Sentences with phrase «problems than the control group»

(Note that while intervention group staff had significantly lower odds of reporting that they would seek professional help for alcohol problems than the control group at wave 1, there was a high ceiling generally.)

Children participating in Child First were 68 % less likely to have language problems than the control group after 12 months (Lowell, et al., 2011).

Teachers» reports: Teachers rated the GDVM and GD children as showing larger decreases in behavior problems than control group children.

Not exact matches

There is experimental evidence that this old standby really helps: In a study that randomly assigned fearful children to receive a toy «huggy puppy,» kids exhibited fewer nighttime fears and sleep problems than did children in a control group.

Compounding this problem, a fair number of the controls still had sex, albeit at a lower rate than cases, watering down the comparison between the two groups.

Another problem is that modeling studies, like this one, are inherently less powerful than other kinds of medical research: randomized clinical trials, the gold standard in medical research, in which patients are randomly assigned different treatments or no treatment; case - control studies, which compare patients who have a condition with those who do not; or cohort studies, which determine the risk of contracting a disease by studying a group of people with similar demographics.

When the researchers repeated the analysis to focus on problem gambling − a larger group of people than those with the more narrowly defined pathological gambling − they found that 16 percent of relatives of the pathological gamblers were problem gamblers compared to 3 percent of relatives of controls.

The researchers found that mothers in the Family Spirit group were less likely to use illegal drugs, be depressed or experience behavior problems than those in the control group.

Influenza remains a major health problem in the United States, resulting each year in an estimated 36,000 deaths and 200,000 hospitalizations.4 Those who have been shown to be at high risk for the complications of influenza infection are children 6 to 23 months of age; healthy persons 65 years of age or older; adults and children with chronic diseases, including asthma, heart and lung disease, and diabetes; residents of nursing homes and other long - term care facilities; and pregnant women.4 It is for this reason that the Centers for Disease Control and Prevention (CDC) has recommended that these groups, together with health care workers and others with direct patient - care responsibilities, should be given priority for influenza vaccination this season in the face of the current shortage.1 Other high - priority groups include children and teenagers 6 months to 18 years of age whose underlying medical condition requires the daily use of aspirin and household members and out - of - home caregivers of infants less than 6 months old.1 Hence, in the case of vaccine shortages resulting either from the unanticipated loss of expected supplies or from the emergence of greater - than - expected global influenza activity — such as pandemic influenza, which would prompt a greater demand for vaccination5 — the capability of extending existing vaccine supplies by using alternative routes of vaccination that would require smaller doses could have important public health implications.

«Under this system, districts can escape notice or attention simply by shining in categories that are less than academic and whose outcomes they control,» said Chad Aldeman, an education policy expert whose Boston - based nonprofit group flagged this problem in a recent report on California's school accountability system.

After one year of AMSTI implementation, students in the treatment schools scored, on average, two percentile points higher on the SAT 10 mathematics problem solving assessment than their control group counterparts, and the difference was statistically significant.

Our observation that the improvement in both the ECBI intensity score, a measure based primarily on problem behaviours, and the SDQ (conduct) scores was significantly greater in the intervention than the control group provides confidence that the intervention was effective, at least as far as these aspects of children's mental health was concerned.

When Parent Management Training (PMT) was provided to parents of problem children ages 3 - 8, the children fared far better than a control group of children assigned to a waiting list for the program.

Adult crime rates were higher in all groups of antisocial girls than in any group of either normal control subjects or girls with other psychiatric problems.

That is, the control group showed significantly higher average ratings on measures of problem behaviors at the end of the school year than it did at the beginning of the school year.

Results indicate that Intention to Treat (ITT) intervention effects were found regarding parent report at ages 2 to 5 and teacher report at age 7.5, indicating less growth in problem behavior for children in the intervention group than for those in the control group.

Analysis found children in the PSST condition had greater decreases in aggression and externalizing behaviors and overall behavior problems and greater increases in pro-social behavior at follow - up than did the RT and control groups.

In addition, the SFC group had fewer behavioral problems at 3 months than those in the control condition.

