Effects of Brazelton Demonstrations for Mothers on the Development of Preterm Infants

PEDIATRICS ◽  
1981 ◽  
Vol 67 (5) ◽  
pp. 711-714 ◽  
Author(s):  
Susan M. Widmayer ◽  
Tiffany M. Field
Keyword(s):  
Preterm Infants ◽  
Infant Development ◽  
Behavioral Assessment ◽  
Fine Motor ◽  
Control Group ◽  
Face To Face ◽  
Group Assignment ◽  
The Face ◽  
Experimental Group ◽  
Bayley Scales

Thirty healthy preterm infants were rendomly assigned either to a control group or to one of two experimental groups. The mothers of the first experimental group were present during an administration of the Brazelton Neonatal Behavioral Assessment Scale and were asked to complete the Mother's Assessment of the Behavior of Her Infant Scale (MABI) at birth and weekly for four weeks after the discharge of their infants. The mothers of the second experimental group were not present during the administration of the Brazelton scale, but were asked to complete the MABI scale at birth and weekly for the first month after discharge. The mothers of the control infants did not observe administration of the Brazelton scale or complete the MABI scale, but were asked to complete a questionnaire on the developmental milestones of their infants. At 1, 4, and 12 months of age these infants were visited in their homes by teams of researchers blind to the hypothesis of the study and to the group assignment of the infants. The results at 1 month demonstrated that the experimental groups performed more optimally on the Brazelton scale interactive process items. These infants also received superior ratings on the video-taped feeding and face-to-face play sequences. At 4 months the experimental group infants showed better fine motor-adaptive abilities on the Denver Developmental Screening Test than did the control group. In addition, the face-to-face interaction ratings of the two experimental groups were significantly better than were those of the control group. The Bayley Scales of Infant Development were administered when the infants were 12 months corrected age. The infants of the experimental groups received significantly higher scores on the Mental Development Scale. This study suggests that teaching mothers the amazing skills of their newborns on the Brazelton and MABI scales may facilitate early interactions which, in turn, may contribute to early cognitive development.

The Use of Wiki in Teaching Programming

2018 ◽  
Vol 16 (3) ◽  
pp. 18-45 ◽  
Author(s):  
Yu-Tzu Lin ◽  
Cheng-Chih Wu ◽  
Chiung-Fang Chiu
Keyword(s):  
Program Implementation ◽  
Procedural Knowledge ◽  
Control Group ◽  
Face To Face ◽  
Cooperative Program ◽  
Programming Students ◽  
Collaborative Programming ◽  
The Face ◽  
Quasi Experimental ◽  
Experimental Group

This article explores the feasibility of employing cooperative program editing tools in teaching programming. A quasi-experimental study was conducted, in which the experimental group co-edited the programs with peers using the wiki. The control group co-edited the programs with peers using only the face-to-face approach. The findings show that the co-editing platform was effective in assisting collaborative learning of programming, especially for program implementation. By observing editing histories, students could compare programs and then reflect more deeply about programming. The use of the wiki history tool also helped to illuminate nonlinear and dynamic procedures utilized in programming. Students who engaged more in the collaborative programming or interacted more with partners on the wiki showed greater program implementation achievements. The major benefit of using the wiki was the enhanced ability to observe the dynamic programming procedure and to encounter programming conflicts, which contributed to the process of procedural knowledge acquisition and elaboration.

scholarly journals Effects of Jigsaw Strategy into Flipped Learning on EFL Pre-serviced Kindergarten Teachers‟ English Attitude and Motivation with Online-Based Classroom

2021 ◽  
Vol 11 (11) ◽  
pp. 510-516
Author(s):  
Hyelin Jeong ◽  
Keyword(s):  
English Learners ◽  
Teaching Method ◽  
Kindergarten Teachers ◽  
Control Group ◽  
Flipped Learning ◽  
Face To Face ◽  
Educational Methods ◽  
The Face ◽  
Attitude And Motivation ◽  
Experimental Group

