AIDS RISK REDUCTION AMONG A MULTIETHNIC SAMPLE OF URBAN HIGH-SCHOOL-STUDENTS

Objective.-To evaluate the effectiveness of a teacher-delivered curriculum in favorably modifying acquired immunodeficiency syndrome (AIDS)-related knowledge and beliefs, self-efficacy related to AIDS-preventive actions, and involvement in AIDS risk behaviors among an eligible population of 1316 New York City high school students. Design.-Students in two pairs of demographically similar high schools were assigned to receive either a special six-lesson AIDS-preventive curriculum (intervention group) or no formal AIDS-preventive curriculum (comparison group). Participants.-Study participants were ninth- and 11th-grade students, 12 to 20 years of age (mean, 15.7 years), 41.5% male, and 72.1% black or Hispanic. Intervention.-The special curriculum focused on conveying facts about AIDS, fostering theoretically derived beliefs favorable to AIDS prevention, and teaching skills necessary for the successful performance of AIDS-preventive behaviors. Main Outcome Measures.-AIDS-related knowledge, beliefs, self-efficacy, and behaviors were assessed among students in intervention and comparison groups at study baseline and at 3 months' follow-up. Results.-Significant (albeit modest) effects favoring intervention were observed for knowledge, beliefs, self-efficacy, and risk behavior scores. Conclusions.-School-based AIDS-preventive curricula may play a role in curtailing transmission of the human immunodeficiency virus among multiethnic groups of urban adolescents; however, such curricula may need supplementation by a broader-based prevention effort to achieve substantial risk behavior change.