Applying an Individual Word-Problem Intervention to a Small-Group Setting: A Pilot Study’s Evidence of Improved Word-Problem Performance for Students Experiencing Mathematics Difficulty

2021 ◽  
pp. 002221942110476
Author(s):  
Sarah R. Powell ◽  
Katherine A. Berry ◽  
Anasazi N. Acunto ◽  
Anna-Maria Fall ◽  
Greg Roberts
Keyword(s):  
Small Group ◽  
Student Performance ◽  
Word Problem ◽  
Group Intervention ◽  
Multilevel Models ◽  
Tier 2 ◽  
Group Setting ◽  
Mathematics Intervention ◽  
The Individual ◽  
Mathematics Difficulty

The purpose of this pilot study was to determine whether positive results from a word-problem intervention implemented one-to-one contributed to similar outcomes when implemented in small groups of three to four students. Third-grade students experiencing mathematics difficulty ( n = 76) were randomly assigned to word-problem intervention ( n = 56) or business-as-usual comparison ( n = 20). Intervention occurred for 13 weeks, 3 times per week, 30 min per session. Multilevel models revealed the intervention condition significantly outperformed the BaU on a proximal word-problem outcome, corroborating results from our prior individual intervention. When comparing student performance in the individual versus small-group intervention, findings suggest students received added benefit from the individual intervention. The word-problem intervention successfully translated to a small-group setting, which holds important implications for educators working with students in supplemental, targeted, or Tier-2 mathematics intervention settings.

Small Group Reading Instruction: Activities for Teaching Phonemic Awareness, the Alphabetic Principle, and Phonics in a Tier 2 Setting

2017 ◽  
Vol 2 (1) ◽  
pp. 78-85
Author(s):  
Victoria S. Henbest
Keyword(s):  
Small Group ◽  
Reading Instruction ◽  
Phonemic Awareness ◽  
Reading Skills ◽  
Word Reading ◽  
Tier 2 ◽  
Group Setting ◽  
Alphabetic Principle ◽  
Small Group Reading ◽  
Explicit And Systematic Instruction

Explicit and systematic instruction in phonemic awareness, the alphabetic principle, and phonics are critical for children who are struggling to read words. Further, it is the responsibility of the speech-language pathologist (SLP) to provide intervention for students that present with written language difficulties including those who have not yet been identified as having a disability. This paper serves as a guide for SLPs who aim to improve the word reading skills of young elementary-age students in a small group setting, characteristic of Tier 2 in a Response to Intervention (RTI) framework. First, phonemic awareness, the alphabetic principle, and phonics are defined and their critical roles for success with early word reading are discussed. Next, examples of activities addressing each of these skills are provided including the rationale for each activity, required materials, and additional considerations and/or modifications for students with varying skill levels. The paper concludes with further important considerations when addressing the word reading skills of young struggling readers.

Examining the Effects of a Tier 2 Reading Comprehension Intervention Aligned to Tier 1 Instruction for Fourth-Grade Struggling Readers

2020 ◽  
Vol 86 (4) ◽  
pp. 430-448
Author(s):  
Elizabeth A. Stevens ◽  
Sharon Vaughn ◽  
Elizabeth Swanson ◽  
Nancy Scammacca
Keyword(s):  
Reading Comprehension ◽  
Social Studies ◽  
Small Group ◽  
Content Knowledge ◽  
Struggling Readers ◽  
Group Intervention ◽  
Tier 2 ◽  
Tier 1 ◽  
Tier 2 Intervention ◽  
Social Studies Instruction

This article presents findings from a quasiexperimental study examining the effects of a Tier 2 intervention aligned to Tier 1 instruction, a nonaligned Tier 2 intervention, and a business-as-usual (BAU) comparison on the content knowledge, vocabulary, and reading outcomes of fourth-grade struggling readers. In the aligned condition, teachers were trained to provide content-area reading practices during social studies, and struggling readers from these classes received small-group intervention aligned to those practices, allowing for additional practice opportunities with feedback. Struggling readers in the nonaligned condition received the same small-group intervention, though they were not provided the comprehension practices during their Tier 1 social studies instruction. Students in the BAU received typical social studies instruction and typical intervention. Results yielded statistically significant, positive effects in favor of the aligned condition on proximal measures of content knowledge and vocabulary but no significant differences on standardized measures of reading comprehension and vocabulary.

