Dialogic Reading

2016 ◽  
Vol 38 (4) ◽  
pp. 230-246 ◽  
Author(s):  
Jacqueline A. Towson ◽  
Peggy A. Gallagher ◽  
Gary E. Bingham
Keyword(s):  
Preschool Children ◽  
Children With Disabilities ◽  
Comparison Group ◽  
Intervention Group ◽  
Dialogic Reading ◽  
Typically Developing ◽  
Random Assignment ◽  
Positive Effects ◽  
Quasi Experimental ◽  
Preliteracy Skills

Dialogic reading is an evidence-based practice for preschool children who are typically developing or at-risk; yet there is limited research to evaluate if it has similar positive effects on the language and preliteracy skills of children with disabilities. This quasi-experimental study examined the effects of dialogic reading, with the incorporation of pause time, on the language and preliteracy skills of 42 preschool children with disabilities. Following random assignment of students at the classroom level, participants were equally distributed into an intervention ( n = 21) and a comparison group ( n = 21). Children received either dialogic reading or typical storybook reading for 10 to 15 min per day, 3 days per week, for 6 weeks. Children in the intervention group scored significantly higher on receptive and expressive near-transfer vocabulary assessments. This occurred both for words that were specifically targeted during dialogic reading, and for additional vocabulary words in the storybook.

Effectiveness of a Care Delivery Model for High-Need Older Adults in Communities

2020 ◽  
pp. 104973152098235
Author(s):  
Kuei-Min Chen ◽  
Hui-Fen Hsu ◽  
Li-Yen Yang ◽  
Chiang-Ching Chang ◽  
Yu-Ming Chen ◽  
...  
Keyword(s):  
Older Adults ◽  
Repeated Measures ◽  
Comparison Group ◽  
Care Delivery ◽  
Intervention Group ◽  
Community Dwelling ◽  
Delivery Model ◽  
Positive Effects ◽  
Repeated Measures Design ◽  
Care Delivery Model

Purpose: This study aimed to test the effectiveness of High-Need Community-Dwelling Older Adults Care Delivery Model (HCOACDM) in Taiwan. Methods: A cluster randomized controlled trial with repeated measures design was conducted in eight community care centers, involving 145 high-need older adults who were assigned to the intervention group or comparison group. The HCOACDM was provided over 6 months. Functional ability, quality of life, depressive symptoms, and health care and social service utilizations were measured at baseline, at 3 months, and 6 months into the intervention. The participants’ satisfaction was measured at the end of 6-month intervention. Results: Positive effects were shown on all variables in the intervention group at both the 3-month and 6-month intervals (all p < .05). The intervention group had a higher satisfaction with care delivery than the comparison group ( p < .05). Discussion: The promising findings supported a long-term implementation of the HCOACDM as applicable and beneficial.

scholarly journals Self-Care Options for Resilient Educators (SCORE) Teaches Aspiring Teachers How to Manage Stress in Light of COVID-Related Disruptions

2021 ◽  
Vol 06 (04) ◽  
pp. 1-1
Author(s):  
Brandis M. Ansley ◽  
◽  
Meagan A. Wander ◽  
Keyword(s):  
Stress Management ◽  
Comparison Group ◽  
Secondary Trauma ◽  
Intervention Group ◽  
Self Care ◽  
Management Training ◽  
Medium Effects ◽  
Post Intervention ◽  
Stress Management Training ◽  
Quasi Experimental

