Sentences with phrase «parents in the intervention group»

Parents in the intervention group will receive books and training, while parents in the control group will wait for half a year.

The evaluation design, in brief, will coordinate with iRead to randomly assign 3,000 parents in an intervention group and 3,000 in a control group.

The ANCOVA analyses (table 2) indicated that the parents in the intervention group had improved their mental health more than the parents in the control group 2 months after the intervention (95 % CI, 2.02 to 5.18).

Further, significant improvement was found for efficacy (B = − 6.72, 95 % CI − 8.15 to − 5.28, p < 0.001) and satisfaction (B = − 4.48, 95 % CI − 6.27 to − 2.69, p < 0.001) for parents in the intervention group.

Results The results indicated that parents in the intervention group showed significant improvement in mental health compared with the parents in the control group at a 2 - month follow - up: B = 3.62, 95 % CI 2.01 to 5.18, p < 0.001.

The only difference between the groups for secondary outcome measures was that parents in the intervention group were more satisfied with treatment at 2 months follow up (table ⇓).

Parents in the intervention group reported greater improvements in both their parenting efficacy (95 % CI − 8.15 to − 5.29; d = 1.79) and satisfaction (95 % CI − 4.48 to − 2.69; d = 0.89) compared with parents in the control group.

Parents in the intervention group were more likely to report the use of routines in the home (adjusted RR, 1.12 [95 % CI, 1.03 - 1.22]-RRB- and were 25 % less likely than those in the UC group to allow more than 1 hour of daily television viewing (34 % vs 50 %; adjusted RR, 0.75 [95 % CI, 0.62 - 0.90]-RRB-.

Furthermore, self - report measures combined with the lack of blinding, means that parents in the intervention group could have given favorable answers to the final measurements.

Group differences in the Child Behavior Checklist scores showed that parents in the intervention group reported higher scores than those in the UC group on the aggressive behavior subscale (7.74 vs 6.80; adjusted β, 0.83 [95 % CI, 0.37 - 1.30]-RRB-, although neither group reached a subscale score of clinical significance (the cutoff for this age is 22 years)(Table 3).14 There were no group differences in reported sleep problems or problems with depression or anxiety.

Furthermore, parents in the intervention group might have believed that the parenting programme is efficacious, and consequently feel and perform better than those who were in the control group, as they were aware of group allocation.

Parents in the intervention group increased the proportion of praise to ineffective commands they gave their children threefold, while control parents reduced it by a third (effect size between groups 0.76 (0.16 to 1.36), P = 0.018).

Parents in the intervention group on lying also scored higher on the perception test than did the control group.

Parents in the intervention group did not differ from the comparison group on likelihood to meet with teachers.

Parents in the intervention group showed significant improvements in parental stress scores, significant reductions in depression, and significant improvements in rating on the parenting scale, compared with control parents.

Parents in the intervention group reported significantly greater improvement in the parenting skill area of verbosity and significantly greater improvement in child behavior management, compared with control group parents.

Parents did not report a significant improvement in overall child disruptive behavior compared with the control group, but the researchers found that a significantly greater percentage of parents in the intervention group (64 percent) reported that their child improved at least one standard deviation on at least one measure of child disruptive behavior, compared with the control group (33 percent).

Parents in the intervention group (n = 58) received training on habit formation for 3 feeding behaviors; control participants (n = 68) were asked only to complete the measures.

Parents in the intervention group showed marginally greater improvement in parent involvement in school, compared with control parents.

Results showed that parents in the intervention group reported a greater decrease in child behavioral problems (d = 0.45), dysfunctional parenting practices (d = 0.69), parental stress (d = 0.44), and a greater increase in parenting confidence (d = 0.45) in comparison to parents in the waitlist control group at post intervention.

Not exact matches

• A brief, inexpensive US intervention (one prenatal session, in separate gender groups focusing on psychosocial issues related to becoming first - time parents) was associated with reduced distress in some mothers at six weeks postpartum.

• A brief, inexpensive US prenatal intervention (consisting of one prenatal session with parents in separate gender groups focusing on psychosocial issues of first - time parenthood) was associated with mothers» reporting greater satisfaction with the sharing of home and baby tasks post partum (Matthey et al, 2004).

The public campaign invites concerned and interested parents to get more information by attending parenting events, discussions, and conferences; offers group - based interventions for parents with specific interests and concerns; and provides in - depth treatment for parents who have children with serious conduct problems or who have serious problems of their own.