Honest, open, proud–college: Effectiveness of a peer-led small-group intervention for reducing the stigma of mental illness.

2020 ◽  
Vol 5 (2) ◽  
pp. 168-178
Author(s):  
Colleen S. Conley ◽  
Carol G. Hundert ◽  
Jennifer L. K. Charles ◽  
Brynn M. Huguenel ◽  
Maya Al-khouja ◽  
...  
Keyword(s):  
Mental Illness ◽  
Small Group ◽  
Group Intervention ◽  
Stigma Of Mental Illness

Mental health in a conflict area: Migration, economic stress and religiosity in the three southernmost provinces of Thailand

2016 ◽  
Vol 63 (2) ◽  
pp. 91-98 ◽  
Author(s):  
Kathleen Ford ◽  
Aree Jampaklay ◽  
Aphichat Chamratrithirong
Keyword(s):  
Mental Health ◽  
Multilevel Models ◽  
Psychiatric Symptoms ◽  
Economic Stress ◽  
Economic Effects ◽  
World Health ◽  
Thai Government ◽  
And Migration ◽  
The Individual ◽  
Self Reporting Questionnaire

Aim: Three southern provinces of Thailand, Pattani, Yala and Narathiwat, have been involved in a long period of unrest due to differences between the population in the provinces and the Thai government with regard to language, culture and governance. The objectives of this article are to examine the effects of everyday stressors due to the conflict, including economic stress and migration, as well as the effect of religiosity on the reporting of psychiatric symptoms among adults in the three provinces. Methods: Data were drawn from a survey conducted in 2014. The survey included a probability sample of 2,053 Muslim adults aged 18–59 years.Mental health was assessed using World Health Organization’s (WHO) Self-Reporting Questionnaire (SRQ) of 20 questions. Multilevel models were estimated to examine the influence of economic stress due to the conflict, as well as community and individual aspects of migration and religion on mental health. Results: The data showed that migration from the household and the community and the economic effects of the unrest were associated with reporting of more psychiatric symptoms among adults in the southern provinces. Religion was related to reporting of fewer psychiatric symptoms at the individual and the community levels. Conclusion: The study documented increased reporting of psychiatric symptoms among persons reporting perceived household economic stress due to the conflict and the migration of family members.

scholarly journals Cumulative Effects of Adding a Small Group Intervention to Social Network Testing on HIV Testing Rates Among Crack Users in San Salvador, El Salvador

2021 ◽  
Author(s):  
Julia Dickson-Gomez ◽  
Sergey Tarima ◽  
Laura Glasman ◽  
Wendy Cuellar ◽  
Lorena Rivas de Mendoza ◽  
...  
Keyword(s):  
Social Network ◽  
El Salvador ◽  
Hiv Testing ◽  
Small Group ◽  
Group Intervention ◽  
Cumulative Effects ◽  
Group Interventions ◽  
San Salvador ◽  
The Social ◽  
Crack Users

AbstractThe present study evaluates a combination prevention intervention for crack users in San Salvador, El Salvador that included social network HIV testing, community events and small group interventions. We examined the cumulative effects of the social network HIV testing and small group interventions on rates of HIV testing, beyond the increase that we saw with the introduction of the social network HIV testing intervention alone. HIV test data was converted into the number of daily tests and analyzed the immediate and overtime impact of small group interventions during and in the twelve weeks after the small group intervention. The addition of the small group interventions to the baseline of monthly HIV tests resulted in increased rates of testing lasting 7 days after the small group interventions suggesting a reinforcing effect of small group interventions on testing rates.

scholarly journals Effectiveness of brushing teeth in patients with reduced oral hygiene by laypeople: a randomized, controlled study

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Anna Greta Barbe ◽  
Aya Al-Barwari ◽  
Stefanie Hamacher ◽  
Renate Deinzer ◽  
Ulrike Weik ◽  
...  
Keyword(s):  
Oral Hygiene ◽  
Group Intervention ◽  
Controlled Study ◽  
Care Gap ◽  
Parallel Group ◽  
Dental Professional ◽  
The Individual ◽  
Time Required ◽  
Powered Toothbrush ◽  
Dental Professionals

