimate 
293 
the total number of standard drinks they consumed on each day during a typical week in the past 
294 
month. The DDQ is frequently used to assess alcohol consumption patterns among college students and 
295 
is correlated with self-monitoring and retrospective drinking measures (Kivlahan, Marlatt, Fromme, 
296 
Coppel, & Williams, 1990). A separate item will be included to assess binge drinking. Students were 
297 
asked to report how many times they had drunk 4 or more (if female) or 5 or more (if male) standard 
298 
drinks in one occasion during the past month (Wechsler et al., 1995). This measure will be used as a 
299 
secondary intervention outcome variable. 
300 
Brief Young Adult Alcohol Consequences Questionnaire (B-YAACQ; Kahler, Strong, & Read, 2005). The 
301 
BYAACQ is a 24-item self-report measure that assesses whether or not participants have experienced 
302 
items on a list of potential alcohol-related problems. Participants indicate whether or not they have 
303 

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10 
experienced each alcohol-related problem by circling yes or no for each item. The items are then 
304 
summed for a total score. The BYAACQ has demonstrated high internal consistency with college 
305 
students (Kahler et al., 2005) as well as good reliability and validity (Kahler et al., 2008). This measure 
306 
will be used as a secondary intervention outcome variable. 
307 
Norms. Participants will be asked to estimate the percentage of drinkers that report past 3-month 
308 
alcohol-impaired driving. This data will be used to compare normative estimates to actual data on 
309 
percentage of drinkers report AI driving in the personalized feedback condition. 
310 
Drug Use Questionnaire. This measure is used to assess the frequency of past month illicit and 
311 
prescription drug use. This measure will be used as a secondary intervention outcome variable. 
312 
Income Questions. Participants will be asked questions pertaining to 1) parent’s annual household 
313 
income; 2) personal monthly income; 3) disposable income; 4) amount spent during the past month; 5) 
314 
Amount spent on alcohol during the past month; and 6) amount spent on drugs during the past month.  
315 
Time Allocation. The time allocation measure asks a number of questions about typical activities and 
316 
asks the respondent to record how many hours they typically spend engaged in each activity. We will 
317 
collect information on time spent in 16 different activity categories common to college students and 
318 
pertinent to the goals of the intervention (e.g., drinking/using drugs, studying, extracurricular activities, 
319 
class, community activities, exercise/sports; Murphy et al., 2006). Consistent with procedures from our 
320 
previous trials, in order to minimize recall burden, activity data will only be collected for the week 
321 
preceding the assessment. To enhance recall for specific activities, participants will be asked to bring 
322 
their day planner or smart-phone to the assessment and are provided with weather reports and news 
323 
events from each day during the past month. We will evaluate whether or not the SFAS resulted in 
324 
decreased time using alcohol or drugs, and increased time spent in substance-free activity categories, 
325 
and whether change in time use mediated any main effects on drinking and alcohol problems. The M-
326 
TLFB assessment will be used to provide personalized drinking feedback in the BMI, and feedback on 
327 
time allocation to substance use and to several categories of substance-free activities (e.g., 
328 
studying/academics, campus/community activities, volunteering, exercise) in the SFAS. This measure is 
329 
used to help create the feedback, which provides a visual overview of a person’s typical time allocation.  
330 
Depression, Anxiety and Stress Scale (DASS-21). The DASS-21 is a self-report instrument that consists of 
331 
three, 7-item subscales: stress, anxiety, and depression. Participants indicate on a 4-point scale how 
332 
much each item has applied to them over the past week. Sample items include, “I found it hard to wind 
333 
down,” “I was aware of dryness in my mouth,” and “I couldn’t seem to experience any positive feeling at 
334 
all.” This measure will be used as an exploratory moderator. Previous research evaluating the SFAS 
335 
demonstrated that depression is an important moderator of treatment outcome (Murphy et al., 2012); 
336 
therefore, for the sake of relevance and brevity, the current study will only include the depression 
337 
subscale. 
338 
Delayed Discounting (DD). We will measure DD using a modified version of the Monetary Choice 
339 
Questionnaire (MCQ; Kirby et al., 1999). The modified MCQ is an 8-item measure of delayed reward 
340 
discounting with choices between two hypothetical amounts of money. Delay discounting will be 
341 
calculated using the approach described by Kirby et al. Hypothetical money choices provide a reliable 
342 
and valid estimate of discounting rates. This measure will be used as an exploratory moderator. 
343 

Revised 6-2016 
 
11 
Alcohol Purchase Task (APT; Murphy et al., 2006) measure of alcohol reinforcing efficacy. The APT is a 
344 
simulation measure that assesses self-reported alcohol consumption and financial expenditure across a 
345 
range of drink prices. Participants report the number of standard drinking they would consume in a 
346 
hypothetical drinking scenario across 17 price increments ranging from zero (free) to $20 per drink. 
347 
Demand curves are estimated by fitting each participant’s reported consumption across the range of 
348 
prices to Hursh and Silberburg’s demand curve equation: ln Q = ln Q0 + k (e-αQ0C -1), where Q is 
349 
demand, Q0 is the level of demand that occurs when cost, C, approaches zero, k specifies the range of 
350 
Q, and α is a measure of demand curve elasticity. Several reinforcing efficacy (RE) measures are 
351 
generated from the demand curve: 1) intensity of demand (alcohol consumption at the lowest price), 2) 
352 
Omax (maximum financial expenditure on alcohol); and 3) elasticity of demand (sensitivity of alcohol 
353 
consumption to increases in cost). These RE indices are reliable, correlated with alcohol consumption 
354 
and problems, predictive of treatment response, and function as dynamic markers of intervention 
355 
response. This measure will be used as an exploratory moderator. 
356 
Consideration of Future Consequences Scale (CFCS; Strathman et al., 1994). The CFCS is a measure of 
357 
the extent to which an individual values immediate versus future rewards. The CFC consists of 12 
358 
statements weighing the present and the future; specifically, identifying whether or not the respondent 
359 
is more concerned with immediate outcomes as opposed to future outcomes. Participants will report 
360 
how much each statement represents them on a scale from 1 to 5 (1=extremely uncharacteristic to 5= 
361 
extremely characteristic). Several of the items are reverse coded to protect against random response. 
362 
The items are added up, with higher scores indicating greater consideration of future consequences.  
363 
Reward Probability Index (RPI). The RPI is a self-report measure of an individual’s access to reward and 
364 
ability to experience reward. It is a 20-item measure that consists of two subscales: Reward Probability 
365 
and Environmental Suppressors. Scores on the RPI reflect overall reward experience with higher scores 
366 
indicating a higher degree of experienced reward and lower scores indicating relative reward 
367 
deprivation. Environmental suppressors are obstacles in experiencing or engaging in rewarding activities 
368 
or opportunities. The 20 statements in the RPI are rated on a scale from 1 (strongly disagree) to 4 
369 
(strongly agree). Because behavioral economic theory proposes that it is the reward experienced from 
370 
alternative, substance-free activities, and not necessarily the capacity for or ability to experience reward 
371 
itself that influences level of substance use, the current study will only use the environmental 
372 
suppressors subscale.  
373 
Protective Behavioral Strategies Scale (PBSS). The PBSS is a 19-item measure that assesses the frequency 
374 
of engagement in protective or cognitive behavioral strategies specific to reducing alcohol consumption 
375 
or to drinking in a manner that reduces negative consequences. Respondents mark the frequency in 
376 
which they engage in each protective strategy on a scale from 0 to 5 (0=Never; 5=Always). The PBSS will 
377 
be incorporated in the feedback for the mBMI condition. 
378 
Short Self-Regulation Questionnaire (SSRQ). Behavior regulation and impulsivity will be measured using 
379 
the SSRQ-31. This measure consists of 31 statements related to self-regulation, such as “I feel bad when 
380 
I don’t meet my goals” and “I enjoy a routine and like things to stay the same”. These are scored 
381 
between 1 and 5 (1= strongly disagree and 5= strongly agree) and are added up to create a total self-
382 
regulation score. The SSRQ does not have any subscales; factor analysis showed that all items load 
383 
heavily onto one factor (Carey, Neal, & Collins, 2004). 
384 
Other academic and student engagement measures. Participants will report any school or community 
385 
activities that they have been involved with in the past or would like to participate in during college 
386 

Revised 6-2016 
 
12 
(Kuh, 2001). They will also indicate from a list of 26 activities those which they would have liked to 
387 
engage in more in the past month. This information will be used to prepare a personalized list of campus 
388 
activities that are consistent with the student’s interests and at follow-up to evaluate whether or not the 
389 
SFAS resulted in increased participation in extracurricular activities relative to the control conditions. We 
390 
will also obtain registrar reports of student GPAs. 
391 
 
392 
Session Ratings. Participants will rate the intervention and booster sessions on various scales, including 
393 
usefulness, interest, relevance and effectiveness, and will provide free-response feedback on the 
394 
sessions. The session ratings survey is 15 items and is a mix of 10-point scale items and free-response 
395 
text items.  
396 
 
397 
 
398 
4. Secondary Analysis of Existing Data (See Initial Review Guidelines Section 4) 
399 
 
