Evaluation of second step on early elementary students’ academic outcomes: A randomized controlled trial.

2018 ◽  
Vol 33 (4) ◽  
pp. 561-572 ◽  
Author(s):  
Clayton R. Cook ◽  
Sabina Low ◽  
Joanne Buntain-Ricklefs ◽  
Kelly Whitaker ◽  
Michael D. Pullmann ◽  
...  
Keyword(s):  
Randomized Controlled Trial ◽  
Elementary Students ◽  
Academic Outcomes ◽  
Controlled Trial ◽  
Second Step ◽  
Early Elementary ◽  
Randomized Controlled

Evaluation of second step child protection videos: A randomized controlled trial

2018 ◽  
Vol 76 ◽  
pp. 10-22 ◽  
Author(s):  
Amanda B. Nickerson ◽  
Jennifer A. Livingston ◽  
Kimberly Kamper-DeMarco
Keyword(s):  
Randomized Controlled Trial ◽  
Child Protection ◽  
Controlled Trial ◽  
Second Step ◽  
Randomized Controlled

Randomized controlled trial of the Child Protection Unit: Grade and gender as moderators of CSA prevention concepts in elementary students

2019 ◽  
Vol 96 ◽  
pp. 104101 ◽  
Author(s):  
Amanda B. Nickerson ◽  
Jenine Tulledge ◽  
Margaret Manges ◽  
Samantha Kesselring ◽  
Timothy Parks ◽  
...  
Keyword(s):  
Randomized Controlled Trial ◽  
Elementary Students ◽  
Child Protection ◽  
Controlled Trial ◽  
Randomized Controlled ◽  
And Gender

Discouraging soft drink consumption reduces blood glucose and cholesterol of Brazilian elementary students: Secondary analysis of a randomized controlled trial

2017 ◽  
Vol 100 ◽  
pp. 223-228 ◽  
Author(s):  
Milena Miranda de Moraes ◽  
Mauro Felippe Felix Mediano ◽  
Rita Adriana Gomes de Souza ◽  
Anibal Sanchez Moura ◽  
Gloria Valeria da Veiga ◽  
...  
Keyword(s):  
Randomized Controlled Trial ◽  
Blood Glucose ◽  
Elementary Students ◽  
Soft Drink ◽  
Controlled Trial ◽  
Secondary Analysis ◽  
Soft Drink Consumption ◽  
Randomized Controlled

Testing a stepped care model for binge-eating disorder: a two-step randomized controlled trial

2018 ◽  
Vol 49 (4) ◽  
pp. 598-606 ◽  
Author(s):  
Giorgio A. Tasca ◽  
Diana Koszycki ◽  
Agostino Brugnera ◽  
Livia Chyurlia ◽  
Nicole Hammond ◽  
...  
Keyword(s):  
Randomized Controlled Trial ◽  
Eating Disorder ◽  
Binge Eating ◽  
Controlled Trial ◽  
Interpersonal Problems ◽  
Stepped Care ◽  
Second Step ◽  
Attachment Avoidance ◽  
Randomized Controlled ◽  
Care Approach

AbstractBackgroundA stepped care approach involves patients first receiving low-intensity treatment followed by higher intensity treatment. This two-step randomized controlled trial investigated the efficacy of a sequential stepped care approach for the psychological treatment of binge-eating disorder (BED).MethodsIn the first step, all participants with BED (n = 135) received unguided self-help (USH) based on a cognitive-behavioral therapy model. In the second step, participants who remained in the trial were randomized either to 16 weeks of group psychodynamic-interpersonal psychotherapy (GPIP) (n = 39) or to a no-treatment control condition (n = 46). Outcomes were assessed for USH in step 1, and then for step 2 up to 6-months post-treatment using multilevel regression slope discontinuity models.ResultsIn the first step, USH resulted in large and statistically significant reductions in the frequency of binge eating. Statistically significant moderate to large reductions in eating disorder cognitions were also noted. In the second step, there was no difference in change in frequency of binge eating between GPIP and the control condition. Compared with controls, GPIP resulted in significant and large improvement in attachment avoidance and interpersonal problems.ConclusionsThe findings indicated that a second step of a stepped care approach did not significantly reduce binge-eating symptoms beyond the effects of USH alone. The study provided some evidence for the second step potentially to reduce factors known to maintain binge eating in the long run, such as attachment avoidance and interpersonal problems.

