scholarly journals Analysis of Motor Intervention Program on the Development of Gross Motor Skills in Preschoolers

2020 ◽  
Vol 17 (13) ◽  
pp. 4891
Author(s):  
Cecilia Ruiz-Esteban ◽  
Jaime Terry Andrés ◽  
Inmaculada Méndez ◽  
Ángela Morales
Keyword(s):  
Motor Development ◽  
Intervention Program ◽  
Comparison Group ◽  
Intervention Group ◽  
Free Play ◽  
Post Intervention ◽  
Psychomotor Tests ◽  
Preschool Students ◽  
Leg Coordination ◽  
Before And After

This study aimed to investigate the influence of a structured movement activity program on the motor development of children aged three to five years attending preschool. Participants were 136 preschool students with normative development at three to four years old who lived in the Region of Murcia (Spain). The McCarthy Children’s Psychomotricity and Aptitude Scales (MSCA) battery of psychomotor tests was used to evaluate the motor development profiles of preschoolers before and after the intervention. The sample was divided into two groups: an intervention group (28 students) and a comparison group (108 students). A structured 24 week physical education program was used in the intervention group. An experiential program based on free play was used in the comparison group during the same period. Preschoolers in both groups got a significant improvement in the contrast of pre-intervention with post-intervention in limb coordination. Statistically significant differences in the post-intervention measurements between the comparison group and the intervention group on arm and leg coordination were observed, whereby the intervention group presented higher arm coordination values (F1,134 = 14,389, p = 0.000, η2 = 0.097) and higher leg coordination values (F1,134 = 19,281, p = 0.000, η2 = 0.126) than the comparison group. It was pointed out that structured physical activity education is better educational methodology than free play to achieve adequate motor development in preschool children.

A Universal Prevention Trial of Anxiety and Depressive Symptomatology in Childhood: Preliminary Data from an Australian Study

2001 ◽  
Vol 18 (1) ◽  
pp. 36-50 ◽  
Author(s):  
Hayley M. Lowry-Webster ◽  
Paula M. Barrett ◽  
Mark R. Dadds
Keyword(s):  
Intervention Program ◽  
Comparison Group ◽  
Depressive Symptomatology ◽  
Intervention Group ◽  
School Curriculum ◽  
Behavioural Intervention ◽  
Universal Prevention ◽  
Post Intervention ◽  
Cognitive Behavioural ◽  
Long Term Follow Up

AbstractThis paper describes the development and preliminary findings of a program designed to prevent the development of anxiety and depressive symptoms in children aged 10 to 13 years. Using a universal prevention approach, a total of 594 children were randomly assigned on a class-by-class basis to either a 10-session family group CBT program (FRIENDS) routinely implemented as part of the school curriculum, or to a comparison group. Pre-post intervention changes were examined universally, and for children who scored above the clinical cut-off for anxiety at pretest. Results revealed that children in the FRIENDS intervention group reported fewer anxiety symptoms, regardless of their risk status, than the comparison group at posttest. In terms of reported levels of depression, only the high anxiety group who completed the FRIENDS intervention evidenced improvements at posttest. Overall, these preliminary results appear to support the benefits of a school-based universal cognitive-behavioural intervention program. Implications of this study are discussed, and long-term follow-up measures are currently underway.

An Inclusive Mastery Climate Intervention and the Motor Skill Development of Children with and Without Disabilities

2004 ◽  
Vol 21 (4) ◽  
pp. 330-347 ◽  
Author(s):  
Nadia C. Valentini ◽  
Mary E. Rudisill
Keyword(s):  
Motor Development ◽  
Motor Skill ◽  
Comparison Group ◽  
Skill Development ◽  
Learning Opportunities ◽  
Post Intervention ◽  
Gross Motor Development ◽  
Skill Performance ◽  
Motor Skill Development ◽  
Before And After

