Alstot, Andrew E.; Kang, Minsoo; Alstot, Crystal D.
Techniques based in applied behavior analysis (ABA) have been shown to be useful across a variety of settings to improve numerous behaviors. Specifically within physical activity settings, several studies have examined the effect of interventions based in ABA on a variety of motor skills, but the overall effects of these interventions are unknown.…
Lang, Russell; O'Reilly, Mark; Sigafoos, Jeff; Machalicek, Wendy; Rispoli, Mandy; Lancioni, Giulio E.; Aguilar, Jeannie; Fragale, Christina
The purpose of this study was to reduce stereotypy and challenging behavior during play skills instruction by adding an abolishing operation component (AOC) to the intervention strategy. An alternating treatments design compared one condition in which participants were allowed to engage in stereotypy freely before beginning the play skills…
Strom Joni L
Full Text Available Abstract Background African Americans with Type 2 diabetes (T2DM have higher prevalence of diabetes, poorer metabolic control, and greater risk for complications and death compared to American Whites. Poor outcomes in African Americans with T2DM can be attributed to patient, provider, and health systems level factors. Provider and health system factors account for Methods/Design We describe an ongoing four-year randomized clinical trial, using a 2 × 2 factorial design, which will test the efficacy of separate and combined telephone-delivered, diabetes knowledge/information and motivation/behavioral skills training interventions in high risk African Americans with poorly controlled T2DM (HbA1c ≥ 9%. Two-hundred thirty-two (232 male and female African-American participants, 18 years of age or older and with an HbA1c ≥ 9%, will be randomized into one of four groups for 12-weeks of phone interventions: (1 an education group, (2 a motivation/skills group, (3 a combined group or (4 a usual care/general health education group. Participants will be followed for 12-months to ascertain the effect of the interventions on glycemic control. Our primary hypothesis is that among African Americans with poorly controlled T2DM, patients randomized to the combined diabetes knowledge/information and motivation/behavioral skills training intervention will have significantly greater reduction in HbA1c at 12 months of follow-up compared to the usual care/general health education group. Discussion Results from this study will provide important insight into how best to deliver diabetes education and skills training in ethnic minorities and whether combined knowledge/information and motivation/behavioral skills training is superior to the usual method of delivering diabetes education for African Americans with poorly controlled T2DM. Trial registration National Institutes of Health Clinical Trials Registry (ClinicalTrials.gov identifier# NCT00929838.
Batista, Maja; Mestrović, Antonela; Vekić, Ana Marija; Malenical, Masa; Kukuruzović, Monika; Begovac, Ivan
A pilot study was conducted to examine the efficiency and satisfaction of cognitive behavioral therapy (CBT) intervention in youth with epilepsy regarding coping strategies. The CBT intervention was based on the main principles and empirically supported cognitive-behavioral techniques. The intervention consists of epilepsy education, stress education, and coping skill strategies. Seventeen children and adolescents aged 9-17 diagnosed with epilepsy for at least one year, with at least average intelligence and no history of serious mental illness completed the CBT intervention during summer camp, providing data on the efficiency of and satisfaction with CBT intervention. Upon completion of the CBT intervention, study subjects achieved significantly higher scores on the following Scale of Coping with Stress subscales: Problem solving; Seeking for social support from friends; Seeking for social support from family; and Cognitive restructuring, for both measures of usage frequency and effectiveness of each subscale. The participants reported a high level of satisfaction with the CBT intervention. This study provided explanation of research limitations and recommendations for future clinical trials. PMID:27017721
Camargo, Síglia Pimentel Höher; Rispoli, Mandy; Ganz, Jennifer; Hong, Ee Rea; Davis, Heather; Mason, Rose
Behaviorally based interventions have been demonstrated to be effective to teach social interaction skills for children with autism spectrum disorders in general education. However, the overall and moderating effects of these interventions have not been previously investigated in inclusive settings. The goal of this study was to investigate the…
Kenney, Shannon R.; Napper, Lucy E.; LaBrie, Joseph W.; Martens, Matthew P.
College students’ use of protective behavioral strategies (PBS; e.g., determining not to exceed a set number of drinks, avoiding drinking games) is related to lower levels of alcohol consumption and problems. The present study evaluated the efficacy of a novel brief, single-session group PBS skills training intervention aimed at increasing college students’ use of PBS and reducing risky drinking and consequences. Participants (N = 226) were heavy-drinking incoming first-year college women ran...
Camargo, Síglia Pimentel Höher; Rispoli, Mandy; Ganz, Jennifer; Hong, Ee Rea; Davis, Heather; Mason, Rose
Students with autism spectrum disorders (ASDs) often have difficulties in social interaction skills, which may prevent their successful inclusion in general education placements. Behaviorally-based social skills interventions have been shown to be effective in attenuating such difficulties in these environments. In light of the increasing number…
Smolkowski, Keith; Biglan, Anthony; Barrera, Manuel; Taylor, Ted; Black, Carol; Blair, Jason
This paper reports a randomized controlled trial of the effects of behavioral parenting skills training, social skills training, and supplemental reading instruction on the social behavior of early elementary school children (K through 3). We selected children based on teacher-rated aggressive behavior or reading-skill deficits, delivered the intervention over a 2-year period, and obtained follow-up data for two additional years. The intervention affected only two of eight measures of child functioning--parent daily reports of antisocial behavior and parent ratings of coercive behavior. There was evidence that parents of boys in the intervention condition displayed significantly greater declines in their rated use of coercive discipline than did parents of boys in the control condition. PMID:15889626
Camargo, Síglia Pimentel Höher; Rispoli, Mandy; Ganz, Jennifer; Hong, Ee Rea; Davis, Heather; Mason, Rose
Students with autism spectrum disorders (ASDs) often have difficulties in social interaction skills, which may prevent their successful inclusion in general education placements. Behaviorally-based social skills interventions have been shown to be effective in attenuating such difficulties in these environments. In light of the increasing number of children with ASD being educated in inclusive settings and requirements for the use of research-based interventions in schools, this paper (1) analyzes the quality of single-case research using behaviorally-based interventions to improve social interaction skills of children with ASD in inclusive settings and (2) evaluates whether such interventions can be considered an evidence-based practice. Characteristics and components of the interventions are summarized, and their implications for practice and future research are discussed. PMID:24781498
McMahon, Camilla M.; Vismara, Laurie A.; Solomon, Marjorie
The social behavior of children and adolescents with Autism Spectrum Disorder was evaluated weekly over 19 weeks of a social skills training program. Participants’ vocalizations were coded as initiating, responding, or other (e.g., self-talk). Participants’ interactions were coded as dyadic peer interactions, dyadic leader interactions, interactions with a group of peers, interactions with a group of peer(s) and leader(s), or time spent by self. Over the course of the intervention, participan...
Frey, Jennifer R.; Elliott, Stephen N.; Kaiser, Ann P.
Teachers' and parents' importance ratings of social behaviors for 95 preschoolers were examined using the "Social Skills Improvement System-Rating Scales" (Gresham & Elliott, 2008). Multivariate analyses were used to examine parents' and teachers' importance ratings at the item and subscale levels. Overall,…
McAllister, Joseph R., Jr.
A model for developing systemwide interventions for behavioral and social skill deficits in preschool children with handicaps is discussed. The model incorporates a comprehensive, curriculum-based approach to assessment and program planning and a competency-based, didactic approach to teaching behavioral and social skills. (Author/DB)
Bremer, Emily; Balogh, Robert; Lloyd, Meghann
A wait-list control experimental design was employed to investigate the effectiveness of a fundamental motor skill intervention at improving the motor skills, adaptive behavior, and social skills of 4-year-old children with autism spectrum disorder (experimental n?=?5, control n?=?4); the impact of intervention intensity was also explored. The…
Harriage, Bethany; Blair, Kwang-Sun Cho; Miltenberger, Raymond
This study evaluated an in situ pedestrian safety skills intervention for three individuals with autism , as implemented by their parents. Specifically, this study examined the utility of behavioral skills training (BST) in helping parents implement most-to-least prompting procedures in training their children to use pedestrian safety skills in community settings. A multiple baseline design across participants was used to assess parent implementation of in situ pedestrian safety skills training as well as the correct use of safety skills independently by the participating individuals with autism. Results indicated that parents implemented in situ, most-to-least prompting procedures with high levels of accuracy across street locations during intervention and fading of BST. All child participants significantly improved their pedestrian safety skills during intervention across all natural street settings. For all three participants, the acquired skills were maintained above baseline levels at 1-month follow-up. PMID:26864158
Kelly, J A; St Lawrence, J S; Hood, H V; Brasfield, T L
Behavior change can curtail the spread of acquired immune deficiency syndrome (AIDS). In this study, 104 gay men with a history of frequent AIDS high-risk behavior completed self-report, self-monitoring, and behavioral measures related to AIDS risk. The sample was randomly divided into experimental and waiting-list control groups. The experimental intervention provided AIDS risk education, cognitive-behavioral self-management training, sexual assertion training, and attention to the development of steady and self-affirming social supports. Experimental group participants greatly reduced their frequency of high-risk sexual practices and increased behavioral skills for refusing sexual coercions, AIDS risk knowledge, and adoption of "safer sex" practices. Change was maintained at the 8-month follow-up. PMID:2925974
Zukauskas, Julie A.
Elementary school students often exhibit a lack of social skills that interferes with positive classroom interaction. This action research project examined the impact of an intervention for improving respect for others, self control, and listening to increase cooperative behavior in students. The targeted population consisted of a class of fourth…
Ana Betina Lacunza
Full Text Available The literature indicates that social skills are acquired through learning. On many occasions, the inhibition of social behavior or the aggressive manifestations can minimize the opportunities of children and/ or adolescents to relate using assertive behavior. For these social deficits, the interventions turn out to be effective, teaching and training more effective skills, which can give more possibilities to learn, to mature and to be happy. The aim of work was to analyze the particularities that the designs of intervention in social skills. Both conceptual and methodological aspects were reviewed, and intervention experiences within the infant and juvenile population were described. We work with a review of empirical papers, from Latin America, published between 2005-2011. It was found that the designs showed changes in the social skills of the participants, particularly in those with social deficits. As a conclusion, the contribution of these empirical experiences in the development of social healthy behavior is highlighted.
Full Text Available Purpose: This article informs readers about the theoretical and practical origins of the behaviorally informed interventions (BIPI, analyzes examples of the BIPI from different policy sectors and strategies they offer for policy and regulatory design, and discusses applications and implications of BIPI for public interventions Methodology: This paper is based on a review of literature, as well as an inspection of administrative practices in OECD countries. It encompasses a systematic analysis of scientific papers fromthe SCOPUS database and a query carried out at the library of George Washington University. Findings: The traditional approach to public policy research is based on rational choice theory. It offers limited support, because by assuming perfect rationality of policy decisions, it overlooks existence of systematic errors and biases of human decision-making. The authors argue that behaviorally informed public interventions (BIPI might contribute to improving the effectiveness of a number of public measures – regulation, projects, programs, and even entire policies. Practical implications: The behavioral approach allows decision-makers to better understand the decisions and behaviors of citizens, as well as to design more effective interventions with minimum effort by adapting the existing solutions to real decision mechanisms of citizens. Originality: By combining the concepts of traditional approach with the growing behavioral approach, the authors aim to propose a new theoretical framework (BIPI to be used as a tool for policy design, delivery and evaluation.
Margarette Matesco Rocha
Full Text Available This article presents a review of Educational Social Skills (THSE training programs offered to parents, highlighting the behaviors that were the focus of intervention. The research was performed in electronic databases (Scielo, Pepsic and Lilacs and the bank of thesis and dissertations of Federal University of São Carlos(UFSCar. Five studies were selected and the results discussed considering the importance of the trained skills for parent-children interaction. It was considered that although there are different models of programs, there are recurence in the selection of some educational social skills, showing that they may be relevant for the parent-children interaction
Fong, Elizabeth Hughes; Catagnus, Robyn M; Brodhead, Matthew T; Quigley, Shawn; Field, Sean
All individuals are a part of at least one culture. These cultural contingencies shape behavior, behavior that may or may not be acceptable or familiar to behavior analysts from another culture. To better serve individuals, assessments and interventions should be selected with a consideration of cultural factors, including cultural preferences and norms. The purpose of this paper is to provide suggestions to serve as a starting point for developing behavior analysts' cultural awareness skills. We present strategies for understanding behavior analysts' personal cultural values and contingencies and those of their clients, integrating cultural awareness practices into service delivery, supervision, and professional development, and becoming culturally aware in everyday practice. PMID:27606242
What Works Clearinghouse, 2013
"Social skills training" is not a specific curriculum, but rather a collection of practices that use a behavioral approach for teaching preschool children age-appropriate social skills and competencies, including communication, problem solving, decision making, self-management, and peer relations. "Social skills training" can occur in both regular…
Johnson, Lee N.; Carswell, Andrew T.; Palmer, Lance; Sweaney, Annie L.; Mullis, Rebecca M.; Leonas, Karen K.; Moss, Joan Koonce; Mauldin, Teresa
Life Skills Literacy (LSL) is a multidisciplinary intervention model that helps families living with limited resources (including poverty) achieve sustainable well-being. This model, based on ecological theory and a readiness for change framework, prepares people to learn from the program and teaches necessary life skills. The LSL project…
Gambrill, E D
The range of factors identified as related to child maltreatment has expanded over the years. The literature clearly calls for an ecological approach in which individual, family, community, and societal factors are considered. The behavioral literature to date reflects an unevenness in terms of acceptance of such an approach. Studies are also uneven concerning the faithfulness with which hallmarks of a behavioral approach have been applied. These include individually tailored assessment and intervention based on empirical data and planning for generalization and maintenance. Most intervention programs do attend to positive as well as negative parent behaviors. Little attention is devoted to environmental characteristics, such as poverty level incomes and impoverished social support systems that may contribute to maltreatment. Lack of comprehensive assessment and intervention programs is no doubt responsible for the modest changes described in many reports. Behavioral studies suffer from uncritical acceptance of the term "abuse" or "at risk" in a number of ways, one of which is a failure to clearly describe the nature of the alleged maltreatment and the immediate situational context. Another is in the assumption that one particular factor is responsible for the maltreatment, such as ineffective parenting skills. Too often a label identifies only one characteristic of a person, ignoring other attributes and related factors. Like all deviant labels, the poor and minority groups are more likely to receive negative labels (Newberger et al., 1976). Investigaters have not taken advantage of relevant literature in the area of child welfare. Familiarity with this material would be helpful in avoiding myths in the field to which many have fallen prey, such as the myth of classlessness of child maltreatment. Acceptance of this myth interferes with the development of programs that deal with difficult environmental problems. Reports suggest that a behavioral approach is
Healey, Devin J
Research has demonstrated the effectiveness of school-based interventions for children to use to deal with being bullied. However, the research has not looked at the effectiveness of these interventions for Latino students. These students come to school with different cultural experiences and values. In theory, treatment that is evaluated as acceptable and potentially effective is more likely to be used. This study investigates and compares the treatment acceptability ratings of White America...
The diploma thesis describe animal-assisted interventions, more precisely, the significance of animal-assisted interventions for strengthening of social skills. Theoretical part includes a detailed presentation of the benefits of therapeutic dog in work with vulnerable populations. I focused on delimitation of the term animal-assisted interventions which includes animal-assisted therapy and animal-assisted activity and the differences and similarities between them. I continued with therapeuti...
Langberg, Joshua M; Epstein, Jeffery N; Graham, Amanda J
Children with attention-deficit/hyperactivity disorder (ADHD) often experience problems with temporal and materials organization. These difficulties remain prominent throughout development. For children, organizational problems are most apparent in the school setting and result in impairments such as lost and forgotten homework assignments and inadequate planning for tests. Temporal aspects of organization tend to be most salient for adults with ADHD and manifest as procrastination and missed appointments and deadlines. Skills and strategy training interventions have been developed to address the organizational problems of children and adults with ADHD. Patients are taught systems for managing their time and materials more effectively. Contingency management is often used in conjunction with organizational skills training to promote the use of organizational skills and their generalization. Organizational skills interventions have been evaluated as standalone interventions and part of multicomponent interventions for children, adolescents and adults with ADHD. These interventions are associated with significant improvements in the organization of materials, homework management, time management and planning. There is also some evidence to suggest that organizational improvements lead to reductions in ADHD symptoms and gains in academic functioning. Additional research using randomized controlled research designs and long-term follow-up evaluation is necessary before organizational interventions may be considered established evidence-based interventions for patients with ADHD. PMID:18928347
Westendorp-Haverdings, Marieke; Houwen, Suzanne; Hartman, Esther; Mombarg, Remo; Smith, Joanne; Visscher, Chris
Purpose: This study examined the effect of a 16-wk ball skill intervention on the ball skills, executive functioning (in terms of problem solving and cognitive flexibility), and in how far improved executive functioning leads to improved reading and mathematics performance of children with learning
Kirk, Megan A.; Rhodes, Ryan E.
Preschoolers with developmental delay (DD) are at risk for poor fundamental movement skills (FMS), but a paucity of early FMS interventions exist. The purpose of this review was to critically appraise the existing interventions to establish direction for future trials targeting preschoolers with DD. A total of 11 studies met the inclusion…
This report details an intervention study that I undertook with a group of students and their teacher in a Secondary school in England. 14-15 year old students were systematically taught several strategies for improving their listening skills, including using computers. Pre- and post- tests show a marked increase in scores. However, qualitative data show that students used haphazard approaches, rather than the systematic approach they were taught. This study suggests that intervention studies...
Fishbein, Diana H; Hyde, Christopher; Eldreth, Diana; Paschall, Mallie J; Hubal, Robert; Das, Abhik; Tarter, Ralph; Ialongo, Nick; Hubbard, Scott; Yung, Betty
The present experiment was designed to determine whether individual variation in neurobiological mechanisms associated with substance abuse risk moderated effects of a brief preventive intervention on social competency skills. This study was conducted in collaboration with the ongoing preventive intervention study at Johns Hopkins University Prevention Intervention Research Center (JHU PIRC) within the Baltimore City Public Schools. A subsample (N = 120) of male 9th grade students was recruited from the larger JHU study population. Approximately half of the participants had a current or lifetime diagnosis of CD while the other half had no diagnosis of CD or other reported problem behaviors. Measures of executive cognitive function (ECF), emotional perception and intelligence were administered. In a later session, participants were randomly assigned to either an experimental or control group. The experimental group underwent a facilitated session using excerpted materials from a model preventive intervention, Positive Adolescent Choices Training (PACT), and controls received no intervention. Outcomes (i.e., social competency skills) were assessed using virtual reality vignettes involving behavioral choices as well as three social cognition questionnaires. Poor cognitive and emotional performance and a diagnosis of CD predicted less favorable change in social competency skills in response to the prevention curriculum. This study provides evidence for the moderating effects of neurocognitive and emotional regulatory functions on ability of urban male youth to respond to preventive intervention materials. PMID:16154296
Danish, Steven J.; And Others
Describes sport psychology and model for practice consistent with training of counseling psychologists as teachers of life skills. Examines role that sport plays in society and its importance for development of identity and personal competence. Delineates life development intervention (LDI) and psychoeducational model for practice of sport…
Reddy, Linda A.
Group play interventions are used to meet a broad range of developmental needs in children from various backgrounds. This book is for mental health practitioners working with children aged 5 through 12 to help them learn important social skills and self-control strategies such as making friends, asking for and offering help, controlling hands and…
Brown, Carol G.
The aim of this study was to evaluate the effect of the Primary Movement programme on the fine motor skills of children in an early years setting in an area of high social disadvantage. Primary Movement is a programme which can be used as an early intervention technique to help children inhibit persistent primary reflexes that have been shown to…
Shreeve, Sue; Chelin, Jacqueline
The research aimed to discover the perceived impact and to identify the value of four information skills teaching interventions within the curriculum in three faculties at the University of the West of England. Faculty and library staff interviews and student focus groups were used to gather evidence about the perceived impact of the…
Fisher, Paige H.; Masia-Warner, Carrie; Klein, Rachel G.
This paper describes Skills for Academic and Social Success (SASS), a cognitive-behavioral, school-based intervention for adolescents with social anxiety disorder. Clinic-based treatment studies for socially anxious youth are reviewed, and a strong rationale for transporting empirically-based interventions into schools, such as SASS, is provided.…
Curtis, David F.
This investigation examined the effectiveness of a pilot, manualized 10-week intervention of family skills training for ADHD-related symptoms. The intervention combined behavioral parent training and child focused behavioral activation therapy. Participants were families with children ages 7-10 diagnosed with ADHD-Combined Type. This pilot…
Morgan, Paul L.; Meier, Catherine R.
Young children entering school with poor oral vocabulary skills may be “doubly disadvantaged.” Their poor oral vocabulary skills will likely impede their attempts to become proficient readers while also possibly increasing the frequency of their problem behaviors. Dialogic Reading is a scientifically-validated shared storybook reading intervention that is known to boost at risk children's oral vocabulary skills. As such, use of Dialogic Reading is one potential way to help children avoid both...
Pagoto, Sherry; Waring, Molly E; May, Christine N; Ding, Eric Y; Kunz, Werner H; Hayes, Rashelle; Oleski, Jessica L
Patients are increasingly using online social networks (ie, social media) to connect with other patients and health care professionals--a trend called peer-to-peer health care. Because online social networks provide a means for health care professionals to communicate with patients, and for patients to communicate with each other, an opportunity exists to use social media as a modality to deliver behavioral interventions. Social media-delivered behavioral interventions have the potential to reduce the expense of behavioral interventions by eliminating visits, as well as increase our access to patients by becoming embedded in their social media feeds. Trials of online social network-delivered behavioral interventions have shown promise, but much is unknown about intervention development and methodology. In this paper, we discuss the process by which investigators can translate behavioral interventions for social media delivery. We present a model that describes the steps and decision points in this process, including the necessary training and reporting requirements. We also discuss issues pertinent to social media-delivered interventions, including cost, scalability, and privacy. Finally, we identify areas of research that are needed to optimize this emerging behavioral intervention modality. PMID:26825969
Waring, Molly E; May, Christine N; Ding, Eric Y; Kunz, Werner H; Hayes, Rashelle; Oleski, Jessica L
Patients are increasingly using online social networks (ie, social media) to connect with other patients and health care professionals—a trend called peer-to-peer health care. Because online social networks provide a means for health care professionals to communicate with patients, and for patients to communicate with each other, an opportunity exists to use social media as a modality to deliver behavioral interventions. Social media-delivered behavioral interventions have the potential to reduce the expense of behavioral interventions by eliminating visits, as well as increase our access to patients by becoming embedded in their social media feeds. Trials of online social network-delivered behavioral interventions have shown promise, but much is unknown about intervention development and methodology. In this paper, we discuss the process by which investigators can translate behavioral interventions for social media delivery. We present a model that describes the steps and decision points in this process, including the necessary training and reporting requirements. We also discuss issues pertinent to social media-delivered interventions, including cost, scalability, and privacy. Finally, we identify areas of research that are needed to optimize this emerging behavioral intervention modality. PMID:26825969
Burke, Jeffrey D; Loeber, Rolf
Evidence for effective treatment for behavioral problems continues to grow, yet evidence about the effective mechanisms underlying those interventions has lagged behind. The Stop Now and Plan (SNAP) program is a multicomponent intervention for boys between 6 and 11. This study tested putative treatment mechanisms using data from 252 boys in a randomized controlled trial of SNAP versus treatment as usual. SNAP includes a 3 month group treatment period followed by individualized intervention, which persisted through the 15 month study period. Measures were administered in four waves: at baseline and at 3, 9 and 15 months after baseline. A hierarchical linear modeling strategy was used. SNAP was associated with improved problem-solving skills, prosocial behavior, emotion regulation skills, and reduced parental stress. Prosocial behavior, emotion regulation skills and reduced parental stress partially mediated improvements in child aggression. Improved emotion regulation skills partially mediated treatment-related child anxious-depressed outcomes. Improvements in parenting behaviors did not differ between treatment conditions. The results suggest that independent processes may drive affective and behavioral outcomes, with some specificity regarding the mechanisms related to differing treatment outcomes. PMID:25619927
Sharma, Mahendra P; Andrade, Chittaranjan
Insomnia is a general clinical term that refers to a difficulty in initiating or maintaining sleep. Insomnia is widely prevalent in the general population, especially in the elderly and in those with medical and psychiatric disorders. Hypnotic drug treatments of insomnia are effective but are associated with potential disadvantages. This article presents an overview of behavioral interventions for insomnia. Behavioral interventions for insomnia include relaxation training, stimulus control th...
Howard Caldwell, Cleopatra; Antonakos, Cathy L; Assari, Shervin; Kruger, Daniel; De Loney, E Hill; Njai, Rashid
This study describes a test of the Fathers and Sons Program for increasing intentions to avoid violence and reducing aggressive behaviors in 8- to 12-year-old African American boys by enhancing the parenting skills satisfaction and parenting behaviors of their nonresident fathers. The study included 158 intervention and 129 comparison group families. Structural equation model results indicated that the intervention was effective for improving fathers' parenting skills satisfaction, which was positively associated with sons' satisfaction with paternal engagement. Sons' paternal engagement satisfaction was positively associated with their intentions to avoid violence. Although aggressive behaviors were lower for comparison group sons, the intervention effectively reduced sons' aggressive behaviors indirectly by enhancing fathers' parenting behaviors. Support for family-centered youth violence prevention efforts is discussed. PMID:23746345
Michael William Dunn
Full Text Available For a struggling writer, step-by-step instruction can be a helpful means to manage organizing and producing elaborate text. This mixed-methods project offered four struggling writers a mnemonic strategy called Ask, Reflect, Text (ART in 45-minute sessions over 22 days. The second- and fourth-grade students attended a public school in the US Pacific Northwest. As a parallel component to the project, the students’ teachers and intervention specialist met with the author for 4 one-hour sessions to discuss: 1 the children’s intervention programming and progress, and 2 the paradigm of response to intervention (RTI and their thoughts about its feasibility in classrooms. The end-of-project assessment data demonstrated that the children made progress with writing skills, but the teachers and intervention specialist felt that support personnel would be needed to manage RTI-type intervention programming in general education classrooms.
Síglia Pimentel Höher Camargo
Full Text Available Autism spectrum disorder (ASD is a lifelong pervasive developmental disorder with no known causes and cure. However, educational and behavioral interventions with a foundation in applied behavior analysis (ABA have been shown to improve a variety of skill areas such as communication, social, academic, and adaptive behaviors of individuals with ASD. The goal of this work is to present the definition, features and philosophical concepts that underlie ABA and make this science an effective intervention method for people with autism.
Reed, S A
Negativism, complaining, underachievement, game playing, passive-aggressive behavior, and workaholism constitute a repertoire of problem employee behaviors that impact on the productivity and morale of the work environment. Responding appropriately to the employee who presents with any of these behaviors is a formidable challenge to the nurse manager. Understanding the etiology of unmet needs, psychosocial dynamics (as discussed in Chapter 1) and variety of interventions can empower the nurse manager to achieve success in these difficult interactions. PMID:2081113
Marston, John R.
The Individuals with Disabilities Education Act (IDEA) Amendments of 1997 mandated a shift from reactive strategies toward proactive interventions with students who experience both disability and behavioral challenges. The author describes how the methodology of Life Space Crisis Intervention can provide a source of data for functional assessment…
Hurley, Kristin Duppong; Griffith, Annette K.; Casey, Kathryn J.; Ingram, Stephanie; Simpson, Amy
This study examined the effects of the Boys Town In-Home Family Program on improving child behavior and parenting skills. The three-month parenting intervention was delivered to parents in their homes. All children were referred to the program by school personnel. Of the 107 families that enrolled in the study, 79% completed the intervention.…
Scheerder, Gert; Reynders, Alexandre; Andriessen, Karl; Van Audenhove, Chantal
Health and community professionals have considerable exposure to suicidal people and need to be well skilled to deal with them. We assessed suicide intervention skills with a Dutch version of the SIRI in 980 health and community professionals and psychology students. Suicide intervention skills clearly differed among professional groups and were…
Fricke, Nicola; Griesche, Stefan; Schieben, Anna; Hesse, Tobias; Baumann, Martin
The study investigated driver behavior toward an automatic steering intervention of a collision mitigation system. Forty participants were tested in a driving simulator and confronted with an inevitable collision. They performed a naïve drive and afterwards a repeated exposure in which they were told to hold the steering wheel loosely. In a third drive they experienced a false alarm situation. Data on driving behavior, i.e. steering and braking behavior as well as subjective data was assessed in the scenarios. Results showed that most participants held on to the steering wheel strongly or counter-steered during the system intervention during the first encounter. Moreover, subjective data collected after the first drive showed that the majority of drivers was not aware of the system intervention. Data from the repeated drive in which participants were instructed to hold the steering wheel loosely, led to significantly more participants holding the steering wheel loosely and thus complying with the instruction. This study seems to imply that without knowledge and information of the system about an upcoming intervention, the most prevalent driving behavior is a strong reaction with the steering wheel similar to an automatic steering reflex which decreases the system's effectiveness. Results of the second drive show some potential for countermeasures, such as informing drivers shortly before a system intervention in order to prevent inhibiting reactions. PMID:26310799
Ryan J. Watson
Full Text Available The reduction of risk behaviors in secondary schools is a key concern for parents, teachers, and school administrators. School is one of the primary contexts of socialization for young people; thus, the investment in school-based programs to reduce risk behaviors is essential. In this study, we report on youth who participated in an intervention designed to improve decision-making skills based on positive youth development approaches. We examine changes in decision-making skills before and after involvement in the Teen Interactive Theater Education (TITE program and retrospective self-assessment of change in knowledge, abilities, and beliefs as a result of participating in TITE (n = 127. Youth that reported increases in knowledge, abilities, and beliefs due to the intervention (n = 89 were more likely to think about the consequences of their decisions and list options before making a decision compared to their counterparts that reported less overall learning (n = 38. Implications for intervention research and stakeholders are discussed.
Rogers William H
Full Text Available Abstract Background Physicians and medical educators have repeatedly acknowledged the inadequacy of communication skills training in the medical school curriculum and opportunities to improve these skills in practice. This study of a controlled intervention evaluates the effect of teaching practicing physicians the skill of "agenda-setting" on patients' experiences with care. The agenda-setting intervention aimed to engage clinicians in the practice of initiating patient encounters by eliciting the full set of concerns from the patient's perspective and using that information to prioritize and negotiate which clinical issues should most appropriately be dealt with and which (if any should be deferred to a subsequent visit. Methods Ten physicians from a large physician organization in California with baseline patient survey scores below the statewide 25th percentile participated in the agenda-setting intervention. Eleven physicians matched on baseline scores, geography, specialty, and practice size were selected as controls. Changes in survey summary scores from pre- and post-intervention surveys were compared between the two groups. Multilevel regression models that accounted for the clustering of patients within physicians and controlled for respondent characteristics were used to examine the effect of the intervention on survey scale scores. Results There was statistically significant improvement in intervention physicians' ability to "explain things in a way that was easy to understand" (p = 0.02 and marginally significant improvement in the overall quality of physician-patient interactions (p = 0.08 compared to control group physicians. Changes in patients' experiences with organizational access, care coordination, and office staff interactions did not differ by experimental group. Conclusion A simple and modest behavioral training for practicing physicians has potential to positively affect physician-patient relationship interaction quality
Raper, James D.
This study explored the relationships between counseling students' past experiences with suicide and suicide intervention skill. Specific past experiences included personal thoughts of suicide, exposure to others' suicidal thoughts and behaviors, and exposure to suicide as a counselor or counselor in training. The amount and type of educational…
Stokes, John V.; Luiselli, James K.; Reed, Derek D.; Fleming, Richard K.
We evaluated several behavioral coaching procedures for improving offensive line pass-blocking skills with 5 high school varsity football players. Pass blocking was measured during practice drills and games, and our intervention included descriptive feedback with and without video feedback and teaching with acoustical guidance (TAG). Intervention…
Matson, Johnny L.; Hattier, Megan A.; Belva, Brian
Work, self-help, leisure, and hygiene skill deficits are often associated with Autistic Disorder, a neurodevelopmental disorder characterized by pervasive impairments in socialization, communication, and repetitive and restricted behaviors or interests. A number of interventions have been established to assist individuals with these impairments.…
Herbert, James D.; Gaudiano, Brandon A.; Rheingold, Alyssa A.; Myers, Valerie H.; Dalrymple, Kristy; Nolan, Elizabeth M.
Cognitive Behavioral Group Therapy (CBGT) is the most widely researched intervention program for social anxiety disorder (SAD, also known as social phobia), with a number of studies demonstrating its effectiveness. Another common treatment, social skills training (SST), has also been shown to be efficacious for SAD. The present study compared the…
Liu, Jia; Liu, Shan; Yan, Jin; Lee, Elizabeth; Mayes, Linda
A randomized controlled experimental pilot study was conducted in order to investigate the effect of life skills training on behavior problems in left-behind children (LBC) in rural China. Sixty-eight LBC were recruited from a middle school in rural China. The intervention group took a ten-week-long life skills training course. The Child Behavior…
Wolfe, David A; Crooks, Claire V; Chiodo, Debbie; Hughes, Raymond; Ellis, Wendy
This study examines peer resistance skills following a 21-lesson classroom-based intervention to build healthy relationships and decrease abusive and health-risk behaviors among adolescents. The Fourth R instructs students in positive relationship skills, such as negotiation and delay, for navigating challenging peer and dating scenarios. Observational data from 196 grade 9 students participating in a larger cluster randomized controlled trial were used to evaluate post-intervention acquisition of peer resistance skills. Pairs of students engaged in a role play paradigm with older student actors, where they were subjected to increasing pressure to comply with peer requests related to drugs and alcohol, bullying, and sexual behavior. Specific and global measures of change in peer resistance responses were obtained from two independent sets of observers, blinded to condition. Specific peer resistance responses (negotiation, delay, yielding to pressure, refusal, and compliance) were coded by research assistants; global peer resistance responses were rated by teachers from other schools (thinking / inquiry, application, communication, and perceived efficacy). Students who received the intervention were more likely to demonstrate negotiation skills and less likely to yield to negative pressure relative to controls. Intervention students were also more likely to use delay than controls; control girls were more likely to use refusal responses; the number of times students complied with peer requests did not differ. Teacher ratings demonstrated significant main effects favoring intervention youth on all measures. Program and research implications are highlighted. PMID:22057307
Hattum-Janssen, Natascha van; Fischer, Adriana; Moreira, Francisco
This article seeks to reflect on effective presentation skills for engineering students and the effect of specific interventions on the quality of presentation skills. Most authors, who discuss transferable competencies for engineers, refer to different types of communication skills in general to oral and written communication skills. Although there is a broad recognition on the necessity of developing transferable skills in engineering education, there is no general agre...
Burke, Lynsey A.; Williams, Joanne M.
The study reported was part of a large thinking skills intervention for 11-12-year-old children. This paper focuses on the impact of a thinking skills intervention on children's understandings of intelligence. A total of 178 children (n = 86 girls and n= 92 boys) across six schools participated in the study. Children were individually pre-tested…
Casey, Beth M.; Andrews, Nicole; Schindler, Holly; Kersh, Joanne E.; Samper, Alexandra; Copley, Juanita
This study investigated the use of block-building interventions to develop spatial-reasoning skills in kindergartners. Two intervention conditions and a control condition were included to determine, first, whether the block building activities themselves benefited children's spatial skills, and secondly, whether a story context further improved…
Niu, Lian; Behar-Horenstein, Linda S.; Garvan, Cyndi W.
Promoting students' critical thinking skills is an important task of higher education. Colleges and universities have designed various instructional interventions to enhance students' critical thinking skills. Empirical studies have yielded inconsistent results in terms of the effects of such interventions. This meta-analysis presents a synthesis…
Spain, Debbie; Blainey, Sarah H.
Autism spectrum disorders are characterised by impairments in communication and social interaction. Social skills interventions have been found to ameliorate socio-communication deficits in children and adolescents with autism spectrum disorders. Little is known about the effectiveness of social skills interventions for adults with…
Downs, Julie S; Bruine de Bruin, Wändi; Fischhoff, Baruch; Murray, Pamela J
Although adolescents are at disproportionate risk for sexually transmitted infections, most sex education programs have shown little effect on sexual behavior. An interactive video intervention developed by our team has been identified as one of a few programs that have been documented to reduce sexually transmitted infections in this population. Building on behavioral decision research, we used a mental models approach to interview young women about their sexual decisions, finding, among other things, the strong role of perceived social norms. We based our intervention on these results, aiming to help young women identify and implement personally and socially acceptable decision strategies. A randomized controlled trial found that the video reduced risky sexual behavior and the acquisition of chlamydia infection. We recently revised the video to suit more diverse audiences, and upgraded it to modern standards of cinematography and interactivity. It is now in field trial. PMID:26149165
Full Text Available This article introduced a combination of study habits and test taking skills intervention for students on how to control test anxiety and promote their abilities and academic achievement. Based on skill-deficit model, anxious students suffer from test anxiety due to inability of using sufficient study habits and test taking skills to approach examination. Study skills interventions may assist anxious students to distinguish, recover and increase their study habits and test-taking skills. Study skills training intervention can improve students’ cognitive processes which affect the organization, processing and retrieval information. Study skills and test-taking skills training are two related treatment components of new study-skills training program. The present intervention introduced in this paper, attempts to guide students on the nature of anxiety, test anxiety, goal setting, motivation, time management techniques, memory tips, reading and summarizing skills improvement and test taking tricks. Through this intervention as a practical tool, students can be able to learn various tips and strategies across the study habits and test taking skills activities to improve their study abilities and academic achievement.
Skilled interpersonal communication improves individual and group outcomes in life and work. This makes it important to find effective and efficient training methods to teach interpersonal communication skills. Internet based interventions may provide training to a wide audience at low cost and have been shown to be effective for a range of health related behaviours, but so far not for communication skills training. The present study evaluates the efficacy of an internet-based intervention to...
Van Camp, Carole M.; Vollmer, Timothy R.; Goh, Han-Leong; Whitehouse, Cristina M.; Reyes, Jorge; Montgomery, Jan L.; Borrero, John C.
Objective: Behavioral parent training has been proven effective through years of research with a variety of groups. However, little research has been conducted to systematically evaluate the extent to which behavioral parent training may improve parenting skills of foster and other caregivers of dependent children. The Behavior Analysis Services…
Landry, Susan H.; Karen E. Smith; Swank, Paul R; Guttentag, Cathy
This study examined the optimal timing (infancy, toddler–preschool, or both) for facilitating responsive parenting and the intervention effects on maternal behaviors and child social and communication skills for children who vary in biological risk. The intervention during infancy, Playing and Learning Strategies (PALS I), showed strong changes in maternal affective–emotional and cognitively responsive behaviors and infants’ development. However, it was hypothesized that a 2nd intervention do...
Caldwell, Cleopatra Howard; Antonakos, Cathy L.; Assari, Shervin; Kruger, Daniel; De Loney, E. Hill; Njai, Rashid
This study describes a test of the Fathers and Sons Program for increasing intentions to avoid violence and reducing aggressive behaviors in 8-to 12-year-old African American boys by enhancing the parenting skills satisfaction and parenting behaviors of their nonresident fathers. The study included 158 intervention and 129 comparison group…
Lyons, Gregory L.; Huber, Heartley B.; Carter, Erik W.; Chen, Rui; Asmus, Jennifer M.
Although enhancing the social competence of students with severe disabilities has long remained a prominent focus of school-based intervention efforts, relatively little attention has focused on identifying the most critical social and behavioral needs of students during high school. We examined the social skills and problem behaviors of 137…
Barnett, Lisa M.; Ridgers, Nicola D; John Reynolds; Lisa Hanna; Jo Salmon
Background: To investigate the impact of playing sports Active Video Games on children's actual and perceived object control skills. Methods: Intervention children played Active Video Games for 6 weeks (1 h/week) in 2012. The Test of Gross Motor Development-2 assessed object control skill. The Pictorial Scale of Perceived Movement Skill Competence assessed perceived object control skill. Repeated measurements of object control and perceived object control were analysed for the whole sample, u...
