PROJECT SUMMARY
To strengthen behavioral interventions for improve health, as in cancer prevention and treatment, and
increase their dissemination into clinical practice, what is needed is: (1) more attention to phased T1
translation from basic behavioral and social sciences research to applied behavioral intervention
development; and (2) more focus on early-phase treatment development by promoting the use of new
and innovative methodologies to answer commonly asked questions about basic treatment design. This
skills development course aims to train 100 intervention scientists (Fellows) at any academic rank but
who have an interest in behavioral treatment development to target cancer and related health
behaviors. Training will take place over 6 months including a 3-day workshop followed by bi weekly
webinars with 25 Fellows per session. Learning will be multi-directional and will feature didactic,
interactive, and applied teaching techniques. A train-the-trainer model is integrated throughout the
course. Optional follow-up activities include consultation and mentoring with faculty. The curriculum will
be offered by expert faculty who will teach a phased approach to intervention development, new and
innovative methods that are well-suited to answer common questions that arise during health behavior
treatment development. Among the methodologies are dose-finding methods, mixed methods to
maximize ecological validity of treatments, approaches for small samples, tailoring and adaptive
treatments, and methods to determine the timing and choice of appropriate control groups. The Specific
Aims of the course are: 1) To successfully recruit and train 100 Fellows dedicated to behavioral
interventions relevant for cancer prevention/treatment and related health behaviors over the 4-year
grant period, with substantial minority representation (25 Fellows per year); 2) To increase the skills of
Fellows in a phased approach, with associated innovative methods and designs for T1 translation of
BSSR. 3) To conduct an ongoing evaluation of the success of the skills development course based
upon three basic metrics: (a) perceived value; (b) the reach of the course based upon website hits,
number of applications, and train the trainer activities; and (c) the impact of the course on the career
trajectories of the Fellows (publications, grants). 4) To conduct ongoing curriculum development and
refinement, as well as dissemination via technology, based upon results of quantitative and qualitative
evaluations and new methodologies emerging over the grant period.