A Randomized Trial of Letting Go and Staying Connected, an Interactive Parenting Intervention to Reduce Risky Behaviors Among Students
Phase: NA
Conditions: Substance Abuse, Risk Reduction, RIsky Sexual Behavior
Sponsor: Washington State University

Investigators and Environment 
 
WSU. Drs. Hill, Bumpus, and Cooper are faculty in the Prevention Science doctoral program at Washington 
State University (WSU). Collectively, they have extensive research experience in parent-child relationships; 
young adult risk and protective factors; and evaluation of prevention program implementation and outcomes. 
Dr. Hill was PI on a NIDA grant to develop econometric methods to improve evaluation of prevention program 
implementation and effects, is Director of Research for WSU 's Health Promotionunit, with a focus on 
preventing risk behaviors among first-year students transitioning to university, and will be responsible for 
management of all aspects of the grant as well as dissemination of scholarship. Dr. Bumpus was PI on an 
NICHD grant to study parent-child communication and is currently PI on a grant studying parent 
communication and alcohol use during the transition to college. He will serve as the primary liaison among UW 
data management and analysis personnel and the WSU team of faculty, and will lead training for graduate 
students . Dr. Cooper was a fellow on a NIDA methodological training grant and is an expert in parent-child 
relationships and person-centered analytic techniques. She was previously an investigator on a NIDA grant to 
develop program implementation and evaluation systems and will supervise 1) collaboration with Drs. Lee and 
Abar in development of new parent-student communication measures in Year 1, 2) preparation of the Parent 
Handbook, and 3) the development and implementation of the “Handbook Plus” booster messages. In the 
Budget Justification and Biosketches (Appendices), individual responsibilities are specified in detail.   
UW. Drs. Haggerty, Catalano, and Skinner of the Social Development Research Group (SDRG) at 
University of Washington join this on-site team, bringing widespread experience developing and testing family, 
school, and community preventive interventions, as well as theory development and testing.Dr. Haggerty is 
Director of SDRG.  He will oversee analysis and contribute to manuscript writing and will participate in the 
refinement of the intervention, measures, intervention implementation and the evaluation design. Dr. Catalano 
is former Director of SDRG; he will provide his expertise in research methodology and family substance abuse 
and prevention.  Dr. Skinner is a statistician with expertise in hierarchical linear modeling, structural equation 
modeling and modeling of non-normal data over time. Her work includes growth trajectories of social and 
physical development and complex mediation and moderation models. She will participate in measurement 
refinement, conduct data analyses, and participate in dissemination.  Please see the Budget Justification and 
Biosketches (Appendices), individual responsibilities are specified in detail.  
Consultants: Dr. Lee is an expert on daily-level data collection and measurement development, in 
particular for marijuana use and consequences. Dr. Abar is an expert in parental influences on emerging adult 
substance use and communication. Dr. Borah is an expert on health-related communications using technology.  
Please see attached biosketches for additional information. 
Environment. Our environment is well suited to the project. WSU administrators supported the pilot and are 
enthusiastic about the proposed study, as evidenced by letters of support from the Dean of Students and 
Executive Director of Health and Wellness Services (Appendix A), and in 2013, the WSU President's Task 
Force on Alcohol Misuse recommended targeting parents of first-year students. SDRG established a Survey 
Research Division (SRD) in 1990 that collects all data for SDRG and for many investigators outside of SDRG 
and will be responsible for collecting, cleaning, and managing data in this study. The SRD has a strong 
reputation for producing high initial and follow-up response rates for longitudinal studies and high data quality 
with little missingness. The WSU and UW investigators have worked together for years on state-level 
prevention committees and collaborated effectively on the development and pilot testing of the intervention. 
Approach 
Institutional Review. We will submit for approval all procedures and materials to be used during the 
assignment, recruitment, and consent process, as well as all other communications, measurements, and 
procedures to the Washington State University (WSU) Institutional Review Board.  
 
Target Population. Our target sample size is 900 first-year parent-student dyads, across two cohorts of 
450 dyads each, at Washington State University. For each cohort, we will randomly assign 150 dyads to a 
Handbook-only condition, 150 to a Handbook-plus-boosters condition, and 150 to the control condition. We 
anticipate that sample demographics will reflect race, ethnicity and SES demographics of the undergraduate 
student body, which is 65.5% European American; 4.2% African American, 0.7 % American Indian, 5% Asian 
or Pacific Islander, 11.5 % Hispanic/Latino; and 9% other race/ethnicities. Students are eligible if they lived in 
the United States with their parent(s)/caregiver(s) before coming to WSU; will be leaving home for college for 
the first time; and are aged 18 through 20. 
 
Recruitment and Assignment. We will work with WSU's Office of Student Enrollment Management (see 
letter of support in Appendix A) to identify students who meet inclusion criteria. The 2013-14 WSU student 
body is 53% male and at least 27% students of color. Based on previous handbook studies with this population 
and on SDRG uptake rates, we anticipate a 75%-85% rate of agreement to participate(26,53,164a) and will thus 
draw an initial sample of 1250 (625 per cohort) to achieve our target sample (1250*.75=900). We will send 
letters of invitation for the proposed study to the initial sample using an advance letter, to be sent in mid-June, 
about 2 months before students start school. The letter will inform parents and students about the project's 
purpose, outline eligibility criteria, and describe assessments and related compensation and ask for their 
Study Protocol, Statistical Analysis Plan and Consent Forms for "A Randomized Trial of Letting Go and 
Staying Connected, an Interactive Parenting Intervention to Reduce Risky Behaviors Among Students"

voluntary consent to be randomly assigned to one of three intervention conditions: Handbook Only, Handbook 
Plus, or control. WSU's Dean of Students and the Executive Director of Student Health and Wellness Services 
will sign the letter along with the PI. We will block by gender and race/ethnicity to achieve balance across 
conditions.  
    Retention.  SDRG has just completed a followup of a young adult sample (age 25) with 100% location and 
87% participation.  The sample was last contacted at age 15. Based on our long and well-documented 
experience(26,53,162) and given that the proposed study population lives on or near campus, we expect a 
minimum 90% retention rate over 2 years. Retention of participants will be addressed in several ways. First, 
each student participant will receive incentives for assessment participation-- $20 for baseline and three follow-
up surveys and $30 for their completion of the fourth and final follow-up survey. Respondents who complete 
the TLFB daily surveys will receive an extra $30. Second, we will obtain the names and contact information of 
three individuals who would be expected to know the whereabouts of families that move during the project. 
Third, regular mailings and phone calls will provide reminders for participants of surveys. Finally, internet 
resources will help in locating participants. Procedures such as these have been used successfully at SDRG 
and will allow us to retain students in the study even if they leave university during the study period.   
Procedures and Intervention Content 
 
Surveys. Each cohort will be followed from the web-based baseline survey through spring of their second 
year or for 21 months if no longer matriculated. The baseline survey will be delivered to parents and students 
in mid-May, before students' August matriculation. Intervention participants will receive the Handbook after 
completing surveys. Students and parents will also complete surveys in late fall of their 1st year (4m after 
baseline), and students only will complete 3 further surveys at 9m, 16m, and 21m past baseline. Participants 
will have a 6-week window in which to answer the baseline survey and 4 weeks to answer the fall/spring 
surveys, with several prompts via phone, email, and/or postal mail.  
Table 2. Timeline of Proposed Grant Activities 
 
 
 
 
 
 
 
 
 
 
 
 
 
Season/Year of Grant 
F1  
W1 
S1 
F2 
W2 
S2 
F3 
W3 
S3 
F4 
W4 
S4 
F5 
W5 
Design surveys 
X 
 
 
 
 
 
 
 
 
 
 
 
 
 
Booster programming/test/revision 
 
X 
 
 
 
 
 
 
 
 
 
 
 
 
Edit/redesign pilot handbook & print 
X 
X 
 
 
 
 
 
 
 
 
 
 
 
 
Recruitment, consent, baseline survey (S/P) 
 
