Relevant bibliographies by topics / AOD intervention

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'AOD intervention'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "AOD intervention"

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Mehta, Kahini, Ariel Hoadley, Lara A. Ray, Brian D. Kiluk, Kathleen M. Carroll, and Molly Magill. "Cognitive-Behavioral Interventions Targeting Alcohol or Other Drug Use and Co-Occurring Mental Health Disorders: A Meta-Analysis." Alcohol and Alcoholism 56, no. 5 (March 29, 2021): 535–44. http://dx.doi.org/10.1093/alcalc/agab016.

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Abstract Aims This meta-analysis reviewed 15 clinical trials (18 study sites/arms), examining the efficacy of an integrated cognitive-behavioral intervention (CBI) delivered to individuals with an alcohol or other drug use disorder and a co-occurring mental health disorder (AOD/MHD). Outcomes were alcohol or other drug use and mental health symptoms at post-treatment through follow-up. Methods The inverse-variance weighted effect size was calculated for each study and pooled under random effects assumptions. Results Integrated CBI showed a small effect size for AOD (g = 0.188, P = 0.061; I2 = 86%, τ2 = 0.126, k = 18) and MHD (g = 0.169, P = 0.024; I2 = 58%, τ2 = 0.052, k = 18) outcomes, although only MHD outcomes were statistically significant. Analysis by subgroup suggested that effect magnitude varied by type of contrast condition (integrated CBI + usual care vs. usual care only; integrated CBI vs. a single-disorder intervention), follow-up time point (post-treatment vs. 3–6 months) and primary AOD/MHD diagnosis, although these sub-groups often contained significant residual heterogeneity. In a series of mixed effects, meta-regression models, demographic factors were non-significant predictors of between-study heterogeneity. For AOD outcomes, greater effects were observed in higher quality studies, but study quality was not related to effect size variability for MHD outcomes. Conclusions The current meta-analysis shows a small and variable effect for integrated CBI with the most promising effect sizes observed for integrated CBI compared with a single disorder intervention (typically an AOD-only intervention) for follow-up outcomes, and for interventions targeting alcohol use and/or post-traumatic stress disorder. Given the clinical and methodological variability within the sample, results should be considered a preliminary, but important step forward in our understanding of treatment for co-occurring AOD/MHD.
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Midford, Richard, Deb Wilkes, and Deidra Young. "Evaluation of the in Touch Training Program for the Management of Alcohol and Other Drug use Issues in Schools." Journal of Drug Education 35, no. 1 (March 2005): 1–14. http://dx.doi.org/10.2190/au5x-jdjl-ayab-6wta.

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In Touch is a professional training program designed to develop staff skills and support structures so as to enable schools to manage alcohol and other drug (AOD) matters in a coordinated manner that maximizes beneficial outcomes for at-risk students, while at the same time maintaining school discipline and community relationships. This study is an evaluation of the impact of the program on alcohol and other drug (AOD) related knowledge, attitudes and activity of participating school staff, and on AOD management practice in their schools. Data from 53 intervention participants and 21 controls were compared at pre- and post-intervention. These data indicated a 46% increase in AOD knowledge among those who participated in In Touch training. Attitudes favorable to integrated, supportive management of AOD issues also increased significantly in this group, as did desirable practice. However, change in school practice was limited. Significantly more schools whose staff participated in In Touch training had a written drug policy at post-intervention, but schools' usual responses to AOD-related incidents were substantially the same. These findings indicate that professional training on the management of AOD matters can change the understanding and practice of individual staff, but if school structures and practice are to be substantially influenced, a broader program is required.
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Howard, Rebecca, Stephanie Fry, Andrew Chan, Brigid Ryan, and Yvonne Bonomo. "A feasible model for early intervention for high-risk substance use in the emergency department setting." Australian Health Review 43, no. 2 (2019): 188. http://dx.doi.org/10.1071/ah17148.

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Objective In response to escalating alcohol and other drug (AOD)-related emergency department (ED) presentations, a tertiary Melbourne hospital embedded experienced AOD clinical nurse consultants in the ED on weekends to trial a model for screening, assessment and brief intervention (BI). The aim of the present study was to evaluate the relative contributions of AOD to ED presentations and to pilot a BI model. Methods Using a customised AOD screening tool and a framework for proactive case finding, screened participants were offered a comprehensive AOD assessment and BI in the ED. Immediate effects of the intervention were evaluated via the engagement of eligible individuals and a self-administered ‘intention to change’ survey. Results Over the 32-month pilot, 1100 patients completed a comprehensive AOD assessment, and 95% of these patients received a BI. The most commonly misused substances were, in order, alcohol, tobacco, amphetamine-type stimulants, gamma-hydroxybutyrate and cannabis. Thirty-two per cent of patients were found to be at risk of dependence from alcohol and 25% were found to be at risk of dependence from other substances. Forty per cent of the people assessed reported no previous AOD support or intervention. On leaving the ED, 78% of participants reported an intention to contact community support services and 65% stated they would change the way they used AOD in the future. Conclusion This study of a pilot program quantifies the relative contribution of AOD to ED presentations and demonstrates that hospital EDs can implement a feasible, proactive BI model with high participation rates for people presenting with AOD-related health consequences. What is known about the topic? Clinician-led BI for high-risk consumption of alcohol has been demonstrated to be effective in primary care and ED settings. However, hospital EDs are increasingly receiving people with high-risk AOD-related harms. The relative contribution of other drugs in relation to ED presentations has not been widely documented. In addition, the optimal model and effects of AOD screening and BI programs in the Australian ED setting are unknown. What does this paper add? This paper describes a ‘real-life’ pilot project embedding AOD-specific staff in a metropolitan Melbourne ED at peak times to screen and provide BI to patients presenting with AOD-related risk and/or harms. The study quantifies the relative contribution of other drugs in addition to alcohol to ED presentations and reports on this model’s much higher levels of patient engagement in receiving BI than has been reported previously. What are the implications for practitioners? This study demonstrates the relative contribution of drugs, in addition to alcohol, to ED presentations at peak weekend times. Although BI has been well proven, the pilot project evaluated herein has demonstrated that by embedding AOD-specific staff in the ED, much higher rates of patient engagement, screening and BI can be achieved.
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Myers, Bronwyn, Dan J. Stein, Bulelwa Mtukushe, and Katherine Sorsdahl. "Feasibility and Acceptability of Screening and Brief Interventions to Address Alcohol and Other Drug Use among Patients Presenting for Emergency Services in Cape Town, South Africa." Advances in Preventive Medicine 2012 (2012): 1–9. http://dx.doi.org/10.1155/2012/569153.

