011 Adapting an evidence-based sexual assault prevention intervention for women undergraduates for online delivery
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
<h3>Statement of Purpose</h3> Sexual assault on college campuses is a prevalent public health problem, with 1 in 4 women experiencing sexual assault in college. The Enhanced Assess, Acknowledge, Act (EAAA) is a 12-hour, peer facilitator-led, in-person, group-based, sexual assault resistance intervention that has been shown to reduce rape victimization by 50% among female undergraduates in a randomized controlled trial. Despite its efficacy, uptake of EAAA has been limited, as universities often prefer brief online interventions; however, no online intervention has been proven to reduce sexual assault victimization. <h3>Methods/Approach</h3> This CDC-funded project adapted EAAA for online delivery to groups of students by live facilitators using a systematic adaptation process called ADAPT-ITT. The aims were threefold; first, to conduct a theater test of a minimally adapted internet-delivered EAAA intervention (IDEA3) with 8 undergraduate women; second, to use initial feedback to develop a fully adapted IDEA3 intervention; and third, to conduct a pilot trial (N=64) to test the acceptability and feasibility of the IDEA3 intervention and examine intermediary outcomes shown to be strong mediators of EAAA’s effect on reducing sexual assault victimization. Participants completed baseline and post-test surveys to measure self-defense self-efficacy and other mediators of sexual assault risk, including rape myth acceptance and detection of risk in coercive situations. Feedback was provided through post-session surveys and focus groups. <h3>Results</h3> Theater test participants rated the program’s interactive activities, virtual format, self-defense training, and roleplays highly. The pilot trial will conclude in March 2022. Results on feasibility, acceptability, pre-test/post-test changes in key outcomes, and lessons learned through the adaptation process will be presented. <h3>Conclusions</h3> Preliminary findings indicate that online adaptation was acceptable and feasible. <h3>Significance</h3> Results from this study have the potential to revolutionize campus sexual assault prevention programming by substantially increasing the scalability of this evidence-based sexual assault prevention program.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it