Participants were randomly assigned to
an immediate intervention group or a 3 - month waitlist control group.
Families were randomly allocated to one of two groups: The first received immediate training of 1 -2-3 Magic (n = 5;
immediate intervention group) and the second (control or delayed - intervention group; n = 7) received training 8 weeks later.
Not exact matches
However, noting the significant gain in hip extension in the
intervention group from prelunge to postlunge in the second session and comparing them to the results reported by Macdonald et al. (6) of
immediate gains in knee flexion angle post foam rolling, it is reasonable to conclude that the effects of foam rolling are
immediate, even in a dynamic movement, but do not remain for longer bouts of time.
These
interventions may include structural differentiation — providing resources beyond the
immediate classroom, such as reading specialists, cluster
groups, gifted education services, and so on.
After completing pre-
intervention assessments, parent / child dyads were allocated to either the
intervention group, which received
immediate access to the program, or the wait - list control
group.
Intervention occurred between baseline and 6 months for the
immediate treatment
group and between 12 and 18 months for the WLC
group.
Changes on the emotional subscale were significant in the
intervention group at the
immediate follow up and in the control
group at the six month follow up only.
A reduction in the
intervention group social dysfunction subscale was also observed at the
immediate follow up.
The SDQ prosocial subscale, measuring increases in the child's positive behaviours, showed a benefit in the
intervention group at both
immediate and six month follow ups.
The study investigated these two
groups of pre-kindergarten children on
immediate (prekindergarten), intermediate (kindergarten) and longer term (first grade) outcomes as well as examined a number of key factors that may impact
intervention including: child history of EI / ECSE and other educational services, child characteristics, and familial risk factors.
A likely explanation for the lack of
immediate and long - term findings on the
intervention group's emotional and behavioural symptoms may be due to the fact that training and support in classroom management and dealing with behavioural problems is not provided explicitly as part of the Zippy's Friends programme.
The RCT shows significant differences between
intervention and control
groups in mean conduct problem scores at both
immediate and six month follow up, and mean Eyberg Intensity scores at six months.
Summary: (To include comparison
groups, outcomes, measures, notable limitations) The current study examined the
immediate impact of the Middle School Success
intervention (MSS, now called KEEP SAFE [Keeping Foster Parents Trained and Supported]-RRB- targeting the prevention of internalizing and externalizing problems for girls in foster care prior to middle school entry.