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Despite evidence from high income countries, it is not known whether screening and brief interventions (SBI) for alcohol and other drug (AOD) use are feasible to implement in low and middle income countries. This paper describes the feasibility and acceptability of a peer-led SBI for AOD-using patients presenting with injuries at emergency services in Cape Town, South Africa. Data were extracted from program records on the number of eligible patients screened and the number of program refusals. A questionnaire examined preliminary responses to the intervention for 30 patients who had completed the program and 10 emergency personnel. Peer counselors were also interviewed to identify barriers to implementation. Of the 1458 patients screened, 21% (305) met inclusion criteria, of which 74% (225) were enrolled in the intervention. Of the 30 patients interviewed, most (83%) found the program useful. Emergency personnel were supportive of the program but felt that visibility and reach could improve. Peer counselors identified the need for better integration of the program into emergency services and for additional training and support. In conclusion, with limited additional resources, peer-led SBIs for AOD use are feasible to conduct in South African emergency services and are acceptable to patients and emergency personnel.
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Rosenberg, Rebecca E., Rebecca Landa, J. Kiely Law, Elizabeth A. Stuart, and Paul A. Law. "Factors Affecting Age at Initial Autism Spectrum Disorder Diagnosis in a National Survey." Autism Research and Treatment 2011 (2011): 1–11. http://dx.doi.org/10.1155/2011/874619.

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Entry into early intervention depends on both age of first parent concern (AOC) and age at initial autism spectrum disorder (ASD) diagnosis (AOD). Using data collected from a national online registry from 6214 children diagnosed with an ASD between 1994 and 2010 in the US, we analyzed the effect of individual, family, and geographic covariates on AOC and AOD in a multivariate linear regression model with random effects. Overall, no single modifiable factor associated with AOC or AOD emerged but cumulative variation in certain individual- and family-based features, as well as some geographic factors, all contribute to AOC and AOD variation. A multipronged strategy is needed for targeted education and awareness campaigns to maximize outcomes and decrease disparities in ASD care.
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Ekendahl, Mats, and Patrik Karlsson. "Multiple Logics: How Staff in Relapse Prevention Interpellate People With Substance Use Problems." Contemporary Drug Problems 48, no. 2 (March 7, 2021): 99–113. http://dx.doi.org/10.1177/0091450921998077.

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This study analyzes how staff in Swedish alcohol and other drug (AoD) treatment interpellate service users as people who can benefit from relapse prevention. Relapse prevention is a widely used intervention. Research is scarce, however, on how relapse prevention is practiced locally and how treatment staff perceive the relationship between AoD use as a problem and relapse prevention as a solution. Drawing on Actor-Network Theory and critical studies of AoD issues within this tradition, we elucidate how staff through specific interpellative logics enact service users, their individual characteristics, and living conditions. The data derive from interviews with 18 professionals working with assessment, counseling, case-management, therapy, and healthcare at AoD treatment agencies in the Stockholm region. The results show that the participants drew on four interpellative logics, and thereby enacted service users as four different object types. Region and network logics pinpointed that individuals have stable observable characteristics that determine their problems and eligibility for treatment (e.g., living conditions, diagnoses). Fluid and fire logics emphasized that their characteristics also vary depending on context and can be present and absent at the same time (e.g., harms, agency). This flexible interpellation of service users echoes the tendency among treatment staff to embrace sometimes irreconcilable understandings of AoD problems and to enact multiple realities of addiction. This suits a professional field where many factors are thought to cause and help resolve problems, but where the treatment supply is often limited to specific interventions. We conclude that it is easier to create a reasonable match between the service delivered and the potential service user if the characteristics of the latter are considered diverse and flickering. This exemplifies Carol Bacchi’s tenet that problem representations are adjusted to fit the solution at hand.
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Amodeo, Maryann, and L. Kay Jones. "Viewing Alcohol and Other Drug Use Cross Culturally: A Cultural Framework for Clinical Practice." Families in Society: The Journal of Contemporary Social Services 78, no. 3 (June 1997): 240–54. http://dx.doi.org/10.1606/1044-3894.772.

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The authors present a conceptual framework for cross-cultural investigation of alcohol and other drug (AOD) issues, including attitudes, values, and behaviors. Elements include cultural views of using alcohol and other drugs, life problems, seeking help, relapse, and recovery. Acculturation, subgroup identity, and migration are critically important variables in the framework. The framework can be used to view a single culture or to compare several and can help clinicians explore clients' earliest exposure to alcohol and other drugs, family and community messages regarding AOD use, and stigma and shame. It can stimulate clinicians' thinking about culturally specific intervention methods and family and community supports for recovery.
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Pols, René G., Douglas Sellman, Steven Jurd, Michael Baigent, Nanette Waddy, Tobie Sacks, Peter Tucker, John Fowler, and Allan White. "What is the Psychiatrist's Role in Drugs and Alcohol?" Australian & New Zealand Journal of Psychiatry 30, no. 4 (August 1996): 540–48. http://dx.doi.org/10.3109/00048679609065030.

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Objective: This article describes a consensus view of the role of psychiatrists in respect of alcohol and other drug (AOD) problems, in response to the view expressed by Wodak [1]. Method: The data were selected on the basis of the knowledge and experience of the authors. Results: Psychiatrists have made major contributions in the primary, secondary and tertiary prevention of AOD problems over many years in Australia and New Zealand. In recent years there has been an explosion of new knowledge in the AOD area and a shift from mental health to primary and public health care for these patients. Substance use disorders (SUD) are highly prevalent in all areas of psychiatric practice, requiring treatment in their own right as well as complicating the treatment of coexisting psychiatric illness. Conclusion: It is argued that psychiatrists have important roles in harm reduction, prevention and policy development; brief and early intervention in SUD in liaison and child psychiatry; and systematic treatment for those with dependence and other psychiatric comorbidity. A research and collaborative approach to AOD services and patients should be encouraged, rather than engaging in divisive debate over ‘ownership’ of this area of clinical practice.
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Appel, Philip W., Rob Piculell, Hadley K. Jansky, and Kevin Griffy. "Assessing Alcohol and Other Drug Problems (AOD) among Sexually Transmitted Disease (STD) Clinic Patients with a Modified Cage-A: Implications for AOD Intervention Services and STD Prevention." American Journal of Drug and Alcohol Abuse 32, no. 2 (January 1, 2006): 225–36. http://dx.doi.org/10.1080/00952990500479555.

