Computerized training of the correspondences between phonological and orthographic units

2005 ◽  
Vol 8 (2) ◽  
pp. 79-102 ◽  
Author(s):  
Sini Hintikka ◽  
Mikko Aro ◽  
Heikki Lyytinen
Keyword(s):  
Reading Instruction ◽  
Intervention Program ◽  
First Graders ◽  
Intervention Group ◽  
Reading Acquisition ◽  
Phoneme Awareness ◽  
Control Group ◽  
Differential Outcomes ◽  
Computerized Training ◽  
Short Intervention

The outcomes of computerized training in the correspondences between phonological and orthographic units are reported. Forty-four Finnish-speaking first-graders with poor pre-reading skills were assigned to one of two groups, intervention or control. The children in the intervention group received computerized training over a 6-week period (mean 170 minutes in total) while the children in the control group received regular reading instruction only. Although the short intervention program produced accelerated growth in letter naming, no differential outcomes emerged between the groups in terms of reading acquisition. The outcomes for the poorest performers on six cognitive-linguistic disadvantages were analysed to identify the factors mediating responsiveness to the training. In terms of reading acquisition, the intervention was more effective than ordinary instruction for children with low phoneme awareness skills and attention difficulties as defined by teacher ratings.

The Musical Notes Method for Initial Reading Acquisition

2008 ◽  
Vol 7 (1) ◽  
pp. 81-100
Author(s):  
Yehudith Carmon ◽  
Aryeh Wohl ◽  
Shmuel Even-Zohar
Keyword(s):  
Reading Instruction ◽  
Reading Time ◽  
Intervention Program ◽  
Reading Acquisition ◽  
First Grade ◽  
Intervention Programs ◽  
Control Group ◽  
Experimental Approaches ◽  
Initial Reading

A century of experimental approaches to reading instruction has not significantly reduced initial reading acquisition problems. Though researchers continue to identify more and more symptoms of deficiencies, they have, to date, come up with but few solutions. Reading instruction traditionally begins with the particular components of a specific language. In this study, we investigate a method that begins with general, basic reading components common to all written alphabetical languages, including musical notation. We propose to introduce reading by using an original and simple musical vehicle, the Toy Musical Notes (TMN) method. After creating a primary reading scheme through music, verbal reading becomes much easier. Our method was tested on 150 preschool children, who participated in three intervention programs: TMN, conventional music, and a control group, which had a non-musical intervention program. Pre- and posttests were administered with follow-up assessments in reading development conducted in the first grade. The results reflected significant achievements for the TMN group on all reading parameters: number of mistakes, vocal reading time, velocity, and comprehension. Applying this method allowed us to use children’s natural musical interest to help them learn to read and comprehend better.

scholarly journals Feasibility and Impact of a Combined Supervised Exercise and Nutritional-Behavioral Intervention following Bariatric Surgery: A Pilot Study

2015 ◽  
Vol 2015 ◽  
pp. 1-12 ◽  
Author(s):  
Friedrich C. Jassil ◽  
Sean Manning ◽  
Neville Lewis ◽  
Siri Steinmo ◽  
Helen Kingett ◽  
...  
Keyword(s):  
Bariatric Surgery ◽  
Pilot Study ◽  
Lifestyle Intervention ◽  
Behavioral Intervention ◽  
Intervention Program ◽  
Intervention Group ◽  
Activity Level ◽  
Randomised Control Trial ◽  
Control Group ◽  
Supervised Exercise

Background.Lifestyle intervention programs after bariatric surgery have been suggested to maximise health outcomes. This pilot study aimed to investigate the feasibility and impact of an 8-week combined supervised exercise with nutritional-behavioral intervention following Roux-en-Y gastric bypass and sleeve gastrectomy.Methods.Eight female patients (44 ± 8 years old, BMI = 38.5 ± 7.2 kgm−2) completed the program. Before and after intervention, anthropometric measures, six-minute walk test (6MWT), physical activity level, eating behavior, and quality of life (QoL) were assessed. Percentage weight loss (%WL) outcomes were compared with a historical matched control group.Results.The program significantly improved functional capacity (mean increment in 6MWT was 127 ± 107 meters,p=0.043), increased strenuous intensity exercise (44 ± 49 min/week,p=0.043), increased consumption of fruits and vegetables (p=0.034), reduced consumption of ready meals (p=0.034), and improved “Change in Health” in QoL domain (p=0.039). The intervention group exhibited greater %WL in the 3–12-month postsurgery period compared to historical controls, 12.2 ± 7.5% versus 5.1 ± 5.4%, respectively (p=0.027).Conclusions.Lifestyle intervention program following bariatric surgery is feasible and resulted in several beneficial outcomes. A large randomised control trial is now warranted.

