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AIDS education for drug abusers: Evaluation of short-term effectiveness

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Listed:
  • McCusker, J.
  • Stoddard, A.M.
  • Zapka, J.G.
  • Morrison, C.S.
  • Zorn, M.
  • Lewis, B.F.

Abstract

Background. Interventions are needed to assist drug abusers in reducing risky drug and sexual behavior. Methods. A randomized controlled trial compared three small-group AIDS educational interventions among 567 clients of a 21-day inpatient drug detoxification program: a two-session informational intervention, given either during the first (early) or second (late) week of treatment; and a six-session enhanced intervention. Changes in knowledge, attitudes, and psychomotor skills were assessed before and after each intervention, and behavioral outcomes were assessed at follow-up 10 to 18 weeks after admission. Results. Immediately after the interventions, enhanced group members reported significantly greater self-efficacy to talk themselves out of AIDS-risky behavior; other knowledge and attitude scales did not differ by intervention. At follow-up, significant reductions in risky drug use were reported by all groups. Enhanced group members reported significantly greater reduction in injection frequency than did late informational subjects. Conclusions. No beneficial effect was detected of delaying AIDS education for clients entering detoxification. At this early stage of follow-up, there is only weak evidence that an enhanced intervention improved outcomes.

Suggested Citation

  • McCusker, J. & Stoddard, A.M. & Zapka, J.G. & Morrison, C.S. & Zorn, M. & Lewis, B.F., 1992. "AIDS education for drug abusers: Evaluation of short-term effectiveness," American Journal of Public Health, American Public Health Association, vol. 82(4), pages 533-540.
    • Handle: RePEc:aph:ajpbhl:1992:82:4:533-540_5
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    Cited by:

    1. Jay Cross & Cynthia Saunders & Debra Bartelli, 1998. "The Effectiveness of Educational and Needle Exchange Programs: A Meta-analysis of HIV Prevention Strategies for Injecting Drug Users," Quality & Quantity: International Journal of Methodology, Springer, vol. 32(2), pages 165-180, May.

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