C1 
 
 
C2 
 
 
 
 
 
 
 
 
Early semester 1, two follow-back surveys (S) 
 
 
 
C1 
 
 
C2 
 
 
 
 
 
 
 
Parents receive boosters 
 
 
 
C1 
C1 
C1 
C1/2 
C1/2 
C1/2 
C2 
C2 
 
 
 
Late semester 1 surveys/calls (4mo) (S/P) 
 
 
 
C1 
   
 
C2 
 
 
 
 
 
 
 
Late semester 2 survey (9mo) (S) 
 
 
 
 
C1 
 
 
C2 
 
 
 
 
 
 
Late semester 3 survey (16mo) (S) 
 
 
 
 
 
 
C1 
 
 
C2 
 
 
 
 
Late semester 4 survey (21mo) (S)  
 
 
 
 
 
 
 
C1 
 
 
C2 
 
 
 
Record academic/demographic data 
 
 
√ 
√ 
√ 
√ 
√ 
√ 
√ 
√ 
√ 
√ 
 
 
Tracking & retention activities 
 
 
 
 
 
√ 
√ 
√ 
√ 
√ 
√ 
√ 
 
 
Clean, merge, compute variables 
 
 
 
 
√ 
√ 
 √ 
 √ 
√ 
√ 
√ 
√ 
  
√ 
Data & attrition analysis 
 
 
 
 
 
√ 
√ 
√ 
√ 
√ 
√ 
√ 
√ 
√ 
Manuscript preparation 
 
 
 
 
 
√ 
√ 
√ 
√ 
√ 
√ 
√ 
√ 
√ 
Investigator/consultant meetings 
 √ 
√ 
 √ 
 √ 
  
 √ 
 √ 
 
 √ 
√  
 
√  
  
 √ 
NOTE: P = Parent data collection S = Student data collection  C1 = Cohort 1  C2 = Cohort2 F = Fall semester W = Spring semester S = Summer 
Graduate student Family Consultants (FCs) will call to orient parents to the survey and research project and 
to answer questions about the study. During the Year 1 Fall data collection, FCs will also call parents to collect 
program feedback and implementation data. A Program Coordinator with extensive experience in monitoring 
participation in parent interventions will provide weekly supervision of the FCs during the month before the 
Handbook is sent and will train and supervise FCs in refusal prevention strategies, such as asking questions 
about and addressing participants' concerns regarding participation in the study; in motivational interviewing 
techniques; and in problem solving to overcome participation obstacles. The Program Coordinator will provide 
similar coaching and supervision during the collection of implementation data.  
To achieve Aim 3 student participants in the normative control condition will also complete 2 one-week 
timeline follow-back (TLFB) surveys of risk behavior and parent-student communication.  The first will take 
place early in their first semester (during the highest-risk period for first-year students), and the second will 
occur the week after Halloween, a holiday which has historically been associated with higher rates of risk 
behavior. TLFB designs, in which people retrospectively report daily behaviors, have been shown to provide 
reliable and valid assessments of substance use. The test-retest reliability of the TLFB method has been well 
established for assessment periods of up to 90 days and concordance between prospective dairy methods and 
TLFB is greater than with retrospective summary reports of drinking, particularly for short time intervals like the 
7-day follow-back used in the present study.  Students will report on their daily substance use and risk 
behaviors and their communication with parents, including content, emotional tone, timing, duration, mode, and 
frequency. This finer-grained look at daily parent-student conversation patterns will provide as many as 4200 
data points (14 days X 300 participants). This approach will allow us to use both variable-centered and person-
centered analytic methods to identify and describe profiles of parent-student communication patterns (i.e. 
subgroups that vary in the combination of content, emotional tone, timing, duration, mode, and frequency).  We 

chose the design to maintain acceptable respondent burden yet still include sufficient days for observing 
variation in affect, behavior, and social experiences In a similar study with 1st-semester college students, 86% 
of students completed 12 of 14 daily survey. 
Intervention Content.  The Letting Go and Staying Connected Handbook includes modules adapted from 
the Raising Healthy Children Navigating Independence (NI) program, developed at SDRG as a booster for 
students transitioning out of high school as part of a comprehensive school- and family-based program to 
impact healthy development and reduce drug use.  We expanded and adapted NI to include specific guidance 
for parents of first-year students (Table 3). It has 6 chapters and is designed to be completed in the month 
before students begin university and then to be referenced as needed throughout the student’s college career. 
The packet includes the Handbook itself, cards for interactive parent-student exercises, worksheets, and 
checklists to guide completion of the Handbook. There will be a Spanish version of the Handbook so that it is 
accessible to Spanish-speaking parents. The self-administered Handbook is designed to help parents adapt 
their parenting behaviors to the new developmental and logistical demands of young adulthood. It describes 
three parent roles, each corresponding to one of the three parenting constructs in the theoretical model: family 
management (Safety Monitor), autonomy support (Coach), and emotional support (Cheerleader) and 
provides activities for parents to practice behaviors that characterize each role. As Safety Monitors, parents 
learn and practice ways to continue monitoring and guiding student behaviors, by 
 
soliciting information from students and communicating frequently about their expectations of students' 
behavior and about consequences for violating those expectations. As Cheerleaders, parents learn and 
practice ways to recognize students' strengths and challenges, celebrate their accomplishments, encourage 
them, and provide emotional support. And as Coaches, parents learn and practice ways to help students 
identify their values and visions of who they want to be; to formulate goals consistent with those values; and to 
identify and commit to short- and long-term actions that will help them achieve those goals. The  
conceptualization of these roles is based in theory and is empirically supported, as are each role's associated 
activities. For example, the Values-to-Committed Action exercise is theoretically consistent with our model, as 
it is designed to promote student autonomy, self-regulation, and decision-making skills; highlight shared 
healthy beliefs and standards; and increase bonding to parents. It also incorporates motivational interviewing 
techniques, shown to be highly effective in reducing substance abuse among college students.  
 
Finally, the Handbook includes information that is designed to increase parents' knowledge about 
developmental issues (e.g. the young adult developing brain) and about WSU-specific norms, student 
behaviors, policies, and resources. In Table 3 we list the Handbook components and theoretical constructs 
they address, and in Appendix B we include the pilot Handbook itself. 
 
 
Table 4.  Measures for Letting Go and Staying Connected 
Table 3.  Description of Handbook Contents and How They Relate to Theoretical Constructs 
Chapter 
Intervention Components and Related Theoretical Constructs 
1) Imagine 
Parents envision and share their wishes for student during college years.  
Parent constructs: Emotional Support (positive reinforcement for desired behavior; encouragement)  
Student constructs: Bonding to Parents; Healthy Beliefs & Standards 
2) The Young Adult 
Brain 
Information about late adolescent brain development and its effects on behavior. Parents and students discuss 
what “adult” means to them. 
Parent constructs: Family Management (guidelines and monitoring); Autonomy Support (self-regulation and decision 
making skills) 
Student constructs: Perceived Prosocial Rewards; Bonding to Parents; Healthy Beliefs & Standards;  
(-) Bonding to Antisocial Peers 
3) From Values to 
Committed Action 
Parents and students use card-sort activity to identify shared and individual values; practice step-by-step method to 
create action plans for self-regulation, independent decision making, and setting goals aligned with values.  
Parent constructs: Autonomy Support (coaching for autonomy, self-regulation, decision-making skills) 
Student constructs: Opportunities; Perceived Prosocial Rewards; Bonding to Parents; Healthy Beliefs & Standards   
4) How Parents Help 
Parents learn about 3 parent roles (Safety Monitor, Coach, Cheerleader) and take an inventory to determine their 
readiness to Let Go and Stay Connected; parents and students use a card-sort activity and financial checklist to help 
parents clarify and communicate expectations; parents practice celebrating students strengths; parents introduced 
to state laws and university policies  
Parent constructs: All hypothesized parent-level mediators 
Student constructs: All hypothesized student-level mediators  
5) Putting it All 
Together 
Parents practice applying skills to scenarios describing common student problems/situations (e.g. bad grades, 
roommate problems; anticipating a “big party” event) by thinking through how they would respond as Safety 
Monitors, Coaches, and Cheerleaders 
Parent constructs: All hypothesized parent-level mediators 
Student constructs: All hypothesized student-level mediators  
6) Resources 
Listing of university resources available to parents and students 
Parent constructs: Family Management; Emotional Support 