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Chaudhary, Navjot, Bill H. Wang, Kevin R. Gurr, Stewart I. Bailey, and Christopher S. Bailey. "A rare case of atlantooccipital dissociation in the context of occipitalization of the atlas, with a 2-year follow-up." Journal of Neurosurgery: Spine 18, no. 2 (February 2013): 189–93. http://dx.doi.org/10.3171/2012.10.spine12430.

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Atlantooccipital dislocation (AOD) is a rare and often fatal injury. In cases of survival, residual deficits are severe and often include cranial nerve palsy, quadriplegia, or respiratory issues. Occipitalization is defined as partial or complete congenital fusion of the occiput to the atlas and is exceptionally rare. The authors present a rare case of AOD superimposed on a congenital occipitalization of the atlas. This 39-year-old man had AOD following a motor vehicle collision. On examination, his overall motor score on the American Spinal Injury Association scale was 5/100, and his rectal tone was absent. Computed tomography demonstrated AOD in an area of occipitalization. Magnetic resonance imaging revealed ligamentous injury leading to C1–2 instability. Intervention included occipital cervical instrumentation fusion from the occiput to C-3. Six months postoperatively, imaging revealed fusion of the graft and consolidation of the fractured occipitalization. At the 2-year follow-up, the patient's strength was 3/5 for wrist extension and handgrip on the right side and full strength in the rest of the myotomes. Bladder and bowel function was also normalized. A high-velocity collision led to disruption of the atlantooccipital ligaments and fracture of the occipitalized lateral masses in this patient. Internal fixation and fusion led to good fusion postoperatively. Occipitalization probably led to abnormal joint mechanics at the C1-occiput junction, which might have altered the amount of force required to fracture the occipitalization and produce AOD. This difference may partially account for the favorable neurological outcome in the featured patient compared with traditional cases of AOD.
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Dissertations / Theses on the topic "AOD intervention"

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Reiss, Elayne. "EVALUATION OF AN ONLINE ALCOHOL EDUCATION PROGRAM FOR FIRST-TIME-IN-COLLEGE STUDENTS." Doctoral diss., University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3027.

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Alcohol use among college students has maintained its place as a major issue in American higher education since its inception. Although dangerous drinking has always proliferated among college students, institutions have only provided alcohol and other drug (AOD) education and interventions encouraging students to adapt less harmful habits for a much shorter period of time. During this relatively short history of postsecondary alcohol interventions, colleges and universities have shifted away from abstinence-only, education-based methods. Instead, institutions have begun to adapt cognitive behavior-centric, motivational enhancement-based strategies emphasizing harm reduction through the use of protective behaviors. In order to reach a greater number of students, alcohol intervention programs have been developed combining the harm reduction ideology with internet-based dispersion at a population level. This research study addressed the behavioral changes that occurred among an entire class of first-time-in-college freshmen at a large public university before and after mandatory participation in AlcoholEdu for College, an online, population-level, harm reduction-based alcohol intervention. The study expanded upon previous evaluations of the program, which addressed program efficacy among the population as a whole but did not further explore differences in effect upon students engaging in different levels of drinking. Other demographic factors, such as gender, ethnicity, family history of alcohol issues, and age of first consumption, were also taken into account. Pre-test surveys taken by students prior to the intervention at the beginning of the academic year were matched to follow-up surveys taken four to six weeks after program completion, providing the necessary data for conducting a quantitative study. The specific areas of interest within the study included (a) willingness to complete the program in a timely and complete fashion, (b) levels of consumption, (c) use of protective behavioral strategies (PBS), and (d) incurrence of negative alcohol-related consequences. A combination of analytical procedures was utilized, including descriptive statistics, chi-square tests for independence, exploratory factor analysis, repeated measures ANCOVA, and nonparametric inferential tests. Results were described within the framework of social cognitive theory (Bandura, 2004) as well as the CIPP program evaluation framework (Stufflebeam & Shinkfield, 2007). The analysis uncovered that three major factors determined willingness to complete the mandatory program in a timely and complete fashion: gender, age of first alcohol consumption, and drinker group. Specifically, students who were male, started drinking prior to high school, or were identified as heavy episodic drinkers were less likely than peers to complete all portions of the AlcoholEdu program. Both moderate and heavy episodic drinkers reduced their levels of consumption between pre-test and follow-up. A large percentage of abstaining students maintained this status later in the semester. Light and moderate drinkers either maintained or slightly reduced their use of PBS, while heavy episodic drinkers showed increases in use of most types of PBS over time. All students indicated low levels of incurrence of negative consequences in both the pre-test and follow-up periods. However, while students experienced an increased number of most of these consequences between the pre-test and follow-up surveys, heavy drinkers cited a decreased rate of drinking and driving-related consequences as of the follow-up. Throughout all of the analyses, important controlling factors included gender, ethnicity, and age of first alcohol consumption. The results of this study can guide future development and refinement of the AlcoholEdu program, as well as provide higher education administrators and AOD education program staff with additional baseline knowledge of the change process first-time-in-college freshmen undergo when engaged in the program.
Ed.D.
Department of Educational Research, Technology and Leadership
Education
Educational Leadership EdD
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Attonito, Jennifer. "The Influence of Neurocognitive Impairment, Alcohol and other Drug (AOD) Use, and Psychosocial Factors on Antiretroviral Treatment Adherence, Service Utilization and Viral Load Among HIV-Seropositive Adults." FIU Digital Commons, 2013. http://digitalcommons.fiu.edu/etd/968.

