| Course | ADC 605 Substance Abuse Prevention |
|---|---|
| Module | Module 7 |
| Paper type | Program plan |
| Length | About 1,046 words, 6 pages |
| Format | APA 7 student paper |
| School | Aspen University |
| Program | Psychology and Addiction Studies |
| Updated | October 2026 |
Free sample paper for ADC 605 Module 7
From Data to a Three-Year Plan: Intervention Mapping for a County Prevention Coalition
Student Name
Psychology and Addiction Studies Program, Aspen University
ADC 605: Substance Abuse Prevention
Instructor Name
Month Day, Year
From Data to a Three-Year Plan: Intervention Mapping for a County Prevention Coalition
Over the past year, the coalition in eastern Wisconsin that Tomas staffs, invented for this course, has adopted a school program, planned personality-targeted workshops, prepared a family program and begun environmental work. A new three-year grant requires a single, coherent plan. This paper builds that plan using a systematic process.
Why Plan Systematically
Without a systematic process, coalitions tend to adopt activities because someone suggested them, a vendor marketed them or a neighboring community used them. Bartholomew et al. (1998) proposed Intervention Mapping to guide the development of health programs from evidence and theory. Its steps begin with a needs assessment, then specify proximal program objectives, the changes in behavior and in the factors that determine it that the program must produce. Planners then select theory-based methods and translate them into practical strategies, design the program, plan for its adoption and implementation and plan its evaluation. Each step builds on the last, creating a traceable path from problem to program.
Step One: Needs
The needs assessment drew on the county youth survey, focus groups with students and parents and interviews with school staff and retailers. It identified early alcohol use as the main behavioral problem and three elevated risk factors: perceived availability of alcohol, favorable parental attitudes and low commitment to school.
Step Two: Objectives
Hawkins et al. (1992) showed that risk factors in the community, family and school domains predict adolescent substance problems. The coalition turned its three elevated factors into objectives. Reduce perceived availability of alcohol among tenth graders from 68 percent to the state average. Increase the share of parents of middle schoolers who set clear rules against underage drinking. Increase students' reported commitment to school.
Steps Three and Four: Methods, Strategies and Design
For each objective, the coalition chose tested strategies whose methods target the relevant factor, drawing on the work of earlier modules.
| Risk factor | Strategy | Outputs | Short-term outcome | Long-term outcome |
|---|---|---|---|---|
| Availability of alcohol | Quarterly compliance checks; server training; social host ordinance | Checks completed; retailers trained; ordinance proposed | Fewer sales to minors; fewer parties without adults | Lower perceived availability; later initiation |
| Favorable parental attitudes | Seven-session family program | Families enrolled and completing | Clearer family rules; better communication | Lower initiation of alcohol use |
| Low school commitment | Universal school program; personality-targeted workshops | Lessons delivered; workshops held | Skills and accurate norms; coping for high-risk students | Lower alcohol use in high school |
| Early alcohol use | All of the above | Reduced past-month alcohol use among tenth graders |
Step Five: Adoption and Implementation
Glasgow et al. (1999) proposed RE-AIM, a framework for judging the public health impact of interventions. Its first question is reach: how many of the intended people take part, and do they resemble the whole group? The others ask about effectiveness, about adoption by settings such as schools, about implementation, meaning how consistently and well the program is delivered, and about maintenance, whether effects and programs last. The coalition used RE-AIM as planning questions. For reach, the family program was the weakest link, so recruitment plans received extra resources. For adoption, the plan aimed for all four middle schools by the second year. For implementation, coaching and fidelity checks were built in. For maintenance, school staff would be trained to continue programs after the grant.
Gaps the Framework Revealed
Applying RE-AIM exposed two gaps in the draft plan. The first was reach: the family program, as first planned, would likely attract parents already engaged with schools, missing those with the most favorable attitudes toward teen drinking. The second was maintenance: nothing in the draft ensured that programs would continue after the grant. The final plan added personal recruitment through teachers and coaches and a commitment from the school district to budget for the programs by year three.
Cultural Fit
Intervention Mapping also asks whether chosen methods suit the population. The county includes a growing Hmong community and a smaller Latino community. The coalition planned to involve community members from both groups in reviewing program materials and recruiting families, and to offer the family program with interpretation where needed, so that the plan would reach all of the county's families rather than only its majority.
Step Six: Evaluation Planning
The evaluation would track outputs, such as compliance checks completed and families enrolled; short-term outcomes, such as sales rates and family rules reported in surveys; and long-term outcomes in the biennial youth survey. Evaluation planning is the subject of the next module.
Theory Behind the Strategies
Intervention Mapping asks planners to name the theoretical methods by which each strategy is expected to work. Compliance checks rely on deterrence: retailers change behavior when the chance of being caught rises. The school program relies on social learning and norm correction: students learn skills by practice and adjust their behavior when they learn that fewer peers drink than they assumed. The family program relies on parenting skill building and improved communication. Naming these methods helps the coalition notice when a strategy is delivered in a way that loses its active ingredient, such as a school program reduced to lectures without practice.
Partners and Responsibilities
Each strategy has a lead partner. The sheriff's department leads compliance checks, the school district leads the school program and workshops, the churches and school district jointly host the family program and the coalition coordinates and evaluates. Each partner signs a memorandum of understanding listing its duties, which keeps the plan from resting on goodwill.
