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Intervention Package (intervention + package)
Selected AbstractsTechnology and innovation in the psychosocial treatment of methamphetamine use, risk and dependenceDRUG AND ALCOHOL REVIEW, Issue 3 2008FRANCES J. KAY-LAMBKIN Abstract Issues. The dramatic increase in methamphetamine use has led to the urgent need for high-quality, effective treatments and management strategies for methamphetamine use problems to be developed and disseminated. Although some evidence exists for the use of psychological, pharmacological and other approaches to treatment for problematic methamphetamine use, other evidence suggests that many methamphetamine users do not access these treatment options due to a range of individual and service-level barriers. Approach. A review of available research literature was undertaken to identify treatment strategies for methamphetamine users, which overcome the problems associated with treatment access for this important target group and involve technological and other innovative approaches. Key Findings. Several approaches to addressing problematic methamphetamine use have been suggested, including assertive engagement strategies, flexibility in the provision of treatment and retention strategies and use of a multi-focused intervention package, such as stepped care, perhaps including new technologies as alternatives or supplements to face-to-face-delivered treatments. No research currently exists to examine the possible benefit of these strategies for people with methamphetamine use problems. Implications. The use of stepped-care intervention packages has the potential to address many of the current challenges faced by both clinicians and clients in treating methamphetamine use problems. Conclusions. Although promising, these approaches require further attention and research effort, particularly among the specific group of methamphetamine users. [source] From bar diagrams to letter-symbolic algebra: a technology-enabled bridgingJOURNAL OF COMPUTER ASSISTED LEARNING, Issue 4 2009C.-K. Looi Abstract In the Singapore primary school Mathematics curriculum, students are taught the model method that uses bar diagrams to visualize the problem structure in a given word problem. When these students progress to secondary school, they learn the algebraic way of solving word problems. Studies (e.g. Ng et al.) have shown that poor bridging of students from the use of bar diagrams to the use of letter-symbolic algebraic methods can hinder their learning of algebra. We design a software tool ,AlgeBAR' to scaffold the learning of the algebraic process, especially the formulation of equations to support a pedagogy that seeks to help students transit from bar diagrams to algebraic methods. In this paper, we report a cycle of evaluation of the intervention pedagogy by examining a class that uses the software tool as part of a holistic intervention package. This evaluation is in the context of an overall design research approach that sought to address complex problems in real classroom contexts in collaboration with practitioners and to integrate design principles with technological affordances to render plausible solutions. Our findings show that the software tool can be an important enabler of the bridging process. [source] Repeat participation in colorectal cancer screening utilizing fecal occult blood testing: A community-based project in a rural settingJOURNAL OF GASTROENTEROLOGY AND HEPATOLOGY, Issue 10 2010Monika Janda Abstract Background and Aim:, To investigate participation in a second round of colorectal cancer screening using a fecal occult blood test (FOBT) in an Australian rural community, and to assess the demographic characteristics and individual perspectives associated with repeat screening. Methods:, Potential participants from round 1 (50,74 years of age) were sent an intervention package and asked to return a completed FOBT (n = 3406). Doctors of participants testing positive referred to colonoscopy as appropriate. Following screening, 119 participants completed qualitative telephone interviews. Multivariable logistic regression models evaluated the association between round-2 participation and other variables. Results:, Round-2 participation was 34.7%; the strongest predictor was participation in round 1. Repeat participants were more likely to be female; inconsistent screeners were more likely to be younger (aged 50,59 years). The proportion of positive FOBT was 12.7%, that of colonoscopy compliance was 98.6%, and the positive predictive value for cancer or adenoma of advanced pathology was 23.9%. Reasons for participation included testing as a precautionary measure or having family history/friends with colorectal cancer; reasons for non-participation included apathy or doctors' advice against screening. Conclusion:, Participation was relatively low and consistent across rounds. Unless suitable strategies are identified to overcome behavioral trends and/or to screen out ineligible participants, little change in overall participation rates can be expected across rounds. [source] Using Task Clarification, Checklists and Performance Feedback to Improve the Appearance of a Grocery StorePERFORMANCE IMPROVEMENT