Annual Meeting Session Descriptions

All courses will be held on Wednesday, March 26, 2025, and are 2 hours in length.

Course fees are as follows:
Full/Associate/Emeritus Members: $100
Student/Trainee or Transitional Members: $50
Non-Members: $150

* SBM strives to provide valuable information and learning opportunities, however, please note that Continuing Education (CE) credits will not be offered for any parts of the Annual Meeting program.

8:30 - 10:30 a.m.

Course 1: Digital health and wellness coaching: Adapting a 6-week messaging intervention for any audience or topic

Health and well-being coaching is an evidence-based intervention commonly implemented to improve chronic health conditions. Coaching programs utilize frameworks from the transtheoretical model of change and social cognitive theory, and incorporate elements of motivational interviewing and peer support. Increasingly, behavioral health coaching includes digital components to increase access and reach, personalization, cultural tailoring, and continuing prompts and support for behavior change. However, many programs require extensive training and resources for development and delivery. In this workshop, participants will be introduced to a blended model of brief digital health coaching suitable for implementation with any audience and health or well-being topic. The program combines weekly 20-minute remote coaching with daily standardized, automated text and multimedia messages over a 4-to-6-week period. The coaching component relies on collaboration between participants and coaches to set individual goals for physical, mental, social, or spiritual health. Digital messages allow cultural tailoring to increase engagement, relevance, and success for communities of color and can be customized to support additional technologies and interactive capabilities. The highly adaptable program is based on behavior change theories and evidence-based tools and communication strategies, and leverages existing health promotion materials thus requiring limited resources for implementation. Data from previous program evaluations with young adults and healthcare workers will be presented to illustrate potential applications, health outcomes, and training requirements. In this workshop, our team will first demonstrate program application for (1) chronic disease prevention among young adult Latinas and (2) burnout and stress management for healthcare workers, clearly outlining the process of developing both the remote coaching and digital messaging intervention components. We then will guide participants to adapt the intervention for any audience and health or well-being topic. They will leave the workshop with a plan for adapting the blended digital health coaching model to meet the needs of their communities. The course brings together a team of five each contributing unique expertise, including multicultural health coaches, community health workers, a nurse, minority researchers, and an expert in behavioral science and and digital messaging.

Course 2: Mastering Mentorship: Empirically Supported Strategies to Increase Your Mentoring Effectiveness

Very few academic graduate or post-graduate programs provide formal instruction on how to become an effective mentor. Thus, many academics and clinicians feel underprepared to begin their role as a mentor. This pre-conference course is designed to empower mentors and trainees (i.e., future mentors) to identify the key aspects of mentorship shown to predict mentees’ future academic success, including aligning expectations, articulating your mentoring philosophy and plan, fostering wellbeing and independence, maintaining effective communication and promoting mentee research self-efficacy. The course draws from research and coursework developed by the Center for the Improvement of Mentored Experiences in Research, including an evidence-based mentor training that has been shown to increase mentoring effectiveness and focuses on culturally responsive interactions to help historically underrepresented mentees succeed in their research. This pre-conference workshop will include a didactic and interactive/applied portion. The didactic portion will include an introduction to the theoretical models and empirical literature describing key attributes that predict a mentees’ persistence in academic careers and future academic success. Attendees will also learn about a mentee’s identity as a scientist, research self-efficacy, academic social capital, and navigational capital. Mechanisms for enhancing these attributes will be discussed for mentees at various levels, including undergraduate, graduate, postdoctoral, and early career faculty. Attendees will also learn about an evidence-based intervention to improve mentorship skills that can be incorporated into offerings at their institutions. Finally, we will discuss strategies for protecting trainees from harmful mentorship. During the interactive portion, we will discuss hypothetical mentoring scenarios based on the didactic portion and reflect about the overall content of the workshop. Attendees will leave with evidence-based knowledge and training to help improve their mentor skills and will be encouraged to disseminate what they learned with their institutions or organizations.

