2014 VFHY Compendium Program Information Worksheet

1)Program Information

Compendium Program Title: / All Stars
Provide a brief description of the program and how it works: / All Stars Core is an interactive, research-based curriculum for early middle school age youth that focuses on five strategies that research has shown to decrease the chances of middle school youth being involved in alcohol and other drug use, violence, and early sexual activity. It can be implemented in either school classroom or community-based settings. It includes thirteen 45-minute sessions with optional one-on-one meetings with individual students. A celebration ceremony concludes the program. A parent/child component is also integrated into the program.
All Stars Booster is the follow-up program in Year Two (nine 45-minute lessons) and All Stars Plus (thirteen 45-minute lessons) is the Year Three follow-up program.
All programs aim to strengthen five specific qualities vital to achieving preventive effects: developing positive ideals and future aspirations; establishing positive norms; building strong personal commitments; promoting bonding with positive adults and peer groups; and promoting positive parent/adult attentiveness.
The programs include engaging and interactive teaching methods and enjoyable and meaningful activities for youth – small/large group discussions, art project, videotaping, games, worksheet tasks, and partner work.
Describe the theoretical framework of the program: / All Stars is based on a theoretical framework that emphasizes retaining positive protective assets and attributes.
List the Risk and Protective Factors addressed by the program: / (1) Lifestyle Incongruence – desiring a lifestyle that is inconsistent or does not fit with risky behaviors. (2) Positive Normative Beliefs – youth who are protected from use have accurate estimates of how many peers engage in high-risk behavior and view risky behaviors as being unacceptable to the peer group. (3) Commitment – youth who are protected from risky behaviors make voluntary public commitments to avoid these behaviors. (4) Bonding – youth who feel a part of a positive social group protects against risky behaviors. (5) Positive parental attentiveness – youth are protected when parents practicing positive parenting.
List the Developmental Assets addressed by the program: / Family Support, Positive Family Communication, Other Adult Relationships, Caring School Environment, Adult Role Models, Positive Peer Influence, High Expectations, Achievement Motivation, Bonding to School, Integrity, Honesty, Responsibility, Healthy Lifestyle, Planning and Decision-Making, Interpersonal Competence, Resistance Skills, Peaceful Conflict Resolution, Personal Power, Sense of Purpose, Positive View of Personal Future, Goal Setting Skills
What specific knowledge, skills and attitudes (KSAs) presented in the curriculum will help prevent or reduce tobacco use? Please identify lessons that address each KSA. / Participants learn that smoking does not fit with their desired lifestyles (All Stars Core Sessions 2, 3, 4, 5, and 6; All Stars Booster Session 2 and 3), develop anti-use norms for the class or group (All Stars Sessions 7, 8, and 9; All Stars Booster Session 4 and 5), develop positive attitudes and intentions (All Stars Core Sessions 10, 11, 12, and 13; All Stars Booster Sessions 6, 7, 8, and 9), develop goal setting skills (All Stars Plus, Sessions 2, 3, and 4), develop decision-making skills (All Stars Plus Session 5, 6, 7, and 8), and peer pressure resistance skills (All Stars Plus Sessions 9, 10, 11, 12, and 13).
Describe specific outcomes (tobacco control & others) produced by implementing the program with fidelity: / The average effect size of All Stars for reducing multiple measures of substance use (estimated using meta-analytic techniques) has been .22. For example, control students who did not receive the program increase their cigarette smoking by 14% between pretest and posttest whereas fewer than 5% of All Stars Core students increased their smoking during the same period. Control students increased smokeless tobacco use by 8% and All Stars Core students reduced smokeless by 5% in similar analyses.
List specific lessons that address tobacco control. / All Stars Core Session 8 – Opinion Poll Game
All Stars Core Session 10- Opinion Poll Game Rematch
All Stars Core Session 11 – Commitment
All Stars Core Session 12 – Defending Commitments
All Stars Core Session 13 – Proclaiming Commitments
All Stars Booster Session 4 – Opinion Poll Game
All Stars Booster Session 5 – Press the Point
All Stars Booster Session 7 – Advanced Commitment Defense Skills
All Stars Booster Session 9 – Take Two
All Stars Plus Session 5 – Ways to Make Decisions
All Stars Plus Session 6 – Conscience-Based Decisions
All Stars Plus Session 7 – Logical Decisions
All Stars Plus Session 8 – Practice Making Decisions
All Stars Plus Session 11 – Being Assertive
All Stars Plus Session 12 – Resisting Peer Pressure
Target Age Group, Grade Level and/or Gender: / 12-14 years; 6-8 grade; both male and female
Program Type: / X / Prevention / Cessation
Recommended Intervention Site: / School / X / Community / X / Both
Is the Program curricula available in Spanish? / X / Yes / Yes
Website Address: /

