Interventions for Students with Behavioral Disorders: An International Literature Review

2007 ◽  
Vol 32 (4) ◽  
pp. 267-281 ◽  
Author(s):  
Daniel J. Gulchak ◽  
João A. Lopes
Keyword(s):  
Literature Review ◽  
Behavioral Disorders ◽  
Behavioral Interventions ◽  
Quantitative Research ◽  
Selection Criteria ◽  
Evidence Based ◽  
International Studies ◽  
Effective School ◽  
School Based ◽  
Quantitative Studies

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.

A Mixed-Methods Approach for Embedding Cost Analysis Within Fidelity Assessment in School-Based Programs

2020 ◽  
pp. 019874292094485
Author(s):  
Catherine P. Bradshaw ◽  
Katrina J. Debnam ◽  
Daniel Player ◽  
Brooks Bowden ◽  
Sarah Lindstrom Johnson
Keyword(s):  
Mixed Methods ◽  
Behavioral Interventions ◽  
Case Illustration ◽  
Evidence Based ◽  
Multiple Sources ◽  
Potential Cost ◽  
School Based ◽  
Fidelity Assessment ◽  
The Cost ◽  
Fidelity Implementation

This mixed-methods study describes a framework for conducting cost analyses of school-based programs leveraging fidelity data and applying the ingredients method. We illustrate this approach by applying it to Positive Behavioral Interventions and Supports (PBIS), drawing on multiple sources of data from a sample of 77 schools that were trained in PBIS. We concluded that the average per school cost of PBIS was US$53,216.00 (median = US$36,698), with an average per-pupil cost of US$90.00 (median = US$58.00), which is considerably less than other school-based prevention models. The cost did, however, differ by implementation level, such that high-fidelity implementation tended to cost more than low-fidelity implementation. We provide a case illustration to elucidate some of the cost drivers of PBIS implementation. Specifically, these data highlight the variability in the amount of training and coaching by the specific evidence-based program implemented within the tiered PBIS framework. Through this case illustration, we demonstrate the utility of tracking costs of school-based program within the context of fidelity data collection. The findings also suggest the potential cost savings of PBIS, both when compared with other evidence-based interventions as well as the known costs of negative school outcomes like dropout.

Discordance in Clinical Recommendations Regarding the Use of Imaging

2019 ◽  
Vol 35 (2) ◽  
pp. 117-124 ◽  
Author(s):  
Adam C. Powell ◽  
Teresa L. Rogstad ◽  
David E. Winchester ◽  
Jon D. Shanser ◽  
James W. Long ◽  
...  
Keyword(s):  
Selection Criteria ◽  
Clinical Decision ◽  
Evidence Based ◽  
Appropriate Use Criteria ◽  
Appropriate Use ◽  
Clinical Recommendations ◽  
Quantitative Studies ◽  
Clinical Recommendation ◽  
Pubmed Database ◽  
Evidence Based Care

As physicians strive to provide evidence-based care, challenges arise if different entities disseminate divergent Appropriate Use Criteria (AUC) or clinical guidelines on the same topic. To characterize these challenges in one field, this study reviews the literature on comparisons of clinical recommendations regarding medical imaging. The PubMed database was searched for the years 2013-2018 for studies describing discordance among clinical recommendations regarding the performance of imaging. Of the 406 articles identified, 15 met the selection criteria: 8 qualitative and 7 quantitative. Reasons for discordance varied, with lack of evidence often cited. Quantitative studies often found that different decisions would be reached depending on the clinical recommendation followed. Nonetheless, quantitative studies also tended not to consider one set of recommendations superior to another. The findings of this review might help clinicians seek guidance more thoughtfully and could inform use of guidelines and AUC for quality improvement and clinical decision support.

scholarly journals An overview of research designs relevant to nursing: part 2: qualitative research designs

2007 ◽  
Vol 15 (4) ◽  
pp. 684-688 ◽  
Author(s):  
Martha Driessnack ◽  
Valmi D. Sousa ◽  
Isabel Amélia Costa Mendes
Keyword(s):  
Qualitative Research ◽  
Quantitative Research ◽  
Nursing Practice ◽  
Evidence Based ◽  
Ground Theory ◽  
Related Research ◽  
Qualitative And Quantitative ◽  
Quantitative Studies ◽  
Research Designs ◽  
Evidence Based Nursing

This second article of the series An Overview of Research Designs Relevant to Nursing presents qualitative research designs. Phenomenological, ground theory, ethnography, narrative inquiry, and other related qualitative-related research methodologies are described. In addition, the importance of qualitative research as groundwork for quantitative studies is discussed. This link between qualitative and quantitative research is fundamental to promote evidence-based nursing practice.

