Study Details
Markham, C. M., Tortolero, S. R., Peskin, M. F., Shegog, R., Thiel, M., Baumler, E. R., Addy, R. C., Escobar-Chaves, S. L., Reininger, B., Robin, L. (2012). Sexual risk avoidance and sexual risk reduction interventions for middle school youth: A randomized controlled trial. Journal of Adolescent Health, 50(3), 279-288.
Markham, C. M., Peskin, M. F., Shegog, R., Baumler, E. R., Addy, R. C., Thiel, M., Escobar-Chaves, S. L., Robin, L., Tortolero, S. R. (2014). Behavioral and psychosocial effects of two middle school sexual health education programs at tenth-grade follow-up. The Journal of Adolescent Health, 54(2), 151-159.
It's Your Game: Keep It Real (IYG)
Program Information
Evaluation Setting
Study Sample
Research Design
1258
2
10
Study Findings
A subsequent study by the same group of researchers tested two different versions of the program: (1) the standard risk reduction version featured in the initial study and (2) an adapted risk avoidance or abstinence-based version of the program. The study used a cluster randomized trial design involving fifteen schools in a large south-central U.S. school district. Each school was randomly assigned to one of three groups: (1) a treatment group that received the standard risk reduction version of the program, (2) a treatment group that received the adapted risk avoidance version of the program, or (3) a control group in which schools delivered their usual health curriculum.
The study findings for the risk reduction program were mixed. Students in treatment schools had several favorable impacts on the recent sex domain at the end of 9th grade, including reduced rates of any sexual initiation for the full sample and for female students, reduced rates of oral and vaginal sex for female students, and reduced frequency of recent vaginal and anal sex. Several of these effects persisted into 10th grade, where there were favorable effects observed for reducing the likelihood of anal sex initiation for the full sample and for female students and reduced frequency of anal sex. In addition, there were favorable effects observed for risky sex: at the end of 9th grade students in the treatment group were less likely to have had unprotected sex in their last vaginal intercourse, and were having less frequent vaginal sex without a condom, and by the end of 10th grade, students were having less frequent anal sex without a condom. However, there was an adverse effect noted on number of sexual partners: by 10th grade, students in the treatment group were more likely to have had a larger number of sex partners in the past 3 months.
NA = Not available. This means the authors did not report the information in the manuscripts associated with the studies we reviewed.
a This information was not available whenever authors did not report information for the treatment and comparison groups separately on outcome means, standard deviations, and/or sample sizes.
b Authors reported that the program effect (impact) estimate is statistically significant with a p-value of less than 0.05 based on a two-tailed test.
c For some outcomes, having less of that outcome is favorable. In those cases, an effect with a negative sign is favorable to the treatment group (that is, the treatment group had a more favorable outcome than the comparison group, on average).
d An effect shows credibly estimated, statistically significant evidence whenever it has a p-value of less than 0.05 based on a two-tailed test, includes the appropriate adjustment for clustering (if applicable), and it is not based on an endogenous subgroup.