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Littérature scientifique sur le sujet « TEAMS intervention »

Auteur : Grafiati

Publié le 3 juin 2025

Mis à jour le 31 juillet 2025

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Articles de revues sur le sujet "TEAMS intervention"

Kovess, Vivianne, José Miguel Caldas de Almeida, Mauro Carta, et al. "Professional team's choices of intervention towards problems and needs of patients suffering from schizophrenia across six European countries." European Psychiatry 20, no. 8 (2005): 521–28. http://dx.doi.org/10.1016/j.eurpsy.2005.02.007.

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AbstractObjectivesThis article compares in a systematic way the team's intervention choices of professionals across seven European countries: France, Ireland, Italy, the Netherlands, Portugal and Spain towards problems and needs of patients with schizophrenia and relates this to the diversity of psychiatric systems.MethodsThe clinical and social status of 433 patients was assessed by means of the Schedules for Clinical Assessment in Neuropsychiatry (SCAN) and the Needs for Care Assessment instrument (NFCAS) which was used to determine teams' intervention choices toward the NFCAS problems.Resul

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Graney, Daniel. "Behavioral Intervention Teams Using Threat Assessment." Journal of Campus Behavioral Intervention 2 (November 1, 2014): 48–63. http://dx.doi.org/10.17732/jbit2014/4.

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Safran, Stephen P., and Joan S. Safran. "Intervention Assistance Programs and Prereferral Teams." Remedial and Special Education 17, no. 6 (1996): 363–69. http://dx.doi.org/10.1177/074193259601700607.

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There has been an unprecedented growth of school prereferral programs and intervention assistance teams since the late 1970s. In this article we discuss their history, rationale, and philosophical perspectives, report on their legal and public policy basis, and evaluate the research base. Several university-initiated model programs and professional development activities have reduced the number of referrals for special education and increased the use of consultation services. However, only research in Mainstream Assistance Teams has directly demonstrated student improvement in learning and beh

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Whitten, Elizabeth, and Lisa Dieker. "Intervention Assistance Teams: A Broader Vision." Preventing School Failure: Alternative Education for Children and Youth 40, no. 1 (1995): 41–45. http://dx.doi.org/10.1080/1045988x.1995.9944650.

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FRIEDEN, JOYCE. "Early-Intervention Teams Draw Praise, Criticism." Family Practice News 36, no. 11 (2006): 64. http://dx.doi.org/10.1016/s0300-7073(06)73340-0.

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Purvis, J. R., R. L. Porter, C. C. Authement, and L. C. Boren. "Crisis intervention teams in the schools." Psychology in the Schools 28, no. 4 (1991): 331–39. http://dx.doi.org/10.1002/1520-6807(199110)28:4<331::aid-pits2310280408>3.0.co;2-5.

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Castro Méndez, Naiby Verónica, and Raymundo Márquez-Amaro. "Organizational intervention strategies in work teams." Revista Estrategia Organizacional 13, no. 1 (2024): 41–55. http://dx.doi.org/10.22490/25392786.7149.

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Introduction: the development of new skills in the work environment such as leadership, work teammanagement, equitable collaboration, effective communication, solid commitments or integrationof new human values, acquires an important meaning for the stability of the work environment inmodern organizations. . Objective: the objective of the research is to report on the result of theimplementation of an organizational intervention strategy on strengthening the integration skills ofeffective work teams in the daily practices of the Cristafácil company and the experience acquiredby the actors invo

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Gamberini, Lorenzo, Cosimo Picoco, Donatella Del Giudice, et al. "Improving the Appropriateness of Advanced Life Support Teams’ Dispatch: A Before-After Study." Prehospital and Disaster Medicine 36, no. 2 (2021): 195–201. http://dx.doi.org/10.1017/s1049023x21000030.

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AbstractBackground and Importance:The dispatch of Advanced Life Support (ALS) teams in Emergency Medical Services (EMS) is still a hardly studied aspect of prehospital emergency logistics. In 2015, the dispatch algorithm of Emilia Est Emergency Operation Centre (EE-EOC) was implemented and the dispatch of ALS teams was changed from primary to secondary based on triage of dispatched vehicles for high-priority interventions when teams with Immediate Life Support (ILS) skills were dispatched.Objectives:This study aimed to evaluate the effects on the appropriateness of ALS teams’ intervention and

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Singh, Swaran P. "Early intervention in psychosis." British Journal of Psychiatry 196, no. 5 (2010): 343–45. http://dx.doi.org/10.1192/bjp.bp.109.075804.

