Sentences with phrase «outcome of programmed interventions»

The desired outcome of programmed interventions is to enhance the social skills of at - risk persons so that they function in what are considered to be more pro-social ways.

Not exact matches

With such a program it is not possible to hide from participants whether or not they received the intervention and outcome measures rely on self - reports of events that may have occurred a few years in the past.

The largest randomized trial of a comprehensive early intervention program for low - birth - weight, premature infants (birth to age three), the Infant Health and Development Program, included a home visiting component along with an educational centre - based program.7 At age three, intervention group children had significantly better cognitive and behavioural outcomes and improved parent - child interaprogram for low - birth - weight, premature infants (birth to age three), the Infant Health and Development Program, included a home visiting component along with an educational centre - based program.7 At age three, intervention group children had significantly better cognitive and behavioural outcomes and improved parent - child interaProgram, included a home visiting component along with an educational centre - based program.7 At age three, intervention group children had significantly better cognitive and behavioural outcomes and improved parent - child interaprogram.7 At age three, intervention group children had significantly better cognitive and behavioural outcomes and improved parent - child interactions.

Participating children had higher rates of high - school completion, lower rates of grade retention and special education placement, and a lower rate of juvenile arrests.32 Another example showing more intensive programming has larger impacts is the Healthy Steps evaluation showing significantly better child language outcomes when the program was initiated prenatally through 24 months.33 These studies suggest that a more intensive intervention involving the child directly may be required for larger effects to be seen.

Identifying core components of interventions found to be effective and understanding what it takes to implement those components with fidelity to the program model is critical to successful replication and scale - up of effective programs and practices in different community contexts and populations.7 There is growing recognition in the early childhood field of the importance of effective implementation and the need for implementation research that can guide adoption, initial implementation, and ongoing improvement of early childhood interventions.8, 9,10 The promise of implementation research and using data to drive program management is compelling because it offers a potential solution to the problem of persistent gaps in outcomes between at - risk children and their more well - off peers.

The primary goal of parent support programs is to provide support and information in ways that help parents become more capable and competent.2, 3 Research now indicates that to reach this goal, it is necessary that staff use practices that are family - centered as opposed to professionally - centered, and capacity - building as opposed to dependency forming.4, 5,6,7 The key characteristics of family - centered practices include: treating families with dignity and respect; providing individual, flexible and responsive support; sharing information so families can make informed decisions; ensuring family choice regarding intervention options; and providing the necessary resources and supports for parents to care for their children in ways that produce optimal parent and child outcomes.8, 9,10,11

Results published in the American Journal of Public Health were based on evaluation data from Legacy for ChildrenTM, a public health intervention program designed to improve child outcomes by promoting positive parenting among low - income mothers of infants and young children.

Answers to these and other critical questions, addressing life outcomes beyond clinical interventions, are the focus of a report issued today from Drexel University's A.J. Drexel Autism Institute, from its Life Course Outcomes Research outcomes beyond clinical interventions, are the focus of a report issued today from Drexel University's A.J. Drexel Autism Institute, from its Life Course Outcomes Research Outcomes Research Program.

The language of program evaluators is framed in terms of efficacy: what is the actual outcome of an intervention, compared with the outcome expected from no intervention?

Dr. Lin is a research fellow at Rescu — a program based at St. Michael's that focuses on developing processes and interventions to improve outcomes for patients who suffer life - threatening trauma and cardiac emergencies outside of hospitals.

Kessler will conduct a study of a combination therapy using dalfampridine — a drug recently approved to improve walking in patients with multiple sclerosis — with a standardized program of locomotor training, a rehabilitative intervention that has improved walking and other functional outcomes in persons with spinal cord injuries.

The principles of MD Anderson's Enhanced Surgical Recovery Program (ESRP) involve making interventions before, during and after surgery that get patients through their surgery and recovery process much quicker and with better outcomes.

Observational studies have a high risk of bias owing to problems such as self - selection of interventions (people who believe in the benefits of meditation or who have prior experience with meditation are more likely to enroll in a meditation program and report that they benefited from one) and use of outcome measures that can be easily biased by participants» beliefs in the benefits of meditation.