The intent of this study was to examine how students (ages 5.9 to 10.9 years) with and without disabilities benefit from an inclusive mastery climate intervention. Participants were randomly distributed into intervention (19 participants with disabilities and 31 participants without disabilities) and comparison (17 participants with disabilities and 37 without disabilities) groups. Participants performed the Test of Gross Motor Development before and after the intervention. The analyses revealed that children with and without disabilities who received the 12-week intervention demonstrated significant improvement in motor skill performance from pre- to post- intervention while the comparison group did not. These findings suggest that the mastery climate intervention provided similar learning opportunities for students with and without disabilities.

scholarly journals Análise dos efeitos de um programa de intervenção baseado na estrutura TARGET e “Escola da Bola” na coordenação motora grossa

2021 ◽  
Vol 19 (1) ◽  
pp. 1-6
Author(s):  
Maria Clara Soares de Oliveira Vaz ◽  
Wagner De Campos ◽  
Marcio José Kerkoski ◽  
Gilmar Afonso
Keyword(s):  
Intervention Program ◽  
Motor Coordination ◽  
Intervention Group ◽  
Test Methods ◽  
T Test ◽  
Control Group ◽  
Post Intervention ◽  
Gross Motor ◽  
Before And After ◽  
Education Network

OBJETIVO: O objetivo do trabalho foi analisar os efeitos de um novo programa de intervenção na coordenação motora grossa (CMG) de crianças entre os 05 e 10 anos, avaliadas pela bateria de testes KTK. MÉTODOS: O programa foi realizado em 73 estudantes, selecionados de maneira não probabilística objetiva, com idades entre 05 e 10 anos, de uma rede municipal de ensino da cidade de Curitiba/PR, Brasil, divididos em dois grupos: Grupo Controle (GC=35) e Grupo Intervenção (GI=38). A CMG foi avaliada antes e depois da intervenção por meio da bateria de testes KTK. O programa de intervenção consistiu em 12 semanas de atividades alicerçadas nas estruturas da Técnica de Motivação Orientada Para Maestria (TARGET), e no livro “Escola da Bola – Um ABC para Iniciantes nos Jogos Esportivos”. Os efeitos foram testados utilizando o Teste de Cohen e teste t (dependente e independente).RESULTADOS: Na testagem t dependente, diferenças estatisticamente significativas foram encontradas no GI, do primeiro para o segundo momento, em todos os testes (d≥0,80). O GI obteve uma melhora significativa ao longo das 12 semanas (p0,05), enquanto no GC não houve diferenças estatisticamente significativas. Na testagem t independente, no momento pré-intervenção (1º Momento), foram encontradas diferenças significativas (p0,05) nas quatro tarefas, favoravelmente ao GC. No momento pós-intervenção, diferenças estatisticamente expressivas não foram observadas entre o GI e GC. CONCLUSÃO: Conclui-se que um programa interventivo, com duração de 12 semanas, utilizando os jogos da “Escola da Bola” em conjunto com o “TARGET”, trazem melhorias significativas no desempenho coordenativo das crianças, entre 5 e 10 anos de idade.Analyses of the effects of an intervention program based on TARGET structure and “Escola da Bola” on the gross motor coordinationABSTRACT OBJECTIVE: The objectives of the work were to analyze the effects of a new intervention program on gross motor coordination (GMC) of 5 and 10 year old children, diagnosed by the KTK battery test. METHODS: The program was carried out in 73 students, selected in an objective non-probabilistic way, aged between 5 and 10 years, from a municipal education network in the city of Curitiba, Brazil, divided into two groups: Control Group (CG=35) and Intervention Group (IG=38). CMG was assessed before and after the intervention using the KTK test battery. The intervention program consisted in 12 weeks of activities based on the structures of the Mastery-Oriented Motivation Technique (TARGET), and the book “Escola da Bola – Um ABC para Iniciantes nos Jogos Esportivos”. The effects were tested using the Cohen test and t-test (dependent and independent). RESULTS: In the dependent t-test, statistically significant differences were found on the IG, from the first to the second moment, in all tests (d≥0.80). The IG achieved a significant improvement over the 12 weeks (p0,05), while in the CG there were no statistically significant differences. In the independent t-test, in the pre-intervention moment (1st Moment), significant differences (p0,05) were found on the four tasks, in favor of the CG. In the post-intervention moment, statistically significant differences were not observed between the IG and CG. CONCLUSION: It follows that an intervention program, lasting 12 weeks, using the games of “Escola da Bola” together with “TARGET”, brings significant improvements in children’s coordinative performance, between 5 and 10 years old.

