| Assessed adherence to protocol||Assessed intervention receipt||Fidelity |
| Barnet 2009||CAMI was structured software developed for study; counseling was 20-minute stage-matched MI session; parenting curriculum (Black 2006)||African American paraprofessional women from participants' communities; hired for empathetic qualities, rapport with adolescents, and knowledge of the community||2.5 days on Transtheoretical model, motivational interviewing (MI), and computer-assisted motivational intervention (CAMI)||First 4 months: counselors met biweekly with MI supervisor, who discussed audiotapes, provided feedback|
| Berenson 2012||'Standardization of counseling techniques' (lower literacy handouts, key points, review instructions)|| Not specific: |
Research assistants (RA)
|Investigator trained RA in contraceptive counseling||Audio record some sessions for each RA; review for key points||Develop cue for pill-taking, discuss risks and benefits of pill use, develop plan for side effects, practice condom application||4|
| Black 2006||Curriculum with 19 lessons; order could vary after 2 sessions||2 Black women, college-educated, in their 20s, single mothers and living independently||Extensive training provided|
Weekly supervisory sessions
| Boyer 2005||4 sessions with educational objectives and strategies; activities and materials|| Not specific: |
|---||Last session involved describing, practicing, discussing||2|
| Cowan 2010||Youth: 3-year school curriculum (Ross 2007); year 4, 24 sessions for out-of-school youth.|
Clinic: 5-day training for nurses.
Parents and community: 22 sessions
Youth program, carefully selected school-leavers before starting university;
community, carefully selected community facilitators
Youth program, 'trained';
Nurses trained for clinic intervention ran some youth and parent sessions;
Community facilitators 'trained'
Clinic: monthly visits, more training as needed, compare to standards.
Social scientists assess delivery, provide feedback; modify
| Coyle 2001||20 lessons; grades 9 and 10 (10 lessons each year)||School teachers; in-class peer leaders for selected activities||Teachers had initial training and ongoing technical support||---||In-class peer leaders for some activities, role playing; homework (student-parent, local resources)||4|
| Coyle 2006||14-session curriculum; 9 class lessons and 5 units of service-learning; pilot-tested twice||Experienced health educators||Trained to implement; practiced during pilot||---||Curriculum had experiential activities, e.g., creating posters, role playing, group discussion, guided skill practice.||4|
| Floyd 2007||Intervention had been tested in feasibility study||21 counselors (master's level or above) and 6 contraceptive care providers (physicians and family planning nurse practitioners)||---||Counselors supervised by Project Research team||Sessions involved participant in goals-setting, change plans, problem solving.||4|
| Ingersoll 2005||Intervention had semi-structured counseling manual, with activities and materials||4 counselors (master's degree in psychology or social work); supervisors experienced in MI training and supervision.||Training in motivational interviewing (MI) and counseling manual; reviewed, practiced MI twice per month||Sessions audio-taped, used in supervision sessions; adjustments made if drifting noted||Session involved participant in summarizing, self-assessment, readiness for change||5|
| Kirby 2010||Motivational interviewing (MI) guide and training materials||clinic staff with training on family planning methods, adolescent risk behavior, and counseling||Call content plus 3 sessions on MI; observed >=4 calls||Counselors were observed for >= 4 calls before conducting solo calls||Interview methods engaged participant in decision-making||5|
| Peipert 2008||Computer-delivered; participants were counseled about computer use||Computer-delivered||Program based on prior system; extensively tested to provide intended feedback||Pre-tested for delivery of feedback as intended||---||4|
| Petersen 2007||---||Experienced health educators trained for this project||30 to 40 hours||Random observation of sessions, feedback from project manager||Booster session addressed progress and barriers to risk reduction||4|
| Ross 2007||10 to 15 lessons each school year|
class peer educators (CPE), selected by teachers and research staff;
health workers (HW) from government health unit;
condom promoters and deliverers (CPD), elected in village meetings
|T: 1 week each year;|
CPE: 2 days on dramas;
HW: 6 days on youth-friendly services;
CPD: 2 days
|Supervision visits to intervention sites; observe sessions; check exercise books for sessions taught; annual feedback to teachers||Some lessons had drama and role play; 'internalization exercises'||5|
| Schinke 1981||14 group sessions (50-minute) for cognitive and behavioral training||Female and male graduate students, 3 to 4 years counseling experience, though not with teenagers regarding sex||---||---||Sessions involved problem solving, role play, rehearsal||3|
| Sieving 2013|
Case management: monthly core topics each 6 months.
Peer leadership: peer-educator training with 15-session curriculum, group teaching practicum;
service learning with standard curriculum.
|Case managers, intervention coordinators: women, aged 22 to 50 years, diverse ethnic and racial backgrounds, bachelor's or master's degree in related field, experience with youth programs.|
Not specific for intervention coordinators.
Case managers (CM) received training for program and in youth development.
Not specific for intervention coordinators.
CM had practice and feedback on strategies, coaching during first group.
|CM: adolescent's needs guided specific topics covered.||4|
| Stanton 2004||Standard curricula for 3 components, with activities and materials||---||---||---||Involves making decisions, setting goals; includes discussion, homework, role play.||2|
| Wight 2002||Resource pack of 20 lessons, piloted twice and revised; pilot-test included evaluation with teachers and students, and lesson observation||Classroom teachers||5 days||Process evaluation: # and type of lessons covered; tracking who led sessions||Interaction on video with discussion; how to obtain condoms, practice use.||5|