Sentences with phrase «intervention on cognitive development»

One study compared two active interventions: group and individual.42 The authors found no difference between the two interventions on cognitive development, psychomotor development or the parent — child relationship.

Not exact matches

Articles explore: the idea that violence should be thought of as a public health problem analogous to infectious disease; examine from a scientific perspective the impacts on children's social, emotional, and cognitive development of growing up in a violent community; share first - hand insights from children and caregivers; and explore various interventions, from the favelas of Recife, Brazil, to the inner cities of Chicago, Illinois, United States (US), and Glasgow, Scotland, which are offering a tangible sense of hope.

Their work was published in an article, «New Evidence About Language and Cognitive Development Based on a Longitudinal Study: Hypotheses for Intervention» in the online edition of the American Psychologist.

Sharafeldin recently received a Leukemia and Lymphoma Society career development award that will support her future research at UAB on intervention strategies to improve cognitive function in transplant recipients.

Offering specific interventions, the book focuses on boys physical, emotional, cognitive, and social development and the unique problems of sensitive, gay, gifted, ADHD, and postadolescent males.

Summary: (To include comparison groups, outcomes, measures, notable limitations) Children and foster parents were randomly assigned to receive the Attachment and Biobehavioral Catch - up (ABC) intervention or to a comparison group which received the Developmental Education for Families (DEF) program which focuses on cognitive and language development.

Summary: (To include comparison groups, outcomes, measures, notable limitations) Children and foster parents were randomly assigned to receive with the Attachment and Biobehavioral Catch - up (ABC) intervention or to a comparison group which received the Developmental Education for Families (DEF) program which focuses on cognitive and language development.

Experiences in the first 1000 days of life have a crucial influence on child development and health.1 Appropriate early child development (including physical, social and emotional, language and cognitive domains) has consistently been shown to be associated with good health and educational outcomes in childhood and consequent health and employment outcomes in adulthood.2 — 4 Adopting a life course approach, including early intervention, is essential, 5 and investment is therefore needed in effective prenatal and postnatal services to optimise child health, well - being and developmental resilience.6

In Denver, low - resource families who received home visiting showed modest benefits in children's language and cognitive development.102 In Elmira, only the intervention children whose mothers smoked cigarettes before the experiment experienced cognitive benefits.103 In Memphis, children of mothers with low psychological resources104 in the intervention group had higher grades and achievement test scores at age nine than their counterparts in the control group.105 Early Head Start also identified small, positive effects on children's cognitive abilities, though the change was for the program as a whole and not specific to home - visited families.106 Similarly, IHDP identified large cognitive effects at twenty - four and thirty - six months, but not at twelve months, so the effects can not be attributed solely to home - visiting services.107

Much of the research and development work in the sex offender field has focused on adult sex offenders and has centered on the development of actuarial risk protocols, behavioural - cognitive intervention programmes and relapse prevention programmes.

From a community health and public policy perspective, about half of the effect of family income on children's cognitive ability is the home environment.46 Thus, interventions to improve cognitive development in low - income children must focus on the parents» mental health and their ability to provide the children with adequate learning opportunities.

