A number of programs have been implemented specifically to prevent or reduce cigarette smoking, alcohol use, and drug use, and some have been evaluated within experimental designs. For instance, in the Life Skills Training program, Botvin, Baker, Dusenbury, Botvin, and Diaz (1995) instituted a cognitive-behavioral intervention in which students were taught skills for building self-esteem, resisting advertising pressure, managing anxiety, communicating effectively, developing interpersonal relationships and asserting rights, with the goal of preventing alcohol, cigarette, and drug use initiation in 7th grade. Designers hoped to achieve lasting effects throughout high school. The sample consisted of Caucasian American students in middle class communities. The two treatment groups were given the prevention in the seventh grade with booster sessions in high school. The cognitive-behavioral education provided by teachers in school was given to both groups. The first group had a one-day training for teachers while the second group was given a two-hour training video. The evaluation conducted in the 12th grade demonstrated that a school-based teacher implemented intervention of a cognitive-behavioral treatment (called "Life Skills Training") in junior high school can reduce the prevalence of drug, alcohol, and cigarette use throughout high school. This study provides evidence that such preventions can have long-lasting effects on the use of drugs and even the heavy consumption of a single drug or polydrug use. In a three-year follow-up study of the same prevention strategy, a predominantly Caucasian American (91%, 2 % African American, 2% Hispanic, and 1% American Indian) sample of 4,466 students was followed-up in 10th grade (Botvin, Baker, Dusenbury, Tortu, & Botvin, 1990). The treatment was found to be effective in reducing the prevalence rates for cigarette smoking, marijuana use, and excessive alcohol use. Similar results were found in an evaluation of Life Skills Training with 721 predominantly ethnic minority 7th graders from urban schools in New York City (Botvin, Epstein, Baker, Diaz, & Williams, 1997), thus demonstrating the generalizability of this prevention program.