2)Program Replications

Agency Name: / Address / Phone #
Page County Schools / Bobbi Wells
735 W. Main
Luray, VA 22835 / 540-843-2808

Newport News Dept of Human Services / Traci Snell
746 Adams Drive
Newport News, VA 23601 / 757-369-6808

DonBoscoCenter / Rev. Ramon Dominquez
1600 Carlin Lane
McLean, VA 22101 / 703-965-1093

3)Implementation Essentials

(What must be included to achieve model outcomes?)
Min/Max class size / 10 / 25
Full implementation # of Sessions / Core – 13
Booster – 9
Plus – 13
Minimum Required # of Session to achieve fidelity / 10 for Core; 7 for Booster; 10 for Plus
Session length / 45
Session frequency / 1-2x per week
What staffing requirements are necessary to implement the program with fidelity? (number, experience, qualifications etc): /
  • 1 facilitator for every 12-15 youth in a community setting; 1 facilitator for every classroom of 25 students
  • Facilitators should have experience working with middle school youth in group/classroom settings with a mastery of group facilitation skills, have a warm and caring personality, and a genuine enjoyment in working with youth. Specific educational requirements are not required. ATOD prevention knowledge and training are helpful.

What core program components are required to implement the program with fidelity? / Sessions need to be delivered by a skilled teacher with an eye to achieving each session’s objectives. Teachers need to have a positive impact on targeted modifiable risk and protective factors (lifestyle incongruence, normative beliefs, commitment, bonding, and positive parental attentiveness) for the program to affect smoking and other drug use outcomes.
What program adaptations have been tested and proven to produce positive program outcomes? (Please provide supporting documentation). / All Stars has been successful in both school and community settings. See for research reviews.
What practical instruments are available to assess adherence and competence of the practitioner's use of the program's core components? / Fidelity assessment forms are available to users. Online forms are available through . Paper forms are available through
Describe any follow-up/booster activities available after program completion. / A separate booster program of 9 sessions augments the program. The booster is designed to be delivered one year after the Core program. All Stars Plus includes an additional 13 sessions that are to be delivered a year after or the same year as Booster. Thus, if Core, Plus, and Booster are all delivered, the program can be delivered in either 2 or 3 years, depending on the preference of the agency.
4)Curriculum Materials
Required Materials / Cost / Comments Regarding Materials
(Describe materials & resources that directly assist with program implementation. Include how often materials are updated and/or recent/ anticipated revisions.)
Core Teacher’s Manual / $100 per teacher / The order form that fully describes program costs can be found at
There are three package options to choose from for student materials with all three programs (Basic, Standard and Complete). All packages include the required, consumable, copyrighted materials students need to complete the activities. The Standard and Complete packages also include a student pre/posttest survey – the measurement tool to provide outcome data on the program’s effectiveness. Once completed, customers return the pre/posttest surveys to Tanglewood Research for compiling, analyzing, and reporting of results back to the customer at no extra charge.
Training for those who are delivering the programs is highly encouraged. Teachers who received certified training have shown to deliver the program with greater fidelity and produce stronger student outcomes. Training is offered in-person, onsite for no more than 20 people. Onsite training can be 1-2 days in length depending on the program being trained. The most popular method of training has been the live, online training sessions. Online training groups involve no more than 10 people so are personal, engaging and interactive. A live trainer facilitates the training modules that are no more than two hours in length. The number of training modules varies depending on the program. An up-to-date training schedule can be viewed at Training costs do not include the cost of the teacher manuals.
Core Student Materials / $4- $10 per student
Core Training / $300 per teacheronline or $3000 in-person, onsite, plus trainer’s travel costs
Optional Materials / Cost
Plus Manual and materials / $80 per teacher/ $2-$7 per student
Booster manual and materials / $80 per teacher/ $1 - $6 per student
Tshirts/rings / $8-9/ $17 per student
Pretest-Posttest Student surveys / Included in 2 of 3 student material packages; or can be purchased separately $2 per student
5)Training & Cost
Is training required to implement program? / Yes, definitely / No / X / Preferred
Training / Cost / Duration / Min # Participants /