Abstract Background To evaluate the success of plaque reduction after external toothbrushing by instructed laypeople versus dental professionals using either a manual or powered toothbrush. Longitudinal, randomized, parallel-group intervention study in periodontitis patients with reduced oral hygiene quality undergoing anti-infective therapy. Patients were randomly and equally assigned to one of four groups: laypeople using a manual or powered toothbrush or dental professionals using a manual or powered toothbrush. Plaque reduction (Quigley–Hein-Index (QHI), Marginal Plaque Index (MPI)), gingivitis (papilla bleeding index), and cleaning time (seconds) were investigated. Results Thirty-nine patients participated in the study. Neither the choice of toothbrush (p = 0.399) nor the use of a dental professional (p = 0.790) had a significant influence on plaque levels achieved. However, multivariate modeling indicated statistically significant differences in the external cleaning time between brushing groups, with longer time required by laypeople (p = 0.002) and longer use of the powered toothbrush (p = 0.024). Conclusion When the ability to carry out personal oral hygiene is reduced, external brushing by dental professionals or instructed laypeople who meet previously defined criteria such as sufficient personal oral hygiene at home could help to fill the emerging dental care gap. A combination of oral hygiene approaches adapted to the individual needs of the patients in need of external help is necessary for optimum oral hygiene. Trial registration: German Clinical Trials register (https://www.germanctr.de; number DRKS00018779; date of registration 04/11/2019).

Engine Fleet-Management: The Use of Digital Twins From a MRO Perspective

2017 ◽  
Author(s):  
Joern Kraft ◽  
Stefan Kuntzagk
Keyword(s):  
Multilevel Models ◽  
Operating Cost ◽  
Maintenance Cost ◽  
Fleet Management ◽  
Component Level ◽  
The Real ◽  
Digital Twin ◽  
Digital Twins ◽  
The Individual ◽  
Life Consumption

Engine operating cost is a major contributor to the direct operating cost of aircraft. Therefore, the minimization of engine operating cost per flight-hour is a key aspect for airlines to operate successfully under challenging market conditions. The interaction between maintenance cost, operating cost, asset value, lease and replacement cost describes the area of conflict in which engine fleets can be optimized. State-of-the-art fleet management is based on advanced diagnostic and prognostic methods on engine and component level to provide optimized long-term removal and work-scoping forecasts on fleet level based on the individual operation. The key element of these methods is a digital twin of the active engines consisting of multilevel models of the engine and its components. This digital twin can be used to support deterioration and failure analysis, predict life consumption of critical parts and relate the specific operation of a customer to the real and expected condition of the engines on-wing and at induction to the shop. The fleet management data is constantly updated based on operational data sent from the engines as well as line maintenance and shop data. The approach is illustrated along the real application on the CFM56-5C, a mature commercial two-spool high bypass engine installed on the Airbus A340-300. It can be shown, that the new methodology results in major improvements on the considered fleets.

scholarly journals HIGHER AND LOWER-ORDER THINKING SKILLS: THE CASE OF CHEMISTRY REVISITED

2020 ◽  
Vol 19 (3) ◽  
pp. 467-483 ◽  
Author(s):  
Georgios Tsaparlis
Keyword(s):  
Student Performance ◽  
Lower Order ◽  
Cognitive Skills ◽  
Student Assessment ◽  
Thinking Skills ◽  
Higher Order ◽  
Two Samples ◽  
Twelfth Grade ◽  
Low Performance ◽  
The Individual

This work analyses students’ failure in the 2019 Nationwide Chemistry Examination in Greece, which concerns secondary education graduates, competing for admission to higher education Greek institutions. The distinction of thinking skills into higher and lower order (HOTS and LOTS) is used as a theoretical tool for this analysis. The examination included several questions that contained HOTS elements that had been unusual in previous examinations. This led to a decrease in overall student performance but better discrimination between outstanding and good students. Based on two samples of examination papers, corresponding to very similar subsets of the student population, the 2018 and 2019 examinations are compared, and the individual 2019 questions are evaluated. It was found that section B of the 2019 examination paper (which included contexts unfamiliar to the students, and for which, a large effect size between 2018 and 2019 was calculated) may have caused the large drop. An important link is established between the 2019 low performance and the HOTS and LOTS features of the questions, and the role or non-role of algorithmic calculations is examined. In addition, the critical opinions of chemistry teachers are provided, with a consensus emerging in favour of connecting chemistry with everyday life. Keywords: chemistry examinations, higher-order cognitive skills, higher-order thinking skills, student assessment, twelfth-grade chemistry.

Sign in / Sign up

Export Citation Format

Share Document