Sentences with phrase «developed during the intervention»

Not exact matches

The educational sessions were internally developed by the authors using standard texts and review articles, with additional input from local lactation consultants and pediatrician colleagues.1, 2,10 — 14 Residents were assigned standard review articles and other readings before and during the intervention to facilitate their participation in the activities.1, 10 — 14 The series was structured as follows:

During the delivery of the intervention antenatal education session, all male participants were given materials developed to support and complement the session.

Legacy was developed by CDC in collaboration with the University of Miami, UCLA, and RTI International, and designed as a randomized controlled trial to test the idea that the Legacy intervention during early childhood might improve children's development.

Early intervention focuses on helping eligible babies and toddlers learn the basic and brand - new skills that typically develop during the first three years of life, such as:

«By identifying individuals at higher risk of developing complications during pregnancy and therefore long - term diseases, appropriate interventions can be implemented to improve outcomes.»

The researchers ultimately hope to develop a risk model to help identify women who would benefit from interventions during the pre-conception period.

Dr Kollmannsberger said: «The quantification we developed could be useful in assessing bone quality during physiological development or pathological conditions of age, disease and pharmaceutical intervention, complementary to existing measures such as bone mineral density.

Nock noted that the most practical implication of this finding might be that the Army should develop outreach and intervention programs for new soldiers based on the realization that a nontrivial proportion of new soldiers come into the Army with a history of mental disorder and suicidality, and that they are not always forthcoming about these concerns during the recruitment process.

During the discussion in Weissbourd's Developing Effective School and Community Interventions for At - Risk Children course, Menino shared his opinion that the biggest challenge facing education is changing the focus from teachers or schools needing money to what's going on at home with students and...

During the discussion in Weissbourd's Developing Effective School and Community Interventions for At - Risk Children course, Menino shared his opinion that the biggest challenge facing education is changing the focus from teachers or schools needing money to what's going on at home with students and their families.

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 generations.

One of the most productive ways for districts to facilitate continual improvement is to develop teachers «capacity to use formative assessments of student progress aligned with district expectations for student learning, and to use formative data in devising and implementing interventions during the school year.

During the first four years that Coppell Independent School District in Texas implemented RTI, educators identified struggling students, developed intervention plans designed to close achievement gaps, and created staff development that touted the benefits of the pyramid of tiered instruction — but all without the expected results.

During the first four years of the CREATE study, researchers developed individual interventions and tested them in tightly controlled experiments and randomized field trials with classroom teachers in the middle grades.

During her service, she has designed and developed several technology - infused math intervention programs for students struggling to master competencies required to meet expectations on state assessments.

The teacher leaders developed sustainable methods of communicating with their teams three times over the course of a month: 1) midway through the month, the teacher leaders hand back to their site colleagues copies of the reflections they wrote at the last meeting and the plans they chose to implement during the month; 2) Co-principal Maria Carriedo sends an email to all the teachers a week before each meeting to remind them to bring their observations of their focal students; 3) teachers make notes to themselves, in a simple chart form, about the interventions and behaviors they plan to track and keep these on their classroom walls as an easy way to document their focal students» progress.

During the start of this 21st century, specific initiatives have focused on investing in preschool programs, engaging parents as partners in education, building positive and caring relationships, monitoring the progress of the students early on, and developing effective intervention plans addressing their needs.

After the event he noted, «perhaps I feel happiest when, during the creative process, I simply let work «pour out», so to speak, without critical intervention or editing»; he also noted that this series was «unadulterated automatism».4 Black ink was used in the initial stages of the suite, and as it developed he introduced coloured inks, and sometimes gouache.

Several states developed interventions targeting the elderly during the 2012 EHE.

• Assist the lead teacher with curriculum development and lesson planning • Ensure that the lesson plans are purposeful and age appropriate • Work with the lead teacher to plan and implement study programs aimed at meeting the individual needs of the students • Encourage student enthusiasm for learning processes by working with each student on an individual basis • Observe students» behavior and progress on a regular basis • Work with the lead teacher to recognize and address learning problems • Assist the lead teacher in developing reasonable classroom rules in accordance to the school guidelines • Evaluate students periodically to determine progress and need for intervention • Handle student record management tasks • Assist lead teachers in make needed adjustments to the instructional program • Prepare bulletin board displays in accordance to the lead teachers» instructions • Tutor students in groups and individually in order to enforce concepts taught in class • Assist students with assignments or in understanding difficult concepts • Supervise students during instruction and in the absence of the lead teacher • Organize and supervise games during activity time • Assist students during lunch time and with their toileting needs • Handle instruction resource research activities and hand out materials to students • Take and record class attendance • Assist students in embarking and disembarking from the school bus • Operate and maintain audio - visual equipment from special class projects

• Confer with parents to determine their specific requirements for in - home care for their children • Note down significant information regarding children including meal times, nutritional issues and behavior management challenges • Engage children in conversation to determine their likes and dislikes, and their individual personalities • Create and implement core care plans according to the specific requirements of each child • Oversee children while they are playing or sleeping to ensure their physical and emotional wellbeing • Prepare delicious meals according to the specifications provided by parents, and ensure that children partake their food on time • Develop and implement healthy and age - appropriate activities for assigned children • Provide immediate and well - placed intervention during emergencies, concentrating on the safety of assigned children

Buying Assistant Restaurant Depot, Carson City, NV 7/2013 — Present • Provide buyers with information on stock levels, and required items • Create and maintain effective liaison with vendors to ensure timely and accurate delivery of goods • Write purchase orders, and provide assistance in buying merchandise from different sources • Identify appropriate resources to obtain goods / items from, placing special focus on budgetary constraints • Assist in developing pricing modules, and providing advice to retail outlets regarding product pricing • Create and manage plans for stock levels, and assist in analyzing consumer buying patterns • Review performance indicators, including sales and discount levels, and provide intervention during changes in demand • Participate in promotional activities, write reports, forecast sales levels, and present new ranges to the management

• 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 widevelop 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 wiDevelop 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

During this time I developed Evidence - Based, Best Practice Transitional Family Therapy, the first integrative family systems model, Invitational Intervention ®: ARISE ® Continuing Care with Intervention, and LINC Community Resilience, all based on the model.»

