scholarly journals The effectiveness of a parent-training program for promoting cognitive performance in preschool children

2017 ◽  
Vol 13 (3) ◽  
pp. 519-531
Author(s):  
Elahe Vahidi ◽  
Amir Aminyazdi ◽  
Hossein Kareshki
Keyword(s):  
Parent Training ◽  
Training Program ◽  
Cognitive Performance ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Parent Child Interactions ◽  
Significant Difference ◽  
Parent Training Program ◽  
Experimental Group ◽  
Parent Child

The study aims to evaluate the effectiveness of a parent training program for promoting cognitive performance of young children through enriching the parent-child interactions among mothers of preschool-aged children in Mashhad, Iran. A total of 29 couples of mothers and their children were assigned to an experimental group (n = 16 couples) and a control group (n = 13 couples). Mothers in the experimental group participated in 12 weekly sessions and were trained how to enrich their daily parent-child interactions as such. Children’s cognitive performance was assessed by three subscales of the Wechsler Preschool and Primary Scale of Intelligence (WPPSI). The results of the analysis of covariance (ANCOVA) indicated a significant difference between the experimental and control group. The findings support the effectiveness of the parent training program for enhancing cognitive performance in preschoolers.

The Role of Maternal Distress in a Parent Training Program to Modify Child Non-compliance

1984 ◽  
Vol 12 (2) ◽  
pp. 93-108 ◽  
Author(s):  
R. Forehand ◽  
W. M. Furey ◽  
R. J. McMahon
Keyword(s):  
Parent Training ◽  
Training Program ◽  
Parent Perceptions ◽  
Self Report ◽  
Maternal Distress ◽  
Marital Relations ◽  
Parent Child Interactions ◽  
Parent Training Program ◽  
Parent Child

This paper reviews the effects of maternal distress on several aspects of parent—child interactions that were identified in the course of a parent training program for child non-compliance. Distress was measured by a number of self-report questionnaires examining depression, anxiety, marital relations, and extrafamilial relationships. The parent training program is initially reviewed. Subsequently, pretreatment relationships between maternal distress and parent—child interactions were examined. Distress appears to be related primarily to measures of parent perceptions of child maladjustment. Several relationships between distress and treatment outcome also were noted. A recent study designed to enhance parent training by modifying maternal distress factors is presented. Finally, implications and limitations of the data are discussed.

Moderating Role of the Form of Maltreatment Experienced by Children on the Effectiveness of a Parent Training Program

2018 ◽  
Vol 23 (4) ◽  
pp. 334-343 ◽  
Author(s):  
Roxanne Sicotte ◽  
Marie-Josée Letarte ◽  
Sonia Hélie ◽  
Isabelle-Ann Leclair Mallette
Keyword(s):  
Parent Training ◽  
Training Program ◽  
Cox Regression ◽  
Control Group ◽  
Incredible Years ◽  
Protective Services ◽  
Parent Training Program ◽  
Moderating Role ◽  
Experimental Group

The study examines whether the form of maltreatment experienced by the child moderates the effects of a parent training program (PTP) on the probability that the child’s case will be closed. This study involved 736 children on whom the Montreal child protective services (CPS) agency had an active file between 2007 and 2015. The experimental group was composed of all children with a parent who participated in the PTP Incredible Years ( n = 368). A control group was matched with the experimental group based on a propensity score. Cox regression revealed that once parents have participated in the PTP, the probability that their children’s cases will be closed increases more for children being followed because of neglect than for those being followed because of emotional maltreatment. Results show that a parent’s participating in a PTP is associated with an increase of the probability that his or her child’s CPS case will be closed and hence with a reduction of the length of time that the child must receive protective services.

scholarly journals The Effects of the TPACK-P Educational Program on Teachers’ TPACK: Programming as a Technological Tool

2018 ◽  
Vol 7 (3.34) ◽  
pp. 636
Author(s):  
Seong Won Kim ◽  
Youngjun Lee
Keyword(s):  
Statistical Analysis ◽  
Training Program ◽  
Content Knowledge ◽  
Educational Program ◽  
Control Group ◽  
Significant Difference ◽  
Before And After ◽  
Post Test ◽  
Technological Tool ◽  
Experimental Group