400 
N/A 
401 
 
402 
5. Investigator(s) Qualifications (See Initial Review Guidelines Section 5) 
403 
Dr. Murphy has published extensively on college student substance use and associated risk factors (e.g., 
404 
Murphy, Dennhardt, Skidmore, Martens, & McDevitt-Murphy, 2010; Skidmore & Murphy, 2011; 
405 
Murphy, et al., 2012; Murphy, Barnett, & Correia, 2012; Murphy, et al., 2013).  Further, he currently 
406 
holds an R01 NIAAA-funded grant (R01AA020829) examining the efficacy of a brief motivational 
407 
interview intervention targeting college student substance use. Recruitment for that study is largely 
408 
through the University of Memphis Sona System. Dr. Murphy also served as a co-investigator on a study 
409 
approved throught the IRB (081511-818) which examined similar constructs to the proposal submitted 
410 
here.   
411 
Kathryn Soltis, M.S., has also published on college student substance misuse and related 
412 
variables (Soltis, McDevitt-Murphy, & Murphy, 2017; Acuff, Soltis, Dennhardt, Borsari, & Murphy, 2017; 
413 
Voss, Soltis, Dennhardt, Martens, & Murphy, 2018; Soltis et al., 2018; Acuff, Soltis, Dennhardt, Berlin, & 
414 
Murphy, 2018; Teeters, Soltis, & Murphy, in press). Ms. Soltis worked on Dr. Murphy’s R01 described 
415 
above as both a research assistant and clinical interventionist and, therefore, has substantial experience 
416 
with young adult and college student heavy drinkers. Further, Ms. Soltis was recently awarded an F31 
417 
NIAAA training grant to help her conduct the currently proposed study, which will be used to complete 
418 
her dissertation for the clinical psychology doctoral program at the University of Memphis. 
419 
 
420 
Andrew Voss and Cecilia Olin have also had experience in working with college student young adults 
421 
related to substance misuse, and have published on this topic in peer-reviewed journals (Voss, Soltis, 
422 
Dennhardt, Martens, & Murphy, 2018; Acuff, Voss, Dennhardt, Borsari, Martens, & Murphy, in press; 
423 
Montes, Olin, Teachman, Baldwin, & Lindgren, 2018; Ramirez, Olin, & Lindgren, 2017). Mr. Voss and Ms. 
424 
Olin have been trained by Dr. Murphy and Ms. Soltis as clinical interventionists and have demonstrated 
425 
foundational competency in motivational interviewing and effectively delivering the text-message 
426 
interventions outlined above. 
427 
 
428 
6. Human Subjects (See Initial Review Guidelines Section 6)  
429 
a. Characteristics. Participants will be U of M students, ages 18-25.  Participants will be of varied age, 
430 
ethnicity, and gender.    
431 
 
432 

Revised 6-2016 
 
13 
b. Vulnerable Populations. Participants will be U of M students, ages 18-25.    
 
433 
 
434 
c. Pre-existing relationship to subject pool. To our knowledge there is no pre-existing relationship 
435 
between the researcher and the subject pool.  
436 
 
437 
d. Subject Selection. Participants will be U of M students, ages 18-25. To obtain a broadly representative 
438 
sample, participants will be of varied age, ethnicity, and gender.  
439 
 
440 
e. Anticipated Number of Subjects. We anticipate recruiting 1000 participants for stage 1, and 100 
441 
participants for stage 2. Based on prior SONA System screening data on alcohol use among University of 
442 
Memphis undergraduate students, we anticipate that recruitment in this range is feasible.  
443 
 
444 
7. Recruitment (See Initial Review Guidelines Section 7) 
445 
Participants will be first, second, and third year undergraduate students recruited from the University of 
446 
Memphis and other local colleges/universities via the psychology department SONA system, classroom 
447 
screeners, campus wide emails, and flyers. Students will be invited to complete a brief screener 
448 
(N=1000) that includes demographic questions and questions on past-month heavy drinking.  They will 
449 
receive course credit in exchange for completing the screening survey. 
450 
 
Eligibility Criteria 
451 
• 
Inclusion Criteria 
452 
o Age 18-25 
453 
o Ability to speak, read, and write in English 
454 
o 2 or more heavy drinking episodes (5+/4+ drinks in one sitting for 
455 
males/females) in the past month 
456 
o Full time students  
457 
o Employed < 30 hours per week 
458 
o Reports access to a cell phone/smartphone and willingness to read study 
459 
materials and exchange texts post-intervention with study personnel  
460 
o Reports a valid email address 
461 
• 
Exclusion Criteria 
462 
o Currently in treatment for substance use or abuse 
463 
 
464 
We are restricting our sample to students who are not employed full time because the SFAS focuses on 
465 
increasing engagement in campus and community activities, and those students who are employed full 
466 
time may not have time to do that.  Similarly, we are restricting our sample to college students age 18 to 
467 
25 because they are most likely to benefit from the focus on increasing engagement in constructive 
468 
aspects of the campus and community, and we want to focus our intervention efforts on this high risk 
469 
young adult population. 
470 
 
471 
8. Subject Payment (See Initial Review Guidelines Section 8) 
472 
For completing the baseline assessment and brief 3-item survey immediately following the mobile SFAS 
473 
or mobile Nutrition Education assessment, participants will be awarded either 1 hour of credit through 
474 
the SONA System, or paid $25 for their participation. 
475 
For completing the 3-month follow-up, participants will be awarded 1 credit hour through the SONA 
476 
System, or paid $20 for their participation. 
477 

Revised 6-2016 
 
14 
 
478 
Participants may earn $10, or 0.5 SONA credit, for completing at least 3 booster contact surveys. 
479 
 
480 
Participants may earn $10, or 0.5 SONA credit,  for completing the post-intervention assessment survey.  
481 
 
482 
Participants have the opportunity to earn up to $65 total, or 3 SONA credits, for their participation. 
483 
 
484 
9. Potential Risks (See Initial Review Guidelines Section 9) 
485 
The risks in this study include subject discomfort (e.g., psychological discomfort due to discussing 
486 
personal and/or sensitive information related to participant substance use or substance-related 
487 
problems) and risk of breach of confidentiality.  The likelihood of experiencing subjective discomfort 
488 
from completing the present assessment batteries is low. The questions used in this study are standard 
489 
research instruments that have been used without observed discomfort in numerous studies with 
490 
similar populations.  Some participants may find the personalized feedback or alcohol education about 
491 
the risks associated with drinking uncomfortable. The risk of breach of confidentiality is also judged to 
492 
be low based on the safeguarding procedures in place, including removing identifiers from data, storing 
493 
identifiers and data in separate locked file cabinets, password-protecting all data files, and limiting 
494 
access to project data to project personnel.  Only the study administrator and study research assistants 
495 
will have access to any identifying information. Any identifying information will be destroyed after 
496 
completion of last follow-up or if the participant does not complete the last follow up, within six-months 
497 
of study enrollment. We will encourage participants to password protect their cell phones or personal 
498 
computers to ensure confidentiality of the text information and links sent. Babelnet, the encrypted 
499 
messaging app described above, will provide an extra layer of security as it requires a separate password 
500 
and heavily encrypts all sent messages. Participants’ userIDs for Babelnet will not include any identifiers 
501 
and will be similar to their study ID number. This is due to preset userID requirements on Babelnet.  
502 
 
503 
Planned procedures for protecting against risk.   For the possibility of subjective discomfort from 
504 
answering questions, any distress will be minimized by assurances that participants can refuse to 
505 
answer any particular question that they do not feel comfortable addressing and may withdraw at any 
506 
time without penalty.  Participants will also be advised to talk to a research assistant following the 
507 
assessment batteries should any psychological distress persist, and referrals will be provided 
508 
accordingly. The risk of breach of confidentiality will be handled by numerically coding all data, by 
509 
separating all identifying information from study data, and by ensuring that all data is collected via 
510 
secure web server. No participant names or identifying information will be used in presenting data in 
511 
lectures, presentations, or publications.  All feedback and text messages will be framed in a manner 
512 
that is as objective and nonjudgmental as possible, consistent with MI theory and the empirical 
513 
literature on effective brief intervention approaches.  
514 
 
515 
Plans for ensuring necessary professional intervention in the event of an adverse event.  All 
516 
participants will receive information about free hotlines, websites, and campus and Memphis area 
517 
options for receiving alcohol-related information and treatment.  Participants who express concern 
518 
about their substance use will be provided with referrals to appropriate university and community 
519 
resources for addressing these issues.  If any participant reports suicidal ideation, the study 
520 
administrator (who will all be graduate-level students) will immediately notify Dr. Murphy, who is a 
521 
licensed clinical psychologist.  The study administrator will immediately attempt to reach the 
522 
participant via phone and Dr. Murphy will subsequently conduct a thorough suicide risk assessment.  If 
523 
necessary, Dr. Murphy will arrange for the participant to be transported to an emergency room or the 
524 

Revised 6-2016 
 
15 
Psychological Services Center for further crisis intervention services.   All participants will be informed 
525 
that they can contact Dr. Murphy if they would like more information on obtaining substance abuse 
526 
services. Dr. Murphy has over 15 years of clinical and research experience with college student 
527 
substance abusers and is well prepared to address any clinical concerns that may arise in the context of 
528 
this research.   
529 
 
530 
10. Potential Benefits (See Initial Review Guidelines Section 10) 
531 
No direct benefits of participation can be guaranteed to participants.  Participants may derive 
532 
satisfaction from contributing to the success of the research and its scientific contributions.  
533 
Participants in the randomized trial may benefit from increased knowledge about methods for reducing 
534 
alcohol or drug use.  There is relatively strong empirical support for the efficacy of brief motivational 
535 
interventions like the ones we are testing (Larimer et al., 2004/2005).  
536 
Importance of knowledge to be gained.   College student alcohol abuse is a substantial public health 
537 
problem that demands attention from researchers. The proposed project will provide a comprehensive 
538 
test of a promising method for improving the efficacy of brief alcohol interventions.  This study will also 
539 
be the largest prospective analysis on the role of behavioral economic variables in the progression of 
540 
young adult drinking.  The finding will assist clinicians in predicting poor treatment response and 
541 
increasing patterns of drinking over time as well as increase the effectiveness of substance abuse 
542 
interventions in general and basic knowledge of how risky drinking patterns develop and remit in 
543 
young adulthood. 
544 
 
