Key Components of the Intervention: What you have to “keep-in” to achieve the expected results?
The Theory: The IMB Model (Figure 1) is the theoretical framework for the high-school classroom intervention. According to the IMB model, HIV risk behaviors are driven by deficits in HIV prevention information, motivation, and behavioral skills. In order to increase HIV preventive behaviors, school-based interventions must identify and remediate these deficits.

The IMB model employs 3 guiding principles that are critical to impact levels of prevention behavior within an individual or population (Figure 2).

1. Weaknesses within each of the model components (information, motivation, and behavioral skills), must first be identified. This is done through a technique called elicitation research. Focus groups, surveys, and other quantitative and qualitative can be used to conduct elicitation research and catalogue the population’s existing deficits. To design school-based interventions, elicitation research can be done by school-based personnel.
2. Using the findings from the elicitation research, interventions are designed to address the specific deficits identified.
3. Determining whether or not the intervention impacts the information, motivation, behavioral skills, deficits and the actual behavior of the participants is critical in measuring the intervention’s success. This involves evaluation research.
Project Investigator: Charles Smith
Medical Director: Fernando Garcia, MD
Credit: http://www.chip.uconn.edu/
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The goals of Proyecto Juntos were designed
to: Project evaluation included a mix of quantitative and qualitative methods required to appropriately assess project outcomes and longer term project effects. The evaluation was participatory in nature and involved stakeholders in the conceptualization, development and implementation of measures and indicators required for the evaluation. The CDC’s Framework for Evaluating Public Health Programs was utilized to guide all aspects of evaluation activities. Findings and lessons learned from project activities were disseminated and tailored to the needs and potential uses of identified target audiences including providers of health and social services, policy makers, planning bodies, and the general public. For more information: www.ou.edu/border
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