Development and Implementation of an Integrated Academic-Behavior Intervention

The relationship between learning disabilities and behavior disorders is well documented and has led to the development of integrated interventions that target both academic and behavior deficits in elementary students. This paper describes the rationale, development, and implementation of an integrated academic-behavior intervention called a cademic and behavior combined support ( ABC Support). The intervention was developed by integrating the critical intervention elements from two single-focus interventions (i.e., repeated reading and check-in/check-out) into a single comprehensive intervention designed to improve reading fluency for early elementary students with reading disorders while also strengthening their engagement and compliance with behavior expectations.

The Effect of Combined Internet Diet Behavior Intervention On School-Age Children

Background With the development of the economy and the improvement of people's quality of life, the problem of children's eating behavior is a common phenomenon. The purpose of this study was to evaluate the effect of combined internet dietary behavior intervention on the dietary behavior of school-age children. Methods A randomized controlled trial (RCT) was conducted among school-age children aged 6–12 years and their parents. A total of 480 children participated, 240 in the experimental group and 240 in the control group. The children in the experimental group were given dietary behavior intervention for 2 months. The intervention was conducted through face-to-face lectures and WeChat; the children in the control group did not make any intervention. The school-age children’s eating behavior scale (CSCEBQ) was used to evaluate the eating behavior of all children at baseline and 2 months. The rank-sum test and X2 test were used to analyze the data. Results At baseline, the experimental group and the control group had no significant differences in the scores of the six dimensions of food fussiness, food responsiveness, satiety responsiveness, unhealthy eating habits, external eating, craving for junk food (p > 0.05). After 2 months, in addition to the food preference dimension, the dietary behavior scores of the children in the experimental group were significantly lower than those in the control group in other dimensions (p ≤ 0.01). Conclusions Compared with the control group, the children in the experimental group improved in food fussiness, food responsiveness, unhealthy eating habits, external eating, dietary restriction, craving for junk food. This study increases the knowledge of using WeChat to intervene, and evaluated the impact of using CSCEBQ on children’s diet, and provides a more scientific and effective basis for the clinical intervention of children with eating behavior problems.

Stroke Survivor Recommendations for Physical Activity and Dietary Health Behavior Intervention

Date Presented Accepted for AOTA INSPIRE 2021 but unable to be presented due to online event limitations. Physical activity and dietary-related behaviors are important for enhancing health and quality of life among adults with stroke, yet the prevalence of these healthy behaviors is low. In this qualitative study, adults with stroke identified how stroke-related physical, cognitive, and sensory deficits impact performance of these healthy behaviors and identified specific adaptive and accessible equipment and compensatory strategies for overcoming these barriers that can be utilized in clinical practice. Primary Author and Speaker: Ryan Bailey Contributing Authors: Jennifer Stevenson

SUGGESTIONS FOR BEHAVIOR-INTERVENTION DESIGN PRACTITIONERS: FROM BEHAVIOR CHANGE MOTIVATIONS FOR CHINESE AGED 18 TO 25

Using applications to change behaviors is a popular trend in recent years as mobiles are the easiest recording medium for users. However, few users can keep the behavior change for a long time. The aim of this study is to investigate motivations of keeping an application-tracked behavior change to provide effective and promote effective and targeted suggestions for application-tracked behavior intervention design practitioners and researchers. A 28-day self-report experiment and following “focus group” discussion have been conducted to detect the possible motivations. The results indicated 8 motivations which can affect maintaining behavior change: cooperation, competition, award, reminder and alarm, trust and willingness, relation with disease information and unplanned events. In addition, the results explore some motivations from negative data in applications or the cheating for good performance data behavior. At the same time, the study suggested the functions needed in future behavior change applications.