545 
11. Assessment (See Initial Review Guidelines Section 11) 
546 
Given the minimal risks to participants, the procedures we have in place to protect against those risks, 
547 
their effectiveness for doing so in past research, and the anticipated benefits of the study, we judge the 
548 
risk-benefit ratio to be acceptable for this research.  The results of this study will provide important 
549 
information on the risk factors and needed intervention/prevention efforts among young adults 
550 
engaging in risky drinking behavior.  
551 
 
552 
12. Privacy (See Initial Review Guidelines Section 12) 
553 
For study recruitment, participants identified through online screening will be contacted if they meet 
554 
eligibility criteria. Identifying information of enrolled participants will be kept confidential, no identifying 
555 
information will be shared with unauthorized personnel. Identifying information of screened 
556 
participants who do not enroll in the study will be shredded and not retained. In response to study 
557 
flyers, interested participants from the community will contact the study team and be screened over the 
558 
phone. If participant meets eligibility criteria and are willing to participate, they will enroll in the study. 
559 
Identifying information of enrolled participants will be kept confidential, no identifying information will 
560 
be shared with unauthorized individuals. Identifying information of screened participants who do not 
561 
enroll in the study will be shredded and not retained. Participants’ data will be assigned a study 
562 
identification number, which will be used to identify all study records. Participants’ names will not be 
563 
associated with any subsequent publication or representation of the data. Risk of disclosure of sensitive 
564 
information will be minimized by removing personal identifying information from the files, and by using 
565 
the data only to develop statistical tables for group data in which no individual can be identified. All 
566 

Revised 6-2016 
 
16 
records will be kept in a locked cabinet or on a password-protected computer in a secure and locked 
567 
room/office. 
568 
 
569 
 All personnel working on the research study will have CITI training and are graduate-level clinical 
570 
psychology students or faculty members. The study will take place in the HABIT laboratory in the 
571 
Psychology Building at the University of Memphis. Participants will be asked to complete assessment 
572 
batteries on three separate occasions and will be informed that they may decline any questions or tasks 
573 
they wish not to answer or complete. 
574 
 
575 
13. Confidentiality (See Initial Review Guidelines Section 13) 
576 
Participants’ data will be assigned a number, which will be used to identify all study records. 
577 
Participants’ names will not be associated with any subsequent publication or representation of the 
578 
data. Risk of disclosure of sensitive information will be minimized by removing personal identifying 
579 
information from the files, and by using the data only to develop statistical tables for group data in 
580 
which no individual can be identified. The web-based surveys used in the present study are password 
581 
protected and do not ask for or record any identifying information.  All data collected from these 
582 
surveys are identified by ID numbers rather than names.   
583 
All data will be received stripped of personal identifiers. Measures will be identified with a study ID 
584 
number not based on a personal identifier. A cross-index of names and ID numbers will be stored in a 
585 
separate locked location from all data and destroyed at the completion of the study.  Additional 
586 
precautions include: (1) data will be entered in coded form, (2) data will be stored in computer files 
587 
protected from unauthorized access by passwords, (3) information that might potentially allow an 
588 
individual participant to be identified will not be allowed in any publications or reports sent to 
589 
individuals outside the study, and (4) all employees who are to handle data will be trained in 
590 
confidentiality policies and procedures.  Raw data that is stripped of any identifiers will be retained and 
591 
made available to NIH per their data sharing policies. 
592 
As mentioned above, all text exchanges will take place through the encrypted messaging app, Babelnet. 
593 
Babelnet IDs will not include identifying information and will be linked to data by study ID numbers. 
594 
Messages sent through Babelnet are heavily encrypted by the app. Study personnel will record (via 
595 
screenshot or copy-and-paste) the text conversations to facilitate later communication and for 
596 
supervisory and intervention fidelity purposes. These recordings will be saved on a secure server in a 
597 
password protected shared drive that is accessible only to study personnel. 
598 
We will also apply for a National Institutes of Health Certificate of Confidentiality, which protects the 
599 
investigators on this study from being forced to tell people that are not connected with this study about 
600 
participants’ participation in the study, even under a subpoena. 
601 
The limits to confidentiality are outlined in the informed consent agreement and will be described by 
602 
the research assistant during the consent process. Specifically, the consent forms state: 
603 
By law, there are a few limits to confidentiality. These limits were developed in 
604 
part to insure the safety of research participants. The researchers are required 
605 
by law to take some action if there is suspicion that you may harm yourself or 
606 
somebody else or there is suspicion that a child may be in danger. If any of these 
607 
situations should occur, we would attempt to contact you prior to taking any 
608 
action
609 

Revised 6-2016 
 
17 
 
610 
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611 
 
612 
Anderson, M. (2015). Technology Device Ownership: 2015. Pew Research Center Internet, Science & 
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Murphy, J. G., Duchnick, J. J., Vuchinich, R. E, Davison, J. W., Karg, R., Olson, A. M., Smith, A. F., &  Coffey, 
687 
T. T.  (2001). Relative efficacy of a brief motivational intervention for college student drinkers.  
688 
Psychology of Addictive Behaviors, 15, 373-379. 
689 
 Murphy, J. G., Skidmore, J. R., Dennhardt, A. A., Martens, M. P., Borsari, B., Barnett, N. P., & Colby, S. M. 
690 
(2012b). A behavioral economic supplement to brief motivational interventions for college 
691 
drinking. Addiction research & theory, 20(6), 456-465. 
692 
Murphy, J. G., Yurasek, A. M., Dennhardt, A. A., Skidmore, J. R., McDevitt-Murphy, M. E., MacKillop, J., & 
693 
Martens, M. P. (2013). Symptoms of depression and PTSD are associated with elevated alcohol 
694 
demand. Drug and alcohol dependence, 127(1), 129-136. 
695 
Neal, D. J., & Carey, K. B. (2004). Developing discrepancy within self-regulation theory: Use of 
696 
personalized normative feedback and personal strivings with heavy-drinking college 
697 
students. Addictive behaviors, 29(2), 281-297. 
698 
Petry, N. M., Martin, B., Cooney, J. L., & Kranzler, H. R. (2000).  Give them prizes and they will come: 
699 
Contingency management for treatment of alcohol dependence. Journal of Consulting and 
700 
Clinical Psychology, 68, 250 - 257. 
701 
Skidmore, J. R., & Murphy, J. G. (2011). The effect of drink price and next-day responsibilities on college 
702 
student drinking: A behavioral economic analysis. Psychology of addictive behaviors, 25(1), 57. 
703 

Revised 6-2016 
 
19 
Strathman, A., Gleicher, F., Boninger, D. S., & Edwards, C. S. (1994). The consideration of future 
704 
consequences: weighing immediate and distant outcomes of behavior. Journal of personality 
705 
and social psychology, 66(4), 742. 
706 
Wechsler, H., Dowdall, G. W., Davenport, A., & Castillo, S. (1995). Correlates of college student binge 
707 
drinking. American journal of public health, 85(7), 921-926. 
708 
 
709 
14. Collaboration, Engagement & Sponsor Relationships 
710 
(See Initial Review Guidelines Section 14) 
711 
 
712 
N/A
713 
 
714 
15. Sponsor Proposal (See Initial Review Guidelines Section 15) 
715 
 
716 
N/A 
717 
 
718 
16. Informed Consent (See Initial Review Guidelines Section 16) 
 
CONSENT FORM: Screening  
Note: Only students over the age of 18 should complete this screening form. 
1. 
Purpose of the Project 
 
You are being asked to take part in a University of Memphis research project.  This 
project will entail completing questions related to health and lifestyle behaviors including 
alcohol use.  The overall goal of the project is to evaluate the effectiveness of text-message based 
healthy lifestyle intervention.  
 
2. 
Explanation of Procedures 
 
We are asking you to complete questions related to health and lifestyle behaviors 
including alcohol use and driving behavior. We will retain the contact information you provide 
and may contact you at a later time. This is part of a research study being conducted at the 
University of Memphis HABIT lab. Some participants will be contacted and invited to 
participate in an additional paid phase of this research which would entail completing two 
surveys, receiving information about alcohol and about college/life goals, and having a 
discussion with a research assistant via instant messaging/text messaging. We are asking you 
about some activities (e.g., alcohol use) that are sensitive and in some cases illegal. However, we 
have obtained a federal Certificate of Confidentiality that ensures that any information you report 
will be kept confidential and not released to anyone. 
 
3. 
Risks or Discomforts  

Revised 6-2016 
 
Page 20 of 50 
 
 
The risk to you in this study would be due to loss of confidentiality due to the sensitive 
information you provide to us.  However, we will make every effort to ensure your privacy and 
protect the information that you give us. 
4. 
Benefits 
 
There are no clear benefits to participating in this study.  You may find it helpful to report 
on your health-related behaviors.  
5. 
Confidentiality 
 
If you decide to take part in this research study, as part of the research, you will be asked 
to give us information about various health behaviors. We have obtained a Certificate of 
Confidentiality (CoC) from the National Institutes of Health (NIH). The CoC has been issued to 
protect the investigators on this study from being forced to tell people that are not connected with 
this study about your participation in this study, even under a subpoena. The protection offered 
by the CoC does not stop us from voluntarily reporting information about suspected or known 
sexual, physical, or other abuse of a child or older person, threats of violence to self or others, or 
threats to destroy property. If any member of the research team is given such information, he or 
she will make a report to the appropriate authorities. 
Even when a CoC is in place, you and your family members must still continue to 
actively protect your own privacy. If you voluntarily give your written consent for an insurer, 
employer, or lawyer to receive information about your participation in the research, then we may 
not use the CoC to withhold this information.  The research record will include documents that 
contain private information about your health and other behaviors. 
All data will be obtained specifically only for research purposes. All data will be kept 
confidential and not directly linked to any individual participant. Contact and identifying 
information will be collected for booster and follow-up purposes, but will be kept separate from 
the actual data. This information will be destroyed after completion of last follow-up or if the 
participant does not complete the last follow up, within six-months of study enrollment. All self-
report data will be collected on-line with every effort made to have participants complete all 
measures on secure web servers. 
6. 
Decision to participate and right to quit at any time 
 
Participation is voluntary and you may quit at any time.  A decision to quit the study will 
not affect your education at your current university in any way. You also may skip or not answer 
any question(s) you do not want to answer.  
 
