More specifically, there are a lot of
positive intervention research out there now, as well as self - help books which are published by real psychologists.
Cardiac vagal tone is one physiological measure that is already being used in
positive intervention research.
Not exact matches
The effect of these kinds of supports on home visitors has not been well studied, but some
research on similar
interventions indicates implementation of evidence - based practices with fidelity monitoring and supportive consultation predicts lower rates of staff turnover, as well as lower levels of staff emotional exhaustion relative to services as usual.29, 30,31 Moreover, a supportive organizational climate has been associated with more
positive attitudes toward adoption of evidence - based programs.32
Home About Introduction Global HIV Pandemic
Interventions Counselling HIV -
Positive Mothers Chronology Resources
Research and Links HIV and Breastfeeding News Videos
But, importantly, much of this
research goes further to propose solutions and show where
interventions have a
positive effect.
«Our findings highlight pregnancy as a sensitive period when
positive lifestyle
interventions could have significant and long - lasting beneficial effects on offspring metabolism and disease risk,» wrote the
research team.
More importantly, the
intervention was associated with overall marriage quality: As in other
research, more
positive automatic reactions to the partner predicted greater improvements in marital satisfaction over the course of the study.
A family - centered, school - based
intervention in pre-kindergarten programs developed at NYU Langone Medical Center, known as ParentCorps, has a
positive and lasting impact on mental health and academic performance, according to new
research published online October 3 in JAMA Pediatrics.
Parents and carers interviewed by the
research team were unanimous in thinking that the
intervention had resulted in
positive changes.
«This
research shows that it is possible to promote psychological well - being in middle childhood through an integrated school - based
intervention programme informed by concepts of
positive psychology and cognitive behavioural therapy,» said first author Dr Michael Pluess from QMUL's School of Biological and Chemical Sciences, who led the
research while previously based at University of East London.
Other initiatives in their school improvement plan (PDF) included
Positive Behavioral
Interventions and Supports (PBIS), an operational framework for implementing practices and interventions to improve academic and behavioral outcomes, and Advancement Via Individual Determination (AVID), a college readiness system with research - based methods for elementary through postsecond
Interventions and Supports (PBIS), an operational framework for implementing practices and
interventions to improve academic and behavioral outcomes, and Advancement Via Individual Determination (AVID), a college readiness system with research - based methods for elementary through postsecond
interventions to improve academic and behavioral outcomes, and Advancement Via Individual Determination (AVID), a college readiness system with
research - based methods for elementary through postsecondary students.
Positive response to her work on classroom
interventions prompted Dr. Wilson to seek out opportunities to share the implications of
research in brain science and psychology to improve teaching and support student learning with educators and with community agencies that support students.
Her
research activities focus on understanding the impact of emotions, attention, and behaviour on learning throughout child and adolescent development and developing innovative self - regulatory
interventions for children (KooLKIDS) and youth (Mindfields) to bring about
positive change in their lives.
This commission reviewed
research on topics related to the development of reading and reading outcomes, such as normal reading development and instruction, factors identifying groups and individuals at risk for reading difficulties, and prevention,
intervention, and instructional approaches related to
positive reading outcomes.
Also known as Response to Instruction and
Intervention (RTII), which emphasizes
research - based instruction at its core, RTI is often paired with
Positive Behavioral
Intervention and Supports (PBIS), which supports students» emotional needs.
-LSB-...] Assuming a proposed
intervention involves students doing virtually anything more cognitively challenging than passively listening to lecturing - as - usual (the typical straw man control in education
research), then a researcher is very likely to find a
positive difference as long as the sample size is large enough.
But amidst the search for a kinder and gentler education politics,
research demonstrating the
positive effect of these New York City strategies makes the moral case clear for an incoming President and for states and districts rethinking education policies: The American education system presents intolerably long odds to low - income children attending persistently struggling schools, and sometimes the most appropriate response to dramatic failure is dramatic
intervention.
One of the aims of the
research lab he founded, the Student Social Support R&D Lab at Harvard, is to develop and evaluate scalable
interventions that leverage
positive communications and behavioral science insights to reduce chronic absenteeism.
When mentoring is integrated into
research - based reforms and
interventions it can strengthen efforts to reduce poverty, truancy, drug abuse and violence, while promoting healthy decision - making,
positive behaviors and activities and academic achievement.