Kate Copping - Westgarth Primary School, Victoria Using Data to Develop Collaborative Practice and Improve Student Learning Outcomes Dr Bronte Nicholls and Jason Loke, Australian Science and Mathematics School, South Australia Using New Technology for Classroom Assessment: An iPad app to measure learning in dance education Sue Mullane - Sunshine Special Developmental School, Victoria Dr Kim Dunphy - Making Dance Matter, Victoria Effective Differentiation: Changing outcomes in a multi-campus school Yvonne Reilly and Jodie Parsons - Sunshine College, Victoria Improving Numeracy Outcomes: Findings from an intervention program Michaela Epstein - Chaffey Secondary College, Victoria Workshop: Developing Rubrics and Guttman Charts to Target All Students» Zones of Proximal Development Holly Bishop - Westgarth Primary School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western AOutcomes Dr Bronte Nicholls and Jason Loke, Australian Science and Mathematics School, South Australia Using New Technology for Classroom Assessment: An iPad app to measure learning in dance education Sue Mullane - Sunshine Special Developmental School, Victoria Dr Kim Dunphy - Making Dance Matter, Victoria Effective Differentiation: Changing outcomes in a multi-campus school Yvonne Reilly and Jodie Parsons - Sunshine College, Victoria Improving Numeracy Outcomes: Findings from an intervention program Michaela Epstein - Chaffey Secondary College, Victoria Workshop: Developing Rubrics and Guttman Charts to Target All Students» Zones of Proximal Development Holly Bishop - Westgarth Primary School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western Aoutcomes in a multi-campus school Yvonne Reilly and Jodie Parsons - Sunshine College, Victoria Improving Numeracy Outcomes: Findings from an intervention program Michaela Epstein - Chaffey Secondary College, Victoria Workshop: Developing Rubrics and Guttman Charts to Target All Students» Zones of Proximal Development Holly Bishop - Westgarth Primary School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western AOutcomes: Findings from an intervention program Michaela Epstein - Chaffey Secondary College, Victoria Workshop: Developing Rubrics and Guttman Charts to Target All Students» Zones of Proximal Development Holly Bishop - Westgarth Primary School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western Australia

In theory, retained students were supposed to participate in an enriched, accelerated academic program that would, through additional help and tailor - made interventions, result in a better outcome at the end of the repeated grade or even help the student catch up to his or her classmates.

Harvard Graduate School of Education will work with the Strategic Education Research Partnership and other partners to complete a program of work designed to a) investigate the predictors of reading comprehension in 4th - 8th grade students, in particular the role of skills at perspective - taking, complex reasoning, and academic language in predicting deep comprehension outcomes, b) track developmental trajectories across the middle grades in perspective - taking, complex reasoning, academic language skill, and deep comprehension, c) develop and evaluate curricular and pedagogical approaches designed to promote deep comprehension in the content areas in 4th - 8th grades, and d) develop and evaluate an intervention program designed for 6th - 8th grade students reading at 3rd - 4th grade level.The HGSE team will take responsibility, in collaboration with colleagues at other institutions, for the following components of the proposed work: Instrument development: Pilot data collection using interviews and candidate assessment items, collaboration with DiscoTest colleagues to develop coding of the pilot data so as to produce well - justified learning sequences for perspective - taking, complex reasoning, academic language skill, and deep comprehension.Curricular development: HGSE investigators Fischer, Selman, Snow, and Uccelli will contribute to the development of a discussion - based curriculum for 4th - 5th graders, and to the expansion of an existing discussion - based curriculum for 6th - 8th graders, with a particular focus on science content (Fischer), social studies content (Selman), and academic language skills (Snow & Uccelli).

The overarching goal of this effort is to leverage new knowledge in the service of generating and testing innovative intervention models to produce substantially greater impacts on learning, behavior, and health outcomes than existing programs and policies, particularly for the most disadvantaged children and families.

In general, a finding of meaningful long - term outcomes of an early childhood intervention is more likely when the program is old, or small, or a multi-year intervention, and evaluated with something other than a well - implemented RCT.

• Use of multiple forms of evidence of student learning, not just test scores; • Extensive professional development that enables teachers to better assess and assist their students; • Incorporation of ongoing feedback to students about their performance to improve learning outcomes; • Public reporting on school progress in academic and non-academic areas, using a variety of information sources and including improvement plans; and • Sparing use of external interventions, such as school reorganization, to give reform programs the opportunity to succeed.