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Among people living with HIV (PLWH), adherence to antiretroviral therapy (ART) can be affected by problems of neurocognitive (NC) impairment, stress, alcohol and other drug (AOD) abuse, and other barriers. The aims of this research were to: (1) examine factors associated with NC impairment, (2) explore relationships between psychosocial variables with ART adherence and viral load (VL), and (3) evaluate the efficacy of an evidence-based intervention in improving ART adherence, increasing service utilization, and decreasing VL. The first study (n=370) was cross sectional and used structural equation modeling to test whether AOD use, years living with HIV, and time from HIV diagnosis to seeking care were associated with poorer NC functioning. The second study (n=246) used similar methods to test the hypothesis that stress, barriers to adherence, NC impairment, poor social support, and AOD use were related to lower VL mediated by ART adherence. The third study (n=243) evaluated an evidence-based, eight-session program to improve ART adherence, reduce VL, and increase service utilization in a randomized controlled trial. Study participants were PLWH living in South Florida, 18 to 60 years old, with a history of alcohol abuse enrolled from January 2009 through November 2012. Secondary analysis of available data showed: (1) scores on interference with executive functioning increased by 0.32 for each day of marijuana use and 1.18 for each year living with HIV, but no association was found between alcohol use and NC functioning; (2) each barrier to adherence was associated with a 10% decrease in adherence to ART and a 0.42 unit increase in VL (log10) and the relationship between barriers and VL was partially mediated by ART adherence; (3) participants in the evidence-based program were more likely than the comparison group to report an undetectable VL (OR=2.25, p Psychosocial factors affect VL, but ART adherence is essential in achieving an undetectable VL in PLWH.
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Mortlock, Alice Mary. "Assessing the Conditions for Multilateral Interventions or Non-Interventions: Intervention and Non-Intervention in the Asia Pacific Region." Thesis, University of Canterbury. Political Science and Communication, 2006. http://hdl.handle.net/10092/933.

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The focus of this thesis has been on the identification of the primary conditions that attract or deter multilateral interventions into internal conflicts in the Asia Pacific region. This thesis develops a framework which is applied to four cases of internal conflict to see what roles twenty-two structural and perceptual conditions have played in determining why multilateral intervention was initiated in two of the cases, and why multilateral intervention failed to be initiated in the other two cases. The research found that multilateral organizations will accept risks and costs associated with intervention if certain structural and perceptual conditions make intervention an attractive option. These conditions are, a favourable or significant international environment or international event(s), the consent of a sovereign state (even if it is induced), sustained and critical regional and international media coverage, a complete collapse of the state in conflict tainting it with the term 'failed state', a high probability of success, potential economic benefits, a humanitarian crisis (in respect of Unregulated Population Movements and genocide/politicide), the possibility of a clear exit strategy, and a self-interested Member State who can greatly subsidize an intervention. Multilateral non-interventions, on the contrary, are driven by a combination of a lack of sustained and critically analyzed media coverage on conflict issues and consequences, generally positive tactics and strategies adopted by disputants, conflicts of a long duration, the international environment, economic factors unfavourable to intervention, resistance levels to intervention or a failure to call for intervention, lack of any clear exit points, and an escalation phase. The importance of these conditions suggest that multilateral organizations are reluctant to take risks and costs when political will, for the collective and self, are not provoked. Consequently, particular structural and perceptual conditions trigger or influence political will. The analysis of four case studies (East Timor, Solomon Islands, Philippines (Moros), and West Papua) concludes that multilateral interventions will be the exception to the rule in the foreseeable future given the obvious selection bias evident in these policies, and the project questions the ad hoc determinants of current multilateral intervention policies.
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Bob-Manual, Kio Laurence. "Military intervention in Africa : External military interventions and security prospects in Africa." Thesis, University of Bradford, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.290250.

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Miller, Heidi Thomson. "Evaluating the effectiveness of first grade literacy interventions| Reading Recovery and Leveled Literacy Intervention." Thesis, Bethel University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3690941.

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This is a quantitative research project utilizing secondary data. Reading Recovery and Leveled Literacy Intervention are two early literacy interventions based on a whole language and phonetic approach to reading instruction. For the purposes of this study, the end-of-first-grade benchmark is a Developmental Reading Assessment (DRA) 18 and the end-of-second-grade benchmark is a DRA 30. This study utilizes descriptive analyses, ANOVA, and ANCOVA analyses of variance, and regression analyses to determine which programs bring tier 3, non-special education readers to grade level status at the conclusion of first grade. Reading Recovery successfully brings first-grade students to grade level status (p = .002), and 47.1% of students who participated in this intervention met the end-of-first-grade benchmark. Overall, their mean end-of-kindergarten DRA score was a text level 3, and their mean end-of-first-grade DRA score was a text level 16. For students who participated in Leveled Literacy Intervention (LLI), 35.3% met the end-of-first-grade benchmark. Overall, their mean end-of-kindergarten DRA score was a text level 3, and their mean end-of-first-grade DRA score was a text level 14. LLI was not found to be statistically significant (p = .607). For students who participated in both Reading Recovery and Leveled Literacy Intervention, 30.1% met the end-of-first-grade benchmark. Overall, their mean end-of-kindergarten DRA score was a text level 3, and their mean end-of-first-grade DRA score was a text level 14. The combination RR and LLI group was not found to be statistically significant (p = .877).

According to this study, for students who participate in either Reading Recovery or Leveled Literacy Intervention, a child’s gender (ANOVA p = .000, ANCOVA p = .000), and ethnicity (ANOVA Black p = .214, Other p = .067; ANCOVA Black p = .765, Other p = .556) is not a significant predictor of their end-of-first-grade DRA level. Depending upon the analysis conducted, a child’s free or reduced lunch rate (ANOVA p = .005, ANCOVA p = .283) is a significant predictor of their end-of-first grade DRA level F(2,1) = 5.416, p = .005 with an R2 value of .033 and an error of 612. As anticipated, a child’s initial kindergarten DRA level remains the most significant predictor of their end-of-first-grade DRA level (ANOVA p = .000, ANCOVA p = .000). The lowest scoring students in kindergarten tend to also be the lower scoring students at the end of first and second grades. The second greatest predictor for children who do not participate in Reading Recovery or Leveled Literacy Intervention is the child’s free or reduced lunch rate (p = .005). However, when an ANCOVA analysis of variance analyzed only students with a complete data set, kindergarten through second grade, a child’s lunch rate (p = .283) was shown not to be a significant predictor of end-of-first-grade DRA reading level. Additionally, a child’s lunch rate is not shown to be a significant predictor of a child’s text growth gain.

The study follows students who met the end-of-first-grade DRA 18 benchmark into second grade to ascertain if the students are able to maintain their grade level status. For students who participated in Reading Recovery and met the end-of-first-grade benchmark, 58.7% also met the end-of-second-grade benchmark. Their mean end-of-second-grade DRA score was a text level 30. For students who participated in Leveled Literacy Intervention and met the end-of-first-grade benchmark, 62.8% also met the end-of-second-grade benchmark. Their mean end-of-second-grade DRA score was a text level 30. For students who participated in both Reading Recovery and Leveled Literacy Intervention and met the end-of-first-grade benchmark, 53.8% also met the end-of-second-grade benchmark. Their mean end-of-second-grade DRA score was a text level 28.

