Dissertations / Theses: '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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Brandel, Drew. "Student and Intervention Characteristics as Predictors of Response to School Engagement Interventions in the 6th Grade." Thesis, University of Oregon, 2018. http://hdl.handle.net/1794/23722.

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School engagement has emerged as a consistent target variable in prevention and intervention efforts to improve student achievement and reduce risk of dropout. This dissertation study analyzed several student-level and intervention-level characteristics as potential predictors of student response to school engagement interventions. Participants included 757 6th graders who were a part of a large-scale, comprehensive intervention project for Oregon middle schoolers. The results of the current study indicated that students’ baseline school engagement (as measured by the Student Engagement Instrument), Limited English Proficiency (LEP) Status, and school district significantly predicted response. Implications for research and practice are discussed.

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Shelby, Rebecca A. "Understanding the effectiveness of interventions for cancer patients: a study of patient characteristics and intervention evaluations." The Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=osu1148322580.

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Kruer-Zerhusen, Adriane E. "Mind-Body Interventions for Chronic Pain and Trauma| A Qualitative Research Perspective on Group Psychotherapy Intervention." Thesis, Union Institute and University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10076300.

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This dissertation focused on advancing the current research on the connection between physical and psychological health. This study focused on two psychotherapy groups that integrate mind-body practices in the form of yoga, meditation, and relaxation. These groups were ongoing and are held once a week for one hour in an urban outpatient mental health clinic. Participants in these groups attended consistently for approximately 1-4 years and experienced a wide-range of trauma and chronic pain symptoms. Because the groups were active and running for several years, this study followed a qualitative research approach to comprehensively capture the participants’ subjective experience. Understanding the experience of these particular clients could prove to be advantageous to the field of psychology as it will help to elucidate the individual’s experience of an integrated mind-body modality for trauma and pain treatment. Using phenomenological interviews, this study explored the subjective experience of individuals in these groups. In-depth interview questions focused on participants’ reactions to the mind-body interventions for combined physical and psychological symptom relief.

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van, Beurden Samantha Barbara. "Designing, delivering, and evaluating novel interventions to support dietary change for weight management." Thesis, University of Exeter, 2018. http://hdl.handle.net/10871/34519.

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Background: Recent empirical research and theoretical models acknowledge that impulsive processes, can often undermine peoples’ attempts to lose weight despite currently available and effective support (Chapter 2). Aim: To develop, deliver, and evaluate an impulse management intervention to support weight loss in adults. Methods: A systematic review was conducted to identify available impulse management techniques for influencing eating behaviour (Chapter 3). Intervention Mapping was used to develop the intervention (Chapter 4) which drew on various sources including the findings from the systematic review, stakeholder consultations, existing guidance, and qualitative interviews. A two-arm randomised controlled feasibility trial (Chapter 5), with nested mixed-methods process evaluation and two cycles of intervention delivery and data collection (Chapter 6), was conducted. This assessed the feasibility and acceptability of, and informed refinements to, both the intervention and trial procedures in preparation for a full-scale effectiveness evaluation. Weight was measured as the proposed primary outcome for a full-scale trial at baseline, one-month, and three-months of follow-up, app usage data were collected at both follow-up time points, and semi-structured interviews were conducted at one-month with a subsample of intervention group participants only. Results: The systematic review critically appraised and synthesised evidence on 17 identified techniques which were categorised as Impulse-focused or Reflective techniques. Promising changes in eating behaviour and craving were found for the techniques of visuospatial loading, physical activity, and implementation intentions. Intervention Mapping resulted in development of a novel smartphone app-based intervention (ImpulsePal) aimed to reduce unhealthy snacking, overeating, and alcoholic and sugary drink consumption using impulse management techniques identified in the systematic review. Eighty-eight adults with a Body Mass Index of ≥25kg/m2 and wishing to lose weight, were recruited and randomised in a 2:1 ratio to use ImpulsePal (n=58) or to a waiting list control (n=30) group. Data were available for 74 participants (84%) at one-month and 67 (76%) at three months. Exploratory analyses suggest that the ImpulsePal group (n=43) lost 1.03kg (95% CI 0.33 to 1.74) more than controls (n=26) at one-month, and 1.01kg (95% CI -0.45 to 2.47) more at three months. Participants reported high satisfaction with the intervention and trial procedures. The process evaluation suggests that ImpulsePal and the impulse management techniques are feasible to deliver and acceptable to users. Interviews with twenty-two participants suggest that they valued having access to in-the-moment support, felt more aware of their own eating behaviour and influences on it, and felt an increased ability to resist temptations. Conclusions: This work has developed a novel, theory- and evidence-informed, person-centred app which showed potential to improve impulse management, promote healthier eating, and support weight loss. ImpulsePal is acceptable to overweight and obese adults who want to lose weight and is now ready for evaluation in a full-scale trial. The thesis discusses theoretical, methodological, and practical implications for the future development, evaluation, and implementation of digital behaviour change interventions.

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Brown, Samantha Danielle. "Sociopolitical development and career interventions: comparing two conditions of a career intervention with rural middle school students." Diss., University of Iowa, 2018. https://ir.uiowa.edu/etd/6376.