 
Intervention Delivery. We will send the Handbook packet to parents in both "Handbook Only" and "Handbook 
Plus" conditions after parents and students have completed the baseline survey and consent.   
    "Handbook Plus" Booster Delivery. Handbook Plus parents will receive all the above plus a series of 
booster messages throughout the two years. Strategically-timed and targeted boosters will remind parents that 
they can continue to make use of the Handbook resources throughout their students’ time during college when 
the resources are most needed; we expect that these reminders will amplify effects of the intervention.   
Construct 
reporter 
scale alpha 
# of items 
Measure 
Assessment  
DEMOGRAPHICS (Aims 1-3) 
Race/ethnicity, age, income, education 
P,S 
NA 
 
Washington State University Registrar's database 
BL 
IMPLEMENTATION MEDIATORS (Aim 2) 
Participant Responsiveness as measured by Handbook Utilization,  Perceived Usefulness,  and Active Engagement (see Table 5 below) 
P AT LS1 
PARENT MEDIATORS (Aim 2) 
FAMILY MANAGEMENT 
 
Clear guidelines 
P,S 
.96 
24 
Communication About Alcohol Scale Wood et al., 2010) (To be adapted for 
additional substances) 
P at BL & LS1 
S at all SS 
Parental monitoring, consequences 
P,S 
.76 
9 
Parental Monitoring (Capaldi & Patterson 1989, adapted by Arria 2008) 
P at BL & LS1 
S at all SS 
AUTONOMY SUPPORT/SELF-REGULATION 
 
Perceived autonomy support 
P,S 
.79 
3 
Secure Base subscale of Network of Relationships Scale (Furman & Buhrmester, 
2009) 
P at BL &  LS1 
S at all SS 
Self-regulation skills 
S 
.85 
4 
Perceived Competence Scale (Williams, Freedman & Deci, 1998) 
All SS 
Parents communicate challenges to students 
S 
.80 
18 Parental Challenge Scale (Aldeis & Afifi, 2013) 
All SS 
Values-Aligned Behavior 
S 
NA 
22 Personal Concerns Inventory (Cox & Klinger 2002) 
All SS 
EMOTIONAL SUPPORT 
 
Emotional support and comfort 
S 
.85 
30 Parental Bonding Instrument (Patock-Peckham et al. 2007) 
BL 
STUDENT MEDIATORS (Aim 2) 
PERCEIVED REWARDS FOR PROSOCIAL/RISK BEHAVIOR 
 
Zero tolerance/Harm Reduction 
S 
.81 
7 
Perceived Parental Reactions to Substance Use (adapted from Abar et al., 2013; 
Martens, 2005) 
All SS 
Reinforcement of positive behaviors: Parents 
S 
.80 
16 Parental Confirmation Scale (Aldies & Afifi, 2013)  
All SS 
Reinforcement of positive behaviors: Peers 
S 
.83 
4 
Peer Rewards for Antisocial Behavior (Arthur et al. 2002) 
All SS 
Mastery orientation 
S 
.81 
12 Achievement Goal Orientation (Pastor et al. 2007, adapted from Elliot & 
McGregor 2001) 
All SS 
BONDING TO PARENTS AND PEERS 
 
Conflict 
P,S 
.88 
12 
Quality of Relationship Inventory (Parents and Peers) (Pierce, Sarason & Sarason, 
1991) 
P at BL &  LS1 
S at all SS 
Closeness 
P,S 
.88 
10 
Closeness Scale    (Aldeis & Afifi, 2013; Buchanan, Maccoby, & Dornbusch 1991) 
P at BL &  LS1 
S at all SS 
HEALTHY BELIEFS AND STANDARDS 
 
Attitudes favorable toward substance use 
P,S 
.86 
4 
Attitudes favorable toward substance use (Arthur et al. 2002) 
P at BL &  LS1 
S at all SS 
Commitment to academic success 
S 
.70 
6 
Commitment subscale of the Personal Views Survey III-R (Sheard & Golby 2007) 
All SS 
OUTCOMES (Aims 1-3) 
RISK BEHAVIORS AND HARMS 
 
Substance use (ever, past year, 30 days, daily) -- Alcohol, 
marijuana, nonmedical use of stimulants and opiates, 
other illegal drugs 
S 
NA 
 
 
Monitoring the Future Survey (Johnson et al. 2002) 
All SS 
 
Washington State Young Adult Survey (Larimer et al., 2014) 
All SS 
 
Daily Drinking Questionnaire-R (Baer, 2001) (adapted to include other substances) All 
Harms related to substance use 
.92 
18 Rutgers Alcohol Problem Index (White & LaBouive, 1989) 
  
NA 
8 
Washington State Young Adult Survey -- Marijuana (Larimer et al., 2014) 
all 
Conduct sanctions 
NA 
NA WSU Student Standards & Accountability infraction records 
All SS 
Sexual assault (victim/perpetrator), STIs, Sexually risky 
behaviors, unwanted pregnancy, protective behaviors 
related to sexual activity and alcohol 
NA 
 
National College Health Assessment (2014) 
Ls1 
POSITIVE ACADEMIC OUTCOMES 
 
Academic performance (GPA) and persistence to degree 
S 
NA 
1 
Washington State University Registrar's database each semester 
 
PARTENT-STUDENT COMMUNICATION (Aim 3) 
Communication content, emotional tone, timing 
duration, mode, and frequency 
S 
 
 
To be developed in consultation with Drs. Christine Lee and Caitlin Abar in Year 1 
of study 
TLFB 
Willingness to Reveal 
S 
.95 
3 
Aldeis & Afifi (2013) 
BL 
Note: S = Student, P = Parent, BL = Baseline, LS1 = Late Semester 1, SS = Semester Surveys, TLFB = Timeline Follow Back 

Past research on the efficacy of text messaging-based health behavior interventions suggests that allowing 
participants to personalize text frequency was most effective. Therefore, at the beginning of the study, parents 
randomized to the Handbook Plus condition will: 1) receive Handbook-related text messages and/or emails 
periodically over the course of the study, and 2) will be given a series of options related to the frequency and 
timing (e.g., day vs. night) of the texts/emails  (see Appendix C for examples). In addition, some resarch shows 
that interactive messaging may be more effects, so parents will have the option of responding to texts with 
questions or comments. Using a web-based, mass-texting/emailing program used in similar applications by Dr. 
Porismita Borah (a consultant on this project), we will individualize the frequency and timing of the texts/emails 
as requested by each parent. Research also suggests that text-based interventions which decrease the 
frequency of messages over time are most effective. Therefore, we plan to send relatively frequent messages 
during the month before students move to campus and gradually decrease the frequency (54)across the two 
years. This type of booster has the potential to enhance parent responsiveness to the intervention, because 
increased exposure to personally relevant information at strategic times will increase the salience of the 
material. Parents and their college students report using cell phones/text messages and email as their primary 
modes of communication with one another, and in our pilot study, 90% of parents reported using texts and 
phone as their most frequent modes of communication with their students, making texts a logical modality to 
transmit intervention-relevant content related to parent-student relationships.  
Measurement 
 
In Table 4 we have listed our proposed covariates, mediators, and outcome measures. In Table 5 we 
describe our primary measure of implementation, parent responsiveness, adapted from existing 
implementation measures. In Appendix D we provide brief descriptions of the measures and citations. Some 
measures will need to be adapted (e.g. to include multiple substances) or developed and piloted.    
Analysis Plan and Dissemination of Results 
 
Data cleaning.  We will conduct tests for out-of-range values, consistency across measurement points, 
normality, and influential outliers.  We will address any issues of bias related to outliers using accepted 
techniques (e.g. analyses robust to violation of assumptions).  Counts of dichotomous substance use variables 
are frequently skewed; we will use log transformations of variables and appropriate analyses (e.g. survival 
analysis or Poisson regressions) as needed.  
    Selection and Attrition.  Randomized selection of students for invitation into the study should ensure a 
representative sample of the student population, and numerous studies have demonstrated the ability of the 
Survey Research Division at the SDRG to retain over 90% of respondents over more than 10 years. However, 
we will test for differential participation and attrition and for the likelihood of biased outcome estimates; if 
necessary, we will model those effects and employ correction techniques.           
 
