Reducing the time for roleplay practice or choosing not to implement all the roleplay activities in an evidence-based program (EBP) is considered a red-light adaptation.
Learners are more likely to adopt skills when they are clear about the components of the skill, know what the skill looks like in real life, and have had an opportunity to practice and master the skill. These steps are essential ingredients of behavior change. It is not sufficient to simply present the steps of a skill and model it for youth. Learners must have an opportunity to practice skills until they can use them effectively and comfortably; learners need constructive feedback as they improve on and master each skill.
Some of ETR’s programs, such as Reducing the Risk, include many roleplay activities. While at first glance these activities may appear redundant, the repetition is deliberate. Reinforcing learning through additional skills practice is particularly important with roleplays and refusal skills. If roleplay practice is eliminated by truncating lessons or reducing the opportunities for practice, students will be less likely to master those skills and to use them in real life. In addition, different roleplays teach different skills. If these different skills are not taught, the curriculum may be less effective.
Read more about green-, yellow-, and red-light adaptations here.