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Intervention Model (intervention + model)
Selected AbstractsThe Strengthening Families Program 10,14: influence on parent and youth problem-solving skillJOURNAL OF PSYCHIATRIC & MENTAL HEALTH NURSING, Issue 5 2010Y. SEMENIUK ms rn Accessible summary ,,Study reports the results of a preliminary examination of the efficacy of the Strengthening Families Program (SFP) 10,14 in improving parent and young adolescent problem-solving skill among 57 dyads using the Iowa Family Interaction Rating Scale (IFIRS) and Dyadic Assessment Intervention Model analysis methods. ,,None of the hypothesis was fully supported. Outcomes for parents were contrary to prediction. ,,Though SFP 10,14 demonstrated questionable efficacy for problem solving skill particularly among adults in this small sample with limited follow-up, parents and youth enjoyed the intervention. ,,Persons implementing family skill training programs may let participants know that youth tend to grasp the skills earlier and with less effort than adults. Abstract The aim of this paper is to report the results of a preliminary examination of the efficacy of the Strengthening Families Program (SFP) 10,14 in improving parent and youth problem-solving skill. The Hypotheses in this paper include: (1) youth and parents who participated in SFP would have lower mean scores immediately (T2) and 6 months (T3) post intervention on indicators of hostile and negative problem-solving strategies; (2) higher mean scores on positive problem-solving strategies; and (3) youth who participated in SFP would have higher mean scores at T2 and at T3 on indicators of individual problem solving and problem-solving efficacy than youth in the comparison group. The dyads were recruited from elementary schools that had been stratified for race and assigned randomly to intervention or comparison conditions. Mean age of youth was 11 years (SD = 1.04). Fifty-seven dyads (34-intervention & 23-control) were videotaped discussing a frequently occurring problem. The videotapes were analysed using the Iowa Family Interaction Rating Scale (IFIRS) and data were analysed using Dyadic Assessment Intervention Model. Most mean scores on the IFIRS did not change. One score changed as predicted: youth hostility decreased at T3. Two scores changed contrary to prediction: parent hostility increased T3 and parent positive problem solving decreased at T2. SFP demonstrated questionable efficacy for problem-solving skill in this study. [source] A Tiered Intervention Model for Early Vocabulary Instruction: The Effects of Tiered Instruction for Young Students At Risk for Reading DisabilityLEARNING DISABILITIES RESEARCH & PRACTICE, Issue 3 2010Paige C. Pullen Vocabulary knowledge at school entry is a robust predictor of later reading achievement. Many children begin formal reading instruction at a significant disadvantage due to low levels of vocabulary. Until recently, relatively few research studies examined the efficacy of vocabulary interventions for children in the early primary grades (e.g., before fourth grade), and even fewer addressed vocabulary intervention for students at increased risk for reading failure. In more recent work, researchers have begun to explore ways in which to diminish the "meaningful differences" in language achievement noted among children as they enter formal schooling. This article provides a review of a particularly effective model of vocabulary intervention based on shared storybook reading and situates this model in a context of tiered intervention, an emerging model of instructional design in the field of special education. In addition, we describe a quasi-experimental posttest-only study that examines the feasibility and effectiveness of the model for first-grade students. Participants were 224 first-grade students of whom 98 were identified as at risk for reading disability based on low levels of vocabulary. Results of a multivariate analysis of variance revealed significant differences on measures of target vocabulary knowledge at the receptive and context level, suggesting that students at risk for reading failure benefit significantly from a second tier of vocabulary instruction. Implications for classroom practice as well as future research are provided. [source] Comparison of ecological validity of learning disabilities diagnostic modelsPSYCHOLOGY IN THE SCHOOLS, Issue 2 2006Vincent J. Dean The purpose of this article is to examine models designed for the determination of a learning disability and compare them to specific criteria to determine whether the given diagnostic process is ecological in nature. The traditional child-centered deficit model (CCD), Relative Achievement Discrepancy model (RAD), and Responsiveness to Intervention model (RTI) were evaluated against the following three questions: (a) Does the environmental context of the assessment adequately represent the real-life situation? (b) Are the assessment stimuli relevant to the daily classroom activity? (c) Are the student behavior and/or required response natural and representative of the construct being assessed? The results of this examination suggested that the RTI has the most potential for ecological validity, but currently falls short. Suggestions for future research are included. © 2006 Wiley Periodicals, Inc. Psychol Schs 43: 157,168, 2006. [source] Simvastatin therapy prevents brain trauma-induced increases in ,-amyloid peptide levels,ANNALS OF NEUROLOGY, Issue 3 2009Eric E. Abrahamson PhD Elevations in ,-amyloid peptide (A,) levels after traumatic brain injury (TBI) may confer risk for developing Alzheimer's disease in head trauma patients. We investigated the effects of simvastatin, a 3-hydroxy-3-methylglutaryl-CoA reductase inhibitor, on hippocampal A, burden in a clinically relevant head injury/intervention model using mice expressing human A,. Simvastatin therapy blunted TBI-induced increases in A,, reduced hippocampal tissue damage and microglial activation, and improved behavioral outcome. The ability of statins to reduce post-injury A, load and ameliorate pathological sequelae of brain injury makes them potentially effective in reducing the risk of developing Alzheimer's disease in TBI patients. Ann Neurol 2009;66:407,414 [source] Development of a structured generic drug intervention model for public health purposes: a brief application of motivational interviewing with young peopleDRUG AND ALCOHOL REVIEW, Issue 4 2003JIM MCCAMBRIDGE