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SummaryEarly intervention in psychosis services produce better clinical outcomes than generic teams and are also cost-effective. Clinical gains made within such services are robust as long as the interventions are actively provided. Longer-term data show that some of these gains are lost when care is transferred back to generic teams. This paper argues that sustaining these early gains requires both a reappraisal of generic services and an understanding of the active ingredients of early intervention, which can be tailored for longer input in cases with poorer outcome trajectories.

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Hudson, Alan, Patrick Wilken, Roland Jauernig, and Gary Radler. "Regionally Based Teams for the Treatment of Challenging Behaviour: A Three-year Outcome Study." Behaviour Change 12, no. 4 (1995): 209–15. http://dx.doi.org/10.1017/s081348390000406x.

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In 1990, 13 regionally based Behaviour Intervention Support Teams (BISTs) were established in Victoria to assist agencies providing support to persons with an intellectual disability who exhibited challenging behaviour. A primary function of the BISTs was to conduct intensive interventions for clients with severe challenging behaviours. The outcomes of the interventions conducted by eight of these teams were monitored over the period from 1991 to 1993. During this time, a total of 134 such interventions were completed by the teams. Many outcome measures were used for each intervention. These i

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Thèses sur le sujet "TEAMS intervention"

Kramer-Jefferson, Kathryn R. "Behavior Intervention Teams| Examining Interventions with Community College Students Threatening Self-Harm." Thesis, Frostburg State University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10608638.

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<p> Effective in 2011, The Department of Justice implemented a change to the direct threat standard, which is part of Title II of the Americans with Disabilities Act. This change removed the threat of harm to self from the direct threat standard and potentially limits the actions that colleges can take when working with and responding to students who threaten self-harm. This study sought to determine how this change influenced the work of behavior intervention teams when responding to community college students who threaten self-harm. Higher numbers of students are arriving on college campuses

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Bennett, Megan S. "Exploring Relational Communication Patterns in Preferral Intervention Teams." NCSU, 2010. http://www.lib.ncsu.edu/theses/available/etd-03262010-134940/.

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The purpose of this research was to understand the relational communication patterns that characterize school-based prereferral intervention teams (PITs). Prior research has suggested that although many states either require or recommend PITs, little is known about what occurs during PIT meetings (Truscott, Cohen, Sams, Sanborn, & Frank, 2005). A relational communication perspective emphasizes that within interpersonal interactions (such as those that occur in group-based situations), speakers are constantly redefining their roles, positions, and relationship through conversations (Erchul, Gri

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Poelzer, Ellisen Masters. "Educators' perceptions and expectations regarding intervention assistance teams." [Bloomington, Ind.] : Indiana University, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3278471.

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Thesis (Ph.D.)--Indiana University, Dept. of Counseling and Educational Psychology, 2007.<br>Source: Dissertation Abstracts International, Volume: 68-10, Section: A, page: 4214. Advisers: Thomas J. Huberty; Ellen A. Brantlinger. Title from dissertation home page (viewed May 20, 2008).

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Vasquez, Cherrye S. "The perceptions of intervention assistance teams (IATS) in reducing special education referrals in urban elementary schools." Texas A&M University, 2005. http://hdl.handle.net/1969.1/3219.

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This was a quantitative study of 100 educators from various job codes within the intervention assistance teams (IATs) of 16 schools. This study examined the perceptions of IAT members of factors impacting referrals to special education. The results of this study yielded the following as it related to the perceptions and self-reported behaviors of IAT members in an urban school district: 1. Intervention assistance team members perceived that four factors impacted referrals: intervention strategies, team contribution, teacher efficacy, and coping strategies. 2. Analyses of data did not support d

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Kriek, Hendrik Sebastiaan. "A description of an adventure-based team development intervention." Thesis, Stellenbosch : Stellenbosch University, 2002. http://hdl.handle.net/10019.1/52631.

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Thesis (MBA)--Stellenbosch University, 2002.<br>ENGLISH ABSTRACT: The past decade saw increasing prominence put on teams in the workplace and concurrently a proliferation in the use of adventure-based programmes to develop teams. The study provides a description of an adventure-based team development intervention into the executive team of the Health and Racquet Club's Gauteng region. The team consisted of fourteen executives that all took part in a three-day team development programme. As a qualitative study it refers to the nature of the intervention as characterised by the participa

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Grogg, Kathryn Rogers. "Preservice Teacher Perspectives on Prereferral Intervention and Student Support Teams." Digital Archive @ GSU, 2009. http://digitalarchive.gsu.edu/cps_diss/33.

