Sentences with phrase «small group intervention with»

Summary: (To include comparison groups, outcomes, measures, notable limitations) This study examined the effects of Child - Centered Play Therapy (CCPT) compared to a curriculum - based small group intervention with Hispanic children referred for school counseling due to behavior problems.

Not exact matches

For discontinuing any breastfeeding before 12 months, small socioeconomic gradients in the control group were widened in the intervention group (RR = 1.04 and 1.16, respectively, for mothers with secondary education or less).

Verbal IQ deficits among children of mothers with lower education compared with those who completed university were somewhat smaller in the intervention group than in the control group: 5.2 (95 % CI: 3.1, 7.3) vs 6.5 (95 % CI: 5.6, 7.4) points deficit among mothers with partial university education and 10.7 (95 % CI: 8.4, 12.9) vs 11.7 (95 % CI: 10.2, 13.2) points among those with secondary education or less.

No socioeconomic inequalities were observed in the control group, whereas a small gradient was seen in the intervention group (RD = 0.06, 95 % CI: 0.03, 0.09 for mothers with partial university education; RD = 0.10, 95 % CI: 0.06, 0.14 for mothers with no more than secondary education).

The ads, which begin with a warning disclaimer, «This program contains subject matter and language that may be disturbing to some viewers,» shows a small group of men and women sitting in a circle staging an intervention for a struggling friend.

While several of these have found modest benefits by providing protein - deficient elderly patients with small protein supplements, by far the most important intervention trial is that published by a group led by Bess Dawson - Hughes of Tufts University showing that protein intakes far beyond the minimal requirement actually improve bone health.

This allows me to provide small group intervention sessions if necessary for the skills that the students struggle with.

«If you've got four teachers working as a group and can free those people up for a half day each (a full day is preferable)... even with that relatively small intervention or investment of giving people time to work together, it then seems to have an impact on their ongoing practice.»

We also use our extra academic hours to provide targeted one - on - one and small group intervention for our students with special needs who are significantly behind grade levels in reading, and we offer additional hours of ESL instruction to our beginning ELL students.

Narrowing the gap In February of this year, we published independent evaluations of two different interventions, both of which involved teaching assistants delivering high - quality, targeted support to pupils who were struggling with their literacy, either in one - to - one or in small groups.

For those unfamiliar with the model ~ R.T.I. involves using tiered - levels of support ~ with the first and second tier using small - group interventions and...

This resource is perfect for a small group intervention or just for a bit of fun with Maths thrown in!

In this intervention, teaching assistants were given three days of training and detailed lesson plans so they could lead short, structured sessions, often around everyday topics like «time» and «what we wear», with small groups of nursery and reception pupils.

Children in the READ 180 intervention participated in three 20 - minute literacy activities, including (1) individualized computer - assisted reading instruction with videos, leveled text, and word study activities, (2) independent and modeled reading practice with leveled books, and (3) teacher - directed reading lessons tailored to the reading level of children in small groups.

Children in the READ 180 intervention participated in three 20 - min literacy activities, including (1) individualized computer - assisted reading instruction with videos, leveled text, and word study activities, (2) independent and modeled reading practice with leveled books, and (3) teacher - directed reading lessons tailored to the reading level of children in small groups.

If remediation is needed, we use a «Response to Intervention» (RTI) method, in which a special education coordinator joins the classroom to work with small groups of students, or pulls small groups out for additional instruction.

Qualification and experience include: differentiate curriculum and provide large and small group intervention support for students based on assessment data, ensuring student IEP goals are being met and collaborate with the Special Education Coordinator to ensure students have goals that accurately reflect the areas for growth noted in assessment data.

For Classroom Teachers: We are offering a Certificate in Direct Instruction of Social - Emotional Learning and Character Development Interventions, with a focus on classroom, small - group, and after - school contexts.

In a follow - up intervention study of first - grade teachers engaged in small - group instruction, Anderson, Evertson, and Brophy (1979) found that greater achievement was related to more time spent in reading groups, more active instruction, shorter transitions, introduction of lessons with an overview, and follow - up by teachers to incorrect responses with attempts to improve upon them.

Give children who are struggling with maths additional support through high - quality one - on - one or small - group interventions.

Remediation / intervention practices allow teachers to work with Tier II and Tier III students on targeted skills based on assessment data in small groups.

Position Description: The RTI Teacher will work with small groups of students to deliver targeted, research - based interventions based on multiple data sources.

Experience with one or more of the following: project - based learning, interdisciplinary curriculum, Common - Core, restorative justice, responsive classroom, making and the arts, small group intervention, and service learning.

These interventions are usually conducted with small groups of students and focus on teaching and practicing the target skills.

They decide on appropriate interventions, which can include a referral to school psychologist, family counseling, pairing a student up with a mentor, including students in small groups, providing extra support after class / after school, initiating an SST process or a special education assessment, helping students get clean clothes, helping the family secure food or shelter, and any other supports that may be necessary.

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.

Beth and Joan work with her intervention group on Cross Checking, then debrief the value of very small groups with our most at risk students.