This research applied a jigsaw strategy in flipped learning to improve English attitude and motivation of EFL pre-kindergarten teachers. For this purpose, online-based flipped learning was planned and executed by dividing 48 pre-serviced kindergarten teachers into an experimental group (n=25) and a control group (n=23). In particular, the jigsaw strategy was applied by differentiating the discussion method between the experimental group and the control group, and various topics for 'English in Early Childhood' lecture were provided for about 10 weeks. As a result, the English attitude and motivation post-scores of the experimental group were improved, and there were significant differences between the experimental group and the control group. Accordingly, this research verified the effectiveness of the teaching method to encourage learners' participation in the distance learning environments caused by COVID-19 pandemic. At the same time, this research also significant in that it has prepared new alternatives to EFL English learners that rely on the face-to-face educational methods.

scholarly journals Teaching Interpreting by Distance Mode: An Empirical Study

2009 ◽  
Vol 53 (4) ◽  
pp. 814-840 ◽  
Author(s):  
Leong Ko
Keyword(s):  
Empirical Study ◽  
Language Transfer ◽  
Control Group ◽  
Training Process ◽  
Face To Face ◽  
The Face ◽  
Contact Hours ◽  
National Test ◽  
Consecutive Interpreting ◽  
Experimental Group

Abstract This paper is based on an empirical study of teaching liaison interpreting – specifically, dialogue interpreting, consecutive interpreting and sight translation – by distance mode. In this research, two groups of students were recruited – the experimental group to be taught by distance mode and a control group trained face-to-face. The training program lasted for 13 weeks or 39 hours, with three contact hours per week. The training followed the principle that no face-to-face contact with distance students was made during the training process, including the final examination. The major media used in the research included sound-only teleconferencing, telephone and the Internet. Students’ interpreting skills including language transfer and paralinguistic skills were assessed in different tests including an independent national test. The results of the research indicate that students trained by distance mode can achieve a level similar or comparable to those trained in the face-to-face manner in terms of interpreting ability and skills. The research has generated pedagogical implications for future attempts to teach interpreting by distance mode.

scholarly journals English language teaching and assessment in blended learning

2014 ◽  
pp. 67-82 ◽  
Author(s):  
Sejdi Sejdiu
Keyword(s):  
Blended Learning ◽  
English Language ◽  
English Language Teaching ◽  
Control Group ◽  
Face To Face ◽  
Study Approach ◽  
The Face ◽  
Face To Face Instruction ◽  
Experimental Group

The aim of this study was to evaluate the effectiveness of blended learning vis-à-vis face-to-face instruction. In order to achieve this aim, three research questions including were raised. The study was conducted using the case study approach which was supported by the collection of qualitative and quantitative data. The study involved two teachers, one who taught the experimental group using blended learning, and another one who taught the control group using face-to-face instruction. The results showed that the blended learning instructor executed instruction better and used more effective methods of assessment than the face-to-face instruction teacher. This is supported by differences in students’ performances which show that the experimental group performed better by scoring higher means and recording lower variances.

scholarly journals A Comparison of a Client’s Satisfaction between Online and Face-to-face Counselling in a School Setting

2021 ◽  
Vol 29 (S1) ◽  
Author(s):  
Zaida Nor Zainudin ◽  
Siti Aishah Hassan ◽  
Nor Aniza Ahmad ◽  
Yusni Mohamad Yusop ◽  
Wan Norhayati Wan Othman ◽  
...  
Keyword(s):  
Short Form ◽  
School Setting ◽  
Control Group ◽  
Social Distancing ◽  
Face To Face ◽  
Counselling Needs ◽  
The Face ◽  
The Difference ◽  
The Government ◽  
Experimental Group

During the current Covid-19 pandemic, the social relationship between humans has changed. As noticed, lockdowns and social distancing have become new norms. Unavoidably, counselling services were also affected with social distancing rules, especially in the school setting. Thus, online counselling or e-counselling has begun to gain in popularity, allowing counsellors to offer their services in an alternative way. In order to evaluate the suitability of e-counselling during the current pandemic, a client’s satisfaction towards e-counselling and face-to-face counselling needs to be investigated. This study aims to explore the effectiveness of these two counselling approaches using the level of the client’s satisfaction and its implication towards counselling practises during the outbreak. Quantitative data were obtained using the Client’s Satisfaction Inventory Short-Form (CSI-SF) questionnaire. The experimental design consisted of a total of 60 study subjects in two groups, namely the control group using the face-to-face Counselling method and the experimental group using the e-Counselling method. Based on the results, the difference in mean score showed that the mean difference in the experimental group was slightly higher than the control group. This finding indicates that e-counselling clients have a higher satisfaction compared to the face-to-face approach. The implications of this data are discussed on the role of school, school counsellor, and the government in enhancing the service of e-counselling during the current pandemic.