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This qualitative inquiry evaluated the Student Support Team Project and its effects on preservice teachers’ knowledge and perceptions of prereferral intervention and student support teams. This investigation is important because prereferral intervention and student support teams have been used increasingly to provide assistance to teachers and to students who need assistance with academic, social and emotional problems. This has created a need to provide preservice education that helps to prepare teachers to use these resources to help their students. This investigation demonstrated a specific

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Auletto, Marybeth H. "The effects of training and other organizational variables on intervention assistance teams." The Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=osu1157994625.

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Jolstead, Krystine Alycia. "The Effects of Classwide Function-Related Intervention Teams on Preschool Behavior." BYU ScholarsArchive, 2015. https://scholarsarchive.byu.edu/etd/5863.

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Challenging behavior in preschool is a serious concern for teachers. In recent years, positive behavior support (PBS) has been shown to be effective in reducing such behaviors. Class-Wide Function-related Intervention Teams (CW-FIT) is a specific program for implementing PBS principles in classroom settings. CW-FIT is a group contingency that utilizes social skills training, teacher praise, and positive reinforcement to improve student behavior. Students are taught specific social skills and then work in teams to earn a group reward based on the use of these skills. CW-FIT has been shown to be

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Auletto, Marybeth Hurlbutt. "The effects of training and other organizational variables on intervention assistance teams." Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1157994625.

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Martinez, Cecilia A. "Intervention workshops for members of multidisciplinary teams on hoarding| A grant proposal." Thesis, California State University, Long Beach, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=1523112.

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<p> The purpose of this project was to write a grant proposal to fund educational workshops for members of multi-disciplinary teams of professionals who work with people who hoard. The overall goal of the workshops is to educate the members of multi-disciplinary teams on hoarding in Orange County, California as well as members of the community. An extensive literature review on hoarding was conducted to increase knowledge on hoarding behavior, hoarding disorder, engagement, assessment, interventions, members of agencies and organizations working as a multi-disciplinary team and community resou

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Livres sur le sujet "TEAMS intervention"

Jakubowski, Greg. Rapid intervention teams. Fire Protection Publications, Oklahoma State University, 2001.

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Ohio. Dept. of Education. Intervention assistance teams. Dept. of Education, 1985.

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Arciaga, Michelle. Multidisciplinary gang intervention teams. Office of Juvenile Justice and Delinquency Prevention, U.S. Dept. of Justice, 2007.

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Briggs, Margaret H. Building early intervention teams: Working together for children and families. Pro-Ed, 2004.

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Steele, William. Trauma response teams in schools. TLC Institute, Children's Home of Detroit, 1995.

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Müller, Barbara. The Balkan Peace Team: 1994 - 2001 ; non-violent intervention in crisis areas with the deployment of volunteer teams. Ibidem-Verl., 2006.

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Educational Resources Information Center (U.S.), ed. Project TIE (Teams in Early Intervention) Outreach: An outreach project to train statewide, regional and local teams of early intervention personnel and parents : final report, October 1, 1993-September 30, 1996. Training & Technical Assistance Unit, New Mexico University Affiliated Program, the University of New Mexico Health Sciences Center, 1996.

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Jonathan, Sandoval, and Lewis Sharon, eds. Preparing for crises in the schools: A manual for building school crisis response teams. 2nd ed. Wiley, 2001.

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Jonathan, Sandoval, and Lewis Sharon, eds. Preparing for crises in the schools: A manual for building school crisis response teams. Clinical Psychology Pub. Co., 1996.

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A, Stevens James, and LaBerteaux Paul, eds. Practical concepts and training exercises for crisis intervention teams: Including role-plays and interactive games. Chevron Pub. Corp., 2003.

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Chapitres de livres sur le sujet "TEAMS intervention"

Adams, Todd, and Stephen Bryan. "Behavioral Intervention Teams." In Campus Crisis Management. Routledge, 2020. http://dx.doi.org/10.4324/9780429321658-9.