Abstract Brief applications of Motivational Interviewing (MI) emerged around 15 years ago to target problematic alcohol and other drug use. Interventions which specifically target illicit drug use, young people, or which are delivered in settings other than health-care services have, however, been relatively slow to develop. The needs of young people for interventions distinct from those offered to adults are considered, as a precursor to an outline of the structure of a newly adapted intervention targeting drug use in general among young people. Based upon earlier topic-based approaches developed by Rollnick et al. this intervention is innovative in simultaneously targeting a range of drugs in pursuit of secondary prevention objectives, while also seeking to manifest the spirit of MI. The intervention consists of a single-session face-to-face conversation of up to 60 minutes duration. Data are presented which describe the development and conduct of this intervention during the course of an efficacy trial, with promising efficacy data themselves reported elsewhere. Observations are made on intervention delivery and consideration is given to implications for further novel targeting of young people and within the field of addiction interventions more generally. [source] EMPOWERING CHILDREN IN MEDIATIONFAMILY COURT REVIEW, Issue 3 2004An Intervention Model The available research in the mediation arena regarding child custody disputes indicates a lack of and growing need for effective intervention techniques. The authors present practicing mediators with a specific intervention model for interviewing, safeguarding, and empowering children in the process of mediating custody disputes. The mediation model utilizes a structured, strategic, and process-oriented approach with a family systems theoretical orientation and may be used in private or court-connected settings. The model presented here goes beyond the child-centered interview norm to the inclusion of the child in the process to assist parents in decision making. The model supports the current California statute under Family Code Section 3023, which states that "if a child is of sufficient age and capacity to reason so as to form an intelligent preference as to custody, the court shall consider and give due weight to the wishes of the child in making an award of custody or modification." The model does, however, maintain the position that the final decision continues to lie with the parents or the courts and not the child. [source] Poverty, underdevelopment and infant mental health,JOURNAL OF PAEDIATRICS AND CHILD HEALTH, Issue 4 2003LM Richter Abstract: Very great advances have occurred in disciplinary and professional knowledge of infant development and its influence on subsequent development. This expertise includes the ways in which early experiences affect the capacity of mature individuals for social adjustment and productive competence, and promising methods of intervention to promote infant mental health and prevent adverse sequelae of risk conditions. However, very little of this knowledge has been applied in work among infants and children living in conditions of poverty and underdevelopment. This lack of application continues despite the enormous threats to the well-being of infants and young children brought about by the combined effects of poverty and the AIDS pandemic, especially in southern Africa. Protein,energy malnutrition, maternal depression, and institutional care of infants and small children are cited as illustrative of areas in which interventions, and their evaluation, are desperately needed in resource-poor countries. An argument is made for the critical importance of considering and addressing psychological factors in care givers and children in conditions of extreme material need. An example is provided of a simple intervention model based on sound developmental principles that can be implemented by trained non-professionals in conditions of poverty and underdevelopment. [source] Developing math automaticity using a classwide fluency building procedure for middle school students: A preliminary studyPSYCHOLOGY IN THE SCHOOLS, Issue 6 2009Philip K. Axtell To investigate the influence of an innovative math fluency intervention, 36 middle-school students were randomly assigned to either an experimental (the Detect, Practice, Repair [DPR]) or control condition (reading intervention). After covarying pretest scores, the DPR treatment produced a significantly higher (p = .016) adjusted mean (M) math score (M = 47.53, standard deviation [SD] = 3.26) for the intervention group when compared to the control group (M = 33.31, SD = 4.39). The intervention is described so that teachers and consulting school psychologists can implement the steps for individuals or groups (e.g., in a multitiered response to intervention model). © 2009 Wiley Periodicals, Inc. [source] Preventing and ameliorating young children's chronic problem behaviors: An ecological classroom-based approach,PSYCHOLOGY IN THE SCHOOLS, Issue 1 2009Maureen Conroy The number of young children who demonstrate chronic problem behaviors placing them at high risk for the future development of emotional and behavioral disorders is increasing. These children's problem behaviors often exist prior to entering school and become apparent as they interact with their parents at home. In fact, researchers have suggested that children who demonstrate chronic problem behaviors and their parents often end up developing well-established negative interaction patterns that can evolve into coercive relationships and persist upon entry into school. This article describes an ecological classroom-based approach, which emphasizes changing teacher--student interaction patterns as a means for preventing and possibly ameliorating coercive interaction patterns demonstrated by young children and their teachers. First, a brief overview of current service delivery models and intervention programs addressing young children's behavioral excesses is presented. Next, a description of the ecological classroom-based intervention model for addressing the behavioral needs of these children is described. This section includes the theoretical frameworks on which the model is based and an overview of model components. Additionally, the application of the model to a school-wide systems approach is explored. Finally, future research directions are discussed. © 2008 Wiley Periodicals, Inc. [source] | ||||||||||