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Health disparities continue to persist in the United States, with individuals in rural areas often experiencing greater health concerns and health outcomes than individuals living in suburban or urban areas. Lack of access to healthcare providers is one contributing factor to these disparities. Studies have shown that healthcare providers from rural areas are more likely to return to those areas to work. Increasing pipeline education programs within K-12 settings may help create a larger pool of rural individuals interested in healthcare professions. Connecting education and careers to the well-being of a community may help students to see how their future careers can contribute to the vitality of their community, such as through sociopolitical development. This dissertation evaluated and compared the effectiveness of two conditions of an existing healthcare career education program, Project HOPE. The seven-week intervention was implemented with rural 8th grade students within the context of a seminar class. The results of the study showed, overall, that the intervention is effective at increasing healthcare career search self-efficacy; however, the findings suggest that it decreases community engagement. In contrast to the hypothesis, the results showed that the standard condition of the intervention was more effective at increasing socio-cognitive variables than the sociopolitical development condition. The findings are discussed in context of existing literature and with consideration to the sociopolitical context in which the intervention was implemented. Implications of the findings for vocational psychologists, as well as future directions of study are discussed.

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Hein, Vanessa. "Using Multi-Paradigmatic Interventions: Gauging the Possibilities of Using Culturally Responsive Pedagogy within a Response to Intervention Framework." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3146.

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Johansson, Dan. "Intervention kontra Statssuveränitet : "Responsibility to Protect" - En studie av principens nyttjande vid interventionen i Libyen 2011." Thesis, Försvarshögskolan, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:fhs:diva-2732.

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Sedan andra världskrigets slut har internationell debatt förekommit angående hur internationellt bemötande bör ske då en främmande befolkning utsätts för våld och övergrepp av dess egen statsledning. Ofta har inom ramen för denna debatt normen om icke-intervention kommit att ställas mot ett globalt förespråkande av mänskliga rättigheter.Efter uppmaning av FN:s tidigare Generalsekreterare Kofi Annan, upprättades år 2000 International Commission on Intervention and State Sovereignty. Kommissionens arbete mynnade ut i en rapport benämnd The Responsibility to Protect, vilken syftar till att söka internationell konsensus kring möjligheten att genomföra intervention med humanitärt skydd som mål, samt rekommendationer om hur en sådan bör ske.Syftet med uppsatsen är att genom kvalitativ textanalys söka svar på i vilken omfattning rekommendationerna inom The Responsibility to Protect överensstämmer med internationellt agerande under den inomstatliga konflikten i Libyen 2011.Studiens resultat visar på att internationellt agerande från FN, dess medlemsländer samt internationella organisationer till viss del överensstämmer med rapportens förespråkade konflikthantering innan demonstrationer utbröt i Libyen. Vidare visar studien att internationellt agerande väl överensstämmer med The Responsibility to Protect´s rekommendationer, då de libyska demonstrationerna eskalerade och mynnade ut i en inomstatlig väpnad konflikt.
Since the end of the Second World War there has been an international debate on how to address conflictsituations, where foreign populations are victims of abuse by actions perpetrated by their own government. Thetraditional norm of non-intervention has been confronted with growing support of global perspectives of humanrights.After several pleas from the UN Secretary-General to form international consensus on interventions for humanprotection purposes, the International Commission on Intervention and State Sovereignty was formed in 2000.The commission’s work led to a report entitled The Responsibility to Protect. The report refers to a broadspectrum of recommendations on when and how intervention for human protection purposes should beauthorized and carried out.This study aims, through a qualitative text analysis, to find the extent to which international actions towardsLibya during 2011, complies with guidelines given within The Responsibility to Protect.The result shows partial conformable actions from international actors in an initial phase, and after Libyaprotests escaladed in early 2011, the study indicates that international measures and actions seems to reflect amajor part of recommendations given within the scope of The Responsibility to Protect.

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Miccio, M. W., and A. Lynn Williams. "Stimulability Intervention." Digital Commons @ East Tennessee State University, 2010. https://www.amzn.com/1598570188/.

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Book Summary: With detailed discussion and invaluable video footage of 23 treatment interventions for speech sound disorders (SSDs) in children, this textbook and DVD set should be part of every speech-language pathologist's professional preparation. Focusing on children with functional or motor-based speech disorders from early childhood through the early elementary period, this textbook gives preservice SLPs critical analyses of a complete spectrum of evidence-based phonological and articulatory interventions. This textbook fully prepares SLPs for practice with a vivid inside look at intervention techniques in action through high-quality DVD clips large and varied collection of intervention approaches with widespread use across ages, severity levels, and populations proven interventions in three categories: direct speech production, broader contexts such as perceptual intervention, and speech movements clear explanations of the evidence behind the approaches so SLPs can evaluate them accurately contributions by well-known experts in SSDs from across the US, Canada, Australia, and the UK An essential core text for pre-service SLPs—and an important professional resource for practicing SLPs, early interventionists, and special educators—this book will help readers make the best intervention decisions for children with speech sound disorders. Evidence-based intervention approaches—demonstrated in DVD clips—such as: minimal pairs perceptual intervention core vocabulary stimulability treatment intervention for developmental dysarthria the psycholinguistic approach Interventions for Speech Sound Disorders in Children is a part of the Communication and Language Intervention Series

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Brekke, Bo Christopher Iwar. "Humanitarian intervention and just war : a comparative analysis of India's interventions in Bangladesh, 1971, and Sri Lanka, 1987-1990 /." Oslo : Institutt for statsvitenskap, Universitetet i Oslo, 2008. http://www.duo.uio.no/publ/statsvitenskap/2008/76271/Ferdig1.pdf.