Background/Objectives: This study examined the effects of introducing programming as a technological tool for teachers’ Technological Pedagogical Content Knowledge (TPACK) development.Methods/Statistical Analysis: Thirty-two teachers were divided into two groups, completing different types of TPACK educational programs. The control group’s TPACK training program was based on information and communication technology (ICT), while that of the experimental group was based on programming. To verify the effectiveness of the TPACK training program, tests were administered before and after the educational program. A statistical analysis of questionnaire results also investigated changes resulting from TPACK.Findings: Both the control and experimental groups showed statistically significant improvements in the post-test compared with the pre-test. However, in the detailed areas of TPACK by group, the improvements in the two groups differed. Unlike the control group, the experimental group showed a statistically significant improvement in the knowledge related to technology. This result illustrated that programming is effective in solving the problem of integrating technology into the classroom. In contrast, there was no significant difference in the post-test, as this was applied in the short term. However, programming has been shown to affect Technological Pedagogical Knowledge (TPK), Technological Content Knowledge (TCK), and TPACK. In summary, the results showed that a TPACK educational program based on programming is effective for teachers’ TPACK development. Keywords: TPACK, In-service teacher, Programming, TPACK-P, Educational program

scholarly journals Efficacy of the Cognitive and Exposure Therapy in the Treatment of Obsessive-Compulsive Disorder

2013 ◽  
Vol 11 ◽  
pp. 1-9
Author(s):  
Hiva Mahmoodi ◽  
Hasan Gharibi ◽  
Mohamad Khaledian
Keyword(s):  
Cognitive Therapy ◽  
Obsessive Compulsive Disorder ◽  
Exposure Therapy ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Obsessive Compulsive ◽  
Statistical Population ◽  
Compulsive Disorder ◽  
Significant Difference ◽  
Experimental Group

The aim of this study was the investigation of the efficacy of the Cognitive and Exposure therapy on the treatment of obsessive- compulsive disorder. This study is experimental expanded with multiple group pre-test, post-test. The statistical population of this study are included all patients with OCD, referred to clinical centers, hospitals and private clinics and counseling centers in Saghez and Boukan citiesat the age of 40-20 years. The statistical sample of this study is included 45 patientswith Obsessive Compulsive Disorder, Who were selected randomly. Cognitive therapy was administered for the first experimental group and the second experimental group receives exposure therapy while the control group received no treatment. Subscales Madsly questionnaire was usedfor data gathering for OCD. For data analysis, multivariate analysis of covariance (MANCOVA) and least significant difference test to compare scores differences between pretest - posttest variables in the experimental and control groups was used. Findings showed that Cognitive and Aversion Therapy on the control group has a significant impact on the improvement of obsession, check out, washing, slowness and obsessive doubts. The results showed that Whittal Cognitive Therapy more impact on the reduction of obsessions in comparsion with Exposure therapy.

scholarly journals INVESTIGATION OF THE EFFECT OF 8 WEEKS CORE TRAINING PROGRAM ON FREE SHOOTING AND VERTICAL JUMP PERFORMANCE IN BASKETBALL PLAYERS AGED 16-18

2021 ◽  
Vol 7 (2) ◽  
Author(s):  
Vesile Şahiner ◽  
Feyzullah Koca
Keyword(s):  
Training Program ◽  
Vertical Jump ◽  
Control Group ◽  
Basketball Players ◽  
Jump Performance ◽  
Mean Values ◽  
Free Throw ◽  
Significant Difference ◽  
Core Training ◽  
Experimental Group

The aim of this study is to investigate the effects of the core training program applied for 8 weeks to basketball players aged 16-18 on free throw and vertical jump performance. 22 male basketball players (11 experimental group, 11 control group) aged 16-18 participated in the study voluntarily. While core training was applied to the basketball players in the experimental group, 2 days a week for 8 weeks, together with the basketball training, the basketball players in the control group only continued their routine basketball training. Free throw and vertical jump performance tests were applied to the subjects before applying the 8-week core training program (pre-test) and after the 8-week core training (post-test). Statistically significant difference was found between pretest and posttest in terms of experimental group free throw test values (p<0.05) Statistically significant difference was found between the pretest and posttest values of the control group in terms of free throw test values (p<0.05). When the experimental group and control group free throw pretest and posttest were compared, no statistical significance was found (p>0.05). A statistically significant difference was found between the pretest and posttest in terms of vertical jump test values of the experimental group and the control group (p<0.05). However, the development in the experimental group was higher than in the control group. There was no statistically significant difference between the free throw test difference mean values of the experimental group and the control group (p>0.05). A statistically significant difference was found between the vertical jump test difference mean values of the experimental group and the control group (p<0.05). As a result, it can be said that 8-week core training has positive effects on the development of vertical jump performance on basketball players, but no effect on free throw performance. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0870/a.php" alt="Hit counter" /></p>