scholarly journals A Non-Randomized Controlled Trial for the Effectiveness of the ‘Aibo’ Intervention Program for Distraction in Childhood Vaccination

2021 ◽  
Author(s):  
Kyoko Tanaka ◽  
Maoko Hayakawa ◽  
Chihiro Noda ◽  
Moemi Nakamura ◽  
Akio Nakamura ◽  
...  
Keyword(s):  
Randomized Controlled Trial ◽  
Intervention Program ◽  
Controlled Trial ◽  
Intervention Group ◽  
Behavioral Observation ◽  
Childhood Vaccination ◽  
Control Group ◽  
Randomized Controlled ◽  
Study Results ◽  
Face Scale

Abstract Procedures and actions such as injections and immobilization cause pain and distress to children. In the pediatric field, there is a need for interventions and support to alleviate the pain and distress caused by such medical procedures. In recent years, the introduction of robots as a means of distraction has begun to be attempted. In this study, we conducted a non-randomized controlled trial to examine the effect of intervention using ‘aibo’, a dog-like robot which has artificial intelligence (AI), to promote distraction in children after vaccination. As a result, 57 children (32 in the intervention group) participated in the study. Results of a t-test with the control group showed that the intervention group using aibo had significantly less pain following the post-vaccination intervention than the control group using stuffed dog (Face Scale, t(55) = 2.582, p = .0125; Behavioral Observation Scale, t(55) = 2.772, p = .00759). The results support the hypothesis that the aibo intervention group will be less distressed and able to calm down more quickly after vaccination than the control group. Conclusion : AI-powered aibo interventions that allow for interactive interaction can be an effective distraction method during painful procedures such as vaccinations.

Enhancing Empathy through a Creative Writing Program in Elementary School

2021 ◽  
Vol 4 (2) ◽  
pp. 47-53
Author(s):  
Sofia Tsatsou-Nikolouli ◽  
Stavroula Mavrogeni
Keyword(s):  
Creative Writing ◽  
Intervention Program ◽  
Intervention Group ◽  
Literary Texts ◽  
Control Group ◽  
Social And Emotional ◽  
Social And Emotional Skills ◽  
The Social ◽  
Study Results ◽  
Very High

Education is not only about the transferring of knowledge, but also about the cultivation of strong social and emotional skills, which are necessary for the strengthening of the social competence of students, their positive self-perception and their success in school. Empathy, which refers to the ability to recognize another person‟s emotional state is one of the basic skills of the 21st century, which helps all students grow up to become active and critically aware citizens. The research/intervention program "Creative Writing and Social Learning Skills", implemented by students of the 5th and 6th grade of elementary schools in Thessaloniki, Greece, explores the enhancement of empathy, through the use of creative writing as an educational tool. Activities used were based on literary texts from Balkan countries and countries of Eastern and Southeastern Europe. The research sample consisted of 573 students, who were divided into the Intervention Group, that implemented the program, and the Control Group, that attended its regular curriculum. The analysis of the level of skills in children, and especially the level of empathy, which is of concern to us in the present study, was carried out using a structured improvised questionnaire, the alpha Cronbach coefficients where of range at very high levels. Study results showed that the Intervention Group exhibited statistically greater improvement in the assessment of empathy compared to the Control Group.

scholarly journals Positive Adolescent Development: Effects of a Psychosocial Intervention Program in a Rural Setting

2020 ◽  
Vol 17 (18) ◽  
pp. 6784
Author(s):  
Diana Paricio ◽  
Maria F. Rodrigo ◽  
Paz Viguer ◽  
Marina Herrera
Keyword(s):  
Youth Development ◽  
Adolescent Development ◽  
Rural Areas ◽  
Repeated Measures ◽  
Intervention Program ◽  
Intervention Group ◽  
Development Program ◽  
Rural Setting ◽  
Control Group ◽  
Repeated Measures Design

The Positive Youth Development (PYD) approach identifies adolescents as resources to be empowered rather than problems to be solved. All adolescents have strengths and will fully develop when these strengths are integrated with healthy resources in the diverse environments where they live and interact. The objective of this study was twofold: (1) to present the Positive Development Program for Adolescents living in rural areas (DPAR Program) and (2) to pilot test the intervention program. The DPAR program was evaluated using a repeated-measures design before and after the intervention, with an intervention group and a control group. The sample consisted of 176 adolescents between 11 and 15 years old (M = 12.89, SD = 0.90) who belonged to two high schools with similar characteristics located in rural settings. A mixed-design analysis of variance was performed for each dependent variable. Results showed a significant increase in most of the study variables (self-esteem, self-efficacy, group identity, empathy, relational skills, assertiveness, and conflict resolution) and a significant decrease in alexithymia, as well as better academic performance. All this evidence indicates that the DPAR program is effective in promoting positive adolescent development and addresses the lack of programs based on the PYD approach in rural areas.

