Evaluation of an affection, love and sex education program for people with moderate intellectual disabilities

2011 ◽  
Vol 26 (S2) ◽  
pp. 899-899 ◽  
Author(s):  
G. Couture ◽  
M.S. Daigle
Keyword(s):  
Program Evaluation ◽  
Intellectual Disabilities ◽  
Sex Education ◽  
Education Program ◽  
Research Team ◽  
Group Leaders ◽  
Implementation Framework ◽  
Implementation Evaluation ◽  
Service Managers

IntroductionThe Programme d’éducation à la vie affective, amoureuse et sexuelle (ÉVAAS), an affection, love and sex education program for people with moderate intellectual disabilities (Desaulniers, Boucher, Boutet, & Voyer, 2001), is widely used in Quebec and is applied in several locations in Belgium, France and Switzerland.ObjectivesAn implementation evaluation was recently completed as the first stage of a program evaluation.AimsThe aim of the project was to establish the value of this program.MethodsFor the purpose, 73 ÉVAAS sessions at five different sites were observed and questionnaires and interviews with 10 group leaders and their supervisors were analyzed.ResultsIt was found above all that the program was normally implemented in accordance with its spirit and objectives. However, it was also noted that follow-up to interventions carried out during ÉVAAS sessions was much less structured and sustained, particularly as regards those intended for friends and family.ConclusionsThe research team formulated seven recommendations regarding the program's implementation framework and adjustments required to ensure the achievement of its objectives. The recommendations concern the authors of the program, the educators who use it, their supervisors, as well as service managers.

scholarly journals The Effect of Sex Education Program on the Attitudes of the Families of Adults with Intellectual Disabilities

2021 ◽  
Vol 4 (4) ◽  
Author(s):  
Kadriye Uçar ◽  
◽  
Havva A. Karabulut ◽  
Yunus Yılmaz ◽  
Ahmet S. Uçar
Keyword(s):  
Intellectual Disabilities ◽  
Sex Education ◽  
Education Program ◽  
Attitude Scale ◽  
T Test ◽  
Rank Test ◽  
Test Model ◽  
Single Group ◽  
Adults With Intellectual Disabilities ◽  
Dependent Samples

It is extremely important to provide sex education to individuals with intellectual disabilities because they do not know where, when, and in which situations their sexual behavior is appropriate or not, and because they cannot control their sexuality. This study aimed to examine the effect of the Sex Education Program for Families of Adults with Intellectual Disabilities (ZACEP) on the knowledge level of families of adults with intellectual disabilities and their attitudes towards their children’s sexual development and sex education. The research adopted a single group pre-test and post-test model, one of the experimental research models. The sample consisted of nine mothers. The effectiveness data of the study were collected through the Parental Sex Education Attitude Scale. SPSS packet program was used for data analysis. The pretest and posttest items were first analyzed with descriptive statistics, then frequency, percentage, and maximum-minimum values were calculated. The t-test analysis for dependent samples is required to compare the pretest and posttest scores of a single group. However, due to the number of participants (N=9), the Wilcoxon Signed Rank Test, which is the nonparametric equivalent of t-test, was used. Research findings showed that the ZACEP did not affect the mothers' attitudes towards the sexuality of adults with intellectual disabilities. Besides, the ZACEP did not affect parents' attitudes towards sexuality at item level.

scholarly journals An Implementation Evaluation of A Comprehensive Sex Education Program in a Rural Indiana County

2020 ◽  
Vol 3 ◽  
Author(s):  
Lauren Estes ◽  
Carolyn Meagher ◽  
Monique Hensley ◽  
Abby Hunt ◽  
Cory Wuerch ◽  
...  
Keyword(s):  
Public Health ◽  
Rural Communities ◽  
Sex Education ◽  
Rural Community ◽  
Education Program ◽  
Teen Pregnancy ◽  
Evidence Based ◽  
Community Readiness ◽  
Implementation Framework ◽  
Comprehensive Sex Education