QUARTERLY, Issue 2 2003Leslie Shier ABSTRACT An intervention package of task clarification, checklists, and posted performance feedback was developed to increase completion of tasks contributing to the appearance of a local grocery store. The intervention package was based on an informal diagnostic assessment that examined antecedents, equipment and processes, knowledge and skills, and consequences in the organizational environment. A multiple baseline design across five departments was utilized to evaluate the effects of the intervention package on employee cleaning behavior related to the appearance of the store. The results suggest overall improvement of task completion across the five departments observed, with substantial increases resulting from application of the intervention. The mean percentage of tasks completed in the deli department increased by 36%; by 93% in the meat department; by 38% in the frozen department; by 25% in the produce department; and by 34% in the front-end department. The average increase of task completion across departments was more than 45%. The results of this study are consistent with those of Anderson, Crowell, Hantula, and Siroky (1988), as well as with La Fleur and Hyten (1995), demonstrating that task clarification, checklists, and feedback have positive effects on work performance. [source] The Behavior Engineering Model at Work on a Small Scale: Using Task Clarification, Self-Monitoring, and Public Posting to Improve Customer ServicePERFORMANCE IMPROVEMENT QUARTERLY, Issue 2 2001John Austin ABSTRACT Gilbert's (1978/1996) Behavior Engineering Model (BEM) can enable the success of novice performance engineers by prompting appropriate front-end analysis. This paper describes the third author's first performance improvement project conducted in the customer service department at an insurance agency. Front-end performance analysis informed the design of an intervention package that addressed particular environment and person variables. This package included task clarification, employee self-monitoring, and public posting of group performance. A multiple baseline design across behaviors was used to assess the effects of the intervention. The performance targets were: 1) the percentage of transactions where Customer Service Representatives (CSRs) used customer names, and 2) the percentage of transactions where CSRs suggested additional services available to customers. Average performance during intervention was more than 50% better than average baseline performance for both targets. Results are discussed in terms of the utility of the BEM as a front-end analysis tool that can guide novice performance engineers to build simple and inexpensive, yet effective, performance improvement interventions. [source] A classwide peer-modeling intervention package to increase on-task behaviorPSYCHOLOGY IN THE SCHOOLS, Issue 6 2010Laura C. Richards Evidence-based classwide interventions have the potential to help a large number of students by preventing problem behaviors before they become a significant problem in the classroom. Results of a study examining the effectiveness of a classwide peer-modeling intervention package to improve students' on-task behavior in the classroom are presented. The classwide intervention took place in three mixed-grade classrooms (third/fourth, fourth/fifth, and fifth/sixth) with 14,20 students each. Fifteen-minute intervention sessions occurred approximately two times a week for a total of six to eight sessions. During each intervention session, students watched a 4-minute videotape segment depicting a peer model demonstrating near 100% on-task behavior, which was accompanied by verbal coaching and small tangible rewards. Results demonstrated large treatment effects across all three classrooms, which remained large in two of the classrooms at follow-up 4,8 weeks later. Corresponding positive social validity by participating students and teachers was also documented. Results are discussed in terms of implications, limitations, and future research directions. © 2010 Wiley Periodicals, Inc. [source] Reducing stereotypic behavior through discrimination training, differential reinforcement of other behavior, and self-monitoringBEHAVIORAL INTERVENTIONS, Issue 4 2001Daniel B. Shabani The effect of a treatment package designed to reduce stereotypic body rocking was examined in a child diagnosed with autism. After baseline, the participant was taught to discriminate between inappropriate (e.g. sitting in a chair and rocking) and appropriate (e.g. sitting in a chair without rocking) behavior. During intervention, both a therapist and the participant himself monitored the occurrence of rocking behavior. A non-resetting 5 min differential reinforcement of other behavior (DRO) schedule was also introduced. A multiple baseline across behaviors (sitting and standing) design was used to evaluate the effects of the intervention package. The results indicated that the intervention was effective in eliminating body rocking. In addition, the DRO schedule was successfully increased to 20 min for sitting and 17 min for standing and the treatment was successfully introduced at the child's school. Copyright © 2001 John Wiley & Sons, Ltd. [source] | ||||||||||