scholarly journals The Implementation of Blended Learning Model on Motivation and Students’ Learning Achievement

2020 ◽  
Vol 2 (9) ◽  
Author(s):  
Zeinor Rahman ◽  
Tri Rijanto ◽  
Ismet Basuki ◽  
Meini Sondang Sumbawati
Keyword(s):  
Blended Learning ◽  
Learning Model ◽  
Control Group ◽  
Learning Models ◽  
Learning Achievement ◽  
Face To Face ◽  
The Face ◽  
Face To Face Learning ◽  
Motivation And Learning ◽  
Experimental Group

This study aims to determine differences in student motivation and learning achievement in KKPI subjects between students who use the face-to-face learning model and students who use blended learning models, increased motivation and student achievement in KKPI subjects due to the application of the blended model learning, and the interaction of the influence of the application of learning models and motivation on KKPI student learning achievement at SMK 1 Kamal Bangkalan. This quasi-experimental study uses two groups, namely the experimental group using the blended learning model and the control group using the face-to-face learning model. The study population was students of class XI SMKN 1 Kamal Bangkalan. The research sample consisted of 57 students divided into 30 students in the control group and 27 students in the experimental group. Data collection using questionnaires and multiple choice test questions. The results showed that there were significant differences between motivation and student achievement using the blended learning model and students using the face-to-face learning model, there was a significant increase in student motivation and learning achievement due to the application of the blended learning model, and there was no interaction of influence the application of learning models and motivation to student learning achievement.

Effectiveness of Individualized Developmental Care for Low-Risk Preterm Infants: Behavioral and Electrophysiologic Evidence

PEDIATRICS ◽  
1995 ◽  
Vol 96 (5) ◽  
pp. 923-932 ◽  
Author(s):  
Deborah M. Buehler ◽  
Heidelise Als ◽  
Frank H. Duffy ◽  
Gloria B. McAnulty ◽  
Jacqueline Liederman
Keyword(s):  
Frontal Lobe ◽  
Preterm Infants ◽  
Behavioral Assessment ◽  
Special Care ◽  
Full Term ◽  
Low Risk ◽  
Control Group ◽  
Term Infants ◽  
Developmental Care ◽  
Experimental Group

Objective. We assessed the effectiveness of individualized developmental support in the special care nursery for low-risk preterm infants. Setting. A university-affiliated teaching hospital. Participants. Twelve healthy full-term infants, and 24 low-risk preterm infants randomly assigned to a control or an experimental group. Design. The preterm control group received standard care and the preterm experimental group received individualized developmental care at the same special care nursery. Outcome Measures. Medical, behavioral (Assessment of Preterm Infants' Behavior and Prechtl's Neurological Examination of the Full-Term Newborn Infant), and electrophysiologic outcome (using quantitative electroencephalography with topographic mapping) of all three groups was assessed 2 weeks after the expected due date. Results. No between-or among-group medical differences were seen for this low-risk, healthy sample. The preterm experimental group showed behavioral and electrophysiologic performances comparable to those of the full-term group, whereas the preterm control group performed significantly less well. Behavioral measures suggested significantly poorer attentional functioning for the preterm control group. Electrophysiologic results implicated the frontal lobe. Conclusions. Individualized developmental intervention supports neurobehavioral functioning as measured at 2 weeks post-term. It appears to prevent frontal lobe and attentional difficulties in the newborn period, the possible causes of behavioral and scholastic disabilities often seen in low-risk preterm infants at later ages.