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Mong, Kristi Westmoreland. "A comparison of brief experimental analysis and extended intervention analysis for identifying reading interventions for at-risk elementary students." Diss., Mississippi State : Mississippi State University, 2008. http://library.msstate.edu/etd/show.asp?etd=etd-07142008-170042.

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Meissner, Doretha. "Response to Intervention Teachers' Perspective of Tier 2 Intervention Fidelity." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2852.

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In an urban Texas school district, teachers and administrators were concerned about students' achievement and the teachers' knowledge and implementation of Response to Intervention (RTI) Tier 2 interventions with fidelity. This study addressed teachers' perceptions of the reliability of the application of Tier 2 interventions at the study site, its influence on student achievement, and the appropriateness of current professional development at the targeted campus. The constructivist concept of how people learn and the implementation theory of scaffolding instruction, meaningful experiences, and active learning provided the framework for this study. The educators provided perspectives of how the quality and frequency of the implementation impact the fidelity of Tier 2 interventions. A total of 15 teachers from Grades 3, 4, and 5, the RTI Coordinator, and administrators at the target campus who each met the criteria of more than 2 years of experience working with the RTI process, RTI training, and progress monitoring were included as participants. Data were gathered from the RTI School Readiness Survey, individual interviews, State of Texas Assessment of Academic Readiness for math and reading, and the state required campus and district improvement plans. The data were examined using comparative analyses, inductive generalizations, and analytical coding. The results indicated a need for sustained training to improve teacher knowledge of RTI implementation strategies and students' academic performance on grade-level content. This study will promote social change by providing teachers and administrators at the study site information on the RTI process and on the intensive professional development training needed to support student academic success.

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Myatt, J. R. "Evaluation research and early intervention : An analysis of evaluative issues in home-based interventions with young developmentally delayed children." Thesis, University of Exeter, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.380783.

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Hustus, Chelsea L. "Examining the Impact of Nudging Interventions on Teachers’ Reported Willingness and Desire to Use an Evidence-Based Classroom Intervention." Ohio University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1620123668356157.

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Hustus, Chelsea L. "Examining the Impact of Nudging Interventions on Teachers’ Reported Willingness and Desire to Use an Evidence-Based Classroom Intervention." Ohio University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1620123668356157.

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Meadows, Emily Amiah. "Behavioral and Academic Outcomes Following Implementation of a Mindfulness-Based Intervention in an Urban Public School." University of Toledo / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1540982942450755.

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Williams, A. Lynn. "Multiple Oppositions Intervention." Digital Commons @ East Tennessee State University, 2010. https://www.amzn.com/1598570188/.

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Book Summary: With detailed discussion and invaluable video footage of 23 treatment interventions for speech sound disorders (SSDs) in children, this textbook and DVD set should be part of every speech-language pathologist's professional preparation. Focusing on children with functional or motor-based speech disorders from early childhood through the early elementary period, this textbook gives preservice SLPs critical analyses of a complete spectrum of evidence-based phonological and articulatory interventions. This textbook fully prepares SLPs for practice with a vivid inside look at intervention techniques in action through high-quality DVD clips large and varied collection of intervention approaches with widespread use across ages, severity levels, and populations proven interventions in three categories: direct speech production, broader contexts such as perceptual intervention, and speech movements clear explanations of the evidence behind the approaches so SLPs can evaluate them accurately contributions by well-known experts in SSDs from across the US, Canada, Australia, and the UK An essential core text for pre-service SLPs—and an important professional resource for practicing SLPs, early interventionists, and special educators—this book will help readers make the best intervention decisions for children with speech sound disorders. Evidence-based intervention approaches—demonstrated in DVD clips—such as: minimal pairs perceptual intervention core vocabulary stimulability treatment intervention for developmental dysarthria the psycholinguistic approach Interventions for Speech Sound Disorders in Children is a part of the Communication and Language Intervention Series

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Mannan, Adam James. "Pharmaceutical patents retard pharmaceutical intervention and therapeutic intervention." Thesis, University of Kent, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.580377.

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Patents on pharmaceuticals have emerged from an industry engendered mythology as the sacred heart of pharmaceutical innovation; without patents on pharmaceuticals there will be no new medicines, no wonder drugs and no life saving medical devices.

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Schmidt, Jean-Anne Hughes. "The Influence of Feedback Interventions on Attention to Task-Motivation and Meta-Task Processes: An Examination of Feedback Intervention Theory." Thesis, Virginia Tech, 1998. http://hdl.handle.net/10919/45204.

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The purpose of this study was to test the premise that feedabck intervention cues differentially direct attention to a level of a processing hierarcy proposed by Kluger and DeNisi (1996). The hierarchy consists of task details, task motivation (general task), or meta-task processes (attention to "self"). Feedback designed to initiate different level of processing was manipulated and performance on a typing task was measured. The relationship between the feedback manipulation and performance was analyzed through analysis of covariance and repeated measures analysis of variance. For the analysis of covariance, the assumption of equality of slopes was violated, so data were analyzed through an ATI design. The feedback manipulation was associated with changes in performance, and these changes depended on ability.
Master of Science

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Pritchard, Duncan. "Models and treatment relapse and a pilot prevention intervention." Thesis, Bangor University, 2015. https://research.bangor.ac.uk/portal/en/theses/models-and-treatment-relapse-and-a-pilot-prevention-intervention(a8096325-39b5-4ce2-9648-5d73bde1ed14).html.

