Sentences with phrase «intensive intervention using»

Although once considered untreatable, findings published by Lovaas1 in 1987 suggested that with intensive intervention using applied behavioral analysis, some children may experience a degree of improvement.

Successful implementation of intensive intervention using data - based individualization (DBI) is more likely to occur in schools that have a well - functioning tiered system of support, commonly called a multi-tiered system of support (MTSS), response to intervention (RTI), or positive behavioral interventions and supports (PBIS), depending on your location and area of focus.

Tier 3: Intensive Intervention Using a Force Field Analysis Tier 3 interventions are designed for roughly 5 % of all students, or students with significant learning challenges who require the highest level of instructional support.

Not exact matches

A meta - analysis of American interventions with very young fathers points to quality intensive community - based interventions with a good understanding of gender: the staff (who were experienced, empathetic, enthusiastic, and well connected into their communities) partnered with community organisations and used incentives to draw the young men in; they utilized needs assessments and participant feedback; developed one - on - one relationships with their young clients and provided mentoring; offered a comprehensive array of services delivered in engaging and interactive ways which incorporated teaching methods and materials appropriate to young men's culture, sex and age.

If governments want RDTs to effectively target the use of ACTs and avoid their misuse, then they must be supported by varieties of intensive and sustained interventions aimed at changing the behaviour of health providers and the expectations of patients and their families.»

«I believe that with intensive integrated intervention using this EcoHealth / One Health approach, we can eliminate the entire infection within 10 years,» he says.

New research using data from the reputable Look AHEAD study suggests doctors may want to look at results from a patient's first two months of intensive lifestyle intervention (ILI) to help predict his or her long - term success.

All participants were enrolled in an intensive behavioral lifestyle intervention that included frequent treatment meetings and a prescription for specific physical activity and dietary goals, including the use of meal replacements.

«This is the first study of its kind to show that if patients enrolled in intensive lifestyle intervention treatments aren't successful in losing weight after the first two months of treatment, they aren't likely to be successful using this approach alone long - term,» said lead author Jessica L. Unick, PhD, of the Weight Control and Diabetes Research Center, The Miriam Hospital and Brown Medical School, Providence, RI.

Some important studies include: • Beneficial effects of a high carbohydrate, high fiber diet on hyperglycemic diabetic men (1976) • Response of non-insulin-dependent diabetic patients to an intensive program of diet and exercise (1982) • Diet and exercise in the treatment of NIDDM: The need for early emphasis (1994) • Toward improved management of NIDDM: A randomized, controlled, pilot intervention using a low fat, vegetarian diet (1999) • The effects of a low - fat, plant - based dietary intervention on body weight, metabolism, and insulin sensitivity (2005) • A low - fat vegan diet improves glycemic control and cardiovascular risk factors in a randomized clinical trial in individuals with type 2 diabetes (2006) • A low - fat vegan diet and a conventional diabetes diet in the treatment of type 2 diabetes: a randomized, controlled, 74 - wk clinical trial (2009) • Vegetarian diet improves insulin resistance and oxidative stress markers more than conventional diet in subjects with Type 2 diabetes (2011) • Glycemic and cardiovascular parameters improved in type 2 diabetes with the high nutrient density (HND) diet (2012)

1935 Effects of the high carbohydrate - low calorie diet upon carbohydrate tolerance in diabetes mellitus 1955 Low - fat diet and therapeutic doses of insulin in diabetes mellitus 1958 Effect of rice diet on diabetes mellitus associated with vascular disease 1976 Beneficial effects of a high carbohydrate, high fiber diet on hyperglycemic diabetic men 1977 Effect of carbohydrate restriction and high carbohydrates diets on men with chemical diabetes 1979 High - carbohydrate, high - fiber diets for insulin - treated men with diabetes mellitus 1981 High carbohydrate high in fibre diet in diabetes 1982 Response of non-insulin-dependent diabetic patients to an intensive program of diet and exercise 1983 Long - term use of a high - complex - carbohydrate, high - fiber, low - fat diet and exercise in the treatment of NIDDM patients 1994 Diet and exercise in the treatment of NIDDM: the need for early emphasis 1999 Toward improved management of NIDDM: A randomized, controlled, pilot intervention using a lowfat, vegetarian diet 2005 The effects of a low - fat, plant - based dietary intervention on body weight, metabolism, and insulin sensitivity 2006 A low - fat vegan diet improves glycemic control and cardiovascular risk factors in a randomized clinical trial in individuals with type 2 diabetes 2006 Effect of short ‐ term Pritikin diet therapy on the metabolic syndrome 2009 A low - fat vegan diet and a conventional diabetes diet in the treatment of type 2 diabetes: a randomized, controlled, 74 - wk clinical trial

If present evidence is to be used, two potent contributions to raising student achievement will be widespread: effective preschool programs for all children and intensive interventions that build capacities of families to support the education of their children.

This is important information that is used to ensure that core instruction and more intensive interventions are integrated across the tiers.

A data guided, tiered student support system that uses early warning indicators and an integrated system of whole school, targeted and intensive supports to get the right intervention, to the right student, at the right time at the scale and intensity required (along with rapid recovery options when this does not work).

For those students who need a more intensive intervention plan, Edmentum Accucess can be used.

Eighth - graders will begin taking it this fall, and the district plans to use the results to identify which students are in need of the most intensive interventions, Superintendent Jane Belmore said.

By: Rachel Brown, Ph.D., NCSP As the use of a multi-tiered system of support (MTSS) has become more widespread in schools, terms such as tiers, benchmarks, universal instruction, as well as strategic and intensive intervention have become familiar to many...