Max # Participants

Implementation / $150- $300 per teacher online or $1500-$3000 in-person, onsite, plus trainer’s travel costs / 1-2 days onsite/ 4-8 hours online / 20 onsite /10 online
Comments Regarding Training
(Describe materials resources and technical assistance available that directly support training or coaching)
Training for those who are delivering the programs is highly encouraged. Teachers who received certified training have shown to deliver the program with greater fidelity and produce stronger student outcomes. Training is offered in-person, onsite for no more than 20 people. Onsite training can be 1-2 days in length depending on the program being trained. The most popular method of training has been the live, online training sessions. Online training groups involve no more than 10 people so are personal, engaging and interactive. A live trainer facilitates the training modules that are no more than two hours in length. The number of training modules varies depending on the program. An up-to-date training schedule can be viewed at Training costs do not include the cost of the teacher manuals.
Free technical assistance is provided following trainings.
Contact Kathleen Nelson-Simley for more information regarding training at 1-800-822-7148 or .

6)Quality of Research & Dissemination Information

a.If the program has been reviewed by SAMHSA’s NREPP (National Registry of Evidence-based Program), complete this sectionadding the NREPP’s outcome data and the correlating NREPP 0.0- 4.0 scale rating for each criteria. Please provide the study & dissemination strengths & weaknesses. Then skip to section 8. If your program has not been reviewed by NREPP, skip this section and go to and complete sections 6b and 7.

Quality of Research Outcomes / Reliability / Validity / Fidelity / Missing Data/ Attrition / Confounding Variables / Data Analysis / Overall Rating
Outcome1:Personal commitment not to use drugs / 2.5 / 2.0 / 2.5 / 2.1 / 1.8 / 2.5 / 2.2
Outcome2:Lifestyle incongruence / 2.5 / 2.0 / 2.5 / 2.1 / 1.8 / 2.5 / 2.2
Outcome3:School bonding / 2.5 / 2.0 / 2.5 / 2.1 / 1.8 / 2.5 / 2.2
Outcome4:Normative beliefs / 2.5 / 2.0 / 2.5 / 2.1 / 1.8 / 2.5 / 2.2
Outcome5:Cigarette use / 2.3 / 1.8 / 2.5 / 2.5 / 1.8 / 2.5 / 2.2
Outcome6:Alcohol use / 2.3 / 1.8 / 2.5 / 2.5 / 1.8 / 2.5 / 2.2
Outcome7:Inhalant use / 2.3 / 1.8 / 2.5 / 2.5 / 1.8 / 2.5 / 2.2
/ 2.2
2.2
2.2
2.2
2.2
2.2
2.2
Study Strengths:
The program is based on a sound theoretical approach and uses measurement scales with high reported levels of internal consistency. One study examined the intervention's effects in a large sample using a longitudinal design. The authors also analyzed the effects of mediating variables that may have been responsible for the outcome variables.
Study Weaknesses:
Confounding variables existed in one study due to lack of rigor in the design. In addition, this study was conducted in one school, classes were not randomly assigned, and half of the subjects in the comparison group did not complete the posttest. Posttest evaluations were completed at inconsistent lengths of time after the intervention. In the second study, additional schools were added to the design after the matching process. Information concerning the effects of potential confounding variables was not provided, making it difficult to assess this criterion in the two studies.
Readiness for Dissemination / Implementation Materials / Training & Support / Quality Assurance / Overall Rating