Variability in Implementation and Dosage. Particularly in the case of a self-administered intervention, 
implementation and dosage are not distributed randomly -- for example, parents in the intervention condition 
who are particularly motivated or compliant may do all activities, whereas others may pick and choose. The 
non-random distribution of intervention components across intervention participants confounds our ability to 
draw causal inferences about program effects and obscures the mechanisms of program effects by treating 
implementation as a binary event. In addition to intent-to-treat analyses we will employ recent methodological 
advances that allow for estimation, modeling, and control of selection effects in implementation through use of 
propensity scoring and inverse probability weighting.   
 
Missing Data. When respondents skip items or miss one or more data collection points, missing data may 
introduce bias and increase the likelihood of Type I errors. Our primary analytic approaches use FIML to 
manage missing data. In case of excessive missingness, we will use multiple imputation. 
 
Familywise Error. We will use summary variables of risk behaviors/harms, but we will also conduct 
separate analyses for each risk outcome to provide a finer-grained look at individual substances, increasing 
the likelihood of a Type 1 error. Responses to substance use items are also likely to be highly correlated; in 
such cases standard Bonferroni corrections tend to be overly conservative with a higher likelihood of Type 2 
error. Resampling procedures (e.g. SAS PROC MULTTEST) are more powerful than the Bonferroni test and 
can be applied to categorical, continuous, and censored data tests, mixed method analyses of between-
subjects effects and longitudinal within-subject tests.   A global test statistic will be used when appropriate. 
Aim 1: Test the efficacy of Letting Go and Staying Connected  
H1:  
There will be a direct effect of the Handbook on student risk behaviors. Students in the two Handbook 
conditions, relative to those in the control condition, will engage in fewer risk behaviors, including 
intentions to use, initiation, and use and abuse of substances (alcohol, marijuana, opiates, prescription 
stimulants, and other illegal drugs) and HIV sex risk behaviors.  
H2:  
Students in the two Handbook conditions, relative to those in the control condition, will report fewer 
physical, emotional, social, and academic harms related to risk behaviors.  
H3:   
Relative to participants in the "Handbook Only" condition, parents and students in the "Handbook Plus" 
condition will show greater differences from the control condition on risk behaviors and outcomes. 
The intention of the Handbook (H) and Handbook Plus (H+) interventions is to reduce risk behaviors 
and their negative consequences and to prevent the expected escalation in risk behaviors and consequences 

(164) across the 1st two years of college.  As each wave of data collection is completed we will conduct a set of 
intent to treat ANCOVA.  Outcome measures (see table) will be predicted by their baseline level, intervention 
group assignment, and controls (age, gender, ses, ethnicity).  A global test statistic will be computed on groups 
of outcomes (e.g. substance use frequency for alcohol, tobacco, marijuana, opiates, stimulants, and other 
illegal drugs) to ascertain overall effects of intervention on families of outcomes. Pairwise comparisons of 
intervention conditions will address the hypothesis that H and H+ reduce risk compared to controls and that H+ 
reduces risk more than H alone. 
To measure intervention impact on change across time we will model latent growth curves (LGC) for 
each of the hypothesized outcomes. First, unconditional models will be estimated to confirm the expected 
escalation across 5 waves of data.  We expect a two factor model: an intercept factor set to pre-test levels, and 
a linear slope factor estimated with factor loadings set to indicate pre-test as intercept and non-equal intervals 
between surveys [0,1,2.08, 3.25, 4.08].  A non-linear slope will be estimated using quadratic forms for loadings, 
however we expect primarily linearly increases over all 5 time points.  A covariance is typically estimated 
between the intercept and slope factors to control for pre-test levels of the outcome. Control variables will be 
added in the next step.  Finally, intervention group assignment (in the form of 2 dummy variables) will be added 
as predictors of the mean and variance of the slope factor (random assignment should preclude group effects 
on the intercept set at pre-test).  We expect these parameters to reflect significant positive slope means and 
variances in the unconditional model and the minimally conditional model.  In the final models, intervention 
dummy variables are hypothesized to have significant negative effects on slope mean and variance compared 
to the control condition indicating both intervention conditions reduced the rate of escalation in risk behaviors 
and consequences and also reduced the variability in these outcomes.  By manipulating the coding of dummy 
variables we can then test the comparison between H and H+ with the expectation that H+ parameters will be 
significantly more strongly negative than those for H. 
Aim 2:  Test theoretically specified mediational pathways 
H4: 
Parents in the Handbook conditions, relative to those in control conditions, will report better family 
management skills, more emotional support, and more autonomy support, and these variables will 
mediate expected relations between intervention and risk behaviors and consequences. 
H5: 
Students in the Handbook conditions, relative to those in the control conditions, will report higher levels 
of perceived rewards for prosocial activities with peers and family; and more shared values; and these 
will mediate expected relations between intervention and risk behaviors and consequences. 
 
Preliminary intent-to-treat analyses (ANCOVA) will be conducted on mediators at each follow up as 
described for outcomes above.  Then LGC analyses described above will be extended to include mediating 
variables.  However, prior to estimating mediation, each mediator will be modeled over time in a LGC model to 
determine its shape (intercept, linear slope, and quadratic slope) conditioned on control variables as described 
for outcomes in Aim 1.  In the case of mediators the slope factors are less predictable, although in general 
these positive parenting and parent-student relationship factors are expected to decline over time.  Once 
appropriate models of change have been determined, concurrent/parallel growth processes in mediators and 
outcomes will be estimated. Parallel process LGM is a technique that has been used to examine 
interrelationships among various developmental outcomes, including co-occurring drug use and delinquency, 
in adolescents and young adults and for testing the mechanisms of preventive intervention effects. In the final 
step the intervention group status dummy variables will be added to the parallel process models.  We 
anticipate H and H+ will positively influence the slope of mediators over the follow up period indicating the 
intervention slowed the decline in these positive factors or predicting increases over time, which in turn will be 
associated with slower growth in risk behaviors and their consequences. We note two limitations. The number 
of mediators and outcomes to be modeled simultaneously is limited by the number of parameters that can be 
estimated with the available sample size.  Additionally, the mediators and outcomes are measured over the 
same time period, which depicts the natural unfolding over time, but which does not adhere strictly to the 
logical temporal ordering of predictor, mediator, and outcome variables.  This temporal limitation can be 
partially addressed by setting the intercept of the outcome at the end point rather than at pre-test (done by 
changing the loadings on the slope factor) and regressing that intercept on intervention condition and the 
intercept and slope factors of the mediator.  This shifts the hypothesis slightly to test whether the intervention 
or the mediators predict the level of the outcome at the 21 month follow up. 
Aim 3: Identify specific attributes of parent-student communication that predict and covary with 
student substance use risk behaviors, and their consequences (exploratory).  
Given the exploratory nature of this aim, there are no hypotheses. Note that changes in communication are 
not posited to mediate intervention effects. However, if significant relationships are found between intervention 
status and communication measures, exploratory analyses may be conducted on the control group only to 
better reflect etiological relationships un-confounded by possible intervention influences. Preliminary analyses 
will focus on describing levels and variability in content, emotional tone, timing, duration, mode, and frequency 
and developing appropriate summary scores to best reflect these factors based on reports from the TLFB 
surveys.   Latent class analyses (LCA) with maximum likelihood estimation and robust standard errors will be 
used to explore parent-student communication patterns using those summary scores.  We will derive 
empirically based classes of participants based on content, emotional tone, timing, duration, mode, and 
frequency.  This will involve estimating a series of models to determine the number of unique classes that best 

