Evaluation of Pedestrian Safety Education Programs for Young Children: A Review of Methodologies

1995 ◽  
Vol 8 (1) ◽  
pp. 42-47 ◽  
Author(s):  
Chris Gillam ◽  
Mark Stevenson
Keyword(s):  
Young Children ◽  
Selection Bias ◽  
Pedestrian Safety ◽  
Future Research ◽  
Safety Education ◽  
Education Programs ◽  
School Based ◽  
Relevant Variables ◽  
Methodological Difficulties

A review of the research methodologies used to evaluate the effectiveness of pedestrian education programs for children is presented in this paper. Since pedestrian injuries are one of the leading causes of morbidity and mortality among young children it is necessary to identify and evaluate interventions which will reduce the incidence and severity of these injuries. There are, however, many methodological difficulties to be overcome by researchers attempting to establish the merit of such programs. For example, selection bias in school-based programs, lack of strict criteria for follow-up of all subjects, and an inability to control for confounding because relevant variables are not rigorously monitored are just some of the methodological limitations. This paper identifies a number of limitations and aspects of evaluation which are of ten omitted and suggests ways in which these problems may be addressed in future research.

scholarly journals Evidence-based practices of effective fire safety education programming for children

2021 ◽  
Vol 10.47389/36 (No 2) ◽  
pp. 34-41
Author(s):  
Kamarah Pooley ◽  
Sonia Nunez ◽  
Mark Whybro
Keyword(s):  
Fire Safety ◽  
Evidence Based ◽  
Safety Education ◽  
Education Programs ◽  
Evidence Based Practices ◽  
Fire Services ◽  
School Based ◽  
The World ◽  
Evidence Based Guidelines ◽  
Safety Knowledge

School-based fire safety education programs are implemented by fire services organisations around the world to improve children’s fire safety knowledge and skills. Such education is considered the single most modifiable strategy that fire services organisations can implement to reduce the risk that children will misuse fire or be harmed by fire. Despite this, there are no overarching and evidence-based guidelines for the development of new programs or the evaluation and modification of existing ones. To fill this void, a rapid evidence assessment of existing literature was conducted. Results revealed 25 evidence-based practices that held true in a variety of contexts and methodologically diverse studies. These practices inform an empirical framework that can be used to guide fire safety education programs for children.

Evaluating a Brief Parental-Education Program for Parents of Young Children

1998 ◽  
Vol 82 (3_suppl) ◽  
pp. 1107-1113 ◽  
Author(s):  
Bonnie C. Nicholson ◽  
Patricia C. Janz ◽  
Robert A. Fox
Keyword(s):  
Young Children ◽  
Education Program ◽  
Social Learning Theory ◽  
Parental Education ◽  
Control Group ◽  
Education Programs ◽  
Theory Analysis ◽  
Parenting Attitudes ◽  
Very Young Children

The effectiveness of a brief parental-education program for 40 families with very young children was studied. Families were assigned to either a parental-education or waiting-list control group. The parental-education program included information and strategies drawn from developmental and cognitive psychology and social learning theory. Analysis showed that participating parents significantly reduced their use of corporal and verbal punishment, changed their parenting attitudes, and improved their perceptions of their children's behavior in comparison to the control group. Effects were maintained at six weeks follow-up. Results supported tailoring parental-education programs to the unique needs of participants.

Disaster Education in Australian Schools

2014 ◽  
Vol 30 (2) ◽  
pp. 187-197 ◽  
Author(s):  
Helen J. Boon ◽  
Paul J. Pagliano
Keyword(s):  
Disaster Preparedness ◽  
Future Research ◽  
Australian School ◽  
Education Programs ◽  
School Aged Children ◽  
Education Resources ◽  
School Based ◽  
Information Center ◽  
Disaster Education ◽  
Critical Literature

AbstractAustralia regularly suffers floods, droughts, bushfires and cyclones, which are predicted to increase and/or intensify in the future due to climate change. While school-aged children are among the most vulnerable to natural disasters, they can be empowered through education to prepare for and respond to disasters. School disaster education is essential to raise awareness among students and their communities and to encourage preparedness action. However, evaluation of Australian school-based disaster education programs has been limited. This article presents the results of a critical literature review of peer-reviewed publications on disaster education programs in Australian schools conducted through Scopus, A Plus, PsycINFO and the Education Resources Information Center (ERIC) databases. Results highlight a significant dearth of studies examining disaster education programs in Australian schools. Recommendations for future research are proposed to bridge knowledge gaps and establish disaster preparedness resources that support children's knowledge and preparedness for disasters.

School-Based Programme for Young Children with Disruptive Behaviours: Two-Year Follow-Up

2018 ◽  
Vol 43 (1) ◽  
pp. 67-76
Author(s):  
Debbie Plath
Keyword(s):  
Young Children ◽  
Group Intervention ◽  
Intervention Programme ◽  
Post Intervention ◽  
Normal Behaviour ◽  
School Based ◽  
Disruptive Behaviours ◽  
Strengths And Difficulties ◽  
Children’S Behaviour

Got It!is an early intervention programme for children with emerging conduct problems offered to families in schools. This article builds on prior research and reports on outcomes and experiences for a cohort of participants two years after programme completion. Strengths and Difficulties Questionnaire (SDQ) child conduct scores were obtained pre-intervention, and at three post-intervention time-points, and were used to map children's behaviour trajectories. Whilst statistically significant two-year post-intervention improvement was not found for the whole sample, qualitative parent interviews produced insights into experiences of children in different behaviour trajectory groups, including sustained improvement, no improvement and fluctuating child behaviour. The findings provide a better understanding of the role thatGot It!can play in assisting families with young children with conduct concerns. The targeted group intervention appears to have a lasting impact for children who maintain a shift from the abnormal to normal behaviour bands. For the group of children who began and remained in the abnormal or borderline bands, however,Got It!also had a role to play in linking families with specialist follow-up services. The integration ofGot It!within schools and the value of professional development and consultation for teachers is also indicated.