Effects of Professional Support on Nausea, Vomiting, and Quality of Life During Early Pregnancy

2013 ◽  
Vol 16 (4) ◽  
pp. 378-386 ◽  
Author(s):  
Mei-Chun Liu ◽  
Shih-Hsien Kuo ◽  
Chao-Po Lin ◽  
Yung-Mei Yang ◽  
Fan-Hao Chou ◽  
...  
Keyword(s):  
Quality Of Life ◽  
Health Education ◽  
Early Pregnancy ◽  
Professional Support ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Phone Calls ◽  
Significant Difference ◽  
Experimental Group

The purpose of this study was to examine the effectiveness of a professional support (PS) intervention (including individualized health education and supportive phone calls) in reducing the severity of nausea and vomiting (NV) and improving the quality of life (QOL) of women in early pregnancy. An experimental pretest/posttest design with a control group was used. Participants were recruited from a regional teaching hospital in southern Taiwan. The women in the experimental group ( n = 40) received the PS intervention, while those in the control group ( n = 39) only received routine nursing care. Analysis of covariance and mixed models were used to compare the experimental and control groups while adjusting for covariates. The severity of NV and the perceived level of symptom distress were significantly lower in the experimental group than in the control group during weeks 2 and 4, and the women in the experimental group showed a significant improvement in their QOL in week 4 ( p < .05). However, there was no significant difference between the two groups in body weight at week 4 ( p = .501). These findings provide empirical evidence in support of the effectiveness of PS in reducing the severity of NV and improving QOL for women during early pregnancy. This intervention could be routinely applied in prenatal nursing health education. Future studies could apply the concept of PS to different populations and health issues.

scholarly journals Supportive Development of Phonological Awareness Through Musical Activities According to Edgar Willems

SAGE Open ◽  
2021 ◽  
Vol 11 (2) ◽  
pp. 215824402110218
Author(s):  
Darija Skubic ◽  
Blažka Gaberc ◽  
Janez Jerman
Keyword(s):  
Phonological Awareness ◽  
Effective Means ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Music Listening ◽  
Music Program ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Experimental Group ◽  
Musical Activities

It is important that before entering primary school, the child’s phonological awareness is supported by a variety of different activities whereby phonological awareness is based on a well-developed hearing ability. Hearing is part of the musical activities that support/encourage phonological awareness with the development of rhythmic and melodic music listening. In this article, we aimed to investigate the effects of musical activities derived from the methodological system of Edward Willems on phonological awareness through a quasi-experimental study with 70 children aged 4 to 7 years. Thirty-five of them received 1 hr of music instruction per week for 6 months (experimental group) and the other 35 children received no such musical support (control group). We tested each child’s phonological awareness at the beginning of the music program and after 6 months. The results of the analysis of covariance showed that there was a statistically significant difference in phonological awareness between the experimental and control groups in favor of the experimental group. The results of the research confirmed that musical activities based on the methodological system Edgar Willems are a good and effective means of promoting phonological awareness, especially in early childhood.

scholarly journals The Effect of Interactive Read-alouds on Language Learners’ Development of Writing Skill

2019 ◽  
Vol 8 (3) ◽  
pp. 5
Author(s):  
Mehrak Rahimi ◽  
Fahimeh Farjadnia
Keyword(s):  
Analysis Of Covariance ◽  
Control Group ◽  
Read Alouds ◽  
Writing Ability ◽  
Entry Level ◽  
Phase Cycle ◽  
Significant Difference ◽  
Writing Skill ◽  
And Control ◽  
Experimental Group