fit the data by comparing the Bayesian Information Criterion, the Lo-Mendell-Rubin adjusted Likelihood Ratio 
test and the Parametric Bootstrapped Likelihood Ratio test across models and selecting the most parsimonious 
model with the best fit.  Latent classes will be described based on their mean levels of the component variables 
and then class membership will be related to demographic and outcome variables.  Analyses will include 
ANCOVA in which class membership and control variables predict risk behaviors and consequences at later 
time points.  This may involve LGC models in which outcome intercept and slope factors are regressed on 
class membership.  If sufficient variability within-person is observed across the two week reporting period, 
event history analytic strategies(179) may be used to estimate the magnitude of relationships between 
communication style variables (time-varying covariates) and risk behaviors reported over the same time period.  
This fine-grained analysis may identify particularly salient aspects of parent-student communication which have 
immediate, short-term impact on student risk behaviors which accumulated over time result in less risk taking 
overall and fewer negative consequences of risk behaviors. 
    Power. Because LGC models use maximum likelihood estimation procedures, they have greater statistical 
power in testing for group differences in growth trajectories than does a repeated measures ANOVA  and thus 
do not require as large a sample size. With regard to Aims 1 and 2, Muthén and Curran calculate power to 
detect main effects of .20 with 5 measurement occasions (baseline plus 4 followups) and a sample size of 900 
as β > .90. As clearly illustrated by Zhang and Wang(149), estimates of moderate size (d=.20) can be detected 
using LGC models with 5 measurement occasions with power greater than .80 with samples as small as 300 
cases. The proposed sample sizes of 300 in each condition has more than sufficient power to detect group 
differences in growth parameters as well as sufficient power to detect effects in etiological analyses in Aim 3 
using only families in the control condition. With regard to Aim 3, power to detect Level-2 predictors is affected 
primarily by the Level-2 sample size. With 14 repeated measures and 300 participants in the control group, this 
study has power over .80 to detect effect sizes as small as .20 when predictors are correlated approximately 
.30 using control group families only. Power is increased by lower correlations, higher effect sizes, and lower 
measurement error. If deemed appropriate the full sample of 900 could be used in these analyses with 
intervention assignment as a control variable, and power to detect effects even in the presence of higher 
correlations will be sufficient.  
Dissemination Plan. We include a productivity plan (Appendix E) with sample abstracts for a series of 
papers that we expect to write during the grant period. The list is not comprehensive but represents what we 
believe will be some of the project's primary results. We will also disseminate results to the university 
administration; study participants; and at conferences, including the Society for Prevention Research, Society 
for Adolescent Medicine, Society for Study of Emerging Adulthood, and American Public Health Association.   
Limitations   
 
Our sample consists entirely of incoming 1st-year students (and their parents) at Washington State 
University, a large, public university in which all 1st -year students are required to live on campus in residence 
halls. Handbook material developed for this population may not generalize to families who transition to college 
in other contexts. However, confining our recruitment to students at a single university will allow us to focus 
efforts to maximize participation and retention rates. In addition, the handbook format is flexible, and the 
underlying theoretical model makes it easily adaptable to students in other settings.  
A second potential limitation is that we propose to measure student behavior using primarily self-reports. To 
address this possible problem, we propose a few strategies. First, we will emphasize confidentiality in order to 
enhance student honesty in responding. Second, we will integrate a TLFB design with more traditional survey 
measurement of student behavior. Although TLFB involves recall of the previous week and thus may introduce 
some recall bias, it has been shown to be a promising alternative to daily reports that often involve high 
participant burden; the TLFB design may be a promising alternative to daily measurement strategies. Third, we 
will use student conduct sanction data and academic records to supplement self-report.  
Recruiting male and minority participants has been problematic for some studies.  However, the SDRG 
Survey Research Division has been highly successful in recruiting male and minority participants, and our 
Family Consultants will be trained in methods shown to increase study participation among these groups.  
 

Page 1 of 5 
Version approved by Washington State University on March 31, 2017 
 
WASHINGTON STATE UNIVERSITY 
Department of Human Development 
 
 
Research Study Consent Form [note: for students] 
 
Study Title: 
First Years Away From Home 
 
Researchers: 
Dr. Laura Hill; laurahill@wsu.edu; 509-335-8478  
 
 
 
 
Dr. Matthew Bumpus; mbumpus@wsu.edu; 509-335-3816 
 
 
 
 
Dr. Brittany Cooper; brittany.cooper@wsu.edu; 509-335-2896 
 
 
 
 
Danielle Woodward; dgangnes@myuw.net; 206-685-1632 
 
You are being asked to take part in a research study carried out by Dr. Laura Hill, Dr. 
Matthew Bumpus, Dr. Brittany Cooper, and Danielle Woodward. This form explains 
the research study and your part in it if you decide to join the study.  Please read the 
information carefully, taking as much time as you need.  If you have any questions, 
please contact one of the researchers listed above. You can decide not to join the 
study. If you join the study, you can change your mind later or quit at any time.  There 
will be no penalty or loss of services or benefits if you decide to not take part in the 
study or quit later.   
 
This study has been approved for human subject participation by the Washington State 
University Institutional Review Board. 
 
What is this study about? 
 
This research study is being conducted in order to better understand how WSU 
students and parents experience the transition to college. We are interested in how 
factors such as communicating regularly with parents might help incoming WSU 
students better navigate the transition to college. In addition, we are interested in 
students’ ideas and behaviors related to alcohol and marijuana use as they get ready to 
make the transition to college. 
 
You are being asked to take part because you are a member of the incoming freshman 
class at WSU.  
 
  
What will I be asked to do if I am in this study? 
 
Taking part in the study will involve completing a few surveys over the next two years: 
one this summer, and then in each of the following 4 semesters. Each will take you 

Page 2 of 5 
Version approved by Washington State University on March 31, 2017 
 
about 25 minutes to complete. Your total time commitment over the next four 
semesters will be about 2-3 hours if you decide to participate. 
The questions on the surveys will ask about a variety of issues, including your 
relationship with your parents and your expected amount of communication with them 
while at college, and your overall well-being. Some of the questions will ask you to 
provide sensitive information, such as sexual behavior, alcohol and marijuana use, and 
consequences that you may have experienced as a result of alcohol or marijuana use. 
 
Some students will also be asked to complete a brief daily check-in for two 7-day 
periods during the fall semester of their first year at WSU. The survey will ask about 
communication and behaviors on that day and will only take a couple of minutes.  
 
Are there any benefits to me if I am in this study? 
 
There is no direct benefit to you from being in this study, but if you take part in this 
study, you may help researchers and university personnel better understand what is 
important for students as they make the transition to college, and may result in 
programs or policies that are better able to assist students in successfully navigating 
their time at WSU. 
 
Are there any risks to me if I am in this study? 
 
The potential risks from taking part in this study are a loss of confidentiality as a result of 
providing sensitive information. To minimize this risk, your participation and your 
responses will be kept strictly confidential.  
 
Another potential risk is psychological/emotional discomfort or distress as a result of 
thinking about potentially sensitive topics. To minimize this risk, please remember that 
you may choose not to respond to any question that you wish to skip, and you may stop 
participating at any time with no repercussions.  
 
Will my information be kept private? 
 
The data for this study will be kept confidential to the extent allowed by federal and state 
law. No published results will identify you, and your name will not be associated with the 
findings. Under certain unlikely circumstances, information that identifies you may be 
released for internal and external reviews of this project.   
 
Data will be coded so that the only people who will be able to link your identity to your 
responses are the researchers. Any identifying information will be stored separately 
from the data. Note also that your parents will not have access to your responses!  
 
Data will be stored on a password-protected server. Only the researchers will have 
access to the data. 
 