Kennedy, Caitlin E; Fonner, Virginia A; O'Reilly, Kevin R; Sweat, Michael D
Income generation interventions, such as microfinance or vocational skills training, address structural factors associated with HIV risk. However, the effectiveness of these interventions on HIV-related outcomes in low- and middle-income countries has not been synthesized. The authors conducted a systematic review by searching electronic databases from 1990 to 2012, examining secondary references, and hand-searching key journals. Peer-reviewed studies were included in the analysis if they evaluated income generation interventions in low- or middle-income countries and provided pre-post or multi-arm measures on behavioral, psychological, social, care, or biological outcomes related to HIV prevention. Standardized forms were used to abstract study data in duplicate and study rigor was assessed. Of the 5218 unique citations identified, 12 studies met criteria for inclusion. Studies were geographically diverse, with six conducted in sub-Saharan Africa, three in South or Southeast Asia, and three in Latin America and the Caribbean. Target populations included adult women (N = 6), female sex workers/bar workers (N = 3), and youth/orphans (N = 3). All studies targeted females except two among youth/orphans. Study rigor was moderate, with two group-randomized trials and two individual-randomized trials. All interventions except three included some form of microfinance. Only a minority of studies found significant intervention effects on condom use, number of sexual partners, or other HIV-related behavioral outcomes; most studies showed no significant change, although some may have had inadequate statistical power. One trial showed a 55% reduction in intimate partner violence (adjusted risk ratio 0.45, 95% confidence interval 0.23-0.91). No studies measured incidence/prevalence of HIV or sexually transmitted infections among intervention recipients. The evidence that income generation interventions influence HIV-related behaviors and outcomes is inconclusive. However, these
Bock, Marjorie A.
This study examined the effect of a social-behavioral learning strategy intervention (Stop-Observe-Deliberate-Act; SODA) on the social interaction skills of one middle school student with Asperger syndrome (AS). More specifically, the study investigated the effect of SODA training on the ability of one student with AS to participate in cooperative…
Pfiffner, Linda J.; Villodas, Miguel; Kaiser, Nina; Rooney, Mary; McBurnett, Keith
This study evaluated educationally relevant outcomes from a newly developed collaborative school-home intervention (Collaborative Life Skills Program [CLS]) for youth with attention and/or behavior problems. Participants included 17 girls and 40 boys in second through fifth grades (mean age = 8.1 years) from diverse ethnic backgrounds. CLS was…
Shannon M. Looney; Raynor, Hollie A.
This article provides an overview of research regarding adult behavioral lifestyle intervention for obesity treatment. We first describe two trials using a behavioral lifestyle intervention to induce weight loss in adults, the Diabetes Prevention Program (DPP) and the Look AHEAD (Action for Health in Diabetes) trial. We then review the three main components of a behavioral lifestyle intervention program: behavior therapy, an energy- and fat-restricted diet, and a moderate- to vigorous-intensi...
Full Text Available Abstract Background Movement skill competence (e.g. the ability to throw, run and kick is a potentially important physical activity determinant. However, little is known about the long-term impact of interventions to improve movement skills in early childhood. This study aimed to determine whether intervention preschool children were still more skill proficient than controls three years after a 10 month movement skill focused intervention: ‘Tooty Fruity Vegie in Preschools’. Methods Children from 18 intervention and 13 control preschools in NSW, Australia were assessed at ages four (Time1, five (T2 and eight years (T3 for locomotor (run, gallop, hop, leap, horizontal jump, slide and object control proficiency (strike, bounce, catch, kick, overhand throw, underhand roll using the Test of Gross Motor Development-2. Multi-level object control and locomotor regression models were fitted with variables time, intervention (yes/no and a time*intervention interaction. Both models added sex of child and retained if significant, in which case interactions of sex of child with other variables were modelled and retained. SPSS (Version 17.0 was used. Results Overall follow-up rate was 29% (163/560. Of the 137 students used in the regression models, 53% were female (n = 73. Intervention girls maintained their object control skill advantage in comparison to controls at T3 (p = .002, but intervention boys did not (p = .591. At T3, there were no longer intervention/control differences in locomotor skill (p = .801. Conclusion Early childhood settings should implement movement skill interventions and more intensively target girls and object control skills.
Lane, Andrew M; Totterdell, Peter; MacDonald, Ian; Devonport, Tracey J; Friesen, Andrew P; Beedie, Christopher J; Stanley, Damian; Nevill, Alan
In conjunction with BBC Lab UK, the present study developed 12 brief psychological skill interventions for online delivery. A protocol was designed that captured data via self-report measures, used video recordings to deliver interventions, involved a competitive concentration task against an individually matched computer opponent, and provided feedback on the effects of the interventions. Three psychological skills were used; imagery, self-talk, and if-then planning, with each skill directed to one of four different foci: outcome goal, process goal, instruction, or arousal-control. This resulted in 12 different intervention participant groups (randomly assigned) with a 13th group acting as a control. Participants (n = 44,742) completed a competitive task four times-practice, baseline, following an intervention, and again after repeating the intervention. Results revealed performance improved following practice with incremental effects for imagery-outcome, imagery-process, and self-talk-outcome and self-talk-process over the control group, with the same interventions increasing the intensity of effort invested, arousal and pleasant emotion. Arousal-control interventions associated with pleasant emotions, low arousal, and low effort invested in performance. Instructional interventions were not effective. Results offer support for the utility of online interventions in teaching psychological skills and suggest brief interventions that focus on increasing motivation, increased arousal, effort invested, and pleasant emotions were the most effective. PMID:27065904
Lane, Andrew M.; Totterdell, Peter; MacDonald, Ian; Devonport, Tracey J.; Friesen, Andrew P.; Beedie, Christopher J.; Stanley, Damian; Nevill, Alan
In conjunction with BBC Lab UK, the present study developed 12 brief psychological skill interventions for online delivery. A protocol was designed that captured data via self-report measures, used video recordings to deliver interventions, involved a competitive concentration task against an individually matched computer opponent, and provided feedback on the effects of the interventions. Three psychological skills were used; imagery, self-talk, and if-then planning, with each skill directed to one of four different foci: outcome goal, process goal, instruction, or arousal-control. This resulted in 12 different intervention participant groups (randomly assigned) with a 13th group acting as a control. Participants (n = 44,742) completed a competitive task four times—practice, baseline, following an intervention, and again after repeating the intervention. Results revealed performance improved following practice with incremental effects for imagery-outcome, imagery-process, and self-talk-outcome and self-talk-process over the control group, with the same interventions increasing the intensity of effort invested, arousal and pleasant emotion. Arousal-control interventions associated with pleasant emotions, low arousal, and low effort invested in performance. Instructional interventions were not effective. Results offer support for the utility of online interventions in teaching psychological skills and suggest brief interventions that focus on increasing motivation, increased arousal, effort invested, and pleasant emotions were the most effective. PMID:27065904
Ferreira Isabel; Oenema Anke; Brug Johannes
Abstract Background The present paper intends to contribute to the debate on the usefulness and barriers in applying theories in diet and physical activity behavior-change interventions. Discussion Since behavior theory is a reflection of the compiled evidence of behavior research, theory is the only foothold we have for the development of behavioral nutrition and physical activity interventions. Application of theory should improve the effectiveness of interventions. However, some of the the...
Landry, Susan H.; Smith, Karen E.; Swank, Paul R.; Guttentag, Cathy
This study examined the optimal timing (infancy, toddler-preschool, or both) for facilitating responsive parenting and the intervention effects on maternal behaviors and child social and communication skills for children who vary in biological risk. The intervention during infancy, Playing and Learning Strategies (PALS I), showed strong changes in…
Fava, Leonardo; Strauss, Kristin; Valeri, Giovanni; D'Elia, Lidia; Arima, Serena; Vicari, Stefano
We compared the effects of Early Intensive Behavioral Intervention (EIBI) and eclectic intervention in children with ASD on autism severity, developmental performance, adaptive behavior, language skills and challenging behaviors. Twelve children received cross-setting staff- and parent-mediated EIBI of centre-based one-to-one and play sessions as…
Lyons, Gregory L; Huber, Heartley B; Carter, Erik W; Chen, Rui; Asmus, Jennifer M
Although enhancing the social competence of students with severe disabilities has long remained a prominent focus of school-based intervention efforts, relatively little attention has focused on identifying the most critical social and behavioral needs of students during high school. We examined the social skills and problem behaviors of 137 adolescents with severe disabilities from the vantage point of both special educators and parents. We sought to identify areas of potential intervention need, explore factors associated with social skill and problem behavior ratings, and examine the extent to which teachers and parents converged in their assessments of these needs. Our findings indicate teachers and parents of high school students with severe disabilities rated social skills as considerably below average and problem behaviors as above average. In addition, lower social skills ratings were evident for students with greater support needs, lower levels of overall adaptive behavior, and a special education label of autism. We found moderate consistency in the degree to which teachers and parents aligned in their assessments of both social skills and problem behavior. We offer recommendations for assessment and intervention focused on strengthening the social competence of adolescents with severe disabilities within secondary school classrooms, as well as promising avenues for future research. PMID:27351700
Often highly skilled migration from developing to Western countries is conceptualized as brain drain and as detrimental for development. However, recent research and policy development challenges mainstream assumptions of brain drain, insisting that skilled migration is a more complex phenomenon. In this new DIIS Working Paper, geographer Ronald Skeldon, University of Sussex, examines the evidence for the migration of skilled workers and professionals as either towards the detriment or promot...
Pfiffner, Linda J.; Villodas, Miguel; Kaiser, Nina; Rooney, Mary; McBurnett, Keith
This study evaluated educationally relevant outcomes from a newly developed collaborative school–home intervention (Collaborative Life Skills Program [CLS]) for youth with attention and/or behavior problems. Participants included 17 girls and 40 boys in second through fifth grades (mean age = 8.1 years) from diverse ethnic backgrounds. CLS was implemented by 10 school-based mental health professionals at their schools and included 3 integrated components over 12 weeks: group behavioral parent...
Yeung, Alexander Seeshing; Craven, Rhonda G.; Mooney, Mary; Tracey, Danielle; Barker, Katrina; Power, Anne; Dobia, Brenda; Chen, Zhu; Schofield, Jill; Whitefield, Phillip; Lewis, Timothy J.
During the last decade, positive behavior interventions have resulted in improvement of school behavior and academic gains in a range of school settings worldwide. Recent studies identify sustainability of current positive behavior intervention programs as a major concern. The purpose of this article is to identify future direction for effective…
Langberg, Joshua M.; Becker, Stephen P.; Epstein, Jeffery N.; Vaughn, Aaron J.; Girio-Herrera, Erin
The purpose of the study was to evaluate predictors of response and mechanisms of change for the Homework, Organization, and Planning Skills (HOPS) intervention for middle school students with Attention-Deficit/Hyperactivity Disorder (ADHD). Twenty-three middle school students with ADHD (grades 6–8) received the HOPS intervention implemented by school mental health providers and made significant improvements in parent-rated materials organization and planning skills, impairment due to organiz...
Taha, Haitham; Saiegh-Haddad, Elinor
The current study investigated the contribution of two linguistic intervention programs, phonological and morphological to the development of word spelling among skilled and poor native Arabic readers, in three grades: second, fourth and sixth. The participants were assigned to three experimental groups: morphological intervention, phonological intervention and a non-intervention control group. Phonological awareness, morphological awareness, and spelling abilities were tested before and after the intervention. Participants from both linguistic intervention programs and in all grades made significant progress in linguistic awareness and spelling after the intervention. The results showed that both intervention programs were successful in promoting children's spelling skills in both groups. Also, older poor readers showed a stronger response to the morphological intervention than the older skilled readers. A transfer effect was found with the phonological training contributing to the morphological skills and vice versa. The results of the current study were discussed in the light of developmental and psycholinguistic views of spelling acquisition as well as the characteristics of Arabic language and orthography. PMID:25821152
Schuyler, A C; Masvawure, T B; Smit, J A; Beksinska, M; Mabude, Z; Ngoloyi, C; Mantell, J E
Partner negotiation and insertion difficulties are key barriers to female condom (FC) use in sub-Saharan Africa. Few FC interventions have provided comprehensive training in both negotiation and insertion skills, or focused on university students. In this study we explored whether training in FC insertion and partner negotiation influenced young women's FC use. 296 female students at a South African university were randomized to a one-session didactic information-only minimal intervention (n= 149) or a two-session cognitive-behavioral enhanced intervention (n= 147), which received additional information specific to partner negotiation and FC insertion. Both groups received FCs. We report the 'experiences of' 39 randomly selected female students who participated in post-intervention qualitative interviews. Two-thirds of women reported FC use. Most women (n= 30/39) applied information learned during the interventions to negotiate with partners. Women reported that FC insertion practice increased their confidence. Twelve women failed to convince male partners to use the FC, often due to its physical attributes or partners' lack of knowledge about insertion. FC educational and skills training can help facilitate use, improve attitudes toward the device and help women to successfully negotiate safer sex with partners. Innovative strategies and tailored interventions are needed to increase widespread FC adoption. PMID:26956041
Weinberger, Beverley Slome; Barakat, Lamia P.
As a result of their disease, its treatment, and late effects, children treated for brain tumors are at risk for developing problems in social functioning in terms of social competence and peer acceptance, poor social skills, and social isolation. Despite research suggesting the effectiveness of social skills training interventions in improving…
Discusses underestimation of women's skills as an issue of concern for all women and for socioeconomically disadvantaged women in particular. Factors contributing to underestimation are gender-biased expectations, socialization, gender-biased definitions of skills, discrimination, and low self-esteem. Presents interventions to increase skills…
Gomes, A. Rui; Marques, Brazelina
This study examined the effects of a training programme on students' acquisition of life skills, life satisfaction, life orientation and expectations about academic achievement. Participants were allocated to either an intervention group ("n"?=?41) that took part in a life skills programme, or a control group ("n"?=?43). Participants completed the…
Spencer, Trina D.; Kajian, Mandana; Petersen, Douglas B.; Bilyk, Nicholas
Narrative skills that are important for preschoolers include retelling stories, telling personal stories, and answering questions about stories. Narrative abilities form the foundation of reading comprehension. The purpose of this study was to investigate the effect of an individually delivered language intervention on the narrative skills of…
Kern, L; Childs, K E; Dunlap, G; Clarke, S; Falk, G D
We evaluated a process of descriptive assessment, functional assessment, and assessment-based intervention with an elementary-school child who was described as having emotional and behavioral challenges, but who also exhibited above-average intelligence and communication skills. During a hypothesis-development phase, information was gathered from several sources including an interview that was conducted directly with the participant. Descriptive information collected during this phase produced five hypotheses about variables maintaining the problem behavior that were then tested experimentally in the classroom environment. The resulting functional assessment data supported the hypotheses. Intervention packages based on the hypotheses were implemented sequentially across English, spelling, and math classes. The interventions were successful in increasing on-task behavior, and the improvements were maintained for the remainder of the school year. PMID:8188564
McKenna, John William; Flower, Andrea; Adamson, Reesha
Students with emotional and behavioral disorders and students considered at risk often have social deficits. Although social skills interventions are often provided to this student population, there are some concerns regarding how these interventions are conceived and provided. One possible way to improve the effectiveness of social skills interventions is to use functional behavior assessment data to tailor the interventions to a student's individual needs and the contexts in which social skills deficits and problem behaviors occur. This approach is commonly referred to as replacement behavior training. In this study, the literature on function-based replacement behavior interventions is systematically reviewed. In addition, studies are evaluated according to the What Works Clearinghouse design and evidence standards for single-case research. Although this research base does not meet the What Works Clearinghouse replication standards, function-based replacement behavior interventions appear to be a promising practice for addressing problem behaviors. Implications for practice, areas for future research, and study limitations are discussed. PMID:26702960
Burke, Mack D.; Rispoli, Mandy; Clemens, Nathan H.; Lee, Yuan-Hsuan; Sanchez, Lisa; Hatton, Heather
Universal behavioral screening is a major part of positive behavioral support and response to intervention systems. Program-wide positive behavioral interventions and supports (PBIS) focuses on establishing social, emotional, and behavioral competence through promotion of a small set of behavioral expectations that are agreed upon, taught, and…
Extending the Reach of Early Intervention Training for Practitioners: A Preliminary Investigation of an Online Curriculum for Teaching Behavioral Intervention Knowledge in Autism to Families and Service Providers
Hamad, Charles D.; Serna, Richard W; Morrison, Leslie; Fleming, Richard
Early behavioral intervention, based on the methods of applied behavior analysis, has the strongest and most consistent scientific support as a means of teaching skills to young children with Autism Spectrum Disorder and reducing their restricted and maladaptive behavior. Though individual ABA-based treatment plans are usually developed, designed and supervised by a senior-level clinician, they are most often implemented by a practitioner, such as a parent, direct service provider, aide, or a...
Digiacomo, Gregory; Chen, Peggy P.
We investigated the effects of a self-regulatory intervention strategy designed to improve middle-school students' calibration accuracy, self-regulatory skills, and math achievement. Focusing on self-monitoring and self-reflection as the two key processes of this intervention in relation to improving students' math achievement and overall…
Taha, Haitham; Saiegh-Haddad, Elinor
The current study investigated the contribution of two linguistic intervention programs, phonological and morphological to the development of word spelling among skilled and poor native Arabic readers, in three grades: second, fourth and sixth. The participants were assigned to three experimental groups: morphological intervention, phonological…
Young, Jami F.; Mufson, Laura; Davies, Mark
Background: Indicated interventions for adolescents with elevated depressive symptoms may help decrease rates of depression. The current study reports on the efficacy of Interpersonal Psychotherapy-Adolescent Skills Training (IPT-AST), a group indicated preventive intervention. Methods: Forty-one adolescents with elevated depression symptoms were…
Chittleborough, Catherine R.; Mittinty, Murthy N.; Lawlor, Debbie A.; Lynch, John W.
Randomized controlled trial evidence shows that interventions before age 5 can improve skills necessary for educational success; the effect of these interventions on socioeconomic inequalities is unknown. Using trial effect estimates, and marginal structural models with data from the Avon Longitudinal Study of Parents and Children (n = 11,764,…
Fletcher-Watson, Susan; Petrou, Alexandra; Scott-Barrett, Juliet; Dicks, Pamela; Graham, Catriona; O'Hare, Anne; Pain, Helen; McConachie, Helen
This study evaluated a technology-based early intervention for social communication skills in pre-schoolers in a randomised controlled trial. Participants were 54 children aged under 6 years old with a diagnosis of autism, assigned to either intervention or control conditions. The app engaged children, who played consistently, regardless of developmental level, and was rated highly by parents. There were no significant group differences in parent-report measures post-intervention, nor in a me...
Schneider, Eleanor; Scher, Anat
Evaluated the Early Coping Inventory (ECI) as a measure of coping skills in low-risk nursery school children. Findings pointed to significant associations between observers' ratings and teachers' ratings on the Evaluation of Adaptive Behavior in Nursery School. Findings suggest that the ECI may be valuable in early identification of children with…
Gould, Madelyn S.; Cross, Wendi; Pisani, Anthony R.; Munfakh, Jimmie Lou; Kleinman, Marjorie
We examined the impact of the implementation of Applied Suicide Intervention Skills Training (ASIST) across the National Suicide Prevention Lifeline's national network of crisis hotlines. Data was derived from 1,507 monitored calls from 1,410 suicidal individuals to 17 Lifeline centers in 2008–2009.
Full Text Available Background & Objective: Nowaday, substance abuse is one of the bitterest social damages. In the recent years, substance abuse has increased among students of schools and universities, therefore special attention it requires. This study aimed to study the effect of life skills training on the promotion of the preventive behaviors of Gonabad University medical school students’ abuse of substances. Materials & Methods: During the experimental research and field trail, 60 students were Selected through a quota random sampling method and were randomly assigned to the two case and control groups. A Questionnaire that involved demographic factors and Preventive behaviors, whichwere caused as the result of drug abuse, was used for data collection. The questionnaire’s reliability and validity was assessed before and after educational intervention, and as a follow-up, 4 years after educational intervention. The Data was analyzed using T-Test and Chi-square. Results: Comparison of the mean of the scores in scale Preventive behaviors caused by drug abuse in post-test of two case and control groups had a significant difference (p<0/01 that remained stable 4 years after the end of the intervention. There was a significant difference between some of the demographic factors and Preventive behaviors that had been caused by drug abuse (p<0/01. Conclusion: Life skills training are effective in strengthening Preventive behaviors of substance abuse in university students. Therefore, life skills training programs should be integrated into university courses in order to comprehensively and consistently the effect of drug abuse on the educational level of students
Lisa M. Barnett
Full Text Available Background: To investigate the impact of playing sports Active Video Games on children's actual and perceived object control skills. Methods: Intervention children played Active Video Games for 6 weeks (1 h/week in 2012. The Test of Gross Motor Development-2 assessed object control skill. The Pictorial Scale of Perceived Movement Skill Competence assessed perceived object control skill. Repeated measurements of object control and perceived object control were analysed for the whole sample, using linear mixed models, which included fixed effects for group (intervention or control and time (pre and post and their interaction. The first model adjusted for sex only and the second model also adjusted for age, and prior ball sports experience (yes/no. Seven mixed-gender focus discussions were conducted with intervention children after programme completion. Results: Ninety-five Australian children (55% girls; 43% intervention group aged 4 to 8 years (M 6.2, SD 0.95 participated. Object control skill improved over time (p = 0.006 but there was no significant difference (p = 0.913 between groups in improvement (predicted means: control 31.80 to 33.53, SED = 0.748; intervention 30.33 to 31.83, SED = 0.835. A similar result held for the second model. Similarly the intervention did not change perceived object control in Model 1 (predicted means: control: 19.08 to 18.68, SED = 0.362; intervention 18.67 to 18.88, SED = 0.406 or Model 2. Children found the intervention enjoyable, but most did not perceive direct equivalence between Active Video Games and ‘real life’ activities. Conclusions: Whilst Active Video Game play may help introduce children to sport, this amount of time playing is unlikely to build skill.
Barnett, Lisa M.; Ridgers, Nicola D.; Reynolds, John; Hanna, Lisa; Salmon, Jo
Background: To investigate the impact of playing sports Active Video Games on children's actual and perceived object control skills. Methods: Intervention children played Active Video Games for 6 weeks (1 h/week) in 2012. The Test of Gross Motor Development-2 assessed object control skill. The Pictorial Scale of Perceived Movement Skill Competence assessed perceived object control skill. Repeated measurements of object control and perceived object control were analysed for the whole sample, using linear mixed models, which included fixed effects for group (intervention or control) and time (pre and post) and their interaction. The first model adjusted for sex only and the second model also adjusted for age, and prior ball sports experience (yes/no). Seven mixed-gender focus discussions were conducted with intervention children after programme completion. Results: Ninety-five Australian children (55% girls; 43% intervention group) aged 4 to 8 years (M 6.2, SD 0.95) participated. Object control skill improved over time (p = 0.006) but there was no significant difference (p = 0.913) between groups in improvement (predicted means: control 31.80 to 33.53, SED = 0.748; intervention 30.33 to 31.83, SED = 0.835). A similar result held for the second model. Similarly the intervention did not change perceived object control in Model 1 (predicted means: control: 19.08 to 18.68, SED = 0.362; intervention 18.67 to 18.88, SED = 0.406) or Model 2. Children found the intervention enjoyable, but most did not perceive direct equivalence between Active Video Games and ‘real life’ activities. Conclusions: Whilst Active Video Game play may help introduce children to sport, this amount of time playing is unlikely to build skill. PMID:26844136
Werch, Chudley E. (Chad); Bian, Hui; Carlson, Joan; Moore, Michele J.; DiClemente, Carlo C.; Huang, I-Chan; Ames, Steven C.; Thombs, Dennis; Robert M Weiler; Pokorny, Steven B.
This study evaluated the efficacy of a brief integrative multiple behavior intervention and assessed risk factors as mediators of behavioral outcomes among older adolescents. A randomized controlled trial was conducted with participants randomly assigned to either a brief intervention or standard care control with 3-month follow-up. A total of 479 students attending two public high schools participated. Participants receiving the intervention showed a significant reduction in quantity x frequ...
Kok, G.; Lo, S.H.; Peters, G-JY; Ruiter, R. A. C.
This paper's objective is to apply Intervention Mapping, a planning process for the systematic development of theory- and evidence-based health promotion interventions, to the development of interventions to promote energy conservation behavior. Intervention Mapping (IM) consists of six steps: needs assessment, program objectives, methods and applications, program development, planning for program implementation, and planning for program evaluation. Examples from the energy conservation field...
Racey, Megan; O'Brien, Charlene; Douglas, Sabrina; Marquez, Olivia; Hendrie, Gilly; Newton, Genevieve
Background: Owing to the associations between diet and health, it is important that effective health promotion strategies establish healthful eating behaviors from an early age. We reviewed the intensity of school-based interventions aimed to modify dietary behavior in preadolescent and adolescents and related intervention characteristics to…
Petridou, Eugenia N.; Spathis, Charalambos T.
With data from 444 civil service employees, a model was developed to weight individual and occupational characteristics in order to assign employees to interpersonal or technical skills training. Age, gender, education, management level, and job tenure were significant variables associated with each type of training. (Contains 56 references.) (SK)
Ganz, Jennifer B.
Visual scripts and related educational strategies such as video modeling and social script narratives provide visual or auditory cues to promote communication and social skills in children with disabilities. Visual scripts are particularly useful for teachers who work with children with learning disabilities, autism spectrum disorders, and…
Benassi, Erika; Savini, Silvia; Iverson, Jana M; Guarini, Annalisa; Caselli, Maria Cristina; Alessandroni, Rosina; Faldella, Giacomo; Sansavini, Alessandra
Despite the predictive value of early spontaneous communication for identifying risk for later language concerns, very little research has focused on these behaviors in extremely low-gestational-age infants (ELGAmotor development. In this study, communicative behaviors (gestures, vocal utterances and their coordination) were evaluated during mother-infant play interactions in 20 ELGA infants and 20 full-term infants (FT) at 12 months (corrected age for ELGA infants). Relationships between gestures and motor skills, evaluated using the Bayley-III Scales were also examined. ELGA infants, compared with FT infants, showed less advanced communicative, motor, and cognitive skills. Giving and representational gestures were produced at a lower rate by ELGA infants. In addition, pointing gestures and words were produced by a lower percentage of ELGA infants. Significant positive correlations between gestures (pointing and representational gestures) and fine motor skills were found in the ELGA group. We discuss the relevance of examining spontaneous communicative behaviors and motor skills as potential indices of early development that may be useful for clinical assessment and intervention with ELGA infants. PMID:26555385
Pan, Chien-Yu; Chu, Chia-Hua; Tsai, Chia-Liang; Lo, Shen-Yu; Cheng, Yun-Wen; Liu, Yu-Jen
The present study assessed the effects of a 12-week table tennis exercise on motor skills, social behaviors, and executive functions in children with attention deficit hyperactivity disorder (ADHD). In the first 12-week phase, 16 children (group I) received the intervention, whereas 16 children (group II) did not. A second 12-week phase immediately followed with the treatments reversed. Improvements were observed in executive functions in both groups after the intervention. After the first 12-week phase, some motor and behavioral functions improved in group I. After the second 12-week phase, similar improvements were noted for group II, and the intervention effects achieved in the first phase were persisted in group I. The racket-sport intervention is valuable in promoting motor skills, social behaviors, and executive functions and should be included within the standard-of-care treatment for children with ADHD. PMID:27344348
Mohr, David C.; Burns, Michelle Nicole; Schueller, Stephen M; Clarke, Gregory; Klinkman, Michael
This paper reports on the findings of a technical expert panel convened by the Agency for Healthcare Research and Quality and the National Institute of Mental Health, charged with reviewing the state of research on behavioral intervention technologies (BITs) in mental health and identifying the top research priorities. BITs is the comprehensive term used to refer to behavioral and psychological interventions that use information and communication technology features to address behavioral and ...
Full Text Available Background: Educational interventions in hygienic practices have shown to be cost effective methods of controlling diarrhea and other diseases spread through poor hygiene. Hand washing is one method of breaking the chain of transmission between household contacts, and especially between mother and child. Effective interventions to promote this behavior should be expanded and encouraged in the developing world. Objectives: To determine the extent and credibility of intervention studies done to promote uptake of improved hand washing behaviors in communities. To assess these interventions on their results in terms of behavior change, and identify factors contributing to their success or failure. Methods: The investigators searched the databases SCOPUS, EMBASE (1980-2010, and Pubmed for English papers written about hygiene promotion interventions in developing countries. Interventions included were community based control trials examining the effectiveness of increased hygiene education through measured behavior change. Only studies measuring behavior change using structured observation or demonstration of hand washing skills were used. Results: The search terms: hand washing, health education, hygiene promotion, behavior change, and diarrhea were used, resulting in a total of 330 titles. The investigators scanned the titles and abstracts to narrow down to 13 hygiene interventions measuring behavior change. Only five control trial interventions met the observation measurement criteria. Behavior change measurements were compiled and compared based on the length of intervention and the degree of change noted with each study. Conclusion: Encouraging uptake of hand washing behavior is possible using educational interventions to promote improved hygiene. The most significant impacts were seen from interventions running for longer periods of time. More robust and long term control trials are necessary to gather conclusive data on the sustainability of
Eldevik, Sigmund; Jahr, Erik; Eikeseth, Svein; Hastings, Richard P.; Hughes, Carl J.
Data from Norway were analyzed to evaluate early behavioral intervention for children with intellectual disabilities. The intervention group (n = 11) received approximately 10 hours per week of behavioral intervention; the eclectic comparison group (n = 14) received treatment as usual. After 1 year, changes in intelligence and adaptive behavior…
Bracken, Stacey Storch; Fischel, Janet
This study followed 515 4-year-olds from Head Start entry to exit to investigate their social and behavioral skills and the impact of these skills on school readiness outcomes. Results indicated that, on average, social skills improved across the preschool year, while behavior problems remained relatively stable. Social skills and behavior…
Alter, Peter J.; Wyrick, Amanda; Brown, E. Todd; Lingo, Amy
Research indicates that there is a reciprocal relationship between challenging behavior and poor academic performance and that this relationship will have a lifelong negative impact on individuals caught in this detrimental cycle. New interventions continue to be reported in the literature describing more effective ways to implement academic…
Child language development is a complex process. This process cannot be understood without considering its relationship to other developmental domains. Language development in preschool years is associated with development of motor skills and behavior problems, and these associations are the focus of the current thesis. Despite a large number of studies examining the co-occurrence of such developmental delays and problems, few studies have examined the developmental relationship between these...
Lewis, Matthew W
Researchers are developing sophisticated games specifically targeted to teach health-related knowledge and skills and to change health-related behaviors. Although these interventions, generally called "serious games," show promise, there has been limited evaluation of their effectiveness. This article offers a broad "consumer guide" for evaluating such health education interventions. Improving the development and evaluation of health-related serious games and educating potential purchasers of such products to be knowledgeable, demanding consumers will help move the field of serious games from "looks promising" to determining where such interventions will be effective and where they will not. PMID:19885166
In this study, effects of radiologists' skill and experience on patient doses were investigated. Dose-area product and entrance surface doses of two groups of patients, one examined by a number of junior radiologists and another one by a senior radiologist, have been compared for the diagnostic interventional examinations of cerebral and lower limbs. Collimation of the X-ray beam and shortening the fluoroscopy times by the senior radiologist considerably reduced the patient doses for interventional cerebral examinations. (authors)
Kennedy, Caitlin E.; Fonner, Virginia A; O'Reilly, Kevin R.; Sweat, Michael D.
Income generation interventions, such as microfinance or vocational skills training, address structural factors associated with HIV risk. However, the effectiveness of these interventions on HIV-related outcomes in low- and middle-income countries has not been synthesized. We conducted a systematic review by searching electronic databases from 1990-2012, examining secondary references, and hand searching key journals. Peer-reviewed studies were included in the analysis if they evaluated incom...
Arean, Patricia A.
This article reviews the potential utility of behavioral interventions in personalized depression treatment. The paper begins with a definition of personalized treatment, moves to current thinking regarding the various causes of depression, and proposes how those causes can be used to inform the selection of behavioral interventions. Two examples from the late-life depression field will illustrate how a team of researchers at Cornell University (NY, USA) and University of California, San Fran...
Carré, Justin M; Iselin, Anne-Marie R; Welker, Keith M; Hariri, Ahmad R; Dodge, Kenneth A
We tested the hypotheses that the Fast Track intervention program for high-risk children would reduce adult aggressive behavior and that this effect would be mediated by decreased testosterone responses to social provocation. Participants were a subsample of males from the full trial sample, who during kindergarten had been randomly assigned to the 10-year Fast Track intervention or to a control group. The Fast Track program attempted to develop children's social competencies through child social-cognitive and emotional-coping skills training, peer-relations coaching, academic tutoring, and classroom management, as well as training for parents to manage their child's behavior. At a mean age of 26 years, participants responded to laboratory provocations. Results indicated that, relative to control participants, men assigned to the intervention demonstrated reduced aggression and testosterone reactivity to social provocations. Moreover, reduced testosterone reactivity mediated the effect of intervention on aggressive behavior, which provides evidence for an enduring biological mechanism underlying the effect of early psychosocial intervention on aggressive behavior in adulthood. PMID:24681586
Gao, Yongqing; CAI, Chunsheng; Li, Jian; Sun, Wenjie
Background: To examine the effect of nutritional education on children’s breakfast patternsMethods: A kindergarten based nutrition intervention was started in September 2001 among 8 kindergartens in Hefei with a total of 2,012 children aged 4-6 years and their parent pairs.Results: Monthly nutrition education sessions were held over two semesters in kindergartens part of the intervention arm. The approach in education and the content of other activities were uniform across all the kindergart...
Gu, Xiaoqing; Chen, Shan; Zhu, Wenbo; Lin, Lin
Considerable effort has been invested in innovative learning practices such as collaborative inquiry. Collaborative problem solving is becoming popular in school settings, but there is limited knowledge on how to develop skills crucial in collaborative problem solving in students. Based on the intervention design in social interaction of…
Goldstein, Howard; Lackey, Kimberly C.; Schneider, Naomi J. B.
This review presents a novel framework for evaluating evidence based on a set of parallel criteria that can be applied to both group and single-subject experimental design (SSED) studies. The authors illustrate use of this evaluation system in a systematic review of 67 articles investigating social skills interventions for preschoolers with autism…
Fellmeth, Gracia; Heffernan, Catherine; Nurse, Joanna; Habibula, Shakiba; Sethi, Dinesh
Objectives: To assess the efficacy of educational and skills-based interventions to prevent relationship and dating violence in adolescents and young adults. Methods: We searched Cochrane Central Register of Controlled Trials (CENTRAL), MEDLINE, EMBASE, CINAHL, PsycINFO, and other databases for randomized, cluster-randomized, and quasi-randomized…
The aim was to study effects of an extension of physical education and motor training on motor skills, attention and cognition during a period of three years. The study has two intervention groups (n = 152) that have physical activity and motor training one lesson every school day and one control group (n = 99) that has the school's ordinary…
Sim, Susan S. H.; Berthelsen, Donna; Walker, Susan; Nicholson, Jan M.; Fielding-Barnsley, Ruth
A pragmatic randomised controlled trial was used to investigate the effects of two forms of shared reading on children's language and literacy skills. Parents of 80 children in the preparatory year of school participated in an eight-week home reading intervention. Families were assigned to one of three groups: dialogic reading (DR), dialogic…
Goh, Ailsa E.
A large majority of adults with intellectual disabilities are unemployed. Unemployment of adults with intellectual disabilities is a complex multidimensional issue. Some barriers to employment of individuals with intellectual disabilities are the lack of job experience and skills training. In recent years, video-based interventions, such as video…
Akkermans, J.; Brenninkmeijer, V.; Schaufeli, W.B.; Blonk, R.W.B.
The aim of our study was to investigate the effectiveness of the CareerSKILLS program, a career development intervention based on career competencies and the JOBS methodology, which aims to stimulate career self-management and well-being of young employees. In a quasi-randomized control trial, the e
Walker, Stacy E.; Weidner, Thomas G.; Thrasher, Ashley B.
Context: Athletic trainers provide psychological support, counseling, intervention, and referral to patients during clinical practice. However, students are rarely exposed to real-life opportunities to develop these skills. Objective: To determine if a small-group standardized patient (SP) encounter improved athletic training students'…
Wamsley, Maria A.; Julian, Katherine A.; O'Sullivan, Patricia; McCance-Katz, Elinore F.; Batki, Steven L.; Satre, Derek D.; Satterfield, Jason
Background: Evaluations of substance use screening and brief intervention (SBI) curricula typically focus on learner attitudes and knowledge, although effects on clinical skills are of greater interest and utility. Moreover, these curricula often require large amounts of training time and teaching resources. This study examined whether a 3-hour…
Licciardello, Cristina C.; Harchik, Alan E.; Luiselli, James K.
We evaluated a social skills intervention with four children who had autism during interactive play with typical peers at a public elementary school. Paraprofessional staff (classroom assistants) used preteaching, rewards, and prompting to increase social initiations by the children toward peers. The children's social responses to peer initiations…
Ward-Lonergan, Jeannene M.; Duthie, Jill K.
With the recent renewed emphasis on the importance of providing instruction to improve expository discourse comprehension and production skills, speech-language pathologists need to be prepared to implement effective intervention to meet this critical need in older children and adolescents with language disorders. The purpose of this review…
Maximilian Jonas Wessel
Full Text Available Stroke is the leading cause of disability among adults. Motor deficit is the most common impairment after stroke. Especially, deficits in fine motor skills impair numerous activities of daily life. Re-acquisition of motor skills resulting in improved or more accurate motor performance is paramount to regain function, and is the basis of behavioral motor therapy after stroke. Within the past years, there has been a rapid technological and methodological development in neuroimaging leading to a significant progress in the understanding of the neural substrates that underlie motor skill acquisition and functional recovery in stroke patients. Based on this and the development of novel non-invasive brain stimulation techniques, new adjuvant interventional approaches that augment the response to behavioral training have been proposed. Transcranial direct current (tDCS, transcranial magnetic (TMS and paired associative (PAS stimulation are noninvasive brain stimulation techniques that can modulate cortical excitability, neuronal plasticity and interact with learning and memory in both healthy individuals and stroke patients. These techniques can enhance the effect of practice and facilitate the retention of tasks that mimic daily life activities. The purpose of the present review is to provide a comprehensive overview of neuroplastic phenomena in the motor system during learning of a motor skill, recovery after brain injury, and of interventional strategies to enhance the beneficial effects of customarily used neurorehabilitation after stroke.
Gillis, Jennifer M.; Butler, Robert C.
Social skill development is one of the primary areas of intervention for young children with Autism Spectrum Disorders (ASD). The purpose of this article was to conduct a retrospective review of social skills intervention research for preschool children with ASD. A review of 17 single-subject design studies from twelve journals (1999-2006) was…
This paper's objective is to apply Intervention Mapping, a planning process for the systematic development of theory- and evidence-based health promotion interventions, to the development of interventions to promote energy conservation behavior. Intervention Mapping (IM) consists of six steps: needs assessment, program objectives, methods and applications, program development, planning for program implementation, and planning for program evaluation. Examples from the energy conservation field are provided to illustrate the activities associated with these steps. It is concluded that applying IM in the energy conservation field may help the development of effective behavior change interventions, and thus develop a domain specific knowledge-base for effective intervention design. - Highlights: → Intervention Mapping (IM) is a planning process for developing evidence-based interventions.→ IM takes a problem-driven rather than theory-driven approach. → IM can be applied to the promotion of energy-conservation in a multilevel approach. → IM helps identifying determinants of behaviors and environmental conditions. → IM helps selecting appropriate theory-based methods and practical applications.
