Abstract The extent to which youth attend Tier 2 evidence-based intervention is an important dimension of implementation. This study examined attendance patterns of 369 middle schoolers involved in a randomized trial testing the impact of Coping Power, an evidence-based Tier 2 preventive intervention. We conducted latent profile analysis to examine student attendance at the 25 Coping Power sessions and found three attendance patterns: 69.9% of youth had high and stable attendance, 19.5% of youth had moderate and modestly declining attendance, and 10.6% had poor and sharply declining attendance. We then examined whether students of a particular gender and race or in single-gender/race intervention groups were more likely to demonstrate certain attendance patterns and whether there were mean differences across attendance patterns on student behavioral risk, affect, and group engagement, group characteristics (e.g., group behavioral norms), and individual contacts with the group leader. Analyses indicated students demonstrating the poor and sharply declining attendance pattern had higher early-session negative affect than students with the other two attendance patterns and were less likely to be in gender-balanced groups than students with moderate and modestly declining attendance. Students with moderate and modestly declining attendance spent more time in contacts with group leaders than students with high and stable attendance. Students with high attendance were in groups with the highest early-session group attendance rates. Implications of these findings for adaptation and tailoring of the Tier 2 Coping Power program are discussed.

中文翻译：

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识别与学生出勤和参与第二组预防性干预模式有关的因素：适应的含义

摘要青年参加第二级循证干预的程度是实施的一个重要方面。这项研究调查了369名中学生的出勤方式，该随机研究涉及基于证据的方法2预防干预应对能力的影响的随机试验。我们进行了潜在特征分析以检查25届应对能力会议中的学生出勤率，发现了三种出勤方式：69.9％的年轻人出勤率高而稳定，19.5％的年轻人出勤率中度和适度下降，10.6％的人出差率急剧下降出席。然后，我们检查了特定性别和种族或单性别/种族干预组的学生是否更有可能表现出某些出勤模式，以及出勤模式之间在学生行为风险，影响力，小组参与度，小组特征方面是否存在均值差异（例如小组行为规范），以及与小组长的个人联系。分析表明，与其他两种出勤方式相比，表现出差且出勤率急剧下降的学生比其他两种出勤方式的学生具有更高的学前不良影响，并且与中等到中等出勤率下降的学生相比，处于性别均衡组的可能性更低。出勤率适度下降的学生比出勤率高且稳定的学生花费更多的时间与小组负责人联系。出勤率高的学生属于早期阶段出勤率最高的小组。讨论了这些发现对于2级应对能力计划的适应和定制的意义。