Finally, the study utilized a regression analysis to determine if there is a difference in reading achievement growth based upon a student’s participation in Reading Recovery or Leveled Literacy Intervention. All analyses were controlled for initial DRA level, gender, ethnicity, and free or reduced lunch rate. The results found that while both programs appear to be moving students towards grade level status, Reading Recovery’s results are significant (p = .002), LLI’s results are not significant (p = .607), and the combination group of both RR and LLI are not significant (p = .877). According to this one year study, for students who participated in Reading Recovery or Leveled Literacy Intervention as first graders, once a child learns how to read, the variables—initial DRA level, gender, ethnicity and socio-economic status—do not affect a child’s continued reading achievement.

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Chodkiewicz, Alicia. "School-based positive psychology interventions : the development of a new evaluation process and intervention." Thesis, University of Exeter, 2018. http://hdl.handle.net/10871/32974.

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Since the rise of positive psychology as a unique discipline, a plethora of school-based interventions have emerged. There is a growing need to understand how these interventions can be effectively evaluated and implemented within schools. This thesis aims to develop an improved system of evaluation for positive psychology school-based interventions. This thesis develops and examines a mixed method sequential four-step evaluation process (efficacy evaluation, effectiveness evaluation, evaluation of the student voice, and a case study). To gain the data to inform these evaluations, a positive psychology school-based intervention was implemented across two school years. In 2015 a total of 144 students in Grades 5 and 6 were drawn from 8 classes in 3 schools. In the 5 classes allocated to the intervention condition the intervention was implemented by a researcher. In 2016 a total of 299 students in Grades 5 and 6 were drawn from 13 classes in 4 schools. In the 7 classes allocated to the intervention condition the intervention was implemented by the existing class primary school teachers. Data was collected from student self-report scales and questionnaires, academic tests, teacher interviews, a parent questionnaire and class observations. The efficacy evaluation in Chapter 2 provides information on both the intervention outcomes that were linked, and those that were not linked to the intervention, when implemented by a researcher under controlled conditions. The effectiveness evaluation in Chapter 3 provides insight into the intervention outcomes linked to the intervention when implemented by primary school teachers in true to life conditions. The evaluation of the student voice in Chapter 4 provides additional information to help in the evaluation and development of the intervention. Synthesis of the results of these three evaluations also provides useful insights into the impact of the interventions and the potential measurement limitations. The case study reported in Chapter 5 identifies school-, teacher- and student-level factors that shaped how effectively the intervention was implemented in schools. Taken together these studies demonstrate the value of using a comprehensive process to evaluate new positive psychology interventions.
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Decker, Kelsey. "Language and Play Everyday: Enhancing Early Intervention Provider Knowledge and Use of Naturalistic Communication Interventions." Thesis, University of Oregon, 2018. http://hdl.handle.net/1794/23745.

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The current study used a quasi-experimental comparison group pre/post-test design to examine the effectiveness of the Language and Play Everyday (LAPE) program for improving EI/ECSE practitioners’ knowledge, use of, and confidence in using Caregiver Implemented-Naturalistic Communication Interventions (CI-NCIs). Participants included 20 EI/ECSE practitioners across IDEA-related disciplines, eight with prior LAPE experience. 10 practitioners took part in a new, more intensive LAPE program, and 10 did not. Analysis of pre/post-questionnaires revealed that practitioners with prior LAPE experience reported significantly higher use of CI-NCI skills and mean self-efficacy ratings than those without LAPE experience. Practitioners who participated in the new, more intensive program used significantly more skills and scored significantly better on a knowledge test than those who did not participate, even when controlling for prior LAPE experience. These findings indicate that the LAPE program is a promising model to train EI/ECSE practitioners across disciplines in CI-NCIs.
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Back, Froehlich Lisa A. "A Collaborative Procedure to Support Teacher Adherence to Reading Comprehension Intervention and Its Effect on Student Outcomes." University of Cincinnati / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1306499197.

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Shelby, Rebecca Ann. "Understanding the effectiveness of interventions for cancer patients a study of patient characteristics and intervention evaluations /." Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1148322580.

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Geer, Meghan Lynn. "RESPONSE TO INTERVENTION: INCORPORATING PROBLEM VALIDATION AND INCREASING INTENSITY DESIGNS INTO INTERVENTIONS FOR ORAL READING FLUENCY." Oxford, Ohio : Miami University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1217691358.

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Books on the topic "AOD intervention"

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Response to intervention: Curricular implications and interventions. Boston: Pearson, 2011.

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Hoover, John J. Response to intervention: Curricular implications and interventions. Boston: Pearson, 2011.

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Waidhofen an der Ybbs (Austria). Kulturamt, ed. Transformation und Kontinuität =: Transformation and continuity : Hans Hollein : Interventionen = interventions. Waidhofen/Ybbs: Kulturamt der Stadt Waidhofen/Ybbs, 2009.

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Doob, Leonard William. Intervention: Guides and perils. New Haven: Yale University Press, 1993.

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Intervention. Waterville, Me: Thorndike Press, 2009.

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Blackstock, Terri. Intervention. Waterville, Me: Thorndike Press, 2009.

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Washington (State). Superintendent of Public Instruction. Special Education Section. Intervention units. Olympia, WA: Office of Superintendent of Public Instruction, Special Education Section, 1993.

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Math intervention. Evanston, Ill: McDougal Littell, 2008.

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Assessment and intervention. Bingley, UK: Emerald, 2011.

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Willats, Stephen. Intervention and audience. London: Coracle, 1986.

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Book chapters on the topic "AOD intervention"

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Pino, Elizabeth C., Francesca Fontin, and Elizabeth Dugan. "Violence Intervention Advocacy Program and Community Interventions." In Pediatric Firearm Injuries and Fatalities, 157–77. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-62245-9_11.

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Tincani, Matt. "Function-Based Interventions and Behavior Intervention Programming." In Preventing Challenging Behavior in Your Classroom, 89–110. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003237235-8.