Pelco, Lynn E.; Reed-Victor, Evelyn
Individual differences in the ability to self-regulate emotions, attention, and behavior are evident in infancy, and children who experience difficulty in learning to regulate their own emotions, attention, and behavior are at risk for later social and academic problems. Within the school setting, self-regulation of learning related social skills,…
Olcay-Gül, Seray; Tekin-Iftar, Elif
The purpose of this study was to examine whether (a) family members were able to learn to write a social story and deliver social story intervention to teach social skills to their children (age 12 to 16) with ASD, (b) youths with ASD acquired and maintained the targeted social skills and generalized these skills across novel situations. Multiple…
Miramontes, Nancy Y.; Marchant, Michelle; Heath, Melissa Allen; Fischer, Lane
As more schools turn to positive behavior interventions and support (PBIS) to address students' academic and behavioral problems, there is an increased need to adequately evaluate these programs for social relevance. The present study used social validation measures to evaluate a statewide PBIS initiative. Active consumers of the program were…
Hill, Juanita Mathis
Many teachers have expressed their concern about continuous classroom disruption. Time taken to correct undesired behaviors is reducing the number of instructional minutes in the classroom on a daily basis. Instead of relying solely on classroom rules, the teacher who wishes to implement Positive Behavior Intervention and Supports should use and…
Ritz, Thomas; Meuret, Alicia E.; Trueba, Ana F.; Fritzsche, Anja; von Leupoldt, Andreas
Objective: This review examines the evidence for psychosocial influences in asthma and behavioral medicine approaches to its treatment. Method: We conducted a systematic review of the literature on psychosocial influences and the evidence for behavioral interventions in asthma with a focus on research in the past 10 years and clinical trials.…
Miltenberger, Raymond G.; Flessner, Christopher; Gatheridge, Brian; Johnson, Brigitte; Satterlund, Melisa; Egemo, Kristin
This study evaluated behavioral skills training (BST), in a multiple baseline across subjects design, for teaching firearm safety skills to 6 6- and 7-year-old children. Similar to previous research with 4- and 5-year-olds, half of the children acquired the safety skills following BST and half acquired the skills following BST plus in situ…
Miltenberger, Raymond G; Flessner, Christopher; Gatheridge, Brian; Johnson, Brigitte; Satterlund, Melisa; Egemo, Kristin
This study evaluated behavioral skills training (BST), in a multiple baseline across subjects design, for teaching firearm safety skills to 6 6- and 7-year-old children. Similar to previous research with 4- and 5-year-olds, half of the children acquired the safety skills following BST and half acquired the skills following BST plus in situ training.
Alkahtani, Keetam D. F.
Children's challenging behaviors can be addressed with effective interventions that can meet children's emotional needs and support their families. Positive Behavioral Interventions and Supports (PBIS) value the family involvement in the process of their child treatment. The intention of this study was to use concept mapping as an adjunct to PBIS…
Thorgeirsson, Tryggvi; Kawachi, Ichiro
The field of behavioral economics combines psychology and economics to investigate how individuals actually behave as opposed to how they would behave if they were being perfectly rational (as in the sense of maximizing their utility). Although initial applications focused on consumer behavior, such as explaining why people failed to save adequately for retirement, the field has moved increasingly into the area of explaining health behaviors as well as the design of lifestyle interventions, such as weight loss and smoking-cessation programs. This article provides an overview of several important behavioral economics concepts of relevance to public health and health behavior change. PMID:23332337
Fälth, Linda; Gustafson, Stefan; Tjus, Tomas; Heimann, Mikael; Svensson, Idor
The purpose of the present study was to examine the effects of three computerized interventions on the reading skills of children with reading disabilities in Grade 2. This longitudinal intervention study included five test sessions over 1 year. Two test points occur before the intervention, and three afterwards. The last follow-up was conducted 1 year after the first measurement. One hundred thirty children in Grade 2 participated in the study. Three groups of children with reading difficulties received computerized training programmes: one aimed at improving word decoding skills and phonological abilities, the second focused on word and sentence levels and the third was a combination of these two training programmes. A fourth group received ordinary special instruction. In addition, there was one comparison group with age-matched typical readers. All groups improved their reading skills. The group that received combined training showed greater improvement than the one with ordinary special instruction and the group of typical readers at two follow-ups. The longitudinal results indicate additional positive results for the group that received the combined training, the majority of students from that group being no longer judged to be needing special education 1 year after the intervention. PMID:23338977
Kirby, K C; Holborn, S W
Three preschool children participated in a behavioral training program to improve their gross-motor skills. Ten target behaviors were measured in the training setting to assess direct effects of the program. Generalization probes for two gross-motor behaviors, one fine-motor skill, and two social behaviors were conducted in other settings. Results indicated that the training program improved the gross-motor skills trained and that improvements sometimes generalized to other settings. Contrary...
Javarone, Marco Alberto
In many countries poker is one of the most popular card games. Although each variant of poker has its own rules, all involve the use of money to make the challenge meaningful. Nowadays, in the collective consciousness, some variants of poker are referred to as games of skill, others as gambling. A poker table can be viewed as a psychology lab, where human behavior can be observed and quantified. This work provides a preliminary analysis of the role of rationality in poker games, using a stylized version of Texas Hold'em. In particular, we compare the performance of two different kinds of players, i.e. rational versus irrational players, during a poker tournament. Results show that these behaviors (i.e. rationality and irrationality) affect both the outcomes of challenges and the way poker should be classified.
Rongkavilit, Chokechai; Naar-King, Sylvie; Kaljee, Linda M.; Panthong, Apirudee; Koken, Juline A.; Bunupuradah, Torsak; Parsons, Jeffrey T.
With disproportionately higher rates of HIV/AIDS among youth and increasing access to antiretroviral therapy (ART) in Thailand, there is a growing urgency in understanding the challenges to medication adherence confronting this population and in developing theory-based interventions to address these challenges. One potentially relevant model, the information-motivation-behavioral skills (IMB) model of adherence, was developed in Western settings characterized by a more individualistic culture...
Brigette Oliver Ryalls
Full Text Available For children with moderate or severe cerebral palsy (CP, a foundational early goal is independent sitting. Sitting offers additional opportunities for object exploration, play and social engagement. The achievement of sitting coincides with important milestones in other developmental areas, such as social engagement with others, understanding of spatial relationships, and the use of both hands to explore objects. These milestones are essential skills necessary for play behavior. However, little is known about how sitting and play behavior might be affected by a physical therapy intervention in children with moderate or severe CP. Therefore, our overall purpose in this study was to determine if sitting skill could be advanced in children with moderate to severe CP using a perceptual motor intervention, and if play skills would change significantly as sitting advanced. Thirty children between the ages of 18 months and 6 years who were able to hold prop sitting for at least 10 seconds were recruited for this study. Outcome measures were the sitting subsection of the Gross Motor Function Measure (GMFM, and the Play Assessment of Children with Motor Impairment (PACMI play assessment scale, which is a modified version of the Play in Early Childhood Evaluation System (PIECES. Significant improvements in GMFM sitting scores (p<0.001 and marginally significant improvement in play assessment scores (p=0.067 were found from pre- to post-intervention. Sitting change explained a significant portion of the variance in play change for children over the age of 3 years, who were more severely affected by CP. The results of this study indicate that advances in sitting skill may be a factor in supporting improvements in functional play, along with age and severity of physical impairment.
Ryalls, Brigette O.; Harbourne, Regina; Kelly-Vance, Lisa; Wickstrom, Jordan; Stergiou, Nick; Kyvelidou, Anastasia
For children with moderate or severe cerebral palsy (CP), a foundational early goal is independent sitting. Sitting offers additional opportunities for object exploration, play and social engagement. The achievement of sitting coincides with important milestones in other developmental areas, such as social engagement with others, understanding of spatial relationships, and the use of both hands to explore objects. These milestones are essential skills necessary for play behavior. However, little is known about how sitting and play behavior might be affected by a physical therapy intervention in children with moderate or severe CP. Therefore, our overall purpose in this study was to determine if sitting skill could be advanced in children with moderate to severe CP using a perceptual motor intervention, and if play skills would change significantly as sitting advanced. Thirty children between the ages of 18 months and 6 years who were able to hold prop sitting for at least 10 s were recruited for this study. Outcome measures were the sitting subsection of the Gross Motor Function Measure (GMFM), and the Play Assessment of Children with Motor Impairment play assessment scale, which is a modified version of the Play in Early Childhood Evaluation System. Significant improvements in GMFM sitting scores (p < 0.001) and marginally significant improvement in play assessment scores (p = 0.067) were found from pre- to post-intervention. Sitting change explained a significant portion of the variance in play change for children over the age of 3 years, who were more severely affected by CP. The results of this study indicate that advances in sitting skill may be a factor in supporting improvements in functional play, along with age and severity of physical impairment. PMID:27199868
Tymes, Deborah D; Outlaw, Kerri L; Hamilton, Bernita K
This pilot project evaluated the effectiveness of a life skills training program for elementary-school-aged children for development of social confidence, self-management, and general social and drug resistance skills. The setting was a rural community after-school program. Children participated in 30-min weekly sessions for 8 weeks. Pre- and posttest scores were analyzed to determine effectiveness of the program. Results showed improvements in antismoking and antidrinking attitudes and use of self-management and general social skills, and social confidence in conflict situations. The life skills training intervention serves as a potential supplement to community programs for the prevention of behaviors such as bullying, smoking and drug use among elementary school aged children. PMID:26813051
White, Susan W.; Ollendick, Thomas; Albano, Anne Marie; Oswald, Donald; Johnson, Cynthia; Southam-Gerow, Michael A.; Kim, Inyoung; Scahill, Lawrence
Anxiety is common among adolescents with autism spectrum disorders (ASD) and may amplify the core social disability, thus necessitating combined treatment approaches. This pilot, randomized controlled trial (RCT) evaluated the feasibility and preliminary outcomes of the Multimodal Anxiety and Social Skills Intervention (MASSI) program in a sample of 30 adolescents with ASD and anxiety symptoms of moderate or greater severity. The treatment was acceptable to families, subject adherence was hig...
Lindenboim, Noam; Comtois, Katherine Anne; Linehan, Marsha M.
Dialectical Behavior Therapy (DBT) is an evidence-based practice for borderline personality disorder (BPD) and suicidal behavior that has been replicated with a variety of populations. Patients' practice of behavioral skills taught in the group skills training component of DBT may be partly responsible for the positive treatment outcomes according…
CAI Yumao(蔡于茂); ZENG Xuchun(曾序春); DONG Shifu(董时富)
Acquired Immune Deficiency Syndrome (AIDS) isan infectious disease caused by HIV. It has been epidemic formore than 20 years, but there is no cure of it. Health educationand behavioral interventions are some of the most effectiveapproaches in the control and prevention of AIDS. China isone of the countries with the fastest growing HIVseroprevalence rate, and is facing a widespread epidemic ofAIDS. Currently, high-risk populations such as individualswith multiple sexual partners and intravenous drug users arethe main foci of health education and behavioral interventionsin China. Encouraging results have been observed in manyforms of health education and behavioral intervention. Theapplication of health education and behavioral interventionsmust emerge from scientific evidence, follow a series ofstrategies, be carried out from various perspectives, andrequire the participation of all societal communities.
Devlin, Sarah; Healy, Olive; Leader, Geraldine; Hughes, Brian M.
The objective of the current study was to compare the effects of sensory-integration therapy (SIT) and a behavioral intervention on rates of challenging behavior (including self-injurious behavior) in four children diagnosed with Autism Spectrum Disorder. For each of the participants a functional assessment was conducted to identify the variables…
Moskowitz, Lauren J.; Carr, Edward G.; Durand, V. Mark
Parents and professionals typically report problem behavior as a significant concern for children with fragile X syndrome. In the present study, the authors explored whether behaviorally based interventions would result in a reduction in problem behavior and an improvement in quality of life for 3 children with fragile X syndrome and their…
Walsh, William D.
Develops a theory to integrate the effects of three factors--the relative supply elasticities of skilled and unskilled labor, adjustments in skilled labor hiring standards, and the presence of fixed employment costs for skilled labor--on the response of skill differentials to demand variation. (Editor/LAS)
Green, Cynthia P.
This report summarizes research on interventions intended to improve four key breastfeeding behaviors: early initiation of breastfeeding, feeding of colostrum to newborns, exclusive breastfeeding for the first 0-6 months, and continued breastfeeding through the second year and beyond. It clarifies what is known about improving these practices in…
Kennedy, Roy; Scott, Amanda
The purpose of this study was to investigate the effects of music therapy techniques on the story retelling and speaking skills of English as a Second Language (ESL) middle school students. Thirty-four middle school students of Hispanic heritage, ages 10-12, in high and low-functioning groups participated in the study for 12 weeks. Pretest to posttest data yielded significant differences on the story retelling skills between the experimental and control groups. Chi Square comparisons on English speaking skills also yielded significant results over 3 months of music therapy intervention. A variety of music therapy techniques were used including music and movement, active music listening, group chanting and singing, musical games, rhythmic training, music and sign language, and lyric analysis and rewrite activities as supplemental activities to the ESL goals and objectives. Comparisons of individual subjects' scores indicated that all of the students in the experimental groups scored higher than the control groups on story retelling skills (with the exception of 1 pair of identical scores), regardless of high and low functioning placement. Monthly comparisons of the high and low functioning experimental groups indicated significant improvements in English speaking skills as well. PMID:16411785
Full Text Available Rahim Baghaei,1 Elham Sharifian,1 Aziz Kamran2 1Inpatient Safety Research Center, Nursing and Midwifery School, Urmia University of Medical Sciences, Urmia, 2Public Health Department, Khalkhal Faculty of Medical Sciences, Ardabil University of Medical Sciences, Ardabil, IranBackground: Hand washing is the best strategy to prevent known nosocomial infections but the nurses' hand hygiene is estimated to be poor in Iran.Objective: This study aimed to determine the effectiveness of BASNEF (Behavior, Attitude, Subjective Norms, and Enabling Factors model on hand hygiene adherence education.Methods: This controlled quasi-experimental study was conducted on 70 hemodialysis unit nurses (35 case and 35 control in the health and educational centers of the University of Medical Sciences of Urmia, Iran. To collect the data, a six-part validated and reliable questionnaire was used. The data were analyzed using SPSS version18, using Wilcoxon, Mann–Whitney, chi-square, and Fisher's exact tests. The significance level was considered P<0.05.Results: The mean age was 38.4±8.1 years for the intervention group and 40.2±8.0 years for the control group. There was no significant difference between the two groups for any demographic variables. Also, before the intervention, there was no significant difference between the two groups for any components of the BASNEF model. Post-intervention, the attitude, subjective norms, enabling factors, and intention improved significantly in the intervention group (P<0.001, but hand hygiene behavior did not show any significant change in the intervention group (P=0.16.Conclusion: Despite the improving attitudes and intention, the intervention had no significant effect on hand hygiene behavior among the studied nurses.Keywords: hand hygiene, adherence, education nurse, behavior
Ferguson, Bill R.; Gillis, Jennifer M.; Sevlever, Melina
Impaired social skills represent a fundamental deficit for children with Autism Spectrum Disorders (ASD). Despite the potential importance of "good sportsmanship," this social skill has received relatively little attention in the literature. The current study utilized a Behavioral Skills Training (BST) approach to teach three…
Full Text Available Camilla M McMahon,1 Matthew D Lerner,2,3 Noah Britton41Department of Curriculum and Instruction, Indiana University Bloomington, Bloomington, IN, USA; 2Department of Psychology, University of Virginia, Charlottesville, VA, USA; 3Department of Psychiatry and Behavioral Neuroscience, University of Chicago, Chicago, IL, USA; 4Behavorial Sciences Department, Bunker Hill Community College, Charleston, MA, USAAbstract: In this paper, we synthesize the current literature on group-based social skills interventions (GSSIs for adolescents (ages 10–20 years with higher-functioning autism spectrum disorder and identify key concepts that should be addressed in future research on GSSIs. We consider the research participants, the intervention, the assessment of the intervention, and the research methodology and results to be integral and interconnected components of the GSSI literature, and we review each of these components respectively. Participant characteristics (eg, age, IQ, sex and intervention characteristics (eg, targeted social skills, teaching strategies, duration and intensity vary considerably across GSSIs; future research should evaluate whether participant and intervention characteristics mediate/moderate intervention efficacy. Multiple assessments (eg, parent-report, child-report, social cognitive assessments are used to evaluate the efficacy of GSSIs; future research should be aware of the limitations of current measurement approaches and employ more accurate, sensitive, and comprehensive measurement approaches. Results of GSSIs are largely inconclusive, with few consistent findings across studies (eg, high parent and child satisfaction with the intervention; future research should employ more rigorous methodological standards for evaluating efficacy. A better understanding of these components in the current GSSI literature and a more sophisticated and rigorous analysis of these components in future research will lend clarity to key questions
Preeti Tabitha LOUIS
Full Text Available The present study adopts a randomized experimental design to evaluate the impact of a father-mediated therapy to improve the play skills, affect, language, social skills and behavior among 30 clinically diagnosed autistic children at the age of 3-5 years. Standardized inventories such as, The Play Based Observation (PBO, The Griffiths Mental Developmental Scales (GMDS, The Vineland Social Maturity Scale (VSMS and the Rendel Shorts Questionnaire were administered pre and post intervention. A special program that involved fathers in the caregiving and nurturing processes of these children was designed and implemented for 6 months after which the children were reassessed. Prior to the intervention, deficits in play skills and developmental delays across expressive and receptive language were observed Scores on the Vineland Social Maturity Scale and the Rendel Shorts revealed behavioral markers. Post intervention, we noticed significant differences in the play, language acquisition, social engagement and behavior in the treatment group in comparison to the control group. The results suggested that father-mediated therapeutic involvement significantly has proven to positively foster development in young autistic children and this is an important implication for practitioners in developing early intervention programs.
Malow, Robert M.; Rhonda Rosenberg; Dévieux, Jessy G.
The article reports our intervention work with Alcohol and Other Drug Abusing (AOD) People Living With HIV (PLWH). Present research has involved adapting Cognitive Behavioral Stress Management (CBSM) and other strategies to improve quality of life and health outcomes for PLWH. Historically, CBSM has used relaxation and coping skills training to reduce negative mood and improve coping behaviors. The efficacy of CBSM interventions to improve functioning has been demonstrated in many disease gro...
Ayşegül Şükran Öz
Full Text Available Children who come from low socioeconomic backgrounds and children with learning disabilities are found to be at risk for future failure in mathematics. Even though the mathematics scores increases over time the achievement gap remains between the various ethnic and socioeconomic groups. One way to prevent this failure is to identify the students who are at risk and provide them with effective early intervention. This study reports the results of a pilot early mathematics intervention study focusing on two Turkish families in the US. In this single-subject research, a multiple probe technique was used in order to examine the impact of the SRA DLM Math Pre-K CD-ROM in combination with parent scaffolding on young children’s number sense skills. Two parent-child dyads participated in this study. Two semi-structured interviews were conducted with the parents before and after the intervention. The child participants received 3 Mathematical Curriculum Based Measure (CBM every week to monitor their progress. Building Blocks Assessment was used to identify whether children were able to generalize the number sense skills developed during work sessions in different settings. This measure was administered both before and after the intervention.This study demonstrated that children’s and parents’ use of a software program where they work collaboratively at home resulted in increased number sense skills. These results were interpreted in the context of socio-cultural theory. The parents displayed different strategies during the mathematics work sessions, reflecting their own feelings about mathematics and technology.
Full Text Available Abstract Background Coping with a chronic illness (CI challenges children's psychosocial functioning and wellbeing. Cognitive-behavioral intervention programs that focus on teaching the active use of coping strategies may prevent children with CI from developing psychosocial problems. Involvement of parents in the intervention program may enhance the use of learned coping strategies in daily life, especially on the long-term. The primary aim of the present study is to examine the effectiveness of a cognitive behavioral based group intervention (called 'Op Koers' 1 for children with CI and of a parallel intervention for their parents. A secondary objective is to investigate why and for whom this intervention works, in order to understand the underlying mechanisms of the intervention effect. Methods/design This study is a multicentre randomized controlled trial. Participants are children (8 to 18 years of age with a chronic illness, and their parents, recruited from seven participating hospitals in the Netherlands. Participants are randomly allocated to two intervention groups (the child intervention group and the child intervention combined with a parent program and a wait-list control group. Primary outcomes are child psychosocial functioning, wellbeing and child disease related coping skills. Secondary outcomes are child quality of life, child general coping skills, child self-perception, parental stress, quality of parent-child interaction, and parental perceived vulnerability. Outcomes are evaluated at baseline, after 6 weeks of treatment, and at a 6 and 12-month follow-up period. The analyses will be performed on the basis of an intention-to-treat population. Discussion This study evaluates the effectiveness of a group intervention improving psychosocial functioning in children with CI and their parents. If proven effective, the intervention will be implemented in clinical practice. Strengths and limitations of the study design are discussed
Swank, Jacqueline M.; Huber, Peter
Employment preparation and life skill development are crucial in assisting students identified as having emotional and behavioral disabilities with successfully transitioning to adulthood following high school. This article outlines four initiatives that a school counselor developed with other school personnel to promote work skills, life skills,…
Smith, Shannon L.; Ward, Phillip
Using a multitreatment withdrawal design, this study evaluated the differential effects of publicly posted plus verbal feedback, goal setting plus verbal feedback, and publicly posted feedback, verbal feedback, and goal setting together on the performance of 3 collegiate football players in practice scrimmages. Also assessed was whether the changes in practice behavior generalized to games. The dependent variables were performances on three wide receiver skills. The results show that public p...
Blum, N J; Mauk, J E; McComas, J J; Mace, F C
We investigated the separate and combined effects of a behavioral intervention and methylphenidate (Ritalin) on disruptive behavior and task engagement in 3 children with severe to profound mental retardation. The behavioral intervention involved differential reinforcement of appropriate behavior and guided compliance. All 3 children demonstrated decreased disruptive behavior and improved task engagement in response to the response to the behavioral intervention. Two of the 3 children demonst...
Tyson, M.; Covey, J.; Rosenthal, H. E. S.
Objective: The meta-analysis reported here examined interventions informed by the theory of planned behavior (TPB) or theory of reasoned action (TRA) aimed at reducing heterosexual risk behaviors (prevention of STDs and unwanted pregnancy). Methods: Studies were eligible for inclusion if they were either randomized control trials or quasi-experimental studies that compared the TPB-based intervention against a control group. Search strategy consisted of articles identified in previous reviews,...
Brawley Lawrence R
Full Text Available Abstract Background When examining the prevalence of physical inactivity by gender and age, women over the age of 25 are at an increased risk for sedentary behavior. Childbearing and motherhood have been explored as one possible explanation for this increased risk. Post natal exercise studies to date demonstrate promising physical and psychological outcomes, however few physical activity interventions have been theory-driven and tailored to post natal exercise initiates. The purpose of this study was to compare the effects of a group-mediated cognitive behavioral intervention based upon social-cognitive theory and group dynamics (GMCB to a standard care postnatal exercise program (SE. Method A randomized, two-arm intervention design was used. Fifty-seven post natal women were randomized to one of two conditions: (1 a standard exercise treatment (SE and (2 a standard exercise treatment plus group-mediated cognitive behavioral intervention (GMCB. Participants in both conditions participated in a four-week intensive phase where participants received standard exercise training. In addition, GMCB participants received self-regulatory behavioral skills training via six group-mediated counseling sessions. Following the intensive phase, participants engaged in a four-week home-based phase of self-structured exercise. Measures of physical activity, barrier efficacy, and proximal outcome expectations were administered and data were analyzed using ANCOVA procedures. Results and discussion ANCOVA of change scores for frequency, minutes, and volume of physical activity revealed significant treatment effects over the intensive and home-based phases (p's Conclusion While both exercise programs resulted in improvements to exercise participation, the GMCB intervention produced greater improvement in overall physical activity, barrier efficacy and proximal outcome expectations.
Castillo, Jose M.; March, Amanda L.; Stockslager, Kevin M.; Hines, Constance V.
The "Perceptions of RtI Skills Survey" is a self-report measure that assesses educators' perceptions of their data-based problem-solving skills--a critical element of many Response-to-Intervention (RtI) models. Confirmatory factor analysis (CFA) was used to evaluate the underlying factor structure of this tool. Educators from 68 (n =…
Barnhill, Gena P.; Cook, Katherine Tapscott; Tebbenkamp, Kelly; Myles, Brenda Smith
A study investigated the effectiveness of an 8-week social skills intervention targeting nonverbal communication for eight adolescents with Asperger syndrome. Although minimal nonverbal communication skills development was apparent, some social relationships were developed and the ability of some participants to read the nonverbal communication of…
Kasari, Connie; Dean, Michelle; Kretzmann, Mark; Shih, Wendy; Orlich, Felice; Whitney, Rondalyn; Landa, Rebecca; Lord, Catherine; King, Bryan
Background: Peer relationships improve for children with autism spectrum disorder (ASD) in clinic-based social skills groups but rarely generalize to real world contexts. This study compares child outcomes of two social skills interventions conducted in schools with children in Kindergarten through fifth grade. Method: Children with ASD were…
Sundman-Wheat, Ashley N.
This study examined the effects of a parent-led intervention focused on developing children's early literacy skills within the home setting. The lesson plans contain scripted steps for completing activities to teach letter names and phonological awareness skills. Archival data were analyzed from a study conducted with 26 families from three…
Javarone, Marco Alberto
In several countries, poker games are, probably, the most famous cards games. Although all variants of poker have their own rules, all of them are characterized by the utilization of money to make sense the challenge. Nowadays, in the collective consciousness, some variants of poker are referred as skill games and others as gamble games. The utilization of money plays a fundamental role as it affects the way people play these games. In particular, different psychological behaviors can be observed during a challenge. Just to cite a few, rationality, fear, composure, and even madness, can strongly drive the players' strategy. Under this perspective, a poker table can be considered as a psychology lab, where several human behaviors can be observed. In this work, we develop a preliminary analysis about the role of rationality in poker games, using the variant Texas Hold'em as reference. In particular, we compare the performances of two different kinds of players, i.e., rational players vs irrational players, duri...
Lewis, Matthew W.
Researchers are developing sophisticated games specifically targeted to teach health-related knowledge and skills and to change health-related behaviors. Although these interventions, generally called “serious games,” show promise, there has been limited evaluation of their effectiveness. This article offers a broad “consumer guide” for evaluating such health education interventions. Improving the development and evaluation of healthrelated serious games and educating potential purchasers of ...
Full Text Available Introduction: Autism spectrum disorders (ASD comprise typical or infantile autism (Kanner syndrome, Asperger’s disorder and atypical autism or pervasive developmental disorder - not otherwise specified. The syndrome is characterized by deficits in (1 verbal and nonverbal communication, (2 reciprocal social interaction and (3 repetitive patterns of behaviour, interests and activities. Early behavioural interventions are based on learning theory and behaviour therapy. They take into account specific deficits in perception, emotional reactions, social interaction and communication. In Germany, these comprehensive models are not widely evaluated and implemented. Research questions: * What are the clinical effectiveness and safety of early behavioural or skills-based early interventions in autism compared to other interventions or to treatment as usual? * What are specific factors responsible for the effectiveness? * What are the cost-effectiveness and cost consequences of different early interventions in autism? * Which legal, social and ethical aspects are relevant with regard to the implementation of the respective interventions in persons with autism? Methods: Following a systematic review of the literature, controlled studies on early behavioural or skills-based interventions published since 2000 in English or German with children until the age of twelve are included and critically appraised. Studies must have at least ten participants per intervention group. Results: In total, 15 publications based on 14 studies, eight systematic reviews and one health economic study are included. Most studies evaluate early interventions based upon the Lovaas model (Early intensive behavioural treatment (EIBT, Applied behavioural analysis (ABA. Other evaluate pragmatic interventions or interventions based on other theoretical models like specific parent interventions, responsive education and prelinguistic milieu teaching, joint attention, symbolic play, and
Harris, Kathleen I.
Peer-mediated intervention (PMI), a strategy those working in preschool inclusive environments can use, creates opportunities for peers to assume instructional roles to promote positive social behaviors for children with disabilities. The purpose of the study was threefold: first, to examine peer mediators' use of PMI during baseline and…
Weaver, Cameron C; Leffingwell, Thad R; Lombardi, Nathaniel J; Claborn, Kasey R; Miller, Mary E; Martens, Matthew P
Research on the efficacy of computer-delivered feedback-only interventions (FOIs) for college alcohol misuse has been mixed. Limitations to these FOIs include participant engagement and variation in the use of a moderation skills component. The current investigation sought to address these limitations using a novel computer-delivered FOI, the Drinkers Assessment and Feedback Tool for College Students (DrAFT-CS). Heavy drinking college students (N=176) were randomly assigned to DrAFT-CS, DrAFT-CS plus moderation skills (DrAFT-CS+), moderation skills only (MSO), or assessment only (AO) group, and were assessed at 1-month follow-up (N=157). Participants in the DrAFT-CS and DrAFT-CS+groups reported significantly lower estimated blood alcohol concentrations (eBACs) on typical heaviest drinking day than participants in the AO group. The data also supported the incorporation of a moderation skills component within FOIs, such that participants in DrAFT-CS+group reported significantly fewer drinks per week and drinks per heaviest drinking occasion than participants in the AO group. PMID:24041748
Novik, Natalia N.; Podgórecki, Józef
The urgency of the problem under investigation is determined by the need to help the adolescents with behavioral problems to develop communication skills in the specific bilingual conditions in such regions as the Republic of Tatarstan where education should consider not only the specific skills of verbal behavior but also take into account the…
Skalická, Vera; Stenseng, Frode; Wichstrøm, Lars
Research suggests that the relation between student-teacher conflict and children's externalizing behavior might be reciprocal, and possibly also between student-teacher conflict and children's social skills. Because children with externalizing behavior also tend to display low levels of social skills, we do not know if one or both of these…
This study was carried out to detect the differences in submissive behaviors and communication skills of high school students in terms of sports activities and relationship between communication skills and properties of submissive behavior of high school students who are actively involved in sports activities. In this respect at the study, 728…
Ramdoss, Sathiyaprakash; Lang, Russell; Mulloy, Austin; Franco, Jessica; O'Reilly, Mark; Didden, Robert; Lancioni, Giulio
The purpose of this review is to provide a systematic analysis of studies involving the use of computer-based interventions (CBI) to teach communication skills to children with autism spectrum disorders (ASD). This review evaluates intervention outcomes, appraises the certainty of evidence, and describes software and system requirements for each…
Conner, Julie; Kelly-Vance, Lisa; Ryalls, Brigette; Friehe, Mary
The purpose of this study was to develop an intervention for 2-year-old children to enhance play and language skills. The intervention was implemented over a 4-week period and included components of reading, modeling, and positive reinforcement of language and play. Specifically, children were read a story and played with a matching toy set.…
Ramdoss, S.; Mulloy, A.; Lang, R.; O'Reilly, M.F.; Sigafoos, J.; Lancioni, G.E.; Didden, H.C.M.; El Zein, F.
The purpose of this review is to provide a systematic analysis of studies investigating computer-based interventions (CBI) to improve literacy skills (e.g., reading, writing, and vocabulary) in students with autism spectrum disorders (ASD). This review synthesizes intervention outcomes, appraises th
Diprete, Thomas A; Jennings, Jennifer L
Though many studies have suggested that social and behavioral skills play a central role in gender stratification processes, we know little about the extent to which these skills affect gender gaps in academic achievement. Analyzing data from the Early Child Longitudinal Study-Kindergarten Cohort, we demonstrate that social and behavioral skills have substantively important effects on academic outcomes from kindergarten through fifth grade. Gender differences in the acquisition of these skills, moreover, explain a considerable fraction of the gender gap in academic outcomes during early elementary school. Boys get roughly the same academic return to social and behavioral skills as their female peers, but girls begin school with more advanced social and behavioral skills and their skill advantage grows over time. While part of the effect may reflect an evaluation process that rewards students who better conform to school norms, our results imply that the acquisition of social and behavioral skills enhances learning as well. Our results call for a reconsideration of the family and school-level processes that produce gender gaps in social and behavioral skills and the advantages they confer for academic and later success. PMID:23017693
Haggerty, Kevin P; Fleming, Charles B; Catalano, Richard F; Harachi, Tracy W; Abbott, Robert D
This study evaluated the impact of two targeted family sessions focused on driving issues delivered within the context of the Raising Healthy Children project. The Raising Healthy Children project began in the fall of 1993, drawing students in the 1st or 2nd grades from 10 schools. Schools were assigned to an intervention or control condition, and the school-wide, family- and student-focused preventive intervention to address developmentally salient risk and protective factors was delivered during elementary and middle school. The family driving sessions were administered to families in the intervention condition prior to and after teenagers received their driver's license. The first session consisted of a home visit with families designed to help parents and their children improve decision-making skills concerning driving and to develop clear standards and expectations regarding driving-related behavior. A second session, at the time of licensure, was designed to help parents and teens develop a written contract that stated family expectations, a plan for monitoring compliance with these expectations, and consequences for compliance or non-compliance. Consistent with the study's group-randomized design, intervention effects were assessed with multi-level logistic regression models in which students were grouped by their original school assignment. These models assessed specific effects of the driving sessions by adjusting for control variables measured when students were in 8th grade, prior to the driving sessions. Results indicated that students in the intervention group were more likely than students in the control group to report that they had a written driving contract (p = .003, OR = 4.98), and had participated in making the driving rules in the family (p = .025, OR = 1.70). Further, students in the intervention group reported significantly fewer risky behaviors including driving under the influence of alcohol (p = .021, OR = .45) and driving with someone who
Langberg, Joshua M.; Vaughn, Aaron J.; Williamson, Pamela; Epstein, Jeffery N.; Girio-Herrera, Erin; Becker, Stephen P.
The purpose of the study was to modify, test, and refine the Homework, Organization, and Planning Skills (HOPS) intervention for adolescents with ADHD for use by school mental health (SMH) providers. Ten SMH providers from three school districts implemented the HOPS intervention with 11 middle school students with ADHD. Parent and teacher ratings of materials organization and homework management were collected pre- and post-intervention and treatment fidelity was assessed. SMH providers and t...
Clarke, Greg; Kelleher, Chris; Hornbrook, Matt; DeBar, Lynn; Dickerson, John; Gullion, Christina
This study evaluated an Internet-delivered, cognitive behavioral skills training program versus a treatment-as-usual (TAU) control condition targeting depression symptoms in youth ages 18 to 24. Potential participants were mailed a recruitment brochure; if interested they accessed the study website to complete an online consent and baseline assessment. Intervention participants could access the website at their own pace and at any time. Reminder postcards were mailed periodically to encourage...
Shepard, Stephanie A.; Dickstein, Susan
The purpose of this paper is to highlight the importance of preventive interventions targeting parents when addressing early childhood behavior problems. We briefly review evidence-based parent management training programs (PMT), focusing on one particular program, the Incredible Years Series (IY). Next, we discuss the barriers to embedding evidence-based practice like IY in community contexts, and demonstrate how early childhood mental health consultation can be used to enhance community cap...
E. E. Smith
Full Text Available This article outlines the results of a qualitative study, which investigates the nature of training interventions needed for developing black micro entrepreneurial skills in the informal sector. As this is a qualitative study, an empirical survey was conducted by means of a series of in-depth interviews with ten black micro entrepreneurs. A control group was used to verify the results of the initial sample selected. Four main types of entrepreneurial skills were identified, namely personal, technical, business operations and management skills. A model is developed indicating which training interventions and methods could be used to upgrade black micro entrepreneurial skills. General guidelines are also provided as to how training could be used to facilitate the acquisition of these microentrepreneurial skills.
Full Text Available BACKGROUND: Bipolar disorder (BD is a significant cause of functional, cognitive, and social impairment. However, classic studies of functioning and social skills have not investigated how BD may impact behavior on the Internet. Given that the digital age has been changing the way people communicate, this study aims to investigate the pattern of Internet use in patients with BD. METHODS: This cross-sectional study assessed 30 patients with BD I or II and 30 matched controls. Patients were not in an acute mood episode, according to DSM-IV. A standard protocol examined sociodemographic variables and social behavior on the Internet, assessed by Facebook number of friends (FBN and lifetime estimated number of offline contacts (social network number, SNN. RESULTS: SNN (p<0.001 and FBN (p = 0.036 of patients with BD were significantly lower than those of controls. Also, variables related with Internet use were significantly lower in patients, e.g., close contacts on Facebook (p = 0.021, Internet experience (p = 0.020, and knowledge of terms associated with social networking sites (p = 0.042. Also, patients showed lower rates of the expected pattern of Internet use (based on their age generation, including a poorer knowledge of SNS (p = 0.018 and a lower frequency of Internet use (p = 0.010. DISCUSSION: This study suggests that patients with BD show smaller social networks both in real-world settings and on the Internet. Also, patients tend to use the Internet and social networking sites less frequently and show a poorer knowledge of Internet and social media than healthy controls, below the expected for their generation. These significant differences between patients and controls suggest that the effects of BD on social relationships and functioning extend to electronic media.
Khooshab, Elham; Jahanbin, Iran; Ghadakpour, Soraya; Keshavarzi, Sareh
Background: Vision impairment in children is one of the most severe disabilities that cause stress in parents. Therefore, it seems necessary to establish and conduct interventions for controlling parenting stress and preventing its negative consequences. This study aimed to investigate the effect of life skills training (LST) program on parenting stress of mothers with blind children aged 7 to 12 years. Methods: This study was a non-blinded randomized controlled trial. 52 mothers with blind children studying at Shoorideh Shirazi educational complex, Shiraz, Iran in 2013 were enrolled, using census sampling method. Balanced block randomization method was used to allocate the participants to groups. The intervention group participated in an LST program consisting of 5 two-hour sessions per week for 5 consecutive weeks but the control group didn’t. Data were collected using a demographic questionnaire and Parenting Stress Index; they were completed three times by the participants of both groups before, immediately after, and one month after the intervention. Collected data were analyzed using Chi-square, independent t-test and repeated measures analysis of variances (ANOVA). Results: The LST program could decrease parenting stress in the intervention group mothers (Pmanaging parenting stress in such parents. Trial Registration Number: IRCT201405147531N6 PMID:27382593
Wang, Haoyu; Wu, Jianhuang; Wei, Mingqiang; Ma, Xin
Interventional radiology (IR) is widely used in the treatment of cardiovascular disease. The manipulation of the guidewire and catheter is an essential skill in IR procedure. Computer-based training simulators can provide solutions to overcome many drawbacks of the traditional apprenticeship training during the procedure. In this paper, a physically-based approach to simulating the behavior of the guidewire is presented. Our approach models the guidewire as thin flexible elastic rods with different resolutions which are dynamically adaptive to the curvature of the vessel. More material characteristics of this deformable material are integrated into our discrete model to realistically simulate the behavior of the wire. A force correction strategy is proposed to adjust the elastic force to avoid endless collision detections. Several experimental tests on our simulator are given to demonstrate the effectiveness of our approach. PMID:25467803
Riley, William T.; Rivera, Daniel E.; Atienza, Audie A.; Nilsen, Wendy; Allison, Susannah M; Mermelstein, Robin
Mobile technologies are being used to deliver health behavior interventions. The study aims to determine how health behavior theories are applied to mobile interventions. This is a review of the theoretical basis and interactivity of mobile health behavior interventions. Many of the mobile health behavior interventions reviewed were predominately one way (i.e., mostly data input or informational output), but some have leveraged mobile technologies to provide just-in-time, interactive, and ada...
Antia, Shirin D.; Kreimeyer, Kathryn H.
This study compared effects of either a teacher-mediated social skills intervention or an integrated activities intervention on social interaction among young (ages four to six) children with and without hearing impairments. The social skills intervention successfully increased social interactions among deaf and hard-of-hearing children, but…
Demopoulos, Carly; Hopkins, Joyce; Lewine, Jeffrey D
Although there is an extensive literature on domains of social skill deficits in individuals with Autism Spectrum Disorders (ASD), little research has examined the relation between specific social cognitive skills and complex social behaviors in daily functioning. This was the aim of the present study. Participants were 37 (26 male and 11 female) children and adolescents aged 6-18 years diagnosed with ASD. To determine the amount of variance in parent-rated complex social behavior accounted for by the linear combination of five directly-assessed social cognitive variables (i.e., adult and child facial and vocal affect recognition and social judgment) after controlling for general intellectual ability, a hierarchical regression analysis was performed. The linear combination of variables accounted for 35.4 % of the variance in parent-rated complex social behavior. Vocal affect recognition in adult voices showed the strongest association with complex social behavior in ASD. Results suggest that assessment and training in vocal affective comprehension should be an important component of social skills interventions for individuals with ASD. PMID:26386582
Keeter, Dana; Bucholz, Jessica L.
This study was conducted to examine the effects literacy-based behavioral interventions have on improving the behavior of students with intellectual disability. A second purpose of this study was to determine if literacy-based behavioral interventions could be an effective intervention strategy when used simultaneously with a group of students…
Winstead, Peter C.
Research shows that social skills are a critical component of children’s development and related to children’s academic success. Conversely, problem behaviors are correlated to negative outcomes later in life for children such as lower academic achievement and juvenile and adult criminality. Certain parenting beliefs and behaviors have been found to relate to fewer problem behaviors in children, and an increase in social skills. However, existing research has focused mostly on the parenting b...