Course 3: Charting Your Course: Successfully Navigating an Industry Career Path

There has been a sharp increase in demand from behavioral medicine scientists and clinicians for career advice to land jobs in industry sectors recently. In this session, SBM’s Industry Connections Committee (ICC) will provide a hands-on career navigation workshop with specific resume, job search, and career advice from our experienced industry SBM members. Transitioning from traditional clinical and academic jobs to private sector industry jobs is an increasingly appealing career option for behavioral medicine clinicians and scientists. ICC currently hosts a popular annual speed networking event during SBM’s Annual Meeting, which provides an important opportunity for attendees to network with SBM members working in industry. The number of past participants indicates a growing interest in industry careers and the need for career guidance, yet the time constraints around this event do not allow for in-depth discussions about industry or personalized career advice. This proposed pre-conference workshop aims to close the gap between information about industry and actionable tips and insights to students and professionals looking to pursue a career in industry. This pre-conference workshop will include three main parts: 1) Industry Overview , 2) Job Navigation, and 3) a Resume Workshop. Participants will be exposed to different types of industry sectors, including digital health, pharmaceutical, and medical device companies, as well as learn business acumen, transferable skills, and best practices for job searching and interviewing. Thirty minutes of the pre-conference workshop will be dedicated to a resume and cover letter workshop as well as a final Q&A discussion period with our ICC members. In this section, ICC members will lead breakout groups to share resume tips and provide live feedback. Overall, this workshop will give participants an inside look at the transition to an industry role and real-time practice tailoring their resume and cover letter to today’s job market.

Course 4: Advanced Topics in the Design and Preliminary Testing of Health-Related Behavioral Interventions: Understanding and Applying the ORBIT Model

This course will provide investigators whose research involves the design and testing of health-related behavioral interventions an opportunity to: (1) better understand the core features and methods of the ORBIT model, a framework for developing, refining and testing behavioral treatments for chronic diseases; (2) learn how to address several important issues that arise when using the model, such as defining and utilizing go/no-go criteria for moving from one phase of the model to the next; and (3) apply this knowledge to their own behavioral treatment development projects. The speakers will begin by providing a brief overview of the ORBIT model, followed by presentations on topics important to an advanced understanding and appropriate use of the model. These include: (1) defining and operationalizing clinically significant outcomes within a program of behavioral intervention development; (2) identifying and appropriately using go/no-go criteria for moving forward in the model; (3) the value and appropriate use of proof-of-concept studies in designing behavioral interventions; and (4) considerations in designing feasibility pilots and Phase II efficacy trials. Examples will be provided to illustrate the concepts being discussed and how a deep understanding of these topics can enhance a program of intervention development using the ORBIT model. The presenters will describe their own experiences in designing behavioral intervention development studies, bringing these “lessons learned” to bear in providing guidance to course attendees to help them design their own behavioral intervention development projects. The speakers will also describe examples of successful grant applications that have used the ORBIT model and provide advice and tips for maximizing success in grant submissions that utilize this model. Participants will be asked to submit in advance a synopsis of a behavioral intervention development project they have or are considering submitting for funding, and/or specific questions they may have regarding the ORBIT model and the process of behavioral intervention development. The information and questions they submit will help to shape the presentations and discussions and will provide opportunities for presenters to follow-up with individual participants during the meeting or afterwards to address their questions and needs in the area of behavioral intervention development and preliminary testing.

SBM student and transitional member attendees of this course may be reimbursed 100% of the course fee and other attendees may be reimbursed 75% of the course fee, pending grant underwriting from the National Institutes of Health Office of Disease Prevention.

Course 5: The Cancer SIG Presents: Enhancing Reach in Psycho-Oncology Research: Practical Tools and Resources