The aim of the current study was to investigate the effect of interactive read-alouds on Iranian English as a foreign language (EFL) learners’ development of writing skill. To attain such a goal, forty-six high-school students were selected and sampled as the experimental (n=23) and control (n=23) groups. The writing section of Key English Test (KET) was used as the pretest to assess participants’ entry-level writing ability. Reading was taught to the experimental group using interactive read-aloud technique while the control group received conventional silent reading instruction through a three-phase cycle of pre-reading, reading, and post-reading. Writing was taught to both groups through a seven-phase process of pre-writing, writing, response-providing, revising, editing, post-writing, and evaluating. After the treatment, the writing section of KET was used as the posttest to explore both groups’ improvement in writing. The data were analyzed by a one-way analysis of covariance (ANCOVA). The result revealed a significant difference between the experimental and control groups’ writing ability after controlling for the entry-level writing in favor of the experimental group. The findings of the study underscore the application of integrated skills pedagogical paradigm in language instruction and support the proposition that oracy and literacy are indispensably interrelated and have complementary role in language acquisition.

scholarly journals Teaching And Learning Writing Using Teacher’s Written Feedback And Conference

2012 ◽  
Vol 5 (1) ◽  
pp. 121-145 ◽  
Author(s):  
Iisrohli Irawati
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Written Feedback ◽  
Writing Ability ◽  
Significant Difference ◽  
Post Test ◽  
Class Viii ◽  
Experimental Group

The objective of this study is to find out whether there is a significant difference in terms of writing skills improvements between the 8th grade students of SMP N 1 Prambanan Sleman who are given teacher’s written feedback and conference and those who are not in the academic year of 2011/2012. This study involved 71 students from two groups, Class VIII B (35 students) as the experimental group and Class VIII A (36 students) as the control group. The experimental group was given teacher’s written feedback and conference in the writing learning process, whereas the control group was given peer’s feedback. The data were obtained by using two essay writing tests. They were administered to the two groups as the pre-test and post-test. The pre-test was given to both groups before the treatment was given and the post-test was given after the treatment finished. The data of the pre-test and post-test of both groups were analyzed by means of descriptive and inferential statistics. After the data were tested and found to be homogeneous and normal, the hypothesis was tested using the analysis of covariance (ANCOVA). The results show that there is a significant difference in the writing ability between the students who are given teacher’s written feedback and conference and those who were not. It can be seen in the result of the hypothesis testing using ANCOVA. The significant value of 0.001 is less than the significance level of 0.05 (0.001 0.05), which means that the data of this study are considered to have a significant difference. Therefore, the hypothesis of this study is accepted. It means that the technique of giving teacher’s written feedback and conference significantly improves the students’ writing ability in the English teaching and learning process in SMP N 1 Prambanan Sleman. Keywords : Teaching and Learning Writing; Teacher’s Feedback and Conference; Experimental Research 

scholarly journals The Comparative Effects of Cyclic Inquiry Model, Conceptual Change Text, and Traditional Instructions on Student Understanding of Photosynthesis and Respiration in Plant

2019 ◽  
Vol 2 (1) ◽  
Author(s):  
Salem Abedel Aziz ALkhawaldeh
Keyword(s):  
Conceptual Change ◽  
Traditional Instruction ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Treatment Groups ◽  
Conceptual Change Text ◽  
Significant Difference ◽  
Conceptual Change Texts ◽  
Experimental Group ◽  
Photosynthesis And Respiration

The aim of this study was to explore the effects of the cyclic inquiry model, conceptual change texts, and traditional instructions on promoting understanding of photosynthesis and respiration in plants. The data were obtained from 33 students in the first experimental group taught with cyclic inquiry model (CIM), 34 students in the second experimental group taught with conceptual change texts (CCT), and 34 students in the control group taught with traditional instruction (TI). After instruction, data were analyzed with analysis of covariance (ANCOVA) using Pre-test scores and Logical thinking scores as covariates. The results indicated the cyclic inquiry model (CIM) and conceptual change texts (CCT) treatment groups significantly outperformed the traditional instruction (TI)  group in understanding of photosynthesis and respiration in plants. A statistically significant difference between two experimental groups was found in favor of the of cyclic inquiry model CIM.

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