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Children and young people with intellectual and developmental disabilities (IDD) often present problem behaviours such as aggression and disruption. These behaviours can be successfully treated using Applied Behaviour Analysis (ABA). Unfortunately, despite effective treatment, the relapse of problem behaviour is common, especially when treatment integrity is not maintained. Behavioural Momentum Theory (BMT) suggests that the relapse of problem behaviour is likely to be greater if the behaviour has been reinforced at high rates. Chapter 1 provides an introduction into BMT, treatment relapse, and role-play training and its effect on treatment integrity. Chapter 2 presents a more detailed discussion of BMT and a review of three treatment relapse models (i.e., reinstatement, resurgence and renewal). Chapter 3 reports the results of two reinstatement and resurgence experiments that evaluated the effects of alternating rates of reinforcement on attention-maintained problem behaviour presented by a 16-year-old male with IDD. The two experiments demonstrated that that high rates of reinforcement can lead to greater magnitudes of treatment relapse. Chapter 4 describes a renewal experiment, again using alternating rates of reinforcement, that demonstrated similar findings. Chapter 5 reports the results of a long-term staff training programme that demonstrated that residential staff maintained high levels of treatment integrity following role-play training based on standardised scenarios than staff who received training via traditional methods. Chapter 6 discusses the implications of BMT and treatment relapse for practitioners and provides suggestions for future research.

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Gorman, C. Allen. "Organizational Interventions." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/414.

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Baker, Elise, and A. Lynn Williams. "Complexity Approaches To Intervention." Digital Commons @ East Tennessee State University, 2010. https://dc.etsu.edu/etsu-works/2232.

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Book Summary: With detailed discussion and invaluable video footage of 23 treatment interventions for speech sound disorders (SSDs) in children, this textbook and DVD set should be part of every speech-language pathologist's professional preparation. Focusing on children with functional or motor-based speech disorders from early childhood through the early elementary period, this textbook gives preservice SLPs critical analyses of a complete spectrum of evidence-based phonological and articulatory interventions. This textbook fully prepares SLPs for practice with a vivid inside look at intervention techniques in action through high-quality DVD clips large and varied collection of intervention approaches with widespread use across ages, severity levels, and populations proven interventions in three categories: direct speech production, broader contexts such as perceptual intervention, and speech movements clear explanations of the evidence behind the approaches so SLPs can evaluate them accurately contributions by well-known experts in SSDs from across the US, Canada, Australia, and the UK An essential core text for pre-service SLPs—and an important professional resource for practicing SLPs, early interventionists, and special educators—this book will help readers make the best intervention decisions for children with speech sound disorders. Evidence-based intervention approaches—demonstrated in DVD clips—such as: minimal pairs perceptual intervention core vocabulary stimulability treatment intervention for developmental dysarthria the psycholinguistic approach

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Hawkins, Shannon M. "Technical and Applied Features of Functional Assessments and Behavioral Intervention Plans." Digital Archive @ GSU, 2012. http://digitalarchive.gsu.edu/epse_diss/82.

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ABSTRACT TECHNICAL AND APPLIED FEATURES OF FUNCTIONAL BEHAVIORAL ASSESSMENTS AND BEHAVIOR INTERVENTION PLANS by Shannon M. Hawkins When conducted correctly, functional behavior assessments (FBAs) can help professionals intervene with problem behavior using function-based interventions. Despite the fact that researchers have shown that effective interventions are based on function, recent investigators have found that most behavioral intervention plans (BIPs) are written without regard to the function of students’ problem behaviors as documented in their FBAs. This study was conducted to examine the overall technical adequacy of FBAs and BIPs within one educational system to evaluate reliance on the outcomes of FBAs in the development of BIPs. The technical and applied features of a randomly selected sample of 134 FBA/BIPs of students with disabilities, ages 3-21 years, who were receiving services due to their severe emotional and behavioral disorders (SEBD) or autism spectrum disorders (ASD) within the Georgia Network of Educational and Therapeutic Services (GNETS) were analyzed. In addition, similarities and differences between function-based strategies specified in BIPs were examined. Logistic regression was used to reveal the probability that a given behavioral function can predict which intervention(s) might be chosen. A series of chi-square tests of independence and a multinomial logistic regression model were used to examine how BIP component variables, demographic variables, behavioral function variables, and behavioral intervention variables related to each other statistically. Components described as critical in research literature for conducting FBAs and developing BIPs were absent from a significant number of the student files. Results suggest few of the prescribed interventions were likely to be related to function. The findings extend research on FBAs and BIPs, particularly as they are used with students with SEBD and autism, documenting that a significant number of BIPs are developed without regard of the function of the problem behavior.

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Braun, Ashlea. "Growing HOPE: Tele-Motivational Interviewing Health Coaching for Overweight and Obese Cancer Survivors." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1492550332902946.

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Robinson, Charlotte E. Ms. "Preventing Post - Treatment Relapse among African American Adolescents and Young Adult Marijuana Users through Effective Treatment Interventions: A Proposed Intervention for Metro-Atlanta." Digital Archive @ GSU, 2013. http://digitalarchive.gsu.edu/iph_theses/293.