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Ferrer-Wreder, Laura, Håkan Stattin, Carolyn Cass Lorente, Jonathan G. Tubman, and Lena Adamson. "Community Intervention and Community Related Cross Context Interventions." In Successful Prevention and Youth Development Programs Across Borders, 153–90. Boston, MA: Springer US, 2004. http://dx.doi.org/10.1007/978-1-4419-9120-1_6.

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St. Lawrence, Janet S., and J. Dennis Fortenberry. "Behavioral Interventions for STDs: Theoretical Models and Intervention Methods." In Behavioral Interventions for Prevention and Control of Sexually Transmitted Diseases, 23–59. Boston, MA: Springer US, 2007. http://dx.doi.org/10.1007/978-0-387-48740-3_2.

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Arnold, Michael. "Intervention." In Contemporary Security and Strategy, 265–88. London: Macmillan Education UK, 2012. http://dx.doi.org/10.1007/978-1-137-32713-0_13.

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Seto, Michael C. "Intervention." In Pedophilia and sexual offending against children: Theory, assessment, and intervention., 167–208. Washington: American Psychological Association, 2008. http://dx.doi.org/10.1037/11639-008.

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Keeble, Curtis. "Intervention." In Britain and the Soviet Union, 1917–89, 23–61. London: Palgrave Macmillan UK, 1990. http://dx.doi.org/10.1007/978-1-349-20643-8_3.

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Ackers, Louise, Gavin Ackers-Johnson, Joanne Welsh, Daniel Kibombo, and Samuel Opio. "Autonomy, Evidence and Methods in Global Health." In Anti-Microbial Resistance in Global Perspective, 11–36. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-62662-4_2.

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AbstractThis chapter discusses the growing impact that funding bodies have on the design, delivery and evaluation of global health interventions with specific emphasis on the UK’s Commonwealth Partnerships for Antimicrobial Stewardship (CwPAMS) funding programme. It explains the reasons for focusing the antimicrobial resistance intervention on maternal sepsis and describes the context within which the Maternal Sepsis Intervention took place; in a Regional Referral Hospital in Western Uganda.
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Ekblom, Paul. "Intervention." In Crime Prevention, Security and Community Safety Using the 5Is Framework, 181–204. London: Palgrave Macmillan UK, 2011. http://dx.doi.org/10.1057/9780230298996_12.

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Shapiro, Kenneth, and Antonia J. Z. Henderson. "Intervention." In The Identification, Assessment, and Treatment of Adults Who Abuse Animals, 33–71. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-27362-4_3.

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Conference papers on the topic "AOD intervention"

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Saadi, Jana I., and Maria C. Yang. "Motivating Sustainable Behavior Using Cognitive Interventions in Product Design." In ASME 2020 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2020. http://dx.doi.org/10.1115/detc2020-22464.

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Abstract Designing products to encourage sustainable behavior during their use can have significant influence on their total environmental impact. Cognitive interventions can be used to inform users of the importance of sustainable behavior and make users aware of the resources they consume while evoking positive or negative emotions. The first part of this study investigated two methods of cognitive interventions, information (positively and negatively framed) and feedback, and their effectiveness in encouraging users to reduce their napkin consumption in cafés. The number of napkins per transaction illustrated a short-term behavior change for positive information, a longer-term behavior change for negative information, and no change for feedback. In the second phase of this study, a survey was conducted to understand environmental concerns around napkin consumption and emotions and perceived effectiveness of each intervention. Results from 295 valid survey responses showed that the positively framed informative design reminded users to use less napkins in order to save trees and was dominated by positive emotions such as feeling encouraged. The negative information message informed users to use fewer napkins due to the consequences on the environment and was related to negative emotions such as guilt and worry. The feedback intervention’s message was more informative, reminding users that napkins come from trees and the emotions evoked from the intervention closely resembled that of the control. These findings suggest that information and feedback interventions that evoke emotions can be used to promote sustainable behavior.
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Traykova, Marina. "Rehabilitation and strengthening procedures used for RC structures in Bulgaria." In IABSE Congress, Christchurch 2021: Resilient technologies for sustainable infrastructure. Zurich, Switzerland: International Association for Bridge and Structural Engineering (IABSE), 2021. http://dx.doi.org/10.2749/christchurch.2021.0703.

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<p>The paper deals with three intervention techniques implemented for the rehabilitation and strengthening of reinforced concrete (RC) structures in the Bulgarian construction practice. Some of the main details of the conceptual design are presented: 1) identification of vulnerabilities and evaluation of deficiencies; 2) understanding the performance of the existing structures;</p><p>3) determining the level of intervention; 4) analysis of possible intervention materials; 5)assessing available information, documents, historical context, etc.; 6) preparing individual strategies for interventions.</p><p>The analyzed examples give the basic of different procedures for improvement the performance of three classic reinforced concrete structures. The analysis aims (1) to discover the problems in the design of interventions in the specific cases, (2) to discuss the question for interventions, (3) to show how interventions on existing structures can be reached successfully under current conditions and restrictions.</p><p>Based on the presented case studies some general recommendations for the realization of the strengthening procedures in buildings are given.</p>
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Jaber, Amin, Jiji Zhang, and Elias Bareinboim. "A Graphical Criterion for Effect Identification in Equivalence Classes of Causal Diagrams." In Twenty-Seventh International Joint Conference on Artificial Intelligence {IJCAI-18}. California: International Joint Conferences on Artificial Intelligence Organization, 2018. http://dx.doi.org/10.24963/ijcai.2018/697.

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Computing the effects of interventions from observational data is an important task encountered in many data-driven sciences. The problem is addressed by identifying the post-interventional distribution with an expression that involves only quantities estimable from the pre-interventional distribution over observed variables, given some knowledge about the causal structure. In this work, we relax the requirement of having a fully specified causal structure and study the identifiability of effects with a singleton intervention (X), supposing that the structure is known only up to an equivalence class of causal diagrams, which is the output of standard structural learning algorithms (e.g., FCI). We derive a necessary and sufficient graphical criterion for the identifiability of the effect of X on all observed variables. We further establish a sufficient graphical criterion to identify the effect of X on a subset of the observed variables, and prove that it is strictly more powerful than the current state-of-the-art result on this problem.
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Dick, Samantha, Brian Dillon, Vasilis S. Vasiliou, Martin P. Davoren, Samantha Dockray, Ciara Heavin, Conor Linehan, and Michael Byrne. "Reducing the Individual, Institutional and Societal Harms from Student Drug Use." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.13060.

