The goal of the
Information-Motivation-Behavioral Skills HIV Prevention Program (IMB
Skills Program) is to reduce high school students' risk of HIV infection.
IMB Skills Program objectives include positively influencing student'
HIV prevention attitudes and norms, and increasing students' levels
of HIV prevention behavioral skills. The intervention includes a classroom
component, conducted by trained teachers. The program is based on
the Information, Motivation and Behavioral Skills (IMB) model of health
behavior change, which assumes that HIV prevention information, motivation
and behavioral skills are the fundamental determinants of HIV preventive
An evaluation of the curriculum was conducted by the Center for HIV
Intervention and Prevention in 2000. Participants were 1,577 students
in four inner-city high schools in Connecticut (37% male, 63% female,
61% African-American, 28% Hispanic-American, 11% Caucasian, mixed
or "other"). The intervention had significant effects on
precursors of HIV preventive behavior at the time of the post-test.
A combination of the classroom-based and peer-based components also
effectively promoted HIV risk-reduction behavior among participants
at the time ofthe three-month follow-up. Students who wereinitially
abstinent were likely to maintain so, and participants who had been
sexually active prior to the intervention showed significant and sustained
increases in condom use during sexual intercourse.
The IMB Skills
Program is designed for implementation in high-school settings (both
inside and outside of the classroom).
The original intervention
sample included 1,577 students in Connecticut. The sample was 37%
male and 63% female. The mean age was 14.8 years.
More than half of the participants (61%) were African-American,
28% were Hispanic-American, and 11% classified their race as Caucasian,
"mixed" or "other".
components of the intervention are implemented over four classroom
periods. One period each is devoted to an information and behavioral
skills component; two periods are devoted to a motivation component.
Each classroom component includes videos, discussions and associated
activities. The peer-educator component (Natural Opinion Leaders/NOLS)
runs concurrently with the classroom-based component of the program.
NOLS are taught and supervised by trained high school teachers and/or
advisors both prior to and throughout the intervention.
High School Teachers:
High School Teachers administer the classroom-based component of the
program, run preliminary focus groups with students to identify potential
peer group leaders, and train and supervise the selected peer educators.
All necessary training materials for both the classroom are included
in this program box.