Researchers from Education and Employers reviewed the best international
research to identify the
interventions and approaches for which there is evidence of employers having a
positive impact on young people's outcomes, particularly those from disadvantaged backgrounds.
This 3 - D School provides comprehensive dyslexia therapy services by identifying children with the characteristics of dyslexia and providing an educational environment designed to include appropriate, multi-sensory,
research - based
interventions, academic enrichment, and
positive experiences that challenge students and build the necessary skills for success later in life.
This specialty school provides comprehensive dyslexia therapy services by identifying children with the characteristics of dyslexia and providing an educational environment designed to include appropriate, multi-sensory
research - based
intervention, academic enrichment, and
positive experiences that challenge students and build the necessary skills for success later in life.
PBIS, or
Positive Behavioral
Intervention Supports, is a
research - based, proactive strategy that creates the behavioral systems and structures needed for all students to grow academically and socially.
Research shows the importance of prioritizing learning mindsets and skills for all students.31 Encouragingly, though,
interventions that support
positive school culture, mindsets, and habits have demonstrated the greatest benefit for low - performing students.32 These
interventions can revive a sense of purpose among students who have not been performing well in school and promote their self - efficacy.
But critics questioned the
research, highlighting that it did not include a «statistical significance» check that would ensure the
positive results were truly being caused by the philosophy
intervention and not by chance.
Her
research and interests focus on (a) the use of
positive behavior support approaches to facilitate academic and behavioral change, (b) teacher preparation with regard to behavior management, and (c) academic
interventions for youth with challenging behaviors.
According to
research compiled by NEA's Priority Schools Campaign, schools that adopt a systematic approach to managing, monitoring and cultivating
positive behaviors often combine it with efforts to implement Response to
Intervention (RTI).
Her areas of interest center on supporting the implementation of evidence - based
interventions by teachers and schools, including professional development (PD) and coaching models to reduce the
research - to - practice gap; Implementation Science, including frameworks across fields and factors associated with sustained use of evidence - based
interventions; and, the application of MTSS across general and special education, including Response - to -
Intervention and School - Wide
Positive Behavior
Intervention Supports.
In order for treatment to be effective and yield
positive outcomes for students,
interventions should be
research - based, family - centered and culturally - competent.
SPED 220 Introduction to Special Education SPED 223 Learning Environments and Differentiated Instruction SPED 225 Introduction to Behavioral Disorders and Learning Disabilities SPED 226 Evidence Based
Interventions for Students with Learning Disabilities and / or Behavioral Disorders SPED 251 Assessment, Diagnosis, and Evaluation SPED 253 Applied Behavior Analysis and
Positive Behavior Support EDUC 275 Literacy Assessment and Instruction I SPED 272 School, Families, Communities and Disabilities SPED 275 Career, Vocational, and Transitional Planning SPED 276 Coordination of Cooperative Occupational Programs SPED 229 Practicum in Behavioral Disorders and / or Learning Disabilities EDUC 201 Education
Research I * SPED 278 Consultation and Inservice *
He is directing a statewide
research project, Culturally Responsive
Positive Behavioral
Interventions and Supports.
What the
research did find is that almost all outdoor learning
interventions have a
positive effect.
Michael Rich, MD, MPH is Founder and Director of the Center on Media and Child Health at Children's Hospital Boston, committed to pursuing
research, developing
interventions on negative health effects of media, and creating health -
positive media.
Active Learning in Higher Education Adult Education Quarterly American Educational
Research Journal Arts and Humanities in Higher Education Assessment for Effective
Intervention Autism Canadian Journal of School Psychology Communication Disorders Quarterly Community College Review Education and Urban Society Education, Citizenship and Social Justice Educational Policy Educational Administration Quarterly Educational and Psychological Measurement Educational Evaluation and Policy Analysis Educational Management Administration & Leadership Educational Researcher European Physical Education Review Focus on Autism and Other Developmental Disabilities Gifted Child Quarterly Improving Schools International Journal of Music Education
Intervention in School and Clinic Journal of Cases in Educational Leadership Journal of Disability Policy Studies Journal of Educational and Behavioral Statistics Journal of Emotional and Behavioral Disorders Journal of Hispanic Higher Education Journal of Learning Disabilities Journal of
Positive Behavior
Interventions Journal of Early Childhood Literacy Journal of Early Childhood
Research Journal of Psychoeducational Assessment Journal of
Research in International Education Journal of Studies in International Education Journal of Teacher Education Journal of Transformative Education Management in Education NASSP Bulletin Psychology of Music Rehabilitation Counseling Bulletin Remedial and Special Education
Research Studies in Music Education Review of Educational
Research Review of
Research in Education School Psychology International The Journal of Special Education Theory and
Research in Education Topics in Early Childhood Education Urban Education Word of Mouth
Paper prepared for the «Dropout
Research: Accurate Counts and
Positive Interventions» conference sponsored by Achieve and the Harvard Civil Rights Project, January 13, 2001, Cambridge, MA.