Questions about the study should be directed to the Principal Investigator, Dr. Murphy, at 
(901) 678-2630. For questions regarding your rights as a research participant contact the IRB 
Administrator at 678-2705. It is important for you to understand that the University of Memphis 

Revised 6-2016 
 
Page 21 of 50 
 
does not have funds set aside to pay for the cost of any care or treatment that might be necessary 
because you get hurt or sick while taking part in this study. Also, the University of Memphis will 
not pay for any wages you may lose if you are harmed by this study. 
CONSENT TO PARTICIPATE 
I HAVE READ THE CONSENT FORM AND FULLY UNDERSTAND IT.  ALL MY 
QUESTIONS HAVE BEEN ANSWERED.  I AGREE TO TAKE PART IN THE STUDY, AND 
I WILL RECEIVE A COPY OF THIS COMPLETED FORM.  
Please check this box to indicate that you have read and understand all information presented in 
this consent form.  ☐ 
 
 
  
 
 
 
 
 
 
 
Name (Print) of Participant 
 
 
 
 
 
 
 
 
 
 
 
  
 
 
 
 
 
 
 
 
 
 
E-Signature of Participant 
 
 
 
 
 
Date 
 
 
 
Screening Measures 
1. Gender: 
a. Male 
b. Female 
2. What is your birthday? ______________ 
3. Although the categories listed below may not represent your full identity or use the 
language you prefer, for the purpose of the survey, please indicate which group below 
most accurately describes your racial identification? (Check all that apply) 
a. Native American/American Indian/Alaska Native/Indigenous 
b. Asian 
c. Black 
d. Latin/Hispanic (Non-white) 
e. Middle Eastern/North African (Non-white) 
f. Pacific Islander/Native Hawaiian 
g. Multiracial (please specify): ____________ 
h. Not listed (please specify): ____________ 
4. In the past month, on how many days did you smoke 1 or more cigarettes? 
a. 0 days 
b. 1-3 days per week 
c. Every day or almost everyday 
5. In the past month, on how many days did you consume alcohol? 

Revised 6-2016 
 
Page 22 of 50 
 
a. 0 days 
b. 1 day 
c. 2-3 days 
d. 4 or more days 
6. Have you ever been entered into, or are you currently in, treatment for alcohol misuse 
or abuse? 
a. Yes  
b. No 
7. Are you a fluent English speaker/reader/writer? 
a. Yes 
b. No 
CONSENT FORM: Phase 2 
Balanced Lifestyles for Undergraduate Excellence – Mobile (BLUEM) 
 
1. 
Purpose of the Project 
 
You are being asked to take part in a University of Memphis research project.  The project 
is designed to evaluate the effects of two different sets of text-message based information messages 
intended to help you maintain a healthy lifestyle.  
 
2. 
Explanation of Procedures 
 
You will be asked to complete several questionnaires related to your alcohol use and things 
that happen when you drink and your attitudes regarding drinking and other activities. We are 
asking you about some activities that are sensitive and in some cases illegal. However, we have 
obtained a federal Certificate of Confidentiality that ensures that any information you report will 
be kept confidential and not released to anyone (limits of confidentiality are discussed below). 
 
Completing the questionnaires should take approximately 30 minutes. Then, you will be 
randomly assigned to one of two conditions: a mobile-based brief intervention or mobile-based 
alcohol and nutrition education. Using the mobile app Babelnet, participants will remotely 
complete the mobile-based brief intervention or alcohol education with a trained clinician 
immediately following the initial assessment.  
 
Participants will complete a second session within the same week after the initial session, 
followed by a brief feedback survey of the initial 2 sessions. Participants will then complete booster 
text message sessions (~20 minutes each) that will take place once a week for 4 weeks after the 
second session. Following the boosters, participants will complete a brief post-intervention survey. 
Three months after the post-intervention survey, participants will complete a web-based follow-
up self-report assessment battery. The assessment session will last approximately 30 minutes.  
 
For completing the first two sessions, participants will be awarded either 1 hour of credit 
for participation, which the researcher will grant through the SONA System, or $25. Participants 
will be awarded $10, or 0.5 SONA credit, for completing at least 3 boosters and $10, or 0.5 SONA 
credit, for completing the post-intervention assessment survey. Finally, upon completion of the 3-
month follow-up assessment, participants will be thanked for their participation, debriefed, and 
awarded 1 credit hour through the SONA System, or paid $20 for their participation. This adds up 
to a total of $65, or 3 SONA credits, possible. After your 3-month follow-up assessment, you will 

Revised 6-2016 
 
Page 23 of 50 
 
be given the option to complete any of the intervention sessions that you did not complete as a part 
of the study or to complete a session for a second time. 
 
In order for this project to have scientific value, we need to know whether our intervention 
was helpful. Therefore, we will make every effort to contact participants for these follow-up 
interviews. As part of your participation in this project, we will ask your permission to contact 
another person who knows you well enough to know how to contact you over the next 4-6 months. 
We will not inform any individual about the nature of the research study or speak with them about 
any of the confidential material you have given us as a part of the study. 
 
Transcriptions will be made of the mobile-based text-message sessions for supervisory 
purposes, so that we can check to make sure the project procedures are being implemented as 
planned. In addition, we plan to study parts of the interventions that are related to changes in 
alcohol use. This information will help us further improve future interventions for college students. 
These transcriptions will be identified only by an identification number and will be stored 
separately from all other information. Any personal information provided during the session (e.g., 
names of friends, classes attended) will be purged from transcripts made of the sessions. In 
addition, any information on the transcriptions is protected by the Certificate of Confidentiality 
obtained for this study (see section 6). These transcripts will be destroyed following their use in 
this study.  
 
3. 
Risks or Discomforts  
 
The risk to you in this study would be due to loss of confidentiality due to the nature of the 
sensitive information you provide to us through email and text messages.  Though we will not be 
able to encrypt text messages, all messages will be sent from a secure mobile phone. The phones 
and email addresses we use will be password protected and kept in a secure locked room accessible 
only to research staff.  We will make every effort to ensure your privacy and protect the 
information that you give us. Additionally, you may experience some emotional discomfort in 
receiving information about your experiences with drinking. 
4. 
Benefits 
We cannot guarantee that you will receive any benefits from this study. A possible benefit 
is that you may learn more about your alcohol use and your activity patterns.   
 
5. 
Alternative Sources of Alcohol Information.   
If you choose not to participate in this study, we can provide you with information on other 
resources on alcohol and drug use.  
 
6. 
Confidentiality 
 
 
If you decide to take part in this research study, as part of the research, you will be asked 
to give us information about various health behaviors. We have obtained a Certificate of 
Confidentiality (CoC) from the National Institutes of Health (NIH). The CoC has been issued to 
protect the investigators on this study from being forced to tell people that are not connected with 
this study about your participation in this study, even under a subpoena. The protection offered by 
the CoC does not stop us from voluntarily reporting information about suspected or known sexual, 

Revised 6-2016 
 
Page 24 of 50 
 
physical, or other abuse of a child or older person, threats of violence to self or others, or threats 
to destroy property. If any member of the research team is given such information, he or she will 
make a report to the appropriate authorities. 
 
Even when a CoC is in place, you and your family members must still continue to actively 
protect your own privacy. If you voluntarily give your written consent for an insurer, employer, or 
lawyer to receive information about your participation in the research, then we may not use the 
CoC to withhold this information.  The research record will include documents that contain private 
information about your health and other behaviors. 
 
All data will be obtained specifically only for research purposes. All data will be kept 
confidential and not directly linked to any individual participant. Contact and identifying 
information will be collected for booster and follow-up purposes, but will be kept separate from 
the actual data. This information will be destroyed after completion of last follow-up or if the 
participant does not complete the last follow up, within six-months of study enrollment. All self-
report data will be collected online with every effort made to have participants complete all 
measures on a secure web-based server. Raw data that is stripped of any identifiers will be retained 
and made available to the NIH per their data sharing policies. 
 
Further, participants will be asked to download on to their smartphone or personal 
computer a secure messaging web app called Babelnet (https://www.babelnet.com/en/). Babelnet 
is free to download and use, and study personnel will assist participants in the download and use 
of the app. Participants will be assigned a userID and password. Because Babelnet does not store 
this information on their servers, study personnel will maintain this userID and password log in a 
password protected file on a password protected computer in a locked office only accessible to 
study personnel. Messages sent through Babelnet are heavily encrypted by the app to ensure 
maximum security and confidentiality. Study personnel will record (via screenshot or copy-and-
paste) text-message intervention conversations for supervisory purposes. These records will be 
destroyed following their use in the study. 
 
By law, there are a few limits to confidentiality. These limits were developed in part to 
insure the safety of research participants. The researchers are required by law to take some action 
if there is suspicion that you may harm somebody else or there is suspicion that a child may be in 
danger. If any of these situations should occur, we would attempt to contact you prior to taking 
any action. 
 
