Adaptive Preventive Intervention for College Alcohol Use
Condition: College Student Drinking
MeSH terms: Alcohol Drinking in College
Study type: Interventional

Summary: 
      This research project is designed to promote health among first-year college students by
      implementing an adaptive sequence of preventive intervention strategies to motivate
      heavy-drinking college students to access existing resources in order to reduce high-risk
      alcohol use and negative consequences. If found efficacious, the adaptive preventive
      intervention (API) has the potential to reduce both the acute negative health consequences
      (e.g., injury, alcohol poisoning) and long-term health consequences (e.g., alcohol use
      disorders) of young adult alcohol use, while seeking to leverage technology in order to use
      campus resources in the most efficient way possible.
    

Detailed description: 
      College student alcohol use and associated negative consequences are public health problems.
      In particular, first-year students transitioning to college are at increased risk. Scarce
      intervention resources must be used as wisely as possible to address these concerns. One way
      to address heavy drinking while conserving resources is to first utilize universal
      interventions, identify students at high risk who do not respond well, and then motivate them
      to engage in indicated intervention. This approach to prevention is 'adaptive' because
      information about the student in the course of the intervention (e.g., response status) is
      used to determine whether more resources should be invested to motivate the student to
      transition to indicated services. The purpose of this project is to implement adaptive
      preventive intervention (API) that employs cost-effective, technology-based brief
      interventions to do the following. First, provide a universal personalized normative feedback
      (PNF) intervention followed by student self-monitoring (SM). Second, motivate students who
      continue to drink heavily (i.e., 2+ reports of 4/5+ drinks for women/men, or 1 report of
      8/10+ drinks for women/men) to transition to additional intervention resources. To optimize
      the efficacy of this intervention, we will investigate the best timing for delivering the
      initial universal PNF+SM intervention (i.e., as an inoculation before moving to college vs.
      once they are experiencing the college context during their first semester). Additionally, we
      will examine how best to motivate heavy-drinking students to pursue indicated intervention
      (i.e., via automated emails vs. online interaction with a personal health coach using
      M-bridge). A sequential multiple assignment randomized trial (SMART) design will be used to
      address these questions. College students will be randomized to receive PNF either before
      college begins (2 weeks before classes start) or during the beginning of the first semester
      (about 3 weeks after they arrive on campus), followed by SM every two weeks during the first
      semester; these SM assessments will be used to identify heavy-drinking students who remain at
      risk. Once heavy drinking is identified, the student will be re-randomized to either an
      automated email or M-bridge health coach to offer indicated intervention resources. The
      specific aims are to examine: (1) the efficacy of the API compared to an assessment-only
      control, (2) whether the API can be optimized by altering the timing of the universal
      intervention and/or the type of message to motivate seeking indicated intervention, and (3)
      moderators of these effects (e.g., pre-college drinking intentions, high-intensity [compared
      to binge] drinking during the start of college). Frequency of heavy drinking, alcohol-related
      consequences, and health services utilization will be assessed prior to the start of classes,
      and at each follow-up point (the end of the semester, the end of the year, and the following
      fall). The API to be refined through this project will offer a novel strategy for mitigating
      both the acute negative health consequences (e.g., injury, alcohol poisoning) and long-term
      health consequences (e.g., alcohol use disorders) of young adult alcohol use.
    

Intervention name(s): Personalized Normative Feedback (PNF); Self-Monitoring (SM); Web-BASICS; Health Promotion Consultation; M-Bridge Online Health Coach
Intervention type(s): Behavioral; Behavioral; Behavioral; Behavioral; Behavioral
Intervention description(s): Personalized normative feedback is generated by a process in which: (1) baseline surveys gather respondent information; (2) a computer program links the data with algorithms to select feedback messages; (3) a format for feedback presentation is specified; and (4) the program generates output. Norms will focus on prevalence of drinking, consuming 4/5+ drinks, total number of drinks consumed each week, and maximum drinks consumed. Normative information will be from the national Monitoring the Future (MTF) study college student sample and the University of Minnesota Twin Cities campus. Students will be sent a link to a website where they see their own personal responses in the feedback. Feedback will detail quantity and frequency of drinking (a) reported by the participant him/herself, (b) according to the participant's perception of the descriptive norm for drinking quantity and frequency for the reference group, and (c) reflecting the actual descriptive norm for the reference group.; Students will be asked to self-report their alcohol use every 2 weeks in response to two main questions (frequency of 4/5+ drinking in the past 2 weeks, frequency of past 2-week 8/10+ drinking), as well as consequences of their drinking. The therapeutic role of SM is two-fold. First, SM facilitates deliberate attention to and reflection on the person's actions, the conditions under which these actions occur, and their consequences (Bandura, 1998; Kanfer, 1970). Hence, SM of drinking behaviors and consequences has the potential to promote awareness of problematic drinking and need for health services. Second, SM affords the opportunity to obtain ongoing information concerning the target behavior, which can be used to inform timely intervention decisions (Nahum-Shani et al., 2016); Web-BASICS is delivered online and responds to individual participant input with the same motivational information and feedback as used in the in-person BASICS intervention. In-person BASICS content (Dimeff et. al., 1999) was developed for online use in studies conducted by Drs. Larimer and Lee (e.g., LaBrie et al., 2013; Lee et al., 2014; Neighbors et al., 2012a). Web-BASICS feedback contains text and graphical feedback regarding students' reported drinking quantity, frequency, peak alcohol consumption, and blood alcohol content (BAC), risks for alcohol problems based on participant family history and consumption patterns, protective behaviors the participant already uses and others he/she might consider, and a tips page with a BAC chart, information on reduced-risk drinking, and where to get more information. Participants can print and/or view their individualized content online for up to 3 months.; A health promotion consultation via a campus clinic is a confidential exploration of student drug and alcohol use. Health Promotion Consultants help students assess how their alcohol and other substance use affects their life and learn how to make healthier decisions.; A health coach will correspond with students via a secure online chat platform, utilizing motivational interviewing strategies to encourage students to consider their values and goals, the possibility of behavior change, and available services. The goal of the dialogue is to motivate the student to access alcohol use interventions (Web-BASICS or an in-person health promotion consultation).
Other intervention name(s): Brief Alcohol Screening Intervention for College Students; Electronic Bridge to Mental Health Services (eBridge)
Allocation: Randomized
Intervention model: Sequential Assignment
Intervention model description: Sequential Multiple Assignment Randomized Trial
Masking: None (Open Label)
Primary purpose: Prevention