Background and Objective: Rural teen pregnancy is a significant public health problem, yet there are no evidence-based prevention programs (EBPs) developed for rural communities. Little is known about the process of implementing and adapting EBPs for rural communities. An implementation science framework is a useful way to methodologically examine EBPs replicated in new contexts. Specifically, the Evaluation, Preparation, Implementation, Sustainment (EPIS) framework was utilized for this project. The purpose of this study is to describe the challenges and sucesses in the implementation of EBPs in a rural community.  Project Methods: Youth RISE! is a federally funded, evidence based, community-wide sex education program implemented in Clinton County, Indiana. Qualitative interviews were conducted with key stakeholders involved in implementing the program (n=22). Participants fulfilled diverse roles such as school administrators, teachers, local program partners, and the grantor. These interviews, conducted in-person or via telephone in 2018 and via Zoom in 2020, were subsequently transcribed, coded and analyzed using thematic analysis.  Codes were developed from the EPIS implementation framework and an initial review of transcripts and field notes.  Results: Participants described the Youth RISE! Program as overwhelmingly successful. Qualitative analysis revealed three central themes of Community Readiness, Transparency, and Buy-In. Community readiness included timing, involvement of trusted community partners, and framing teen pregnancy as a public health issue rather than a values issue. Transparency included frequent communication between all parties, positive messaging, and a strong presence in the community. Buy-in included parent, teacher, and school administration support as well as maintaining equal partnerships between the community, school, and partner agencies.  Conclusion and Potential Impact: Contrary to popular beliefs, this rural community was willing to implement comprehensive sex education programs in its schools. This data may be used to inform future implementation of EBPs in rural communities.  

scholarly journals The Effect of Sex Education Program on the Attitudes of the Families of Adults with Intellectual Disabilities

2021 ◽  
Author(s):  
Kadriye Uçar ◽  
Havva A. Karabulut ◽  
Yunus Yılmaz ◽  
Ahmet S. Uçar
Keyword(s):  
Intellectual Disabilities ◽  
Sex Education ◽  
Education Program ◽  
Attitude Scale ◽  
T Test ◽  
Rank Test ◽  
Test Model ◽  
Single Group ◽  
Adults With Intellectual Disabilities ◽  
Dependent Samples

It is extremely important to provide sex education to individuals with intellectual disabilities because they do not know where, when, and in which situations their sexual behavior is appropriate or not, and because they cannot control their sexuality. This study aimed to examine the effect of the Sex Education Program for Families of Adults with Intellectual Disabilities (ZACEP) on the knowledge level of families of adults with intellectual disabilities and their attitudes towards their children’s sexual development and sex education. The research adopted a single group pre-test and post-test model, one of the experimental research models. The sample consisted of nine mothers. The effectiveness data of the study were collected through the Parental Sex Education Attitude Scale. SPSS packet program was used for data analysis. The pretest and posttest items were first analyzed with descriptive statistics, then frequency, percentage, and maximum-minimum values were calculated. The t-test analysis for dependent samples is required to compare the pretest and posttest scores of a single group. However, due to the number of participants (N=9), the Wilcoxon Signed Rank Test, which is the nonparametric equivalent of t-test, was used. Research findings showed that the ZACEP did not affect the mothers' attitudes towards the sexuality of adults with intellectual disabilities. Besides, the ZACEP did not affect parents' attitudes towards sexuality at item level.

Theoretical and Methodological Problems of a 10-Year Follow-Up Program Evaluation Study

2002 ◽  
Vol 18 (3) ◽  
pp. 229-241 ◽  
Author(s):  
Kurt A. Heller ◽  
Ralph Reimann
Keyword(s):  
Program Evaluation ◽  
Evaluation Studies ◽  
Evaluation Study ◽  
Control Groups ◽  
Cross Sectional ◽  
Long Term Study ◽  
Partial Inclusion ◽  
Methodological Problems

Summary In this paper, conceptual and methodological problems of school program evaluation are discussed. The data were collected in conjunction with a 10 year cross-sectional/longitudinal investigation with partial inclusion of control groups. The experiences and conclusions resulting from this long-term study are revealing not only from the vantage point of the scientific evaluation of new scholastic models, but are also valuable for program evaluation studies in general, particularly in the field of gifted education.

Proses dan Teknik Supervisi

2020 ◽  
Author(s):  
Ainay Lizana ◽  
Hade Afriansyah
Keyword(s):  
Information Collection ◽  
Implementation Evaluation ◽  
Supervision Process ◽  
Planning Implementation ◽  
Literary Techniques

This article describes the supervision techniques and processes. Supervision is a process, which is a series of activities that are organized and orderly and related to one another and directed to a purpose. Broadly, the activities in the supervision process can be divided into planning, implementation, evaluation, and follow-up. Information collection techniques using literary techniques.

scholarly journals Association of Brain Natriuretic Peptide With Mortality in Exceptionally Long-Lived Families