7. 
Decision to participate and right to quit at any time 
 
 
Participation is voluntary and you may quit at any time.  A decision to quit the study will 
not affect your relationship with the University of Memphis.  You also may skip or not answer any 
question(s) you do not want to answer. 
   
 
In certain circumstances (such as being a suicide risk), the study administrator will have 
the right to terminate your participation in the study. If termination was deemed appropriate, the 
study administrator would make every effort to contact you directly and provide you with 
information on mental health resources in the community.  

Revised 6-2016 
 
Page 25 of 50 
 
 
 
Questions about the study should be directed to the Principal Investigator, Dr. Murphy, at 
(901) 678-2630. For questions regarding your rights as a research participant contact the IRB 
Administrator at 678-2705. "It is important for you to understand that the University of Memphis 
does not have funds set aside to pay for the cost of any care or treatment that might be necessary 
because you get hurt or sick while taking part in this study. Also, the University of Memphis will 
not pay for any wages you may lose if you are harmed by this study. 
 
CONSENT TO PARTICIPATE 
I HAVE READ THE CONSENT FORM AND FULLY UNDERSTAND IT.  ALL MY 
QUESTIONS HAVE BEEN ANSWERED.  I AGREE TO TAKE PART IN THE STUDY, AND 
I WILL RECEIVE A COPY OF THIS COMPLETED FORM. 
 
Please check this box to indicate that you have read and understand all information presented in 
this consent form.  ☐ 
 
 
 
 
  
 
 
 
 
 
 
 
 
 
e-Signature of Participant (Participant Initials) 
 
Date (Timestamp in Qualtrics) 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

Revised 6-2016 
 
Page 26 of 50 
 
Appendix 
Telephone Script 
 
Hello, this is (name) from the University of Memphis Psychology Department. I am calling to 
invite you to participate in an additional component of the research project that you participated 
in on the SONA system in the last week or so.  Do you have a minute so that I can tell you a bit 
about this paid research study?   
 
If Yes: Great! First let me ask you a few questions just to make sure you’re eligible CHECK 
ELIGIBILITY  
 
1. Are you a full time student? 
(Need to be full time student) 
 
2.  Are you employed?  If so, how many hours a week do you work? 
(Needs to be < 30 hours) 
 
3. This next question is asking about standard drinks of alcohol. All information collected about you 
will remain confidential (including what you say over the phone with me right now will not be 
shared with anyone outside of this research study; We would actually get in trouble if any of your 
information is shared with anyone outside of this research study).  A standard drink is considered 
12 oz of beer, 5 oz of wine, or 1.5 ounces of hard liquor)  In the past month, on how many days 
did you drink 4/5 (women/men, respectively) standard drinks in one night or occasion? 
a. 0 days 
b. 1 day 
c. 2-3 days 
d. 4 or more days 
Needs to be 2 or more binges in past month 
4. Do you have access to a smartphone, laptop, or desktop computer? 
a. No 
b. Yes 
Needs to be Yes 
 
Great, looks like you are eligible to participate!  The next phase of this study will entail 
completing questionnaires and two sessions over the next week that will be either in person or 
over text message. Completing the questionnaires will take about 30 minutes.  
 
 Each of the two sessions that follow will take approximately 1 hour over text message.  The first 
session will include either an interview related to your lifestyle, your consumption of alcohol, and 
your perception of others’ alcohol consumption, or a discussion on alcohol and frequently asked 
questions about alcohol.  The second session will be either a discussion about your college and 
career goals, or a discussion on nutrition and frequently asked questions about nutrition.  

Revised 6-2016 
 
Page 27 of 50 
 
 
Following the second session, we’ll ask you to answer just a few questions about your experience 
with the first two sessions, and we would pay you $25.  If you’re enrolled in a psychology class 
we can give you up to an hour of extra credit. We’ll then briefly contact you via text-message 
once a week for 4 weeks as a follow-up to your initial sessions, and you’ll have an opportunity to 
earn $10, or 0.5 SONA credit, there if you complete at least 3 of these follow-up sessions 
(boosters). We would then ask you to complete a 15-20-minute survey at the end of those 4 
weeks, which you would receive $10, or 0.5 SONA credit, for completing. Finally, we’ll ask you to 
complete one last survey 4-months from now, which would take about 30 minutes, and we’d pay 
you $20, or assign 1 credit hour in the SONA system. So total, you can earn up to $65 or 3 SONA 
credits.  
 
All information collected about you will remain confidential. You are not obligated to participate, 
and you may choose to withdraw participation at any time.  If you decide to participate in this 
part the research project, we will schedule a convenient time for you to complete the survey and 
text-message sessions remotely within the next week.   
 
Are you interested in participating?   
 
Would you like to participate for extra credit or for the money?  
 
Would it be okay for us to call or text you the day before your appointment just to remind you 
and answer any last minute questions you might have?  Also, feel free to call or text us if you 
need to reschedule, or are running late!   
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

Revised 6-2016 
 
Page 28 of 50 
 
Baseline and Follow-up Measures 
 
Demographics 
 
1. Gender: 
1)  Male 
2)  Female  
 
 
 
 
 
2. Age:  ___ ___ years 
 
3.    What term(s) below best describes your race/ethnicity?  
{Choose all that apply} 
( ) White or Caucasian  
( ) Hispanic or Latino 
( ) Asian 
( ) Black or African American 
( ) American Indian or Alaska Native 
( ) Other: _______________________ 
 
4. Year in school as of the Fall 2012 semester: 
 
1)  Freshman 
 
3)  Junior 
2)  Sophomore 
 
4)  Senior 
5)  Graduate Student  
 
5.  Student status for current semester?   
 
      Full time student ____ part time student ____will not be enrolled in school____ 
 
 
 
Think of the above ladder as representing where people stand in the United States. At the top of the ladder 
are the people who are the best off - those who have the most money, the most education, and the most 

Revised 6-2016 
 
Page 29 of 50 
 
respected jobs. At the bottom are people who are the worst off - who have the least money, least education 
and the least respected jobs or no job. The higher up you are on this ladder, the closer you are to people at 
the very top; the lower you are, the closer you are to people at the very bottom. Where would you place 
yourself on this ladder?  Please, select the letter for the corresponding rung in which you think you stand at 
this time in your life, relative to other people in the United States. 
m A (11) 
m B (12) 
m C (13) 
m D (14) 
m E (15) 
m F (16) 
m G (17) 
m H (18) 
m I (19) 
m J (20) 
 
 
Health Behaviors 
 
6.  In the past month, on how many days did you smoke 1 or more cigarettes?   
 
a. 0 days 
 
b. 1-3 days per week  
 
c. every day or almost every day 
 
7. In the past month, on how many days did you consume fast food? (i.e. McDonalds, Taco Bell) 
 
a. 0 days 
 
b. 1-3 days per week 
 
c. every day or almost everyday  
 
8. (Question for Males Only) In the past month, on how many days did you have 5 or more drinks in a 
row  (Note: a drink is defined as12 oz. of beer, 4 oz. of wine, or 1.5 oz. of hard liquor)? 
 
a. 0 days 
 
b. 1 day 
 
c. 2-3 days 
 
d. 4 or more days 
 
9. (Question for Females Only) In the past month, on how many days did you have 4 or more drinks in a 
row? (Note: a drink is defined as12 oz. of beer, 4 oz. of wine, or 1.5 oz. of hard liquor)? 
 
a. 0 days 
 
b. 1 day 
 
c. 2-3 days 
 
d. 4 or more days 
 
10.  How many hours do you work (paid employment) in a typical week during the academic semester? 
_______ 
 
11. In the past month, on how many days did you use  illicit drugs? (include prescription drugs if used 
without a prescription) 

Revised 6-2016 
 
Page 30 of 50 
 
 
a. 0 days  
 
b.1 day 
 
b. 2-3days  
 
c. 4-7 days  
d.  8 or more days  
 
Motivation to Change 
Each rung of this ladder represents where a person might be in thinking about changing their alcohol 
consumption.   
CIRCLE THE NUMBER ON THE LADDER that best represents where you are now.  If you don’t drink 
alcohol at all, please enter “0” on the scale below. 
 
10 
 
Taking action to change (e.g., cutting down drinking) 
 
9 
 
 
 
8 
 
Starting to think about how to change my drinking patterns. 
 
7 
 
 
 
6 
 
 
 
5 
 
Think I should change my drinking, but not quite ready 
 
4 
 
 
 
3 
 
Think I need to consider changing my drinking someday. 
 
2 
 
 
 
1 
 
 
0 
 
No thought of changing my drinking 
 
 
 
 

Revised 6-2016 
 
Page 31 of 50 
 
Discrepancy Rating Form 
 
 
Substantially 
Less 
Moderately 
Less 
Slightly Less 
The 
Same 
Slightly 
More 
Moderately 
More 
Substantially 
More 
1 
How frequently do you drink 
compared to the average college 
student? 
 
 
1 
 
2 
 
3 
 
4 
 
5 
 
6 
 
7 
2 
How much do you drink on a typical 
occasion compared to the average 
college student? 
 
 
1 
 
2 
 
3 
 
4 
 
5 
 
6 
 
7 
3 
How much do you drink on the 
occasions you drink the most 
compared to the average college 
student? 
 
 
1 
 
2 
 
3 
 
4 
 
5 
 
6 
 
7 
4 
How often do you drink 5 or more 
drinks (for men) or 4 or more drinks 
(for women) compared to the 
average college student? 
 
 
1 
 
 
 
2 
 
3 
 
4 
 
5 
 
6 
 
7 
5 
How often do you experience 
problems due to your drinking, 
compared to the average college 
student? 
 