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INTRODUCTION: Marijuana use, although illegal in the majority of states, is increasingly becoming acceptable for use in the United States. There are dangerous public health consequences associated with marijuana use—including: impaired driving, loss of productivity in workplaces and school settings, as well as mental health impacts. In Atlanta, the majority of residents (54.0%) are African American. Emergency room use is double for African American Fulton County residents compared to their Caucasian counterparts and approximately 1/5 of the total population receiving public health treatment identify marijuana as the primary drug of use, with 57% of those being African Americans. Despite these statistics, the availability of treatment and prevention programs targeting African Americans using marijuana is negligible.AIM: The purpose of this study is to synthesize evidence-based approaches to substance use treatment so that effective components of previous research can be incorporated into an innovative marijuana prevention program to increase post-treatment abstinence targeting a segment of the population that has not been a significant focus in intervention research. METHODS: A review of scientific literature was conducted to identify and appraise evidence based approaches to substance use among young adults. First, the student researcher examined programs targeting marijuana use. Second, the search was expanded to substance use in general. The student researcher identified the population, intervention, control arm, and outcomes of various studies focusing on substance use prevention in a variety of settings. With this appraisal, the most effective components are suggested for a marijuana specific program which could be offered to African-American young adults, as no current programs in Georgia were found. RESULTS: Substance abuse intervention approaches targeting young adult populations were identified. Programs are delivered in a variety of settings: family, school, and community. Evidence supports that cognitive behavioral training, motivational enhancement training, and contingency management are the most effective approaches targeting substance use among young adults. A program that integrates components of each approach would be ideal for targeting African American young adults using marijuana in Metro-Atlanta and assisting them to maintain abstinence post-treatment. DISCUSSION: The results from this study emphasize key program elements that can address marijuana addiction among African American young adults in Metro-Atlanta. As marijuana acceptance increases, the need for prevention programs becomes more urgent. This study’s results can assist program planners in understanding the most strategic interventions that would optimize return on investment when addressing a largely silent public health threat: marijuana use among Africa American young adults in Metro-Atlanta.

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Zingmark, Magnus. "Occupation-focused and occupation-based interventions for community-dwelling older people : Intervention effects in relation to facets of occupational engagement and cost effectiveness." Doctoral thesis, Umeå universitet, Arbetsterapi, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-100064.

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Background Occupation-focused and occupation-based interventions can potentially promote occupational engagement among community-dwelling older people, but there is limited evidence to identify the most effective and cost-effective interventions. For independent-living older people, there is a lack of evidence to determine if occupation-focused and occupation-based interventions have an effect on their occupational engagement. For older people who need assistance because of bathing disabilities, there is limited evidence of the effects of occupation-focused and occupation-based interventions on their occupational engagement or for reducing or omitting their need for assistance. Finally, there is limited evidence to determine if occupation-focused and occupation-based interventions implemented for community-dwelling older people are cost effective. Aim The aim of this thesis was to evaluate the effects and cost effectiveness of occupation-focused and occupation-based interventions for two groups of community-dwelling older people, independent-living, community-dwelling older people and older people with bathing disabilities. Method Studies I and II were based on an exploratory randomized controlled trial. One hundred and seventy seven persons, 77–82 years, single living, and without need for home help were randomized to a no-intervention control group or to one of three occupational therapy interventions focused on promoting occupational engagement: an individual intervention, an activity group or a discussion group. In study I, effect sizes for leisure engagement and ability to perform activities of daily living (ADL) tasks were estimated for each intervention in relation to the control group to identify the most effective intervention at 3 and 12 months after baseline. In study II, the effects on quality adjusted life years (QALYs) and the total costs for the intervention, social services provided by the municipality and health care were used evaluate cost-effectiveness. Study III was a quasi-experimental clinical trial and included 95 persons, 65+, who had applied for municipality-based home help with bathing. For participants in the intervention group, occupational therapists implemented occupation-focused and occupation-based interventions. No occupational therapy intervention was implemented for those in the control group, but they were allocated home help services if judged to need it based on an assessment by a municipality care manager. Evaluations of ADL ability, self-rated health and allocated home help were implemented at baseline and after 15 weeks. Study IV involved the use of decision-modeling based on a five state Markov model that included levels of dependency in ADLs, place of residency and death. Probabilities for transitions between states in the model, QoL scores and societal costs for each state were derived from previous research. Overall, the model was based on research indicating that more severe levels of dependency reduced QALY scores and increased societal costs. Previous trials have provided evidence that an occupation-focused and occupation-based intervention implemented to reduce bathing disabilities increased the probability of independence of home help. The Markov model was used to evaluate cost-effectiveness over 8 years for an intervention compared to no intervention. Results The results of study I indicated that each intervention had a small positive effect on minimizing a decline in leisure engagement and/or ADL, but no intervention was clearly superior. In study II, the results indicated that the interventions delivered in a group format positively affected self-rated health. The discussion group was the most cost-effective intervention. The results of study III indicated that the intervention had no effect on ADL ability or self-rated health. There was, however, a large difference in the allocation of home help at follow up, indicating that the intervention was effective in reducing dependency on home help for bathing. The results of study IV indicated that compared to no intervention, the intervention resulted in a positive accumulation of QALYs and lower costs for every year during the entire 8 year period. Conclusion This thesis provides evidence to support the implementation of occupation-focused and occupation-based interventions for independent-living, community-dwelling older people in order to reduce their decline in occupational engagement and improve their self-rated health; the interventions also have the potential to be cost effective. This thesis also provides evidence that an occupation-focused and occupation-based intervention implemented for older people with bathing disabilities was effective in promoting independence from home help for bathing. Finally, an occupation-focused and occupation-based intervention that increased the probability of being independent of home help for bathing had a positive impact on the long term accumulation of QALYs and reduced societal costs and, therefore, can be considered very cost effective.