Activity-Based Intervention in Motor Skill Development

2005 ◽  
Vol 100 (3_suppl) ◽  
pp. 1011-1020 ◽  
Author(s):  
R. R. Goyakla Apache
Keyword(s):  
Physical Education ◽  
Direct Instruction ◽  
Motor Development ◽  
Intervention Program ◽  
Preschool Education ◽  
Instructional Delivery ◽  
Spring Semester ◽  
Preschool Students ◽  
Gross Motor Development ◽  
Before And After

This study assessed the effectiveness of an activity-based intervention program and a direct instruction program for preschool children with disabilities. Two groups of preschool students (average age = 4.1 yr.), classified as having developmental delays or at risk for such delays, were selected. They were provided 15 weeks of physical education through activity-based intervention and 15 weeks of physical education by direct instruction. Instruction was provided three times a week for 30-min. each session. In the fall semester the morning group received physical education through activity-based intervention, while the afternoon group received physical education through direct instruction. In the spring semester delivery of instruction was reversed for each group. The curriculum and activities provided to each group were identical with only the instructional delivery format altered. Two sets of pre- and post-tests using the Test of Gross Motor Development were administered before and after each 15-wk. instructional period. Group improvement in skills was compared between instructional methods. Significant improvement in both locomotor and object control skills through the activity-based intervention was found compared to direct instruction. Activity-based intervention was shown to be easily adapted to a naturalistic educational setting befitting that of preschool education.

scholarly journals 600. Decreased Hospital Readmission After Programmatic Strengthening of an Outpatient Parenteral Antimicrobial Therapy (OPAT) Program

2020 ◽  
Vol 7 (Supplement_1) ◽  
pp. S362-S363
Author(s):  
Gaurav Agnihotri ◽  
Alan E Gross ◽  
Minji Seok ◽  
Cheng Yu Yen ◽  
Farah Khan ◽  
...  
Keyword(s):  
Hospital Readmission ◽  
Multinomial Logistic Regression ◽  
Univariate Analysis ◽  
Tertiary Care ◽  
Intervention Group ◽  
Care Hospital ◽  
Full Time ◽  
Post Intervention ◽  
Before And After ◽  
The Impact

Abstract Background Although it is recommended that an OPAT program should be managed by a formal OPAT team that supports the treating physician, many OPAT programs face challenges in obtaining necessary program staff (i.e nurses or pharmacists) due to limited data examining the impact of a dedicated OPAT team on patient outcomes. Our objective was to compare OPAT-related readmission rates among patients receiving OPAT before and after the implementation of a strengthened OPAT program. Methods This retrospective quasi-experiment compared adult patients discharged on intravenous (IV) antibiotics from the University of Illinois Hospital before and after implementation of programmatic changes to strengthen the OPAT program. Data from our previous study were used as the pre-intervention group (1/1/2012 to 8/1/2013), where only individual infectious disease (ID) physicians coordinated OPAT. Post-intervention (10/1/2017 to 1/1/2019), a dedicated OPAT nurse provided full time support to the treating ID physicians through care coordination, utilization of protocols for lab monitoring and management, and enhanced documentation. Factors associated with readmission for OPAT-related problems at a significance level of p< 0.1 in univariate analysis were eligible for testing in a forward stepwise multinomial logistic regression to identify independent predictors of readmission. Results Demographics, antimicrobial indications, and OPAT administration location of the 428 patients pre- and post-intervention are listed in Table 1. After implementation of the strengthened OPAT program, the readmission rate due to OPAT-related complications decreased from 17.8% (13/73) to 6.5% (23/355) (p=0.001). OPAT-related readmission reasons included: infection recurrence/progression (56%), adverse drug reaction (28%), or line-associated issues (17%). Independent predictors of hospital readmission due to OPAT-related problems are listed in Table 2. Table 1. OPAT Patient Demographics and Factors Pre- and Post-intervention Table 2. Factors independently associated with hospital readmission in OPAT patients Conclusion An OPAT program with dedicated staff at a large academic tertiary care hospital was independently associated with decreased risk for readmission, which provides critical evidence to substantiate additional resources being dedicated to OPAT by health systems in the future. Disclosures All Authors: No reported disclosures