• Parenting programmes are short - term, structured interventions, which have in previous reviews been shown to be effective in treating conduct problems in certain groups of children

Lynn began working in the field of Early Intervention working for Easter Seals providing home visits and parent groups for families with babies & toddlers in St. Louis.

In the intervention group, parents received instruction in controlled crying, i.e., to wait an increasing amount of time before responding to their infants» cries, or «camping out,» which involved staying with their infants until the infants fell asleep on their owIn the intervention group, parents received instruction in controlled crying, i.e., to wait an increasing amount of time before responding to their infants» cries, or «camping out,» which involved staying with their infants until the infants fell asleep on their owin controlled crying, i.e., to wait an increasing amount of time before responding to their infants» cries, or «camping out,» which involved staying with their infants until the infants fell asleep on their own.

In the intervention group, parenting skills as well as the child's disruptive behaviour, ADHD symptoms, anxiety, sleep problems and empathy improved significantly when compared with the control group and the results were permanent throughout the 12 - month follow - up.

This took place with the aid of a standardized questionnaire (on the basis of a Social Responsiveness Scale — SRS), in which 65 behaviour patterns were evaluated by the parents before the start of group therapy, at the end of the intervention as well as three months after the end of the intervention in order to measure stability.

Nevertheless, based on our findings stratified by population groups, for interventions targeting parents, those would be more effective when targeted at mothers, minority groups, and as early as possible in childhood.

In particular, the overall weak to moderate parent - child resemblance in food groups, nutrients and healthy eating index scores suggest that interventions targeting parents could have only a moderate effect on improving their children's dieIn particular, the overall weak to moderate parent - child resemblance in food groups, nutrients and healthy eating index scores suggest that interventions targeting parents could have only a moderate effect on improving their children's diein food groups, nutrients and healthy eating index scores suggest that interventions targeting parents could have only a moderate effect on improving their children's diet.

Fort Collins, CO D.I.S.H. Dietary Intervention Support and Hope Our group focus on providing dietary and biomedical support to parents who are using or interested in starting a GFCF diet, Specific Carbohydrate diet, Fiengold diet, and DAN!

During the first half year, the research team will measure language, social and cognitive development of the children and book reading skills of parents in both groups to estimate the effectiveness of the intervention.

These functions include the ease with which teachers and other adults who are regularly around individual students can directly observe the soft skills they are expected to support, the clear implications for intervention suggested by low scores on a particular skill by a particular student or group of students, the signals sent to administrators about teachers and groups of students who may need additional help, and the usefulness in communicating with parents.

The Scope of this project is to: - Provide seed funding and support pilot implementation of ideas resulting from the June 2014 design workshop on improving outcomes for babies in foster care; - Launch pilots of co-designed strategies for working collaboratively with parents in creating daily, regularized family routines in four sites and evaluate executive function skills, child development, child literacy and parental stress levels of participants pre -, during, and post-intervention; - Build a core group of leaders to help set the strategic direction for Frontiers of Innovation (FOI) and take on leadership for parts of the portfolio; - With Phil Fisher at the University of Oregon and Holly Schindler at the University of Washington develop a measurement and data collection framework and infrastructure in order to collect data from FOI - sponsored pilots and increase cross-site and cross-strategy learning; Organize Building Adult Capabilities Working Group to identify, measure and develop strategies related to executive function and emotional regulation for adults facing high levels of adversity and produce summary report in the fall of 2014 that reviews the knowledge base in this area and implications for intervention, including approaches that impact two generatgroup of leaders to help set the strategic direction for Frontiers of Innovation (FOI) and take on leadership for parts of the portfolio; - With Phil Fisher at the University of Oregon and Holly Schindler at the University of Washington develop a measurement and data collection framework and infrastructure in order to collect data from FOI - sponsored pilots and increase cross-site and cross-strategy learning; Organize Building Adult Capabilities Working Group to identify, measure and develop strategies related to executive function and emotional regulation for adults facing high levels of adversity and produce summary report in the fall of 2014 that reviews the knowledge base in this area and implications for intervention, including approaches that impact two generatGroup to identify, measure and develop strategies related to executive function and emotional regulation for adults facing high levels of adversity and produce summary report in the fall of 2014 that reviews the knowledge base in this area and implications for intervention, including approaches that impact two generations.