1 
 
2 
 
3 
 
4 
 
5 
 
6 
 
7 
 
 
 
Substantially 
Helping 
Moderately 
Helping 
Slightly 
Helping 
No Effect 
Slightly 
Interfering 
Moderately 
Interfering 
Substantially 
Interfering 
6 
How is your alcohol use affecting 
your relationships with friends? 
 
1 
2 
3 
4 
5 
6 
7 

Revised 6-2016 
 
Page 32 of 50 
 
7 
How is your alcohol use affecting 
your relationships with family 
members? 
 
 
1 
 
2 
 
3 
 
4 
 
5 
 
6 
 
7 
8 
How is your alcohol use affecting 
your school-work? 
 
 
1 
 
2 
 
3 
 
4 
 
5 
 
6 
 
7 
9 
How is your alcohol use affecting 
your health? 
 
 
1 
 
2 
 
3 
 
4 
 
5 
 
6 
 
7 
10 
How is your alcohol use affecting 
your appearance? 
 
1 
 
2 
 
3 
 
4 
 
5 
 
6 
 
7 
 
Daily Drinking Questionnaire (DDQ) 
In a typical week during the past month. 
Number of drinks usually consumed on: 
Sunday  
_____ 
Monday  
_____ 
Tuesday 
_____ 
Wednesday  
_____ 
Thursday 
_____ 
Friday  
_____ 
Saturday  
_____ 
 
Number of hours over which drinks usually consumed: 
Sunday  
_____ 
Monday  
_____ 
Tuesday 
_____ 
Wednesday  
_____ 
Thursday 
_____ 
Friday  
_____ 
Saturday  
_____ 
 
 

Revised 6-2016 
 
Page 33 of 50 
 
Past Month Binge Episodes 
What is your current weight? _____ 
What is your height (feet and inches)? _____ 
 
(males only) IN THE PAST MONTH how many times have you had 5 or more standard drinks (in one 
occasion)? 
(males only) How many times IN THE PAST MONTH have you had 5 or more standard drinks in 2 hours or 
less? 
(males only) IN THE PAST MONTH how many times have you had 10 or more standard drinks (in one 
occasion)? 
(females only) IN THE PAST MONTH how many times have you had 4 or more standard drinks (in one 
occasion)? 
(females only) How many times IN THE PAST MONTH have you had 4 or more standard drinks in 2 hours 
or less? 
(females only) IN THE PAST MONTH how many times have you had 8 or more standard drinks (in one 
occasion)? 
 
Brief Young Adult Alcohol Consequences Questionnaire (B-YAACQ) 
Below is a list of things that sometimes happen to people either during, or after they have been 
drinking alcohol.  Next to each item below, please mark an “X” in either the YES or NO column to 
indicate whether that item describes something that has happened to you IN THE PAST MONTH. 
In the past month... 
NO 
YES 
1. 
While drinking, I have said or done embarrassing things. 
 
 
2. 
I have had a hangover (headache, sick stomach) the morning after I had been 
drinking. 
 
 
3. 
I have felt very sick to my stomach or thrown up after drinking. 
 
 

Revised 6-2016 
 
Page 34 of 50 
 
4. 
I often have ended up drinking on nights when I had planned not to drink. 
 
 
5. 
I have taken foolish risks when I have been drinking. 
 
 
6. 
I have passed out from drinking. 
 
 
7. 
I have found that I needed larger amounts of alcohol to feel any effect, or that I could 
no longer get high or drunk on the amount that used to get me high or drunk. 
 
 
8. 
When drinking, I have done impulsive things that I regretted later. 
 
 
9. 
I’ve not been able to remember large stretches of time while drinking heavily. 
 
 
10. 
I have driven a car when I knew I had too much to drink to drive safely. 
 
 
11. 
I have not gone to work or missed classes at school because of drinking, a hangover, 
or illness caused by drinking. 
 
 
12. 
My drinking has gotten me into sexual situations I later regretted. 
 
 
13. 
I have often found it difficult to limit how much I drink. 
 
 
14. 
I have become very rude, obnoxious or insulting after drinking. 
 
 
15. 
I have woken up in an unexpected place after heavy drinking. 
 
 
16. 
I have felt badly about myself because of my drinking. 
 
 
17. 
I have had less energy or felt tired because of my drinking. 
 
 
18. 
The quality of my work or schoolwork has suffered because of my drinking. 
 
 
19. 
I have spent too much time drinking. 
 
 

Revised 6-2016 
 
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20. 
I have neglected my obligations to family, work, or school because of drinking. 
 
 
21. 
My drinking has created problems between myself and my 
boyfriend/girlfriend/spouse, parents , or other near relatives. 
 
 
22. 
I have been overweight because of drinking. 
 
 
23. 
My physical appearance has been harmed by my drinking. 
24. 
I have felt like I needed a drink after I’d gotten up (that is, before breakfast). 
 
 
 
 
Alcohol-Impaired Driving Behavior 
How many times in the past 3 months have you driven within 2 hours of having: 
1 drink: 
2 drinks: 
3 drinks: 
4 drinks: 
5 drinks: 
6 drinks: 
7 drinks: 
8 drinks: 
9 drinks: 
10 or more drinks: 
 
How many times have you driving within 2 hours of using a combination of alcohol and any 
other substance? 
 
How dangerous do you believe it is to drive within 2 hours of drinking 1 drink? 
1. Not at all dangerous 
2. Somewhat dangerous 
3. Dangerous 
4. Very dangerous 
 
How dangerous do you believe it is to drive within 2 hours of drinking 3 drinks? 
1. Not at all dangerous 
2. Somewhat dangerous 
3. Dangerous 
4. Very dangerous 
 

Revised 6-2016 
 
Page 36 of 50 
 
How dangerous do you believe it is to drive within 2 hours of drinking 5 or more drinks? 
1. Not at all dangerous 
2. Somewhat dangerous 
3. Dangerous 
4. Very dangerous 
 
The following questions ask about your most recent alcohol-impaired driving episode: 
a. What time did you take the first sip of your drink? 
b. How many total standard drinks did you consume prior to driving? 
c. What were you drinking? 
d. What time did you take the last sip of your last drink? 
e. How much time passed from the last sip of your last drink until beginning to drive? 
 
Estimate the number of drinks you can consume and still drive safely within two hours of 
drinking: _____ 
Norms 
1. How often do you think the typical (male/female) college student drinks? 
a. Once a month or less 
b. 2-3 times a month 
c. 1-2 times a week 
d. 3-4 times a week 
e. Nearly everyday 
 
2. How much do you think the typical (male/female) college students drinks on a typical 
drinking night? 
a. 0-2 standard drinks 
b. 3-4 standard drinks 
c. 5-6 standard drinks 
d. 7-8 standard drinks 
e. More than 8 standard drinks 
 
Drug Use Questionnaire 
1. Number of days you used marijuana IN THE PAST MONTH _____ 
a. Did you use marijuana with alcohol?  
Yes 
 No 
2. Number of days you used cocaine IN THE PAST MONTH _____ 
a. Did you use cocaine with alcohol?   
Yes 
 No 

Revised 6-2016 
 
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3. Number of days you used a designer drug IN THE PAST MONTH _____ 
a. Did you use a designer drug with alcohol?  Yes 
 No 
4. Number of days you used hallucinogens IN THE PAST MONTH _____ 
a. Did you use a hallucinogen with alcohol?  
Yes 
 No 
5. Number of days you used heroin IN THE PAST MONTH _____ 
a. Did you use heroin with alcohol?  
 
Yes 
 No 
6. Number of days you used a sedative IN THE PAST MONTH _____ 
a. Did you use a sedative with alcohol?  
Yes 
 No 
7. Number of days you used a stimulant IN THE PAST MONTH _____ 
a. Did you use a stimulant with alcohol?  
Yes 
 No 
8. Number of days you used a painkiller IN THE PAST MONTH _____ 
a. Did you use a painkiller with alcohol?  
Yes 
 No 
 
Income Questions 
1. What is your best estimate of your parents’ or legal guardians’ yearly income? If your 
parents are divorced but both parents provide you with financial support include both 
incomes in the estimate. Also if a parent provides you with income and has remarried 
please include that step-parent’s income in the estimate. 
a. Less than $25,000/ year 
b. $25,000 - $50,000/ year 
c. $50,000 - $75,000/ year 
d. $75,000 - $100,000/ year 
e. $100,000 - $150,000/ year 
f. Greater than $150,000/ year 
g. I don’t receive any financial support from my parents 
 
2. What is your monthly income (money you earn from a job, not including gifts/ 
scholarships)? 
3. How much money did you have available to spend for non-essential items (e.g., clothing, 
music/video games, entertainment, alcohol, going to the movies, etc.) during the past 
month? 

Revised 6-2016 
 
Page 38 of 50 
 
4. How much money did you actually spend on non-essential items or activities during the 
past month? 
5. How much money did you spend on alcohol in the past month (this includes any alcohol 
that you purchased, regardless of whether or not you consumed the alcohol)? 
6. How much money did you spend on illicit drugs in the past month? (this includes any 
drugs that you purchased, regardless of whether or not you consumed them). Do not 
include money spent on drugs that you were prescribed or money spent on drugs that you 
then sold to others. 
 