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.

Indication of Treatment For Children And Adolescents With Postural Tachycardia Syndrome By Intravenous Saline Infusion

2022 ◽  
Author(s):  
Yoshitoki Yanagimoto ◽  
Yuko Ishizaki ◽  
Yoko Nakai ◽  
Miki Minami ◽  
Rinako Tamai ◽  
...  
Keyword(s):  
Children And Adolescents ◽  
Comparison Group ◽  
Intervention Group ◽  
Saline Infusion ◽  
Postural Tachycardia Syndrome ◽  
Postural Tachycardia ◽  
Before And After ◽  
Intravenous Saline ◽  
The Mean ◽  
Standing Test

Abstract Background: Intravenous saline infusion is considered effective for the treatment of postural tachycardia syndrome (POTS) in adults. However, few studies have assessed the efficacy of intravenous saline infusion for POTS in children and adolescents. Aim: This study aimed to evaluate the efficacy of intravenous saline infusion in children and adolescents with POTS.Methods: A total of 107 children with POTS (median age: 13 years, range: 10–15 years) were enrolled. Eighty-eight children were in the intravenous saline infusion group and 19 children were in the comparison group. Blood pressure (BP) and pulse rate (PR) were recorded before and after standing. A standing test was performed early in the morning for 2 consecutive days. A volume of 1.5 L of saline was administered intravenously to each participant in the intervention group for a mean duration of 17 hours between the two standing tests.Results: The mean change in PR was significantly lower in the intervention group than in the comparison group during the second test (36.9 vs. 52.8 beats/minute, p<0.001). Additionally, the mean change in PR was significantly lower in the second test than in the first test (44.7 beats/minute) in the intervention group (p<0.001). However, the mean change in systolic BP was not different before and after intravenous saline infusion between the two groups or between the two tests in each group.Conclusion: Intravenous saline infusion reduces the increased PR on standing in children with POTS. Intravenous saline infusion improves tachycardia in children with POTS when standing.

scholarly journals Effectiveness of hamstring stretching using a pressure biofeedback unit for 4 weeks: A randomized controlled trial

2020 ◽  
Vol 40 (02) ◽  
pp. 99-107
Author(s):  
Jin-Oh Ahn ◽  
Jong-Hyuck Weon ◽  
Eun-Kyung Koh ◽  
Do-Young Jung
Keyword(s):  
Controlled Trial ◽  
Intervention Group ◽  
Knee Extension ◽  
Control Group ◽  
Post Intervention ◽  
Lower Back ◽  
Hamstring Muscles ◽  
Before And After ◽  
The Difference ◽  
Pressure Biofeedback

Background: Stretching and length test of hamstring muscles have been performed commonly to manage lower back pain (LBP) in sports rehabilitation. Previous literatures addressed that stretching techniques and length test of hamstring muscles should be performed with the pelvic maintained in an anterior tilt position. However, there is no study to determine the effectiveness of pressure biofeedback unit (PBU) to maintain in anterior pelvic tilting (APT) on length test and stretching of hamstring muscles. Objective: To determine the effectiveness of hamstring muscles stretching using a PBU. Methods: Forty participants with shortness of hamstrings randomized into two groups. Participants performed the active knee extension (AKE) stretching without (control group) or with PBU (intervention group) for four weeks. AKE tests without and with PBU were administered three times before and after hamstrings stretching by each group. Results: The AKE test without PBU showed a significant main effect of time ([Formula: see text]) but not of group ([Formula: see text]) on the AKE angle. The AKE test with PBU showed a significant increase in the AKE angle in the post-intervention compared to the pre-intervention assessments in both groups ([Formula: see text]). The difference of AKE angle between the pre- and post-intervention results was significantly greater in the intervention group than in the control group ([Formula: see text]). Conclusion: We recommend the use of a PBU to maintain the pelvic anterior tilting position when performing the AKE test or AKE stretching.