Self-Care Options for Resilient Educators (SCORE) is an 8-week, asynchronous virtual training program that teaches stress management skills relevant to educators’ job-related responsibilities and interpersonal interactions. From January-April 2020, 28 pre-service teachers participated in a quasi-experimental study of SCORE’s feasibility and preliminary efficacy. Volunteers chose to either complete SCORE concurrent with their teaching internship or to complete the same assessments for comparison purposes. Recruitment and implementation took place prior to COVID-19 disruptions. Then, six weeks into SCORE, the participants encountered unanticipated school closures and uncertainties associated with their internships (e.g., Would they be able to complete their internships and degree programs? Would they be eligible to teach the next school year?). Despite disruptions to their teaching internships, the remote format of SCORE allowed the study to continue and for participants to complete the full training. Pre-intervention to post-intervention changes in outcomes for the intervention group reflected large effect sizes for decreases in burnout and increases in teacher efficacy. There were medium effects for increased self-compassion and small-to-medium effects for increased cognitive reappraisal. However, pre-to-post intervention differences for the comparison group were relatively unchanged on most indicators. Results for secondary traumatic stress was remarkable, as the comparison group demonstrated a medium-to-large effect for an increase at post-intervention. This measure, however, revealed no effect in change for program participants. This finding is noteworthy and suggests that participation in SCORE or a similar program may help mitigate the potentially harmful effects of exposure to secondary trauma. Overall, this study’s results support arguments for including stress management training during pre-service teaching internships.

Group Work Intervention with Female Survivors of Childhood Sexual Abuse

1997 ◽  
Vol 7 (1) ◽  
pp. 53-69 ◽  
Author(s):  
Nancy L. Richter ◽  
Elizabeth Snider ◽  
Kevin M. Gorey
Keyword(s):  
Sexual Abuse ◽  
Childhood Sexual Abuse ◽  
Group Work ◽  
Intervention Group ◽  
Self Esteem ◽  
Waiting List ◽  
Average Score ◽  
Positive Effects ◽  
Work Intervention ◽  
Quasi Experimental

Closed process groups (15 sessions) cofacilitated by experienced post-MSW female social workers within a generalist problem-solving framework were offered to 115 survivors of childhood sexual abuse. This quasi-experimental study compared group work intervention with a waiting-list comparison group on measures of depression and self-esteem. Survivors who completed the group work intervention (86.6%) were significantly less depressed and had significantly improved self-esteem as compared with their wait-listed counterparts. Consistent across the three outcome measures at immediate posttest, nearly three quarters of the intervention group members' scores were less than the waiting-list group's average score. At 6-month follow-up (75.6% completed), the positive effects tended to be even larger.

Effectiveness of a Job Search Training Program for Youth With Visual Impairments

2018 ◽  
Vol 42 (4) ◽  
pp. 214-224 ◽  
Author(s):  
Jennifer L. Cmar ◽  
Michele C. McDonnall
Keyword(s):  
Job Search ◽  
Work Experience ◽  
Comparison Group ◽  
Visual Impairments ◽  
Intervention Group ◽  
Work Experiences ◽  
Effective Work ◽  
Quasi Experimental ◽  
Search Training ◽  
And Behavior

Early work experiences predict future employment for youth with visual impairments, particularly when youth find jobs independently, but research has not supported the efficacy of sponsored work for this population. The most effective work experience programs include additional components such as job search assistance, and job search interventions are effective at improving employment outcomes. Thus, we conducted a quasi-experimental study to evaluate the effectiveness of adding job search training to a summer work experience program with 42 youth with visual impairments. Intervention group youth significantly increased job search knowledge and behavior compared with comparison group youth, and both groups increased in job search self-efficacy. Although additional research is needed, this study provides initial evidence of the job search program’s effectiveness.

scholarly journals A Nursery-Based Cooking Skills Programme with Parents and Children Reduced Food Fussiness and Increased Willingness to Try Vegetables: A Quasi-Experimental Study

Nutrients ◽  
2020 ◽  
Vol 12 (9) ◽  
pp. 2623
Author(s):  
Ada L. Garcia ◽  
Emma Brown ◽  
Tom Goodale ◽  
Mairi McLachlan ◽  
Alison Parrett
Keyword(s):  
Experimental Study ◽  
Comparison Group ◽  
Vegetable Intake ◽  
Intervention Group ◽  
Average Score ◽  
Cooking Skills ◽  
Parents And Children ◽  
Sensory Learning ◽  
Quasi Experimental ◽  
Food Fussiness