Recruitment challenges in psycho-oncology research are common, and there is a need to expand the reach of recruitment, particularly in ways that are sensitive to the context(s) of historically underserved and underrepresented subpopulations. In this course, presenters will bridge their perspectives to offer tools and resources that enhance reach and address recruitment challenges. 1) Partnering with Recruitment Firms for Multi-Platform, Web-Based Recruitment: Drs. Williamson and Fox will discuss partnering with recruitment firms to launch multi-platform, web-based campaigns that expand reach for recruitment of oncology samples across the U.S. They will share practical resources (e.g., timeline, pricing) for partnering with recruitment firms and discuss methods for ensuring data integrity and verifying medical information without direct access to medical records. 2) Optimizing Response Rates with an Expanded Toolkit of Survey Modes: Dr. Jones will present on how to use different modes of recruitment and data collection to improve response rate and promote equitable participation in psycho-oncology research. She will highlight the best use of paper, online, phone and text messages for recruitment and data collection. Her presentation will also address the use of pre-incentives for increasing response rates and the challenges of using multiple survey modes within one study. 3) Enhancing Reach to Rural Populations using Mixed-Methods Approaches: Dr. Kelly will speak about leveraging her experiences in collaborations with health departments, community-embedded pharmacists, and oncology clinics to enhance reach for rural populations. She will also share strategies for developing ties with community and clinic leaders, fostering trust in rural communities, and gaining access to medically underserved areas where broadband access is low. 4) Navigating Clinic-Based Recruitment and Developing Study Materials in Multiple Languages: Dr. Hamann and Mr. Morales-Lozada will address working with clinicians as research "champions", utilizing the Electronic Medical Record to determine patient eligibility, and connecting with diverse cancer populations. They will discuss their experiences with from a multi-site study of lung cancer survivorship, including recruiting participants who prefer Spanish-language contact and materials. The course will conclude with Q&A, and attendees will leave equipped with a skillset to increase the impact of their recruitment efforts.

Course 6: Applying Human Centered Design methods to advance implementation science priorities within learning health systems

Learning health systems seek sustainable solutions to respond to complex and competing demands of multi-level systems of care. Human Centered Design (HCD) is an innovative participatory approach used to respond to challenges in health systems. HCD uses participatory methods to identify and understand human needs to inform development innovative solutions and product deliverables that improve human-centered practices within diverse care settings. The objective of this interactive course is to demonstrate HCD practices to develop user-centered design thinking for innovative solutions to challenges. Course facilitators will demonstrate iterative processes that leverage HCD to facilitate solutions that address diverse perspectives within learning health systems. Attendees will experience the application of HCD throughout experiential learning. The course will include: (1) introduction to methods for incorporating human perspectives across the design process; (2) interactive small-group activities using scenario-based case studies; and (3) practice and discussion with presentations of case study solutions. This course will provide practical, experiential exposure to HCD methods, so attendees can innovate user-centered design change in their learning health systems. This course will be divided into two components: (1) didactic instruction on HCD purpose, methods, and strategy; and (2) experiential skill building activities. First, Dr. Haun will contextualize the use of HCD and present key phases, principles, and benefits . Mrs. Benzinger will expand on methods and tools to incorporate human perspectives across the design process to inform decisions . Presentation components will include illustrations of HCD examples relevant to healthcare settings, with an overview of resources and references for practical fundamentals to execute HCD. Methods and tools will include tactile and visual approaches to elicit user needs. The second component will leverage small group activities to elicit practical use of HCD to inform development and process design to solve real-world problems. Case studies will be provided and audience members are encouraged to bring real-world examples to present. HCD activities will facilitate practice and skill building for participants in establishing effective integration of HCD into their efforts to innovate development of products and/or processes in learning health systems.

11 a.m. - 1 p.m.

Course 7: Analytical techniques to inform the construction of JITAIs: Hands-on guidance and worked examples applied to intensive longitudinal data

Just-in-time adaptive interventions (JITAIs) aim to provide personalized support to people when and where it is most needed (e.g., high-risk moments), and in contexts when people are receptive to receive such support and can act on it (e.g., low-risk moments). One approach for developing a JITAI is to leverage existing behavioral theories to inform when and how to intervene. However, in domains where theories may not exist, or when theories lack specificity about the temporal dynamics of behavior change or its contextual influences, a data-driven approach may be more beneficial. Often, a useful starting point is to collect or obtain intensive longitudinal data (e.g., ecological momentary assessments, wearable sensor data) from individuals as they go about their daily lives. There has been an expansion of quantitative analytical techniques that can be applied to such data to inform various JITAI components, including the identification of suitable intervention content or moments of risk. The goal of this workshop is to illuminate a diverse range of analytic techniques that can be used by behavioral scientists to inform the construction of a JITAI – namely, its components and decision rules. Speakers include SBM members with expertise in interdisciplinary methods for generating insights from intensive longitudinal data. The workshop will begin with a brief overview of key components that are optimized as part of the construction of a JITAI, including decision points, tailoring variables, intervention options and decision rules. This will be followed by individual presentations, showcasing examples where a given analytical technique is applied to inform one or more components of a JITAI. Techniques covered include survival analysis, cluster analysis for dynamic risk profiles, feature importance in supervised learning algorithms, and reinforcement learning algorithms. The session will finish with an interactive panel, enabling researchers at all stages to ask questions and receive guidance on how to implement these techniques. For some methods, this will involve providing access to readily implementable code, and for others, we will describe how implementation is facilitated through team science collaborations. This pre-conference workshop aligns with the conference theme of “context matters” in that it provides hands-on guidance for researchers to consider individual- and environmental-level contextual influences in the intervention optimization process.