scholarly journals The modern view of congenital cytomegalovirus infection: diagnosis, treatment and prevention

2019 ◽  
Vol 18 (4) ◽  
pp. 56-63
Author(s):  
N. V. Kholodnova ◽  
L. N. Mazankova ◽  
A. A. Volter ◽  
I. E. Turina
Keyword(s):  
Literature Review ◽  
Cytomegalovirus Infection ◽  
Consensus Statement ◽  
Evidence Based ◽  
International Studies ◽  
Congenital Cytomegalovirus Infection ◽  
Congenital Cytomegalovirus ◽  
Evidence Based Treatment ◽  
Treatment And Prevention ◽  
In Pregnancy

A literature review of the works of foreign and domestic authors is devoted to modern approaches to the diagnosis, treatment and prevention of congenital cytomegalovirus infection (cCMV). The data of international consensuses are presented: «Congenital Cytomegalovirus: A European Expert Consensus Statement on Diagnosis and Management» adopted by the cCMV group from the European society for pediatric infectious diseases (ESPID) in Leipzig, Germany in 2015, and «Congenital cytomegalovirus infection in pregnancy and the neonate: consensus recommendations for prevention, diagnosis, and therapy» by an informal International Congenital Cytomegalovirus Recommendations Group (ICCRG), established in Brisbane, Australia in 2015 as part of the 5th International cCMV Conference about evidence-based treatment cCMV using antiviral drugs and immunotherapy. Particular attention is paid to the prevention of cCMV in both pregnant and newborns, as well as data from international studies on the cytomegalovirus vaccination.

scholarly journals Evidenzbasierte Stimmtherapieprogramme bei Dysphonien: eine Literaturstudie

2019 ◽  
Vol 44 (01) ◽  
pp. 16-22
Author(s):  
Ben Barsties v Latoszek
Keyword(s):  
Literature Review ◽  
Systematic Literature Review ◽  
Selection Criteria ◽  
Voice Quality ◽  
Voice Therapy ◽  
Evidence Based ◽  
Vocal Function ◽  
Self Evaluation ◽  
The Voice

AbstractThe aim of the present study was a systematic literature review on selected evidence-based voice therapy programs for the treatment of various types of dysphonia. The results showed that nine of seventeen voice therapy programs complied the selection criteria. All nine voice therapy programs revealed significant improvements in various aspects of laryngeal evaluation, voice quality, vocal function, and/or self-evaluation. These improvements might be expected between one day to ten weeks. Mostly, the voice therapy programs based on physiological voice therapy.

Multitiered Systems of Supports, Response to Intervention, and Positive Behavioral Interventions and Supports

2021 ◽  
pp. 107-117
Author(s):  
Samantha Bates ◽  
LaShonda Linnen ◽  
Stephanie Columbia ◽  
Dawn Anderson-Butcher
Keyword(s):  
Response To Intervention ◽  
Social Workers ◽  
Behavioral Interventions ◽  
Evidence Based ◽  
Tier 2 ◽  
Students At Risk ◽  
Positive Behavioral Interventions ◽  
School Based ◽  
Tier 1 ◽  
Tier 3

This chapter covers the Response to Intervention framework, Positive Behavioral Interventions and Supports, and multitiered systems of supports (MTSS). The Response to Intervention framework is a central step in implementing a successful MTSS framework. MTSS delivers school-based supports across three tiers: tier 1 (universal), tier 2 (targeted), and tier 3 (individualized). The MTSS framework is a resource that enables schools to use data not only to identify students at risk for poor learning outcomes but also to monitor student progress and deliver evidence-based interventions. The chapter provides examples of ways social workers can maximize the utility of these models and school teams to improve student outcomes.

Trust in nurse–patient relationships

2013 ◽  
Vol 20 (5) ◽  
pp. 501-516 ◽  
Author(s):  
Leyla Dinç ◽  
Chris Gastmans
Keyword(s):  
Literature Review ◽  
Quantitative Research ◽  
Empirical Studies ◽  
Phenomenological Approach ◽  
Patient Relationship ◽  
Quantitative Research Methods ◽  
Interpretive Interactionism ◽  
Quantitative Studies ◽  
Nurse Caring ◽  
Patient Relationships

The aim of this study was to report the results of a literature review of empirical studies on trust within the nurse–patient relationship. A search of electronic databases yielded 34 articles published between 1980 and 2011. Twenty-two studies used a qualitative design, and 12 studies used quantitative research methods. The context of most quantitative studies was nurse caring behaviours, whereas most qualitative studies focused on trust in the nurse–patient relationship. Most of the quantitative studies used a descriptive design, while qualitative methods included the phenomenological approach, grounded theory, ethnography and interpretive interactionism. Data collection was mainly by questionnaires or interviews. Evidence from this review suggests that the development of trust is a relational phenomenon, and a process, during which trust could be broken and re-established. Nurses’ professional competencies and interpersonal caring attributes were important in developing trust; however, various factors may hinder the trusting relationship.

