Effective Interventions: Using Both Hemispheres in Math

1992 ◽  
pp. 117-138
Author(s):  
Joyce Steeves
Keyword(s):  
Effective Interventions

Goal Attainment and Treatment Compliance in a Cognitive-Behavioral Telephone Intervention for Family Caregivers of Persons with Dementia

GeroPsych ◽  
2011 ◽  
Vol 24 (3) ◽  
pp. 115-125 ◽  
Author(s):  
Gabriele Wilz ◽  
Denise Schinköthe ◽  
Renate Soellner
Keyword(s):  
Family Caregivers ◽  
Mentally Ill ◽  
Goal Attainment ◽  
Outcome Measurement ◽  
Controlled Trial ◽  
Treatment Success ◽  
Treatment Compliance ◽  
Control Group ◽  
Telephone Intervention ◽  
Effective Interventions

Introduction: The evaluation of effective interventions is still needed to prevent family caregivers of persons with dementia from becoming physically or mentally ill. However, in most existing intervention studies, primary outcomes are not well matched to the treatment goals. Method: A randomized controlled trial (N = 229) was conducted to compare a treatment group (CBT), a treated control group, and an untreated control group. In theses analyses we focused on the primary outcome measurement (GAS) as a perceived treatment success as well as treatment compliance and participants’ evaluation. Results: Results showed that 30.1% achieved complete goal attainment, 39.8% partial goal attainment, and 24.1% declared no change (overachievement 2.4%; deterioration 3.6%). Discussion: The intervention can be considered to have been successful.

Finding a Voice: Effective Interventions in the K-12 System

2013 ◽  
Author(s):  
Shannon R. Martin ◽  
Autumn E. Soliz
Keyword(s):  
Effective Interventions ◽  
K 12

INTERVENTION OF THIRSTY IN CONGESTIVE HEART FAILURE (CHF) PATIENTS TO INCREASED ADHERENCE OF FLUID RESTRICTION: A SYSTEMATIC REVIEW

2017 ◽  
Vol 3 (1) ◽  
pp. 7
Author(s):  
DIAN HUDIYAWATI
Keyword(s):  
Heart Failure ◽  
Systematic Review ◽  
Congestive Heart Failure ◽  
Intervention Studies ◽  
Cold Water ◽  
Fluid Restriction ◽  
Common Symptom ◽  
Oral Swab ◽  
Hand Search ◽  
Effective Interventions

Introduction. Thirst is a common symptom of chronic heart failure (CHF) patients. Difficulties to adherence with fluid restrictions are among the effects of thirst in HF patients and therefore have an impact on worsening condition, but intervention studies aimed specifically at reducing thirst in CHF are lacking.Purpose. Purpose of this manuscript is to assess the effective intervention to reduce thirst intensity in CHF patients.Methods. Medline, Pubmed, EBSCO and hand search were searched using the key words thirst, intervention, heart failure, CHF, fluis restriction, therapy.Result.� Eighteen articles were found, six studies were inluded. Any kind of interventions in each articles, include: drink cold water 5oC, chewing gum, saliva substitute, sucking ice cubes and three bundle of interventions (oral swab, water sprays and menthol moisturizer).Conclusions. The most effective interventions to alleviate thirst was sucking ice cubes. But, no intervention studies were found in congestive heart failure patients. So investigations in people with heart failure is needed.�Keywords: thirst, intervention, heart failure, systematic review

Youngistan-Discussion on Models for Working with Youth

2015 ◽  
Vol 1 (2) ◽  
Author(s):  
Praveen Varghese Thomas ◽  
Sojin P. Varghese
Keyword(s):  
Essential Element ◽  
Youth Work ◽  
Effective Interventions ◽  
The World ◽  
Agents Of Change ◽  
Support Policy ◽  
Youth Bulge ◽  
Conducive Environment ◽  
Age Category

Youth is always considered as the dynamic section of society which stands inevitable both as age category and social status. There is a strong tendency among politicians, researchers to see youth bulge as a problem to be solved or as a threat which must be treated. However youth are underestimated as positive agents of change and key actors in development and harmony of the nation. But then more importantly, providing a conducive environment for youth is crucial and remains as the biggest challenge in India as the nation is going to be the youngest nation in the world demographically and will remain the same for next couple of decades. This paper explores the role of youth in development and various models and approaches by which the society and professionals working with youth can address those queries and anxieties associated with the youth bulge. Further the paper explores the scope of youth work in India as the nation is going to be the youngest nation in couple of years. Further research and debates on youth work as a profession in India is an essential element to develop specific guidance to support policy and commissioning processes in understanding how youth work contributes to effective interventions and improves the lives of young people.