The Office of Special Education Programs» Results Driven Accountability Initiative represents a significant shift in state accountability from a focus on compliance and ensuring access to education and early intervention services to a focus on measurable and meaningful outcomes in learning and development for children and youth with disabilities.

The National Center on Intensive Intervention defines Intensive Instructional Intervention as additional or alternative intervention programs to the core curriculum conducted in small groups or individually with evidence of efficacy for improving academic outcomes for students whose performance is unsatisfactory in the cIntervention defines Intensive Instructional Intervention as additional or alternative intervention programs to the core curriculum conducted in small groups or individually with evidence of efficacy for improving academic outcomes for students whose performance is unsatisfactory in the cIntervention as additional or alternative intervention programs to the core curriculum conducted in small groups or individually with evidence of efficacy for improving academic outcomes for students whose performance is unsatisfactory in the cintervention programs to the core curriculum conducted in small groups or individually with evidence of efficacy for improving academic outcomes for students whose performance is unsatisfactory in the core program.

More importantly, PBIS is not a curriculum, program, intervention, or practice but is a decision - making framework that guides selection, integration, and implementation of the best research - based academic and behavioral practices and interventions for improving student academic and behavior outcomes for all students.

Instead, as argued above, it is anticipated that the differentiated attention to the different disability areas — and the ESEA / ESSA «relief» of not having to track and serve an impossibly complex and varied students with disabilities subgroup — should improve the quality and outcomes of services, supports, programs, and interventions to and with these students... making everyone «a winner.»

(1997) E652: Current Research in Post-School Transition Planning (2003) E586: Curriculum Access and Universal Design for Learning (1999) E626: Developing Social Competence for All Students (2002) E650: Diagnosing Communication Disorders in Culturally and Linguistically Diverse Students (2003) E608: Five Homework Strategies for Teaching Students with Disabilities (2001) E654: Five Strategies to Limit the Burdens of Paperwork (2003) E571: Functional Behavior Assessment and Behavior Intervention Plans (1998) E628: Helping Students with Disabilities Participate in Standards - Based Mathematics Curriculum (2002) E625: Helping Students with Disabilities Succeed in State and District Writing Assessments (2002) E597: Improving Post-School Outcomes for Students with Emotional and Behavioral Disorders (2000) E564: Including Students with Disabilities in Large - Scale Testing: Emerging Practices (1998) E568: Integrating Assistive Technology Into the Standard Curriculum (1998) E577: Learning Strategies (1999) E587: Paraeducators: Factors That Influence Their Performance, Development, and Supervision (1999) E735: Planning Accessible Conferences and Meetings (1994) E593: Planning Student - Directed Transitions to Adult Life (2000) E580: Positive Behavior Support and Functional Assessment (1999) E633: Promoting the Self - Determination of Students with Severe Disabilities (2002) E609: Public Charter Schools and Students with Disabilities (2001) E616: Research on Full - Service Schools and Students with Disabilities (2001) E563: School - Wide Behavioral Management Systems (1998) E632: Self - Determination and the Education of Students with Disabilities (2002) E585: Special Education in Alternative Education Programs (1999) E599: Strategic Processing of Text: Improving Reading Comprehension for Students with Learning Disabilities (2000) E638: Strategy Instruction (2002) E579: Student Groupings for Reading Instruction (1999) E621: Students with Disabilities in Correctional Facilities (2001) E627: Substance Abuse Prevention and Intervention for Students with Disabilities: A Call to Educators (2002) E642: Supporting Paraeducators: A Summary of Current Practices (2003) E647: Teaching Decision Making to Students with Learning Disabilities by Promoting Self - Determination (2003) E590: Teaching Expressive Writing To Students with Learning Disabilities (1999) E605: The Individualized Family Service Plan (IFSP)(2000) E592: The Link Between Functional Behavioral Assessments (FBAs) and Behavioral Intervention Plans (BIPs)(2000) E641: Universally Designed Instruction (2003) E639: Using Scaffolded Instruction to Optimize Learning (2002) E572: Violence and Aggression in Children and Youth (1998) E635: What Does a Principal Need to Know About Inclusion?