The reasoning behind this proposition is that: A) EBHV programs are designed to serve women categorized as «at - risk» due to a variety of demographic factors, including single - parent household status, age at time of first pregnancy, being categorically undereducated, under or unemployed, and meeting federal standards of living at or below the poverty line; B) these programs serve women during pregnancy and / or shortly after the birth of their children, offering an excellent chance for the early prevention of trauma exposure; and C) intervention services are provided at the same times that attachment (whether secure or insecure) is being developed between mothers and children, providing the opportunity that generational risk may be mitigated.

Electrocardiogram, impedance cardiograph, and neuroendocrine data were collected during laboratory - based challenge tasks from children (mean age = 12.9 y) raised in deprived institutional settings in Romania randomized to a high - quality foster care intervention (n = 48) or to remain in care as usual (n = 43) and a sample of typically developing Romanian children (n = 47).

Early intervention and treatment is important, since children with untreated CD are at increased risk of developing a range of problems during their adult years including substance use, personality disorders and mental illnesses.

It may be possible to develop improved interventions for individuals who are at high risk for suicide by identifying combinations of risk factors that are associated with the onset of suicidal behavior.2 Prospective epidemiological research can facilitate the identification of such patterns by assessing a wide range of childhood adversities, interpersonal difficulties during middle adolescence, and suicidal behavior during late adolescence and adulthood.

Clearly there is a great need to develop interventions which can reduce the number of new cases of depressive disorder which emerge during adolescence and provide effective help for those who already have the disorder.

During this one - hour webinar, the presenter will describe how DIAL ™ -4 data are used to identify the early intervention and support that will enable a child to develop academic, behavioral, and social competence.

«Cultivating «body sense» awareness on one's own and with one's partner is essential, not only for a good sexual relationship but during any close encounter,» says Alan Fogel, a University of Utah psychologist who helped develop the touch intervention.

To address this problem, Gladstone developed a unique intervention, which she will discuss during the presentation, «Preventing Youth Depression in a Digital Age: An Internet - Based Approach,» on Thursday, March 8, from 12:30 to 1:30 p.m. at Cheever House, 828 Washington St, Wellesley.

Children who have disorganized attachment with their primary attachment figure have been shown to be vulnerable to stress, have problems with regulation and control of negative emotions, and display oppositional, hostile - aggressive behaviours, and coercive styles of interaction.2, 3 They may exhibit low self - esteem, internalizing and externalizing problems in the early school years, poor peer interactions, unusual or bizarre behaviour in the classroom, high teacher ratings of dissociative behaviour and internalizing symptoms in middle childhood, high levels of teacher - rated social and behavioural difficulties in class, low mathematics attainment, and impaired formal operational skills.3 They may show high levels of overall psychopathology at 17 years.3 Disorganized attachment with a primary attachment figure is over-represented in groups of children with clinical problems and those who are victims of maltreatment.1, 2,3 A majority of children with early disorganized attachment with their primary attachment figure during infancy go on to develop significant social and emotional maladjustment and psychopathology.3, 4 Thus, an attachment - based intervention should focus on preventing and / or reducing disorganized attachment.

Parenting interventions that are delivered during this developmental period are necessary in order to capture the groups of youth and families (i) currently experiencing problems, but who did not receive an intervention during early childhood; (ii) those who received an intervention in early childhood, but who continue to experience problems and (iii) those who are not currently experiencing problems, but are at risk for developing problems later in adulthood.7 In Steinberg's 2001 presidential address to the Society for Research on Adolescence, a concluding remark was made for the need to develop a systematic, large - scale, multifaceted and ongoing public health campaign for parenting programmes for parents of adolescents.8 Despite the wealth of knowledge that has been generated over the past decade on the importance of parents in adolescent development, a substantial research gap still exists in the parenting literature in regards to interventions that support parents of adolescents.

During the intervention sessions of the Loving at Your Best Plan, you can develop the «antidotes» to the six relationship breakers.

The intervention was developed with the intention that it be delivered during three consecutive routine diabetes clinic appointments by clinic staff.

More specifically, we describe and give examples of the model of asking questions developed by Karl Tomm (1988) through its application in Family Focused Grief Therapy (FFGT), a preventive intervention delivered to high - risk families during palliative care and bereavement.

Fortunately, conducting randomized trials over the decades, intervention researchers have produced numerous manual - guided, evidence - based treatments (EBTs) for depression, anxiety, and conduct in youth.2 Unfortunately, these treatments have not been incorporated into most everyday clinical practice.3 - 5 A common view is that the complexity and comorbidity of many clinically referred youths, whose problems and treatment needs can shift during treatment, may pose problems for EBT protocols, which are typically designed for single or homogeneous clusters of disorders, developed and tested with recruited youths who differ from patients seen in everyday clinical practice, and involve a predetermined sequence of prescribed session contents, limiting their flexibility.3 - 8 Indeed, trials testing these protocols against usual care for young patients in clinical practice have produced mixed findings, with EBTs often failing to outperform usual care.7, 9