Course 8: Building bridges to address health disparities: The role of context in community-academic partnerships

Community-engaged research represents an important approach to identifying potential solutions to address health disparities and improve public health by joining with community partners. Aligned with the conference theme of Context Matters, this pre-conference course will provide attendees with an introduction to the community-engaged research continuum and present multiple frameworks which consider context to guide the design of community-engaged research projects and policy change. In addition, the presenters will offer practical advice for how to engage community partners, establish common goals, facilitate effective communication, build and maintain trust, nurture mutual benefit, consider the impact of power differentials, foster and sustain community-academic partnerships, support capacity building, share resources, and recognize and repair ruptures when challenges are encountered. This pre-conference course is intended to lay the foundation for engagement in community-engaged research and will include solution-focused learning, case studies, and group discussion.

Course 9: The Public Education Committee Presents: SciComm Workshop

The Public Education Committee (PEC) focuses on providing tools and resources to improve science communication (SciComm) efforts among the Society of Behavioral Medicine’s (SBM) membership. In an age of rapidly spreading misinformation, effective SciComm is imperative to ensuring the integrity of information communicated to lay persons. The PEC is committed to raising awareness and improving members’ scientific and public impact through the SBM SciComm toolkit and Healthy Living articles on the organization’s website, where evidence-based lifestyle information is summarized for the general public. Beyond SBM’s reach, members may want to engage in SciComm across other platforms and audiences but may not have the training to do so effectively. This pre-conference workshop aims to provide attendees with guidelines for developing effective SciComm content and dedicated time to create and revise their own materials with current and past members of SBM’s PEC. Before the meeting, attendees will be asked to identify a project (e.g., research study) or topic of public interest (e.g., understanding GLP-1s) for building a SciComm product. The session will begin with brief informational presentations covering a portfolio of SciComm examples (e.g., Healthy Living articles, infographics, op-eds). In alignment with this year’s conference theme, this workshop will showcase the importance of tailoring and disseminating SciComm across multiple levels. We will emphasize the opportunity SciComm presents to bridge perspectives across disciplines and share knowledge across broader communities to improve the health of populations. Next, attendees will break into small groups based on SciComm products to workshop content of their choice: (1) SBM Healthy Living articles; (2) infographics; (3) op-eds; (4) press interviews; (5) podcasts; and (6) social media posts. During this interactive workshop, attendees will be coached through best practices and recommendations for effective communication from SciComm experts from the PEC. Attendees will leave the session with a SciComm product drafted for their research teams or public dissemination. Last, attendees will walk through a sample SciComm dissemination plan that can help individuals and teams maximize their SciComm reach.

Course 10: Using the NIH Research Methods Resources Website

The NIH Research Methods Resources (RMR) website (https://researchmethodsresources.nih.gov/) provides investigators with useful resources to help them design their clinical trials using the best available methods. These resources focus on clinical trials that assign groups or clusters to study conditions or that deliver interventions in a group format (in person or virtual) and/or via shared intervention agents (e.g., therapist, trainer, facilitator, clinician). Both delivery methods are common for behavioral interventions that are widely used in biomedical research. This workshop will provide an overview of each of the four main research designs presented on the RMR website. The first design is the parallel group- or cluster-randomized trial in which groups or clusters are randomized to study conditions and members of those groups or clusters are measured to assess the impact of the intervention. The second design is the stepped wedge group- or cluster-randomized trial in which groups or clusters begin the study in the control condition, are randomly assigned to sequences, and cross-over to the intervention condition at pre-determined time points in a sequential, staggered fashion until all groups or clusters receive the intervention. The third design is the individually randomized group treatment trial in which individuals are randomized to study conditions but receive interventions in a group format and/or through shared intervention agents. The fourth design is the group or cluster regression discontinuity design in which a threshold or cutoff value of an assignment score variable measured at the group or cluster level is used to assign groups or clusters to the intervention or control conditions. The presentation for each method will include an introduction to the method and examples of how it is applied, noting recent advances in the literature. For each design, we will demonstrate the sample-size calculator available on the RMR website. Participants will have an opportunity to work with the sample-size calculators using their own laptop, with coaching available from the instructors.