As the use of a multi-tiered system of support (MTSS) has become more widespread in schools, terms such as tiers, benchmarks, universal instruction, as well as strategic and intensive intervention have become familiar to many teachers.

In previous blog posts, we have described how a Multi-Tier System of Supports, or MTSS, can be used to determine which students are in need of additional, more intensive, interventions.

For this reason, when evidence - based instruction is not available for additional intensive instruction (i.e., intervention), short - term use and progress monitoring with a scientifically - based program might be justified.

It can also be used as a resource for instructional specialists and special education teachers who are searching for broad guidelines on the design and delivery of intensive interventions.

Chris Lemons: Intensive interventions are interventions that require professionals to make decisions using data to improve instruction for individual students that have not responded to standard protocol at Tier 1 and Tier 2.

Led by a nationally recognized educator, this intensive training focuses on improving every step of the instructional cycle, from breaking down standards and building the best CFAs to using data to plan meaningful interventions.

The quality and fidelity of Tier 1 and Tier 2 supports, the use of valid and reliable progress monitoring measures, and the implementation of data - based decision rules and data meeting structures essential to MTSS set the foundation for successful implementation of intensive intervention through DBI.

Results are used to provide intensive interventions for struggling adolescent readers.

behavior report forms, problem solving protocols, conduct cards, and learning contracts that can be used in conjunction with teacher - student conferencing and more intensive interventions; and

Using Achieve3000's built - in reports, administrators can then work with teachers to develop a data - driven plan that identifies which students need more intensive instruction and targets the specific skills or standards that need to be re-taught or reinforced, so that all struggling students can get the intervention they need exactly when and how they need it.

This document introduces and describes the DBI process and how it can be used to support students who require intensive intervention in academics and / or behavior.

SARBs chosen as models were recognized for positive approaches to intervention, such as meeting protocols in which members listened objectively to referred students and families to assess barriers to attendance and used innovative, intensive solutions for the more serious cases.

RTI does not specify the interventions that a school must use but endorses increasingly intensive instruction — from Tier 1 to 3 — if the first interventions do not prove effective.

For students who fall below grade - level proficiency and are in need of more intensive intervention, Accucess can be used as a tier 3 solution.

Assessment is used to identify students for more intensive interventions and for choosing the interventions.

When used carefully within a problem - solving process, very few students will require intensive intervention.

Intensive intervention is an important tool that educators can use to address the learning needs of students with significant learning deficits.

Although using the «replacement core» approach for intensive intervention is an effective way to individualize instruction, it also requires that additional teachers be available to provide such instruction.

It may be necessary to use intensive medical therapy for serious side effects of the disease or even surgical intervention in really severe cases of pancreatitis.

respond to the needs identified locally and use intensive intervention when needed (coordinated centrally by FaCSIA and ICCs where relevant);

Less - intensive interventions that provide parent training also may be useful for younger children with ASDs, particularly for improving social communication, language use, and, potentially, symptom severity and family functioning, but the current evidence base for such treatment remains insufficient.17, 18,27 Although parent - training programs can modify parenting behaviors during interactions, data are limited about their contribution to specific improvements in the short - term and long - term beyond simple language gains for some children.

Dr. Brown's research publications have included: Self - cutting and sexual risk among adolescents in intesive psychiatric treatment; Promoting safer sex among HIV - positive youth with hemophilia: Theory, intervention, and outcome; Predictors of retention among HIV / hemophilia health care professionals; Impact of sexual abuse on the HIV - risk - related behavior of adolescents in intensive psychiatric treatment; Heroin use in adolescents and young adults admitted for drug detoxification; and Children and adolescents living with HIV and AIDS: A review

«A few studies have examined the utility of offering more intensive parent training interventions as universal supports to help parents get positively involved with their child's school, to reduce the use of punitive discipline practices, and to increase the use of positive management strategies at home.

In addition, many of the early intervention programs that have been shown to have positive treatment effects are resource intensive and target high - risk families, on the basis of socioeconomic status, childhood disabilities, parental substance use, or child maltreatment.1

Using this framework helps to ensure that interventions are incremental, moving from class - based interventions to more intensive and individualised support, and that they are informed by careful monitoring of progress.

Family Consultation is a brief family intervention model used in adult mental health services that responds to family's expressed needs and often provides a «gateway» to the more intensive FPE interventions.6

More recently, we (Lavigne et al., 2007) conducted a study comparing a minimal intervention involving bibliotherapy and no therapist contact with a moderately intensive, 12 - session parent training program (Webster - Stratton, 1997) using two models for linking primary care to mental health services: an «office» model in which services were provided by primary care nurses, and a «referral» model, in which pediatric psychologists provided treatment.

FAIR is an intensive community - based treatment model that integrates components of two evidence - based behavioral interventions: 1) Parent Management Training (PMT; Patterson & Forgatch, 2010) developed at the Oregon Social Learning Center (OSLC) to increase parenting skills, teach and support positive family interactions, and address mental health problems; and 2) Reinforcement Based Therapy a community reinforcement approach of contingency management (RBT; Jones et al., 2005) to address adult substance use.

From the National Center on Intensive Intervention, this set of resources and sample materials for implementing behavioral strategies was developed for classroom teachers to use with students who may require academic and / or behavioral support.

Its intensive treatments included some of the components typically used to address peer difficulties: medication, an intensive summer treatment program in which social skills, cooperative tasks, and friendship - building skills were taught, but these interventions were administered only in the short - term (8 weeks), not throughout the 14 months of treatment.

Given the limited improvement typically obtained in treatment studies that use peer report measures as outcomes with ADHD samples and the well - documented predictive validity of peer reports for later adjustment, the need for more intensive interventions and novel approaches to address the peer problems of children with ADHD is emphasized.