Hall, Sharon M.; And Others
Crossed two relapse prevention conditions (skills training-vs-discussion control) with two levels of aversive smoking in volunteer subjects (N=123). Results indicated that relapse-prevention skill training did prevent relapse among cigarette smokers. Lighter smokers were more favorably influenced. (LLL)
Orr, Claudia; Sherony, Bruce; Steinhaus, Carol
Employers continue to report that soft skills are critically important in obtaining employment and achieving long-term career success. Given the challenging job market for college graduates, business school faculty need to provide practical opportunities for students to develop their soft skills in professional settings. A longitudinal study was…
Vermunt, P.W.A.; Milder, I.E.J.; Wielaard, F.; Baan, C.A.; Schelfhout, J.D.M.; Westert, G.P.; van Oers, J.A.M.
Background Despite the favorable effects of behavior change interventions on diabetes risk, lifestyle modification is a complicated process. In this study we therefore investigated opportunities for refining a lifestyle intervention for type 2 diabetes prevention, based on participant perceptions of behavior change progress. Methods A 30 month intervention was performed in Dutch primary care among high-risk individuals (FINDRISC-score ≥ 13) and was compared to usual care. Participant percepti...
Bruhn, Allison L.; McDaniel, Sara C.; Fernando, Josephine; Troughton, Leonard
Students with persistent behavior problems, including those with or at risk for emotional or behavioral disorders, often struggle to be self-regulated learners. To improve self-regulation skills, numerous strategies have been suggested, including goal setting. Whereas goal setting has focused mostly on academic and life skills, behavioral goal…
Lewis, Matthew W.
Researchers are developing sophisticated games specifically targeted to teach health-related knowledge and skills and to change health-related behaviors. Although these interventions, generally called “serious games,” show promise, there has been limited evaluation of their effectiveness. This article offers a broad “consumer guide” for evaluating such health education interventions. Improving the development and evaluation of healthrelated serious games and educating potential purchasers of such products to be knowledgeable, demanding consumers will help move the field of serious games from “looks promising” to determining where such interventions will be effective and where they will not. PMID:19885166
Although phonemic awareness is a well-known factor predicting early reading development, there is also evidence that Rapid Automatized Naming (RAN) is an independent factor that contributes to early reading. The aim of this study is to examine phonemic awareness and RAN as predictors of reading speed, reading comprehension and spelling for children with reading difficulties. It also investigates a possible reciprocal relationship between RAN and reading skills, and the possibility of enhancing RAN by intervention. These issues are addressed by examining longitudinal data from a randomised reading intervention study carried out in Sweden for 9-year-old children with reading difficulties (N = 112). The intervention comprised three main elements: training of phonics, reading comprehension strategies and reading speed. The analysis of the data was carried out using structural equation modelling. The results demonstrated that after controlling for autoregressive effects and non-verbal IQ, RAN predicts reading speed whereas phonemic awareness predicts reading comprehension and spelling. RAN was significantly enhanced by training and a reciprocal relationship between reading speed and RAN was found. These findings contribute to support the view that both phonemic awareness and RAN independently influence early phases of reading, and that both are possible to enhance by training. PMID:24803174
Grau, Lauretta E; Krasnoselskikh, Tatiana V; Shaboltas, Alla V; Skochilov, Roman V; Kozlov, Andrei P; Abdala, Nadia
Cultural adaptation is an important step in the process of implementing health promotion interventions that, having been proven to be effective in one culture, are being applied in another. This study describes the results of a formative investigation to culturally adapt a STI/HIV risk reduction intervention for use in St. Petersburg, Russia. Analyses of data from brief elicitation interviews, focus groups, community experts, and a pilot test of the adapted intervention identified environmental, cognitive-information processing, and affect-motivation factors that needed to be addressed during the adaptation process. The participant/counselor relationship was adapted to reflect a hierarchical (cf. collaborative) relationship in order to accommodate Russian expectations about patient interactions with healthcare experts. Key skills building activities (e.g., identification of personal risk behaviors, role-playing) were approached gradually or indirectly in order to maintain participants' engagement in the intervention, and close-ended questions were added to assist participants in understanding unfamiliar concepts such as "triggers" and self-efficacy. Information about the prevalence of HIV/STI infections and alcohol use included data specific to St. Petersburg to increase the personal relevance of these materials and messages. Intervention components were tailored to participants' risk reduction and informational needs. No gender differences that would have justified adaptation of the intervention approach or content were noted. Examples of specific adaptations and the key issues to attend to when adapting behavioral interventions for use in Russian clinical settings are discussed. PMID:23322231
Eisler, Richard M
That man is a social being is almost axiomatic. Our interpersonal relation ships can be sources of the most rewarding or the most painful of human experiences. To a large measure our accomplishments in life depend on the facility with which we interact with others-our social skill. The acquisition of social skills is, of course, a natural part of the overall socialization process. However, in many instances it becomes necessary or desirable to develop further an individual's social facilities. Such skill development is the topic of this book. Two major goals were kept in mind in the writing of this book. The first was to provide a conceptual framework within which to view social skills. Such a framework allows one to understand why it is important to develop social skills, and the effects that such skill development should have. If the reader has a thorough understanding of the concept of social skills and their development, it becomes possible to make appropriate innovations and adaptions to his or her own...
Gould, Derek A.; Vidal, Franck P; Hughes, Chris; Villard, Pierre-Frederic; Luboz, Vinent; John, Nigel W.; Bello, Fernando; Bulpitt, Andy; Gough, V.; Kessel, David
The aim of this project is to develop Interventional Radiology (IR) simulator models for core skills training. Background.There is a shortage of radiologists trained in performance of IR procedures. Visceral and vascular IR techniques almost universally commence with a needle puncture, usually to a specific target for biopsy, or to introduce wires and catheters for diagnosis or treatment. These skills are learnt in an apprenticeship in simple diagnostic procedures in patients, though there ar...
Joseph, Laurice M.; Alber-Morgan, Sheila; Neef, Nancy
The purpose of this article is to discuss the application of behavior analytic procedures for advancing and evaluating methods for teaching literacy skills in the classroom. Particularly, applied behavior analysis has contributed substantially to examining the relationship between teacher behavior and student literacy performance. Teacher…
Kayser, Krista H.; And Others
A study examined the effects of a behavioral intervention and methylphenidate on inappropriate behavior and sleep disturbance displayed by a 6-year-old boy who had been diagnosed with attention deficit hyperactivity disorder. Results showed the behavior intervention was effective in reducing inappropriate behaviors regardless of the presence or…
MacKay, Donald G.
A theory of practice in high-proficiency skills such as speech production is proposed, involving activation of a hierarchy of nodes in serial order within an output system of behavior. Increased flexibility with practice, response mechanism transfer in skills, motor equivalence, automaticity, and speed-accuracy trade-off are discussed. (Author/CM)
Morgan, Paul L.; Meier, Catherine R.
Young children entering school with poor oral vocabulary skills may be doubly disadvantaged. Their poor oral vocabulary skills will likely impede their attempts to become proficient readers while also possibly increasing the frequency of their problem behaviors. Dialogic reading (DR) is a scientifically validated shared storybook reading…
Engel-Hoek, L. van den; Hulst, K. van; Gerven, M.H.J.C van; Haaften, L. van; Groot, S.A. de
Milestones in the typical development of eating skills are considered to be nippling (breast or bottle), eating from a spoon, drinking from a cup, biting and chewing. The purpose of this research was to study the development and consolidation of oral motor behavior related to the skill assisted spoo
Saunders, Laura; Kurbanoglu, Serap; Boustany, Joumana; Dogan, Guleda; Becker, Peter; Blumer, Eliane; Chowdhury, Sudatta; Dobreva, Milena; Gendina, Natalia; Grgic, Ivana Hebrang; Haddow, Gaby; Koltay, Tibor; Kortelainen, Terttu; Krakowska, Monika; Majid, Shaheen; Mezhova, Marina; Repanovici, Angela; Rudžioniene, Jurgita; Schneider, Rene; Terra, Ana Lucia; Todorova, Tania Y.
Librarians are expected to be expert searchers, and developing information literacy skills to navigate the vast world of information is a focus of most library and information science (LIS) programs. It is important to understand the information literacy and behaviors of LIS students to see if they are employing the skills they will need to assist…
Jacob, Karen L.; Christopher, Michael S.; Neuhaus, Edmund C.
Although several theories exist to describe why patients improve in cognitive-behavioral therapy (CBT), in only a limited number of studies has CBT skill acquisition been examined, particularly among patients with complex clinical profiles. Thus, the overarching aim of this research was to develop a tool to measure patients' use of CBT skills,…
Fava, Leonardo; Vicari, Stefano; Valeri, Giovanni; D'Elia, Lidia; Arima, Serena; Strauss, Kristin
Although, reviews and outcome research supports empirical evidence for Early Intensive Behavior Intervention in pre-scholars, intensive behavioral service provision for school-aged children with autism spectrum disorders (ASD) are less subject to research studies. In order to provide effective behavioral interventions for school-aged children it…
Harrell, Rona L.; Strauss, Felice A.
Components of assertive behavior are described with suggestions for enabling the visually impaired person to develop these skills. The underlying concepts of assertion training are explained along with specific techniques for use in schools or rehabilitative settings. (Author/CL)
Carr, Edward G; Blakeley-Smith, Audrey
There is growing evidence of an association between physical illness and problem behavior in children with developmental disabilities. Such behavior can compromise school performance. Therefore, the purpose of the present study was to evaluate, using a group design, the effectiveness of medical intervention alone (N = 11) versus behavioral plus medical intervention (N = 10) for illness-related problem behavior in a school setting. Following intervention, the behavioral plus medical intervention group showed lower levels of problem behavior and completed more academic tasks than did the medical intervention alone group. The results are discussed with respect to the concept of illness and pain as a setting event for problem behavior. The need for research to develop algorithms that allow one to select the best combination of medical and behavioral interventions for specific illnesses and contexts is noted. PMID:17050770
Jelenc, Lara; Pisapia, John
This article addresses the contribution of strategic thinking skills in explaining individual entrepreneurial behavior in Croatian IT firms. Strategic thinking skills were assessed according to entrepreneurs’ use of systems thinking, reflecting, and reframing. Individual entrepreneurial behavior was measured by their inclination towards risk-taking, innovativeness, and proactiveness. Our study of 136 IT entrepreneurs in Croatia confirmed that entrepreneurs with a more developed use of strateg...
Full Text Available "n "n "nObjective: "nSchool-based interventions (such as life skills training have become the mainstay for prevention of some behavioral problems. This study was conducted to evaluate the efficacy of a social skills training program on a group of students who were in the first grade of high school in an urban area of Tehran, Iran "n "n "nMethod: "nIn a before-after study, a kind of social skill education program named Right Choices" was used for high school female students. The entire students of a class in a high school participated in the study. The students' age ranged from 14-16 years. All of the participants lived in an urban area. Demographic characteristics were recorded in a designed questionnaire and included the name, age, educational level of the students and their parents, and prior history of psychiatric and medical condition. The total problem score and each of the subscale scores of the students before and after the study were calculated and compared. "n "n "nResults: "nThe mean age of the 33 participants in the study whose SDQ answer sheets were completed was equal to 15.15±6.2 years (14 to 17 years. The mean total problem score of the participants in the beginning of the program was equal to 14.3±5. After the program, the students' total problem score and all of the subscale scores improved, however, the differences between pre- and post intervention scores were not statistically significant. "n "n "nConclusion: "nSocial skills training program may impact the problem behaviors of the adolescent girls.
Umino, Ayumi; Dammeyer, Jesper
(planning), helped each other (acting) and evaluated their own performance (self-evaluation). Overall results showed that children’s overall quality of life and self-esteem were significantly higher after intervention compared to before. No changes on metacognitive skills were found; however, evaluating...... girls and boys independently, boys scored significantly higher on evaluation of metacognitive awareness after the intervention compared to before. The importance of supporting student́s prosocial experience and self-evaluation at school are discussed....
Bellows, Laura L.; Davies, Patricia L.; ANDERSON, JENNIFER; Kennedy, Catherine
OBJECTIVES. The level of children’s motor skill proficiency may be an important determinant of their physical activity behaviors. This study assessed the efficacy of an intervention on gross motor skill performance, physical activity, and weight status of preschoolers.
Full Text Available Caregivers of people with autism spectrum disorder (ASD are chronically exposed to high levels of stress.In turn, such stress is associated with high rates of negative health outcomes. However, few studies haveanalyzed the effects of psychotherapeutic interventions in improving health in this population. The mainaim of the present study was to evaluate the effectiveness of a cognitive-behavioral intervention program,based on the model proposed by Ruiz-Robledillo and Moya-Albiol (2014a. For this, we used a sample of 17informal caregivers of people diagnosed with ASD. The study was based on a pre-post design. Caregivershad lower levels of burden immediately after the intervention than at baseline, while both immediatelyafter the intervention and at 1 month of follow-up, they had fewer somatic symptoms, lower levels ofdepression, and better mood states than at baseline. These results provide evidence of the efficacy of thecognitive-behavioral intervention developed for reducing stress and health complaints in chronicallystressed caregivers. Additionally, the program could be useful in early stages of the caring process, toprovide caregivers with effective skills for preventing future health problems. The integration of theprogram in general psychosocial interventions would be highly beneficial for this population.
Fallon, Lindsay M.; Collier-Meek, Melissa A.; Sanetti, Lisa M. H.; Feinberg, Adam B.; Kratochwill, Thomas R.
Behavioral interventions delivered across home and school settings can promote positive outcomes for youth with autism spectrum disorders (ASD). Yet, stakeholders who deliver these interventions may struggle to implement interventions as intended. Low levels of treatment integrity can undermine potentially positive intervention outcomes. One way…
Zhang, Yuan; Flum, Marian; West, Cheryl; Punnett, Laura
The long-term care sector is characterized by high morbidity and employee turnover, along with associated costs. Effective health protection and health promotion are important to improve physical and psychosocial well-being of caregivers. Assessment of organizational readiness for change is an essential precursor to the successful implementation of workplace programs addressing work climate, structure of tasks and relationships, and other issues that may be perceived as challenging by some within the institution. This study qualitatively assessed readiness of five skilled nursing facilities for a participatory occupational health/health promotion intervention. Selection criteria were developed to screen for program feasibility and ability to conduct prospective evaluations, and information was collected from managers and employees (interviews and focus groups). Three centers were selected for the program, and the first year of formative evaluation and intervention experience was then reviewed to evaluate and modify our selection criteria after the fact. Lessons learned include adding assessment of communication and the structure of problem solving to our selection criteria, improving methods to assess management support in a concrete (potentially nonverbal) form, and obtaining a stated financial commitment and resources to enable the team to function. Assessment of organizational readiness for change is challenging, although necessary to implement effective and sustainable health promotion programs in specific organizations. PMID:25715335
Lerman, Dorothea C; Hawkins, Lynn; Hillman, Conrad; Shireman, Molly; Nissen, Melissa A
Adults with autism spectrum disorder (ASD), who were interested in working as behavior technicians for young children with autism, participated in 2 experiments. Participants included 5 adults with Asperger syndrome or pervasive developmental disorder not otherwise specified, 19 to 23 years old, and 11 children with autism, 3 to 7 years old. In Experiment 1, training of the adults focused on the implementation of mand training via incidental teaching. Experiment 2 focused on teaching participants to use discrete-trial training (DTT) with children who exhibited problem behavior. Both experiments showed that behavioral skills training was effective for teaching the adult participants the behavioral procedures needed to teach children with autism. In addition, the children acquired skills as a result of training. Results of Experiment 2 further demonstrated that the DTT skills generalized across untrained targets and children. Social validity ratings suggested that some participants' teaching was indistinguishable from that of individuals without ASD. PMID:25869079
Spirito, A; Russo, D C; Masek, B J
Recent studies have demonstrated that the majority of cystic fibrosis (CF) patients are not at high risk for developing psychological problems. Clinical studies emphasizing the development of adaptive coping mechanisms in these patients have been suggested as a more appropriate line of research. The purpose of the present paper is to describe our experience in teaching various behavioral and stress management strategies to help CF patients. Behavioral counseling, relaxation training, and biofeedback have all been used with these patients to help them manage a number of problems more effectively. The predominant presenting problems have included elevated anxiety levels, sleeping difficulties, pain, and hyperventilation episodes. The typical treatment course with these patients is described and a case example is given to help elucidate the nature of behavioral interventions. Patient satisfaction ratings indicate that most patients view these techniques positively. Clinical observations suggest that the acquisition of behavioral coping skills may enhance the CF patient's perceived control of his/her situation, reduce the level of pain and anxiety, and enhance the quality of life. PMID:6378718
Fishbein, Martin; Ajzen, Icek
Hobbis and Sutton (this issue) suggest that Cognitive Behavior Therapy (CBT) techniques can be used in interventions based on the Theory of Planned Behavior (TPB). Although this suggestion has merit, CBT is only one of many applicable methods for producing belief and behavior change. Moreover, CBT's primary purpose is to help people carry out intended behaviors, not to influence intentions, and that it is more useful in face-to-face than in community-level interventions. Contrary to Hobbis and Sutton's critique, TPB can accommodate core beliefs or fundamental assumptions, but the theory suggests that interventions targeted at such beliefs are less effective than interventions targeted at behavior specific beliefs. PMID:15576497
Tempel, Ashley B.; Wagner, Stephanie M.; McNeil, Cheryl B.
Empirical examination of components of behavioral parent training programs is necessary to inform treatment effectiveness and efficiency; however, comprehensive research on many components is lacking. The current study examined two parenting components utilized in Parent-Child Interaction Therapy by investigating the effects of behavioral…
Umino, Ayumi; Dammeyer, Jesper
(planning), helped each other (acting) and evaluated their own performance (self-evaluation). Overall results showed that children’s overall quality of life and self-esteem were significantly higher after intervention compared to before. No changes on metacognitive skills were found; however, evaluating...
Mandelberg, Josh; Frankel, Fred; Cunningham, Tina; Gorospe, Clarissa; Laugeson, Elizabeth A.
This study aims to evaluate the long-term outcome of Children's Friendship Training, a parent-assisted social skills intervention for children. Prior research has shown Children's Friendship Training to be superior to wait-list control with maintenance of gains at 3-month follow-up. Participants were families of children diagnosed with…
Waugh, Matthew; Harrison, Gina L.
This study examined the efficacy of a brief math intervention using cognitive behaviour instruction (CBI) supplemented by a mnemonic cue system for a 5th grade student with math computation and fluency difficulties. Regrouping operations in addition and subtraction were the targeted skills. Curriculum-based measurements were conducted at the end…
Trovato Guglielmo M
Full Text Available Abstract Health and disease of individuals and of populations are the result of three groups of risk factors: genetics, environment and behavior. Assessment, interventions and tailored changes are possible with integrated approaches more effective if respectful of individuals and different cultures. Assessment tools and integrated interventional strategies are available, but widespread knowledge, skills and competence of well trained individual Medical Doctors still lack. Mediterranean diet is an appropriate reference paradigm because encompasses consistent research background, affordable sustainability, widespread comprehensibility and attractiveness inside a cultural framework of competences and skills in which the Medical Doctors can personally manage the need of prediction (early diagnosis, prevention (intervention on healthy persons and tailored therapy and follow-up for patients. This profile is flexible and adjustable according to specific needs and preferences due to different economic and ethno-cultural milieus. It can enhanced through on-site/e-learning Continuous Medical Education (CME, by training and using friendly and affordable equipments.
Allison, Mary Ghesquiere; Ayllon, Teodoro
A review of the literature indicates that methods of skill acquisition based on the operant paradigm have been scientifically validated with many motor behaviors. However, these procedures have been limited to the use of positive reinforcement for correct performance when applied to the acquisition of complex sports skills in natural settings. To find complementary procedures to enhance skill acquisition, a coaching method involving several behavioral techniques was developed that focused on remediation of errors. This coaching method combined the following components: (1) systematic use of verbal instructions and feedback, (2) positive and negative reinforcement, (3) positive practice, and (4) time out. Three sports, football, gymnastics, and tennis, were selected to determine the effectiveness and generality of this behavioral coaching method. A total of 23 male and female subjects, ranging in age from 11 to 35, was included in this study. Baseline data were first collected for each sport under standard coaching conditions. Next, the behavioral coaching method was evaluated depending on the sport in either a multiple baseline or a reversal design. The behavioral dimensions selected were blocking in football; backward walkovers, front hand springs, and reverse kips in gymnastics; and the forehand, backhand, and serve in tennis. Behavioral coaching was immediately effective in increasing the correct execution of complex skills in all three sports. Gains of up to 10 times the baseline performance were achieved in each sport. In football, behavioral coaching resulted in an increase in correct blocking performance from a baseline average of 5% to 51.3%. Gymnasts' performances increased from baseline averages of 2.7% to 52.6% across the three skills. In tennis, standard coaching produced an average of 6% correct performance which increased dramatically under behavioral coaching to 57% across the three strokes. The success of the behavioral coaching package used here
Weinert, M; Mayer, H; Zojer, E
Specific communication training is currently not integrated into anesthesiology curricula. At the same time communication is an important key factor when working with colleagues, in the physician-patient relationship, during management of emergencies and in avoiding or reducing the legal consequences of adverse medical events. Therefore, focused attention should be brought to this area. In other high risk industries, specific communication training has been standard for a long time and in medicine there is an approach to teach and train these soft skills by simulation. Systematic communication training, however, is rarely an established component of specialist training. It is impossible not to communicate whereby nonverbal indications, such as gestures, mimic expression, posture and tone play an important part. Miscommunication, however, is common and leads to unproductive behavior. The cause of this is not always obvious. This article provides an overview of the communication models of Shannon, Watzlawick et al. and Schulz von Thun et al. and describes their limitations. The "Process Communication Model®" (PCM) is also introduced. An overview is provided with examples of how this tool can be used to look at the communication process from a systematic point of view. People have different psychological needs. Not taking care of these needs will result in individual stress behavior, which can be graded into first, second and third degrees of severity (driver behavior, mask behavior and desperation). These behavior patterns become exposed in predictable sequences. Furthermore, on the basis of this model, successful communication can be established while unproductive behavior that occurs during stress can be dealt with appropriately. Because of the importance of communication in all areas of medical care, opportunities exist to focus research on the influence of targeted communication on patient outcome, complications and management of emergencies. PMID:25519190
Vergidis, Paschalis I; Falagas, Matthew E
Different behavioral interventions have found to be efficacious in reducing high-risk sexual activity. Interventions have been evaluated in both original research and meta-analytic reviews. Most of the studies have shown that interventions are efficacious among different study populations. In adolescents, both in- and out-of-the classroom interventions showed a decrease in the risk of unprotected sex. In African Americans, greater efficacy was found for interventions including peer education. For Latinos, effect was larger in interventions with segmentation in the same gender. Geographic and social isolation are barriers in approaching MSM. For IDUs, interventions provided within a treatment program have an impact on risk reduction above that produced by drug treatment alone. Finally, people diagnosed with HIV tend to reduce their sexual risk behavior. However, adherence to safe sex practices for life can be challenging. Relentless efforts for implementation of behavioral interventions to decrease high-risk behavior are necessary to decrease HIV transmission. PMID:19393911
Connell, Arin M.; Dishion, Thomas J.; Yasui, Miwa; Kavanagh, Kathryn
This study used Complier Average Causal Effect analysis (CACE; see G. Imbens & D. Rubin, 1997) to examine the impact of an adaptive approach to family intervention in the public schools on rates of substance use and antisocial behavior among students ages 11-17. Students were randomly assigned to a family-centered intervention (N = 998) in 6th…
Cappella, Elise; Reinke, Wendy M.; Hoagwood, Kimberly E.
School psychology research focused on child outcomes is critical for understanding which social and behavioral interventions affect children in schools. Yet effective interventions fulfill their promise when they fit their implementation contexts, are implemented well with existing resources, and can be sustained or scaled up to new populations.…
Lipka, Orly; Siegel, Linda S
This study examined the development of literacy skills in children in a district that used a Response to Intervention (RTI) model. The district included children whose first language was English and children who were learning English as a second language (ESL). Tasks measuring phonological awareness, lexical access, and syntactic awareness were administered when the children entered school in kindergarten at age 5. Reading, phonological processing, syntactic awareness, memory, and spelling were administered in grade 7. When the children entered school, significant numbers of them were at risk for literacy difficulties. After systematic instruction and annual monitoring of skills, their reading abilities improved to the extent that only a very small percentage had reading difficulties. The results demonstrated that early identification and intervention and frequent monitoring of basic skills can significantly reduce the incidence of reading problems in both the ESL and language majority children. PMID:21044539
The importance of reading skills to academic achievement, job acquisition and future success is well documented. Most of the research on reading interventions focuses on children in primary schools but many children start secondary school with very poor reading skills and schools require evidence-based interventions to support these children. The…
Fellmeth, Gracia L. T.; Heffernan, Catherine; Nurse, Joanna; Habibula, Shakiba; Sethi, Dinesh
Background: Educational and skills-based interventions are often used to prevent relationship and dating violence among young people. Objectives: To assess the efficacy of educational and skills-based interventions designed to prevent relationship and dating violence in adolescents and young adults. Search Methods: We searched the Cochrane Central…
Ryan, Sarah M.; Boxmeyer, Caroline L.; Lochman, John E.
Although preventive interventions that include both parent and child components produce stronger effects on disruptive behavior than child-only interventions, engaging parents in behavioral parent training is a significant challenge. This study examined the effects of specific risk factors for child disruptive behavior on parent attendance in…
The extraordinary success of behavior-analytic interventions for individuals with autism spectrum disorder (ASD) has fueled the rapid growth of behavior analysis as a profession. One reason for this success is that for many years behavior analysts were virtually alone in conducting programmatic ASD intervention research. However, that era has…
Bonner, Melanie Jean
The present study evaluated the effectiveness of a behavioral family intervention on adherence and metabolic control in insulin dependent diabetic children (IODM). Specifically, assumption of regimen responsibilities between the parent and child were manipulated to facilitate regimen adherence. The intervention delivered was a target-specific behavioral contract extended sequentially across four target behaviors (Le., blood glucose testing, insulin injections, diet, and exercise). Regimen...
Full Text Available This article describes an intervention and enhancement approach to improvement in capstone student’s written, oral and presentation skills as part of their final year research project requirements especially for international students, whose first language is not English. Training in these skills have been incorporated into the early stages of the final year research (capstone project, as an intervention and enhancement program, incorporating a series of intensive seminars and practical applications to provide the students with these capabilities. In this paper, we report on the research question “how does an intensive intervention and enhancement program in an engineering capstone research project effect students’ perceptions and their capabilities in communicating their research findings.” Results of student responses showed statistically significant differences between perceptions of local and international students in categories of intervention and enhancement in a tutorial environment for writing, oral communication and presentations. International students perceived the intervention and enhancement process of greater benefit to their engineering future than local students did. Overall, the results from this work are relevant to both international and local students who may be lacking in specialised reporting and English skills.
Zhang, Kaili Chen
This article concerns social skills interventions for children with emotional/behavioral disorders. Drawing on the author's teaching experience and the findings of research on social skills training in schools, and exploring effective ways to facilitate children's social skill development, the paper describes how social skills interventions can be…
Maria Isabel Santos Pinheiro
Full Text Available This paper describes a Parental Social Skills Program aimed to reduce children behavior problems. The program, lasting 11 weeks, was implemented by means of weekly sequential steps starting with behavior analysis principles for parents to practice a non-coercitive discipline and to learn, models of parental social skills. Parents received weekly home assignments to observe the children's behavior, to establish favorable learning conditions for children to behave in desirable ways (empathy, compliance, independence etc. and to adequately express emotions. Thirty-two mothers and two fathers participated in the program. Self-report questionnaires and open interviews in the pre-and post-intervention phases were used to assess the program's efficacy. Results showed significant reduction in the frequency and severity of disruptive and/or noncompliant behavior, as assessed by the parents. In conclusion, the approach of educational social abilities for parents may contribute positively to the development of non-coercitive disciplinary practices.
Yun-Wu Zhao; Jing-Ya Wu; Heng Wang; Nian-Nian Li; Cheng Bian; Shu-Man Xu; Peng Li
Background:The self-consciousness and practicality of preferentially prescribed essential medicines (EMs) are not high enough in county hospitals.The purposes of this study were to use the information-motivation-behavioral skills (IMB) model to identify the predictors of essential medicines prescribing behavior (EMPB) among doctors and to examine the association between demographic variables,IMB,and EMPB.Methods:A cross-sectional study was carried out to assess predictive relationships among demographic variables and IMB model variables using an anonymous questionnaire administered in nine county hospitals of Anhui province.A structural equation model was constructed for the IMB model to test the instruments using analysis of moment structures 17.0.Results:A total of 732 participants completed the survey.The average age of the participants was 37.7 ± 8.9 years old (range:22-67 years old).The correct rate of information was 90.64％.The average scores of the motivation and behavioral skills were 45.46 ± 7.34 (hundred mark system:75.77) and 19.92 ± 3.44 (hundred mark system:79.68),respectively.Approximately half(50.8％) of respondents reported that the proportion of EM prescription was below 60％.The final revised model indicated a good fit to the data (x2/df=4.146,goodness of fit index =0.948,comparative fit index =0.938,root mean square error of approximation =0.066).More work experience (β =0.153,P ＜ 0.001) and behavioral skills (β =0.449,P ＜ 0.001) predicted more EMPB.Higher income predicted less information (β =-0.197,P ＜ 0.001) and motivation (β =-0.204,P ＜ 0.001).Behavioral skills were positively predicted by information (β =0.135,P ＜ 0.001) and motivation (β =0.742,P ＜ 0.001).Conclusion:The present study predicted some factors of EMPB,and specified the relationships among the model variables.The utilization rate of EM was not high enough.Motivation and behavior skills were crucial factors affecting EMPB.The influence of demographic
Lier, van, Pol; Vuijk, P.J.; Crijnen, A.A.M.
textabstractThe association between the development of antisocial behavior, affiliation with deviant friends, and peer rejection was tested with a preventive intervention; 664 boys and girls were randomly assigned to a universal classroom-based intervention targeting disruptive behavior or a control condition. Peer nominations of antisocial behavior, friends' antisocial behavior, and peer rejection were assessed annually for 4 years. A high, a moderate, and a stable low antisocial behavior tr...
Putnam, Robert F; Handler, Marcie W; Ramirez-Platt, Christina M; Luiselli, James K
We describe a multicomponent intervention to improve bus-riding behavior of students attending an urban public school. The intervention was developed with technical assistance consultation that emphasized collaboration among students, school personnel, and bus drivers. The primary intervention procedures were identifying appropriate behaviors during transportation ("bus rules"), training bus drivers to deliver positive reinforcement, and rewarding student performance through a weekly school-based lottery. Disruptive bus behaviors, as measured by discipline referrals and suspensions, decreased with intervention relative to baseline phases in an ABAB reversal design. These positive results were maintained over the long term, with school personnel assuming responsibility for intervention in the absence of ongoing consultation. PMID:14768676
Scherbarth, Andrew J.
Child maltreatment affects 900 thousand children in the U.S. every year and impacts all areas of daily functioning. Behavioral parent training (BPT) programs have effectively taught parenting & demonstrated externally valid outcomes (i.e., lower recidivism rates). Skill maintenance assessments for BPTs have mixed results. The Behavior Management…
O'Handley, Roderick D.; Radley, Keith C.; Cavell, Hannah J.
The current pilot study investigated the effectiveness of the Superheroes Social Skills program in decreasing disruptive and aggressive behavior of elementary-age students with high-incidence disabilities. Six students in a self-contained classroom, identified as displaying high rates of disruptive and aggressive behavior toward peers, were…
Rivers, Susan E.; Brackett, Marc A.; Omori, Mika; Sickler, Cole; Bertoli, Michelle C.; Salovey, Peter
Involvement in health-endangering behaviors is considered a reflection of college students' psychosocial development; however, not all students participate in these activities. Emotion skills, such as the ability to interpret and manage emotions, may serve as a protective factor against risk-taking behavior among emerging adults. We compared the…
McIntosh, Ruth; Vaughn, Sharon
This study examined the aggressive behaviors of children through peer ratings to teacher ratings of problem behaviors and social skills and peer ratings of friendship. Peer data are valid measures and may be more accurate than teacher or self measures because peers are more likely to be present when aggression occurs. This study examines a peer…
Abel, Nicholas R.; Oliver, Brandie M.; Keller, Thomas J.; McAulay, Andrew; Piatek, Lisa
This study evaluated relationships between a school counselor's implementation of the Student Success Skills (SSS) program with 203 students in grades K-3 and teacher ratings of student competency on five learning behaviors from the ASCA Mindsets & Behaviors for Student Success (American School Counselor Association, 2014). Using a paired…
Rationale and study protocol for the supporting children’s outcomes using rewards, exercise and skills (SCORES group randomized controlled trial: A physical activity and fundamental movement skills intervention for primary schools in low-income communities
Lubans David R
Full Text Available Abstract Background Many Australian children are insufficiently active to accrue health benefits and physical activity (PA levels are consistently lower among youth of low socio-economic position. PA levels decline dramatically during adolescence and evidence suggests that competency in a range of fundamental movement skills (FMS may serve as a protective factor against this trend. Methods/design The Supporting Children’s Outcomes Using Rewards Exercise and Skills (SCORES intervention is a multi-component PA and FMS intervention for primary schools in low-income communities, which will be evaluated using a group randomized controlled trial. The socio-ecological model provided a framework for the 12-month intervention, which includes the following components: teacher professional learning, student leadership workshops (including leadership accreditation and rewards, e.g., stickers, water bottles, PA policy review, PA equipment packs, parental engagement via newsletters, FMS homework and a parent evening, and community partnerships with local sporting organizations. Outcomes will be assessed at baseline, 6- and 12-months. The primary outcomes are PA (accelerometers, FMS (Test of Gross Motor Development II and cardiorespiratory fitness (multi-stage fitness test. Secondary outcomes include body mass index [using weight (kg/height (m2], perceived competence, physical self-esteem, and resilience. Individual and environmental mediators of behavior change (e.g. social support and enjoyment will also be assessed. The System for Observing Fitness Instruction Time will be used to assess the impact of the intervention on PA within physical education lessons. Statistical analyses will follow intention-to-treat principles and hypothesized mediators of PA behavior change will be explored. Discussion SCORES is an innovative primary school-based PA and FMS intervention designed to support students attending schools in low-income communities to be more skilled
Reichow, Brian; Volkmar, Fred R.
This paper presents a best evidence synthesis of interventions to increase social behavior for individuals with autism. Sixty-six studies published in peer-reviewed journals between 2001 and July 2008 with 513 participants were included. The results are presented by the age of the individual receiving intervention and by delivery agent of…
Donna M. Kazemi
Conclusions: Intervention programs to reduce drinking by college students need to address developmental dynamics of freshmen students, including gender, psychosocial factors, personality, and lifestyle health-promoting behaviors.
Liao, Li-Ling; Lai, I-Ju; Chang, Li-Chun; Lee, Chia-Kuei
Unhealthy food advertising is an important contributor to childhood obesity. The purpose of this pilot study was to evaluate the impact of a food advertising literacy program that incorporated components of health-promoting media literacy education on fifth-grade children. Participants were 140 fifth-graders (10 and 11 years old) from one school who were randomly divided into three groups. Experimental Group A received a food advertising literacy program, experimental Group B received a comparable knowledge-based nutrition education program and the control group did not receive any nutrition education. Repeated measures analysis of variance and multivariate analysis of covariance were used to test mean changes between pretest, posttest and follow-up on participants' nutritional knowledge, food advertising literacy and food purchasing behavior. Results showed that, as compared with Group B and the control groups, Group A showed higher nutritional knowledge, food advertising literacy and food purchasing behavior at post-intervention, but had no significant improvements in nutritional knowledge and food purchasing behavior at the 1-month follow-up. Although some improvements were observed, future studies should consider a long-term, settings-based approach that is closely connected with children's daily lives, as this might be helpful to solidify children's skills in recognizing, evaluating and understanding unhealthy food advertising. PMID:27177778
Background Children are 5 times more likely to be overweight at the age of 12 years if they are overweight during the preschool period. Objective The purpose of this study was to establish the feasibility, acceptability, and preliminary effects of a cognitive behavioral intervention (TEXT2COPE) synergized with tailored mobile technology (mHealth) on the healthy lifestyle behaviors of parents of overweight and obese preschoolers delivered in a primary care setting. Methods Fifteen preschooler-parent dyads recruited through primary care clinics completed a manualized 7-week cognitive behavioral skills building intervention. Beck’s Cognitive Theory guided the TEXT2COPE intervention content and Fogg’s Behavior Model guided the implementation. The intervention employed a combination of face-to-face clinic visits and ecological momentary interventions using text messaging (short message service, SMS). To enhance the intervention’s relevance to the family’s needs, parents dictated the wording of the text messages and also were able to adapt the frequency and timing of delivery throughout program implementation. Results Self-reported findings indicate that the program is feasible and acceptable in this population. The intervention showed preliminary effects with significant improvements on parental knowledge about nutrition (P=.001) and physical activity (P=.012) for their children, parental beliefs (P=.001) toward healthy lifestyles, and parental behaviors (P=.040) toward engaging in healthy lifestyle choices for their children. Effect sizes were medium to large for all variables. The timing, frequency, and wording of the text messages were tailored to the individual families, with 69% of parents (9/13) increasing the frequency of the tailored SMS from being sent once weekly to as many as 5 times a week. Conclusions Utilizing a cognitive behavioral skills intervention with SMS has great potential for supporting clinical care of overweight and obese preschool
Bäker, Agnes; Güth, Werner; Pull, Kerstin; Stadler, Manfred
Innovative behavior is mostly studied theoretically, e.g., in models of patent races, and empirically, e.g., by using R&D or patent data. This research, however, is only poorly informed about the psychological tradition of creativity research. Our study is an attempt to experimentally collect behavioral data revealing in how far creativity, analytical skills, personality traits and innovation game behavior in the lab are interrelated. With the help of a within-subject design we find that part...
Miltenberger, R G; Fuqua, R W
Two procedures were used to teach behavioral assessment interviewing skills: a training manual and one-to-one instruction that included modeling, rehearsal, and feedback. Two graduate students and two advanced undergraduates were trained with each procedure. Interviewing skills were recorded in simulated assessment interviews conducted by each student across baseline and treatment conditions. Each training procedure was evaluated in a multiple baseline across students design. The results show...
Full Text Available Objective – To evaluate the impact of an educational intervention workshop on students’ information literacy (IL skills and self-perception of their own IL knowledge. Design – Quasi-experimental design with control groups and semi-structured interviews. Setting – Two community colleges in the United States of America, one in a rural setting and one in an urban setting. Subjects – Ninety-two students enrolled in an entry-level English course, who scored below proficiency (65% on the Information Literacy Test (ILT. Methods – One hundred students from each college took the pre-session ILT and an IL self assessment survey at the beginning of the Spring 2011 semester. The ILT used was developed and validated by James Madison University (Wise, Cameron, Yang, & Davis, n.d. and measures understanding of all the Association of College and Research Libraries (ACRL Information Literacy Competency Standards (ACRL, 2000, pp. 2-3 except Standard 4. For motivation, students each received $20 for their efforts and were told those who scored in the top 15% would enter a draw to win one of two additional prizes of $50. Those who scored below the ILT proficiency level of 65% were invited to participate in the quasi-experiment.
De Giacomo, Andrea; Craig, Francesco; Terenzio, Vanessa; Coppola, Annamaria; Campa, Maria Gloria; Passeri, Gianfranco
Aggressive behavior is a common problem among children with autism spectrum disorder (ASD) and could negatively affect family functioning and school and social competence. The aim of the present study was to investigate the relationship between aggressive behavior, such as self-aggression and other-aggression, with verbal communication ability and IQ level in children with ASD. The sample examined in this study included 88 children with a diagnosis of ASD. For the purposes of our study, much ...