Course 11: Bridging the Gap between Intervention and Implementation Science Methodologies

Implementation science has continued to grow as a field, offering important methodologies in behavioral intervention research and promoting the integration of evidence-based practice into public health settings. This is especially true in physical activity research, where numerous evidence-based programs already exist. However, as the field of implementation science grows, efforts are needed to bridge knowledge gaps between intervention developers and implementation scientists. Fortunately, familiar concepts and methodologies that are used in developing and evaluating interventions can also be used to answer implementation science questions – it just requires a shift in perspective. For example, instead of barriers/facilitators to health behaviors, such as physical activity, implementation science considers barriers/facilitators to the adoption, implementation, and sustainability of physical activity interventions. Similarly, assessment of intervention outcomes (e.g., increase in physical activity) switches to the assessment of implementation outcomes (e.g., fidelity). Accordingly, the goal of this workshop is to provide intervention researchers with practical tools and guidance for incorporating implementation science into their work. We will use interactive presentations, group discussions, and small group activities to help attendees learn how to shift from thinking about interventions to implementation strategies. Additional topics will discuss how to (1) apply the Reach, Effectiveness, Adoption, Implementation, and Maintenance (RE-AIM) framework to evaluate interventions vs. implementation strategies; (2) distinguish between a process evaluation vs. a hybrid effectiveness-implementation design; (3) optimize intervention implementation using the Multiphase Optimization STrategy (MOST); and (4) incorporate community-based participatory research (CBPR) methodologies to nurture necessary science and community partnerships in implementations science studies. Examples will draw on seminal studies in the field of implementation science, provide guidance on where to access practical resources (e.g., online tools), and employ examples from physical activity research. Ultimately, participants will gain tools that can help begin to bridge the gap between intervention and implementation science.

Course 12: Build capacity and drive impact: strategic playbook development to promote health policy implementation, evaluation, dissemination, and knowledge translation

Facilitating dissemination & implementation (D&I) and knowledge translation (KT) in learning health systems requires capacity building. The Department of Veterans Affairs (VA), priorities are shifting from a standard pace of discovery to a rapid response model for accelerated evidence integration. As innovative practices evolve, playbooks emerged to enhance promotion and uptake of best practices for rapid D&I. Recognizing the need for evidence-based practices in planning complex implementation and KT efforts, this course is designed to build capacity using playbooks to support uptake of policy and practice. Implementation scientist, Dr. Jolie Haun, and Health Communications Specialist, Rachel Benzinger, established an interactive evidence-based playbook development workshop, leveraging a pragmatic multi-layered conceptual framework. This interactive course will engage participants to build competency in developing, designing, and implementing playbooks to inform policy. Course participants will gain fundamentals of theoretical underpinnings and practical approaches to develop playbooks in diverse settings. This course will be delivered through a playbook-oriented approach: (1) introduction to purpose, value, and use of playbooks; (2) tour of exemplar playbooks components for blueprint development; (3) actionable steps and a layered multi-model iterative process for development; and (4) interactive small group activity to develop a blueprint. First, Dr. Haun will contextualize playbooks and describe key characteristics . Second, Mrs. Benzinger will compare exemplar playbook components and describe the evidence-based user-centered approach for blueprint development. Third, Dr. Haun will present seven actionable steps for playbook development within a layered multi-model iterative process to develop and organize content. Facilitators will co-lead an interactive activity using worksheets with pre-determined prompts to guide participants through the strategic development of a blueprint. Facilitators will end with a practical discussion on recommendations for applying best practices, with embedded resources for post-course access. At the end of this course, participants will understand how to develop and organize playbook content for maximum impact.