Children’s fussy eating is associated with a reduced vegetable intake. This quasi-experimental study evaluated “Big Chef Little Chef” (BCLC), a nursery-based cooking skills programme aimed at reducing food fussiness and increasing willingness to try green vegetables by incorporating repeated exposure and sensory learning. Parent and child (3–5 years) dyads attended BCLC for four/1.5 h weekly sessions. A comparison group was recruited after BCLC completion and attended a single education session at week 1. A questionnaire measured food fussiness at week 1 and week 4. At week 4, all children were offered six green vegetables (raw and cooked) and an average score (1 = did not try; 2 = tried it/ate some; 3 = ate it all) was calculated for willingness to try vegetables. In total, 121 dyads (intervention: n = 64; comparison: n = 57) participated. The food fussiness score (1 min–5 max) in the intervention group decreased significantly from 3.0 to 2.6 (p < 0.01) between time points, while there was no change in the comparison group (3.1 (week 1) and 3.0 (week 4)). The intervention group was more willing to try green vegetables with significantly higher (p < 0.001) median scores for raw and cooked vegetables (2.5 for both) compared with the comparison group (2.0 and 1.7, respectively). The BCLC reduced food fussiness and increased willingness to try green vegetables.

scholarly journals Potential effectiveness of Community Health Strategy to promote exclusive breastfeeding in urban poor settings in Nairobi, Kenya: a quasi-experimental study

2015 ◽  
Vol 7 (2) ◽  
pp. 172-184 ◽  
Author(s):  
E. W. Kimani-Murage ◽  
S. A. Norris ◽  
M. K. Mutua ◽  
F. Wekesah ◽  
M. Wanjohi ◽  
...  
Keyword(s):  
Experimental Study ◽  
Community Health ◽  
Exclusive Breastfeeding ◽  
Urban Poor ◽  
Standard Care ◽  
Comparison Group ◽  
Intervention Group ◽  
Potential Effectiveness ◽  
Health Strategy ◽  
Quasi Experimental

Early nutrition is critical for later health and sustainable development. We determined potential effectiveness of the Kenyan Community Health Strategy in promoting exclusive breastfeeding (EBF) in urban poor settings in Nairobi, Kenya. We used a quasi-experimental study design, based on three studies [Pre-intervention (2007–2011; n=5824), Intervention (2012–2015; n=1110) and Comparison (2012–2014; n=487)], which followed mother–child pairs longitudinally to establish EBF rates from 0 to 6 months. The Maternal, Infant and Young Child Nutrition (MIYCN) study was a cluster randomized trial; the control arm (MIYCN-Control) received standard care involving community health workers (CHWs) visits for counselling on antenatal and postnatal care. The intervention arm (MIYCN-Intervention) received standard care and regular MIYCN counselling by trained CHWs. Both groups received MIYCN information materials. We tested differences in EBF rates from 0 to 6 months among four study groups (Pre-intervention, MIYCN-Intervention, MIYCN-Control and Comparison) using a χ2 test and logistic regression. At 6 months, the prevalence of EBF was 2% in the Pre-intervention group compared with 55% in the MIYCN-Intervention group, 55% in the MIYCN-Control group and 3% in the Comparison group (P<0.05). After adjusting for baseline characteristics, the odds ratio for EBF from birth to 6 months was 66.9 (95% CI 45.4–96.4), 84.3 (95% CI 40.7–174.6) and 3.9 (95% CI 1.8–8.4) for the MIYCN-Intervention, MIYCN-Control and Comparison group, respectively, compared with the Pre-intervention group. There is potential effectiveness of the Kenya national Community Health Strategy in promoting EBF in urban poor settings where health care access is limited.

scholarly journals The Effect of an Authentic Acute Physical Education Session of Dance on Elementary Students’ Selective Attention