To maintain and improve the efficiency and safety of operations in numerous industries, it is necessary to develop programs that enhance teamwork. This can be achieved through empirical investigations that identify influential factors contributing to teamwork. This study focused on technical skill proficiency and leadership as influential factors and examined the relationships among these factors and teamwork behaviors. A series of measurements was performed on 54 operations teams with the cooperation of the training center of thermal power plants. Teamwork behaviors in training under simulated abnormal conditions were evaluated through instructors' observation using a behavior checklist. Technical skill proficiency was measured by conducting a brief survey on instructors. Leadership was measured on the basis of followers' responses on questionnaire scales. Based on the scores of technical skill proficiency and leadership, hierarchical cluster analysis revealed three types of teams: (a) F-type - the technical skills of followers are superior to those of leaders; (b) LF-type - both leaders and followers are proficient in technical skills; and (c) L-type - the technical skills of leaders are superior to those of followers. ANOVAs were conducted to examine differences in teamwork behavior for the three types of teams. The main results revealed that LF-type teams actively engaged in information gathering and that leaders played a central role in these activities. In addition, the followers of F-type teams freely exchanged their ideas and opinions regarding problems and actively discussed how to solve them. These findings suggest that teamwork behaviors can vary depending on technical skill proficiency and leadership in teams. Future research is needed to identify additional factors affecting teamwork that are not measured in this study. (author)
Smith, Stephen W; Daunic, Ann P; Barber, Brian R; Aydin, Burak; Van Loan, Christopher L; Taylor, Gregory G
Efficient and effective social-emotional learning programs increase the likelihood of success in school for all students, and particularly for those who may develop emotional or behavior problems. In this study, we followed a sub-sample of students 1 year after their participation in a randomized controlled trial of the effects of the Tools for Getting Along (TFGA) curriculum. TFGA is a universally delivered, preventive cognitive-behavioral curricular intervention designed to improve upper elementary school students' emotional and behavioral self-regulation. To determine effects at 1-year follow-up, we assessed 720 out of the 1,296 original students across TFGA and control conditions on measures of curricular knowledge, teacher-rated executive function and behavior, and student-reported anger and social problem solving. Findings indicated a continued positive effect on curricular knowledge for students taught TFGA relative to controls. We also found significant pretest by condition interaction effects on teacher reports of skills associated with executive function, including inhibitory control and shift (cognitive flexibility), and on teacher reported internalizing and externalizing behavior. Specifically, students with poorer scores on these measures at pretest benefited from TFGA at follow-up relative to comparable students in the control condition. Finally, we found marginally significant pretest by condition interaction effects on proactive aggression, outward expressions of anger, and the executive function related skills of initiating activities and using working memory. Counter to expectations, we found negative TFGA effects on student-reported trait anger and anger control. PMID:25062801
Nix, Robert L; Bierman, Karen L; Domitrovich, Celene E; Gill, Sukhdeep
This study examined processes of change associated with the positive preschool and kindergarten outcomes of children who received the Head Start REDI intervention, compared to "usual practice" Head Start. In a large-scale randomized-controlled trial (N = 356 children, 42% African American or Latino, all from low-income families), this study tests the logic model that improving preschool social-emotional skills (e.g., emotion understanding, social problem solving, and positive social behavior) as well as language/emergent literacy skills will promote cross-domain academic and behavioral adjustment after children transition into kindergarten. Validating this logic model, the present study finds that intervention effects on three important kindergarten outcomes (e.g., reading achievement, learning engagement, and positive social behavior) were mediated by preschool gains in the proximal social-emotional and language/emergent literacy skills targeted by the REDI intervention. Importantly, preschool gains in social-emotional skills made unique contributions to kindergarten outcomes in reading achievement and learning engagement, even after accounting for the concurrent preschool gains in vocabulary and emergent literacy skills. These findings highlight the importance of fostering at-risk children's social-emotional skills during preschool as a means of promoting school readiness. The REDI (Research-Based, Developmentally-Informed) enrichment intervention was designed to complement and strengthen the impact of existing Head Start programs in the dual domains of language/emergent literacy skills and social-emotional competencies. REDI was one of several projects funded by the Interagency School Readiness Consortium, a partnership of four federal agencies (the National Institute of Child Health and Human Development, the Administration for Children and Families, the Assistant Secretary for Planning and Evaluation in the Department of Health and Human Services, and the
Docking, Kimberley; Munro, Natalie; Cordier, Reinie; Ellis, Prudence
Communication and play skills are important aspects of development yet are largely uncharted in children with attention deficit hyperactivity disorder (ADHD). This exploratory study examined whether changes in pragmatic skills and problem-solving skills were observed in children with ADHD pre- and post-participation in a play-based intervention…
Parenting interventions are a promising strategy to prevent antisocial behavior in society. Evidence accumulates that parenting interventions can reduce disruptive child behavior, and insight rapidly increases into which families they benefit most. At the same time, however, several high risk popula
Witkiewitz, Katie; Donovan, Dennis M.; Hartzler, Bryan
Objective: Many trials have demonstrated the effectiveness of cognitive behavioral interventions for alcohol dependence, yet few studies have examined why particular treatments are effective. This study was designed to evaluate whether drink refusal training was an effective component of a combined behavioral intervention (CBI) and whether change…
Alexandra Martini de Oliveira; Marcia Radanovic; Patrícia Cotting Homem de Mello; Patrícia Cardoso Buchain; Adriana Dias Barbosa Vizzotto; Celestino, Diego L.; Florindo Stella; Piersol, Catherine V.; Orestes V. Forlenza
Introduction. Behavioral and psychological symptoms of dementia (BPSD) are defined as a group of symptoms of disturbed perceptive thought content, mood, or behavior that include agitation, depression, apathy, repetitive questioning, psychosis, aggression, sleep problems, and wandering. Care of patients with BPSD involves pharmacological and nonpharmacological interventions. We reviewed studies of nonpharmacological interventions published in the last 10 years. Methods. We performed a systemat...
Hansen, Blake D.; Wills, Howard P.; Kamps, Debra M.; Greenwood, Charles R.
Children with emotional and behavioral disorders (E/BD) struggle to achieve social and academic outcomes. Many studies have demonstrated self-management interventions to be effective at reducing problem behavior and increasing positive social and academic behaviors. Functional behavior assessment (FBA) information may be used in designing…
Putnam, Robert F; Handler, Marcie W; Ramirez-Platt, Christina M; Luiselli, James K
We describe a multicomponent intervention to improve bus-riding behavior of students attending an urban public school. The intervention was developed with technical assistance consultation that emphasized collaboration among students, school personnel, and bus drivers. The primary intervention procedures were identifying appropriate behaviors during transportation ("bus rules"), training bus drivers to deliver positive reinforcement, and rewarding student performance through a weekly school-b...
Texeira, Pedro J; Carraça, Eliana V; Marques, Marta M; Rutter, Harry; Oppert, Jean-Michel; De Bourdeaudhuij, Ilse; Lakerveld, Jeroen; Brug, Johannes
Background Relapse is high in lifestyle obesity interventions involving behavior and weight change. Identifying mediators of successful outcomes in these interventions is critical to improve effectiveness and to guide approaches to obesity treatment, including resource allocation. This article reviews the most consistent self-regulation mediators of medium- and long-term weight control, physical activity, and dietary intake in clinical and community behavior change interventions targeting ove...
Vaughn, B J; Clarke, S.; Dunlap, G
Functional assessments and assessment-based interventions were conducted with a boy with disabilities and severe problem behavior in the context of two family routines: using the bathroom in the family home and dining in a fast-food restaurant. A multiple baseline design demonstrated the effectiveness of the intervention package as implemented by the boy's mother in the two routines. The results provide a systematic replication and extension of behavior-analytic interventions in natural famil...
Pellecchia, Melanie; Connell, James E; Kerns, Connor M; Xie, Ming; Marcus, Steven C; Mandell, David S
This study examined the extent to which clinical and demographic characteristics predicted outcome for children with autism spectrum disorder. Participants included 152 students with autism spectrum disorder in 53 kindergarten-through-second-grade autism support classrooms in a large urban public school district. Associations between child characteristics (including age, language ability, autism severity, social skills, adaptive behavior, co-occurring psychological symptoms, and restrictive and repetitive behavior) and outcome, as measured by changes in cognitive ability following one academic year of an intervention standardized across the sample were evaluated using linear regression with random effects for classroom. While several scales and subscales had statistically significant bivariate associations with outcome, in adjusted analysis, only age and the presence of symptoms associated with social anxiety, such as social avoidance and social fearfulness, as measured through the Child Symptom Inventory-4, were associated with differences in outcome. The findings regarding the role of social anxiety are new and have important implications for treatment. Disentangling the construct of social anxiety to differentiate between social fearfulness and social motivation has important implications for shifting the focus of early treatment for children with autism spectrum disorder. PMID:25911092
Sprangers, Suzan; Dijkstra, Katinka; Romijn-Luijten, Anna
Effective communication by nursing home staff is related to a higher quality of life and a decrease in verbal and physical aggression and depression in nursing home residents. Several communication intervention studies have been conducted to improve communication between nursing home staff and nursing home residents with dementia. These studies have shown that communication skills training can improve nursing aides’ communication with nursing home residents. However, these studies tended to b...
Jones, Steven,; Calam, Rachel; Sanders, Matthew; Diggle, Peter J; Dempsey, Robert; Sadhnani, Vaneeta
Background: Children of bipolar parents are at elevated risk for psychiatric disorders including bipolar disorder. Helping bipolar parents to optimize parenting skills may improve their children's mental health outcomes. Clear evidence exists for benefits of behavioural parenting programmes, including those for depressed mothers. However, no studies have explored web-based self-directed parenting interventions for bipolar parents. Aims: The aim of this research was to conduct a pilot study of...
Olson, Christine M
e- and m-Health communication technologies are now common approaches to improving population health. The efficacy of behavioral nutrition interventions using e-health technologies to decrease fat intake and increase fruit and vegetable intake was demonstrated in studies conducted from 2005 to 2009, with approximately 75% of trials showing positive effects. By 2010, an increasing number of behavioral nutrition interventions were focusing on body weight. The early emphasis on interventions that were highly computer tailored shifted to personalized electronic interventions that included weight and behavioral self-monitoring as key features. More diverse target audiences began to participate, and mobile components were added to interventions. Little progress has been made on using objective measures rather than self-reported measures of dietary behavior. A challenge for nutritionists is to link with the private sector in the design, use, and evaluation of the many electronic devices that are now available in the marketplace for nutrition monitoring and behavioral change. PMID:27022772
The potential advantages of using the Internet to deliver self-care and behavior-change programs are well recognized. An aging population combined with the increasing prevalence of long-term conditions and more effective medical interventions place financial strain on all health care systems. Web-based interventions have the potential to combine the tailored approach of face-to-face interventions with the scalability of public health interventions that have low marginal costs per additional u...
Rivard, Melina; Forget, Jacques
The scope of this study was direct observation of verbal behaviors of 14 children with autism spectrum disorders at the onset of an early behavioral intervention (EBI) program delivered in a public services agency. Objectives were to (1) describe frequencies of vocal, verbal, and listener behaviors; (2) evaluate the relationship between the…
Vass, E.; Schiller, D.; Nappi, A. J.
The main purpose of this study was to test the effect of instruction to improve the reasoning skills of undergraduates majoring in the field of education. The results of this investigation demonstrate the lack of proficiency in formal reasoning by undergraduate education majors in the areas of proportional, probabilistic, and correlational reasoning. However, after receiving three specifically planned interventions, students in the experimental group showed improvement in all three areas of reasoning (p 0.05). Also, it was noted that students with science and/or math in their backgrounds performed significantly (p 0.05) better in all three areas of reasoning on both pre- and post-tests than did students with no science or math in their backgrounds. This study is among the first to show that background knowledge obtained from college level science and math courses correlates with better reasoning skills. Data from this study also demonstrated that interventions focusing on probability and proportionality improved the correlational reasoning skills of students. The results of this investigation indicate that deficiencies in reasoning abilities in the areas of proportionality, probability, and correlational reasoning can be successfully addressed even with limited classroom intervention.
Milazzo, Nicolas; Farrow, Damian; Fournier, Jean F
This study investigated the effect of a 12-session, implicit perceptual-motor training program on decision-making skills and visual search behavior of highly skilled junior female karate fighters (M age = 15.7 years, SD = 1.2). Eighteen participants were required to make (physical or verbal) reaction decisions to various attacks within different fighting scenarios. Fighters' performance and eye movements were assessed before and after the intervention, and during acquisition through the use of video-based and on-mat decision-making tests. The video-based test revealed that following training, only the implicit perceptual-motor group (n = 6) improved their decision-making accuracy significantly compared to a matched motor training (placebo, n = 6) group and a control group (n = 6). Further, the implicit training group significantly changed their visual search behavior by focusing on fewer locations for longer durations. In addition, the session-by-session analysis showed no significant improvement in decision accuracy between training session 1 and all the other sessions, except the last one. Coaches should devote more practice time to implicit learning approaches during perceptual-motor training program to achieve significant decision-making improvements and more efficient visual search strategy with elite athletes. PMID:27371637
Full Text Available Abstract Background The diets, physical activity and sedentary behavior levels of both children and adults in Australia are suboptimal. The family environment, as the first ecological niche of children, exerts an important influence on the onset of children’s habits. Parent modeling is one part of this environment and a logical focus for child obesity prevention initiatives. The focus on parent’s own behaviors provides a potential opportunity to decrease obesity risk behaviors in parents as well. Objective To assess the effect of a parent-focused early childhood obesity prevention intervention on first-time mothers’ diets, physical activity and TV viewing time. Methods The Melbourne InFANT Program is a cluster-randomized controlled trial which involved 542 mothers over their newborn’s first 18 months of life. The intervention focused on parenting skills and strategies, including parental modeling, and aimed to promote development of healthy child and parent behaviors from birth, including healthy diet, increased physical activity and reduced TV viewing time. Data regarding mothers’ diet (food frequency questionnaire, physical activity and TV viewing times (self-reported questionnaire were collected using validated tools at both baseline and post-intervention. Four dietary patterns were derived at baseline using principal components analyses including frequencies of 55 food groups. Analysis of covariance was used to measure the impact of the intervention. Results The scores of both the "High-energy snack and processed foods" and the "High-fat foods" dietary patterns decreased more in the intervention group: -0.22 (−0.42;-0.02 and −0.25 (−0.50;-0.01, respectively. No other significant intervention vs. control effects were observed regarding total physical activity, TV viewing time, and the two other dietary patterns, i.e. “Fruits and vegetables” and “Cereals and sweet foods”. Conclusions These findings suggest that
Schiltz, Holly Kristine
' modeled visualization artifacts had on students. No patterns emerged from the passive observation of visualization artifacts in lecture or recitation, but the need to elicit visual information from students was made clear. Deconstruction proved to be a valuable method for instruction and assessment of visual information. Three strategies for using deconstruction in teaching were distilled from the lessons and observations of the student focus groups: begin with observations of what is given in an image and what it's composed of, identify the relationships between components to find additional operations in different environments about the molecule, and deconstructing steps of challenging questions can reveal mistakes. An intervention was developed to teach students to use deconstruction and verbalization to analyze complex visualization tasks and employ the principles of the theoretical framework. The activities were scaffolded to introduce increasingly challenging concepts to students, but also support them as they learned visually demanding chemistry concepts. Several themes were observed in the analysis of the visualization activities. Students used deconstruction by documenting which parts of the images were useful for interpretation of the visual. Students identified valid patterns and rules within the images, which signified understanding of arrangement of information presented in the representation. Successful strategy communication was identified when students documented personal strategies that allowed them to complete the activity tasks. Finally, students demonstrated the ability to extend symmetry skills to advanced applications they had not previously seen. This work shows how the use of deconstruction and verbalization may have a great impact on how students master difficult topics and combined, they offer students a powerful strategy to approach visually demanding chemistry problems and to the instructor a unique insight to mentally constructed strategies.
Reisner, Sari L; Hughto, Jaclyn M White; Pardee, Dana J; Kuhns, Lisa; Garofalo, Rob; Mimiaga, Matthew J
Young adult transgender men who have sex with men (TMSM) engage in sexual behaviors that place them at risk of sexually transmitted infections (STIs) including HIV. To date, no HIV and STI prevention interventions have been developed specifically for young adult TMSM. To address this gap, the current study aimed to (1) adapt a small group-based behavioral HIV prevention intervention designed for young transgender women ("LifeSkills") to address the unique HIV and STI prevention needs of young TMSM ages 18-29 years and (2) conduct a pilot evaluation of the intervention ("LifeSkills for Men"; LS4M). LS4M was carried out in an iterative approach with community input along the way, which allowed for refinement of the intervention manual and enhanced participant acceptability. A LS4M Task Force was convened to guide intervention development/adaptation and study implementation. Initially, focus groups were conducted to examine the sexual health needs, concerns, and stressors facing young TMSM (n = 12; mean age = 23.8 years; 16.7% people of color). Next, LS4M was pilot tested (n = 17; mean age = 24.3 years; 23.5% people of color) to assess acceptability with the study population and feasibility of all study procedures. Overall attendance, participation rates, and positive feedback from participants demonstrate that LS4M is highly acceptable and feasible to carry out with young TMSM. Trends in outcome measures across 4 months of follow-up suggest that participation in the intervention may improve mental health, reduce internalized stigma, and reduce HIV- and STI-related risk behaviors. Further testing of the intervention enrolling young TMSM with recent sexual risk behavior at baseline and with a control group is warranted. Lessons learned for future work with young TMSM are discussed. PMID:26753882
Guided by Stodden et al's conceptual model, the main purpose of the study was to examine the relation between fundamental motor skills (FMS; locomotor and objective control skills), different intensity levels of physical activity (light PA [LPA], moderate-to-vigorous PA [MVPA], and vigorous PA[VPA]), and sedentary behavior (SB) in socioeconomically disadvantaged kindergarteners. A prospective design was used in this study and the data were collected across the 2013-2014 academic school year. Participants were 256 (129 boys; 127 girls; Mage = 5.37, SD = 0.48) kindergarteners recruited from three public schools in the southern United States. Results found that FMS were significantly related to LPA, MVPA, VPA, and SB. Regression analyses indicate that locomotor skills explained significant variance for LPA (6.4%; p result in participating in more varied physical activities, thus leading to lower risk of obesity-related behaviors. PMID:26691744
Seiverling, Laura; Williams, Keith; Sturmey, Peter; Hart, Sadie
We used behavioral skills training to teach parents of 3 children with autism spectrum disorder and food selectivity to conduct a home-based treatment package that consisted of taste exposure, escape extinction, and fading. Parent performance following training improved during both taste sessions and probe meals and was reflected in increases in children's acceptance of bites and decreases in their disruptive behavior. Parents also reported that increases in diet variety were maintained at fo...
Soto-Icaza, Patricia; Aboitiz, Francisco; Billeke, Pablo
Social skills refer to a wide group of abilities that allow us to interact and communicate with others. Children learn how to solve social situations by predicting and understanding other's behaviors. The way in which humans learn to interact successfully with others encompasses a complex interaction between neural, behavioral, and environmental elements. These have a role in the accomplishment of positive developmental outcomes, including peer acceptance, academic achievement, and mental hea...
Patricia eSoto-Icaza; Francisco eAboitiz; Pablo eBilleke
Social skills refer to a wide group of abilities that allow us to interact and communicate with others. Children learn how to solve social situations by predicting and understanding other’s behaviors. The way in which humans learn to interact successfully with others encompasses a complex interaction between neural, behavioral and environmental elements. These have a role in the accomplishment of positive developmental outcomes, including peer acceptance, academic achievement, and mental heal...
Amanda M. George
Full Text Available Physical literacy is the degree of fitness, behaviors, knowledge, and fundamental movement skills (agility, balance, and coordination a child has to confidently participate in physical activity. Active video games (AVG, like the Nintendo Wii, have emerged as alternatives to traditional physical activity by providing a non-threatening environment to develop physical literacy. This study examined the impact of AVGs on children’s (age 6–12, N = 15 physical literacy. For six weeks children played one of four pre-selected AVGs (minimum 20 min, twice per week. Pre and post measures of motivation, enjoyment, and physical literacy were completed. Results indicated a near significant improvement in aiming and catching (p = 0.06. Manual dexterity significantly improved in males (p = 0.001, and females felt significantly less pressured to engage in PA (p = 0.008. Overall, there appears to be some positive impact of an AVG intervention on components of physical literacy.
Sharon A. Gutman PhD, OTR, FAOTA
Full Text Available The purpose of this pilot study was to collect pilot data evaluating whether a motor-based role-play intervention using a canine animal assistant can enhance social skill use in two adolescents with HFA. A single subject ABA design across two participants was used. The intervention consisted of four 1-hour sessions over 4 weeks. The quality of social interaction was measured by the Evaluation of Social Interaction (ESIadministered at baseline and the 3-month probe. Frequency of targeted social skill use was measured duringbaseline, intervention, and probe phases. Participant 1 experienced statistically significant increases in both ESI scores (p = .012, t = -5.488 from baseline to the 3-month probe. Participant 2 also experienced a statistically significant increase in ESI scores from baseline to probe (p = .002, t = -10.167, but he was unable to fully maintain these gains at the 3-month probe. This pilot study’s findings suggest that the intervention produced positive effects in both participants and warrant further investigation.
Broekhuizen, Martine L.; Mokrova, Irina L.; Burchinal, Margaret R.; Garrett-Peters, Patricia T.
Focusing on the continuity in the quality of classroom environments as children transition from preschool into elementary school, this study examined the associations between classroom quality in pre-kindergarten and kindergarten and children's social skills and behavior problems in kindergarten and
It is widely accepted that conflict-related goals, skills, and strategies are linked. Yet it is rarely explored how these factors relate to each other and how they jointly promote or inhibit aggressive behaviors. The aim of this study is to provide answers to these questions. Data were derived from a structured questionnaire administered to 660…
This study examined mothers' ability to accurately predict their sons' performance on executive functioning tasks in relation to the child's behavior problems. One-hundred thirteen mothers and their 4-7 year old sons participated. From behind a one-way mirror, mothers watched their sons perform tasks assessing inhibition and planning skills.…
Swank, Jacqueline M.; Lambie, Glenn W.; Witta, E. Lea
The authors examined the psychometric properties of the Counseling Competencies Scale (CCS; University of Central Florida Counselor Education Faculty, 2009), an instrument designed to assess trainee competencies as measured in their counseling skills, dispositions, and behaviors. There was strong internal consistency for the 4-factor model for…
Silver, Bernard; And Others
A behavioral treatment program was used to improve the functional skills of a 12-year-old anoxic child. Neuropsychological test results indicated marked amnesia and global cognitive deficits. Functionally, self-care tasks could be performed, but only with verbal and physical prompting. Introduction of a monetary reward system significantly reduced…
Seiverling, Laura; Williams, Keith; Sturmey, Peter; Hart, Sadie
We used behavioral skills training to teach parents of 3 children with autism spectrum disorder and food selectivity to conduct a home-based treatment package that consisted of taste exposure, escape extinction, and fading. Parent performance following training improved during both taste sessions and probe meals and was reflected in increases in…
Rosalie, Simon M.; Muller, Sean
This paper presents a preliminary model that outlines the mechanisms underlying the transfer of perceptual-motor skill learning in sport and everyday tasks. Perceptual-motor behavior is motivated by performance demands and evolves over time to increase the probability of success through adaptation. Performance demands at the time of an event…
King, Gillian; Tam, Cynthia; Fay, Linda; Pilkington, Martha; Servais, Michelle; Petrosian, Hasmik
There is growing interest in understanding the usefulness of mentorship programs for children's rehabilitation service providers. This evaluation study examined the effects of an occupational therapy mentorship program on the skills and behaviors of 8 new and 17 experienced occupational therapists practicing at a regional children's rehabilitation…
King, Kelly M; Puhl, Rebecca M; Luedicke, Joerg; Peterson, Jamie Lee
This study examined links between eating behaviors, weight-based victimization (WBV) and preferences for bullying intervention among adolescents. Adolescents enrolled in weight loss camps participated in an online survey (N = 361). Regression models examined relationships between key variables. Almost half of adolescents who experienced WBV engaged in unhealthy eating behaviors, which corresponded to less desire for supportive intervention. Unhealthy eating behaviors may offset adaptive coping strategies to deal with WBV, such as support from peers and family. PMID:24183141
Payne, Hannah E; Lister, Cameron; West, Josh; Bernhardt, Jay M.
Background Several thousand mobile phone apps are available to download to mobile phones for health and fitness. Mobile phones may provide a unique means of administering health interventions to populations. Objective The purpose of this systematic review was to systematically search and describe the literature on mobile apps used in health behavior interventions, describe the behavioral features and focus of health apps, and to evaluate the potential of apps to disseminate health behavior in...
Schoenfeld, Naomi A.; Mathur, Sarup R.
Despite widespread treatment success in clinical settings, anxiety disorders are rarely targeted for intervention in students with emotional or behavioral disorders (EBD) who exhibit them. This study examined the effects of a school-based anxiety intervention on the performance of 3 students attending school in a self-contained EBD setting. Using…
The objective of this study is to evaluate the effectiveness of leisure time activities program in individuals with intellectual disabilities in terms of developing social skills and reducing behavioral problems. Social skills assessment scale, behavioral assessment form for children and young adults, and teacher's report forms were used in…
Compas, Bruce E.; Champion, Jennifer E.; Forehand, Rex; Cole, David A.; Reeslund, Kristen L.; Fear, Jessica; Hardcastle, Emily J.; Keller, Gary; Rakow, Aaron; Garai, Emily; Merchant, Mary Jane; Roberts, Lorinda
In a randomized clinical trial with 111 families of parents with a history of major depressive disorder (86% mothers; 86% Caucasian), changes in adolescents’ (mean age 11 years; 42% female) coping and parents’ parenting skills were examined as mediators of the effects of a family group cognitive behavioral preventive intervention on adolescents’ internalizing and externalizing symptoms. Changes in hypothesized mediators were assessed at 6-months and changes in adolescents’ symptoms were measu...
This paper examines the roots of youth violence in U.S. society and the specific risk factors that predispose children to use violence. Using surveys of the literature, interviews with researchers, and an observation of an intervention, the report describes a highly successful school-based program of identification and intervention for high-risk…
Burke, Lynsey A.; Williams, Joanne M.
It is increasingly popular to "teach" thinking skills in schools. A diverse variety of programmes exist to support practitioners in this task, and some research has been gathered on the effectiveness of individual approaches. However, the difficulties when assessing the development of thinking skills are widely documented. This study aimed to…
Ammentorp, Jette; Kofoed, Poul-Erik; Laulund, Lone W
This paper is a report of a study of the effects of communication-skills training for healthcare professionals on parents' perceptions of information, care and continuity.......This paper is a report of a study of the effects of communication-skills training for healthcare professionals on parents' perceptions of information, care and continuity....
Ignico, Arlene; Corson, Arleen; Vidoni, Carla
The purpose of this project was to examine the effectiveness of a fitness infusion instructional strategy (FI) on children's activity levels and skill performance scores. This strategy included aerobic activity within the skill practice tasks and game play. In other words, students performed short bouts of activity between the practice and…
Tsangaridou, Niki; Zachopoulou, Evridiki; Liukkonen, Jarmo; Gråstén, Arto; Kokkonen, Marja
The purpose of this study was to investigate the changes in children's social skills after their participation in a physical education programme named ESPEC ("Early Steps" Physical Education Curriculum). The evaluators of the children's social skills were the trained educators who implemented the curriculum as well as parents…
Stepp, Stephanie D.; Epler, Amee J.; Jahng, Seungmin; Trull, Timothy J.
We assessed the effect of DBT skills utilization on features of borderline personality disorder as measured by the Personality Assessment Inventory-Borderline Features Scale (PAI-BOR). Participants were outpatients (N = 27) enrolled in a dialectical behavior therapy (DBT) program in a university-affiliated community mental health clinic. Diary cards were collected each week to track self-reported skills use. At the beginning of each new skills training module, patients completed another PAI-BOR. Univariate and multilevel analyses indicated significant improvement on the total PAI-BOR score and on several PAI-BOR subscale scores. Results also revealed that overall DBT skills use increased significantly over time, as did individual skills related to mindfulness, interpersonal effectiveness, emotion regulation, and distress tolerance. Multilevel modeling results indicated that overall skills use showed a significant effect on PAI-BOR total scores, Affective Instability scores, Identity Problems scores, and Negative Relationships scores, even after controlling for initial levels of distress and diary card compliance. PMID:19072676
Burdon, William M; St De Lore, Jef; Prendergast, Michael L
Within prison settings, the reliance on punishment for controlling inappropriate or noncompliant behavior is self-evident. What is not so evident is the similarity between this reliance on punishment and the use of positive reinforcements to increase desired behaviors. However, seldom do inmates receive positive reinforcement for engaging in prosocial behaviors or, for inmates receiving drug treatment, behaviors that are consistent with or support their recovery. This study provides an overview of the development and implementation of a positive behavioral reinforcement intervention in male and female prison-based drug treatment programs. The active involvement of institutional staff, treatment staff, and inmates enrolled in the treatment programs in the development of the intervention along with the successful branding of the intervention were effective at promoting support and participation. However, these factors may also have ultimately impacted the ability of the randomized design to reliably demonstrate the effectiveness of the intervention. PMID:22185038
Sims, Omar T; Maynard, Quentin R; Melton, Pam A
Alcohol use is a barrier to pharmacologic treatment for hepatitis C virus (HCV). It is advantageous for medical and clinical social workers engaged in HCV care to be knowledgeable of behavioral interventions that can be used to reduce alcohol use among patients with HCV. This article identifies and describes studies that designed and implemented behavioral interventions to reduce alcohol use among patients with HCV in clinical settings. To achieve this goal, this article conducts a rigorous systematic review to identify peer-reviewed articles, describes each behavioral intervention, and reports primary outcomes of each study included in the review. PMID:27295132
Durand, V. Mark; Hieneman, Meme; Clarke, Shelley; Wang, Mo; Rinaldi, Melissa L.
The present study was a multisite randomized clinical trial assessing the effects of adding a cognitive-behavioral intervention to positive behavior support (PBS). Fifty-four families who met the criteria of (a) having a child with a developmental disability, (b) whose child displayed serious challenging behavior (e.g., aggression, self-injury,…
Kalichman, Seth C.; Rompa, David; Cage, Marjorie
Results of a randomized controlled trial show that a behavioral intervention grounded in social cognitive theory reduces unprotected sexual behaviors among men and women living with HIV infection, with the greatest reductions in HIV transmission risk behaviors occurring with non-HIV-positive sex partners. In this article, the authors describe the…
Towne, Forrest S.
Current domestic and international comparative studies of student achievement in science are demonstrating that the U.S. needs to improve science education if it wants to remain competitive in the global economy. One of the causes of the poor performance of U.S. science education is the lack of students who have developed the formal thinking skills that are necessary to obtain scientific literacy. Previous studies have demonstrated that formal thinking skills can be taught to adolescents, however only 25% of incoming college freshman have these necessary skills. There is some evidence that adolescence (girls aged 11-13, boys aged 12-14) is a critical period where students must learn formal thinking skills, similar to the critical period that exists for young children learning languages. It is not known whether it is more difficult for students to learn formal thinking skills either prior to or following adolescence. The purpose of this quantitative case study is to determine whether adolescence is a critical period for students to learn formal thinking skills. The study also investigates whether a formal thinking skills focused program can improve students' intelligence. In this study 32 students who had not developed any formal thinking skills, ranging in age from 10-16, underwent an intensive four-week, inquiry-based, formal thinking skill intervention program that focused on two formal thinking skills: (1) the ability to control and exclude variables; and (2) the ability to manipulate ratios and proportionalities. The students undergoing the training were matched with control students by age, gender, formal thinking skill ability, and intelligence. The control group attended their traditional science course during the intervention periods. The results of the study showed that the intervention program was successful in developing students' formal thinking skills. The pre-adolescents (males, age 10-11, females, age 10) were unable to learn formal thinking skills
Martinussen, Laila Marianne; Møller, Mette; Prato, Carlo Giacomo
self-reported driving skills and whether the reported skill level was reflected in the reported aberrant driving behaviors. 3908 drivers aged 18–84 participated in the survey. K-means cluster analysis revealed four distinct sub-groups that differed in driving skills and frequency of aberrant driving......The Driver Behavior Questionnaire and the Driver Skill Inventory are two of the most frequently used measures of self-reported driving style and driving skill. The motivation behind the present study was to identify sub-groups of drivers that potentially act dangerously in traffic (as measured by...... frequency of aberrant driving behaviors and level of driving skills), as well as to test whether the sub-groups differ in characteristics such as age, gender, annual mileage and accident involvement. Furthermore, the joint analysis of the two instruments was used to test drivers’ assessment of their own...
Isaacs, C D
Child abuse has probably existed as a social problem as long as parents and children have lived under the same roof, and in recent years it has received tremendous attention. Most of the research has focused on etiology rather than treatment, leaving large gaps in our knowledge about remediating abuse. Behavioral scientists have only begun to formulate a conceptual framework from which to work. Many theoretical questions are yet unanswered, particularly the question of what constitutes abuse. Burgess (1978) believes that conceptual problems exist because abuse falls along a continuum of parent-child relationships--a continuum that at one end might include verbal punishment (e.g., threats, ridicule) or milder forms of physical punishment (e.g., slap on the hand, spanking), and at the other end include extreme forms of physical punishment that exceed community mores (for example, hitting a child with a closed fist, scalding a child in hot water, torturing or killing a child). Thus, the question-- where does discipline stop and abuse begin?-- faces every researcher who must operationally define abuse. Identifying the consequences of abuse in a child's development is another area of inquiry that remains untreated. Most of the literature is filled with the subjective impressions of professionals speculating that abused children become the juvenile delinquents and the child abusers of the future; however, as yet no longitudinal studies have been conducted that compare the developmental outcomes of abused and non-abused children from early childhood to later adulthood. What if there were no differences? How might this influence our approaches to the treatment of abuse? Answers to these and other questions will take years of study. Increased awareness of the problem of child abuse has led to greater efforts to remediate the problem. Treatment efforts with abusive families are still in the initial stages, but, undoubtedly, information from these early programs can be the
Paavonen, E Juulia; Huurre, Taina; Tilli, Maija; Kiviruusu, Olli; Partonen, Timo
Sleep disturbances are common among adolescents, but there are no brief interventions to treat them. The objective of this study was to evaluate the effectiveness of a brief semistructured, individually delivered sleep intervention to ameliorate adolescents' sleeping difficulties and lengthen sleep duration. All students aged 16-18 years in a high school were screened for sleeping difficulties and 36 students with the highest sleep problem scores were invited to the intervention. Postintervention improvements were observed on self-reported and actiwatch-registered sleep duration, self-reported sleep quality and sleep latency, perceived stress and anxiety (all p values 0.05). A brief individual sleep intervention can be effective in lengthening sleep duration and improving subjective sleep quality and well-being among adolescents. PMID:26378797
Bate, Sheri Lewis; Cannon, Michael J
Congenital cytomegalovirus (CMV) is the most common congenital infection in the United States, causing permanent disabilities in more than 5,500 children born each year. In the absence of a vaccine, a promising means of prevention is through a behavioral intervention that educates women about CMV and promotes adherence to hygiene guidelines during pregnancy. Although effective behavioral interventions have been identified for other infectious diseases with similar transmission modes, current research has not yet identified an effective intervention for CMV. One way to gather evidence and identify key elements of a successful CMV intervention is through a social marketing approach. This article describes a five-step process for applying social marketing principles to the research and development, implementation, and evaluation of a CMV behavioral intervention. PMID:19515860
The objective of the study was to test the effectiveness of an intervention program based on the theoretical framework of the Theory of Planned Behavior, with the addition of attitude strength and role identity. The aim was to alter adolescents' healthy eating attitudes and behaviour. In the sample were 335 high school students, who were divided into intervention and control groups. The intervention lasted 12 weeks and included posters and lectures promoting healthy eating. The measures included a questionnaire assessing the hypothesis and a food frequency questionnaire which measured eating habits. Analysis showed the intervention was effective in proving attitudes toward healthy eating and attitude strength, intention, perceived behavioral control, and healthy eating behaviour, but not effective in predicting subjective norms and role identity. Results provide evidence that intervention changed attitudes toward a behavior in a school setting. PMID:16383096
Hammer, Leslie B; Johnson, Ryan C; Crain, Tori L; Bodner, Todd; Kossek, Ellen Ernst; Davis, Kelly D; Kelly, Erin L; Buxton, Orfeu M; Karuntzos, Georgia; Chosewood, L Casey; Berkman, Lisa
We tested the effects of a work-family intervention on employee reports of safety compliance and organizational citizenship behaviors in 30 health care facilities using a group-randomized trial. Based on conservation of resources theory and the work-home resources model, we hypothesized that implementing a work-family intervention aimed at increasing contextual resources via supervisor support for work and family, and employee control over work time, would lead to improved personal resources and increased employee performance on the job in the form of self-reported safety compliance and organizational citizenship behaviors. Multilevel analyses used survey data from 1,524 employees at baseline and at 6-month and 12-month postintervention follow-ups. Significant intervention effects were observed for safety compliance at the 6-month, and organizational citizenship behaviors at the 12-month, follow-ups. More specifically, results demonstrate that the intervention protected against declines in employee self-reported safety compliance and organizational citizenship behaviors compared with employees in the control facilities. The hypothesized mediators of perceptions of family-supportive supervisor behaviors, control over work time, and work-family conflict (work-to-family conflict, family-to-work conflict) were not significantly improved by the intervention. However, baseline perceptions of family-supportive supervisor behaviors, control over work time, and work-family climate were significant moderators of the intervention effect on the self-reported safety compliance and organizational citizenship behavior outcomes. PMID:26348479
Robert M. Malow
Full Text Available The article reports our intervention work with Alcohol and Other Drug Abusing (AOD People Living With HIV (PLWH. Present research has involved adapting Cognitive Behavioral Stress Management (CBSM and other strategies to improve quality of life and health outcomes for PLWH. Historically, CBSM has used relaxation and coping skills training to reduce negative mood and improve coping behaviors. The efficacy of CBSM interventions to improve functioning has been demonstrated in many disease groups and, more recently, in ethnic-minority HIV+ samples in the US CBSM HIV risk reduction interventions are similar to other cognitive-behavioral therapies in emphasizing skills training and stress reduction. Among the most precarious and challenging clinical populations are HIV infected individuals with a history of alcohol and/or drug abuse. Compared to their counterparts with no history of alcohol or drug abuse, not only are they more likely to transmit the virus to others, but they are also at risk for problems in adhering to antiretroviral regimens. A main focus of this article is to report on our intervention work with very resource-limited, ethnic-minority PLWH with substance abuse problems, particularly our NIH funded projects in Miami and Haiti and the opportunities presented by the emerging science of biological vulnerability and genomic factors.
Allahverdipour, Hamid; Bazargan, Mohsen; Farhadinasab, Abdollah; Hidarnia, Alireza; Bashirian, Saeed
The prevalence of substance abuse among adolescents from low- and middle-income countries is increasing drastically and requires immediate intervention. The objective of this longitudinal quasi-experimental panel study was to design and implement a skill-based intervention to prevent and reduce substance use among urban adolescents who attended 2…
Tonge, Bruce; Brereton, Avril; Kiomall, Melissa; Mackinnon, Andrew; Rinehart, Nicole J.
Aim: To determine the effect of parent education on adaptive behaviour, autism symptoms and cognitive/language skills of young children with autistic disorder. Method: A randomised group comparison design involving a parent education and counselling intervention and a parent education and behaviour management intervention to control for parent…
Holmlund, Helena; Silva, Olmo
A growing body of research highlights the importance of non-cognitive skills as determinants of young people's cognitive outcomes at school. However, little evidence exists about the effects of policies that specifically target students' non-cognitive skills as a way to improve educational achievements. In this paper, we shed light on this issue by studying a remedial education programme aimed at English secondary school pupils at risk of school exclusion and with worsening educational trajec...
Spencer, Trina D.
Narration, or storytelling, is an important aspect of language. Narrative skills have practical and social importance; for example, children who tell good stories receive attention and approval from their peers. When children accurately recount events surrounding an injury or dispute, vital information is passed to parents and teachers. Additionally, early childhood narrative skills are moderately correlated with reading comprehension in primary grades. Because narration is socially and acade...
Neacsiu, Andrada D.; Ward-Ciesielski, Erin F.; Linehan, Marsha M.
Dialectical Behavior Therapy (DBT) is a comprehensive, multimodal cognitive behavioral treatment originally developed for individuals who met criteria for borderline personality disorder (BPD) who displayed suicidal tendencies. DBT is based on behavioral theory but also includes principles of acceptance, mindfulness, and validation. Since its…
Lam, Wendy K.K.; Fals-Stewart, William; Kelley, Michelle L.
This pilot study examined preliminary effects of Parent Skills Training with Behavioral Couples Therapy on children’s behavioral functioning. Participants were men (N = 30) entering outpatient alcohol treatment, their female partners, and a custodial child between 8 and 12 years of age. Couples were randomly assigned to one of three equally intensive conditions: (a) Parent Skills with Behavioral Couples Therapy (PSBCT), (b) BCT (without parent training), and (c) Individual-Based Treatment (IB...