1:30 - 3:30 p.m.

Course 13: Designing and Evaluating Smartphone-based Adaptive Physical Activity Interventions

Mobile health technologies hold great promise for delivering personalized, adaptive physical activity interventions that respond to an individual’s needs in real time. These "just-in-time" adaptive interventions (JITAI) are designed to provide the right support at the right moment by leveraging dynamic information about a person’s behavior or environment. However, developing mobile health apps capable of delivering such adaptive interventions can be a challenge for researchers and health professionals who may lack software development expertise. Additionally, to evaluate JITAIs effectively, robust methodological and statistical tools are needed that can account for the complex, dynamic nature of these interventions. These methods enable researchers to assess real-time adaptations and intervention efficacy across diverse contexts and individual differences, providing a comprehensive understanding of JITAI effectiveness. To address these challenges, our team has developed Pathverse, a no-code JITAI app development tool specifically tailored for health intervention research. This free tool is particularly well-suited for co-designing JITAI apps with participants and conducting feasibility and pilot studies. It allows researchers to develop JITAI apps using a graphical interface and enables the integration of and real-time response to data from commercial wearables (e.g., Fitbit, Apple Watch) as well as other survey inputs. The aims of this course are to: (1) provide participants with practical, hands-on experience in designing JITAI mobile apps, and (2) discuss best practices for JITAI design and evaluation. Specifically, participants will gain methodological understanding to design JITAI studies that capture real-time adaptations and apply statistical models suited for analyzing these adaptive interventions. The workshop is open to individuals at all levels, including students, trainees, early-career professionals, and mid-career professionals. It offers a unique opportunity to gain hands-on experience and deepen participants' understanding of JITAIs, mobile health app development, and evaluation.

Course 14: Ensuring Grant Writing Success through Structured Writing Retreats

Grant writing is essential for securing research program funding, achieving promotion and tenure, and most importantly, supporting the pursuit of innovative work to advance science. Despite the importance of writing, few academic scholars are trained in the elements required for successful grant writing. Structured writing retreats, off-campus writing sessions with fixed writing slots, goal-setting, self-monitoring, and collaborative feedback, have the potential to increase productivity and self-efficacy. The facilitators have experience hosting over 20 writing retreats and will begin by defining and providing examples of structured writing retreats. Then, the facilitators will review the data demonstrating how structured writing retreats increase scholarly output, facilitate community-building, and increase self-efficacy. Guided by Murray’s model which purports the importance of physical, cognitive, and social engagement in writing, three critical elements of structured writing retreats will be examined: 1) moving writing from the office to a dedicated writing time and space (physical); 2) allowing participants to disengage from problematic cognitions (e.g., anxiety, mental load associated with being a caregiver) (cognitive); and 3) providing the opportunity to write with peers (social). As the physical features (e.g., duration, location) of writing retreats can vary widely (e.g., from half-day sessions at a local coffee shop to a multi-day out-of-town retreat), participants will complete a self-evaluation to determine their needs and resources and facilitators will provide sample formats matched to these preferences (e.g., list of upcoming retreats). Then, facilitators will discuss cognitions that impact grant-writing and provide reflective tasks to overcome barriers related to anxiety and perfectionism and insights from our lived experiences to “temporarily silence” the mental load of caregiving. Finally, the facilitators will discuss the social element of grant-writing and highlight considerations for selecting your writing retreat cohort and strategies for incorporating mentoring and peer feedback into retreats. At the conclusion of this course, participants will have the knowledge and skills necessary to engage in structured grant-writing retreats that align with their writing style, personal preferences, career stage, and resources.

Course 15: Mastering Research Lab Management: From Setup to Success

Managing a successful research lab requires strategic planning and cultivating a productive team environment. This pre-conference course will equip early-career, mid-career, and senior researchers with the tools, strategies, and insights to establish and maintain successful research labs. This course will address key areas of lab management, including the initial setup of lab infrastructure, recruitment and development of a talented team, and implementation of effective management practices to foster productivity. Participants will gain practical advice on prioritizing tasks, delegating responsibilities, facilitating accountability, and running effective meetings. Experienced behavioral medicine researchers will share their insights and personal experiences throughout the session, highlighting common pitfalls and lessons learned. They will also discuss tools and resources to streamline lab operations and improve research productivity. The interactive format will encourage participants to engage in discussions, share their challenges, and develop tailored solutions to enhance their lab management skills. The course will include a question-and-answer session, allowing participants to ask specific questions and seek advice from seasoned experts. Attendees will leave with an understanding of the important elements of lab management and actionable strategies to apply to their research lab. By the end of this course, participants will be better prepared to lead their research labs to success and foster a collaborative and efficient research environment.