2018 ◽  
Vol 2018 ◽  
pp. 1-8 ◽  
Author(s):  
P. H. Kulinna ◽  
M. Stylianou ◽  
B. Dyson ◽  
D. Banville ◽  
C. Dryden ◽  
...  
Keyword(s):  
Physical Education ◽  
Selective Attention ◽  
Comparison Group ◽  
Intervention Group ◽  
Significant Group ◽  
Significant Time ◽  
Aotearoa New Zealand ◽  
Physical Education Lesson ◽  
Quasi Experimental ◽  
Potential Benefits

There have been calls to test the potential benefits of different forms of physical activity (PA) to executive function, particularly in authentic settings. Hence, the purpose of this study was to investigate the effect of an acute dance session within an existing physical education class on students’ selective attention. The study employed a pre/posttest quasi-experimental design with a comparison group in one Aotearoa, New Zealand, primary school. Participants were 192 students (comparison group = 104 students) in Years 5 and 6. The intervention group participated in a dance-based physical education lesson while the comparison group continued their regular classroom work. PA during the physical education lesson was monitored using accelerometers. Selective attention was assessed at pretest and after the comparison/physical education sessions with the d2 Test of Attention. 2 × 2 ANOVA results suggested a significant time effect for all three measures, no significant group effects for any measures, and significant time by group interactions for TN and CP but not for E%. The intervention group improved significantly more than the comparison group for TN and CP. This study’s findings suggest that existing school opportunities focused on cognitively engaging PA, such as dance, can improve aspects of students’ selective attention.

scholarly journals Investigating the Effect of a Structured Intervention on the Development of Self-Care Behaviors With Arteriovenous Fistula in Hemodialysis Patients

2020 ◽  
pp. 105477382097483
Author(s):  
Clemente Neves Sousa ◽  
Ana Rita Cabral Paquete ◽  
Paulo Teles ◽  
Cristina Maria Correia Barroso Pinto ◽  
Vanessa Filipa Ferreira Dias ◽  
...  
Keyword(s):  
Arteriovenous Fistula ◽  
Intervention Group ◽  
Self Care ◽  
Signs And Symptoms ◽  
Hemodialysis Patients ◽  
Control Group ◽  
Positive Effects ◽  
Study Results ◽  
Quasi Experimental ◽  
Structured Intervention

This study aimed to assess the effectiveness of a structured intervention on the frequency of self-care behaviors with arteriovenous fistula (AVF) by patients on hemodialysis. This is a quasi-experimental study with pre- and post-measurements. Participants were assigned to an intervention group (IG) ( n = 48) or to a control group (CG) ( n = 41). IG patients were subject to a structured intervention on self-care with AVF (SISC-AVF) consisting of both a theoretical and a practical part. After SISC-AVF application, patients in the IG showed better overall self-care behaviors with AVF than patients in the CG (79.2% and 91.4%, respectively, p < .001) as well as better self-care concerning both the management of signs and symptoms (90.1% and 94.4% respectively, p = .004) and the prevention of complications (72.7% and 89.5%, respectively, p < .001). The study results suggest that the SISC-AVF had positive effects on patients in the IG.

scholarly journals The effect of an educational intervention to improve tuberculosis infection control among nurses in Ibadan, South-West Nigeria: a quasi-experimental study

2019 ◽  
Author(s):  
Patrick Aboh Akande
Keyword(s):  
Experimental Study ◽  
Infection Control ◽  
Educational Intervention ◽  
Comparison Group ◽  
Intervention Group ◽  
Health Facilities ◽  
Post Intervention ◽  
South West ◽  
Quasi Experimental ◽  
Mixed Approach