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Drug use among higher education students can cause harm to the individual, their institution, and the wider society. Academic performance, physical and mental health, institutional reputation, crime and unemployment can all be impacted by student drug use. Tackling this is a challenge, and is often compounded by limited student health and counselling capacity and the student’s reluctance or unwillingness to seek support. Digital brief interventions have shown promise in reducing harm from substance use, and provide an opportunity to meet students where they are, delivering always-on, confidential support and intervention. However, limited interventions for drug use are available for students, and many struggle with engagement and retention. Our team have developed a novel brief intervention, using best practices in digital intervention development, and behavioural change to overcome some of these challenges. We describe the development of our intervention and discuss how implementation could result in tangible benefits to the individual, institution, and society.
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Mattern, Jana. "A classification of organizational interventions to enable detachment from work." In Enabling Technology for a Sustainable Society. University of Maribor Press, 2020. http://dx.doi.org/10.18690/978-961-286-362-3.8.

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Negative effects of extensive connectivity to work through excessive use of technology have yielded discussions about the right to disconnect for employees. Organizations are beginning to introduce interventions that aim at enabling their employees to detach from work (i.e., refrain from work-related thoughts and activities during non-work hours). However, there is limited academic research on how organizations should introduce interventions that lead to a successful disconnection of their employees. Based on an interdisciplinary literature review and reports on companies’ best practices, this study proposes a classification of organizational interventions based on the level, target, and mechanism of the intervention. I include the theory of psychological detachment to propose a measurement of the success of an intervention. The classification provides researchers and practitioners with a common framework to develop and evaluate interventions aimed at fostering employees’ disconnection from work.
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Balachandran, Avinash, Stephen M. Erlien, and J. Christian Gerdes. "The Virtual Wheel Concept for Supportive Steering Feedback During Active Steering Interventions." In ASME 2014 Dynamic Systems and Control Conference. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/dscc2014-6301.

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Active steering systems allow for improved vehicle safety and stability through steering interventions that augment a driver’s steering command. In a conventional steering system, steering feedback torque depends on the tire forces and corresponding moments that act on the roadwheels. During active steering interventions, there are differences between the driver’s command and the actual roadwheel angle. The steering feedback can now be based on either the moments acting on the actual roadwheels or the moments acting on a virtual wheel following the driver’s intended steering command. With small interventions, the difference between these two approaches is negligible. However, when the intervention is large (e.g. obstacle avoidance maneuvers), basing handwheel moments on the actual roadwheel position results in a handwheel torque that acts in opposition to the intervention. The virtual wheel concept produces a more supportive, and potentially more intuitive, handwheel torque. This reduces the discrepancy between the driver command and the active steering system in simulation and experiments.
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Birch, Jack, Rebecca Jones, Julia Mueller, Matthew McDonald, Rebecca Richards, Michael Kelly, Simon Griffin, and Amy Ahern. "A systematic review of inequalities in the uptake of, adherence to and effectiveness of behavioural weight management interventions." In Building Bridges in Medical Science 2021. Cambridge Medicine Journal, 2021. http://dx.doi.org/10.7244/cmj.2021.03.001.1.

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Background: It has been suggested that interventions focusing on individual behaviour change, such as behavioural weight management interventions, may exacerbate health inequalities. These intervention-generated inequalities may occur at different stages, including intervention uptake, adherence and effectiveness. We conducted a systematic review to synthesise evidence on how different measures of inequality moderate the uptake of, adherence to and effectiveness of behavioural weight management interventions in adults. Methods: We updated a previous systematic literature review from the US Preventive Services Taskforce to identify trials of behavioural weight management interventions in adults that could be conducted in or recruited from primary care. Medline, Cochrane database (CENTRAL) and PsycINFO were searched. Only randomised controlled trials and cluster-randomised controlled trials were included. Two investigators independently screened articles for eligibility and conducted risk of bias assessment. We curated publication families for eligible trials. The PROGRESS-Plus acronym (place of residence, race/ethnicity, occupation, gender, religion, education, socioeconomic status, social capital, plus other discriminating factors) was used to consider a comprehensive range of health inequalities. Data on trial uptake, intervention adherence, weight change, and PROGRESS-Plus related-data were extracted. Results: Data extraction in currently underway. A total of 108 studies are included in the review. Data will be synthesised narratively and through the use of Harvest Plots. A Harvest plot for each PROGRESS-Plus criterion will be presented, showing whether each trial found a negative, positive or no health inequality gradient. We will also identify potential sources of unpublished original research data on these factors which can be synthesised through a future individual participant data meta- analysis. Conclusions and implications: The review findings will contribute towards the consideration of intervention-generated inequalities by researchers, policy makers and healthcare and public health practitioners. Authors of trials included in the completed systematic review may be invited to collaborate on a future IPD meta-analysis. PROSPERO registration number: CRD42020173242
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Sinaga, Lasrika S., Ciciilya Candi, and Mardiati Nadjib. "Nutritional Interventions to Reduce Stunting in Developing Countries: A Systematic Review." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.03.78.

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ABSTRACT Background: Childhood stunting remains a major malnutritional problem in developing countries. Stunting occurred the adverse effects on children’s health in the short and long term, including failure to thrive, impairment of cognitive and motor development, stunted stature, metabolic disorders, and decreased intellectual capacity. Integrated nutritional intervention is important to prevent stunting. This study aimed to identify the nutritional interventions to reduce stunting in developing countries. Subjects and Method: A systematic review was conducted by searching from Wiley Online Library, and ProQuest databases. The research question was formulated in PICO-S format: (1) Population, (2) Intervention, (3) Comparison, (4) Outcome, and (5) Study design. The next step was identification, screening, and checking the eligibility of the studies. The keywords were nutrition intervention and stunting reduction. The inclusion criteria were openly accessed and English-language articles published between 2019 to 2020. The searched articles were conducted identification, screening, and eligibility. The data were reported by PRISMA flow chart. Results: Nine articles met the inclusion criteria. Integrated efforts to reduce stunting incidence were carried out through sensitive and specific nutritional interventions. A holistic approach involving the non-health sectors had significant impacts. Some limitations had still occurred in the capacity of implementing qualified nutritional interventions and their utilization. Conclusion: Implementation of nutritional interventions have been focused in developing countries with different approaches to reduce stunting incidence. Keyword: nutritional intervention, stunting, developing countries Correspondence: Lasrika S Sinaga. Masters Program in Public Health, Faculty of Public Health, Universitas Indonesia. Jl. Margonda Raya, Pondok Cina, Beji, Depok, 16424, East Java. Email: lasrikass20@gmail.com. Mobile: +62 81382375618. DOI: https://doi.org/10.26911/the7thicph.03.78
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Oosterhuis, Harrie, and Maarten de Rijke. "Unifying Online and Counterfactual Learning to Rank: A Novel Counterfactual Estimator that Effectively Utilizes Online Interventions (Extended Abstract)." In Thirtieth International Joint Conference on Artificial Intelligence {IJCAI-21}. California: International Joint Conferences on Artificial Intelligence Organization, 2021. http://dx.doi.org/10.24963/ijcai.2021/656.