Bowen, Deborah J.; Powers, Diane
This study evaluated a mail and telephone intervention to improve breast health behaviors while maintaining quality of life. Women recruited from the general public were randomized to a stepped-intensity intervention consisting of mailings, telephone calls, and counseling (if requested or appropriate given a woman's genetic risk for breast cancer)…
Caprara, Gian Vittorio; Kanacri, Bernadette Paula Luengo; Gerbino, Maria; Zuffianò, Antonio; Alessandri, Guido; Vecchio, Giovanni; Caprara, Eva; Pastorelli, Concetta; Bridglall, Beatrice
The purpose of this study was to evaluate the effects of a pilot school-based intervention called CEPIDEA, designed to promote prosocial behavior in early adolescence. The study took place in a middle school located in a small city near Rome. The intervention group included 151 students (52.3% males; M[subscript age] = 12.4), and the control group…
Andreou, Eleni; Didaskalou, Eleni; Vlachou, Anastasia
The aim of this paper was to examine the short-term and long-term effects of a curriculum-based anti-bullying intervention program on students' attitudes towards bullying, intentions to intervene in bully-victim problems, perceived efficacy of intervening and actual intervening behavior. The intervention program was applied in primary schools and…
Briesch, Amy M.; Daniels, Brian
A comprehensive self-management intervention was utilized to increase the on-task behavior of three African American students within an urban middle-school setting. The intervention was designed to necessitate minimal management on the part of the general education classroom teacher by utilizing an electronic prompting device, as well as a…
Shire, Stephanie Yoshiko; Kasari, Connie
This systematic review examines train the trainer (TTT) effectiveness trials of behavioral interventions for individuals with autism spectrum disorder (ASD). Published methodological quality scales were used to assess studies including participant description, research design, intervention, outcomes, and analysis. Twelve studies including 9 weak…
Thadani, Vandana; Huchting, Karen; LaBrie, Joseph
Education-only interventions produce little change in drinking behaviors; but, multi-component prevention programs, which include alcohol information as one feature, can decrease drinking. This study examined the role of alcohol knowledge in a multi-component intervention previously found to reduce first-year female college students' alcohol…
Major conclusions: Development of an acceptable intervention intended to have a significant public health impact requires a relatively large investment in time, money, expertise, and ongoing user input. Lessons learned and recommendations are discussed. The comprehensive process used may help prepare others interested in creating similar behavioral health interventions.
O'Connor, Anne B.; Healy, Olive
Research clearly indicates that early intensive behavioral intervention is an effective intervention for young children with Autism Spectrum Disorder (ASD). However little is known about the longitudinal development of these children. The purpose of this study was to examine the outcomes for a number of children with ASD following intensive…
Dziak, John J.; Nahum-Shani, Inbal; Collins, Linda M.
Factorial experimental designs have many potential advantages for behavioral scientists. For example, such designs may be useful in building more potent interventions by helping investigators to screen several candidate intervention components simultaneously and to decide which are likely to offer greater benefit before evaluating the intervention…
Magidson, Jessica F.; Roberts, Brent W.; Collado-Rodriguez, Anahi; Lejuez, C. W.
Considerable evidence suggests that personality traits may be changeable, raising the possibility that personality traits most linked to health problems can be modified with intervention. A growing body of research suggests that problematic personality traits may be altered with behavioral intervention using a bottom-up approach. That is, by…
Lang, Russell; Regester, April; Mulloy, Austin; Rispoli, Mandy; Botout, Amanda
We evaluated a behavioral intervention for a 9-year-old girl with selective mutism. The intervention consisted of role play and video self-modeling. The frequency of spoken initiations, responses to questions, and communication breakdowns was measured during three social situations (i.e., ordering in a restaurant, meeting new adults, and playing…
Compas, Bruce E.; Forehand, Rex; Keller, Gary; Champion, Jennifer E.; Rakow, Aaron; Reeslund, Kristen L.; McKee, Laura; Fear, Jessica M.; Colletti, Christina J. M.; Hardcastle, Emily; Merchant, Mary Jane; Roberts, Lori; Potts, Jennifer; Garai, Emily; Coffelt, Nicole; Roland, Erin; Sterba, Sonya K.; Cole, David A.
A family cognitive-behavioral preventive intervention for parents with a history of depression and their 9-15-year-old children was compared with a self-study written information condition in a randomized clinical trial (n = 111 families). Outcomes were assessed at post-intervention (2 months), after completion of 4 monthly booster sessions (6…
Brewster, Sarah E; Elliott, Mark A; Kelly, Steve W
Implementation intentions have the potential to break unwanted habits and help individuals behave in line with their goal intentions. We tested the effects of implementation intentions in the context of drivers' speeding behavior. A randomized controlled design was used. Speeding behavior, goal intentions and theoretically derived motivational pre-cursors of goal intentions were measured at both baseline and follow-up (one month later) using self-report questionnaires. Immediately following the baseline questionnaire, the experimental (intervention) group (N=117) specified implementation intentions using a volitional help sheet, which required the participants to link critical situations in which they were tempted to speed with goal-directed responses to resist the temptation. The control group (N=126) instead received general information about the risks of speeding. In support of the hypotheses, the experimental group reported exceeding the speed limit significantly less often at follow-up than did the control group. This effect was specific to 'inclined abstainers' (i.e., participants who reported speeding more than they intended to at baseline and were therefore motivated to reduce their speeding) and could not be attributed to any changes in goal intentions to speed or any other measured motivational construct. Also in line with the hypotheses, implementation intentions attenuated the past-subsequent speeding behavior relationship and augmented the goal intention - subsequent speeding behavior relationship. The findings imply that implementation intentions are effective at reducing speeding and that they do so by weakening the effect of habit, thereby helping drivers to behave in accordance with their existing goal intentions. The volitional help sheet used in this study is an effective tool for promoting implementation intentions to reduce speeding. PMID:25463964
Sorensen, Glorian; Gupta, Prakash C.; Nagler, Eve; Viswanath, Kasisomayajula
Background In response to India's growing tobacco epidemic, strategies are needed to decrease tobacco use among Indian youth, particularly among those who are economically disadvantaged. The objective of this study was to assess the effectiveness of a school-based life-skills tobacco control program for youth of low socio-economic status in Mumbai and the surrounding state of Maharashtra. We hypothesized that compared to youth in control schools, youth exposed to the program would have greater knowledge of effects of tobacco use; be more likely to take action to prevent others from using tobacco; demonstrate more positive life skills and attitudes; and be less likely to report tobacco use. Methods/Findings Using a quasi-experimental design, we assessed program effectiveness by comparing 8th and 9th grade students in intervention schools to 8th grade students in comparable schools that did not receive the program. Across all schools, 1851 students completed a survey that assessed core program components in early 2010. The program consisted of activities focused on building awareness about the hazards of tobacco, developing life skills, and advocacy development. The primary outcome measure was self-reported tobacco use in the last 30 days. Findings indicate that 4.1% of 8th grade intervention students (OR = 0.51) and 3.6% of 9th grade intervention students (OR = 0.33) reported using tobacco at least once in the last 30 days, compared to 8.7% of students in the control schools. Intervention group students were also significantly more knowledgeable about tobacco and related legislation, reported more efforts to prevent tobacco use among others, and reported stronger life skills and self-efficacy than students in control schools. Limitations to the study include schools not being randomly assigned to condition and tobacco use being measured by self-report. Conclusions This program represents an effective model of school-based tobacco use prevention that low
Kiene, Susan M.; Fisher, William A.; Shuper, Paul A.; Cornman, Deborah H.; Christie, Sarah; Macdonald, Susan; Pillay, Sandy; Mahlase, Gethwana; Fisher, Jeffrey D
The current study applied the Information—Motivation—Behavioral Skills (IMB) model (J. D. Fisher & Fisher, 1992; W. A. Fisher & Fisher, 1993) to identify factors associated with HIV transmission risk behavior among HIV-infected South Africans receiving antiretroviral therapy (ART), a population of considerable significance for curtailing, or maintaining, South Africa’s generalized HIV epidemic. HIV prevention information, HIV prevention motivation, HIV prevention behavioral skills, and HIV tr...
Navarro-Barrientos, J.-Emeterio; Rivera, Daniel E.; Collins, Linda M.
We propose a dynamical systems model that captures the daily fluctuations of human weight change, incorporating both physiological and psychological factors. The model consists of an energy balance integrated with a mechanistic behavioral model inspired by the Theory of Planned Behavior (TPB); the latter describes how important variables in a behavioral intervention can influence healthy eating habits and increased physical activity over time. The model can be used to inform behavioral scientists in the design of optimized interventions for weight loss and body composition change.
Harley, Amy E.; Devine, Carol M.; Beard, Binta; Stoddard, Anne M.; Hunt, Mary K.; Sorensen, Glorian
Introduction: Few multiple behavior change interventions have addressed tobacco use in conjunction with fruit and vegetable consumption, particularly among high-risk blue-collar workers. Tools for Health, a cancer prevention intervention for construction laborers, was effective in achieving behavior change for smoking cessation and fruit and vegetable consumption separately. This study examines whether addressing smoking and fruit and vegetable consumption was successful in achieving positive...
Burton, Jennifer; Darbes, Lynae A.; Operario, Don
HIV is frequently transmitted in the context of partners in a committed relationship, thus couples-focused HIV prevention interventions are a potentially promising modality for reducing infection. We conducted a systematic review of studies testing whether couples-focused behavioral prevention interventions reduce HIV transmission and risk behavior. We included studies using randomized controlled trial designs, quasi-randomized controlled trials and nonrandomized controlled studies. We search...
Hogue, Aaron; Bobek, Molly; Tau, Gregory Z.; Levin, Frances R.
Attention-Deficit/Hyperactivity Disorder (ADHD) is highly prevalent among adolescents enrolled in behavioral health services but remains undertreated in this age group. Also the first-line treatment for adolescent ADHD, stimulant medication, is underutilized in routine practice. This article briefly describes three behavioral interventions designed to promote stronger integration of medication interventions into treatment planning for adolescent ADHD: family ADHD psychoeducation, family-based...
Joseph P. Mccleery
Full Text Available Research suggests that a sub-set of children with autism experience notable difficulties and delays in motor skills development, and that a large percentage of children with autism experience deficits in motor resonance. These motor-related deficiencies, which evidence suggests are present from a very early age, are likely to negatively affect social-communicative and language development in this population. Here, we review evidence for delayed, impaired, and atypical motor development in infants and children with autism. We then carefully review and examine the current language and communication-based intervention research that is relevant to motor and motor resonance (i.e., neural mirroring mechanisms activated when we observe the actions of others deficits in children with autism. Finally, we describe research needs and future directions and developments for early interventions aimed at addressing the speech/language and social-communication development difficulties in autism from a motor-related perspective.
Langberg, Joshua M.; Epstein, Jeffery N.; Becker, Stephen P.; Girio-Herrera, Erin; Vaughn, Aaron J.
The purpose of the study was to evaluate the Homework, Organization, and Planning Skills (HOPS) intervention for middle school students with Attention-Deficit/Hyperactivity Disorder (ADHD) as implemented by school mental health (SMH) providers using a randomized trial design. Seventeen SMH providers from five school districts implemented the HOPS intervention. Forty-seven middle school students with ADHD (grades 6–8) were randomly assigned to receive the HOPS intervention or to a waitlist com...
Vanderhoven, Ellen; Schellens, Tammy; Valcke, Martin
Teenagers face significant risks when using increasingly popular social network sites. Prevention and intervention efforts to raise awareness about these risks and to change risky behavior (so-called "e-safety" interventions) are essential for the wellbeing of these minors. However, several studies have revealed that while school interventions often affect awareness, they have only a limited impact on pupils' unsafe behavior. Utilizing the Theory of Planned Behavior and theories about parental involvement, we hypothesized that involving parents in an e-safety intervention would positively influence pupils' intentions and behavior. In a quasi-experimental study with pre- and post-test measures involving 207 pupils in secondary education, we compared the impact of an intervention without parental involvement with one that included active parental involvement by means of a homework task. We found that whereas parental involvement was not necessary to improve the intervention's impact on risk awareness, it did change intentions to engage in certain unsafe behavior, such as posting personal and sexual information on the profile page of a social network site, and in reducing existing problematic behavior. This beneficial impact was particularly evident for boys. These findings suggest that developing prevention campaigns with active parental involvement is well worth the effort. Researchers and developers should therefore focus on other efficient strategies to involve parents. PMID:26821548
Full Text Available Suzan Sprangers, Katinka Dijkstra, Anna Romijn-LuijtenInstitute of Psychology, Faculty of Social Sciences, Erasmus University Rotterdam, Rotterdam, the NetherlandsAbstract: Effective communication by nursing home staff is related to a higher quality of life and a decrease in verbal and physical aggression and depression in nursing home residents. Several communication intervention studies have been conducted to improve communication between nursing home staff and nursing home residents with dementia. These studies have shown that communication skills training can improve nursing aides’ communication with nursing home residents. However, these studies tended to be time-consuming and fairly difficult to implement. Moreover, these studies focused on the communicative benefits for the nursing home residents and their well-being, while benefits and well-being for the nursing aides were neglected. The current study focused on implementing a brief communication skills training program to improve nursing aides’ (N=24 communication with residents with dementia (N=26 in a nursing home. The effects of the training on nursing aides’ communication, caregiver distress, and job satisfaction and residents’ psychopathology and agitation were assessed relative to a control group condition. Nursing aides in the intervention group were individually trained to communicate effectively with residents during morning care by using short instructions, positive speech, and biographical statements. Mixed ANOVAs showed that, after training, nursing aides in the intervention group experienced less caregiver distress. Additionally, the number of short instructions and instances of positive speech increased. Providing nursing aides with helpful feedback during care aids communication and reduces caregiver burden, even with a brief intervention that requires limited time investments for nursing home staff.Keywords: dementia, psychopathology, agitation, caregiver
Full Text Available Abstract Background Too few young people engage in behaviors that reduce the risk of morbidity and premature mortality, such as eating healthily, being physically active, drinking sensibly and not smoking. The present research developed an online intervention to target these health behaviors during the significant life transition from school to university when health beliefs and behaviors may be more open to change. This paper describes the intervention and the proposed approach to its evaluation. Methods/design Potential participants (all undergraduates about to enter the University of Sheffield will be emailed an online questionnaire two weeks before starting university. On completion of the questionnaire, respondents will be randomly assigned to receive either an online health behavior intervention (U@Uni or a control condition. The intervention employs three behavior change techniques (self-affirmation, theory-based messages, and implementation intentions to target four heath behaviors (alcohol consumption, physical activity, fruit and vegetable intake, and smoking. Subsequently, all participants will be emailed follow-up questionnaires approximately one and six months after starting university. The questionnaires will assess the four targeted behaviors and associated cognitions (e.g., intentions, self-efficacy as well as socio-demographic variables, health status, Body Mass Index (BMI, health service use and recreational drug use. A sub-sample of participants will provide a sample of hair to assess changes in biochemical markers of health behavior. A health economic evaluation of the cost effectiveness of the intervention will also be conducted. Discussion The findings will provide evidence on the effectiveness of online interventions as well as the potential for intervening during significant life transitions, such as the move from school to university. If successful, the intervention could be employed at other universities to promote
Mahdi Moshki; Tahere Hassanzade; Parvaneh Taymoori
Background: Drug abuse is now-a-days one of the gravest social harms. Recent years have experienced a drastic rise in drug abuse among school and university students. Thus, the need for special attention to the issue is deemed important. The present study was conducted with the aim of assessing the impact of life skills training on promotion of drug abuse preventive behaviors. Methods: This field trial experimental study was conducted on 60 students of Gonabad Medical University selected ...
Mehdi Moshki; Mohammad Ali Aslinejad
Background & Objective: Nowaday, substance abuse is one of the bitterest social damages. In the recent years, substance abuse has increased among students of schools and universities, therefore special attention it requires. This study aimed to study the effect of life skills training on the promotion of the preventive behaviors of Gonabad University medical school students’ abuse of substances. Materials & Methods: During the experimental research and field trail, 60 students were Selected t...
Moshki, Mahdi; Hassanzade, Tahere; Taymoori, Parvaneh
Background: Drug abuse is now-a-days one of the gravest social harms. Recent years have experienced a drastic rise in drug abuse among school and university students. Thus, the need for special attention to the issue is deemed important. The present study was conducted with the aim of assessing the impact of life skills training on promotion of drug abuse preventive behaviors. Methods: This field trial experimental study was conducted on 60 students of Gonabad Medical University selected thro...
Full Text Available ABSTRACTIntroduction:Scientific evidence supports the sinergy between biomedical and behavioral interventions aimed at preventing the transmission of HIV as a strategy to eradicate AIDS.Objective:To characterize comparatively the benefits from biomedical and behavioral interventions to prevent HIV transmission.Methods:Narrative review. We performed a comparative analysis of the benefits of studied interventions by means of estimating the number needed to treat (NNT. Evaluated interventions: counseling activities for behavior change to prevent exposure to HIV; antiretroviral pre-exposure prophylaxis (PrEP and antiretroviral post-exposure prophylasis (PEP for HIV and treatment of serodiscordant couples as a strategy for prevention of HIV transmission (TasP.Results:counseling interventions and TasP have smaller NNTs, equal to, respectively, 11 (95%CI 9 - 18 at 12 months and 34 (95%CI 23 - 54 in 42 months comparatively to PrEP interventions, that resulted in 41 (95%CI 28 - 67 individuals receiving antiretrovirals in order to prevent one case of HIV infection at 36 months for men and serodiscordant couples. PEP interventions are associated with protective effects estimated at 81%. Lack of trials evaluating PEP prevents estimate of NNT.Conclusion:The estimate of the NNT can be a helpful parameter in the comparison between the effectiveness of different behavioral and biomedical HIV prevention strategies. Studies evaluating the benefit and safety of combined behavioral and biomedical interventions are needed, especially considering the attributable fraction of each component. Integration of behavioral and biomedical interventions is required to achieve complete suppression of the virus, and thus reducing viral replication, infectivity and the number of cases.
Lawrence, Wendy; Black, Christina; Tinati, Tannaze; Cradock, Sue; Begum, Rufia; Jarman, Megan; Pease, Anna; Margetts, Barrie; Davies, Jenny; Inskip, Hazel; Cooper, Cyrus; Baird, Janis; Barker, Mary
A total of 148 health and social care practitioners were trained in skills to support behaviour change: creating opportunities to discuss health behaviours, using open discovery questions, listening, reflecting and goal-setting. At three time points post-training, use of the skills was evaluated and compared with use of skills by untrained practitioners. Trained practitioners demonstrated significantly greater use of these client-centred skills to support behaviour change compared to their untrained peers up to 1 year post-training. Because it uses existing services to deliver support for behaviour change, this training intervention has the potential to improve public health at relatively low cost. PMID:24713156
Soto-Icaza, Patricia; Aboitiz, Francisco; Billeke, Pablo
Social skills refer to a wide group of abilities that allow us to interact and communicate with others. Children learn how to solve social situations by predicting and understanding other's behaviors. The way in which humans learn to interact successfully with others encompasses a complex interaction between neural, behavioral, and environmental elements. These have a role in the accomplishment of positive developmental outcomes, including peer acceptance, academic achievement, and mental health. All these social abilities depend on widespread brain networks that are recently being studied by neuroscience. In this paper, we will first review the studies on this topic, aiming to clarify the behavioral and neural mechanisms related to the acquisition of social skills during infancy and their appearance in time. Second, we will briefly describe how developmental diseases like Autism Spectrum Disorders (ASD) can inform about the neurobiological mechanisms of social skills. We finally sketch a general framework for the elaboration of cognitive models in order to facilitate the comprehension of human social development. PMID:26483621
Lewis, Michael B; Dawkins, Gemma
Expert or skilled behaviors (for example, face recognition or sporting performance) are typically performed automatically and with little conscious awareness. Previous studies, in various domains of performance, have shown that activities immediately prior to a task demanding a learned skill can affect performance. In sport, describing the to-be-performed action is detrimental, whereas in face recognition, describing a face or reading local Navon letters is detrimental. Two golf-putting experiments are presented that compare the effects that these three tasks have on experienced and novice golfers. Experiment 1 found a Navon effect on golf performance for experienced players. Experiment 2 found, for experienced players only, that performance was impaired following the three tasks described above, when compared with reading or global Navon tasks. It is suggested that the three tasks affect skilled performance by provoking a shift from automatic behavior to a more analytic style. By demonstrating similarities between effects in face recognition and sporting behavior, it is hoped to better understand concepts in both fields. PMID:25102927
Full Text Available Social skills refer to a wide group of abilities that allow us to interact and communicate with others. Children learn how to solve social situations by predicting and understanding other’s behaviors. The way in which humans learn to interact successfully with others encompasses a complex interaction between neural, behavioral and environmental elements. These have a role in the accomplishment of positive developmental outcomes, including peer acceptance, academic achievement, and mental health. All these social abilities depend on widespread brain networks that are only recently being studied by neuroscience. In this paper we will first review the studies on this topic, aiming to clarify the behavioral and neural mechanisms related to the acquisition of social skills during infancy and their appearance in time. Second, we will briefly describe how developmental diseases like Autism Spectrum Disorders can inform about the neurobiological mechanisms of social skills. We finally sketch a general framework for the elaboration of cognitive models in order to facilitate the comprehension of human social development.
Fernandez-Santos, Diana M; Miranda-Diaz, Christine; Figueroa-Cosme, Wanda I; Ramon, Raul O; Mayor, Angel M; Rios-Olivares, Eddy; Hunter-Mellado, Robert F
The purpose of this manuscript is to assess and compare HIV risk behaviors among early adolescents after a three-year pilot study. A total of 135 public and private junior high schools students completed the intervention protocol. A self-administered questionnaire was given at baseline and at the end of the third year (fourth measure). Descriptive and inferential analyses were performed using SPSS 20.0. About 60% of the students were 14 years old at the fourth measure. The proportion of students that did not report at least one HIV risk behavior at baseline and those that reported any risk behavior at the fourth measure was lower in the intervention group (45.0%) than in the control group (54.5%). The proportion of students that reported at least one HIV risk behavior at baseline and those that did not report any HIV risk behavior at the fourth measure was higher in the intervention group than in the control group (33.3% vs. 8.3%). The proportion of students engaging in HIV risk behaviors was higher in the control group than in the intervention group at the fourth measure, suggesting that A Supportive Model for HIV Risk Reduction in Early Adolescence (ASUMA) intervention might be a promising initiative to reduce adolescents' engagement in HIV risk behaviors. PMID:26703684
Diana M. Fernandez-Santos
Full Text Available The purpose of this manuscript is to assess and compare HIV risk behaviors among early adolescents after a three-year pilot study. A total of 135 public and private junior high schools students completed the intervention protocol. A self-administered questionnaire was given at baseline and at the end of the third year (fourth measure. Descriptive and inferential analyses were performed using SPSS 20.0. About 60% of the students were 14 years old at the fourth measure. The proportion of students that did not report at least one HIV risk behavior at baseline and those that reported any risk behavior at the fourth measure was lower in the intervention group (45.0% than in the control group (54.5%. The proportion of students that reported at least one HIV risk behavior at baseline and those that did not report any HIV risk behavior at the fourth measure was higher in the intervention group than in the control group (33.3% vs. 8.3%. The proportion of students engaging in HIV risk behaviors was higher in the control group than in the intervention group at the fourth measure, suggesting that A Supportive Model for HIV Risk Reduction in Early Adolescence (ASUMA intervention might be a promising initiative to reduce adolescents’ engagement in HIV risk behaviors.
Gelbar, Nicholas W.; Jaffery, Rose; Stein, Ravit; Cymbala, Heather
School-wide positive behavior interventions and supports (SW-PBIS) can effectively reduce problem behaviors and simultaneously increase pro-social behaviors in general education settings. SW-PBIS is not a "packaged" intervention, but a framework through which schools create systemic changes for promoting expected behaviors, while also…
Sutton, Suzanne M; Magwood, Gayenell S; Jenkins, Carolyn H; Nemeth, Lynne S
African American females are adversely affected by overweight and obesity and accompanying physical, psychosocial, and economic consequences. Behavioral weight management interventions are less effective in addressing the needs of overweight and obese African American females. The objective of this scoping review was to explore weight management research in this population to identify key concepts, gaps in the literature, and implications for future research. Analyses revealed a broad array in purpose, theoretical frameworks, settings, study designs, interventions, intervention strategies, and outcome variables, making comparison difficult. Many of the articles included in this review did not provide a rich description of methods, which hinder their use in the development of future studies. Consistent application of a combined theory may address the gaps identified in this review by providing a reliable method for assessing needs, developing interventions, and evaluating the effectiveness and fidelity of behavioral weight management interventions in overweight and obese African American females. PMID:26927607
Objective To evaluate the impact of life skills training that uses participatory teaching method on improving reproductive health cognition of vocational school students of metropolitan, China.Methods Three vocational schools of an urban district in Shanghai were selected as the research sites, with two schools as the intervention groups(group A and group B) and the other as the control(group C). Group A was provided life skills training with core of reproductive health plus peer education, while group B only provided life skills training. All the second grade students were recruited as the subjects. Baselinesurveys were conducted in three schools before the implementation of the intervention, and similar surveys were conducted after two terms of the intervention to test the effectiveness of the intervention. In total, 1 612 subjects, including 810 males and 802 females, were recruited. The effects of the intervention on subjects' cognitions on sexual behavior and condom/contraceptive use were analyzed using mixed model with repeated measures.Results From pretest to posttest, there were significant increase of the proportions of perceiving risks in getting pregnant, infecting STDs and HIV, benefits by learning and using condom, and self-efficacy in contraceptive use, and decrease of the proportions of perceiving barriers for condom use in two intervention groups; while few similar changes in the control group. In mixed modeling analysis, interaction effects of group A × time and group B × time were found on the scores of perceived risks (P<0.000 1), perceived benefits (P<0.000 1), perceived barriers (P=0.001 2 for group A and P=0.003 4 for group B), and perceived self-efficacy (P<0.000 1). The significant difference of the effects between two interventions was only observed on perceived benefits (P<0.000 1).Conclusion Life skills training using participatory approaches is effective in improving students' reproductive health cognition and could be used as an
Ayşegül Şükran Öz
Children who come from low socioeconomic backgrounds and children with learning disabilities are found to be at risk for future failure in mathematics. Even though the mathematics scores increases over time the achievement gap remains between the various ethnic and socioeconomic groups. One way to prevent this failure is to identify the students who are at risk and provide them with effective early intervention. This study reports the results of a pilot early mathematics intervention study fo...
Stormont, Melissa; Reinke, Wendy; Herman, Keith
The vast majority of schools today are not prepared to support children's social behavior needs. One challenge is that teachers may not be knowledgeable of evidence-based practices that can be utilized with children. This study explored teachers' agreement ratings for evidence-based and nonevidence-based behavior management practices for children…
Full Text Available Abstract Background Behavioral interventions typically focus on objective behavioral endpoints like weight loss and smoking cessation. In reality, though, achieving full behavior change is a complex process in which several steps towards success are taken. Any progress in this process may also be considered as a beneficial outcome of the intervention, assuming that this increases the likelihood to achieve successful behavior change eventually. Until recently, there has been little consideration about whether partial behavior change at follow-up should be incorporated in cost-effectiveness analyses (CEAs. The aim of this explorative review is to identify CEAs of behavioral interventions in which cognitive outcome measures of behavior change are analyzed. Methods Data sources were searched for publications before May 2011. Results Twelve studies were found eligible for inclusion. Two different approaches were found: three studies calculated separate incremental cost-effectiveness ratios for cognitive outcome measures, and one study modeled partial behavior change into the final outcome. Both approaches rely on the assumption, be it implicitly or explicitly, that changes in cognitive outcome measures are predictive of future behavior change and may affect CEA outcomes. Conclusion Potential value of cognitive states in CEA, as a way to account for partial behavior change, is to some extent recognized but not (yet integrated in the field. In conclusion, CEAs should consider, and where appropriate incorporate measures of partial behavior change when reporting effectiveness and hence cost-effectiveness.
Cadogan, Cathal A; Ryan, Cristín; Hughes, Carmel
There is a growing emphasis on behavior change in intervention development programmes aimed at improving public health and healthcare professionals' practice. A number of frameworks and methodological tools have been established to assist researchers in developing interventions seeking to change healthcare professionals' behaviors. The key features of behavior change intervention design involve specifying the target group (i.e. healthcare professional or patient cohort), the target behavior and identifying mediators (i.e. barriers and facilitators) of behavior change. Once the target behavior is clearly specified and understood, specific behavior change techniques can then be used as the basis of the intervention to target identified mediators of behavior change. This commentary outlines the challenges for pharmacy practice-based researchers in targeting dispensing as a behavior when developing behavior change interventions aimed at pharmacists and proposes a definition of dispensing to consider in future research. PMID:25936272
Hopkins, Ingrid Maria; Gower, Michael W.; Perez, Trista A.; Smith, Dana S.; Amthor, Franklin R.; Wimsatt, F. Casey; Biasini, Fred J.
This study assessed the efficacy of "FaceSay," a computer-based social skills training program for children with Autism Spectrum Disorders (ASD). This randomized controlled study (N = 49) indicates that providing children with low-functioning autism (LFA) and high functioning autism (HFA) opportunities to practice attending to eye gaze,…
Sancho, Kimberly; Sidener, Tina M.; Reeve, Sharon A.; Sidener, David W.
The current study employed an adapted alternating treatments design with reversal and multiple probe across participants components to compare the effects of traditional video priming and simultaneous video modeling on the acquisition of play skills in two children diagnosed with autism. Generalization was programmed across play sets, instructors,…
Van Houtven, Courtney Harold; Thorpe, Joshua M.; Chestnutt, Deborah; Molloy, Margory; Boling, John C.; Davis, Linda Lindsey
Purpose of the Study: This paper is a report of a study of the Assistance, Support, and Self-health Initiated through Skill Training (ASSIST) randomized control trial. The aim of this paper is to understand whether participating in ASSIST significantly changed the out-of-pocket (OOP) costs for family caregivers of Alzheimer's disease (AD) or…
Angacian, Sevan; Bray, Melissa A.; Kehle, Thomas J.; Byer-Alcorace, Gabriel; Theodore, Lea A.; Cross, Karen; DeBiase, Emily
Divorce is an increasingly prevalent occurrence in society that has the potential to result in many adverse short- and long-term consequences for children and their parents. Social skills, such as those with peers, are one of the problems that may emerge for children of divorce. Despite this growing problem, there is a paucity of research…
Karst, Jeffrey S.; Van Hecke, Amy Vaughan; Carson, Audrey M.; Stevens, Sheryl; Schohl, Kirsten; Dolan, Bridget
Raising a child with an Autism Spectrum Disorder (ASD) is associated with increased family chaos and parent distress. Successful long-term treatment outcomes are dependent on healthy systemic functioning, but the family impact of treatment is rarely evaluated. The Program for the Education and Enrichment of Relational Skills (PEERS) is a social…
Pekmezaris, Renee; Walia, Rajni; Nouryan, Christian; Katinas, Lori; Zeitoun, Nancy; Alano, Gloria; Guzik, Howard J.; Lester, Paula E.; Sunday, Suzanne; Wolf-Klein, Gisele; Steinberg, Harry
The palliative medicine literature consistently documents that physicians are poorly prepared to help patients experience a "good death" and are often unaware of their ill patients' preferences for end-of-life care. The present study, enrolling 150 physicians, sought to improve their communication skills for end-of-life care. We found significant…
Craighead, Linda W.; Agras, W. Stewart
Summarizes data pertaining to separate and combined effects of cognitive-behavioral and psychopharmacologic treatments for obesity and bulimia nervosa. Anorexiant medication appears to enhance restraint and facilitates weight loss with behavioral interventions in the treatment of obesity, but relapse occurs once medication is withdrawn.…
Winter, Leanne; Morawska, Alina; Sanders, Matthew R.
There is a paucity of research considering the effect of behavioral family intervention (BFI) on parenting knowledge and the relative importance of both knowledge and parent confidence in reducing parenting dysfunction and problematic child behavior is unclear. In this study ninety-one parents (44 mothers, 47 fathers) of children aged 2-10 years…
O'Reilly, Mark; Fragale, Christina; Gainey, Summer; Kang, Soyeon; Koch, Heather; Shubert, Jennifer; El Zein, Farah; Longino, Deanna; Chung, Moon; Xu, Ziwei; White, Pamela; Lang, Russell; Davis, Tonya; Rispoli, Mandy; Lancioni, Giulio; Didden, Robert; Healy, Olive; Kagohara, Deborah; van der Meer, Larah; Sigafoos, Jeff
We examined the influence of an antecedent communication intervention on challenging behavior for three students with developmental disorders. Students were taught to request tangible items that were identified as reinforcers for challenging behavior in a prior functional analysis. Individual participant multielement and reversal designs were used…
Betters-Bubon, Jennifer; Donohue, Peg
The implementation of school-wide positive behavioral interventions and supports (SWPBIS) has been shown to reduce behavioral incidents and lead to more positive school climates. Despite the growing popularity in schools, there lacks clear understanding of the school counselor role in this approach. We present the perspectives of an elementary…
Hutchison, Andrew J.; Breckon, Jeff D.; Johnston, Lynne H.
This review critically examines Transtheoretical Model (TTM)-based interventions for physical activity (PA) behavior change. It has been suggested that the TTM may not be the most appropriate theoretical model for applications to PA behavior change. However, previous reviews have paid little or no attention to how accurately each intervention…
Hinshaw, Stephen P.; And Others
Assessed the effects of two interventions on hyperactive children's (N=24) social behavior. Results indicated that both methylphenidate (Ritalin) and reinforced self-evaluation were superior to the contrast treatments. Medication plus cognitive-behavioral self-evaluation proved optimal, and placebo plus reinforcement alone was significantly worse…
Kuo, Nai-Cheng; Plavnick, Joshua B.
This study examined the effectiveness of an antecedent art intervention on reduction of off-task behavior for a 3-year-old child with autism. A single-case reversal design was used to show that one-on-one art task instruction occurring prior to large group instructional sessions produced decreased levels of off-task behavior when compared to…
Ducharme, Joseph M.; Shecter, Carly
Although not trained as treatment providers, teachers are increasingly faced with students who present challenging behavioral issues that require intervention. Teachers often resort to reactive and punitive strategies that have many negative side effects and drawbacks because they lack specific training in managing problem behavior in the…
Dembo, Richard; Briones-Robinson, Rhissa; Barrett, Kimberly; Ungaro, Rocio; Winters, Ken C.; Belenko, Steven; Karas, Lora M.; Gulledge, Laura; Wareham, Jennifer
Substance use and sexual risk behaviors are common among adolescents, but research has focused attention on alcohol use. Much less is known about the relationship of marijuana use and sexual risk behavior among high-risk, especially truant, youths. We report interim findings from a NIDA-funded experimental, brief intervention (BI) study involving…
Charles, Pajarita; Gorman-Smith, Deborah; Jones, Anne
Objective: This article describes an intervention development focusing on the early design stages of a model to improve psychosocial and behavioral health outcomes among children of fathers with incarceration and antisocial behavioral histories. Method: We use a synthesis of the literature and qualitative interviews with key informants to inform a…
Fitzsimmons, Suzanne; Barba, Beth; Stump, Maria
This article is the last of a four-part series addressing the use of non-pharmacological interventions for older adults with behavioral and psychological symptoms of dementia (BPSD). These types of interventions are used to prevent, lessen, or eliminate BPSD, thereby reducing patient reliance on psychoactive medications. These interventions are easy to use, cost-effective, and simple to implement. The Centers for Medicare & Medicaid Services' psychoactive medication reduction initiative encourages all staff to use nonpharmacological interventions to manage BPSD. As with any attempt to handle BPSD, health care professionals and staff need a tool-box of interventions, as what works one day may not work the next and what works with one older adult may not work with another. This article describes the categories of diversional and physical nonpharmalogical interventions, presents the evidence supporting their use, and provides information on effective implementation. PMID:25531298
Chen, Chao-Ying; Lo, Warren D.; Heathcock, Jill C.
Upper extremity movements, midline behaviors, fine, and gross motor skills are frequently impaired in hemiparesis and cerebral palsy. We investigated midline toy exploration and fine and gross motor skills in infants at risk for hemiplegic cerebral palsy. Eight infants with neonatal stroke (NS) and thirteen infants with typical development (TD)…
Gray, Matt J.; Christina M. Hassija
Optimal therapy for Posttraumatic Stress Disorder (PTSD) follows logically from an understanding of etiological models describing the development and maintenance of the disorder. Accordingly, the present article provides a brief overview of PTSD with particular attention paid to etiology. Exposure-based interventions have consistently been shown to promote superior posttraumatic adjustment relative to alternate treatment approaches. In addition to describing exposure therapy for PTSD, we brie...
The potential advantages of using the Internet to deliver self-care and behavior-change programs are well recognized. An aging population combined with the increasing prevalence of long-term conditions and more effective medical interventions place financial strain on all health care systems. Web-based interventions have the potential to combine the tailored approach of face-to-face interventions with the scalability of public health interventions that have low marginal costs per additional user. From a patient perspective, Web-based interventions can be highly attractive because they are convenient, easily accessible, and can maintain anonymity/privacy. Recognition of this potential has led to research in developing and evaluating Web-based interventions for self-management of long-term conditions and behavior change. Numerous systematic reviews have confirmed the effectiveness of some Web-based interventions, but a number of unanswered questions still remain. This paper reviews the progress made in developing and evaluating Web-based interventions and considers three challenging areas: equity, effectiveness, and implementation. The impact of Web-based interventions on health inequalities remains unclear. Although some have argued that such interventions can increase access to underserved communities, there is evidence to suggest that reliance on Web-based interventions may exacerbate health inequalities by excluding those on the "wrong" side of the digital divide. Although most systematic reviews have found a positive effect on outcomes of interest, effect sizes tend to be small and not all interventions are successful. Further work is needed to determine why some interventions work and others do not. This includes considering the "active ingredients" or mechanism of action of these complex interventions and the context in which they are used. Are there certain demographic, psychological, or clinical factors that promote or inhibit success? Are some behaviors or
Effect of Home Based Life Saving Skills education on knowledge of obstetric danger signs, birth preparedness, utilization of skilled care and male involvement : A Community-based intervention study in rural Tanzania
Use of skilled care during antenatal visits and delivery is recommended to address the burden of maternal mortality. However there are few facility deliveries and insufficient knowledge of danger signs, especially in rural Tanzania. The aim of this thesis was to explore the perceptions and challenges that the community faces while preparing for childbirth and to evaluate an intervention of the Home Based Life Saving Skills education programme on knowledge of danger signs, facility delivery a...
Rationale and study protocol for the supporting children’s outcomes using rewards, exercise and skills (SCORES) group randomized controlled trial: A physical activity and fundamental movement skills intervention for primary schools in low-income communities
Lubans David R; Morgan Philip J; Weaver Kristen; Callister Robin; Dewar Deborah L; Costigan Sarah A; Finn Tara L; Smith Jordan; Upton Lee; Plotnikoff Ronald C
Abstract Background Many Australian children are insufficiently active to accrue health benefits and physical activity (PA) levels are consistently lower among youth of low socio-economic position. PA levels decline dramatically during adolescence and evidence suggests that competency in a range of fundamental movement skills (FMS) may serve as a protective factor against this trend. Methods/design The Supporting Children’s Outcomes Using Rewards Exercise and Skills (SCORES) intervention is a...
Vestjens, Lotte; Kempen, Gertrudis I. J. M.; Crutzen, Rik; Kok, Gerjo; Zijlstra, G. A. Rixt
Complex behavior change interventions need evidence regarding the effectiveness of individual components to understand how these interventions work. The objective of this study was to identify the least and most promising behavior change techniques (BCTs) within the Dutch intervention "A Matter of Balance" (AMB-NL) aimed at concerns…
This study consisted of three parts. We first used a video observation method and statistical analysis to identify benign behaviors that occurred before the problem behavior. These benign behaviors are known as precursor behaviors. We then used a precursor functional analysis to identify the function of the precursor behaviors. Lastly, we developed and implemented an intervention based on the results of the precursor functional analysis. The interventions effectively reduced problem behavior ...
An essential characteristic of advanced practice nurses is the use of theory in practice. Clinical nurse specialists apply theory in providing or directing patient care, in their work as consultants to staff nurses, and as leaders influencing and facilitating system change. Knowledge of technology and pharmacology has far outpaced knowledge of how to facilitate health behavior change, and new theories are needed to better understand how practitioners can facilitate health behavior change. In ...