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Johnson, Joseph F., Cynthia L. Uline, Stanley J. Munro, and Francisco Escobedo. "Effective Intervention and Enrichment." In Leadership Teams in America's Best Schools. Routledge, 2025. https://doi.org/10.4324/9781003566236-7.

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Gillam, Tony. "Clinical Supervision in Early Intervention Teams." In Promoting Recovery in Early Psychosis. Wiley-Blackwell, 2011. http://dx.doi.org/10.1002/9781444318814.ch30.

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van Sluis, Arie, and Peter Marks. "Managing Local Intervention Teams in Rotterdam." In Organizing for Coordination in the Public Sector. Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137359636_15.

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Berndt, Hagen. "Excursus: Bullying Intervention Teams for Saarland Schools." In Bullying in Schools. Springer Fachmedien Wiesbaden, 2024. http://dx.doi.org/10.1007/978-3-658-43576-9_10.

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Bakhshandeh, Behnam, Foojan Zeine, and William J. Rothwell. "Application of AIT in Teams/Group OD Intervention." In Awakened Leadership. Productivity Press, 2025. https://doi.org/10.4324/9781003507284-6.

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Berta, Steve, Howard Blonsky, and James Wogan. "School-Based Student Support Structures and the Multi-Level Identification and Intervention Process." In Developing Your School's Student Support Teams. Eye on Education, 2022. http://dx.doi.org/10.4324/9781003240266-1.

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Stone-MacDonald, Angela, Lianna Pizzo, and Noah Feldman. "Using Checklists to Support Early Intervention Directors and Teams." In Fidelity of Implementation in Assessment of Infants and Toddlers. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-74618-0_6.

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Singh, Geetanjali, and Pravesh Kumar. "Deployment and Post-intervention Responsibilities of Veterinary Response Teams." In Management of Animals in Disasters. Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-9392-2_7.

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Sánchez, Jesús, Ana Zornoza, Virginia Orengo, Vicente Peñarroja, and Petros Chamakiotis. "Team Feedback Intervention and Team Learning in Virtual Teams: A Moderated Mediation Model of Team Cohesion and Personality." In This Changes Everything – ICT and Climate Change: What Can We Do? Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-99605-9_10.

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Actes de conférences sur le sujet "TEAMS intervention"

Pupazan, Daniel, Andrei Lucian Gireada, George Artur Gaman, Cosmin Ilie, and Cristian Nicolescu. "DEVELOPING THE PRACTICAL SKILLS OF RESCUERS FOR INTERVENTIONS IN HIGH TEMPERATURE AREAS." In 24th SGEM International Multidisciplinary Scientific GeoConference 24. STEF92 Technology, 2024. https://doi.org/10.5593/sgem2024/1.1/s03.34.

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In the case of dangerous incidents produced in industrial technological processes, where hydrogen is used, their mastery requires, in addition to a personnel servicing the facilities properly trained for such situations, the participation of professional staff for interventions in dangerous environments. The activity of intervention and rescue in special conditions, in potentially explosive areas due to the appearance of hydrogen can be carried out exclusively by specialized personnel trained and authorized in this regard, personnel using individual breathing protection devices. The critical f

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Scarpinella, Samantha, Courtney Cole, Sarah Ritter, Susan Mohammed, Kathryn Jablokow, and Scarlett Miller. "Can We Get an Intervention, Please? The Utility of Teaming Interventions on Engineering Design Student Psychological Safety." In ASME 2022 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2022. http://dx.doi.org/10.1115/detc2022-90009.

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Abstract Research on psychological safety has been growing in recent years due to its role in promoting creativity and innovation, among other items. This is because teams with high levels of psychological safety feel safe to express ideas and opinions. While we are becoming more aware of the importance of psychological safety in teaming, there is limited evidence in how to facilitate or build it within teams, particularly in an educational context. This paper was developed to respond to this research void by identifying the impact of teaming interventions aimed at improving psychological safe

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Gyory, Joshua T., Nicolás F. Soria Zurita, Jay D. Martin, et al. "A Real-Time Artificial Intelligence Process Manager for Engineering Design." In ASME 2022 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2022. http://dx.doi.org/10.1115/detc2022-88609.

