For their school-based program, four communities selected Life Skills Training (Botvin, 2000) and Project Alert (Ellickson et al., 2003), while the remaining six chose the All Stars curriculum (McNeal et al., 2004), All 14 communities delivered their chosen program during required classes as part of the 7th-grade curriculum, so nearly all students in participating schools took part. All three school-based programs targeted social norms, decision-making, peer group affiliation, and peer pressure. Lesson activities included question-answer sessions, role-play, and small-group activities. Assignments focused on recognizing and resisting peer pressure, benefits of not using alcohol and drugs, and practicing decision-making skills. Youth in the intervention conditions of the PROSPER study reported lower levels of use across an array of substances (see Spoth et al. [2011] for review). Very high levels of implementation quality have been confirmed across family-focused and school-based interventions and cohorts (Spoth et al., 2007). For more details on each program, see Spoth et al. (2004). Youth in the intervention conditions of the PROSPER study report lower levels of use across an array of substances, however, intervention main effects on alcohol are modest (see Spoth et al., 2011 for review).