Page 3 of 5 
Version approved by Washington State University on March 31, 2017 
 
The results of this study may be published or presented at professional meetings, but 
the identities of all research participants will remain anonymous  
 
The data for this study will be kept for at least 3 years following the conclusion of the 
study. 
 
Since this is a long-term study, it is extremely important that we are able to get in touch 
with you for the follow-up surveys. Therefore, we will maintain contact with you even if 
you move or change schools. To help us keep in touch we will ask you for your contact 
information such as current address, email addresses, social networking sites, and 
telephone numbers. If you move or we are unable to reach you, other contacts may be 
made as needed with your school and/or other names provided by you to confirm or 
update contact information. 
 
Are there any costs or payments for being in this study? 
 
There will be no costs to you for taking part in this study. 
 
You will receive up to $110 in Amazon gift cards for participating: a $20 gift card for 
each survey you complete, $30 for completing the last survey (during spring of your 
second year in college), and up to $30 if you participate in the daily check-in part of the 
study. We will email you a link to the gift card within a week after you complete each 
survey.  
 
Who can I talk to if I have questions? 
 
If you have questions about this study or the information in this form, please feel free to 
contact the researchers: 
 
Laura Hill 
Department of Human Development 
Washington State University 
PO Box 644852 
Pullman, WA 99164-4852 
509-335-8478 
laurahill@wsu.edu  
 
Matthew Bumpus 
Department of Human Development 
Washington State University 
PO Box 644852 
Pullman, WA 99164-4852 
509-335-3816 
mbumpus@wsu.edu 
 
Brittany Cooper 

Page 4 of 5 
Version approved by Washington State University on March 31, 2017 
 
Department of Human Development 
Washington State University 
PO Box 644852 
Pullman, WA 99164-4852 
509-335-2896 
brittany.cooper@wsu.edu 
 
Danielle Woodward 
Social Development Research Group 
School of Social Work 
University of Washington  
9725 3rd Avenue NE 
Seattle, WA 98115 
206-685-1632 
dgangnes@myuw.net 
 
If you have questions about your rights as a research participant, or would like to report 
a concern or complaint about this study, please contact the Washington State University 
Institutional Review Board at (509) 335-3668, or e-mail irb@wsu.edu, or regular mail at: 
Albrook 205, PO Box 643005, Pullman, WA 99164-3005. 
 
What are my rights as a research study volunteer? 
 
Your participation in this research study is completely voluntary.  You may choose not to 
be a part of this study.  There will be no penalty to you if you choose not to take part.  
You may choose not to answer specific questions or to stop participating at any time.   
 
By participating in this survey what am I agreeing to? 
 
Your completion of this survey means that: 
• You understand the information given to you in this form 
• You have been able to ask the researcher questions and state any concerns 
• The researcher has responded to your questions and concerns 
• You believe you understand the research study and the potential benefits and 
risks that are involved. 
 
 
 
Click here for a PDF of this consent form.  
 
 
By clicking on the survey link below, you are indicating that you consent to participate in 
this study.   
 
 
 

Page 5 of 5 
Version approved by Washington State University on March 31, 2017 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
I CONSENT AND AGREE TO PARTICIPATE  
 
 
 
 
 
 
 
 
I DO NOT CONSENT  

Page 1 of 4 
 Version approved by Washington State University on March 31, 2017 
 
WASHINGTON STATE UNIVERSITY 
Department of Human Development 
 
 
Research Study Permission/Consent Form [note: for parents in 
control condition] 
 
Study Title: 
First Years Away From Home 
 
Researchers: 
Dr. Laura Hill; laurahill@wsu.edu; 509-335-8478  
 
 
 
 
Dr. Matthew Bumpus; mbumpus@wsu.edu; 509-335-3816 
 
 
 
 
Dr. Brittany Cooper; brittany.cooper@wsu.edu; 509-335-2896 
 
 
 
 
Danielle Woodward; dgangnes@myuw.net; 206-685-1632 
 
You are being asked to take part in a research study carried out by Dr. Laura Hill, Dr. 
Matthew Bumpus, Dr. Brittany Cooper, and Danielle Woodward. This form explains 
the research study and your part in it if you decide to join the study.  Please read the 
information carefully, taking as much time as you need.  If you have any questions, 
please contact one of the researchers listed above. You can decide not to join the 
study. If you join the study, you can change your mind later or quit at any time.  There 
will be no penalty or loss of services or benefits if you decide to not take part in the 
study or quit later.   
 
This study has been approved for human subject participation by the Washington State 
University Institutional Review Board. 
 
What is this study about? 
 
This study is being conducted in order to better understand how WSU students and 
their parents experience the transition to college. We are interested in how factors such 
as communicating regularly with parents might help incoming WSU students better 
navigate the transition to college. In addition, we are interested in participants’ ideas 
and behaviors related to alcohol and marijuana use.  
 
You are being asked to take part because you are a parent of a member of the 
incoming first-year student class at WSU.  
 
What will I be asked to do if I am in this study? 
 
We will ask you to complete two surveys, one now and one in the fall. Together, the 
two surveys will take you between 40 and 60 minutes. The surveys will ask 
questions about how you and your student communicate, your expectations for him/her 

Page 2 of 4 
 Version approved by Washington State University on March 31, 2017 
 
at college, and some questions about alcohol/marijuana use.   Your student will 
complete similar surveys.   
 
 
Are there any benefits to me if I am in this study? 
 
There is no direct benefit to you from being in this study, but if you take part in this 
study, you may help researchers and university personnel better understand what is 
important for students and families experiencing the transition to college, and may result 
in programs or policies that are better able to assist parents and students in 
successfully navigating their time at WSU. 
 
Are there any risks to me if I am in this study? 
 
The potential risks from taking part in this study are a loss of confidentiality as a result of 
providing sensitive information. To minimize this risk, your participation and your 
responses will be kept strictly confidential.  
 
Another potential risk is psychological/emotional discomfort or distress as a result of 
thinking about potentially sensitive topics. To minimize this risk, please remember that 
you may choose not to respond to any question that you wish to skip, and you may stop 
participating at any time with no repercussions.  
 
Will my information be kept private? 
 
The data for this study will be kept confidential to the extent allowed by federal and state 
law. No published results will identify you, and your name will not be associated with the 
findings. Under certain unlikely circumstances, information that identifies you may be 
released for internal and external reviews of this project.   
 
Data will be coded so that the only people who will be able to link your identity to your 
responses are the researchers. Any identifying information will be stored separately 
from the data.  
 
Data will be stored on a password-protected server. Only the researchers will have 
access to the data. 
 
The results of this study may be published or presented at professional meetings, but 
the identities of all research participants will remain anonymous  
 
The data for this study will be kept for at least 3 years following the conclusion of the 
study. 
 
Since this is a long-term study, it is extremely important that we are able to get in touch 
with you for the follow-up surveys. Therefore, we will maintain contact with you even if 
you move or change schools. To help us keep in touch we will ask you for your contact 

Page 3 of 4 
 Version approved by Washington State University on March 31, 2017 
 
information such as current address, email addresses, social networking sites, and 
telephone numbers. If you move or we are unable to reach you, other contacts may be 
made as needed with other names provided by you to confirm or update contact 
information. 
 
 
Are there any costs or payments for being in this study? 
 
There will be no costs to you for taking part in this study. 
 
You will receive a $20 Amazon gift card for completing each survey. Your student will 
receive a total of up to $110 for completing surveys during the next two years. We will 
email you a link to the gift card within one week of completing each survey.   
 
Who can I talk to if I have questions? 
 