 
 
 
 
 
 
DAS S- 21 – Depression Subscale   
Please read each statement and circle a number 0, 1, 2 or 3 that indicates how much the statement 
applied to you over the past week.  There are no right or wrong answers.  Do not spend too much time 
on any statement. 
The rating scale is as follows: 
0  Did not apply to me at all 
1  Applied to me to some degree, or some of the time 
2  Applied to me to a considerable degree, or a good part of time 
3  Applied to me very much, or most of the time 
1 
I couldn't seem to experience any positive feeling at all 
0      1      2      3 
2 
I found it difficult to work up the initiative to do things 
0      1      2      3 
3 
I felt that I had nothing to look forward to 
0      1      2      3 
4 
I felt down-hearted and blue 
0      1      2      3 
5 
I was unable to become enthusiastic about anything 
0      1      2      3 
6 
I felt I wasn't worth much as a person 
0      1      2      3 
7 
I felt that life was meaningless 
0      1      2      3 

Revised 6-2016 
 
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Monetary Choice Questionnaire (MCQ) 
Please select the amount you would prefer in the following questions. Please answer the questions 
quickly and honestly. 
If you were given the option, would you rather have: 
1. 
$50 today 
OR 
$100 in 1 year 
2. 
$70 today 
OR 
$100 in 1 month 
3. 
$100 in 6 months 
OR 
$10 today 
4. 
$80 today 
OR 
$100 in 6 months 
5. 
$100 in 1 month 
OR 
$40 today 
6. 
$100 in 2 weeks 
OR 
$30 today 
7. 
$100 in 1 month 
OR 
$99 today 
8. 
$100 in 1 month  
OR 
$80 today 
 
 
Alcohol Purchase Task (APT) 
In the questionnaire that follows we would like you to pretend to purchase and consume alcohol. 
Imagine that you and your friends are at a party on a Thursday night from 9:00 PM until 2:00 AM to see a 
band.  Imagine that you do not have any obligations the next day (i.e., no work or classes).  The following 
questions ask how many drinks you would purchase at various prices.  The available drinks are standard 
size domestic beers (12 oz.), wine (5 oz.), shots of hard liquor (1.5 oz.), or mixed drinks containing one 
shot of liquor.  Assume that you did not drink alcohol or use drugs before you went to the party, and that 
you will not drink or use drugs after leaving the party.  Also, assume that the alcohol you are about to 
purchase is for your consumption only during the party (you can’t sell or bring the drinks home).  Please 
respond to these questions honestly, as if you were actually in this situation. 
1. How many drinks would you have if they were free?___________ 
 
2. How many drinks would you have if they were $.25 each?________ 
 
3. How many drinks would you have if they were $.50 each?________ 
 
4. How many drinks would you have if they were $1.00 each?________ 
 
5. How many drinks would you have if they were $1.50 each?________ 

Revised 6-2016 
 
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6. How many drinks would you have if they were $2.00 each?________ 
 
7. How many drinks would you have if they were $2.50 each?________ 
 
8. How many drinks would you have if they were $3.00 each?________ 
 
9. How many drinks would you have if they were $3.50 each?________ 
 
10. How many drinks would you have if they were $4.00 each?________ 
 
11. How many drinks would you have if they were $4.50 each?________ 
 
12. How many drinks would you have if they were $5.00 each?________ 
 
13. How many drinks would you have if they were $5.50 each?________ 
 
14. How many drinks would you have if they were $6.00 each?________ 
 
15. How many drinks would you have if they were $7.00 each?________ 
 
16. How many drinks would you have if they were $8.00 each?________ 
 
17. How many drinks would you have if they were $9.00 each?________ 
 
18. How many drinks would you have if they were $10.00 each?________ 
 
19. How many drinks would you have if they were $15.00 each?________ 
 
20. How many drinks would you have if they were $20.00 each?________ 
 
 
 
 
 
 
 
 
 
 

Revised 6-2016 
 
Page 41 of 50 
 
CFC Scale  
 
For each of the statements below, please indicate whether or not the statement is characteristic of 
you.  If the statement is extremely uncharacteristic of you (not at all like you) please circle a “1” 
from the choices given; if the statement is extremely characteristic of you (very much like you) 
please circle a “5”. 
 
 
 
Extremely 
uncharacteristic 
Somewhat 
uncharacteristic 
Uncertain 
Somewhat 
characteristic 
Extremely 
characteristic 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
1. 
I consider how things might be in the 
future, and try to influence those things 
with my day to day behavior. 
1 
2 
3 
4 
5 
2. 
Often I engage in a particular behavior 
in order to achieve outcomes that may 
not result for many years. 
1 
2 
3 
4 
5 
3. 
I only act to satisfy immediate concerns, 
figuring the future will take care of 
itself. 
1 
2 
3 
4 
5 
4. 
My behavior is only influenced by the 
immediate (i.e., a matter of days or 
weeks) outcomes of my actions. 
1 
2 
3 
4 
5 
5. 
My convenience is a big factor in the 
decisions I make or the actions I take. 
1 
2 
3 
4 
5 
6. 
I am willing to sacrifice my immediate 
happiness or well-being in order to 
achieve future outcomes. 
1 
2 
3 
4 
5 
7. 
I think it is important to take warnings 
about negative outcomes seriously even 
if the negative outcome will not occur 
for many years. 
1 
2 
3 
4 
5 
8. 
I think it is more important to perform a 
behavior with important distant 
consequences than a behavior with less-
important immediate consequences. 
1 
2 
3 
4 
5 
9. 
I generally ignore warnings about 
possible future problems because I think 
the problems will be resolved before 
they reach crisis level. 
1 
2 
3 
4 
5 
 
10. 
 
I think that sacrificing now is usually 
unnecessary since future outcomes can 
be dealt with at a later time. 
 
1 
 
2 
 
3 
 
4 
 
5 
 
 
11. 
I only act to satisfy immediate concerns, 
figuring that I will take care of future 
problems that may occur at a later date. 
1 
2 
3 
4 
5 
12. 
Since my day to day work has specific 
outcomes, it is more important to me 
than behavior that has distant outcomes. 
1 
2 
3 
4 
5 

Revised 6-2016 
 
Page 42 of 50 
 
Reward Probability Index – Environmental Suppressors Subscale (RPI-ES; 9 items) 
 
Strong 
disagree 
Disagree 
Agree 
Strongly 
Agree 
My behaviors often have negative consequences 
1 
2 
3 
4 
Things happen that make me feel hopeless or 
inadequate 
1 
2 
3 
4 
Changes have happened in my life that have made 
it hard to find enjoyment 
1 
2 
3 
4 
I have few financial resources, which limits what I 
can do 
1 
2 
3 
4 
I have had many unpleasant experiences  
1 
2 
3 
4 
It seems like bad things always happen to me 
1 
2 
3 
4 
I often get hurt by others 
1 
2 
3 
4 
People have been mean or aggressive towards me 
1 
2 
3 
4 
I wish I could find a place to live that brought more 
satisfaction to my life 
1 
2 
3 
4 
 
 
 
 
 
 
 
 
 
 
 
 

Revised 6-2016 
 
Page 43 of 50 
 
 
Protective Behavioral Strategies Scale (PBSS; 15 items) 
 
Never Rarely Occasionally 
Sometimes  Usually  Always 
Use a designated driver 
0 
1 
2 
3 
4 
5 
Determine not to exceed a set 
number of drinks 
0 
1 
2 
3 
4 
5 
Alternate alcoholic and non-
alcoholic drinks 
0 
1 
2 
3 
4 
5 
Have a friend let you know when 
you have had enough to drink 
0 
1 
2 
3 
4 
5 
Avoid drinking games 
0 
1 
2 
3 
4 
5 
Leave the bar/party at a 
predetermined time 
0 
1 
2 
3 
4 
5 
Make sure that you go home with a 
friend 
0 
1 
2 
3 
4 
5 
Know where your drink has been at 
all times 
0 
1 
2 
3 
4 
5 
Drink shots of liquor 
0 
1 
2 
3 
4 
5 
Stop drinking at a predetermined 
time 
0 
1 
2 
3 
4 
5 
Drink water while drinking alcohol 
0 
1 
2 
3 
4 
5 
Put extra ice in your drink 
0 
1 
2 
3 
4 
5 
Avoid mixing different types of 
alcohol 
0 
1 
2 
3 
4 
5 
Drink slowly, rather than gulp or 
chug 
0 
1 
2 
3 
4 
5 
Avoid trying to “keep up” or “out-
drink” others 
0 
1 
2 
3 
4 
5 
 
 

Revised 6-2016 
 
Page 44 of 50 
 
 
 
Short Self-Regulation Questionnaire (SSRQ-31) 
 
Strongly 
Disagree 
Disagree Uncertain 
or unsure 
Agree 
Strongly 
Agree 
I usually keep track of my progress toward my 
goals 
1 
2 
3 
4 
5 
I have trouble making up my mind about things 
1 
2 
3 
4 
5 
I get easily distracted from my plans 
1 
2 
3 
4 
5 
I don’t notice the effects of my actions until it’s 
too late 
1 
2 
3 
4 
5 
I am able to accomplish goals I set for myself 
1 
2 
3 
4 
5 
I put off making decisions 
1 
2 
3 
4 
5 
It’s hard for me to notices when I’ve “had 
enough” (alcohol, food, sweets) 
1 
2 
3 
4 
5 
If I wanted to change, I am confident that I 
could do it 
1 
2 
3 
4 
5 
When it comes to deciding about a change, I 
feel overwhelmed by the choices 
1 
2 
3 
4 
5 
I have trouble following through with things 
once I’ve made up my mind to do something 
1 
2 
3 
4 
5 
I don’t seem to learn from my mistakes 
1 
2 
3 
4 
5 
I can stick to a plan that’s working well 
1 
2 
3 
4 
5 
I usually only have to make a mistake one time 
in order to learn from it 
1 
2 
3 
4 
5 
I have personal standards, and try to live up to 
them 
1 
2 
3 
4 
5 
As soon as I see a problem or challenge, I start 
looking for possible solutions 
1 
2 
3 
4 
5 
I have a hard time setting goals for myself 
1 
2 
3 
4 
5 