Health and well-being of lesbians, gay men and bisexual people in later life: examining the commonalities and differences from quantitative research

2019 ◽  
pp. 191-208 ◽  
Author(s):  
Mark Hughes
Keyword(s):  
Quantitative Research ◽  
Later Life ◽  
Well Being ◽  
International Studies ◽  
Health And Wellbeing ◽  
Quantitative Studies ◽  
Or Practice ◽  
And Bisexual ◽  
Lgbt People ◽  
Bisexual People

Findings from quantitative research speak to majority experiences and general patterns within populations. However, the aggregation of people into one LGBT category risks quantitative research – and the translation of its results into policy or practice – misrepresenting the issues and needs across the diversity of LGBT people. This chapter argues that what is needed is careful unpacking of quantitative findings to ensure that this diversity is respected. To facilitate this, the chapter examines some of the commonalities and differences in quantitative findings on lesbian, gay and bisexual older people’s health and wellbeing. By parsing the findings from international studies, the chapter identifies trends in relation to physical wellbeing, disability, alcohol consumption, smoking, and mental health. Despite their limitations, it is argued that these quantitative studies provide insights into the structural intersectionality, alongside political and representational intersectionality, that operates to marginalise lesbian, gay and bisexual people in later life..

The Effectiveness of Cooperative Learning with Students with Emotional and Behavioral Disorders: A Literature Review

2000 ◽  
Vol 25 (3) ◽  
pp. 225-238 ◽  
Author(s):  
Kevin S. Sutherland ◽  
Joseph H. Wehby ◽  
Philip L. Gunter
Keyword(s):  
Cooperative Learning ◽  
Literature Review ◽  
Behavioral Disorders ◽  
Selection Criteria ◽  
Emotional And Behavioral Disorders ◽  
Experimental Studies ◽  
Future Research ◽  
Instructional Model ◽  
Learning Methods

The authors reviewed published experimental studies to examine the effectiveness of cooperative learning as an instructional model for students with emotional and behavioral disorders (E/BD). Eight articles met search selection criteria for inclusion in this review. Results of the studies are discussed within the context of their methodological strengths and weaknesses, as well as the implications for using cooperative learning methods with students with E/BD. Implications for future research are discussed.

What Does Evidence-Based Practice Mean to You? A Follow-Up Study Examining School-Based Speech-Language Pathologists' Perspectives on Evidence-Based Practice

2020 ◽  
Vol 29 (2) ◽  
pp. 688-704
Author(s):  
Katrina Fulcher-Rood ◽  
Anny Castilla-Earls ◽  
Jeff Higginbotham
Keyword(s):  
Clinical Practice ◽  
Research Evidence ◽  
Evidence Based Practice ◽  
Evidence Based ◽  
Clinical Expertise ◽  
Speech Language Pathologists ◽  
School Based ◽  
Research Findings ◽  
Ebp Implementation

Purpose The current investigation is a follow-up from a previous study examining child language diagnostic decision making in school-based speech-language pathologists (SLPs). The purpose of this study was to examine the SLPs' perspectives regarding the use of evidence-based practice (EBP) in their clinical work. Method Semistructured phone interviews were conducted with 25 school-based SLPs who previously participated in an earlier study by Fulcher-Rood et al. 2018). SLPs were asked questions regarding their definition of EBP, the value of research evidence, contexts in which they implement scientific literature in clinical practice, and the barriers to implementing EBP. Results SLPs' definitions of EBP differed from current definitions, in that SLPs only included the use of research findings. SLPs seem to discuss EBP as it relates to treatment and not assessment. Reported barriers to EBP implementation were insufficient time, limited funding, and restrictions from their employment setting. SLPs found it difficult to translate research findings to clinical practice. SLPs implemented external research evidence when they did not have enough clinical expertise regarding a specific client or when they needed scientific evidence to support a strategy they used. Conclusions SLPs appear to use EBP for specific reasons and not for every clinical decision they make. In addition, SLPs rely on EBP for treatment decisions and not for assessment decisions. Educational systems potentially present other challenges that need to be considered for EBP implementation. Considerations for implementation science and the research-to-practice gap are discussed.

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