3.5

/

3.5

/

3.3

/

3.4

Dissemination Strengths:
Detailed implementation manuals are available for all program components. A training program is offered for both the core and booster programs, and teacher certification is available to those interested becoming a program trainer. A supplemental DVD series is also available for professional development purposes. Outcome measures and teacher/administrator satisfaction interview guides are provided to support quality assurance.
Dissemination Weaknesses:
It is unclear whether supplemental sessions are critical. No ongoing coaching or technical assistance is available for implementers or site administrators. While there is a quality assurance survey that implementers can complete after each session, it is generic and appears to be of limited value for ensuring fidelity.
Provide any additional information you would like to add regarding NREPP’s findings:
We note that ongoing coaching is available. Further, implementers are encouraged to enroll in our Certification of Mastery program to maximize their potential for becoming effective teachers.

b.Complete this section ONLY if your program HAS NOT been reviewed by NREPP.

1)Has at least one study using an experimental or quasi-experimental design has been conducted which shows positive (p<_.05) tobacco prevention control outcomes? / Yes, supporting documentation is attached / No
2)Has the study been published in a peer-review journal, other publication or a comprehensive evaluation report? / Yes, supporting documentation is attached / No
3)Does the provided evaluation data show outcome measures that appear to be both reliable and valid? / Yes, supporting documentation is attached / No
4)Does the provided evaluation data show evidence of acceptable program fidelity during the identified study? / Yes, supporting documentation is attached / No
5)Does the study account for attrition or missing data? / Yes, supporting documentation is attached / No
6)During the study, were variables other than the intervention reported in the outcomes? / Yes, supporting documentation is attached / No

7)Evaluation Information

(Please be sure to include all tobacco specific outcome data)

a)Experimental (randomized control/comparison group) evaluations
Describe Evaluation Methods / See details in research studies posted on:

Evaluation Outcomes / Reductions in cigarette use, smokeless tobacco use, alcohol use. Changes in targeted mediators of the program.
b)Quasi-experimental (non-randomized comparison groups) evaluations
Describe Evaluation Methods
Evaluation Outcomes:
c) Please describe materials, resources or procedurals that directly support quality assurance. (e.g. protocols for gathering process &/or outcome data, ongoing monitoring of intervention fidelity, supervision/training feedback)
There are three package options to choose from for student materials with all three programs (Basic, Standard and Complete). All packages include the required, consumable, copyrighted materials students need to complete the activities. The Standard and Complete packages also include a student pre/posttest survey and fidelity assessment form. Both are available in print format or online.
Once completed, pre/posttest surveys and fidelity assessment forms are returned to Tanglewood Research, we create online reports for each class which you can access at no additional cost. Statistical summaries are calculated and graphed for each behavior and each mediator assessed on student pre/posttest surveys and for fidelity assessments. If multiple classes or groups are included, aggregated summaries are presented. Raw data are also available for download. We create tables and graphs that you can save to your local computer and include in reports you write. For an additional fee, we can also write the summary reports of your results..
8)Contact Information:
Program Developer / Training/Implementation Contact / Material Contact
Name: / William Hansen, PhD / Name: / Kathleen Nelson-Simley / Name:
Address: / 420 Gallimore Dairy Road, Suite A
Greensboro, NC 27409 / Address: / PO Box 5512
Lincoln, NE 68505 / Address:
Phone #: / 336-662-0090 x 101 / Phone #: / 800-822-7148 / Phone #:
Fax #: / 336-662-0099 / Fax # / 402-489-1072 / Fax #:
Email: / / Email: / / Email:

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