With the coach, the Consultant works with small groups of teachers to plan grade - level grouping and interventions based on analysis of assessment dWith the coach, the Consultant works with small groups of teachers to plan grade - level grouping and interventions based on analysis of assessment dwith small groups of teachers to plan grade - level grouping and interventions based on analysis of assessment data.

I have used Read Naturally Gate, ME, and Word Warm ups with small groups during T2 - 3 intervention and guided groups for the past nine years.

By providing good core reading instruction along with differentiated intervention instruction to small groups of struggling readers, many students will avoid the major problems they would have faced if the reading difficulty had been dealt with much later.»

Students spend much of their time working independently and in small groups, conferencing with teachers to monitor progress and for interventions as needed.

When students struggle, we support them with a thoughtful interventions process that leads to extra small - group instruction and / or counseling services in order to help the children be successful.

Intended to complement regular math instruction, Bridges Intervention is ideal for small groups and can also be used with individuals.

The first, the Nuffield Early Language Intervention, gave TAs three days of training with detailed lesson plans to lead short, structured sessions on topics such as time and what we wear, with small groups of nursery and reception pupils.

Both corrective instruction and Tier 2 intervention emphasize the use of small - group instruction with individualized assistance organized according to the needs and skill level of the students involved.

• 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

EDUCATION ALTERNATIVES, Bedford, OH 2007 — 2012 Teacher's Aide • Identified a student with Dyslexia and implemented required interventions to facilitate the learning process • Set goals for the assigned students an achieved the same systematically • Provided small group intervention services in reading and math successfully • Carried out other duties assigned by the certified teacher

Nevertheless, the MECSH trial showed some significant results and some trends that require replication in larger samples of mothers drawn from a similarly widely defined at - risk group, including older, multiparous mothers, and mothers with higher levels of education than have been reported in other trials.1 14 Mothers of infants and toddlers in the intervention group provided a home environment that was statistically significantly more supportive of their child's development through more verbal and emotional responsivity; however, the effect size was small.

For Classroom Teachers: We are offering a Certificate in Direct Instruction of Social - Emotional Learning and Character Development Interventions, with a focus on classroom, small - group, and after - school contexts.

First - time mothers, overseas - born mothers and mothers with more than one risk factor in the intervention group also were more emotionally and verbally responsive than their comparison group counterparts; however, the effect sizes were small.

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

In the Infant Health and Development program, mothers in the intervention group engaged in higher - quality interactions with their infants, though the effects were small.82 In New Zealand, Early Start documented higher positive parenting attitudes, a greater prevalence of nonpunitive attitudes, and more favorable overall parenting scores for families in the treatment group.83 In Queensland, mothers in the intervention group were rated as significantly higher in emotional and verbal responsivity.84

Participants will then have the opportunity to practice using these interventions in a supportive small group setting with other participants» role - playing the couples from the videos.

Group parenting programmes have been shown to have a positive impact on the mental health of children and parents in the short term.9 — 12 Positive results have been obtained from randomised controlled trials and other studies with parents of children with clinically defined behaviour disorders, 9,13,14 children at high risk of behaviour problems, 9,15 and to a lesser extent with normal populations.16, 17 They have also been obtained in trials of interventions for parents and children of different ages.18, 19 The number of trials carried out in the UK is small.13, 15,20,21 A recent systematic review concluded that these programmes are effective in the long term, 12 but most of the trials on which this review was based used a waiting list control design, and as a result outcome data are not reported on the control groups beyond 6 months.

Accordingly, in the present 3 - celled randomized, longitudinal study, we sought to determine whether the addition of a parental monitoring intervention alone or with boosters could enhance (either broaden or sustain or both) the effect of small - group, face - to - face adolescent risk reduction intervention.

Several interventions have been demonstrated to be effective in reducing the prevalence of behaviors that place adolescents at risk for acquisition of human immunodeficiency virus (HIV).1 — 6 These programs have in common a small - group and face - to - face method of delivery, an emphasis on skills development referent to decision making, communication, negotiation and condom use, use of a wide variety of instructional formats and approaches to intervention delivery, and grounding in social learning theory.2 — 6 Despite the encouraging results that accompany these studies with reference to adolescent risk reduction, new challenges have emerged.

To determine whether the addition of a parental monitoring intervention (Informed Parents and Children Together [ImPACT]-RRB- alone or with «boosters» could enhance (either broaden or sustain or both) the effect of a small group, face - to - face adolescent risk reduction intervention Focus on Kids (FOK).

Targeted small - group interventions, using evidence - informed programmes for students with similar needs, can be an effective way to use resources

This course will be open to a small group of motivated therapists who want to develop effective skills and interventions for working with couples

Rapee et al. (2009) found small but significant effects for a universal anxiety prevention program, with stronger effects for children versus adolescents; while Neil and Christensen's (2009) review indicated efficacy for both universal and targeted school - based anxiety prevention programs; however, indicated interventions, i.e., programs that are delivered to groups or individuals who exhibit early symptoms of psychological disorders, have shown more promise (Feldner et al., 2004).