(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?
OBJECTIVE To build on prior
research documenting the impact of School - wide
Positive Behavioral
Interventions and Supports (SWPBIS) on school climate and discipline problems to examine the extent to
Evidence of Effective Early Literacy Models reviews key
research that exists on effective early literacy models, provides an explanation of what early literacy development looks like, describes how teachers can best support children's acquisition of these skills, and identifies specific
interventions that have shown
positive evidence.
Our
research and analysis helps organisations understand, reach and campaign with their stakeholders to make meaningful
interventions into consumer markets to drive
positive social and environmental change.
Research also helps us understand adolescent behaviors and system responses, including the
interventions most likely to reduce youth involvement with the system and promote
positive outcomes.
Parent - Child Connectedness, Implications for
Research,
Interventions, and
Positive Impacts on Adolescent Health.
Character strengths have been a hallmark of
positive psych
interventions for years now, and there are piles and piles of
research showing that exercising your strengths leads to all sorts of well - being outcomes.
His
research interests include the development and evaluation of
interventions to support
positive youth development.
Transition to school is seen as one of the best stages in a child's life to measure child development and well - being.12 — 14
Research has established that children at higher risk for suboptimal development can be better prepared for initial success at school through early childhood education, family support, paediatric and allied healthcare
interventions and child health programmes.15 When children come to school with the developmental capacity to take advantage of the education system, coupled with a high - quality education system, the initial
positive effects persist into adolescence and adulthood.15
He shows practitioners via
research - based
interventions how to help clients get in touch with their own strengths and utilize their strengths to achieve
positive outcomes.
The
positive results could serve as a basis for
interventions and develop new lines of
research for the future of these fields of study.
There is growing evidence for online mindfulness courses being as effective as other face - to - face
interventions and online courses for stress even without a therapeutic alliance.37 — 40 Previously found Perceived Stress Scale (PSS) effect sizes are comparable to those found with face - to - face mindfulness and CBT
interventions, including our previous
research examining the course currently under investigation.40 — 42 One RCT found that an automated internet - based therapy including CBT and mindfulness actually had better outcomes for Irritable Bowel Syndrome (IBS) than the comparative online therapist - led
intervention, suggesting that the effects of internet
interventions can not be attributed to, and do not rely on, therapist interaction.43 Studies are finding that online mindfulness courses can be beneficial for depression in samples with IBS and epilepsy and anxiety symptoms in a non-clinical sample comparing a 3 - week mindfulness course with
positive psychology
interventions and treatment as usual (see Monshat38 for a review).
Research on PPC programs has demonstrated clear
positive changes in the self esteem, locus of control, moral values, and academic achievement of members as a result of in - group
interventions (Brendtro & Wasmund, 1988).
With a relatively larger (albeit still inadequate) body of literature, UCLA / Lovaas — based
intervention and EIBI variant studies have revealed
positive shifts in language, adaptive, cognitive, and educational outcomes, but our confidence (strength of evidence) in that effect is low because of the need for additional, confirmatory
research, a lack of high - quality RCTs, and no studies that have directly compared effects of promising manualized treatment approaches.
Future
research is needed to determine 1) the cost - effectiveness of the COPE
intervention, 2) whether its effects can be strengthened by including fathers, 3) whether its effects can be strengthened with additional
intervention sessions 1 and 3 months after hospital discharge, and 4) whether similar
positive effects can be obtained if the program is delivered to parents of younger and older children and parents whose critically ill children have chronic and / or terminal conditions.