Evaluating the alliance in videolink teletherapy

1997 ◽  
Vol 3 (1_suppl) ◽  
pp. 33-35 ◽  
Author(s):  
G J Ghosh ◽  
P M Mclaren ◽  
J P Watson
Keyword(s):  
Working Alliance ◽  
Psychological Treatment ◽  
Single Case ◽  
Personality Factors ◽  
Control Group ◽  
Face To Face ◽  
Working Alliance Inventory ◽  
The Face

The use of videoconferencing in psychotherapy remains largely unexplored. Videoconferencing compromises the range and quality of interactional information and thus might be expected to affect the working alliance (WA) between client and therapist, and consequently the process and outcome of therapy. A single case study exploring the effect of videoconferencing on the development of the WA in the psychological treatment of a female–male transsexual is described. The self-rated Working Alliance Inventory (WAI) was used to measure client and therapist perceptions of the WA after each session over 10 sessions of eclectic therapy conducted over a videolink. The serial WAI measurements charting the development of the WA in 4 cases of 10-session, face-to-face therapy by Horvath and Marx1 were used as a quasi-control. Therapist and client impressions of teletherapy are described. WAI scores were essentially similar to the face-to-face control group except for lower client-rated bond subscale scores. It is suggested that client personality factors accounted for this difference and that videoconferencing did not impair the development of an adequate working alliance or successful therapeutic outcome.

Olfactory Stimulation of Preterm Infants with Breast Milk

2021 ◽  
pp. 105477382110189
Author(s):  
Woon Ae Lee ◽  
Jin Suk Ra
Keyword(s):  
Breast Milk ◽  
Preterm Infants ◽  
Repeated Measures ◽  
Physiological Responses ◽  
Nursing Intervention ◽  
Olfactory Stimulation ◽  
Control Group ◽  
Repeated Measures Analysis ◽  
Equivalent Control ◽  
Experimental Group

Maintaining stable physiological responses may be important for the growth and development of preterm infants. The purpose of our study was to evaluate the effects of olfactory stimulation with maternal breast milk on the occurrence of abnormal physiological responses in preterm infants. With a non-equivalent control group pretest-posttest design, 13 preterm infants in the experimental group and 18 preterm infants in the control group completed the intervention. The intervention was implemented three times a day for 5 days in a row with 2 hours of administration per intervention. The frequency of abnormal physiological responses was assessed over 6 days (one day before intervention administration and 5 days during intervention administration). With repeated-measures analysis of variance, the experimental group showed a significantly lower frequency of apnea than the control group ( p = .021). Olfactory stimulation with maternal breast milk may be an effective nursing intervention for reducing apnea episodes in preterm infants.

scholarly journals Effect of the Leisure Activities on the Level of Psychological stress among the elderly during the Coronavirus Outbreak

2021 ◽  
Vol 9 (1) ◽  
pp. 70-78
Author(s):  
Ayed Zureigat ◽  
Osama Abdel Fattah
Keyword(s):  
Psychological Stress ◽  
Healthy Aging ◽  
Leisure Activities ◽  
The Elderly ◽  
Control Group ◽  
Face To Face ◽  
Quasi Experimental ◽  
Physical Abilities ◽  
The Individual ◽  
Experimental Group

Background: It is well known that advancing age is accompanied by many negative feelings due to the feeling of loneliness and psychological emptiness, which leads to the individual feeling that society does not need him due to his weak physical abilities and thus this, will negatively affect healthy aging. Objective: The study aimed to investigate the effect of the leisure activities on the psychological stress among the elderly during Coronavirus (COVID-19) Outbreak. Design: To achieve this, we used the quasi-experimental approach on a sample consisting of 54, with the average age of (65.4±2.3) years. Divided into two groups 27 as a control group and 27 as the experimental group and this sample was purposively selected. Because of the home quarantine and to reduce face-to-face interaction, we used a questionnaire to measure the psychological stress level by using the Google form. The study tool consisted of 7 paragraphs associated with depression and 6 paragraphs associated with anxiety, finally 6 paragraphs associated with aggression. Before applying the experiment, the psychological stress was measured among the study sample, and then the leisure activities program was sent to the experimental group by the WhatsApp application. The researchers used means, standard deviations, paired and independent sample t-test by using SPSS version 24 with a confidence level of 95% (p<0.05). Results: The results of the study have shown that the level of the psychological stress among both groups came with a high average in the pre-measurement, as well as the anxiety domain that were the most affected in a positive way through leisure activities practicing. Additionally, there were statistically significant differences between the pre and post measurement among experiment group and favor of the post measurement. Conclusion: the leisure activities practicing among the elderly have contributed positively to reducing the level of psychological stress represented by depression, anxiety.

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