scholarly journals The Effect of Oral Health Promotion Program on Early Dental Decay in Students: a Cluster Randomized Controlled Trial

2019 ◽  
Vol 8 (2) ◽  
pp. 105-110 ◽  
Author(s):  
Vahid Naseri Salahshour ◽  
Hamid Abredari ◽  
Mahbobeh Sajadi ◽  
Masoumeh Sabzaligol ◽  
Mahmood Karimy
Keyword(s):  
Randomized Controlled Trial ◽  
Elementary Students ◽  
Controlled Trial ◽  
Cluster Randomized Controlled Trial ◽  
Control Group ◽  
Oral Health Promotion ◽  
Dental Decay ◽  
Randomized Controlled ◽  
Significant Difference ◽  
Cluster Randomized

Introduction: The use of different models play a significant role in health education and its promotion. Therefore, the present study aims to investigate the effect of the Theory of Planned Behavior (TPB) on early dental decay in elementary students. Methods: This study was a single-blinded, cluster randomized controlled trial, in which 470 elementary students in the fourth, fifth and sixth grades in Saveh, Iran were participated. A demographic questionnaire and a 5-item questionnaire consisting of questions on awareness, attitude, practice, tooth brushing, diet and referring to dentist, were used to data collection. The samples of the intervention (n=234) and control (n=236) groups filled out the questionnaires before intervention (pre-test), immediately after intervention and one month after intervention. The educational intervention based on the TPB was held in three 45-minute sessions. Finally, the data were analyzed, using the SPSS version 13. For analyzing, the Independent t-test, Chi-square, and repeated measures ANOVA were used. Results: This study showed that there is a significant difference in the mean scores obtained from knowledge, attitude, subjective norm, perceived behavioral control, behavioral intention and behavior among students in the experimental group (immediately after and one month after the intervention) and students in the control group. Conclusion: The results of this study showed that using of TPB, as a framework for providing behavior-led training, can be effective in promoting oral and dental health of students. Nurses as an important member of the treatment team can use the results of this study in school health programs.

scholarly journals Teacher Anxiety Program for Elementary Students (TAPES): intervention development and proposed randomized controlled trial

Trials ◽  
2019 ◽  
Vol 20 (1) ◽  
Author(s):  
Golda S. Ginsburg ◽  
Jeffrey E. Pella ◽  
Kate Piselli ◽  
Grace Chan
Keyword(s):  
Randomized Controlled Trial ◽  
Elementary Students ◽  
Controlled Trial ◽  
Intervention Development ◽  
Theory Of Change ◽  
Student Anxiety ◽  
Randomized Controlled ◽  
Collaborative Intervention ◽  
Short And Long Term ◽  
The Impact

Abstract Background Excessive student anxiety is a common problem that severely impairs short- and long-term academic functioning and increases teacher burden. Reducing student anxiety has been associated with improvement in educational functioning. Because anxiety manifests daily in the classroom, teachers are in an ideal position to identify and help students manage their anxiety. Unfortunately, teachers lack the knowledge and skills to support the learning of students with excessive anxiety. The Teacher Anxiety Program for Elementary Students (TAPES), a novel teacher-administered school-home collaborative intervention, was designed to address this gap. Methods This manuscript describes the protocol for developing and evaluating TAPES. Specifically, we present a description of: (1) the intervention and theoretical model; and (2) methods for the proposed randomized controlled trial comparing TAPES to a standard professional development seminar focused on reducing student anxiety. Discussion Primary aims examine the impact of the TAPES training on teacher knowledge and skill. Secondary aims examine the impact of TAPES on student outcomes. Exploratory aims will examine mediators based on our proposed theory of change. If effective, TAPES has the potential to directly benefit teachers (improving skills) and students (reducing anxiety and improving functioning). Trial registration ClinicalTrials.gov, NCT03899948. Registered on 28 March 2019.

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