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Ritter-Brinton, Kathryn. "An Intervention Influences and Outcomes Profile for early intervention programs." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/nq21552.pdf.

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Hasler, Stefan. "Explaining Humanitarian Intervention in Libya and Non-Intervention in Syria." Thesis, Monterey, California. Naval Postgraduate School, 2012. http://hdl.handle.net/10945/7355.

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Approved for public release; distribution is unlimited
The emergence of the revolutionary movements of the 'Arab Spring' in early 2011 surprised the world. For the western democracies the often-violent reaction of the ruling regimes in the concerned countries caused political and moral challenges. Different approaches are discernible when for the Libyan case the west was willing to intervene against the regime but for the Syrian case no decisive action was taken. This thesis examines the importance and influence of humanitarian interventions in comparison to national geo-strategic interests and the influence of domestic politics. The thesis argues that the three examined western states U.S., Germany and France, acknowledge and stress the normative importance of humanitarian interventions but finally prefer geo-strategic interests and domestic politics. Next to own interests the parameters of the respective conflict are of highest importance as shown by the comparison of the political, social and military framework of Syria and Libya. The thesis concludes that normative arguments in international politics are overestimated and dominated by state interests and demands of governments. For western democracies normative reasons are of theoretical importance and part of their own self-awareness but in realpolitik their influence is minuscule.

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Schweitzer, C. "Strategies of intervention in protracted violent conflicts by civil society actors : the example of interventions in the violent conflicts in the area of former Yugoslavia." Thesis, Coventry University, 2009. http://curve.coventry.ac.uk/open/items/f10df296-dcc0-062b-8ba7-85d3f28687e7/1.

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This thesis seeks to contribute to the understanding of conflict intervention in protracted violent conflicts by studying the activities of civil society actors in regard to the conflicts in what was Yugoslavia until 1991. A very broad understanding of ‘intervention’ is used for this purpose that includes all kinds of activities that relate to the conflicts. Based on a survey of activities in the period between 1990 and 2002, a framework for categorising and describing these interventions is applied according to basic functions in four ‘grand strategies’ of ‘peace-making’, ‘peace-keeping’, ‘peacebuilding’, and ‘information, support, protest and advocacy’, with a total list of about 230 instruments of conflict intervention identified. The study concludes that civil society actors played three different basic roles: They complemented the work of state actors, they were the avant-garde for approaches, strategies and methods that later became ‘mainstream’ in conflict intervention, and in some cases, they were able to control or correct actions by governments through advocacy or direct action. The development of instruments of civil conflict transformation received a massive boost through this engagement in the 1990s. The study supports the position taken recently by some researchers making comparative studies of cases of conflict intervention regarding the limited role played by dialogue and reconciliation work in regard to dealing with the overall conflicts: In spite of ‘reconciliation’ and inter-ethnic cooperation being at the core of the vast majority of all projects and programmes undertaken in the area, indicators of real impact regarding an overall positive change in society and prevention of future violence seem to be rather weak. The study further observes that there was a social movement developed relating to former Yugoslavia in many Western countries that in a hitherto unknown way combined traditional methods of protest and advocacy with concrete work in the field.

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Crockett, D. Elizabeth. "School-based prereferral intervention practices." W&M ScholarWorks, 2005. https://scholarworks.wm.edu/etd/1550154046.

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40

Hämmerli, Katja. "Psychological interventions for involuntary childlessness : four empirical studies regarding the evaluation and efficacy of psychological interventions for mental health and pregnancy rate among infertile patients = psychologische Interventionen bei ungewollter Kinderlosigkeit /." Bern : [s.n.], 2009. http://www.zb.unibe.ch/download/eldiss/09haemmerli_k.pdf.

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Roheger, Mandy [Verfasser], Hilde [Gutachter] Haider, and Elke [Gutachter] Kalbe. "Cognitive Plasticity in Healthy Older Adults: Effects of Nonpharmacological Interventions and Predictors of Intervention Success / Mandy Roheger ; Gutachter: Hilde Haider, Elke Kalbe." Köln : Universitäts- und Stadtbibliothek Köln, 2019. http://d-nb.info/1204199396/34.

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Williams, A. Lynn, and Ken M. Bleile. "Phonological Intervention: It’s About Time." Digital Commons @ East Tennessee State University, 2004. https://dc.etsu.edu/etsu-works/2086.

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Williams, A. Lynn. "A Multiple Oppositions Intervention Approach." Digital Commons @ East Tennessee State University, 2003. https://www.amzn.com/0769302564/.