Pollak, Daniela D.; Monje, Francisco J.; Zuckerman, Lee; Denny, Christine A.; Drew, Michael R.; Kandel, Eric R.
Although conditioned inhibition of fear (or learned safety) is a learning process critical for preventing chronic stress, a predisposing factor for depression and other psychopathologies, little is known about its functional purposes or molecular mechanisms. To obtain better insight into learned safety, we investigated its behavioral and molecular characteristics and found that it acts as a behavioral antidepressant in two animal models. Learned safety promotes the survival of newborn cells i...
Reid, Allecia E; Carey, Kate B
Interventions to reduce college student drinking, although efficacious, generally yield only small effects on behavior change. Examining mechanisms of change may help to improve the magnitude of intervention effects by identifying effective and ineffective active ingredients. Informed by guidelines for establishing mechanisms of change, we conducted a systematic review of alcohol interventions for college students to identify (a) which constructs have been examined and received support as mediators, (b) circumstances that enhance the likelihood of detecting mediation, and (c) the extent of evidence for mechanisms of change. We identified 61 trials that examined 22 potential mediators of intervention efficacy. Descriptive norms consistently mediated normative feedback interventions. Motivation to change consistently failed to mediate motivational interviewing interventions. Multiple active ingredient interventions were not substantially more likely to find evidence of mediation than single ingredient interventions. Delivering intervention content remotely reduced likelihood of finding support for mediation. With the exception of descriptive norms, there is inadequate evidence for the psychosocial constructs purported as mechanisms of change in the college drinking literature. Evidence for mechanisms will be yielded by future studies that map all active ingredients to targeted psychosocial outcomes and that assess potential mediators early, inclusively, and at appropriate intervals following interventions. PMID:26164065
Forbes, Paula J.; Silvia Gabrielli; Rosa Maimone; Judith Masthoff; Simon Wells; Antti Jylhä
This paper describes our initial work towards a segmentation-based approach to personalized digital behavior change interventions in the domain of sustainable, multi-modal urban transport. Segmentation is a key concept in market research, and within the transport domain, Anable has argued that there are segments of travelers that are relatively homogenous in terms of their mobility attitudes and behaviors. We describe an approach aimed at tailoring behavior change notifications by using segme...
During the last decade, the number of children diagnosed with Autism Spectrum Disorders (ASD) has increased and more and more children with ASD are educated in inclusive classrooms. Although their inclusion can have several benefits, teachers face some challenges. The main reason is these students’ problem behavior or lack of a desirable behavior. The aim of this systematic literature review was to analyze interventions for behavior management of students with ASD, since the ratification of S...
Full Text Available Abstract Background In Tanzania, more than 90% of all pregnant women attend antenatal care at least once and approximately 62% four times or more, yet less than five in ten receive skilled delivery care at available health units. We conducted a qualitative study in Ngorongoro district, Northern Tanzania, in order to gain an understanding of the health systems and socio-cultural factors underlying this divergent pattern of high use of antenatal services and low use of skilled delivery care. Specifically, the study examined beliefs and behaviors related to antenatal, labor, delivery and postnatal care among the Maasai and Watemi ethnic groups. The perspectives of health care providers and traditional birth attendants on childbirth and the factors determining where women deliver were also investigated. Methods Twelve key informant interviews and fifteen focus group discussions were held with Maasai and Watemi women, traditional birth attendants, health care providers, and community members. Principles of the grounded theory approach were used to elicit and assess the various perspectives of each group of participants interviewed. Results The Maasai and Watemi women's preferences for a home birth and lack of planning for delivery are reinforced by the failure of health care providers to consistently communicate the importance of skilled delivery and immediate post-partum care for all women during routine antenatal visits. Husbands typically serve as gatekeepers of women's reproductive health in the two groups - including decisions about where they will deliver- yet they are rarely encouraged to attend antenatal sessions. While husbands are encouraged to participate in programs to prevent maternal-to-child transmission of HIV, messages about the importance of skilled delivery care for all women are not given emphasis. Conclusions Increasing coverage of skilled delivery care and achieving the full implementation of Tanzania's Focused Antenatal Care
This study investigates intervention strategy in stimulating energy-saving behavior to achieve energy neutral urban development. A tree structure overview of potential interventions classified into three categories is revealed. An integrated behaviour model is developed reflecting the relations between behaviour and influence factors. A latent class model is used to identify segments of local residents who differ regarding their preferences for interventions. Data are collected from a sample of residents in the Eindhoven region of the Netherlands in 2010. The results indicate that social-demographic characteristics, knowledge, motivation and context factors play important roles in energy-saving behaviour. Specifically, four segments of residents in the study area were identified that clearly differed in their preferences of interventions: cost driven residents, conscious residents, ease driven residents and environment minded residents. These findings emphasize that the intervention strategy should be focused on specific target groups to have the right mixture of interventions to achieve effective results on stimulating them to save energy. - Highlights: ► A latent class model to identify segments with preferred energy-saving interventions. ► An integrated energy-saving behavior model of casual relations. ► A tree structure overview of potential interventions
Ormand, C. J.; Shipley, T. F.; Tikoff, B.; Manduca, C. A.; Dutrow, B. L.; Goodwin, L. B.; Hickson, T.; Atit, K.; Gagnier, K. M.; Resnick, I.
Spatial visualization is an essential skill in many, if not all, STEM disciplines. It is a prerequisite for understanding subjects as diverse as fluid flow through 3D fault systems, magnetic and gravitational fields, atmospheric and oceanic circulation patterns, cellular and molecular structures, engineering design, topology, and much, much more. Undergraduate geoscience students, in both introductory and upper-level courses, bring a wide range of spatial skill levels to the classroom. However, spatial thinking improves with practice, and can improve more rapidly with intentional training. As a group of geoscience faculty members and cognitive psychologists, we are collaborating to apply the results of cognitive science research to the development of teaching materials to improve undergraduate geology majors' spatial thinking skills. This approach has the potential to transform undergraduate STEM education by removing one significant barrier to success in the STEM disciplines. Two promising teaching strategies have emerged from recent cognitive science research into spatial thinking: gesturing and predictive sketching. Studies show that students who gesture about spatial relationships perform better on spatial tasks than students who don't gesture, perhaps because gesture provides a mechanism for cognitive offloading. Similarly, students who sketch their predictions about the interiors of geologic block diagrams perform better on penetrative thinking tasks than students who make predictions without sketching. We are developing new teaching materials for Mineralogy, Structural Geology, and Sedimentology & Stratigraphy courses using these two strategies. Our data suggest that the research-based teaching materials we are developing may boost students' spatial thinking skills beyond the baseline gains we have measured in the same courses without the new curricular materials.
Merritt, Darcey H; Snyder, Susan M
Understanding the association between children's behaviors and their perceptions regarding the quality of school friendships is useful for intervention strategies focusing on the interpersonal networks of children involved with the child welfare system. Rarely are measures of the strength of peer relationships assessed as a protective factor for maltreated children in the context of understanding their behaviors. This research investigates the link between these youth's expressed relational experiences and nonproblematic behavior. Analyses were conducted on 1,054 children (ages 11-17) from the National Survey of Child and Adolescent Well-Being II (NSCAW II) dataset. Utilizing a factored measure of perceived school friend connectedness, children's behaviors were predicted using Generalized Ordered Logistic regression analyses. Results demonstrated stronger school friend connectedness is a protective factor in that, children who perceive strong peer connections at school are more likely to classify below the problem behavior threshold than those with weaker peer connections. Further, children with increased social skills; fewer deviant peer affiliations; and those who take responsibility in part-time jobs and chores are more likely to display normative behaviors. Compared with all other types of maltreatment, physically abused children are significantly less likely to display behaviors below the problem range. Moreover, physical abuse has a negative impact on the protective nature of strong peer connections. Attention should be given to supporting children's perceived positive friendships, developing social skills, and encouraging participation in part-time jobs (e.g., babysitting, paper routes) as protective factors associated with nonproblematic behaviors, rather than problematic behaviors. Implications for service delivery are discussed. PMID:26460707
Bushman, Bryan B.; Peacock, Gretchen Gimpel
Problem-solving skills training (PSST) has been proposed as a potentially effective addition to behavioral parent training (PT). However, it is not clear whether PSST specifically increases the benefits provided by PT. In this study, PT + PSST was compared to PT + nondirective therapy in a sample of 26 families. All parents received PT. Following…
Kalichman, Seth C.; Cherry, Charsey; Cain, Demetria; Pope, Howard; Kalichman, Moira; Eaton, Lisa; Weinhardt, Lance; Benotsch, Eric G.
Medical information can improve health, and there is an enormous amount of health information available on the Internet. A randomized clinical trial tested the effectiveness of an intervention based on social-cognitive theory to improve information use among people living with HIV/AIDS. Men and women (N = 448) were placed in either (a) an…
Kelmanson, I. A.; Adulas, E. I.
This study aimed at evaluating possible effects of massage interventions on developmental progress in the infants born with low birth weight (LBW). Forty infants (17 boys, 23 girls) who were born in St. Petersburg in 2000 through 2002 and met a conventional definition of LBW (less than 2500 g at birth) entered the study. Of these, 36 (17 boys, 19…
Vladescu, Jason C.; Kodak, Tiffany
Although the use of differential reinforcement has been recommended in previous investigations and in early intervention curriculum manuals, few studies have evaluated the best method for providing differential reinforcement to maximize independent responding. This paper reviews previous research on the effectiveness of differential reinforcement…
HIV Prevention Counseling Intervention Delivered During Routine Clinical Care Reduces HIV Risk Behavior in HIV-Infected South Africans Receiving Antiretroviral Therapy: The Izindlela Zokuphila/Options for Health Randomized Trial
Fisher, Jeffrey D.; Cornman, Deborah H.; Shuper, Paul A.; Christie, Sarah; Pillay, Sandy; Macdonald, Susan; Ngcobo, Ntombenhle; Amico, K. Rivet; Lalloo, Umesh; Friedland, Gerald; Fisher, William A.
Context Sustainable interventions are needed to minimize HIV risk behavior among people living with HIV (PLWH) in South Africa on antiretroviral therapy (ART), a significant proportion of whom do not achieve viral suppression. Objective To determine whether a brief lay counselor delivered intervention implemented during routine care can reduce risky sex among PLWH on ART. Design Cluster randomized 16 HIV clinical care sites in KwaZulu Natal, South Africa, to intervention or standard-of-care. Setting Publicly funded HIV clinical care sites. Patients 1891 PLWH on ART received the HIV prevention counseling intervention (n = 967) or standard-of-care counseling (n = 924). Intervention Lay counselors delivered a brief intervention using motivational interviewing strategies based on the Information—Motivation—Behavioral Skills (IMB) model during routine clinical care. Main Outcome Measures Number of sexual events without a condom in the past four weeks with partners of any HIV status, and with partners perceived to be HIV-negative or HIV-status unknown, assessed at baseline, 6, 12, and 18 months. Results Intervention participants reported significantly greater reductions in HIV risk behavior on both primary outcomes, compared to standard-of-care participants. Differences in STI incidence between arms were not observed. Conclusion Effective behavioral interventions, delivered by lay counselors within the clinical care setting, are consistent with the strategy of linking HIV care and HIV prevention and integrating biomedical and behavioral approaches to stemming the HIV epidemic. PMID:25230288
Macapagal, Kathryn; Greene, George J; Andrews, Katie; Mustanski, Brian
Most HIV infections among young men who have sex with men (YMSM) occur within primary partnerships. Research on YMSM’s knowledge, motivation, and behavioral skills regarding relationship-related HIV prevention, and how these correspond to HIV risk and partnership characteristics, is limited. We examined links among the Relationship-Oriented Information-Motivation-Behavioral Skills (RELO-IMB) model, relationship characteristics, and HIV risk in 96 YMSM. Condomless sex with a primary partner was associated with low relationship-related HIV preventive information, motivation, and behavioral skills. Lack of HIV testing and alcohol use before sex were associated with low behavioral skills. In multivariate analyses, behavioral skills were the only consistent predictor of these outcomes. Regarding relationship characteristics, feeling trapped in the relationship or being physically abused by a partner was associated with low motivation and behavioral skills. The RELO-IMB model can be used to understand HIV risk in relationships and points to targets for relationship-specific HIV prevention education for YMSM. PMID:27459167
Middleton, M B; Cartledge, G
The purpose of this study was to investigate the effects of social skills instruction on identified acts of aggression. Five elementary-aged African American male students attending general education classes in an urban public school setting were taught social skills using modeling, role playing, corrective feedback, and differential reinforcement of alternative or incompatible behaviors. Parent training and parent notes were used for the maintenance and transfer of newly learned social skills. A multiple baseline design across students, combined with a withdrawal feature, was employed to assess the effectiveness of the social skills instruction. Data were collected in the classroom and cafeteria to assess generalization of the training to naturalistic settings. Results indicate the social skills instructional package to be functionally related to a decrease in aggressive behaviors with four of the five students and maintained by parental involvement. PMID:7726817
Miles, Ann C.
Suspension from school removes students from the educational environment and interferes with school progress by decreasing prospects of gaining academic and social skills. Suspension also negatively affects school attendance and is an indicator of future disciplinary problems. To address problem behaviors that can lead to school suspensions,…
Blum, Nathan J.; And Others
This study examined the effects of methylphenidate drug therapy and differential reinforcement on the disruptive behavior and task engagement of 3 children (ages 6 through 11) with mental retardation. Results indicated that both interventions were effective for two of the children. No evidence of an additive or synergistic effects of the two…
This paper considers behavioral contingencies that change as a function of time, of the individual's own behavior (as in locomotion and reading), of the behavior of other parties or of interactions with them. A detailed analysis of locomotion and of reading out loud shows that the behavioral contingencies for these are virtually the same. The terrain being traversed and the locomotion behavior involved are shown to be analogous to a segment of text being read and the articulation of the words. In both cases, successive upcoming segments are perceived and processed, and during the processing phases, motor behavior is formulated. In both, the smooth concatenation of the motor phases for successive segments requires buffering. Both involve corrective or digressive actions in response to obstacles or unanticipated stimuli encountered. Both involve looking ahead at the upcoming segment and processing it while the motor phase of the prior segment is still in progress. For both, the size, entropy, familiarity, and other attributes of the upcoming segment are parameters of the performance. It is suggested that locomotion has similar parallels with certain other complex skills, such as listening, copying, receiving Morse code, simultaneous interpreting, and certain types of performance, and may therefore be their phylogenetic prototype and biological homologue. PMID:19124062
Kulis, Stephen S; Ayers, Stephanie L; Harthun, Mary L; Jager, Justin
Parenting in 2 Worlds (P2W) is a culturally grounded parenting intervention that addresses the distinctive social and cultural worlds of urban American Indian (AI) families. P2W was culturally adapted through community-based participatory research in three urban AI communities with diverse tribal backgrounds. This paper reports the immediate outcomes of P2W in a randomized controlled trial, utilizing data from 575 parents of AI children (ages 10-17). Parents were assigned to P2W or to the comparison group, an informational family health curriculum, Healthy Families in 2 Worlds (HF2W). Both the P2W and HF2W curricula consisted of 10 workshops delivered weekly by AI community facilitators. Pretests were administered at the first workshop and a post-test at the last workshop. Tests of the efficacy of P2W versus HF2W on parenting skills and family functioning were analyzed with pairwise t tests, within intervention type, and by baseline adjusted path models using FIML estimation in Mplus. Intervention effect sizes were estimated with Cohen's d. Participants in P2W reported significant improvements in parental agency, parenting practices, supervision and family cohesion, and decreases in discipline problems and parent-child conflict. Compared to HF2W, P2W participants reported significantly larger increases in parental self-agency and positive parenting practices, and fewer child discipline problems. Most of these desired program effects for P2W approached medium size. Culturally adapted parenting interventions like P2W can effectively strengthen parenting practices and family functioning among urban AI families and help address their widespread need for targeted, culturally grounded programs. PMID:27129476
De Decker, Ellen; De Craemer, Marieke; De Bourdeaudhuij, Ilse; Verbestel, Vera; Duvinage, Kristin; Iotova, Violeta; Grammatikaki, Evangelia; Wildgruber, Andreas; Mouratidou, Theodora; Manios, Yannis; Cardon, Greet
Background: High levels of sedentary behavior are often measured in preschoolers, but only a few interventions have been developed to counteract this. Furthermore, detailed descriptions of interventions in preschoolers targeting different forms of sedentary behavior could not be located in the literature. The aim of the present paper was to describe the different steps of the Intervention Mapping Protocol used towards the development of an intervention component of the ToyBox-study focusing o...
Ae-Na Choi; Myeong Soo Lee; Jung-Sook Lee
We investigated the effects of group music intervention on aggression and self-esteem in children with highly aggressive behavior. Forty-eight children were allocated to either a music intervention group or an untreated control group. The music intervention group received 50 min of music intervention twice weekly for 15 consecutive weeks. The outcome measures were Child Behavior Checklist Aggression Problems Scale (Parents), Child Aggression Assessment Inventory (Teachers) and Rosenberg Self-...
Leonor Canales Reyes
The aim of this paper was to evaluate the effectiveness of a cognitive-behavioral treatment to reduce the perceived stress level in patients with isquemic cardiopathy. This was a study with intervention without control group. Nine people with isquemic cardiophaty participated, their age were between 40 and 60 years old; all of them were patients of a public hospital in north of Mexico. Stress inoculation training was used in eight sessions’ intervention; each session was about two hours. To m...
Epperson, Matthew W.; WOLFF, NANCY; Morgan, Robert D.; Fisher, William H.; Frueh, B. Christopher; HUENING, JESSICA
The purpose of this paper is to cast a vision for the next generation of behavioral health and criminal justice interventions for persons with serious mental illnesses in the criminal justice system. The limitations of first generation interventions, including their primary focus on mental health treatment connection, are discussed. A person-place framework for understanding the complex factors that contribute to criminal justice involvement for this population is presented. We discuss practi...
DeGarmo, David S.; Reid, John B.; Fetrow, Becky A.; Fisher, Philip A.; Antoine, Karla D.
This paper evaluated the Pathways Home manualized selective preventive intervention designed to prevent reunification failures once children are returned home to their biological parent(s) after first time stays in foster care (n = 101). The theoretically based intervention focused on support and parent management practices designed to prevent the development of child behavior problems including internalizing and externalizing problems, and substance use. Intent to treat analyses employed pro...
Garofalo, Robert; Kuhns, Lisa M; Reisner, Sari L; Mimiaga, Matthew J
Worldwide, transgender women are at disproportionately higher risk of HIV infection, with the primary mode of infection being condomless anal intercourse. Although very few HIV prevention interventions have been developed and tested specifically for transgender women, growing evidence suggests that behavioral HIV risk reduction interventions for other marginalized groups are efficacious. We outline the current state of knowledge and areas in need of further development in this area. PMID:27429186
Kuhns, Lisa M.; Reisner, Sari L.; Mimiaga, Matthew J.
Abstract: Worldwide, transgender women are at disproportionately higher risk of HIV infection, with the primary mode of infection being condomless anal intercourse. Although very few HIV prevention interventions have been developed and tested specifically for transgender women, growing evidence suggests that behavioral HIV risk reduction interventions for other marginalized groups are efficacious. We outline the current state of knowledge and areas in need of further development in this area. PMID:27429186
Jan Willem Bolderdijk; Madelijne Gorsira; Kees Keizer; Linda Steg
Informational interventions (e.g., awareness campaigns, carbon footprint calculators) are built on the assumption that informing the public about the environmental consequences of their actions should result in increased pro-environmental intentions and behavior. However, empirical support for this reasoning is mixed. In this paper, we argue that informational interventions may succeed in improving people's knowledge about the negative environmental consequences of one's actions, but this kno...
Frerichs, Leah M.; Araz, Ozgur M.; Huang, Terry T. – K.
Research evidence indicates that obesity has spread through social networks, but lever points for interventions based on overlapping networks are not well studied. The objective of our research was to construct and parameterize a system dynamics model of the social transmission of behaviors through adult and youth influence in order to explore hypotheses and identify plausible lever points for future childhood obesity intervention research. Our objectives were: (1) to assess the sensitivity o...
Leijten, Patty; Raaijmakers, Maartje A J; Orobio de Castro, Bram; Matthys, Walter
Ethnic minority families in Europe are underrepresented in mental health care-a profound problem for clinicians and policymakers. One reason for their underrepresentation seems that, on average, ethnic minority families tend to perceive externalizing and internalizing child behavior as less problematic. There is concern that this difference in problem perception might limit intervention effectiveness. We tested the extent to which ethnic differences in problem perception exist when ethnic minority families engage in mental health service and whether lower levels of problem perception diminish parenting intervention effects to reduce disruptive child behavior. Our sample included 136 mothers of 3- to 8-year-olds (35% female) from the 3 largest ethnic groups in the Netherlands (43% Dutch; 35% Moroccan; 22% Turkish). Mothers reported on their child's externalizing and internalizing behavior and their perception of this behavior as problematic. They were then randomly assigned to the Incredible Years parenting intervention or a wait list control condition. We contrasted maternal reports of problem perception to teacher reports of the same children. Moroccan and Turkish mothers, compared with Dutch mothers, perceived similar levels of child behavior problems as less problematic, and as causing less impairment and burden. Teacher problem perception did not vary across children from different ethnic groups. Importantly, maternal problem perception did not affect parenting intervention effectiveness to reduce disruptive child behavior. Our findings suggest that ethnic differences in problem perception exist once families engage in treatment, but that lower levels of problem perception do not diminish treatment effects. (PsycINFO Database Record PMID:26866477
Ross, Scott W.; Sabey, Christian V.
Check-In Check-Out is a Tier 2 intervention designed to reduce problem behavior and increase prosocial behavior. Although the intervention has demonstrated effects in several studies, few research efforts have considered how the intervention can be modified to support students with social skill deficits. Through a multiple baseline design across…
Brendan F. Andrade
Full Text Available Children with disruptive behavior disorders experience substantial social challenges; however, the factors that account for (i.e., mediate, or influence (i.e., moderate, peer problems are not well understood. This study tested whether symptoms of Oppositional Defiant Disorder and Conduct Disorder were associated with peer impairment and whether prosocial skills mediated or moderated these associations. Teacher ratings were gathered for 149 children (Mage = 9.09, SD = 1.71, 26% female referred for behavioral concerns to an urban child psychiatry clinic. Path-analytic linear regressions testing mediation and moderation effects showed that prosocial skills significantly moderated the negative effects of symptoms of Conduct Disorder on peer impairment. Children showed less peer impairment only when they had relatively few conduct symptoms and high prosocial skills. Measurement of prosocial skills, in addition to conduct problems, may best capture factors which contribute to peer problems of children with disruptive behaviors.
Albo-Canals, J.; Díaz Boladeras, Marta; Angulo Bahón, Cecilio
This paper presents an analysis of two comparable studies with LEGO Robotics-based activities in a social skills training program for children with autism spectrum disorders (ASD). One study has been carried out with a group of 16 children in the Unit of Pediatrics Psychology and Psychiatry in HSJD in Barcelona , Spain and the other with a group of 17 children at the Center for Education and Engineering Outreach (Tufts U.) in Boston, USA. The aim of this comparison is discuss lessons le...
Isaacs, C D
Child abuse has probably existed as a social problem as long as parents and children have lived under the same roof, and in recent years it has received tremendous attention. Most of the research has focused on etiology rather than treatment, leaving large gaps in our knowledge about remediating abuse. Behavioral scientists have only begun to formulate a conceptual framework from which to work. Many theoretical questions are yet unanswered, particularly the question of what constitutes abuse....
Springer, Benjamin James
The current study evaluated the effectiveness of the Superhero Social Skills program in increasing the social engagement skills and decreasing the aggressive behavior of students with externalizing behavior problems as implemented by a resource teacher. There have been no empirical evaluations of the Superhero Social Skills program as implemented…
Kessler, Holly S
The National School Lunch Program in the United States provides an important opportunity to improve nutrition for the 30 million children who participate every school day. The purpose of this narrative review is to present and evaluate simple, evidence-based strategies to improve healthy eating behaviors at school. Healthy eating behaviors are defined as increased selection/consumption of fruits and/or vegetables, increased selection of nutrient-dense foods, or decreased selection of low-nutrient, energy-dense foods. Data were collected from sales records, 24-hour food recalls, direct observation, and estimation of plate waste. The review is limited to simple, discrete interventions that are easy to implement. Sixteen original, peer-reviewed articles are included. Interventions are divided into 5 categories: modification of choice, behavior modification, marketing strategies, time-efficiency strategies, and fruit slicing. All interventions resulted in improved eating behaviors, but not all interventions are applicable or feasible in all settings. Because these studies were performed prior to the implementation of the new federally mandated school meal standards, it is unknown if these interventions would yield similar results if repeated now. PMID:26874753
Purvis, Karyn B.; Razuri, Erin Becker; Howard, Amanda R. Hiles; Call, Casey D.; DeLuna, Jamie Hurst; Hall, Jordan S.; Cross, David R.
Children who have experienced early adversities are at risk for behavioral problems and trauma symptoms. Using a two-group, pre-post intervention design, the current study evaluated the effectiveness of a parent training utilizing Trust-Based Relational Intervention, a trauma-informed, attachment-based intervention, in reducing behavioral problems and trauma symptoms in at-risk adopted children. Children of parents in the treatment group (n = 48) demonstrated significant decreases in behavior...
Patrick, Megan E.; LEE, CHRISTINE M.; Neighbors, Clayton
The purpose of the present study was to evaluate an adapted web-based multi-component personalized feedback intervention to reduce college student alcohol use and risky sexual behavior during Spring Break. This is one of the first interventions focused on Spring Break alcohol use and related sexual behavior. Personalized feedback intervention components addressed intentions, expected consequences, norms, motivations, protective behavioral strategies, and pacts with friends. Participants were ...
Laisaar, Kaja-Triin; Raag, Mait; Rosenthal, Marika; Uusküla, Anneli
Regular interactions with people living with HIV/AIDS (PLWHA) who are receiving care provide caregivers opportunities to deliver interventions to reduce HIV-related risks. We conducted a systematic review of behavioral interventions for PLWHA (provided at individual level by caregivers at HIV care settings) to determine their efficacy in reducing sexual risk behavior. Conference websites and biomedical literature databases were searched for studies from 1981 to 2013. Randomized and quasi-randomized controlled trials (with standard-of-care control groups), considering at least one of a list of HIV-related behavioral or biological outcomes in PLWHA aged ≥18 receiving HIV care with at least 3-month follow-up were included. No language or publication status restrictions were set. Standardized search, data abstraction, and evaluation methods were used. Five randomized controlled trials were included in the review. We found limited evidence that sexual risk reduction interventions increase condom use consistency in HIV transmission risk acts, and reduce the number of (casual) sexual partners. We still believe that regular interactions between HIV care providers and PLWHA provide valuable opportunities for theory-based sexual risk reduction interventions to restrain the spread of HIV. PMID:25844941
Rongkavilit, Chokechai; Naar-King, Sylvie; Kaljee, Linda M; Panthong, Apirudee; Koken, Juline A; Bunupuradah, Torsak; Parsons, Jeffrey T
With disproportionately higher rates of HIV/AIDS among youth and increasing access to antiretroviral therapy (ART) in Thailand, there is a growing urgency in understanding the challenges to medication adherence confronting this population and in developing theory-based interventions to address these challenges. One potentially relevant model, the information-motivation-behavioral skills (IMB) model of adherence, was developed in Western settings characterized by a more individualistic culture in contrast to the more collectivistic culture of Thailand. We explored the application and adaptability of IMB on ART adherence among HIV-positive Thai youth through the analysis of qualitative data from a pilot motivational interviewing study. Twenty-two interview sessions from 10 HIV-positive Thai youth (17-24 years) were analyzed; 6 youth were on ART. Data support the utility of IMB as a potential framework for understanding ART adherence in this population. However, data indicate a consideration to expand the motivation construct of IMB to incorporate youths' perceived familial and social responsibilities and the need to adhere to medications for short- and long-term well-being of self, family, and society in a context of Buddhist values. These modifications to IMB could be relevant in other cultural settings with more collectivistic worldviews. PMID:21091238
Prick, Anna-Eva; de Lange, Jacomine; Scherder, Erik; Twisk, Jos; Pot, Anne Margriet
Purpose The effects of a multicomponent dyadic intervention on the mood, behavior, and physical health of people with dementia living in the community were evaluated in a randomized controlled trial. This multicomponent dyadic intervention is a translated and adapted version of an intervention that has been shown to be effective for people with dementia in the US. Patients and methods People with dementia living in the community and their family caregivers (N=111 caregiver-care recipient dyads) were randomly assigned to the intervention and comparison group. The intervention group received home-based physical exercise training, psycho-education, communication skills training, and pleasant activities training during 3 months directed at both the person with dementia and the caregiver. Mood, behavior, and physical health were measured at baseline, 3 months, and 6 months. The effects of the study were determined by using generalized estimating equations based on an intention-to-treat analysis. Results Analyses showed no beneficial effects over time on any of the outcome measures. Conclusion This study showed no effects. The negative results in this study compared to the study that has been carried out in the US might be explained by the translation, adaptation, and shortening of the intervention used in the US, and a different social context. In addition, the results might be explained by the lack of room for improvement and by experiencing the intervention as too much of a burden. Furthermore, improving physical health might only be effective if the physical exercises are of moderate-to-high-intensity and are tailored in accordance with participants’ preferences and needs. For future studies, because dyads often commented positively about the pleasure and support they received, it might also be valuable to measure quality of life outcomes such as relationship quality, pleasure, and self-esteem in dyadic focused interventions. PMID:27099480
Okorodudu, Daniel E.; Bosworth, Hayden B.; Corsino, Leonor
The overweight and obesity trends have risen over the past few decades placing significant burdens on healthcare in terms of increased morbidity and cost. Behavioral change therapy is an effective treatment strategy and includes goal setting, self-monitoring, problem solving, and reinforcement tactics. Traditionally, behavior change therapy has been delivered using face-to-face counseling along with paper and pen recording of dietary intake and physical activity. The current advances in technology provide opportunities to deliver interventions using cellphones, internet and active video games. These new methods to deliver behavior change for the management and prevention of obesity are being developed in order to increase access, improve convenience, decrease cost and increase participant engagement. In this review, we present new approaches to promote behavior changes in the management of obesity. Currently available data shows promising results. However, future research is needed to address study limitations and implementation challenges of these innovative interventions. PMID:25011006
Reider, Eve E; Sims, Belinda E
Suicide is the second leading cause of death for youth aged 10-24. Research informed prevention efforts have the opportunity to decrease risk for suicidal ideation and behavior before it is manifested. Indeed, there is a small body of research findings demonstrating both proximal and distal effects of preventive interventions delivered in childhood and adolescence on suicidal ideation and/or behavior. These efforts build off of other secondary analyses of prevention research that has demonstrated benefits for multiple types of youth outcomes. This supplement provides "proof of concept" that family-based preventive interventions aimed at reducing a number of risk factors for suicide (e.g., substance use, externalizing, and internalizing behavior) can prevent suicidal ideation and behaviors. PMID:27094108
Geraldina F Gaastra
Full Text Available Children with attention-deficit/hyperactivity disorder (ADHD often exhibit problem behavior in class, which teachers often struggle to manage due to a lack of knowledge and skills to use classroom management strategies. The aim of this meta-analytic review was to determine the effectiveness of several types of classroom interventions (antecedent-based, consequence-based, self-regulation, combined that can be applied by teachers in order to decrease off-task and disruptive classroom behavior in children with symptoms of ADHD. A second aim was to identify potential moderators (classroom setting, type of measure, students' age, gender, intelligence, and medication use. Finally, it was qualitatively explored whether the identified classroom interventions also directly or indirectly affected behavioral and academic outcomes of classmates. Separate meta-analyses were performed on standardized mean differences (SMDs for 24 within-subjects design (WSD and 76 single-subject design (SSD studies. Results showed that classroom interventions reduce off-task and disruptive classroom behavior in children with symptoms of ADHD (WSDs: MSMD = 0.92; SSDs: MSMD = 3.08, with largest effects for consequence-based (WSDs: MSMD = 1.82 and self-regulation interventions (SSDs: MSMD = 3.61. Larger effects were obtained in general education classrooms than in other classroom settings. No reliable conclusions could be formulated about moderating effects of type of measure and students' age, gender, intelligence, and medication use, mainly because of power problems. Finally, classroom interventions appeared to also benefit classmates' behavioral and academic outcomes.
Nelson, David V.; Cleveland, Sidney E.; Baer, Paul E.
Provides a conceptual background for specific behavioral-therapy approach to family stress management in dealing with the sequelae of acute myocardial infarction for all family members with the goal of reducing morbidity for all family members as they cope with ongoing survivorship issues. Describes the program and discusses its pilot…
Hops, Hyman; Ozechowski, Timothy J.; Waldron, Holly B.; Davis, Betsy; Turner, Charles W.; Brody, Janet L.; Barrera, Manuel
Adolescents who abuse substances are more likely to engage in health-risking sexual behavior (HRSB) and are at particularly high risk for HIV/AIDS. Thus, substance abuse treatment presents a prime opportunity to target HIV-risk behaviors. The present study evaluated a one-session HIV-risk intervention embedded in a controlled clinical trial for drug-abusing adolescents. The trial was conducted in New Mexico and Oregon with Hispanic and Anglo adolescents. Youths were randomly assigned to indiv...
Dodge, Kenneth A.; McCourt, Sandra N.
Adolescent chronic antisocial behavior is costly but concentrated in a relatively small number of individuals. The search for effective preventive interventions draws from empirical findings of three kinds of gene-by-environment interactions: (1) parenting behaviors mute the impact of genes; (2) genes alter the impact of traumatic environmental experiences such as physical abuse and peer social rejection; and (3) individuals and environments influence each other in a dynamic developmental cas...
O’Reilly, Gillian A.; Cook, Lauren; Spruijt-Metz, Donna; Black, David S.
Mindfulness-based interventions (MBIs) targeting eating behaviors have gained popularity in recent years. A literature review was conducted to determine the effectiveness of MBIs for treating obesity-related eating behaviors, such as binge eating, emotional eating, and external eating. A search protocol was conducted using the online databases Google Scholar, PubMed, PsycINFO, and Ovid Healthstar. Articles were required to meet the following criteria to be included in this review: (1) describ...
Iranagh, Jamileh Amirzadeh; Rahman, Hejar Abdul; Motalebi, Seyedeh Ameneh
BACKGROUND/OBJECTIVES Nutrition is a determinant factor of health in elderly people. Independent living in elderly people can be maintained or enhanced by improvement of nutritional behavior. Hence, the present study was conducted to determine the impact of Health Belief Model (HBM)-based intervention on the nutritional behavior of elderly women. SUBJECTS/METHODS Cluster-random sampling was used to assess the sample of this clinical trial study. The participants of this study attended a 12-we...
SMITH, Laramie R.; AMICO, K. Rivet; SHUPER, Paul A.; CHRISTIE, Sarah; FISHER, William A.; CORNMAN, Deborah H.; DOSHI, Monika; MacDONALD, Susan; PILLAY, Sandy; FISHER, Jeffrey D.
Little is known regarding factors implicated in early engagement and retention in HIV-care among individuals not yet eligible for antiretroviral therapy (pre-ART) in sub-Saharan Africa. Identifying such factors is critical for supporting retention in pre-ART clinical care to ensure timely ART initiation and optimize long-term health outcomes. We assessed patients’ pre-ART HIV-care related information, motivation, and behavioral skills among newly diagnosed ART-ineligible patients initiating care in KwaZulu-Natal, South Africa. The survey was interviewer-administered to eligible patients who were 18 years of age or older, newly entering care (diagnosed within the last 6-months), and ineligible for ART (CD4 count >200 cells/mm3) in one of four primary care clinical sites. Self-reported information, motivation and behavioral skills specific to retention in pre-ART HIV-care were characterized by categorizing responses into those reflecting potential strengths and those reflective of potential deficits. Information, motivation, and behavioral skills deficits sufficiently prevalent in the overall sample (i.e., ≥30% prevalent) were identified as areas in need of specific attention through intervention efforts adapted to the clinic level. Gender-based differences were also evaluated. A total of 288 patients (75% female) completed structured interviews. Across the sample, 8 information, 8 motivation, and 8 behavioral skills deficit areas were identified as sufficiently prevalent to warrant specific targeted attention. Gender differences did not emerge. The deficits in pre-ART HIV-care related information, motivation and behavioral skills that were identified suggest that efforts to improve accurate information on immune function and HIV disease are needed, as is accurate information regarding HIV treatment and transmission risk prior to ART initiation. Additional efforts to facilitate the development of social support, including positive interactions with clinic staff
Evaluation of the Homework, Organization, and Planning Skills (HOPS) Intervention for Middle School Students with Attention Deficit Hyperactivity Disorder as Implemented by School Mental Health Providers
Langberg, Joshua M.; Epstein, Jeffery N.; Becker, Stephen P.
The purpose of the study was to evaluate the Homework, Organization, and Planning Skills (HOPS) intervention for middle school students with attention deficit hyperactivity disorder (ADHD) as implemented by school mental health (SMH) providers using a randomized trial design. Seventeen SMH providers from five school districts implemented the HOPS…
The purpose of this study is to compare three intervention approaches that focused on alleviating some of the deleterious effects of poverty by building parental self-efficacy, increasing parenting skills, and decreasing parental stress levels in parents at-risk for negative child outcomes due to factors associated with adverse socioeconomic…
Logan, Samuel; Robinson, Leah; Webster, E. Kipling; Barber, Laura
The purpose of this study was to describe children's engagement during two (high and low) autonomy-based climates. Twenty-five preschool children participated in a nine-week object control skill intervention. Children completed the object control subscale of the Test of Gross Motor Development 2nd Edition and the perceived physical competence…
Full Text Available Abstract Background Leadership courses and multi-source feedback are widely used developmental tools for leaders in health care. On this background we aimed to study the additional effect of a leadership course following a multi-source feedback procedure compared to multi-source feedback alone especially regarding development of leadership skills over time. Methods Study participants were consultants responsible for postgraduate medical education at clinical departments. Study design: pre-post measures with an intervention and control group. The intervention was participation in a seven-day leadership course. Scores of multi-source feedback from the consultants responsible for education and respondents (heads of department, consultants and doctors in specialist training were collected before and one year after the intervention and analysed using Mann-Whitney's U-test and Multivariate analysis of variances. Results There were no differences in multi-source feedback scores at one year follow up compared to baseline measurements, either in the intervention or in the control group (p = 0.149. Conclusion The study indicates that a leadership course following a MSF procedure compared to MSF alone does not improve leadership skills of consultants responsible for education in clinical departments. Developing leadership skills takes time and the time frame of one year might have been too short to show improvement in leadership skills of consultants responsible for education. Further studies are needed to investigate if other combination of initiatives to develop leadership might have more impact in the clinical setting.
Staiano, Amanda E.; Abraham, Anisha A.; Calvert, Sandra L.