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State-of-the-art Learning to Rank (LTR) methods for optimizing ranking systems based on user interactions are divided into online approaches – that learn by direct interaction – and counterfactual approaches – that learn from historical interactions. We propose a novel intervention-aware estimator to bridge this online/counterfactual division. The estimator corrects for the effect of position bias, trust bias, and item-selection bias by using corrections based on the behavior of the logging policy and on online interventions: changes to the logging policy made during the gathering of click data. Our experimental results show that, unlike existing counterfactual LTR methods, the intervention-aware estimator can greatly benefit from online interventions. To the best of our knowledge, this is the first method that is shown to be highly effective in both online and counterfactual scenarios.
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Henderson, Daniel, Kathryn Jablokow, Shanna Daly, Seda McKilligan, and Eli Silk. "Comparing the Effects of Design Interventions on the Quality of Design Concepts As a Reflection of Ideation Flexibility." In ASME 2018 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/detc2018-85606.

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Various interventions (i.e., methods and tools that guide design work) have been developed to support successful idea generation in a design process. Our previous research explored the impacts of three such design interventions: cognitive-style based teaming, problem framing, and design heuristics. In this work, we looked across these interventions to compare their effects on students’ design ideas. In particular, 966 design ideas collected from 152 undergraduate students in engineering and industrial design from two Midwestern universities were analyzed to investigate their quality with and without each design intervention. Statistically significant differences were observed for the teaming and problem framing interventions. This study has implications for design educators in how design interventions might be used to affect students’ design solutions.
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Reports on the topic "AOD intervention"

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Patenaude, Andrea. Prophylactic Mastectomy: Impact and Intervention. Fort Belvoir, VA: Defense Technical Information Center, October 2001. http://dx.doi.org/10.21236/ada403454.

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Shavell, Steven. Contracts, Holdup, and Legal Intervention. Cambridge, MA: National Bureau of Economic Research, May 2005. http://dx.doi.org/10.3386/w11284.

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Sampson, James P., Debra S. Osborn, Emily Bullock-Yowell, Janet G. Lenz, Gary W. Peterson, Robert C. Reardon, V. Casey Dozier, Stephen J. Leierer, Seth C. W. Hayden, and Denise E. Saunders. An Introduction to Cognitive Information Processing Theory, Research, and Practice. Florida State University Libraries, August 2020. http://dx.doi.org/10.33009/fsu.1593091156.

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The primary purpose of this paper is to introduce essential elements of cognitive information processing (CIP) theory, research, and practice as they existed at the time of this writing. The introduction that follows describes the nature of career choices and career interventions, and the integration of theory, research, and practice. After the introduction, the paper continues with three main sections that include CIP theory related to vocational behavior, research related to vocational behavior and career intervention, and CIP theory related to career interventions. The first main section describes CIP theory, including the evolution of CIP theory, the nature of career problems, theoretical assumptions, the pyramid of information processing domains, the CASVE Cycle, and the use of the pyramid and CASVE cycle. The second main section describes CIP theory-based research in examining vocational behavior and establishing evidence-based practice for CIP theory-based career interventions. The third main section describes CIP theory related to career intervention practice, including theoretical assumptions, readiness for career decision making, readiness for career intervention, the differentiated service delivery model, and critical ingredients of career interventions. The paper concludes with regularly updated sources of information on CIP theory.
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Neely, Christopher J., and Paul A. Weller. Technical Analysis and Central Bank Intervention,. Federal Reserve Bank of St. Louis, 1997. http://dx.doi.org/10.20955/wp.1997.002.

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Brown, Janice M. Combat Stress and Substance Use Intervention. Fort Belvoir, VA: Defense Technical Information Center, October 2014. http://dx.doi.org/10.21236/ada610087.

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London, David T. Relationships between Political Development and Intervention. Fort Belvoir, VA: Defense Technical Information Center, May 2006. http://dx.doi.org/10.21236/ada450448.

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Evans, Martin D., and Richard Lyons. Portfolio Balance, Price Impact, and Secret Intervention. Cambridge, MA: National Bureau of Economic Research, July 2001. http://dx.doi.org/10.3386/w8356.

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Paasche, Bernhard, and Stanley Zin. Competition and Intervention in Sovereign Debt Markets. Cambridge, MA: National Bureau of Economic Research, December 2001. http://dx.doi.org/10.3386/w8679.

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Davis, J. Scott, Michael Devereux, and Changhua Yu. Sudden Stops and Optimal Foreign Exchange Intervention. Cambridge, MA: National Bureau of Economic Research, November 2020. http://dx.doi.org/10.3386/w28079.

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Nelson, Gena. Special Education Math Interventions. Boise State University, March 2021. http://dx.doi.org/10.18122/sped_facpubs/133/boisestate.

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The purpose of document is to provide readers with the coding protocol that authors used to code 22 mathematics intervention meta-analyses focused on participants with or at-risk of disabilities. The author drafted this coding protocol based on the meta-analysis quality indicators recommended by Talbott et al. (2018, pp. 248–249); specifically, the author considered the variables presented in Table 1 of Talbott et al. and supplemented the information so that the variables and definitions were specific to the purpose of this systematic review. We coded each meta-analysis for 53 variables across eight categories, including: Quality of Clear Research Questions, Quality of Eligibility Criteria, Quality of Search Procedures, Quality of Screening Criteria, Quality of Coding Procedures, Quality of Research Participants and Contexts, Quality of Data Analysis Plan, and Quality of Reporting Results. The mean interrater reliability across all codes using this protocol was 87.8% (range across categories = 74% –100%).
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