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Abstract Managing the design process of teams has been shown to considerably improve problem-solving behaviors and resulting final outcomes. Automating this activity presents significant opportunities in delivering interventions that dynamically adapt to the state of a team to reap the most impact. In this work, an Artificial Intelligence (AI) agent is created to manage the design process of engineering teams in real time, tracking features of teams’ actions and communications during a complex design and path-planning task with multidisciplinary team members. Teams are also placed under the gu

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Kwok, Chun Shing, Evangelos Kontopantelis, Peter Ludman, Mark de Belder, and Mamas Mamas. "59 National analysis of rare but catastrophic bleeding complications after percutaneous coronary interventions: insights from the british cardiovascular intervention society database." In British Cardiovascular Society Annual Conference ‘High Performing Teams’, 4–6 June 2018, Manchester, UK. BMJ Publishing Group Ltd and British Cardiovascular Society, 2018. http://dx.doi.org/10.1136/heartjnl-2018-bcs.59.

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Williams, Jessica, Rhyse Bendell, Stephen Fiore, and Florian Jentsch. "The Role of Artificial Theory of Mind in Supporting Human-Agent Teaming Interactions." In 14th International Conference on Applied Human Factors and Ergonomics (AHFE 2023). AHFE International, 2023. http://dx.doi.org/10.54941/ahfe1003561.

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In this article we discuss the role of Artificial Theory of Mind (AToM) in supporting human-agent teaming interactions. Humans are able to interpret, understand, and predict another’s behavior by leveraging core socio-cognitive processes, generally referred to as Theory of Mind (ToM). A human’s ToM is critical to their ability to successfully interact with others, especially in the context of teaming. Considering the increasing role of AI in team cognition, there is an emerging need for agents capable of such complex socio-cognitive processes. We report findings from a large multi-organization

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Barr, Ryan, Claire Pfeiffer, Heather Dillon, and Timothy Doughty. "Building Inclusive Undergraduate Teams." In ASME 2016 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2016. http://dx.doi.org/10.1115/imece2016-65988.

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This paper describes a research project to encourage and enhance formation of undergraduate project teams with a focus on inclusivity. The project was developed by a team of undergraduate students working with a pair of engineering faculty. A survey including questions about team study groups was prepared and used to gather data about how engineering student teams are formed and how students perceive teams at different points as they progress through the curriculum. Interviews with junior/senior level students were filmed and the footage was used to build a composite video to serve as motivati

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Caldarella, Paul. "Managing Student Behavior in Middle School Using Classwide Function-Related Intervention Teams." In 2020 AERA Annual Meeting. AERA, 2020. http://dx.doi.org/10.3102/1580470.

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Gaboury, Isabelle, Francois Bordeleau, Brigitte Vachon, et al. "Interprofessional advanced access: results from a quality improvement intervention in primary care teams." In NAPCRG 51st Annual Meeting — Abstracts of Completed Research 2023. American Academy of Family Physicians, 2023. http://dx.doi.org/10.1370/afm.22.s1.5353.

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Krishnamurthy, Arvindra, Claire Keeble, Michelle Anderson, et al. "16 Outcomes in patients undergoing primary percutaneous coronary intervention according to average monthly temperature." In British Cardiovascular Society Annual Conference ‘High Performing Teams’, 4–6 June 2018, Manchester, UK. BMJ Publishing Group Ltd and British Cardiovascular Society, 2018. http://dx.doi.org/10.1136/heartjnl-2018-bcs.16.

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Drum, Ava, Courtney Cole, Sarah Ritter, Susan Mohammed, Kathryn Jablokow, and Scarlett Miller. "Let’s Role Play! the Impact of Video Frequency and Role Playing on the Utility of a Psychological Safety Team Intervention." In ASME 2022 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2022. http://dx.doi.org/10.1115/detc2022-90848.

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Abstract There is growing evidence on the importance of psychological safety, or how comfortable participants feel in sharing their opinions and ideas in a team, in engineering team performance. However, how to support it in engineering student teams has yet to be explored. The goal of this study was to investigate whether a video intervention with assigned roles could foster psychological safety in student engineering teams. In addition, we sought to explore the impact of the frequency of the videos and the utility of the roles on the self-efficacy of students and the perceived psychological

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Rapports d'organisations sur le sujet "TEAMS intervention"

Juden, Matthew, Tichaona Mapuwei, Till Tietz, et al. Process Outcome Integration with Theory (POInT): academic report. Centre for Excellence and Development Impact and Learning (CEDIL), 2023. http://dx.doi.org/10.51744/crpp5.