Analyze health data from high healthcare utilizers to create evidence - based intervention programs to decrease cost and improve health outcomes of Tri-Care beneficiaries

Planned and conducted activities for a balanced program of instruction, modeling appropriate techniques and intervention strategies for both clients / students and families members for positive transfer of skills for successful outcomes

For professionals supporting parents of young children 1 — 3, learn how to assess parent - child interactions, identify important parenting behaviors, develop interventions to help parents build skills, and track your program's outcomes

Researchers and program planners need a better understanding of the linkages between early marriage, sexual violence, low education and early childbearing to help inform interventions seeking to improve reproductive health outcomes.

The results of this study show that the NVNG program has potential as an intervention although further research is needed to establish conclusively the efficacy of the program and the conditions under which the most cost - effective outcomes can be achieved.

Heckman et al31 show that the effects of the intervention on life outcomes operate primarily through the program's reduction in children's externalizing behaviors.

Review of Parent Education Models for Family Reunification Programs (PDF - 369 KB) Cutler Institute, Muskie School of Public Service (2010) Presents a matrix of parent education models used in family reunification programs that includes a model description and information on target audience, targets of intervention, level of research evidence, child welfare outcomes, required training and fidelity monitoring, and progrPrograms (PDF - 369 KB) Cutler Institute, Muskie School of Public Service (2010) Presents a matrix of parent education models used in family reunification programs that includes a model description and information on target audience, targets of intervention, level of research evidence, child welfare outcomes, required training and fidelity monitoring, and progrprograms that includes a model description and information on target audience, targets of intervention, level of research evidence, child welfare outcomes, required training and fidelity monitoring, and program cost.

This outcome study sought to provide preliminary data on the effectiveness of two interventions for couples, comparing the self - help book Hold Me Tight: Seven Conversations for a Lifetime of Love, to the 8 - week relationship course, The Hold Me Tight Program: Conversations for Connection, which includes reading the book at home.

Measuring the integration of HV programs and the FCMH is critical to encourage integration, assess the current state of coordination, plan next steps, and assess effectiveness of interventions to increase collaboration.47 Programmatic measures, process measures, and outcomes must be initially assessed and regularly reassessed (Fig 2).

A team of British researchers has recently completed a review of parenting education programs that isolates a number of effective components.69 Early intervention, for example, results in better and more durable outcomes for children, though late intervention is better than none and may help parents deal with parenting under stress.

Therefore, we think that the findings of this study represent true improvements among critically ill children and their mothers who received the experimental program, with the results of this study supporting the value of the COPE intervention in improving the mental health and coping outcomes of mothers and young children who experience critical care hospitalization.

Early diagnosis and intervention for children with FASD are thought to be key to preventing behavioural, mental health and learning difficulties.36 — 38 However, Fitzroy Valley community members have reported that a current lack of diagnostic and intervention support for children with FASD impacts their children's ability to reach their full potential.14 Children with FASD need access to interventions which support their development of emotional and behavioural regulation skills.38 It is recognised that educators, alongside the family, play a crucial role in supporting children with FASD to improve life outcomes through contextually appropriate and evidence - based interventions.36 While there is limited evidence for strategies that can assist children affected by FASD, 2 particularly to improve self - regulation and executive functioning skills, 8 17 32 39 the Alert Program for Self - Regulation has evidence to suggest it is a promising intervention.17 39

The importance of early interventions that target caregiving is underscored by studies demonstrating high cost - effectiveness through greatly enhanced long - term outcomes.41 Furthermore, children who receive more nurturing caregiving may also be protected from exposure to stressful life events, suggesting this central target may have positive ramifications on brain development.42 Considering these issues, study findings are relevant to the public policy debate on the importance of early preschool programs for young children living in poverty.

The purpose of this study was to evaluate the effects of a preventive educational - behavioral intervention program, the Creating Opportunities for Parent Empowerment (COPE) program, initiated early in the intensive care unit hospitalization on the mental health / psychosocial outcomes of critically ill young children and their mothers.

Maternal depression and parenting stress Some programs have examined depressive symptoms and parenting stress as outcomes of the intervention.

Other services, such as mediation, co-parenting education, and batterer intervention programs have also shown promise in improving outcomes for these families.13 Though the dynamics of relationship violence are complex and, collectively, seem unlikely to yield to any single intervention, a serviceable mix of public and community - based efforts may help stem the prevalence of violence in women's lives while offering refuge to those most at - risk.

Youth mentoring programs are an increasingly popular intervention, and although successful mentoring relationships can promote a range of positive developmental outcomes, relationships that fail can lead to decrements in a youth's functioning and self - esteem.