Care and development / Care for others / Care for the caregivers / Care, learning and treatment / Care leavers / Care work / Care workers (1) / Care workers (2) / Care workers (3) / Care workers (4) / Care worker role / Care workers (1983) / Care worker turnover / Caregiver roles / Caregiver's dilemma / Carers (1) / Carers (2) / Carers support groups / Caring / Caring and its discontents / Caring for carers / Caring for children / Caring interaction / Caring relationships / Carpe minutum / Casing / Cause and behavior / Causes of stress / Celebrate / Challenging behaviours / Challenging children and A. S. Neill / Change (1) / Change (2) / Change and child care workers / Change in world view / Change theory / Changing a child's world view / Changing behaviour / Child, active or passive / Child Advocacy / Child and youth care (1) / Child and youth care (2) / Child and youth care and mental health / Child and youth care education / Child and youth care work unique / Child behaviour and family functioning / Child care and the organization / Child care workers (1) / Child Care workers (2) / Child care workers (3) / Child care workers: catalysts for a future world / Childcare workers in Ireland / Child carers / Child health in foster care / Child in pain / Child perspective in FGC / Child saving movement / Child's perspective / Child's play / Child's security / Children and power / Children and television / Children in care / Children in state care / Children of alcoholics (1) / Children of alcoholics (2) / Children today / Children who hate (1) / Children who hate (2) / Children who hate (3) / Children who were in care / Children whose defenses work overtime / Children's ability to give consent / Children's emotions / Children's feelings / Children's grief / Children's homes / Children's homes in UK / Children's rights (1) / Children's rights (2) / Children's rights (3) / Children's stress / Children's views (1) / Children's views (2) / Children's views on smacking / Children's voices / Children's work and child labour / Choices in caring / Choices for youth / Circular effect behavior / Clare Winnicott / Class teacher / Classroom meetings / Clear thought / Client self - determination / Clinical application of humour / Coaching approach / Coercion / Coercion and compliance (1) / Coercion and compliance (2) / Cognitive - behavioral interventions and anger / Cognitive skills / Collaboration / Commissioner for children / Commitment to care / Common needs / Common profession?

The meta - analysis on cognitive development included five studies (online supplementary figure 3).27 46 — 48 55 There was no significant difference between intervention and control groups (d = 0.13; 95 % CI − 0.08 to 0.41).

Parenting has an impact on emotional, social, and cognitive development, playing an important role in the aetiology of mental illness, educational failure, delinquency, and criminality.1 Parenting is to some extent socially patterned, 2,3 and interventions to support the development of «helpful» parenting therefore have a role to play in combating social inequalities in health.4 The best mental health and social outcomes are achieved by parents who supervise and control their children in an age appropriate way, use consistent positive discipline, communicate clearly and supportively, and show warmth, affection, encouragement, and approval.5 — 8

Maternal postnatal depression (PND) is common with a prevalence in the developed world of around 13 % 1 and a far higher prevalence in some developing world contexts.2, 3,4 There is a considerable body of evidence attesting to the fact that PND limits a mother's capacity to engage positively with her infant, with several studies showing that PND compromises child cognitive, behavioural and emotional development.5 It has proved difficult to predict PND antenatally6 and, in any event, preventive interventions have largely proved ineffective.7 Research and clinical attention has, therefore, been focused on the treatment of manifest PND.

To date, the immediate and lasting positive effects of quality care on language, cognitive development, and school achievement have been confirmed by converging findings from large, reasonably representative longitudinal studies and smaller, randomized trials with long - term follow - ups.1, 2,9 - 13 Contributors to this knowledge base include meta - analytic reviews of interventions and large longitudinal studies conducted in several countries.1, 2,14,15 Comprehensive meta - analyses now establish that effects of early care decline, but do not disappear, and when initial effects are large, long - term effects remain substantial.1, 2 Null findings in cognitive and social domains in a few studies may reasonably be attributed to the limitations inherent to their designs, samples, and measures.

Early Childhood Investments Substantially Boost Adult Health Similar results are linked to weekly interventions by home visiting professionals; their visits focus on parenting skills and encouraging development of cognitive and social - emotional skills.

Yet while many recent preschool interventions have been found to have short - term effects on young children's language, literacy, mathematics, executive function, and social - emotional development, studies show that impacts on cognitive and academic skills tend to diminish in early elementary school — a phenomenon commonly known as fade - out or convergence.

Intensive, high - quality, center - based child care interventions that provide learning experiences directly to the young child have a positive effect on early learning, cognitive and language development, and school achievement.

A cluster - randomized controlled trial evaluating the effects of delaying onset of adolescent substance abuse on cognitive development and addiction following a selective, personality - targeted intervention programme: the Co-Venture trial.

We recommend that future research focus on the following three areas: (1) development of standardized measures of skill acquisition and utilization from a «common elements» perspective that can used across EBTs; (2) assessment of the predictors, correlates, and outcomes associated with skill acquisition and utilization; and (3) development of innovative interventions to enhance the acquisition and utilization of cognitive - behavioral and parent management skills.