If you have questions about this study or the information provided here, please feel free 
to contact the researchers: 
 
Laura Hill 
Department of Human Development 
Washington State University 
PO Box 644852 
Pullman, WA 99164-4852 
509-335-8478 
laurahill@wsu.edu  
 
Matthew Bumpus 
Department of Human Development 
Washington State University 
PO Box 644852 
Pullman, WA 99164-4852 
509-335-3816 
mbumpus@wsu.edu 
 
Brittany Cooper 
Department of Human Development 
Washington State University 
PO Box 644852 
Pullman, WA 99164-4852 
509-335-2896 
brittany.cooper@wsu.edu 
 
Danielle Woodward 
Social Development Research Group 
School of Social Work 

Page 4 of 4 
 Version approved by Washington State University on March 31, 2017 
 
University of Washington  
9725 3rd Avenue NE 
Seattle, WA 98115 
206-685-1632 
dgangnes@myuw.net 
 
 
If you have questions about your rights as a research participant, or would like to report 
a concern or complaint about this study, please contact the Washington State University 
Institutional Review Board at (509) 335-3668, or e-mail irb@wsu.edu, or regular mail at: 
Albrook 205, PO Box 643005, Pullman, WA 99164-3005. 
 
What are my rights as a research study volunteer? 
 
Your participation in this research study is completely voluntary.  You may choose not to 
be a part of this study.  There will be no penalty to you if you choose not to take part.  
You may choose not to answer specific questions or to stop participating at any time.   
 
By participating in this survey what am I agreeing to?  
 
Your completion of this survey means that: 
• You understand the information we have provided here 
• You have been able to ask the researcher questions and state any concerns 
• The researcher has responded to your questions and concerns 
• You believe you understand the research study and the potential benefits and 
risks that are involved. 
 
 
Click here for a PDF of this consent form.  
 
By clicking on the survey link below, you are indicating that you consent to 
participate in this study.   By clicking on the survey link, you are also giving 
permission to have your student participate.    
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
I CONSENT AND AGREE TO PARTICIPATE  
 
 
 
 
 
 
 
I DO NOT CONSENT  
 

Page 1 of 5 
Version approved by Washington State University on March 31, 2017 
WASHINGTON STATE UNIVERSITY 
Department of Human Development 
 
 
Research Study Permission/Consent Form [note: for parents in Parent 
Handbook condition] 
 
Study Title: 
First Years Away From Home 
 
Researchers: 
Dr. Laura Hill; laurahill@wsu.edu; 509-335-8478  
 
 
 
 
Dr. Matthew Bumpus; mbumpus@wsu.edu; 509-335-3816 
 
 
 
 
Dr. Brittany Cooper; brittany.cooper@wsu.edu; 509-335-2896 
 
 
 
 
Danielle Woodward; dgangnes@myuw.net; 206-685-1632 
 
You are being asked to take part in a research study carried out by Dr. Laura Hill, Dr. 
Matthew Bumpus, Dr. Brittany Cooper, and Danielle Woodward. This form explains 
the research study and your part in it if you decide to join the study.  Please read the 
information carefully, taking as much time as you need.  If you have any questions, 
please contact one of the researchers listed above. You can decide not to join the 
study. If you join the study, you can change your mind later or quit at any time.  There 
will be no penalty or loss of services or benefits if you decide to not take part in the 
study or quit later.   
 
This research study has been approved for human subject participation by the 
Washington State University Institutional Review Board. 
 
What is this study about? 
 
This study is being conducted in order to better understand how WSU students and 
their parents experience the transition to college. We are interested in how factors such 
as communicating regularly with parents might help incoming WSU students better 
navigate the transition to college. In addition, we are interested in participants’ ideas 
and behaviors related to alcohol and marijuana use. Finally, we are interested in 
parents’ thoughts and opinions about Letting Go and Staying Connected, a handbook 
for parents that we have developed and will be sending you in the mail.  
 
You are being asked to take part because you are a parent of a member of the 
incoming first-year student class at WSU.  
 
What will I be asked to do if I am in this study? 
 
This research study involves two parts:  
 

Page 2 of 5 
Version approved by Washington State University on March 31, 2017 
First, we will ask you to complete two surveys, one now and one in the fall. The surveys 
will ask questions about how you and your student communicate, your expectations for 
him/her at college, and some questions about alcohol/marijuana use. Together, the 
two surveys will take 40-60 minutes to complete.  Your student will complete similar 
surveys. 
 
Second, we will be mailing you a handbook titled Letting Go and Staying Connected 
which will provide information about a variety of topics related to how to navigate 
parent-student relationships across the transition to college, as well as some 
information on student alcohol and marijuana use. Members of our research team may 
check in with you periodically over the next few weeks to see how you are using the 
handbook material and to see if you have any questions. Each check-in will likely take 
15-30 minutes, depending on questions you may have.  
 
Are there any benefits to me if I am in this study? 
 
You may find that the material in our Parent Handbook is useful as you navigate your 
student’s transition to college. In addition, information you provide as a participant in the 
study may help researchers and university personnel better understand what is 
important for students and families experiencing the transition to college, and may result 
in programs or policies that are better able to assist parents and students in 
successfully navigating their time at WSU. 
 
Are there any risks to me if I am in this study? 
 
The potential risks from taking part in this study are a loss of confidentiality as a result of 
providing sensitive information. To minimize this risk, your participation and your 
responses will be kept strictly confidential.  
 
Another potential risk is psychological/emotional discomfort or distress as a result of 
thinking about potentially sensitive topics. To minimize this risk, please remember that 
you may choose not to respond to any question that you wish to skip, and you may stop 
participating at any time with no repercussions.  
 
Will my information be kept private? 
 
The data for this study will be kept confidential to the extent allowed by federal and state 
law. No published results will identify you, and your name will not be associated with the 
findings. Under certain unlikely circumstances, information that identifies you may be 
released for internal and external reviews of this project.   
 
Data will be coded so that the only people who will be able to link your identity to your 
responses are the researchers. Any identifying information will be stored separately 
from the data.  
 

Page 3 of 5 
Version approved by Washington State University on March 31, 2017 
Data will be stored on a password-protected server. Only the researchers will have 
access to the data. 
 
The results of this study may be published or presented at professional meetings, but 
the identities of all research participants will remain anonymous. 
  
 
The data for this study will be kept for at least 3 years following the conclusion of the 
study. 
 
Since this is a long-term study, it is extremely important that we are able to get in touch 
with you for the follow-up surveys. Therefore, we will maintain contact with you even if 
you move. To help us keep in touch we will ask you for your contact information such as 
current address, email addresses, social networking sites, and telephone numbers. If 
you move or we are unable to reach you, other contacts may be made as needed with 
other names provided by you to confirm or update contact information. 
 
Are there any costs or payments for being in this study? 
 
There will be no costs to you for taking part in this study. 
 
You will receive a $20 Amazon gift card for completing each survey. Your student will 
receive a total of up to $110 for completing surveys during the next two years. We will 
email you a link to the gift card within one week of completing each survey.   
 
Who can I talk to if I have questions? 
 
If you have questions about this study or the information in this form, please feel free to 
contact the researchers: 
 
Laura Hill 
Department of Human Development 
Washington State University 
PO Box 644852 
Pullman, WA 99164-4852 
509-335-8478 
laurahill@wsu.edu  
 
Matthew Bumpus 
Department of Human Development 
Washington State University 
PO Box 644852 
Pullman, WA 99164-4852 
509-335-3816 
mbumpus@wsu.edu 
 

Page 4 of 5 
Version approved by Washington State University on March 31, 2017 
Brittany Cooper 
Department of Human Development 
Washington State University 
PO Box 644852 
Pullman, WA 99164-4852 
509-335-2896 
brittany.cooper@wsu.edu 
 
Danielle Woodward 
Social Development Research Group 
School of Social Work 
University of Washington  
9725 3rd Avenue NE 
Seattle, WA 98115 
206-685-1632 
dgangnes@myuw.net 
 
 
If you have questions about your rights as a research participant, or would like to report 
a concern or complaint about this study, please contact the Washington State University 
Institutional Review Board at (509) 335-3668, or e-mail irb@wsu.edu, or regular mail at: 
Albrook 205, PO Box 643005, Pullman, WA 99164-3005. 
 
What are my rights as a research study volunteer? 
 