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Book Summary: This revised and updated volume in the Clinical Competence Series is a valuable resource for use in the care and treatment of individuals with articulation and phonological disorders. Covering articulation and phonological disorders that span client ages, populations, and settings, this text is ideal for both clinical use and in communication sciences programs. In addition to updating information from the first edition, the second edition adds two new chapters, providing an overview of speech and its disorders and addressing how children develop speech perception and production skills for communication. New to the Edition New Chapter 1: Foundations of Care, describes the social, linguistic, and biological foundations that underlie clinical care as described in this book. New Chapter 3: Speech Development, contains extensive discussion and clinically useful tables showing developmental milestones in speech perception and production, the connection between speech perception and production, and speech for purposes of communication. Updated references New appendices Revises section on distinguishing dialect from disorder and varieties of American English

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Scholes, Stephanie. "From Intervention to Friendship." DigitalCommons@USU, 2011. https://digitalcommons.usu.edu/etd/1183.

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Friendship is one of the hallmarks of social competence, yet few studies of interventions intended to increase social competence have evaluated their effectiveness through the formation of friendships. Peer-mediated interventions have been found to increase social competency and improve sociometric peer acceptance. Based on these findings from previous research, this study evaluated the effects of a peer-mediated intervention on the formation of reciprocal friendship for preschool children with disabilities. Evaluation using behavioral observations and sociometric nominations of friendship from classmates suggest that participation in a peer-mediated intervention may precipitate friendship formation.

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Wren, Y., S. Roulstone, and A. Lynn Williams. "Computer-Based Interventions." Digital Commons @ East Tennessee State University, 2010. https://www.amzn.com/1598570188/.

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Book Summary: With detailed discussion and invaluable video footage of 23 treatment interventions for speech sound disorders (SSDs) in children, this textbook and DVD set should be part of every speech-language pathologist's professional preparation. Focusing on children with functional or motor-based speech disorders from early childhood through the early elementary period, this textbook gives preservice SLPs critical analyses of a complete spectrum of evidence-based phonological and articulatory interventions. This textbook fully prepares SLPs for practice with a vivid inside look at intervention techniques in action through high-quality DVD clips large and varied collection of intervention approaches with widespread use across ages, severity levels, and populations proven interventions in three categories: direct speech production, broader contexts such as perceptual intervention, and speech movements clear explanations of the evidence behind the approaches so SLPs can evaluate them accurately contributions by well-known experts in SSDs from across the US, Canada, Australia, and the UK An essential core text for pre-service SLPs—and an important professional resource for practicing SLPs, early interventionists, and special educators—this book will help readers make the best intervention decisions for children with speech sound disorders. Evidence-based intervention approaches—demonstrated in DVD clips—such as: minimal pairs perceptual intervention core vocabulary stimulability treatment intervention for developmental dysarthria the psycholinguistic approach Interventions for Speech Sound Disorders in Children is a part of the Communication and Language Intervention Series

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Rifai, Alicia. "Health professional's treatment of gestational overweight and obesity at an antenatal clinic in Kenya." Thesis, Uppsala University, Department of Public Health and Caring Sciences, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-126608.

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Aim: To describe health professional's treatment of pregnant overweight or obese women at an antenatal clinic in Nairobi, Kenya. Method: A descriptive qualitative method was used including interviews with 11 health professionals at an antenatal clinic in Nairobi, Kenya. The interviews were semi-structured and consisted of five open-ended question. The result was then analysed through a systematic content analyse. Result: Four categories were identified. The methods used to state gestational overweight or obesity were weighting and assessing from the previous weight. BMI was also measured. The most common intervention is counselling on diet and lifestyle. Some respondents mentioned referral to nutritionist and also multidisciplinary involvement. Many of the respondents stated however that gestational overweight and obesity is very rare and that they don't have any specific routines or interventions. Conclusion: The basic measures used to survey pregnant women´s weight are pre- pregnant weight, continuously weighting and measuring BMI are used. There are also basic interventions such as counselling on diet and exercise. However, gestational overweight or obesity is not a prioritised issue at Kenyatta National Hospital and few routines and interventions exist. This study demonstrates the necessity for training and educating the staff to raise awareness about the risks gestational overweight or obesity implies. It also highlights the need of clear guidelines on how manage gestational overweight and obesity.

Syfte: Att beskriva hälso- och sjukvårdspersonals behandling av överviktiga eller feta gravida kvinnor. Metod: Beskrivande kvalitativ metod där intervjuer med 11 vårdpersonal utfördes på en mödravårdscentral i Nairobi, Kenya. Intervjuerna var semi- strukturerade och bestod av fem öppna frågor. Resultatet analyseras sedan genom en systematisk innehållsanalys. Resultat: Fyra kategorier identifierades. De metoder som användes för att fastställa övervikt eller fetma under graviditet var vägning, jämförelse med tidigare vikt samt BMI. Den vanligaste insatsen var rådgivning om kost och livsstil. Några respondenter nämnde att de vid behov remitterar patienter till en dietist och att de arbetar tvärvetenskapligt. Många av respondenterna uppgav dock att övervikt och fetma under graviditet är mycket ovanligt och att inga särskilda rutiner eller interventioner finns. Slutsats: Den vanligaste åtgärden för att förebygga graviditetsdiabetes övervikt och fetma är rådgivning om kost och motion. Kvinnornas vikt, kontinuerligt vägning och mätning av BMI är de grundläggande redskapen för att hålla en god kontroll på gravida kvinnors vikt. Övervikt och fetma hos gravida kvinnor är dock inte en prioriterad fråga på Kenyatta National Hospital och mycket få rutiner och åtgärder finns. Studien belyser behovet av att utbilda personal för att öka medvetenheten om vilka risker övervikt och fetma hos gravida kvinnor kan medföra. Det finns även ett behov av tydliga riktlinjer för hur man identifierar, behandlar och följer upp överviktiga eller feta gravida kvinnor.