The Nurse Family Partnership Program, by contrast, is a parent focused intervention geared towards improving pregnancy outcomes, child health and development, and enhanced parental self sufficiency, by means of the establishment of a therapeutic relationship emphasising continuity of care between a nurse and the child's mother from 28 weeks gestation to 2 years of age.

Activities and Play, Addiction, Administration, Adolescents, Attachment, Assessment / Outcomes, Behaviour, Boundaries, Bullying / Teen violence, Child Abuse, Children's Rights, Community, Competence, Conflict, Culture / Society, CYC: The Profession, Delinquency, Development, Discipline, Education, Engaging, Ethics, Family, Foster Care, History, Humour, Intervention, Juvenile Detention, Life Space Work, Love, Milieu, New CYC Workers, Outdoor Education, Parents and Parenting, Peers, Philosophy, Practice, Programs, Punishment, Relational Practice, Residential Care, Resilience, Restorative Practice, Runaways / Homelessness, School, Self, Sexual Issues, Strengths, Stress and Self - care, Success, Supervision, Theories, Therapy, Training, Transitions, Treatment, Voices of Youth, Youth crime and Juvenile Justice

Meta - Analysis of Substance Abuse Treatment Intervention on Child Welfare Outcomes (PDF - 1,002 KB) Zhang, Huang, & Liu (2014) Identifies seven studies and applies meta - analysis technique to examine, compare, and synthesize the effects of caregivers» engagement and retention in substance abuse treatment programs.

Preventive interventions often find that treatment effects for certain outcomes vary across subgroups of study participants.11, 12 In this study, we examine how domestic violence limits the effectiveness of the home - visitation program in preventing maltreatment.

Core Intervention Components: Identifying and Operationalizing What Makes Programs Work Blase & Fixsen (2013) United States Department of Health and Human Services, Assistant Secretary for Planning and Evaluation Explores key implementation considerations important to consider when replicating evidence - based programs for children and youth focusing on the importance of identifying, operationalizing, and implementing the core components of evidence - based and evidence - informed interventions that likely are critical to producing positive oPrograms Work Blase & Fixsen (2013) United States Department of Health and Human Services, Assistant Secretary for Planning and Evaluation Explores key implementation considerations important to consider when replicating evidence - based programs for children and youth focusing on the importance of identifying, operationalizing, and implementing the core components of evidence - based and evidence - informed interventions that likely are critical to producing positive oprograms for children and youth focusing on the importance of identifying, operationalizing, and implementing the core components of evidence - based and evidence - informed interventions that likely are critical to producing positive outcomes.

Permanency Outcomes for Toddlers in Child Welfare Two Years After a Randomized Trial of a Parenting Intervention Spieker, Oxford, & Fleming, (2014) Children and Youth Services Review, 44 View Abstract Reports on child welfare outcomes of a community - based, randomized control trial of Promoting First Relationships, a 10 - week relationship - based home visiting program, on stability of children's placements and permanency status 2 years after enrollment into the study; includes findings and a disOutcomes for Toddlers in Child Welfare Two Years After a Randomized Trial of a Parenting Intervention Spieker, Oxford, & Fleming, (2014) Children and Youth Services Review, 44 View Abstract Reports on child welfare outcomes of a community - based, randomized control trial of Promoting First Relationships, a 10 - week relationship - based home visiting program, on stability of children's placements and permanency status 2 years after enrollment into the study; includes findings and a disoutcomes of a community - based, randomized control trial of Promoting First Relationships, a 10 - week relationship - based home visiting program, on stability of children's placements and permanency status 2 years after enrollment into the study; includes findings and a discussion.

Home Visiting in Texas: Current and Future Directions (PDF - 2,386 KB) Wilson, McClure, & Phillips (2013) Discusses the importance of early intervention in child development and abuse prevention, negative outcomes of children in high - risk families, and the benefits of seven evidence - based home - visiting programs in Texas.

Decades of research on brain development and outcomes from early learning interventions have clearly demonstrated that children thrive when they have consistent access to high - quality early childhood programs starting at birth or even before and continuing until they enter kindergarten.

Despite these negative outcomes, researchers have yet to examine possible benefits of prevention and intervention programs designed specifically to limit adulthood occupational problems.