Timeline and Resources
Year one would establish compliance checks and server training, deliver the school program in two middle schools and pilot the family program. Year two would expand to all middle schools, launch personality-targeted workshops and propose the social host ordinance. Year three would focus on sustaining programs within schools and the district budget. Roughly half of the budget would support training and coaching, a quarter compliance checks and family program costs and a quarter evaluation and coordination.
Conclusion
Intervention Mapping, as Bartholomew, Parcel and Kok describe it, gave the coalition a path from needs to a coherent plan. Hawkins, Catalano and Miller's risk factors grounded the objectives, and Glasgow, Vogt and Boles's RE-AIM questions strengthened planning for reach, adoption, implementation and maintenance. The logic model ties each strategy to the change it is meant to produce.
References
Bartholomew, L. K., Parcel, G. S., & Kok, G. (1998). Intervention mapping: A process for developing theory and evidence-based health education programs. Health Education & Behavior, 25(5), 545-563. https://doi.org/10.1177/109019819802500502
Glasgow, R. E., Vogt, T. M., & Boles, S. M. (1999). Evaluating the public health impact of health promotion interventions: The RE-AIM framework. American Journal of Public Health, 89(9), 1322-1327. https://doi.org/10.2105/AJPH.89.9.1322
Hawkins, J. D., Catalano, R. F., & Miller, J. Y. (1992). Risk and protective factors for alcohol and other drug problems in adolescence and early adulthood: Implications for substance abuse prevention. Psychological Bulletin, 112(1), 64-105. https://doi.org/10.1037/0033-2909.112.1.64
What the ADC 605 Module 7 instructions ask for
The seventh module of ADC 605 usually asks for a prevention program plan. Follow the Module 7 instructions in your Aspen course; the coalition here is invented. Use a named planning process and show each step with the decisions it produced. Base objectives on local needs and on risk and protective factors, and give each a measurable target. Choose strategies with evidence and explain how they produce change. Plan implementation, including who delivers, how they are trained and which partners are responsible for what. Include an evaluation plan and a logic model. Consider sustainability beyond the funding period. Give APA 7 references, and keep the plan within the coalition's resources. A year-by-year timeline and a rough budget demonstrate that the coalition can afford and staff what it proposes.
Inside the ADC 605 Module 7 example
The coalition's three-year plan falls to Tomas, its composite staff member. Bartholomew, Parcel and Kok's Health Education and Behavior article supplies the Intervention Mapping steps. Hawkins, Catalano and Miller's review grounds objectives in availability, family management and school commitment. Glasgow, Vogt and Boles's American Journal of Public Health article supplies the RE-AIM questions. A five-row logic model links each risk factor to strategies, outputs and short- and long-term outcomes. The plan combines the school program, personality-targeted workshops, the family program and environmental strategies, with a timeline and budget outline. RE-AIM questions lead to extra resources for recruiting families.
ADC 605 Module 7 rubric: what earns full marks
Program plans earn credit for a systematic process, objectives tied to evidence and local data and attention to implementation and evaluation from the start. This example walks through each planning step and shows what each contributed. The logic model shows how strategies are expected to change risk factors and then behavior, which makes the plan's assumptions visible and testable. RE-AIM questions expose gaps, such as reach to families least likely to attend and the absence of a plan for continuing programs after the grant. Evaluation is planned alongside the program, not added later. Sustainability is addressed with specific commitments, such as training school staff to continue programs. The objectives carry numerical targets, which makes them checkable.
Common ADC 605 Module 7 mistakes, and how to avoid them
Program plans often list activities without showing how they will change outcomes. Use a logic model linking strategies to risk factors and outcomes. Base objectives on data. Choose tested strategies and explain their mechanisms, naming the theory behind each. Plan implementation in detail. Build evaluation into the plan from the beginning. Check reach and staying power with a structured set of questions, such as those RE-AIM provides. Keep the plan realistic for your staff and budget; a modest plan carried out well achieves more than an ambitious one abandoned in the second year. Share a draft with partners before finalizing it; commitments made in writing are more likely to be kept.
Write yours, or have the desk draft it
This paper is an original model document written by our desk, not a submitted student paper and not an official Aspen University document. Read it for the moves, then write your own to the instructions in your classroom. If you want one built to your exact prompt and rubric, the first custom sample is free and arrives in 24 to 48 hours.
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ADC 605 Module 7 questions, answered
What does ADC 605 Module 7 usually ask for?
Aspen's ADC 605 covers planning a prevention program in this module, so a systematic plan with objectives, strategies, implementation and evaluation is typical. Open your Module 7 prompt.
What is Intervention Mapping?
A planning process by Bartholomew, Parcel and Kok that moves from needs assessment to objectives, theory-based methods, program design, implementation planning and evaluation planning.
What is RE-AIM?
A framework by Glasgow, Vogt and Boles for judging public health impact through reach, effectiveness, adoption, implementation and maintenance.
Where can I find a free ADC 605 Module 7 sample paper?
This page has the full plan: Intervention Mapping steps, a logic model tying risk factors to strategies and outcomes and a three-year timeline.
What is a logic model?
A table or picture that traces how what a program puts in and does should lead, step by step, to its immediate products and then to changes in the short and long run.