Exergames are videogames that require gross motor activity, thereby combining gaming with physical activity. This study examined the role of competitive versus cooperative exergame play on short-term changes in executive function skills, following a 10-week exergame training intervention. Fifty-four low-income overweight and obese African American…
Highlights: • Operator behaviors were analyzed according to Rasmussen's SRK classification. • Different job positions connote different abilities to perform the job successfully. • Rule-based behavior comprised the main behavior patterns of the operating crew. - Abstract: For the past years, a number of researches have focused on operators’ behaviors and workloads in advanced main control rooms (MCRs) in either the procedure-domain or knowledge-domain and in either workload-increased or workload-decreased conditions. Different job positions connote different responsibilities and abilities that are required to perform the job successfully. However, it may be inappropriate to apply a dichotomy in these issues. In this study, we clarified these controversial points through the analysis of the time, frequency, and workload of the behaviors based on Rasmussen's skill–rule–knowledge classification (SRK framework) according to the supervisor operator (SRO), reactor operator (RO), and assistant reactor operator (ARO). The results showed that, for the SRO, rule- and knowledge-based behaviors occurred more often than skill-based behavior in terms of time and frequency, and knowledge-based behavior was the main source of workload. For the RO, no significant differences were found among the three behavior types in terms of frequency and workload, but more time was spent on rule-based behaviors than on skill- and knowledge-based behaviors. The ARO spent more time performing skill-based behaviors than rule- and knowledge-based behaviors, but in terms of frequency and workload, rule-based behavior was the predominant type. Operators’ behaviors contribute to a plant's defense-in-depth approach to safety and serve a vital function in ensuring its safe operation. Research on behavioral taxonomies of advanced MCRs has many significant benefits in both scientific-theoretical and applied practical fields
Lin, Chiuhsiang Joe, E-mail: firstname.lastname@example.org [Department of Industrial Management, National Taiwan University of Science and Technology, 43 Keelung Road, Section 4, Taipei 10607, Taiwan, ROC (China); Shiang, Wei-Jung, E-mail: email@example.com [Department of Industrial Engineering, Chung-Yuan Christian University, 200, Chung Pei Rd., Chung-Li 32023, Taiwan, ROC (China); Chuang, Chun-Yu, E-mail: firstname.lastname@example.org [Department of Industrial Engineering, Chung-Yuan Christian University, 200, Chung Pei Rd., Chung-Li 32023, Taiwan, ROC (China); Institute of Nuclear Energy Research, 1000, Wunhua Rd., Jiaan Village, Longtan Township, Taoyuan 32546, Taiwan, ROC (China); Liou, Jin-Liang, E-mail: email@example.com [Taiwan Power Company, 20F, 242, Roosevelt Rd., Sec. 3, Taipei 10016, Taiwan, ROC (China)
Highlights: • Operator behaviors were analyzed according to Rasmussen's SRK classification. • Different job positions connote different abilities to perform the job successfully. • Rule-based behavior comprised the main behavior patterns of the operating crew. - Abstract: For the past years, a number of researches have focused on operators’ behaviors and workloads in advanced main control rooms (MCRs) in either the procedure-domain or knowledge-domain and in either workload-increased or workload-decreased conditions. Different job positions connote different responsibilities and abilities that are required to perform the job successfully. However, it may be inappropriate to apply a dichotomy in these issues. In this study, we clarified these controversial points through the analysis of the time, frequency, and workload of the behaviors based on Rasmussen's skill–rule–knowledge classification (SRK framework) according to the supervisor operator (SRO), reactor operator (RO), and assistant reactor operator (ARO). The results showed that, for the SRO, rule- and knowledge-based behaviors occurred more often than skill-based behavior in terms of time and frequency, and knowledge-based behavior was the main source of workload. For the RO, no significant differences were found among the three behavior types in terms of frequency and workload, but more time was spent on rule-based behaviors than on skill- and knowledge-based behaviors. The ARO spent more time performing skill-based behaviors than rule- and knowledge-based behaviors, but in terms of frequency and workload, rule-based behavior was the predominant type. Operators’ behaviors contribute to a plant's defense-in-depth approach to safety and serve a vital function in ensuring its safe operation. Research on behavioral taxonomies of advanced MCRs has many significant benefits in both scientific-theoretical and applied practical fields.
Khary K. Rigg
Full Text Available An overemphasis on clinical trials and behavior change models has narrowed the knowledge base that can be used to design interventions. The overarching point is that the process of overanalyzing variables is impeding the process of gaining insight into the everyday experiences that shape how people define health and seek treatment. This claim is especially important to health decision-making and behavior change because subtle interpretations often influence the decisions that people make. This manuscript provides a critique of traditional approaches to developing health interventions, and theoretically justifies what and why changes are warranted. The limited scope of these models is also discussed, and an argument is made to adopt a strategy that includes the perceptions of people as necessary for understanding health and health-related decision-making. Three practical strategies are suggested to be used with the more standard approaches to assessing the effectiveness and relevance of health interventions.
The Comparison of Effectiveness of Cognitive-Behavioral Group Therapy Based on Coping Skills and Methadone Maintenance Treatment in Improvement of Emotional Regulation Strategies and Relapse Prevention
Full Text Available Purpose: This study compared the effectiveness of group cognitive-behavioral therapy based on coping skills (CBT and methadone maintenance therapy (MMT in improvement of emotional regulation strategies and prevention of relapse. Method: The method of the present study was semi-experimental research design (pre-test-post-test with witness group. For sampling 45 substance abuse people who had referred to addiction treatment centers were selected and assigned to three groups of cognitive behavior therapy, methadone maintenance treatment and witness group randomly. The participants in all three groups completed the emotional intelligence questionnaire before and after the intervention. Data were analyzed by covariance method. Results: The results showed that cognitive-behavior therapy in comparison to methadone maintenance therapy and witness group led to significant improvement of emotional regulation in substance abusers, but there was no significant difference between the methadone maintenance treatment group and control group. Also, the rate of relapse in individuals who assigned to cognitive-behavior therapy group in comparison to methadone maintenance therapy and the witness group was significantly lower, but there was no significant difference between methadone therapy and witness. Conclusion: Cognitive-behavior therapy was an effective treatment that can change the cognitive and behavioral variables related to substance abuse, such as emotional regulation strategies. Thus, results suggested that drug abuse treatment programs must target these mediator variables.
Simms, Alanna M.; Li, Linda C.; Geddes, E. Lynne; Brooks, Dina; Hoens, Alison M.; Reid, W. Darlene
Introduction: Our goal was to compare behavioral- and information-based interventions aimed at increasing prescription of inspiratory muscle training (IMT) for people with chronic obstructive pulmonary disease (COPD) by interdisciplinary teams during pulmonary rehabilitation (PR). Methods: Six hospital PR programs were randomly assigned to a…
Jones, Karyn Dayle
Group play therapy is a common treatment modality for children who have been sexually abused. Sexually abused preschoolers exhibit different group play therapy behaviors than do nonabused children. Group workers need to be aware of these differences and know the appropriate group interventions. This article describes group play therapy with…
Thomas, Cheryl Denise
The purpose of this study was to determine if the implementation of PBIS (Positive Behavioral Intervention Support) program had a positive significant effect in decreasing office discipline referrals in a local elementary school. A sample independent t-Test was used to examine data on the school's average office discipline referrals for two years…
Cebula, Katie R.
Psychosocial adjustment in siblings of children with autism whose families were using a home-based, applied behavior analysis (ABA) program was compared to that of siblings in families who were not using any intensive autism intervention. Data gathered from parents, siblings and teachers indicated that siblings in ABA families experienced neither…
Anxiety Disorder; Worry; Uncertainty; Sleep Disorders; Insomnia; Fatigue; Pain; Depression; Cognitive-behavioral Therapy; Psychological Intervention; Esophageal Cancer; Pancreatic Cancer; Leukemia; Lung Cancer; Multiple Myeloma; Ovarian Neoplasm; Stage III or IV Cervical or Uterine Cancer; Stage IIIB, IIIC, or IV Breast Cancer; Glioblastoma Multiforme; Relapsed Lymphoma; Stage III or IV Colorectal Cancer; Stage IIIC or IV Melanoma
Nitkowski, Dennis; Petermann, Franz; Buttner, Peter; Krause-Leipoldt, Carsten; Petermann, Ulrike
Children and adolescents with aggressive disorders are prevalent in child welfare settings. Therefore, the assumption is that child welfare services would benefit from a cognitive-behavioral intervention. This study investigates whether implementation of the training with aggressive children (TAC) could improve the outcome of child welfare. Twelve…
Nussbaum, Sherri S.
"Individuals with Disabilities Education Act" ("IDEA") and "No Child Left Behind" ("NCLB") now mandate that all at-risk students receive empirical, scientific research-based interventions. "Brain Gym" is a movement-based program designed to address a diverse range of students' academic and behavior needs by promoting whole-brain learning. However,…
Bolderdijk, Jan Willem; Gorsira, M.; Keizer, K.E.; Steg, L.
Informational interventions (e.g., awareness campaigns, carbon footprint calculators) are built on the assumption that informing the public about the environmental consequences of their actions should result in increased pro-environmental intentions and behavior. However, empirical support for this
Moonsammy, Shalini H; Guglietti, Crissa L; Mina, Daniel Santa; Ferguson, Sarah; Jennifer L. Kuk; Urowitz, Sara; Wiljer, David; Ritvo, Paul
Background Ovarian cancer has the highest mortality rate of all gynaecologic cancers. Faced with poor prognoses, stressful treatment effects and a high likelihood of recurrence, survivors must confront significant physical and psychological morbidities that negatively impact health-related quality of life. Frequently reported side effects include cancer-related fatigue, peripheral neuropathy, and psychological distress. Exercise and cognitive behavioral therapy interventions have counteracted...
Schlossberg, Sharon M.; Morris, John D.; Lieberman, Mary G.
Study investigated the impact of a counselor-led guidance unit on ninth-grade students, and the interaction of the intervention with risk levels, academic placements, and gender. Students' expressed behavior, school attitudes, and level of informational awareness about high school and the work world were assessed. Results showed these guidance…
Lechago, Sarah A.; Carr, James E.
Early and intensive behavioral intervention (EIBI) has been established as an effective treatment for autism. However, the complexity and intensity of EIBI programs make it difficult to fully report all critical aspects of the independent variable. Consequently, scientific reports of EIBI outcomes have been criticized for providing less than…
Holth, Per; Torsheim, Torbjorn; Sheidow, Ashli J.; Ogden, Terje; Henggeler, Scott W.
This study was a cross-cultural replication of a study that investigated therapist adherence to behavioral interventions as a result of an intensive quality assurance system which was integrated into Multisystemic Therapy (MST). Thirty-three therapists and eight supervisors were block randomized to either an Intensive Quality Assurance or a…
Mays, Nicole M.; Beal-Alvarez, Jennifer; Jolivette, Kristine
This article outlines a three-step process to help teachers determine whether or not the function of a student's stereotypical behavior is sensory-based and if so, how to select and monitor an appropriate sensory intervention to promote instructional engagement. In particular, characteristics of students who are seeking to gain sensory input in…
Teri, Linda; Gallagher-Thompson, Dolores
Presents two strategies for treating depression in Alzheimer's patients: cognitive therapy for mildly demented adults which challenges patient's negative cognitions to reduce distortions and enable patient to generate more adaptive ways of viewing specific events; and behavioral intervention for moderately or severely demented adults which…
Frykman, Mandus; Hasson, Henna; Athlin, Åsa Muntlin; Schwarz, Ulrica von Thiele
Background: While there is strong support for the benefits of working in multi-professional teams in health care, the implementation of multi-professional teamwork is reported to be complex and challenging. Implementation strategies combining multiple behavior change interventions are recommended, but the understanding of how and why the behavior change interventions influence staff behavior is limited. There is a lack of studies focusing on the functions of different behavior change interven...
Betancourt, Theresa S.; McBain, Ryan; Newnham, Elizabeth A.; Akinsulure-Smith, Adeyinka M.; Brennan, Robert T.; Weisz, John R.; Hansen, Nathan B.
Objective Youth in war-affected regions are at risk for poor psychological, social, and educational outcomes. Effective interventions are needed to improve mental health, social behavior, and school functioning. This randomized controlled trial tested the effectiveness of a 10-session cognitive-behavioral therapy (CBT)–based group mental health intervention for multisymptomatic war-affected youth (aged 15–24 years) in Sierra Leone. Method War-affected youth identified by elevated distress and impairment via community screening were randomized (stratified by sex and age) to the Youth Readiness Intervention (YRI) (n = 222) or to a control condition (n = 214). After treatment, youth were again randomized and offered an education subsidy immediately (n = 220) or waitlisted (n = 216). Emotion regulation, psychological distress, prosocial attitudes/behaviors, social support, functional impairment, and posttraumatic stress disorder (PTSD) symptoms were assessed at pre- and postintervention and at 6-month follow-up. For youth in school, enrollment, attendance, and classroom performance were assessed after 8 months. Linear mixed-effects regressions evaluated outcomes. Results The YRI showed significant postintervention effects on emotion regulation, prosocial attitudes/behaviors, social support, and reduced functional impairment, and significant follow-up effects on school enrollment, school attendance, and classroom behavior. In contrast, education subsidy was associated with better attendance but had no effect on mental health or functioning, school retention, or classroom behavior. Interactions between education subsidy and YRI were not significant. Conclusion YRI produced acute improvements in mental health and functioning as well as longer-term effects on school engagement and behavior, suggesting potential to prepare war-affected youth for educational and other opportunities. Clinical trial registration information-Trial of the Youth Readiness Intervention (YRI
O'Handley, Roderick D; Ford, W Blake; Radley, Keith C; Helbig, Kate A; Wimberly, Joy K
Individuals with intellectual disabilities (ID) often demonstrate impairments in social functioning, with deficits becoming more apparent during adolescence. This study evaluated the effects of the Superheroes Social Skills program, a program that combines behavioral skills training and video modeling to teach target social skills, on accurate demonstration of three target social skills in adolescents with ID. Skills taught in the present study include Expressing Wants and Needs, Conversation, and Turn Taking. Four adolescents with ID participated in a 3-week social skills intervention, with the intervention occurring twice per week. A multiple baseline across skills design was used to determine the effect of the intervention on social skill accuracy in both a training and generalization setting. All participants demonstrated substantial improvements in skill accuracy in both settings, with teacher ratings of social functioning further suggesting generalization of social skills to nontraining settings. PMID:26872955
Tarrier, Nicholas; Taylor, Katherine; Gooding, Patricia
Suicide behavior is a serious clinical problem worldwide, and understanding ways of reducing it is a priority. A systematic review and meta-analysis were carried out to investigate whether Cognitive-behavioral therapies (CBTs) would reduce suicide behavior. From 123 potential articles, 28 studies met the entry criteria. Overall, there was a highly…
Travis, Robert; Sturmey, Peter
Individuals with intellectual disabilities who exhibit psychotic verbal behavior are at increased risk for hospitalization and dependence on external support. Traditionally, medication is the clinical treatment of choice for this behavior. This article selectively reviews the existing literature within the field of behavior analysis on reducing…
Satya Sundar SETHY
Full Text Available Learning is an ever-present phenomenon. It takes place irrespective of time and place. It engages learners in their interested topic/content. Learning absorbs many skills, such as; reading skills, writing skills, technological skills, emotional skills, behavioral skills, cognitive skills, and language skills. Out of all these, cognitive skills play significant role for apprehending a concept and comprehending a discussion. In the context of distance education (DE, learning never restrains to print medium only, it has extended to the various technological media with abundant possibilities for multiple variations of online and web instructions. This article discusses how cognitive skills assist learners in their learning through technology instructions. Further, it elucidates the technological impacts in the distance learning scenario. Consequently, it argues that the intervention of suitable and advanced technology helps learners to develop their cognitive skills and assists in their learning activities.
Karol l. Kumpfer
Full Text Available Introduction. There is a need forwide-scale dissemination of effective family-focused skills trainingprograms for the prevention of multiple developmental problems and later substance misuse amonghigh-risk children. Independent reviews have found the author’s Strengthening Families Program (SFP tobe the most effective substance abuse prevention intervention. Cultural adaptations have resulted in successful SFP outcomes in many countries, including in Spain as detailed in the Orte article. This article reviews 30 year history of implementation and outcomes of SFP in different cultures with cultural adaptations. Methods: The SEM-tested Social Ecology Model (Kumpfer, Alvarado, &Whiteside, 2003 is presented and reveals that family factors (bonding, supervision, and communication are the most protective of later substanceuse.Hence, this causal theory served as the etiological theory behind the design of the 14-session SFP.Social cognitive behavior theory (Bandura, 1989 is the intervention theory. The Strengthening Families Program(SFP was the first family skills training program developed and found effective in a randomized control trial (RCT to improve outcomes for children of dug abusers.Many countries requested to replicate SFP; hence, staff training systems were developed and a cultural adaptation process. Results: Eight RCTs, four conducted by independent research teams, and hundreds of quasi-experimental studies in different countrieshave demonstrated SFP’s effectiveness in reducing substance use in adolescents with up to 10-yearfollow-ups. Comparative effectiveness reviews including ones using statistical meta-analysis by theOxford University Cochrane Collaboration Reviews, found SFP to be the most effective alcohol and drug prevention program (Foxcroft, et al., 2003. A cost-benefit analysis by Miller and Hendrie (2008 found SFP prevented the highest percentage of youth from using alcohol and drugs. Cultural adaptation is a mandated
Felblinger, Dianne M
Bullying, incivility, and their associated disruptive behaviors are insidious and destructive forces with negative consequences that require identification and intervention at the individual and organizational level. Costs incurred secondary to these insensitive behaviors are substantial and involve matters of patient safety, absenteeism, turnover, turnover intentions, organizational commitment, and employee healthcare. Factors that increase the risk of hostile behaviors include changing hierarchies, conflicting loyalties, stress, and the state of the science. Each organization has the responsibility to develop processes for managing threatening and intimidating actions. New criteria are proposed to guide the implementation of successful programs. PMID:19603687
Pellecchia, Melanie; Connell, James E.; Kerns, Connor M; Xie, Ming; Marcus, Steven C.; Mandell, David S.
This study examined the extent to which clinical and demographic characteristics predicted outcome for children with autism spectrum disorder. Participants included 152 students with autism spectrum disorder in 53 kindergarten-through-second-grade autism support classrooms in a large urban public school district. Associations between child characteristics (including age, language ability, autism severity, social skills, adaptive behavior, co-occurring psychological symptoms, and restrictive a...
DeBate, Rita D; Severson, Herbert H; Cragun, Deborah L; Gau, Jeff M; Merrell, Laura K; Bleck, Jennifer R; Christiansen, Steve; Koerber, Anne; Tomar, Scott L; McCormack Brown, Kelli R; Tedesco, Lisa A; Hendricson, William
Oral healthcare providers have a clinical opportunity for early detection of disordered eating behaviors because they are often the first health professionals to observe overt oral and physical signs. Curricula regarding early recognition of this oral/systemic medical condition are limited in oral health educational programs. Web-based learning can supplement and reinforce traditional learning and has the potential to develop skills. The study purpose was to determine the efficacy of a theory-driven Web-based training program to increase the capacity of oral health students to perform behaviors related to the secondary prevention of disordered eating behaviors. Using the Reach, Effectiveness, Adoption, Implementation and Maintenance evaluation framework, a longitudinal group-randomized controlled trial involving 27 oral health classes from 12 oral health education programs in the United States was implemented to assess the efficacy of the Web-based training on attitudes, knowledge, self-efficacy and skills related to the secondary prevention of disordered eating behaviors. Mixed-model analysis of covariance indicated substantial improvements among students in the intervention group (effect sizes: 0.51-0.83) on all six outcomes of interest. Results suggest that the Web-based training program may increase the capacity of oral healthcare providers to deliver secondary prevention of disordered eating behaviors. Implications and value of using the Reach, Effectiveness, Adoption, Implementation and Maintenance framework are discussed. PMID:23564725
Full Text Available Abstract Background Rehabilitation programs designed to develop skill in upper extremity (UE function after stroke require progressive practice that engage and challenge the learner. Virtual realty (VR provides a unique environment where the presentation of stimuli can be controlled systematically for optimal challenge by adapting task difficulty as performance improves. We describe four VR tasks that were developed and tested to improve arm and hand movement skills for individuals with hemiparesis. Methods Two participants with chronic post-stroke paresis and different levels of motor severity attended 12 training sessions lasting 1 to 2 hours each over a 3-week period. Behavior measures and questionnaires were administered pre-, mid-, and post-training. Results Both participants improved VR task performance across sessions. The less impaired participant averaged more time on task, practiced a greater number of blocks per session, and progressed at a faster rate over sessions than the more impaired participant. Impairment level did not change but both participants improved functional ability after training. The less impaired participant increased the number of blocks moved on the Box & Blocks test while the more impaired participant achieved 4 more items on the Functional Test of the Hemiparetic UE. Conclusion Two participants with differing motor severity were able to engage in VR based practice and improve performance over 12 training sessions. We were able to successfully provide individualized, progressive practice based on each participant's level of movement ability and rate of performance improvement.
Motl, Robert W.; Dlugonski, Deirdre; Pilutti, Lara A.; Klaren, Rachel E
Background: Behavioral interventions have significantly increased physical activity in people with multiple sclerosis (MS). Nevertheless, there has been interindividual variability in the pattern and magnitude of change. This study documented the efficacy and variability of a behavioral intervention for changing physical activity and examined the possibility that efficacy varied by the characteristics of individuals with MS.
Full Text Available BACKGROUND: Primary health care and patient triage are two basic functions of rural hospitals. As a routine test, the diagnostic radiology is still unavailable in some rural hospitals in China. Therefore, high-level hospitals are often the first choice of rural residents when they feel unwell. It brings serious social problems. This study was designed to propose an on-the-job drilling schema with integration of practical medical recordings and experienced radiological doctors as tutors to improve skills in diagnostic radiology of rural physicians. METHODS: The information technology was used to help the contact between rural doctors and tutors. In a longitudinal pre/post-test control study design, a cohort of 20 young physicians, each of whom was working in a rural hospital and had a work experience less than two years, were established as the trial group over one year. Another 20 similar counterparts were established as the control group. Participants' performances were evaluated in four categories at five-time point (TP. RESULTS: The trial group significantly outscored the control group on the style of writing at the second TP (d = 2.28; on the accuracy of the image description at final TP (d = 1.11; on the accuracy of the diagnosis at the fourth TP (d = 3.62; and on the correct treatment selection at the third TP (d = 6.45. The aspects with the most improvement were the accuracies of the diagnosis and the treatment selection. CONCLUSION: This study provided the detailed evidences that applying the on-the-job drilling schema has a significant effect on the skills improvement in diagnostic radiology of rural physicians. It was also concluded that the educational intervention based on practical cases was better than that only based on didactic slides presentation.
Karen S. Ingersoll
Full Text Available While Internet interventions can improve health behaviors, their impact is limited by program adherence. Supporting program adherence through telephone counseling may be useful, but there have been few direct tests of the impact of support. We describe a Telephone Motivational Interviewing (MI intervention targeting adherence to an Internet intervention for drivers with Type 1 Diabetes, DD.com, and compare completion of intervention benchmarks by those randomized to DD.com plus MI vs. DD.com only. The goal of the pre-intervention MI session was to increase the participant's motivation to complete the Internet intervention and all its assignments, while the goal of the post-treatment MI session was to plan for maintaining changes made during the intervention. Sessions were semi-structured and partially scripted to maximize consistency. MI Fidelity was coded using a standard coding system, the MITI. We examined the effects of MI support vs. no support on number of days from enrollment to program benchmarks. Results show that MI sessions were provided with good fidelity. Users who received MI support completed some program benchmarks such as Core 4 (t176 df = −2.25; p < .03 and 11 of 12 monthly driving diaries significantly sooner, but support did not significantly affect time to intervention completion (t177 df = −1.69; p < .10 or rates of completion. These data suggest that there is little benefit to therapist guidance for Internet interventions including automated email prompts and other automated minimal supports, but that a booster MI session may enhance collection of follow-up data.
Zafra-Cabeza, Ascensión; Rivera, Daniel E; Collins, Linda M; Ridao, Miguel A; Camacho, Eduardo F
This paper examines how control engineering and risk management techniques can be applied in the field of behavioral health through their use in the design and implementation of adaptive behavioral interventions. Adaptive interventions are gaining increasing acceptance as a means to improve prevention and treatment of chronic, relapsing disorders, such as abuse of alcohol, tobacco, and other drugs, mental illness, and obesity. A risk-based Model Predictive Control (MPC) algorithm is developed for a hypothetical intervention inspired by Fast Track, a real-life program whose long-term goal is the prevention of conduct disorders in at-risk children. The MPC-based algorithm decides on the appropriate frequency of counselor home visits, mentoring sessions, and the availability of after-school recreation activities by relying on a model that includes identifiable risks, their costs, and the cost/benefit assessment of mitigating actions. MPC is particularly suited for the problem because of its constraint-handling capabilities, and its ability to scale to interventions involving multiple tailoring variables. By systematically accounting for risks and adapting treatment components over time, an MPC approach as described in this paper can increase intervention effectiveness and adherence while reducing waste, resulting in advantages over conventional fixed treatment. A series of simulations are conducted under varying conditions to demonstrate the effectiveness of the algorithm. PMID:21643450
Full Text Available Abstract Aim To identify predictive factors associated with non-deterioration of glucose metabolism following a 2-year behavioral intervention in Japanese-Brazilians. Methods 295 adults (59.7% women without diabetes completed 2-year intervention program. Characteristics of those who maintained/improved glucose tolerance status (non-progressors were compared with those who worsened (progressors after the intervention. In logistic regression analysis, the condition of non-progressor was used as dependent variable. Results Baseline characteristics of non-progressors (71.7% and progressors were similar, except for the former being younger and having higher frequency of disturbed glucose tolerance and lower C-reactive protein (CRP. In logistic regression, non-deterioration of glucose metabolism was associated with disturbed glucose tolerance - impaired fasting glucose or impaired glucose tolerance - (p Conclusion The whole sample presented a homogeneous behavior during the intervention. Lower CRP levels and diagnosis of glucose intolerance at baseline were predictors of non-deterioration of the glucose metabolism after a relatively simple intervention, independent of body adiposity.
Brecht, Carrie; Shaw, Richard J.; Horwitz, Sarah M.; John, Nicholas H. St.
Premature birth has been associated with a number of adverse maternal psychological outcomes that include depression, anxiety, and trauma as well as adverse effects on maternal coping ability and parenting style. Infants and children who were premature are more likely to have poorer cognitive and developmental functioning and, thus, may be harder to parent. In response to these findings, there have been a number of educational and behavioral interventions developed that target maternal psychological functioning, parenting and aspects of the parent-infant relationship. Since the last comprehensive review of this topic in 2002, there have been a significant number of developments in the quality of the studies conducted and the theoretical models that address the experience of parents of premature infants. In the current review, eighteen new interventions were identified and grouped into four categories based on treatment length and the target of the intervention. Findings suggest a trend towards early, brief interventions that are theoretically based, specifically target parent trauma, and utilize cognitive behavioral techniques. Although it is difficult to generalize study findings, conclusions from the review suggest that targeted interventions may have positive effects on both maternal and infant outcomes. PMID:24532861
Brecht, Carrie; Shaw, Richard J; Horwitz, Sarah M; John, Nicholas H St
Premature birth has been associated with a number of adverse maternal psychological outcomes that include depression, anxiety, and trauma as well as adverse effects on maternal coping ability and parenting style. Infants and children who were premature are more likely to have poorer cognitive and developmental functioning and, thus, may be harder to parent. In response to these findings, there have been a number of educational and behavioral interventions developed that target maternal psychological functioning, parenting and aspects of the parent-infant relationship. Since the last comprehensive review of this topic in 2002, there have been a significant number of developments in the quality of the studies conducted and the theoretical models that address the experience of parents of premature infants. In the current review, eighteen new interventions were identified and grouped into four categories based on treatment length and the target of the intervention. Findings suggest a trend towards early, brief interventions that are theoretically based, specifically target parent trauma, and utilize cognitive behavioral techniques. Although it is difficult to generalize study findings, conclusions from the review suggest that targeted interventions may have positive effects on both maternal and infant outcomes. PMID:24532861
Sáez, Leilani; Folsom, Jessica Sidler; Al Otaiba, Stephanie; Schatschneider, Christopher
The role of student attention for predicting kindergarten word reading was investigated among 432 students. Using Strengths and Weaknesses of ADHD Symptoms and Normal Behavior Rating Scale behavior rating scores, the authors conducted an exploratory factor analysis, which yielded three distinct factors that reflected selective attention. In this study, the authors focused on the role of one of these factors, which they labeled attention-memory, for predicting reading performance. Teacher ratings of attention-memory predicted word reading above and beyond the contribution of phonological awareness and vocabulary knowledge. In addition, the relations between four teacher practices and attention ratings for predicting reading performance were examined. Using hierarchical linear modeling, the authors found significant interactions between student attention and teacher practices observed during literacy instruction. In general, as ratings of attention improved, better kindergarten word reading performance was associated with high levels of classroom behavior management. However, better word reading performance was not associated with high levels of teacher task orienting. A significant three-way interaction was also found among attention, individualized instruction, and teacher task redirections. The role of regulating kindergarten student attention to support beginning word reading skill development is discussed. PMID:22207616
Spector, June T; Yong, Raymond; Altenmüller, Eckart; Jabusch, Hans-Christian
This study aimed to identify biographical and behavioral factors associated with children pianists' motor skills using an objective assessment of a music-relevant motor task. Motor skills at the piano were assessed in 30 children pianists by measuring temporal unevenness in standardized scale playing using musical instrument digital interface (MIDI)-based scale analysis. Questionnaires were used to collect detailed information about the amount of time playing the piano, practice characteristics, attitudes toward music and practice, and the environment of music and practice. Associations between performance values and variables from the questionnaire were investigated using multivariable linear regression. A higher number of years playing the piano, more frequent parental involvement in the child's practice, more frequent practice of technical exercises, and greater enjoyment of practice and of the visual arts were associated with better motor performance. In addition to cumulative experience and aspects of practice, extrinsic motivational factors (e.g., parental interest) and intrinsic motivational factors (e.g., an artistic disposition) were associated with better performance on a musically-relevant motor task in children pianists. PMID:25215624
Full Text Available This study examined the impact of a targeted Irish early intervention program on children's emotional and behavioral development using multiple methods to test the robustness of the results. Data on 164 Preparing for Life participants who were randomly assigned into an intervention group, involving home visits from pregnancy onwards, or a control group, was used to test the impact of the intervention on Child Behavior Checklist scores at 24-months. Using inverse probability weighting to account for differential attrition, permutation testing to address small sample size, and quantile regression to characterize the distributional impact of the intervention, we found that the few treatment effects were largely concentrated among boys most at risk of developing emotional and behavioral problems. The average treatment effect identified a 13% reduction in the likelihood of falling into the borderline clinical threshold for Total Problems. The interaction and subgroup analysis found that this main effect was driven by boys. The distributional analysis identified a 10-point reduction in the Externalizing Problems score for boys at the 90th percentile. No effects were observed for girls or for the continuous measures of Total, Internalizing, and Externalizing problems. These findings suggest that the impact of this prenatally commencing home visiting program may be limited to boys experiencing the most difficulties. Further adoption of the statistical methods applied here may help to improve the internal validity of randomized controlled trials and contribute to the field of evaluation science more generally.ISRCTN Registry ISRCTN04631728.
Doyle, Orla; McGlanaghy, Edel; O’Farrelly, Christine; Tremblay, Richard E.
This study examined the impact of a targeted Irish early intervention program on children’s emotional and behavioral development using multiple methods to test the robustness of the results. Data on 164 Preparing for Life participants who were randomly assigned into an intervention group, involving home visits from pregnancy onwards, or a control group, was used to test the impact of the intervention on Child Behavior Checklist scores at 24-months. Using inverse probability weighting to account for differential attrition, permutation testing to address small sample size, and quantile regression to characterize the distributional impact of the intervention, we found that the few treatment effects were largely concentrated among boys most at risk of developing emotional and behavioral problems. The average treatment effect identified a 13% reduction in the likelihood of falling into the borderline clinical threshold for Total Problems. The interaction and subgroup analysis found that this main effect was driven by boys. The distributional analysis identified a 10-point reduction in the Externalizing Problems score for boys at the 90th percentile. No effects were observed for girls or for the continuous measures of Total, Internalizing, and Externalizing problems. These findings suggest that the impact of this prenatally commencing home visiting program may be limited to boys experiencing the most difficulties. Further adoption of the statistical methods applied here may help to improve the internal validity of randomized controlled trials and contribute to the field of evaluation science more generally. Trial Registration: ISRCTN Registry ISRCTN04631728 PMID:27253184
Leah M Frerichs
Full Text Available Research evidence indicates that obesity has spread through social networks, but lever points for interventions based on overlapping networks are not well studied. The objective of our research was to construct and parameterize a system dynamics model of the social transmission of behaviors through adult and youth influence in order to explore hypotheses and identify plausible lever points for future childhood obesity intervention research. Our objectives were: (1 to assess the sensitivity of childhood overweight and obesity prevalence to peer and adult social transmission rates, and (2 to test the effect of combinations of prevention and treatment interventions on the prevalence of childhood overweight and obesity. To address the first objective, we conducted two-way sensitivity analyses of adult-to-child and child-to-child social transmission in relation to childhood overweight and obesity prevalence. For the second objective, alternative combinations of prevention and treatment interventions were tested by varying model parameters of social transmission and weight loss behavior rates. Our results indicated child overweight and obesity prevalence might be slightly more sensitive to the same relative change in the adult-to-child compared to the child-to-child social transmission rate. In our simulations, alternatives with treatment alone, compared to prevention alone, reduced the prevalence of childhood overweight and obesity more after 10 years (1.2-1.8% and 0.2-1.0% greater reduction when targeted at children and adults respectively. Also, as the impact of adult interventions on children was increased, the rank of six alternatives that included adults became better (i.e., resulting in lower 10 year childhood overweight and obesity prevalence than alternatives that only involved children. The findings imply that social transmission dynamics should be considered when designing both prevention and treatment intervention approaches. Finally
Silva, Pedro; Travassos, Bruno; Vilar, Luís; Aguiar, Paulo; Davids, Keith; Araújo, Duarte; Garganta, Júlio
Similar to other complex systems in nature (e.g., a hunting pack, flocks of birds), sports teams have been modeled as social neurobiological systems in which interpersonal coordination tendencies of agents underpin team swarming behaviors. Swarming is seen as the result of agent co-adaptation to ecological constraints of performance environments by collectively perceiving specific possibilities for action (affordances for self and shared affordances). A major principle of invasion team sports assumed to promote effective performance is to outnumber the opposition (creation of numerical overloads) during different performance phases (attack and defense) in spatial regions adjacent to the ball. Such performance principles are assimilated by system agents through manipulation of numerical relations between teams during training in order to create artificially asymmetrical performance contexts to simulate overloaded and underloaded situations. Here we evaluated effects of different numerical relations differentiated by agent skill level, examining emergent inter-individual, intra- and inter-team coordination. Groups of association football players (national--NLP and regional-level--RLP) participated in small-sided and conditioned games in which numerical relations between system agents were manipulated (5v5, 5v4 and 5v3). Typical grouping tendencies in sports teams (major ranges, stretch indices, distances of team centers to goals and distances between the teams' opposing line-forces in specific team sectors) were recorded by plotting positional coordinates of individual agents through continuous GPS tracking. Results showed that creation of numerical asymmetries during training constrained agents' individual dominant regions, the underloaded teams' compactness and each team's relative position on-field, as well as distances between specific team sectors. We also observed how skill level impacted individual and team coordination tendencies. Data revealed emergence of
Full Text Available Similar to other complex systems in nature (e.g., a hunting pack, flocks of birds, sports teams have been modeled as social neurobiological systems in which interpersonal coordination tendencies of agents underpin team swarming behaviors. Swarming is seen as the result of agent co-adaptation to ecological constraints of performance environments by collectively perceiving specific possibilities for action (affordances for self and shared affordances. A major principle of invasion team sports assumed to promote effective performance is to outnumber the opposition (creation of numerical overloads during different performance phases (attack and defense in spatial regions adjacent to the ball. Such performance principles are assimilated by system agents through manipulation of numerical relations between teams during training in order to create artificially asymmetrical performance contexts to simulate overloaded and underloaded situations. Here we evaluated effects of different numerical relations differentiated by agent skill level, examining emergent inter-individual, intra- and inter-team coordination. Groups of association football players (national--NLP and regional-level--RLP participated in small-sided and conditioned games in which numerical relations between system agents were manipulated (5v5, 5v4 and 5v3. Typical grouping tendencies in sports teams (major ranges, stretch indices, distances of team centers to goals and distances between the teams' opposing line-forces in specific team sectors were recorded by plotting positional coordinates of individual agents through continuous GPS tracking. Results showed that creation of numerical asymmetries during training constrained agents' individual dominant regions, the underloaded teams' compactness and each team's relative position on-field, as well as distances between specific team sectors. We also observed how skill level impacted individual and team coordination tendencies. Data revealed
Full Text Available Sara Cederbom,1,2 Elisabeth Rydwik,2,3 Anne Söderlund,2 Eva Denison,2 Kerstin Frändin,1 Petra von Heideken Wågert2 1Department of Neurobiology, Care Sciences and Society, Division of Physiotherapy, Karolinska Institutet, Huddinge, 2School of Health, Care and Social Welfare, Mälardalen University, Eskilstuna, Vasteras, 3Research and Development Unit, Jakobsbergs Hospital, Stockholm County Council, Järfälla, Sweden Background: To be an older woman, live alone, have chronic pain, and be dependent on support are all factors that may have an impact on daily life. One way to promote ability in everyday activities in people with pain-related conditions is to use individualized, integrated behavioral medicine in physical therapy interventions. How this kind of intervention works for older women living alone at home, with chronic pain, and dependent on formal care to manage their everyday lives has not been studied. The aim was to explore the feasibility of a study and to evaluate an individually tailored integrated behavioral medicine in physical therapy intervention for the target group of women.Materials and methods: The study was a 12-week randomized trial with two-group design. Primary effect outcomes were pain-related disability and morale. Secondary effect outcomes focused on pain-related beliefs, self-efficacy for exercise, concerns of falling, physical activity, and physical performance.Results: In total, 23 women agreed to participate in the study and 16 women completed the intervention. The results showed that the behavioral medicine in physical therapy intervention was feasible. No effects were seen on the primary effect outcomes. The experimental intervention seemed to improve the level of physical activity and self-efficacy for exercise. Some of the participants in both groups perceived that they could manage their everyday life in a better way after participation in the study.Conclusion: Results from this study are encouraging, but
Hekler, Eric B; Buman, Matthew P.; Poothakandiyil, Nikhil; Rivera, Daniel E.; Dzierzewski, Joseph M.; Morgan, Adrienne Aiken; McCrae, Christina S.; Roberts, Beverly L; Marsiske, Michael; Giacobbi, Peter R
Efficacious interventions to promote long-term maintenance of physical activity are not well understood. Engineers have developed methods to create dynamical system models for modeling idiographic (i.e., within-person) relationships within systems. In behavioral research, dynamical systems modeling may assist in decomposing intervention effects and identifying key behavioral patterns that may foster behavioral maintenance. The Active Adult Mentoring Program (AAMP) was a 16-week randomized con...
Kimberley A. Dawson
Full Text Available The purpose of this research was to compare group-based and internet-based physical activity interventions in terms of desirability, participant characteristics, exercise self-efficacy, and barrier self-efficacy. Pretest questionnaires were completed prior to voluntary enrollment into either of the ten-week physical activity interventions. Both interventions were based on Social Cognitive Theory and the Transtheoretical Model. Interventions were followed with posttest questionnaires. Results demonstrated that the internet intervention attracted more participants, but only the group-based participants showed significant increases in exercise and barrier self-efficacy. At pretest, participants who selected the internet intervention were significantly lower in life and job satisfaction than those who selected the group intervention. Results suggest that traditional group-based exercise interventions are helpful for improving cognitions associated with exercise behavior change (e.g., exercise self-efficacy and that the internet intervention may help employees who fall into an "unhappy employee" typology
Full Text Available Introduction A young population and delayed socialization for a new world order in the transitional society of Iran, has led to the development of adolescent and youth delinquency. In this context, young people who cannot direct their desires in a normal channel may turn into deviant and delinquent behaviors (Mohammadi asl, 2006: 11 . This study considers serious delinquent behaviors which are named as high-risk behaviors, namely, behaviors that increase probability of physical, psychological and social negative consequences (Zadeh Mohammadi & AhmadAbadi, 2008: 88-89 . Major causes of death and disease in industrialized and developing countries refer to relatively limited number of high-risk behaviors which are mostly begin from teen and young ages (Anteghini et al. 2001: 1 . Teens and young adults are one of the important groups exposed to high-risk behaviors such as AIDS (Mozafarzadeh & Vahdaninia, 2008, suicide (Aliverdinia et al. 2011 , sexual activities, violence and drugs (Baskin-Sommers & Sommers, 2006; Flisher & Chalton, 2001 . Since social, family and economic factors play an important role in directing behavioral patterns of individuals, particularly adolescents and youth, if these factors do not play a desirable role, adolescents and youth experience challenge and pressures derived from these challenges and difficulties, may attract them towards high-risk behaviors (Barikani, 2008: 192-193. Occurrence and prevalence of high-risk behaviors among adolescents and youth is a result of disruption of social mechanisms and is due to several factors. One of these factors is social skills, which are essential elements of social life and the enjoyment of it can play an important role in deterring high-risk behaviors, especially among youth, because youth age is a period of transition accompanied by various crises. Social Skills are learned adaptive behaviors that enable individuals to interact with different people, expressing positive