A Structured Reading Materials-Based Intervention Program to Develop the Psychological Capital of Chinese Employees

2014 ◽  
Vol 42 (3) ◽  
pp. 503-515 ◽  
Author(s):  
Xichao Zhang ◽  
Yan-Ling Li ◽  
Shuang Ma ◽  
Jing Hu ◽  
Li Jiang
Keyword(s):  
Job Performance ◽  
Intervention Program ◽  
Psychological Capital ◽  
Intervention Group ◽  
Program Control ◽  
Control Group ◽  
Reading Materials

In this study we introduced an easy-to-use, structured reading materials-based psychological capital (PsyCap) intervention program, and examined its effectiveness with a sample of 234 employees in China. The results at posttest showed that PsyCap and job performance of the intervention group significantly increased after the program, whereas they remained unchanged in the control group. These results support the effectiveness of the intervention program, and confirm that PsyCap can be developed. Analyses of follow-up retest scores taken 3 months after the program was conducted showed that overall PsyCap, hope, and job performance were significantly higher in the intervention group than in the pretest group. Furthermore, the program control group's PsyCap and job performance retest scores were significantly lower than their pretest scores. The results suggest a long-lasting, though not robust, effect of the intervention.

scholarly journals Influence of a Multidisciplinary Program of Diet, Exercise, and Mindfulness on the Quality of Life of Stage IIA-IIB Breast Cancer Survivors

2020 ◽  
Vol 19 ◽  
pp. 153473542092475
Author(s):  
Julia Ruiz-Vozmediano ◽  
Sarah Löhnchen ◽  
Lucas Jurado ◽  
Rosario Recio ◽  
Andrea Rodríguez-Carrillo ◽  
...  
Keyword(s):  
Breast Cancer ◽  
Quality Of Life ◽  
Cancer Survivors ◽  
Mediterranean Diet ◽  
Breast Cancer Survivors ◽  
Intervention Program ◽  
Intervention Group ◽  
Control Group ◽  
Cancer Symptoms

Background: Integrative oncology has proven to be a useful approach to control cancer symptoms and improve the quality of life (QoL) and overall health of patients, delivering integrated patient care at both physical and emotional levels. The objective of this randomized trial was to evaluate the effects of a triple intervention program on the QoL and lifestyle of women with breast cancer. Methods: Seventy-five survivors of stage IIA-IIB breast cancer were randomized into 2 groups. The intervention group (IG) received a 6-month dietary, exercise, and mindfulness program that was not offered to the control group (CG). Data were gathered at baseline and at 6 months postintervention on QoL and adherence to Mediterranean diet using clinical markers and validated questionnaires. Between-group differences at baseline and 3 months postintervention were analyzed using Student’s t test for related samples and the Wilcoxon and Mann-Whitney U tests. Results: At 6 months postintervention, the IG showed significant improvements versus CG in physical functioning ( p = .027), role functioning ( p = .028), and Mediterranean diet adherence ( p = .02) and a significant reduction in body mass index ( p = .04) and weight ( p = .05), with a mean weight loss of 0.7 kg versus a gain of 0.55 kg by the CG ( p = .05). Dyspnea symptoms were also increased in the CG versus IG ( p = .066). Conclusions: These results demonstrate that an integrative dietary, physical activity, and mindfulness program enhances the QoL and healthy lifestyle of stage IIA-IIB breast cancer survivors. Cancer symptoms may be better managed by the implementation of multimodal rather than isolated interventions.