CPP children exhibited fewer behavior problems during observed sessions than controls, but there was no difference between the two groups on the ECBI.

MIT using bibliotherapy was chosen as a comparison group because: (a) it seemed inappropriate to withhold treatment by assigning children to wait - list groups when the efficacy of moderately intensive parent training is well - established; (b) comparisons to alternative treatments provide stronger tests of treatment efficacy than do comparisons to untreated controls; and (c) WLC cause problems in assessing outcomes because WLCs generate a disproportionate number of dropouts that are difficult to address in «completer» analyses (Werba et al., 2006).

Results indicated at 1 - year follow - up, as compared to control group parents, CPP parents used less corporal punishment and issued fewer commands with their children, while CPP children exhibited fewer behavior problems during observed play and clean - up sessions than controls, but no differences on the ECBI.

At the end of treatment, mothers in both PCIT conditions reported less oppositional and conduct problem behavior than did control group participants.

At the end of grade 3, the proportion of competent responses on a social problem - solving measure was marginally higher for intervention children than for the control group.

Six months later, children in this group exhibited better preschool social skills — and fewer behavior problems — than did children in the control group (Christakis et al 2013).

Participants in the treatment group were significantly less likely than control group participants to exhibit evidence of serious conduct problems and had higher social cognition.

The evaluation by the Conduct Problems Prevention Research Group (2002) found that at the end of grade 3, participants in the treatment group were significantly less likely than control group participants to exhibit evidence of serious conduct pProblems Prevention Research Group (2002) found that at the end of grade 3, participants in the treatment group were significantly less likely than control group participants to exhibit evidence of serious conduct probGroup (2002) found that at the end of grade 3, participants in the treatment group were significantly less likely than control group participants to exhibit evidence of serious conduct probgroup were significantly less likely than control group participants to exhibit evidence of serious conduct probgroup participants to exhibit evidence of serious conduct problemsproblems.

For the PT and the PT+CT group, mother and father ratings on both measures of improvement in child behavior problems were significantly greater than for control children.

Child training group children had larger reductions than did control group children in parent - reported total problem behaviors, teachers» reports of aggression toward peers, and independent observations of child deviance and noncompliance.

Both mothers and fathers in the IVM group and GDVM group reported significantly less - frequent problem behaviors and less spanking than the parents in the control group reported.

The videotape - based parenting - skills group with therapist - facilitated discussion showed greater reductions than the control group showed in the frequency of problem behaviors and in the intensity of the three most troubling behaviors.

Children in the PT+CT group had significantly improved level of social problem - solving strategies than PT - only children, but neither group differed significantly from the wait list control group.

Six months after program completion, child problem behaviors as reported both by parents and through direct observations were significantly more apparent in the control group than in the treatment group.

Significantly more children in the PT+CT group reduced from clinical levels of conduct problems to nonclinical levels than both the PT - only and waiting - list control group children.

Children in the ADHD group were rated as having more problems within the inhibition and WM domains than the ODD and ANX groups, and the controls.

More precisely, regardless of age, the ASD group scored higher on social problems and social anxiety but lower on social skills and social competence than the clinical and non-clinical control groups (see Table 3and Fig. 1 panels c — f).

Both AHII groups were more likely to have attention deficit hyperactivity disorder (ADHD), oppositional defiant disorder, and conduct disorder than control children; more symptoms of general psychopathology; greater social skills deficits; more parental problems; and lower levels of academic achievement skills.

The subjects with ADHD in the longitudinal studies generally fall into 1 of 3 main groups as young adults: (1) approximately 25 % eventually function comparably to matched normal controls; (2) the majority show continued functional impairment, limitations in learning and applying knowledge, and restricted social participation, particularly poor progress through school; and (3) less than 25 % develop significant, severe problems, including psychiatric and / or antisocial disturbance.31 It is unclear what factors determine the long - term outcomes.

The full PTSD group reported higher levels of total behavior problems, family functioning problems and parental control than the partial PTSD group, which in turn, reported higher levels than the no PTSD group.