Revised 6-2016 
 
Page 45 of 50 
 
I have a lot of willpower 
1 
2 
3 
4 
5 
When I’m trying to change something, I pay a 
lot of attention to how I’m doing 
1 
2 
3 
4 
5 
I have trouble making plans to help me reach 
my goals 
1 
2 
3 
4 
5 
I am able to resist temptation 
1 
2 
3 
4 
5 
I set goals for myself and keep track of progress 
1 
2 
3 
4 
5 
Most of the time I don’t pay attention to what 
I’m doing 
1 
2 
3 
4 
5 
I tend to keep doing the same thing, even when 
it doesn’t work 
1 
2 
3 
4 
5 
I can usually find several different possibilities 
when I want to change something 
1 
2 
3 
4 
5 
Once I have a goal, I can usually plan how to 
reach it 
1 
2 
3 
4 
5 
If I make a resolution to change something, I 
pay a lot of attention to how I’m doing 
1 
2 
3 
4 
5 
Often I don’t notice what I’m doing until 
someone calls it to my attention 
1 
2 
3 
4 
5 
I usually think before I act 
1 
2 
3 
4 
5 
I learn from my mistakes 
1 
2 
3 
4 
5 
I know how I want to be 
1 
2 
3 
4 
5 
I give up quickly 
1 
2 
3 
4 
5 
 
 
 
 
 
 

Revised 6-2016 
 
Page 46 of 50 
 
Other Academic and Student Engagement measures 
1. In the past 2 weeks how many college classes have you skipped?  ________ (do not include classes 
missed due to a legitimate illness)   
2. What is your major(s) (if you are undeclared, list 1-2 majors you are considering) 
_________________________________________________________________________________ 
3. What careers are you considering? 
______________________________________________________________ 
4. Do you plan to attend graduate school, medical school, or law school: no ____    yes_____   
maybe____ 
5.  Are you involved in any campus organizations or programs (other than social fraternity or sororities) 
right now?  ____no  ____yes  (if yes, please list)  
6. Please list any hobbies or creative activities that you have pursued over the past few years 
7. Please list any hobbies or creative activities that you would like to pursue during college 
8. Please list any volunteer or service activities that you have engaged in over the past few years 
9. Please list any volunteer or service activities that you would like to pursue during college 
 
Time Spent on Various Activities: 
Attending class or required labs/research horus (hours actually attended, not just what you are registered 
for) 
_____ Hrs/ Week 
Doing homework, studying, reading, going to the library, or any other school work outside of class 
_____ Hrs / Week 
Participating in social fraternity or sorority activities _____ Hrs/ Week 
Participating in other university organizations or programs (attending meetings, volunteering, etc.)  
excluding fraternities or sororities  
_____ Hrs/ Week 
Participating in an internship or volunteer activity related to your major or possible career  
_____ Hrs/ Week 
Participating in a community or civic organization or activity _____ Hrs/ Week 
Paid employment _____ Hrs/ Week 
Exercise or sports _____ Hrs/ Week 

Revised 6-2016 
 
Page 47 of 50 
 
Family time (e.g., talking with parents, siblings, children, etc., in person or over phone) 
_____ Hrs/ Week 
Religious activity (e.g., church services, bible study, scripture reading, etc.) _____ Hrs/ Week 
Time spent drinking _____ Hrs/ week 
Time spent using drugs _____ Hrs/ Week 
Time spent using Facebook, Twitter, or other social media sites _____ Hrs/ Week 
Time spent using the Internet (web-browsing, etc.) NOT including social media or using the internet for 
academic or work activities _____ Hrs/ Week 
 
How Would You Like to Spend Your Time? 
Thinking back on the past month, which activities would you like to have spent more time on? 
1. Going to the gym, exercising, or playing sports   
 
 
 
Yes 
No 
2. Studying 
 
 
 
 
 
 
 
 
Yes 
No 
3. Being with friends who do not drink alcohol 
 
 
 
 
Yes 
No 
4. Being with my family  
 
 
 
 
 
 
Yes 
No 
5. Working 
 
 
 
 
 
 
 
 
Yes 
No 
6. Going to an art exhibit, concert, play, dance, or other performance 
 
Yes 
No 
7. Asking questions and participating in class discussions  
 
 
Yes 
No 
8. Painting, drawing, writing stories, creating sculpture, ceramics or photography 
Yes 
No 
9. Reading books, novels, magazines, newspapers, or going to the library 
 
Yes 
No 
10. Playing an instrument, singing, dancing, creating or listening to music 
 
Yes 
No 
11. Working in politics, being an activits 
 
 
 
 
 
Yes 
No 
12. Participating in religious or spiritual activities (worship, reading, or fellowship) Yes 
No 
13. Practicing meditation or yoga 
 
 
 
 
 
 
Yes 
No 
14. Talking with my professors 
 
 
 
 
 
 
Yes 
No 
15. Learning leadership and communication skills 
 
 
 
 
Yes 
No 
16. Traveling or studying abroad 
 
 
 
 
 
 
Yes 
No 
17. Participating in a campus club or organization 
 
 
 
 
Yes 
No 
18. Getting a good night’s sleep 
 
 
 
 
 
 
Yes 
No 
19. Getting up early in the morning  
 
 
 
 
 
Yes 
No 
20. Getting things done, being more productive 
 
 
 
 
Yes 
No 
21. Making new friends 
 
 
 
 
 
 
 
Yes 
No 
22. Talking with a faculty member or advisor about my career plans  
 
Yes 
No 
23. Learning how to resolve conflicts more effectively 
 
 
 
Yes 
No 
24. Volunteering, providing community service and serving others  
 
Yes 
No 
25. Learning and doing new things  
 
 
 
 
 
Yes 
No 
26. Tutoring or teaching others 
 
 
 
 
 
 
Yes 
No 
 
 

Revised 6-2016 
 
Page 48 of 50 
 
Session Ratings 
We are interested in your reactions to the sessions you just completed.  Your feedback will help us 
evaluate and improve the project.  Please answer these questions as honestly as you can. The person 
you spoke with will not see your responses. 
 
1. How would you rate the text-message sessions overall? 
Not at all useful  
 
 
 
OK 
 
 
 
 
Excellent! 
0 
1 
2 
3 
4 
5 
6 
7 
8 
9 
10 
 
2. Overall, how interesting did you find the first 2 text-message sessions? 
Not at all interesting 
 
 
Somewhat interesting 
 
 
    Very interesting 
0 
1 
2 
3 
4 
5 
6 
7 
8 
9 
10 
 
3. Overall, how interesting did you find the final 4 weeks of text-message sessions? 
Not at all interesting 
 
 
Somewhat interesting 
 
 
    Very interesting 
 
0 
1 
2 
3 
4 
5 
6 
7 
8 
9 
10 
 
4. How personally relevant did you find the sessions? 
Not at all relevant to me  
 
Somewhat relevant 
 
 
    Very relevant to me 
 
0 
1 
2 
3 
4 
5 
6 
7 
8 
9 
10 
 
Items 5-7 use the following 10-point scale: 
Not at all effective 
 
 
Somewhat effective 
 
 
 
Very effective 
 
0 
1 
2 
3 
4 
5 
6 
7 
8 
9 
10 
5. How effective do you think these sessions would be in modifying college students’ drinking 
patterns? 
6. How effective do you think these sessions will be in modifying your drinking patterns? 

Revised 6-2016 
 
Page 49 of 50 
 
7. How effective do you think these sessions will be in increasing the time you spend studying or 
participating in academic or career-related activities? 
 
8. As a percentage, how much of the texts and materials did you attend to and read? 
None of the material 
 
 
Some of the material 
 
 
All of the material 
0 
10 
20 
30 
40 
50 
60 
70 
80 
90 
100 
 
Items 9-12 are open-ended, free-response  
9. What part(s) of the sessions did you think were most useful for you? 
10. What part(s) of the sessions did you think were least useful for you? 
11. What did you like about using text-messaging for the sessions? 
12. What did you not like about using text-messaging for the sessions? 
13. How do you think these text message sessions would have compared to getting the same 
information or feedback from a “bot”, or if it were generated and sent by a computer? 
14. How effective do you think these text message sessions would be if they had been generated and 
sent by a computer or “bot”? 
Not at all effective  
 
Somewhat effective 
 
 
 
Very effective
 
0 
1 
2 
3 
4 
5 
6 
7 
8 
9 
10 
 
15. How comfortable were you discussing alcohol/disclosing information about your drinking 
patterns via text-message? 
Not at all comfortable  
 
Somewhat comfortable  
 
Very comfortable 
 
0 
1 
2 
3 
4 
5 
6 
7 
8 
9 
10 
 
16. How comfortable would you be discussing alcohol/your drinking patterns in a face-to-face or in-
person meeting (compared to text messaging)? 
Not at all comfortable  
 
Somewhat comfortable  
 
Very comfortable 
0 
1 
2 
3 
4 
5 
6 
7 
8 
9 
10 
 

Revised 6-2016 
 
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17. Please rate the ease/difficulty of using the encrypted app Babelnet. 
Very difficult 
 
 
 
 
Unsure  
 
 
 
Very easy 
0 
1 
2 
3 
4 
5 
6 
7 
8 
9 
10 
 
18. What type of device did you primarily use to access Babelnet? 
a. Smartphone (iPhone/Android/etc.) 
b. Tablet (iPad/Other tablet device) 
c. Laptop computer (Apple MacBook/ Microsoft Surface/ Dell XPS/ Acer/ etc.) 
d. Desktop computer (Apple iMac/ Dell Inspiron/ HP/ etc.) 
e. Other: __________ 
 
Submit this completed form via email to irb@memphis.edu