Evidence-Based Cancer Care and Preventions: Behavioral Interventions

2005 ◽  
Vol 23 (2) ◽  
pp. 120
Author(s):  
&NA;
2020 ◽  
Vol 22 (Supplement_2) ◽  
pp. ii26-ii26
Author(s):  
Nicole Cort ◽  
Alex Broom ◽  
Katherine Kenny ◽  
Alexander Page ◽  
Jennifer Durling ◽  
...  

Abstract COVID-19 has caused ongoing interruptions to healthcare systems worldwide, shifting care to virtual platforms, and placing significant economic and logistical burdens on clinical practice. The pandemic has created uncertainty in delivering the standard of care, both in areas of cancer diagnosis and treatment, especially within neuro-oncology. Due to the pandemic, care and operational planning goals have shifted to infection prevention, modifying recommendations to decrease viral transmission and increasing telemedicine use, potentially creating a burden on implementing evidence-based medicine. These dynamics have since begun to redefine traditional practice and research regimens, impacting the comprehensive care that cancer patients can and should receive; and the enduring consequences for the delivery of healthcare. The impact of COVID-19 on oncology practice and trials might endure well beyond the short- to mid-term of the active pandemic. Therefore, these shifts must be accompanied by improved training and awareness, enhanced infrastructure, and evidence-based support to harness the positives and offset the potential negative consequences of the impacts of COVID-19 on cancer care. To address these paradoxical effects, we will conduct iterative, qualitative (face-to-face/video conference) interviews with neuro-oncology clinical and research professionals and adult brain tumor patients receiving care during the pandemic. We will capture unique aspects of oncology care: the lived, subjective, situated, and contingent accounts of patients and medical professionals, especially during a pandemic. We will also specifically compare the impact of telehealth during the pandemic on delivery of care to complex neuro-oncology patients. A summary of this in-depth, qualitative approach will result in a sophisticated understanding of neuro-oncology care on the frontline at a time of crisis, as experienced during a pandemic, to articulate best practices for future implementation.


2009 ◽  
Vol 52 (4) ◽  
pp. 616-622 ◽  
Author(s):  
Miriam R. Habib ◽  
Michael J. Solomon ◽  
Jane M. Young ◽  
Bruce K. Armstrong ◽  
Dianne O'Connell ◽  
...  

2003 ◽  
Vol 8 (2) ◽  
pp. 128-131 ◽  
Author(s):  
Joseph J. Fins
Keyword(s):  

Cancer ◽  
2021 ◽  
Author(s):  
Stephanie Stangl ◽  
Sebastian Rauch ◽  
Jürgen Rauh ◽  
Martin Meyer ◽  
Jacqueline Müller‐Nordhorn ◽  
...  

2021 ◽  
pp. 109830072110510
Author(s):  
Rhonda N. T. Nese ◽  
Angus Kittelman ◽  
M. Kathleen Strickland-Cohen ◽  
Kent McIntosh

One core feature of Positive Behavioral Interventions and Support (PBIS) is a systems-level teaming process for coordinating staff implementation of evidence-based practices and monitoring student progress across all three tiers. Prior research has shown schools that report regular teaming and team-based data use are more likely to successfully adopt and sustain implementation of multi-tiered systems of behavior support. However, more research is currently needed to better understand the various teaming configurations, structures, and practices commonly used by PBIS teams in typical schools, particularly at advanced tiers. For the current study, members of school and district PBIS teams representing 718 schools were surveyed to better understand (a) teaming configurations and practices currently being used in schools implementing PBIS and (b) common interventions that PBIS teams report implementing at Tiers 2 and 3. Survey findings are discussed, along with implications of those results for future research and practice in applied settings.


2007 ◽  
Vol 32 (4) ◽  
pp. 267-281 ◽  
Author(s):  
Daniel J. Gulchak ◽  
João A. Lopes

Students with emotional and behavioral disorders (EBD) are found internationally. This systematic literature review identifies interventions conducted on these students. Although the U.S. produces abundant studies on effective school-based academic and behavioral interventions, a search of over 4,000 articles published over 6 years yielded only 11 international studies meeting the selection criteria. Out of 11 qualified studies, 6 reported therapeutic treatments, 8 targeted elementary students, 9 were conducted in self-contained classrooms, and 9 were from the U.K. These findings indicate a paucity of quantitative research determining effectiveness of EBD interventions currently used in schools worldwide. The results indicate that quantitative studies are not the standard of evidence-based practice internationally, and diagnostic criteria and terms used to identify students vary worldwide.


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