Effects of a simple reminiscence intervention program on the reminiscence functions in older adults

2020 ◽  
pp. 1-10
Author(s):  
Encarnación Satorres ◽  
Iraida Delhom ◽  
Juan C. Meléndez
Keyword(s):  
Older Adults ◽  
Problem Solving ◽  
Intervention Program ◽  
Intervention Group ◽  
The Self ◽  
Control Group ◽  
Identity Problem ◽  
Healthy Older Adults ◽  
Positive Functions

ABSTRACT Objectives: Reminiscence promotes the acceptance of oneself and others, a sense of meaning, and the integration of the present and the past. The currently accepted classification contains eight reminiscence functions grouped in three broader functions: self-positive functions (identity, problem-solving, and death preparation); self-negative functions (bitterness revival, boredom reduction, and intimacy maintenance); and prosocial functions (conversation and teach-inform). The main objective of this study was to investigate how the eight dimensions change over time in a sample of healthy older adults after an intervention based on simple reminiscence and subsequent follow-up. Design: Participants were randomly assigned to the treatment or control group. Setting: Participants were evaluated individually before, immediately after, and 3 months after the intervention. Participants: Participants included 139 healthy older adults (71 intervention group and 68 control group). Intervention: Ten weekly sessions lasting 2 hours each were administered, based on a simple reminiscence program. Measurements: Participants were assessed with the Reminiscence Functions Scale. Results: After the intervention, in the treatment group, there was a significant increase in the self-positive functions of problem-solving and death preparation, and these effects were maintained even at the follow-up; there was a significant reduction in the self-negative functions of bitterness revival and intimacy maintenance; and there was a significant increase in the prosocial function of conversation. Conclusions: When applying an intervention based on reminiscence, it is important to evaluate how it influences these functions because this information can help us to modify the objectives of the intervention and increase its effectiveness.

Imparting Self Control Skills for Reducing Aggression among Adolescence

2009 ◽  
Vol 24 (S1) ◽  
pp. 1-1
Author(s):  
T. Ronen
Keyword(s):  
Intervention Program ◽  
Negative Emotion ◽  
Intervention Group ◽  
Self Control ◽  
Learned Resourcefulness ◽  
Control Group ◽  
Base Line ◽  
Control Intervention ◽  
Children's Coping ◽  
Ninth Grade Students

The lecture describes a school-based aggression reduction learning intervention. The intervention program aimed to impart children with learned resourcefulness repertoire for reducing aggressive behavior. Based on the self-control intervention model developed by Ronen and Rosenbaum (2001), and in light of positive psychology theory the intervention focused on increasing children's coping, teach them to work toward positive goals such as increasing social relationships, and help themselves change.447 ninth grade students participated in this study. 167 students participated in the intervention groups and 280 students from the same schools who received no intervention and served as a control group.The outcomes point to the efficacy of the model in reducing aggression. The rate of aggression in the intervention group decreased significantly in compare with their base-line grade and in compare with the control group. Also hostile thought and negative emotion did not change - the child could control those and not behave in an aggressive way. Analysis showed that the changed in reducing aggression results from the increase in self-control skills.

scholarly journals Enhancing Resourcefulness to Improve Outcomes in Family Caregivers and Persons with Alzheimer’s Disease: A Pilot Randomized Trial

2014 ◽  
Vol 2014 ◽  
pp. 1-10 ◽  
Author(s):  
Elizabeth W. Gonzalez ◽  
Marcia Polansky ◽  
Carol F. Lippa ◽  
Laura N. Gitlin ◽  
Jaclene A. Zauszniewski
Keyword(s):  
Behavior Problems ◽  
Randomized Trial ◽  
Family Caregivers ◽  
Problem Behaviors ◽  
Intervention Program ◽  
Intervention Group ◽  
Medium Effect ◽  
Control Group ◽  
Care Recipients ◽  
The Difference

This pilot randomized trial tested an intervention aimed at enhancing resourcefulness in family caregivers of persons with dementia, postulating that caregivers’ emotional outcomes (anxiety and depression) and role outcomes (reward, strain, mutuality, and preparedness) would be improved, and problem behaviors in the care recipients (persons with dementia) would be reduced as a result of the intervention. Subjects were stratified by race (white or African American) and by baseline resourcefulness (high or low). Family caregivers were randomly assigned to an intervention group in which subjects attended six resourcefulness training sessions, meeting for 2 hours weekly over 6 weeks, or to a control group that received no treatment. Small to medium effects were shown for the intervention program on resourcefulness, anxiety, and preparedness of the caregivers and on frequency of behavior problems in the care recipients. Caregivers in the intervention group reported significantly more resourcefulness skills, with a medium effect at week 6 and a small effect 12 weeks later, compared with the control group. Persons with dementia had fewer behavior problems in the intervention group compared with control, although the difference was not significant. Caregivers’ anxiety was reduced in the intervention group at 12 weeks.

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