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Scherer, Nancy J., and Brenda Louw. "Early Communication Assessment and Intervention." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/1980.

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The focus of this book is on speech production and speech processing associated with cleft palate, covering phonetic (perceptual and instrumental), phonological and psycholinguistic perspectives, and including coverage of implications for literacy and education, as well as cross-linguistic differences. It draws together a group of international experts in the fields of cleft lip and palate and speech science to provide an up-to-date and in-depth account of the nature of speech production, and the processes and current evidence base of assessment and intervention for speech associated with cleft palate. The consequences of speech disorders associated with cleft on intelligibility and communicative participation are also covered. This book will provide a solid theoretical foundation and a valuable clinical resource for students of speech-language pathology, for practising speech-language pathologists, and for others interested in speech production in cleft palate, including researchers and members of multi-disciplinary cleft teams who wish to know more about the nature of speech difficulties associated with a cleft palate.

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Pyle, April Delilah. "ADHD focused homework intervention." Scholarly Commons, 2009. https://scholarlycommons.pacific.edu/uop_etds/2793.

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The purpose of this study was to assess the effects of a homework intervention program designed to include children with ADHD. Children participated in a 5-week homework skills class, with their parents attending a one time homework training session. In conjunction with this class, parents were attending a 10-week behavioral parenting program. Participants included 11 children (4 diagnosed with ADHD) from 1st through 6th grade who were randomly assigned to start the homework skills class during the first or second 5 weeks of the program. Homework skills taught in the class included organization, learning styles, homework routines, time-management, goal-setting, self-management, and increasing motivation. Parent reports on the Homework Problem Checklist showed no significant treatment effects; however, trends showed a decrease in homework problems at post-treatment and follow-up, specifically for children with more severe homework problems. This is a potentially effective homework intervention for children who have severe homework problems with or without an ADHD diagnosis. Implications, limitations, and future research are discussed.

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Allen, Monique. "Crisis Intervention Team Training Among CIT-Trained Police Officers." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5301.

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The problem addressed in this phenomenological study was the lack of documentation that supported the lived experiences of crisis intervention team (CIT) trained police officers related to their encounters with persons with mental illnesses (PwMI). The purpose of the study was to explore the lived experiences of officers among CIT-trained police officers to address the problem. Using the Giles's communication accommodation theory and Rogers's protection motivation theory (PMT), the purpose of this study was to examine the perceptions of CIT-trained police officers of PwMI during CIT encounters. Rogers's PMT was aligned closest with the teachings of CIT training as described by the study's participants. Participants provided data which was comprised of completed questionnaires and transcribed interviews. The method of analysis used was a combination of inductive coding and theme analysis that established the results of this study. Key findings of the study identified a significant amount of frustration expressed in the lived experiences of the CIT-trained police officers. Pushback from the public mental health facilities helped with the frustration experienced by CIT-trained police officers who applied the fundamentals of PMT and attempted to navigate treatment with the limited resources available to help PwMI in crisis. The positive social change produced from this study includes recommendations to police leadership and mental health advocates to encourage certain CIT training-related practices that directly impact CIT field encounters with PwMI in crisis. Specialized training may promote improved departmental outcomes, assist with injury reductions, and enable police officer accountability and reliability.

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Löwgren, Manfred. "Humanitarian Intervention, Democratic Peace, and Just War : How U.S Democrats and Republicans argue for intervention or non-intervention in Syria." Thesis, Linnéuniversitetet, Institutionen för samhällsstudier (SS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-88086.

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The Syrian regime used chemical weapons against its own citizens in 2013, and since then the U.S. has debated whether they should intervene or not. The purpose of this study is to find, analyze and explain the arguments presented by American politicians regarding the intervention in Syria. The study will be a qualitative and abductive desk study, that is done through a text analysis. This study will examine the different arguments from the politicians over the years and explain the arguments over the years through the theoretical lenses used. The theoretical lenses that will be used in thesis study is humanitarian intervention, democratic peace, just war, realism, and liberalism. The findings of this thesis will be arguments that are coming directly from the politicians, by looking into published statements, speeches, press-releases et cetera. This study will look into three selected representatives each from the Republican Party and the Democratic Party. What this study has found is that the representatives from the two parties present rather similar arguments for intervention as well as non-intervention in Syria. They argue that interventions are necessary for humanitarian reasons, as well as for protecting American national security and interests. For non-intervention they argued that the U.S. was not affected by the conflict, and that intervention would drag the U.S. into another war. The theoretical lenses in this study could all somewhat explain the arguments presented by the politicians, and it became clear that the politicians are stuck in the same pattern when it comes to policies on this issue. Thus, the American foreign policies regarding Syria became rather predictable. For future research it is necessary to find if this is true in other western countries, or if it is a phenomonen isolated to the U.S.

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Dissertations / Theses on the topic 'AOD intervention'

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