Sentences with phrase «marked in the intervention group»

However, the decrease was far less marked in the intervention group.

Not exact matches

This group exhibition probes the topic, and all the immaterial aspects of laptop jockeying that are ubiquitous at every cafe in San Francisco, with video, sculpture, painting, installation, and artist interventions by the international likes of Harun Farocki, Cory Arcangel, Sean Raspet, Mark Benson and Haegue Yang.

2009 The Malady of Writing, MACBA, Barcelona, ES Zeno Reminder (in collaboration with Mariana Castillo Deball), Performa 09, New York, US Exhibition at Labor Gallery, Mexico, MX Planet of Signs» — curated by Guillaume Desanges at Le Plateau, Paris, FR A Fantasy for Allan Kaprow — curated by Mai Abu ElDahab and Philippe Pirrote, at CIC, Cairo, EG KAAP (the little biennale) curated by Mark Kremer, Fort Ruigenhoek, Utrecht, NL The Happy interval, Gallery Tulips & Roses, Vilnius, LT 2008 Nameless Science, curated by Henk Slager at Apex art, New York, US Fuga di un Piano (in collaboration with Mariana Castillo Deball), Manifesta 7, IT The Flight of the Dodo, Project Arts Centre, Dublin, IE Arte BA - art fair, with 713 Gallery, Buenos Aires, AR MiArt - art fair, 713 Gallery, Milan, IT 2007 Panorama de las artes visuales en Córdoba», Museo Caraffa, Cordoba, AR A for Alibi, De Appel Center for Contemporary Art, Amsterdam, NL Shelter 07, public space intervention, Hardewijk, NL Levity at The Drawing Center, New York, US 2006 Alguns Llibres D'Artista (a few artists books) Roma Publications at ProjecteSD, Barcelona, ES Longitude, part of the group show fumus fugiens at Smart project space, Amsterdam, NL 2005 A Poetics of Place, Utrecht's former county - court, Utrecht, NL 2004 Rendering, Mirta de Mare ruimte voor actuele kunst, Rotterdam, NL 2003 Open Studio Rijksakademie van Beeldende Kunsten, Amsterdam, NL 2002 Open Studio Rijksakademie van Beeldende Kunsten, Amsterdam, NL

• 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

The intervention group showed marked improvement in depression and cognitive function as a result of this educational psychosocial intervention.

Results of individual studies have suggested that some children who enter into intensive autism - specialized intervention services at young ages may show larger gains in terms of cognitive and adaptive functioning and early educational attainment than children who do not receive such services.2, — , 6 This research led to a reconceptualization of ASDs as a group of disorders marked by plasticity and heterogeneity and for which there was hope for better outcomes for some children who receive appropriate intervention.

Mark W. Lipsey and David Wilson, «Effective Intervention for Serious Juvenile Offenders: A Synthesis of Research,» in Serious and Violent Juvenile Offenders, edited by Rolph Loeber and David Farrington (Thousand Oaks, Calif.: Sage, 1998); Mark W. Lipsey, «The Effects of Community - Based Group Treatment for Delinquency: A Meta - Analytic Search for Cross-Study Generalizations,» in K. A. Dodge, T. J. Dishion, and J. E. Lansford, Deviant Peer Influences in Programs for Youth (New York: The Guilford Press, 2006).

In addition, the intervention group showed less distractibility overall, and although this difference was most marked post intervention and at follow up; this group difference was not sensitive to time.