Evaluating Behavioral Skills Training to Teach College Students to Pour a Standard Serving of Alcohol: An Extension
Poster Number
1B
Format
Poster Presentation
Faculty Mentor Name
Carolynn Kohn
Faculty Mentor Department
Department of Psychology
Graduate Student Mentor Name
Alondra Del Real
Graduate Student Mentor Department
Department of Psychology
Additional Mentors
Mariel Montes, m_montes1@u.pacific.edu, Department of Psychology
Michelle Oliveira, m_oliveira1@u.pacific.edu, Department of Psychology
Abstract/Artist Statement
Data collected from a previous study (n = 9) of ours suggested that Behavioral Skills Training (BST) can be used to teach college students to pour standard servings of alcohol, which may be an important skill to proactively prevent binge drinking. This previous study was halted due to COVID-19. To expand upon this study, we collected additional data post-COVID to evaluate the effectiveness of using BST given its resource intensive nature. We used a single case non-concurrent multiple baseline across participants design to examine whether college students (n = 2) demonstrated accurate pouring skills after receiving BST, and whether these skills generalized to untrained cups and maintained at a 1 week follow-up session. While training college students in each individual cup is a time-consuming procedure, it may prove worthwhile if these skills generalize across responses (untrained cups) and across time (at follow-up). After BST, all participants poured accurately into the trained cup (N = 11), and all participants received BST for the cups in which they continued pouring inaccurately. Some participants required BST for all three cups (n = 2). Participants maintained accurate pouring at follow-up only for the trained cups (n = 3) or all cups (n = 5), and few participants displayed skill generalization across both untrained cups (n = 2). Ultimately, our additional data do not conclusively show that BST is a valuable preventative strategy to teach college students how to pour standard servings of alcohol. However, it could be useful as a tertiary intervention incorporated into mandated alcohol education courses or in situations where accurate pouring is not already in the participants’ repertoire.
Location
Information Commons, William Knox Holt Memorial Library and Learning Center
Start Date
29-4-2023 10:00 AM
End Date
29-4-2023 1:00 PM
Evaluating Behavioral Skills Training to Teach College Students to Pour a Standard Serving of Alcohol: An Extension
Information Commons, William Knox Holt Memorial Library and Learning Center
Data collected from a previous study (n = 9) of ours suggested that Behavioral Skills Training (BST) can be used to teach college students to pour standard servings of alcohol, which may be an important skill to proactively prevent binge drinking. This previous study was halted due to COVID-19. To expand upon this study, we collected additional data post-COVID to evaluate the effectiveness of using BST given its resource intensive nature. We used a single case non-concurrent multiple baseline across participants design to examine whether college students (n = 2) demonstrated accurate pouring skills after receiving BST, and whether these skills generalized to untrained cups and maintained at a 1 week follow-up session. While training college students in each individual cup is a time-consuming procedure, it may prove worthwhile if these skills generalize across responses (untrained cups) and across time (at follow-up). After BST, all participants poured accurately into the trained cup (N = 11), and all participants received BST for the cups in which they continued pouring inaccurately. Some participants required BST for all three cups (n = 2). Participants maintained accurate pouring at follow-up only for the trained cups (n = 3) or all cups (n = 5), and few participants displayed skill generalization across both untrained cups (n = 2). Ultimately, our additional data do not conclusively show that BST is a valuable preventative strategy to teach college students how to pour standard servings of alcohol. However, it could be useful as a tertiary intervention incorporated into mandated alcohol education courses or in situations where accurate pouring is not already in the participants’ repertoire.