Your participation in this research study is completely voluntary.  You may choose not to 
be a part of this study.  There will be no penalty to you if you choose not to take part.  
You may choose not to answer specific questions or to stop participating at any time.   
 
By participating in this survey what am I agreeing to? 
 
Your completion of this survey means that: 
• You understand the information given to you in this form 
• You have been able to ask the researcher questions and state any concerns 
• The researcher has responded to your questions and concerns 
• You believe you understand the research study and the potential benefits and 
risks that are involved. 
 
 
Click here for a PDF of this consent form.  
 
By clicking on the survey link below, you are indicating that you consent to 
participate in this study.  By clicking on the survey link, you are also giving 
permission to have your student participate. 
 
 

Page 5 of 5 
Version approved by Washington State University on March 31, 2017 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
I CONSENT AND AGREE TO PARTICIPATE  
 
 
 
 
 
 
 
 
I DO NOT CONSENT  

Page 1 of 5 
Version approved by Washington State University on March 31, 2017 
WASHINGTON STATE UNIVERSITY 
Department of Human Development 
 
 
Research Study Permission/Consent Form [note: for parents in Parent 
Handbook Plus Boosters condition] 
 
Study Title: 
First Years Away From Home 
 
Researchers: 
Dr. Laura Hill; laurahill@wsu.edu; 509-335-8478  
 
 
 
 
Dr. Matthew Bumpus; mbumpus@wsu.edu; 509-335-3816 
 
 
 
 
Dr. Brittany Cooper; brittany.cooper@wsu.edu; 509-335-2896 
 
 
 
 
Danielle Woodward; dgangnes@myuw.net; 206-685-1632 
 
You are being asked to take part in a research study carried out by Dr. Laura Hill, Dr. 
Matthew Bumpus, Dr. Brittany Cooper, and Danielle Woodward. This form explains 
the research study and your part in it if you decide to join the study.  Please read the 
information carefully, taking as much time as you need.  If you have any questions, 
please contact one of the researchers listed above. You can decide not to join the 
study. If you join the study, you can change your mind later or quit at any time.  There 
will be no penalty or loss of services or benefits if you decide to not take part in the 
study or quit later.   
 
This study has been approved for human subject participation by the Washington State 
University Institutional Review Board. 
 
What is this study about? 
 
This study is being conducted in order to better understand how WSU students and 
their parents experience the transition to college. We are interested in how factors such 
as communicating regularly with parents might help incoming WSU students better 
navigate the transition to college. In addition, we are interested in participants’ ideas 
and behaviors related to alcohol and marijuana use. Finally, we are interested in 
parents’ thoughts and opinions about Letting Go and Staying Connected, a handbook 
for WSU families that we have developed and will be sending you in the mail.  
 
You are being asked to take part because you are a parent of a member of the 
incoming first-year student class at WSU.  
 
What will I be asked to do if I am in this study? 
 
This research study involves three parts:  
 

Page 2 of 5 
Version approved by Washington State University on March 31, 2017 
First, we will ask you to complete two surveys, one now and one in the fall. The surveys 
will ask questions about how you and your student communicate, your expectations for 
him/her at college, and some questions about alcohol/marijuana use. Together, the 
two surveys will take 40-60 minutes to complete.  Your student will complete similar 
surveys. 
 
Second, we will be mailing you a handbook titled Letting Go and Staying Connected 
which will provide information about a variety of topics related to how to navigate 
parent-student relationships across the transition to college, as well as some 
information on student alcohol and marijuana use. Members of our research team may 
check in with you periodically over the next few weeks to see how you are using the 
handbook material and to see if you have any questions. Each check-in will take 
about 15-30 minutes, depending on questions you might have. 
 
Third, we will provide you with occasional messages that will help you think about ideas 
and topics from the Parent Handbook and how you might incorporate material from the 
handbook into conversations with your WSU student.  
 
Are there any benefits to me if I am in this study? 
 
You may find that the material in our Parent Handbook is useful as you navigate your 
student’s transition to college. In addition, information you provide as a participant in the 
study may help researchers and university personnel better understand what is 
important for students and families experiencing the transition to college, and may result 
in programs or policies that are better able to assist parents and students in 
successfully navigating their time at WSU. 
 
Are there any risks to me if I am in this study? 
 
The potential risks from taking part in this study are a loss of confidentiality as a result of 
providing sensitive information. To minimize this risk, your participation and your 
responses will be kept strictly confidential.  
 
Another potential risk is psychological/emotional discomfort or distress as a result of 
thinking about potentially sensitive topics. To minimize this risk, please remember that 
you may choose not to respond to any question that you wish to skip, and you may stop 
participating at any time with no repercussions.  
 
Will my information be kept private? 
 
The data for this study will be kept confidential to the extent allowed by federal and state 
law. No published results will identify you, and your name will not be associated with the 
findings. Under certain unlikely circumstances, information that identifies you may be 
released for internal and external reviews of this project.   
 

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Data will be coded so that the only people who will be able to link your identity to your 
responses are the researchers. Any identifying information will be stored separately 
from the data.  
Data will be stored on a password-protected server. Only the researchers will have 
access to the data. 
 
The results of this study may be published or presented at professional meetings, but 
the identities of all research participants will remain anonymous  
 
The data for this study will be kept for at least 3 years following the conclusion of the 
study. 
 
Since this is a long-term study, it is extremely important that we are able to get in touch 
with you for the follow-up surveys. Therefore, we will maintain contact with you even if 
you move. To help us keep in touch we will ask you for your contact information such as 
current address, email addresses, social networking sites, and telephone numbers. If 
you move or we are unable to reach you, other contacts may be made as needed with 
other names provided by you to confirm or update contact information. 
 
Are there any costs or payments for being in this study? 
 
There will be no costs to you for taking part in this study. 
 
You will receive a $20 Amazon gift card for completing each survey. Your student will 
receive a total of up to $110 for completing surveys during the next two years. We will 
email you a link to the gift card within one week of completing each survey.   
 
Who can I talk to if I have questions? 
 
If you have questions about this study or the information in this form, please feel free to 
contact the researchers: 
 
Laura Hill 
Department of Human Development 
Washington State University 
PO Box 644852 
Pullman, WA 99164-4852 
509-335-8478 
laurahill@wsu.edu  
 
Matthew Bumpus 
Department of Human Development 
Washington State University 
PO Box 644852 
Pullman, WA 99164-4852 
509-335-3816 

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mbumpus@wsu.edu 
 
Brittany Cooper 
Department of Human Development 
Washington State University 
PO Box 644852 
Pullman, WA 99164-4852 
509-335-2896 
brittany.cooper@wsu.edu 
 
Danielle Woodward 
Social Development Research Group 
School of Social Work 
University of Washington  
9725 3rd Avenue NE 
Seattle, WA 98115 
206-685-1632 
dgangnes@myuw.net 
 
 
If you have questions about your rights as a research participant, or would like to report 
a concern or complaint about this study, please contact the Washington State University 
Institutional Review Board at (509) 335-3668, or e-mail irb@wsu.edu, or regular mail at: 
Albrook 205, PO Box 643005, Pullman, WA 99164-3005. 
 
What are my rights as a research study volunteer? 
 
Your participation in this research study is completely voluntary.  You may choose not to 
be a part of this study.  There will be no penalty to you if you choose not to take part.  
You may choose not to answer specific questions or to stop participating at any time.   
 
By participating in this survey what am I agreeing to? 
 
Your completion of this survey means that: 
• You understand the information given to you in this form 
• You have been able to ask the researcher questions and state any concerns 
• The researcher has responded to your questions and concerns 
• You believe you understand the research study and the potential benefits and 
risks that are involved. 
 
 
Click here for a PDF of this consent form.  
 
By clicking on the survey link below, you are indicating that you consent to participate in 
this study.  By clicking on the survey link, you are also giving permission to have your 
student participate. 

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I CONSENT AND AGREE TO PARTICIPATE  
 
 
 
 
 
 
 
 
I DO NOT CONSENT