effectively as possible, and (2) practice of targeted skills via practice in the real world. As noted above, a significant limitation of many studies of online interventions is low levels of uptake and retention; thus, we sought to make the program as appealing as possible via a ‘media-rich’ format with minimal use of text (concepts are introduced by online narratives and animations), multiple interactive features including quizzes and interactive homework assignments, and extensive use of video vignettes (short, well-produced movies with likeable characters played by professional actors) demonstrating the targeted skills (Carroll, Ball, Martino, Nich, Babuscio, Nuro, et al., 2008).