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 211-211
Author(s):  
Allison Kuipers ◽  
Robert Boudreau ◽  
Mary Feitosa ◽  
Angeline Galvin ◽  
Bharat Thygarajan ◽  
...  
Keyword(s):  
Older Adults ◽  
Brain Natriuretic Peptide ◽  
Natriuretic Peptide ◽  
Sex Education ◽  
Proportional Hazards ◽  
Cox Proportional Hazards ◽  
Time To Event ◽  
Healthy Older Adults ◽  
Secondary Analyses

Abstract Natriuretic peptides are produced within the heart and released in response to increased chamber wall tension and heart failure (HF). N-Terminal prohormone Brain Natriuretic Peptide (NT-proBNP) is a specific natriuretic peptide commonly assayed in persons at risk for HF. In these individuals, NT-proBNP is associated with future disease prognosis and mortality. However, its association with mortality among healthy older adults remains unknown. Therefore, we determined the association of NT-proBNP with all-cause mortality over a median follow-up of 10 years in 3253 individuals free from HF at baseline in the Long Life Family Study, a study of families recruited for exceptional longevity. We performed cox proportional hazards analysis (coxme in R) for time-to event (mortality), adjusted for field center, familial relatedness, age, sex, education, smoking, alcohol, physical activity, BMI, diabetes, hypertension, and cancer. In addition, we performed secondary analyses among individuals (N=2457) within the normal NT-proBNP limits at baseline (<125pg/ml aged <75 years; <450pg/ml aged ≥75 years). Overall, individuals were aged 32-110 years (median 67 years; 44% male), had mean NT-proBNP of 318.5 pg/ml (median 91.0 pg/ml) and 1066 individuals (33%) died over the follow-up period. After adjustment, each 1 SD greater baseline NT-proBNP was associated with a 1.30-times increased hazard of mortality (95% CI: 1.24-1.36; P<0.0001). Results were similar in individuals with normal baseline NT-proBNP (HR: 1.21; 95% CI: 1.11-1.32; P<0.0001). These results suggest that NT-proBNP is a strong and specific biomarker for mortality in older adults independent of current health status, even in those with clinically-defined normal NT-proBNP.

scholarly journals Initiating Hybrid Closed Loop: A Program Evaluation of an Educator‐Led Control‐IQ Follow‐up at a Large Pediatric Clinic

2021 ◽  
Author(s):  
Laurel H. Messer ◽  
Cari Berget ◽  
Ashlee Ernst ◽  
Lindsey Towers ◽  
Robert H. Slover ◽  
...  
Keyword(s):  
Program Evaluation ◽  
Closed Loop ◽  
Pediatric Clinic

scholarly journals Group-based cognitive–behavioural anger management for people with mild to moderate intellectual disabilities: cluster randomised controlled trial

2013 ◽  
Vol 203 (4) ◽  
pp. 288-296 ◽  
Author(s):  
Paul Willner ◽  
John Rose ◽  
Andrew Jahoda ◽  
Biza Stenfert Kroese ◽  
David Felce ◽  
...  
Keyword(s):  
Intellectual Disabilities ◽  
Anger Management ◽  
Care Staff ◽  
Treatment Manual ◽  
Service Users ◽  
Anger Control ◽  
Cluster Randomised ◽  
Cognitive Behavioural ◽  
People With Intellectual Disabilities

BackgroundMany people with intellectual disabilities find it hard to control their anger and this often leads to aggression which can have serious consequences, such as exclusion from mainstream services and the need for potentially more expensive emergency placements.AimsTo evaluate the effectiveness of a cognitive–behavioural therapy (CBT) intervention for anger management in people with intellectual disabilities.MethodA cluster-randomised trial of group-based 12-week CBT, which took place in day services for people with intellectual disabilities and was delivered by care staff using a treatment manual. Participants were 179 service users identified as having problems with anger control randomly assigned to either anger management or treatment as usual. Assessments were conducted before the intervention, and at 16 weeks and 10 months after randomisation (trial registration: ISRCTN37509773).ResultsThe intervention had only a small, and non-significant, effect on participants' reports of anger on the Provocation Index, the primary outcome measure (mean difference 2.8, 95% Cl −1.7 to 7.4 at 10 months). However, keyworker Provocation Index ratings were significantly lower in both follow-up assessments, as were service-user ratings on another self-report anger measure based on personally salient triggers. Both service users and their keyworkers reported greater usage of anger coping skills at both follow-up assessments and keyworkers and home carers reported lower levels of challenging behaviour.ConclusionsThe intervention was effective in improving anger control by people with intellectual disabilities. It provides evidence of the effectiveness of a CBT intervention for this client group and demonstrates that the staff who work with them can be trained and supervised to deliver such an intervention with reasonable fidelity.

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