Perceived Risks and Normative Beliefs as Explanatory Models for College Student Alcohol Involvement: An Assessment of a Campus with Conventional Alcohol Control Policies and Enforcement Practices

NASPA Journal ◽  
2005 ◽  
Vol 42 (2) ◽  
Author(s):  
Todd F. Lewis ◽  
Dennis L Thombs
Keyword(s):  
College Student ◽  
Explanatory Models ◽  
Normative Beliefs ◽  
Control Policies ◽  
Perceptions Of Risk ◽  
Student Drinking ◽  
Alcohol Control ◽  
Effective Interventions ◽  
Alcohol Involvement ◽  
University Communities

The aim of this study was to conduct a multivariate assessment of college student drinking motivations at a campus with conventional alcohol control policies and enforcement practices, including the establishment and dissemination of alcohol policies and the use of warnings to arouse fear of sanctions. Two explanatory models were compared: perceptions of risk and normative beliefs. An anonymous questionnaire was administered to 1,396 students at a large Midwestern university. Data analyses were conducted on the subsample of participants who had reported using alcohol within the past 12 months (n = 1,322). Overall, the results from a canonical correlation analysis indicated that alcohol involvement was best explained by normative beliefs about the drinking practices of one’s closest friends. Perceptions of drinking risk were less important to the explanation of alcohol involvement, and some of these measures unexpectedly had positive associations with indicators of alcohol risk behavior. The findings call into question the conventional deterrence strategies used in many university communities (i.e., belief that students who perceive there to be a low risk of receiving sanctions are those most likely to engage in alcohol related misbehavior). Furthermore, the findings suggest that effective interventions will need to impact students' normative beliefs about the drinking practices of proximal peer groups.

Dissemination and Implementation Research in Health

2017 ◽  
Keyword(s):  
Evidence Base ◽  
Dissemination And Implementation ◽  
Evidence Based ◽  
Collaborative Partnerships ◽  
Social Service Agencies ◽  
Effective Interventions ◽  
Health Related Research ◽  
Health Related ◽  
Dissemination And Implementation Research ◽  
Policies And Programs

Fifteen to twenty years is how long it takes for the billions of dollars of health-related research to translate into evidence-based policies and programs suitable for public use. Over the past 15 years, an exciting science has emerged that seeks to narrow the gap between the discovery of new knowledge and its application in public health, mental health, and health care settings. Dissemination and implementation (D&I) research seeks to understand how to best apply scientific advances in the real world, by focusing on pushing the evidence-based knowledge base out into routine use. To help propel this crucial field forward, leading D&I scholars and researchers have collaborated to put together this volume to address a number of key issues, including: how to evaluate the evidence base on effective interventions; which strategies will produce the greatest impact; how to design an appropriate study; and how to track a set of essential outcomes. D&I studies must also take into account the barriers to uptake of evidence-based interventions in the communities where people live their lives and the social service agencies, hospitals, and clinics where they receive care. The challenges of moving research to practice and policy are universal, and future progress calls for collaborative partnerships and cross-country research. The fundamental tenet of D&I research—taking what we know about improving health and putting it into practice—must be the highest priority. This book is nothing less than a roadmap that will have broad appeal to researchers and practitioners across many disciplines.

Foundations of Language Development in Deaf and Hard-of-Hearing Infants

2020 ◽  
pp. 19-32
Author(s):  
Dani Levine ◽  
Daniela Avelar ◽  
Roberta Michnick Golinkoff ◽  
Kathy Hirsh-Pasek ◽  
Derek M. Houston
Keyword(s):  
Language Development ◽  
Language Learning ◽  
Cochlear Implants ◽  
Hearing Aids ◽  
Hard Of Hearing ◽  
Social Processes ◽  
Effective Interventions ◽  
Hearing Devices ◽  
Language Input ◽  
Hearing Children

Copious evidence indicates that, even in the first year of life, children’s language development is beginning and is impacted by a wide array of cognitive and social processes. The extent to which these processes are dependent on early language input is a critical concern for most deaf and hard-of-hearing (DHH) children, who, unlike hearing children, are usually not immersed in a language-rich environment until effective interventions, such as hearing aids or cochlear implants, are implemented. Importantly, some cognitive and social processes are not dependent on the early availability of language input and begin to develop before children are fitted for hearing aids or cochlear implants. Interventions involving parent training may be helpful for enhancing social underpinnings of language and for maximizing DHH children’s language learning once effective hearing devices are in place. Similarly, cognitive training for DHH children may also provide benefit to bolster language development.

Training, Supervising, and Supporting Students With Emotional–Behavioral Disorders as Cross-Age Tutors

2021 ◽  
pp. 105345122110148
Author(s):  
Gavin W. Watts ◽  
John W. McKenna
Keyword(s):  
Behavioral Disorders ◽  
Special Educators ◽  
Skills Training ◽  
Instructional Delivery ◽  
Behavioral Skills ◽  
Intervention Models ◽  
Effective Interventions ◽  
Effective Procedures ◽  
Students With Ebd

Students with emotional and behavioral disorders (EBD) are frequently on the receiving end of intervention models (e.g., social skills training) in which targeted skills are modeled and practiced in unnatural arrangements (i.e., teacher-lead). Special educators consistently report a need for effective interventions and instructional arrangements that promote social-behavioral skills of students with EBD in natural learning environments (i.e., with peers). When students with EBD are provided the opportunity to serve in the role of tutor (i.e., on the instructional delivery end of the model), increases in academic and behavioral skills have been found for both tutors and tutees. This article provides an overview of effective procedures and considerations for training, supervising, and supporting students with EBD as cross-age tutors.

Sign in / Sign up

Export Citation Format

Share Document