Course 16: Recruitment and Retention of Children, Families, and Young Adults in Health Behavior Research

Challenges engaging youth and young adults with chronic health conditions and their families can have substantial downstream impacts on the rigorous conduct of and conclusions drawn from pediatric health behavior research. Limited or biased participant enrollment impacts generalizability of findings, and low engagement in study activities or high attrition over time reduce our ability to evaluate longitudinal trajectories and intervention outcomes. Difficulties with recruitment and retention are common, yet rarely discussed in formal training settings or in the published literature. This workshop will provide an overview of common challenges related to recruitment and retention of these vulnerable populations. We will focus on practical strategies to address these challenges and provide case examples of their implementation in our programs of research. Each presenter will address specific contexts and topical issues related to recruitment and retention of children, adolescents, young adults, and their families in health behavior research studies, including multi-site health behavior trials, recruitment through national panels and registries, and recruitment and retention of children and families with linguistic and cultural diversity. A Program Director from the National Institutes of Health (NIH) will discuss unique considerations across the various research contexts presented, and will add perspectives on recruitment and retention in relation to NIH priorities, resources, and the direction of the field. The workshop is designed to be practical in nature, and attendees will be encouraged to develop a plan to apply the recommended methods to their own work. The target audience is trainees and early to mid-career investigators who are learning how to design and conduct pediatric health behavior research or who are implementing their own studies; mid to later career investigators may also benefit from an updated perspective on these pervasive challenges. Upon completing this workshop, participants will have a greater awareness of the threats to recruitment and retention of youth and families in pediatric health behavior research and will have generated ideas for applying practical strategies to prevent or manage these challenges in their own current or future studies.

Course 17: IM Adapt—A Framework and Online Tool for Adapting Evidenced-Based Interventions to Improve Fit and Impact

In the complex landscape of behavioral medicine, the successful implementation and sustainment of evidence-based interventions (EBIs) depend not only on their effectiveness but also on their fit for diverse populations and within dynamic community contexts. This course aims to provide practical skills and resources to accelerate the adoption of EBIs to combat critical public health issues by enabling participants to apply systems thinking to community- and theory-informed adaptations of existing EBIs. Specifically, we will expand participants’ knowledge, skills, and resources for finding, selecting, adapting, implementing, and evaluating EBIs without compromising their key elements and ensuring fit with the new community’s needs and culture. Participants will use an online decision-support tool to walk through the five tasks of Intervention Mapping for Adaptation (IM-ADAPT), a systematic, iterative framework that guides the adaptation of EBIs. The tasks enhance the relevance and impact of an EBI by: (1) assessing community needs and setting goals, (2) discovering available EBIs and evaluating their fit for a new context, (3) adapting for your population and setting by identifying and modifying or retaining core intervention elements, (4) putting the EBI into practice by modifying implementation strategies to improve fit, and (5) testing your progress. The course includes didactic mini-lectures to provide conceptual understanding, complemented by hands-on, interactive skill-based activities. Participants will engage in individual and group exercises using real-world case studies to explore how complex contextual factors impact the adaptation of EBIs and cultural adaptation. Key learning deliverables will include assistance accessing repositories of EBIs, tools for identifying potential core components, logic models used in the adaptation process, summaries of key adaptation decisions, and adapted implementation plans, which can serve as catalysts for collaborating with community partners. This course, in conjunction with ongoing access to the online tool and resources provided via a shared drive, will equip participants with foundational knowledge for ensuring intervention adaptations are both scientifically sound and contextually relevant. Ultimately, IM-ADAPT serves as a framework to help practitioners and researchers bridge the gap between behavioral EBIs and their adoption, implementation, and sustainment in diverse contexts.

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