{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,4,15]],"date-time":"2026-04-15T12:49:46Z","timestamp":1776257386104,"version":"3.50.1"},"reference-count":36,"publisher":"Springer Science and Business Media LLC","issue":"5","license":[{"start":{"date-parts":[[2023,6,26]],"date-time":"2023-06-26T00:00:00Z","timestamp":1687737600000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0"},{"start":{"date-parts":[[2023,6,26]],"date-time":"2023-06-26T00:00:00Z","timestamp":1687737600000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0"}],"content-domain":{"domain":["link.springer.com"],"crossmark-restriction":false},"short-container-title":["Prev Sci"],"published-print":{"date-parts":[[2023,7]]},"abstract":"<jats:title>Abstract<\/jats:title><jats:p>The goal of the current study is to examine the degree to which measures of quality of implementation and student engagement moderate pretest\u2013posttest changes in mediating variables that are targeted by DARE \u201ckeepin\u2019 it REAL.\u201d DARE officers (10 elementary school, five middle school) taught DARE \u201ckeepin\u2019 it REAL lessons to 1,017 elementary students (480 boys and 534 girls) and 435 middle school students (217 boys and 215 girls). We examined teachers\u2019 and students\u2019 ratings of elementary and middle schools in response to DARE officers\u2019 delivery of the program. HLM analyses revealed that students\u2019 engagement was a significant and meaningful predictor of changes in targeted mediators. Teachers\u2019 ratings of student responsiveness added little in terms of understanding these outcomes with main effects observed only for students\u2019 ability to respond to bulling and students\u2019 estimates of peer drug use. Teachers\u2019 ratings of the quality of officer implementation, on the other hand, did add to understanding students\u2019 outcomes. Effects were seen for three (peer norms about drug use, decision-making (DM) skills, intentions to avoid drug use) out of six outcome variables and suggest a stronger positive effect for elementary versus middle school students. At least for these three outcomes, understanding quality of implementation added to our ability to interpret results. Specifically, in addition to students\u2019 engagement, quality of implementation (which varied by grade) contributed to achieving positive changes in students\u2019 outcomes.<\/jats:p>","DOI":"10.1007\/s11121-023-01548-8","type":"journal-article","created":{"date-parts":[[2023,6,26]],"date-time":"2023-06-26T06:02:21Z","timestamp":1687759341000},"page":"985-998","update-policy":"https:\/\/doi.org\/10.1007\/springer_crossmark_policy","source":"Crossref","is-referenced-by-count":4,"title":["Fidelity of D.A.R.E. Officers\u2019 Delivery of \u201ckeepin\u2019 it REAL\u201d in Elementary &amp; Middle School"],"prefix":"10.1007","volume":"24","author":[{"ORCID":"https:\/\/orcid.org\/0000-0001-5292-0114","authenticated-orcid":false,"given":"Emily R.","family":"Beamon","sequence":"first","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Robert A.","family":"Henson","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Samantha E.","family":"Kelly","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"William B.","family":"Hansen","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"David L.","family":"Wyrick","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"297","published-online":{"date-parts":[[2023,6,26]]},"reference":[{"issue":"1","key":"1548_CR1","doi-asserted-by":"publisher","first-page":"23","DOI":"10.1007\/s11121-010-0186-1","volume":"12","author":"C Berkel","year":"2011","unstructured":"Berkel, C., Mauricio, A. 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