The trial was delivered by researchers from the University of Bristol and Harvard University and independent evaluators from Queen's University Belfast found that pupils receiving the intervention made an additional month's progress in maths compared with a similar group whose parents didn't get the texts.

More than a dozen groups have joined in drafting a document that outlines the roles education professionals and parents should take to start successful «response to intervention» programs in schools.

In one, researchers examined how SEL intervention programs (such as social skills training, parent training with home visits, peer coaching, reading tutoring, and classroom social - emotional curricula) for kindergarten students impacted their adult lives, and found that these programs led to 10 % (59 % vs. 69 % for the control group) fewer psychological, behavioral, or substance abuse problems at the age of 25 (Dodge et al., 2014).

Parent and teacher reported data did not reveal any significant differences between the intervention and control groups in instances of negative verbal behavior.

Parents and community partners receive training on tiered interventions and participate in various support groups.

In contrast, the available evidence for earlier age interventions, such as parenting programs and child care programs for ages 0 to 2, suggests that they only pay off for low - income groups.

The study authors reported that students in the intervention group had higher math scores than students in the comparison group, but only for students of parents with high math anxiety.

ECMS follows a comprehensive outreach plan designed to stimulate interest in the school on the part of parents and guardians in the community including English and Spanish brochures, and targeted outreach to local day cares and Head Start Programs, afterschool programs, community groups, libraries, parent advocacy groups, local social services providers, churches and early intervention providers.

• Assist the teacher in classroom activities while catering for emotional, psychological, social and cognitive needs of physically or mentally disabled students • Provide one to one tutoring and reinforce daily lessons in small groups • Identify weak areas of students and develop individualized lesson plans accordingly • Supervise the children during play and lunchtime • Inculcate strong moral and social values among the students to make them responsible citizens • Facilitate the teacher in conducting various classroom activities • Maintain all teaching aids in an organized manner • Devise need - based AV aids to facilitate teaching process • Assess multiple instructional strategies for effectiveness and change the teaching methodology as per requirement • Carefully record and gauge each student's progress and discuss the same regularly with teachers and parents • Encourage students to participate in extracurricular activities and boost their confidence in all possible ways • Communicate home assignments clearly, mark homework and test papers • Assist students in completing classroom assignments • Maintain daily attendance and early departure records • Discuss individual cases of individual needs and interests with teachers and parents of the student • Develop and implement targeted instructional strategies to cater for particular needs of each student • Observe students» behavior at playtime and chalk out a behavioral intervention plan to address any inappropriate, violent or disruptive behavior • Operate adaptive technological equipment single - handedly • Maintain complete confidentiality of student data • Aid physical, speech and rehabilitative therapists in their sessions and encourage the student to cooperate with them

As a member of the Child Abuse Prevention, Intervention and Treatment team, provide prevention education; individual, family and group counseling; in - home services; case management services; and parenting education.

The children whose parents received the intervention were less likely to be overweight (23 % compared to 41 % in the control group) and had fewer behavioural problems (2 % compared to 17 % in the control group).

The study utilized Common Sense Parenting (CSP) to examine predictors of engagement and retention in a group - based family intervention across two versions of the program.

Summary: (To include comparison groups, outcomes, measures, notable limitations) This study assessed the effects of participation in the Attachment and Biobehavioral Catch - up (ABC) intervention on child abuse potential, parenting stress, and child behavior in maltreated children and their foster parents.

Participants Somali - born parents (n = 120) with children aged 11 — 16 years and self - perceived stress in their parenting were randomised to an intervention group (n = 60) or a waiting - list control group (n = 60).

There was no significant difference in parent — child interaction between the intervention and comparison groups.

Specialization: Abuse & Neglect in Childhood, ADD / ADHD, Adjustment Disorders, Adoption, Aging / Older Adults, Anger Management, Anxiety, Attachment Disorders, Autism / Asperger's Syndrome, Body Image, Co-dependency, Cognitive / Behavioral, Conflict Resolution, Couples / Marriage, Crisis / disaster intervention, Depression / Mood Disorders, Divorce / Separation, Early Trauma Protocol, Family of Origin Issues, Family Therapy, Grief / Loss / Bereavement, Groups, Infertility / Fertility, Insomnia, Obsessive - Compulsive Disorder, Parenting, Relationship Issues, Religious / Spiritual Concerns, Self - Esteem / Empowerment, Sexual Abuse, Sexual Violence / Rape, Shame, Sleep Disorders, Stress Management, Trauma, Women's Issues, Work issues