The Food Allergy Parent Mentoring Program: A Pilot Intervention

2021 ◽  
Author(s):  
Ashley Ramos ◽  
Frances Cooke ◽  
Emily Miller ◽  
Linda Herbert
Keyword(s):  
Social Support ◽  
Program Evaluation ◽  
Food Allergy ◽  
Young Children ◽  
Psychosocial Functioning ◽  
Future Research ◽  
Newly Diagnosed ◽  
Mentorship Program ◽  
Peer Mentorship

Abstract Objective  Parents of young children with newly diagnosed food allergy (FA) are at risk for poor psychosocial outcomes due to FA’s life-threatening nature and demanding management routines. Presently, there are no interventions to support FA parents during this adjustment phase. This single-arm pilot study explores the feasibility, acceptability, and preliminary efficacy of a novel intervention using peer mentorship to improve psychosocial functioning in parents of young children with newly diagnosed FA. Methods  Parent mentors were trained in mentorship and ethics and then matched with a mentee for a 6-month intervention period. Mentees, parents of children (under age 5 years) diagnosed with FA within 1 year, completed baseline and follow-up questionnaires to assess demographic and medical characteristics, FA knowledge, quality of life, self-efficacy, and social support and a program evaluation. Follow-up focus groups with mentors and individual interviews with mentees were conducted. Results  Participants were 8 mentors and 10 mentees (Mage = 36.60 years, 80% Caucasian) of children ages 0–3 years (Mage = 16.15 months; 60% male). Mentees reported high acceptability for the intervention in program evaluation and interviews, noting improvements in their social support, FA-related stress, confidence in FA management, and positive changes in FA parenting behaviors. Conclusion  This study supports the use of a peer mentorship program to support parents of children with newly diagnosed FA. Future research is needed to determine how to scale this intervention to meet the needs of a large medical division.

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.

Facilitating Parental Involvement in Speech Therapy for Children With Speech Sound Disorders: A Survey of Speech-Language Pathologists' Practices, Perspectives, and Strategies

2020 ◽  
Vol 29 (4) ◽  
pp. 1987-1996
Author(s):  
Sherine R. Tambyraja
Keyword(s):  
Parental Involvement ◽  
Online Survey ◽  
Speech Therapy ◽  
Speech Sound ◽  
Speech Sound Disorders ◽  
Speech Sound Disorder ◽  
Speech Language Pathologists ◽  
School Based ◽  
Homework Completion

Purpose This study investigated the extent to which speech-language pathologists (SLPs) facilitate parents' completion of homework activities for children with speech sound disorder (SSD). In addition, this study explored factors related to more consistent communication about homework completion and strategies considered particularly effective for supporting this element of parental involvement. Method Licensed SLPs serving at least one child with SSD were invited to participate in an online survey. Questions relevant to this study gathered information regarding (a) frequency of communication about homework distribution and follow-up, (b) demographic and workplace characteristics, and (c) an open-ended question about the specific strategies used to support parental involvement and completion of homework activities. Results Descriptive results indicated considerable variability with respect to how frequently SLPs engaged in communication about homework completion, but that school-based SLPs were significantly less likely to engage in this type of follow-up. Strategies considered effective, however, were similar across therapy contexts. Conclusion These results suggest potentially important differences between school-based services and therapy in other contexts with respect to this particular aspect of service provision for children with SSD.

A Pilot Study of Mobile Telephone Message Interventions with Suicide Attempters in China

Crisis ◽  
2010 ◽  
Vol 31 (2) ◽  
pp. 109-112 ◽  
Author(s):  
Hui Chen ◽  
Brian L. Mishara ◽  
Xiao Xian Liu
Keyword(s):  
Pilot Study ◽  
Effective Means ◽  
Text Message ◽  
Text Messages ◽  
Mobile Telephone ◽  
Future Research ◽  
Quick Method ◽  
Suicide Attempters ◽  
To Receive

Background: In China, where follow-up with hospitalized attempters is generally lacking, there is a great need for inexpensive and effective means of maintaining contact and decreasing recidivism. Aims: Our objective was to test whether mobile telephone message contacts after discharge would be feasible and acceptable to suicide attempters in China. Methods: Fifteen participants were recruited from suicide attempters seen in the Emergency Department in Wuhan, China, to participate in a pilot study to receive mobile telephone messages after discharge. All participants have access to a mobile telephone, and there is no charge for the user to receive text messages. Results: Most participants (12) considered the text message contacts an acceptable and useful form of help and would like to continue to receive them for a longer period of time. Conclusions: This suggests that, as a low-cost and quick method of intervention in areas where more intensive follow-up is not practical or available, telephone messages contacts are accessible, feasible, and acceptable to suicide attempters. We hope that this will inspire future research on regular and long-term message interventions to prevent recidivism in suicide attempters.

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