Evaluating Behavioral Skills Training to Teach College Students to Pour a Standard Serving of Alcohol: An Extension

Poster Number

1B

Lead Author Major

Psychology

Lead Author Status

Senior

Second Author Major

Psychology

Second Author Status

Senior

Third Author Major

Psychology

Third Author Status

Junior

Fourth Author Major

Psychology

Fourth Author Status

Senior

Fifth Author Major

Psychology

Fifth Author Status

Senior

Sixth Author Major

Psychology, English

Sixth Author Status

Senior

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

This document is currently not available here.

Share

COinS
 
Apr 29th, 10:00 AM Apr 29th, 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.