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.