scholarly journals Use of digital game therapy among elderly persons undergoing dialytic treatment: cognitive aspects and depressive symptoms

2018 ◽  
Vol 21 (4) ◽  
pp. 447-455
Author(s):  
Sirlei Ricarte Bento ◽  
Ana Carolina Ottaviani ◽  
Allan Gustavo Brigola ◽  
Vânia Paula de Almeida Neris ◽  
Fabiana de Souza Orlandi ◽  
...  
Keyword(s):  
Depressive Symptoms ◽  
Depressive Symptom ◽  
Intervention Program ◽  
Depression Scale ◽  
Elderly Persons ◽  
Post Intervention ◽  
Therapeutic Game ◽  
Significant Difference ◽  
Before And After ◽  
The Mean

Abstract Objective :to evaluate the presence of depressive symptoms and cognitive disorders before and after an intervention program with a digital therapeutic game among elderly persons undergoing hemodialysis. Method: a quasi-experimental study was carried out with 26 elderly patients on hemodialysis. For the data collection, a questionnaire relating to sociodemographic and health conditions, the Geriatric Depression Scale - 15 items and Addenbrooke’s Cognitive Examination Revised were used. The intervention with the digital therapeutic game was performed over 5 sessions. Results: of the participants, 80.8% were male, with a mean age of 66.7 (± 5.8) years. The mean pre-intervention depressive symptom score was 3.9 (± 3.0) while post-intervention it was 2.8 (± 2.9), representing a statistically significant difference (p = 0.005). Regarding cognitive function, there was no statistically significant difference before and after the intervention. There was a statistically significant difference in the mean of the depressive symptom scores, which were lower after the intervention. In addition, there was no statistically significant difference in the mean of the cognitive assessments. Conclusion: intervention studies with patients undergoing hemodialysis treatment are still scarce and this study describes the positive results of an intervention with a digital therapeutic game, demonstrating improvement in the depressive symptoms of the participants.

Reductions in Parental Use of Corporal Punishment on Pre-School Children Following Participation in the Moms’ Empowerment Program

2016 ◽  
Vol 34 (8) ◽  
pp. 1563-1582 ◽  
Author(s):  
Andrew Grogan-Kaylor ◽  
Maria M. Galano ◽  
Kathryn H. Howell ◽  
Laura Miller-Graff ◽  
Sandra A. Graham-Bermann
Keyword(s):  
Corporal Punishment ◽  
Partner Violence ◽  
Intervention Program ◽  
Comparison Group ◽  
Physical Punishment ◽  
Parental Discipline ◽  
Post Intervention ◽  
Community Based ◽  
Standardized Measures ◽  
Empowerment Program

Corporal punishment is a widely used and widely endorsed form of parental discipline. Inter-partner violence places enormous stress upon women. The rate of corporal punishment is higher in homes where other types of domestic violence are also occurring. This study compares two groups: those who participated in an intervention for women exposed to intimate partner violence (The Moms’ Empowerment Program [MEP]) and those in a comparison group. Using standardized measures, women in both groups were assessed at baseline and at the end of the program, 5 weeks later. The 113 mothers who participated in the MEP program had significantly improved their parenting, such that they had less use of physical punishment post-intervention. Findings suggest that a relatively brief community-based intervention program can reduce the use of parental physical punishment even in disadvantaged populations coping with stressful circumstances.

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