Abstract Background: Nurses are particularly vulnerable to acquiring TB because they are in the frontline of patient care. There is inadequate implementation of cost-effective TB infection control (TBIC) measures at most health facilities. Training has been shown to be effective in improving the knowledge and work practices of nurses. This study sought to utilize a mixed-approach educational intervention to improve the TBIC-related knowledge and practices of nurses in two secondary health facilities in Ibadan, South-West Nigeria. Methods: This quasi-experimental study involved 200 (100 each in the intervention and comparison groups). Baseline data was collected in May 2014. This was followed by training of the nurses in the intervention group. After 6 months, the second wave of data was collected and the nurses in the comparison group also received the training after this. The final wave of data collection took place 12 months after the commencement of the study. Mean scores of the nurses were determined and comparison made between both groups at different time points using independent t -test. Results: The nurses in both groups were statistically comparable in their socio-demographic characteristics and baseline mean knowledge (68.6% and 67.7%) and practice scores (79.1% and 80.6%) respectively. After the intervention group received the training, there were appreciable improvements in the post-intervention scores of the group at 6 months (knowledge-85.9%; practice-98.5%), which were significantly different from those of the comparison group (knowledge-69.5%, practice-78.8%). A large effect size was demonstrated in the improvement in knowledge score in the intervention group at 6 months compared with the other group (Cohen’s d = 1.7). Similarly, there were improvements in the scores of the nurses in the comparison group at 12 months after the group had also received the training (knowledge-88.2%, practice-93.5%). At this point, the mean scores between both groups were no longer significantly different. Conclusions: The improvement in post-intervention scores implies that the mixed-approach educational intervention adopted in this study was effective in improving TBIC among the nurses. It also underscores the importance of continuous training/retraining of nurses and other healthcare workers in improving and sustaining TBIC at health facilities.

scholarly journals Effect of care for child development training on cadres’ knowledge, attitude, and efficacy in Yogyakarta, Indonesia

2021 ◽  
Author(s):  
Akhmadi Akhmadi ◽  
Sunartini Sunartini ◽  
Fitri Haryanti ◽  
Ema Madyaningrum ◽  
Mei Neni Sitaresmi
Keyword(s):  
Public Health ◽  
Child Development ◽  
Self Efficacy ◽  
Comparison Group ◽  
Intervention Group ◽  
Health Centers ◽  
Median Score ◽  
Quasi Experimental ◽  
Nutritional Status Of Children ◽  
Children Development

Background: Stunting is a common malnutrition problem among children in the world. The Care for Children Development (CCD) intervention is a strategy to reduce stunting. Objective: This study aimed to identify the effect of culturally modified CCD training on the knowledge, attitude, and efficacy (KAE) of cadres about stunting in the community.Methods: We conducted a community-based study with a quasi-experimental research design using a comparison group. The study was conducted from March 2018 to February 2019 at three Public Health Centers in Yogyakarta, Indonesia. The total participants were 69 in the intervention group and 53 in the comparison group. Cadres in the intervention group received two days of training on a culturally modified CCD guideline. In contrast, cadres in the comparison group received a brief explanation (a one-day training) on that program. The nurses from three public health centers were facilitators in this training. Knowledge and self-efficacy were assessed using a modified Caregiver Knowledge of Child Development Inventory and General Self-efficacy Scale, respectively. Data were analyzed using Mann-Whitney U tests and Wilcoxon tests.Results: All 122 cadres completed the training. In the intervention group, CCD training significantly increased cadres’ knowledge (median score 14 vs. 11), attitude (58 vs. 55), and efficacy (30 vs. 28), all with p <0.001. In the comparison group, the short explanation of CCD significantly improved cadres’ knowledge (median score 12 vs. 10) and efficacy (29 vs. 27) but not their attitude. The delta or change in score before and after CCD training for cadres’ attitude in the intervention group was significantly higher than that of the comparison group (3.78 vs. 0.72; p = 0.050). Conclusion: A culturally modified CCD training significantly improves cadres’ KAE in the intervention group and cadres’ knowledge in the comparison group. The learning delivery methods with demonstrations and role-plays significantly improved the cadres’ attitudes as health educators for stunted mothers in the community. For sustainability, community health nurses should regularly collaborate with cadres to improve the nutritional status of children in their area.

Sign in / Sign up

Export Citation Format

Share Document