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This paper describes the development and testing of a novel approach to evaluating development interventions – the POInT approach. The authors used Bayesian causal modelling to integrate process and outcome data to generate insights about all aspects of the theory of change, including outcomes, mechanisms, mediators and moderators. They partnered with two teams who had evaluated or were evaluating complex development interventions: The UPAVAN team had evaluated a nutrition-sensitive agriculture intervention in Odisha, India, and the DIG team was in the process of evaluating a disability-inclus

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Uche, Chidi, Zita Ekeocha, Stephen Robert Byrn, and Kari L. Clase. Retrospective Study of Inspectors Competency in the Act of Writing GMP Inspection Report. Purdue University, 2021. http://dx.doi.org/10.5703/1288284317445.

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The research was a retrospective study of twenty-five Good Manufacturing Practice (GMP) inspection reports (from March 2017 through to December 2018) of a national medicine regulatory agency, drug Inspectorate, in West Africa, designed to assess the inspectors’ expertise in the act of inspection report writing. The investigation examined a paper-based tool of thirteen pre-registration Inspection reports and twelve GMP reassessment reports written prior and following an intervention program by external GMP trainers to enhance inspectors’ skill in pharmaceutical cGMP inspection. The study made u

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Liberman, Babe, Jenny Bradbury, Andrew Vollavanh, and Sana Karim. Innovating for Student Success: District-Led Innovation Showcase. Digital Promise, 2025. https://doi.org/10.51388/20.500.12265/255.

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Student success systems are evidence-based approaches that leverage data, relationships, and student-centered mindsets to systematically address achievement patterns and meet individual student needs. The District-Led Innovation Showcase examines the technology and data systems element, highlighting how schools and districts are developing custom data solutions to address gaps in commercially available products for operationalizing student success systems. District-Led Innovations (DLIs) are solutions that range from simple spreadsheet trackers to sophisticated integrated platforms. The Showca

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Barrera-Osorio, Felipe, Samuel Berlinski, and Matías Busso. Effective Evidence-Informed Policy: A Partnership among Government, Implementers, and Researchers. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/035.

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Evidence matters for the effectiveness of public policies,but important informational frictions—that is, resistanceto obtaining or using information on the subject at hand—sometimes prevent it from shaping policy decisions.Hjort et al. (2021) showed that reducing those frictionscan change not only political leaders’ beliefs but alsothe policies they implement. One-way information, fromresearch to policy, may sometimes be insufficient, though.Policymakers may be agnostic about the effectiveness ofan intervention, or they may not know which of its featuresrequire adjustment. A process of policy

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Khan, Mahreen. Lessons from Adaptive Programming. Institute of Development Studies, 2022. http://dx.doi.org/10.19088/k4d.2022.142.

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The aim of adaptive programming (AP) is to produce adaptive, flexible, iterative, responsive, problem-driven, politically smart, locally led programmes which are effective and efficient and meet donor requirements for accountability. This is a rapid desk review of recent literature on AP including academic and grey sources. Section 2 covers the main challenges and barriers to successful implementation of AP. Key success factors are covered in Section 3. Selecting the appropriate monitoring and evaluation tools such as outcome harvesting or adapted versions of Value for Money to assist in measu

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Saldanha, Ian J., Andrea C. Skelly, Kelly Vander Ley, et al. Inclusion of Nonrandomized Studies of Interventions in Systematic Reviews of Intervention Effectiveness: An Update. Agency for Healthcare Research and Quality (AHRQ), 2022. http://dx.doi.org/10.23970/ahrqepcmethodsguidenrsi.

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Introduction: Nonrandomized studies of interventions (NRSIs) are observational or experimental studies of the effectiveness and/or harms of interventions, in which participants are not randomized to intervention groups. There is increasingly widespread recognition that advancements in the design and analysis of NRSIs allow NRSI evidence to have a much more prominent role in decision making, and not just as ancillary evidence to randomized controlled trials (RCTs). Objective: To guide decisions about inclusion of NRSIs for addressing the effects of interventions in systematic reviews (SRs), thi

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Gershberg, Alec, and Deborah Spindelman. Politics, Accountability, and Learning: Insights from the RISE Programme’s Political Economy Case Studies. Research on Improving Systems of Education (RISE), 2023. http://dx.doi.org/10.35489/bsg-rise-2023/pe14.

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The RISE (Research on Improving Systems of Education) Programme political economy team focused on “adoption” (PET-A) examines the political conditions required to put learning at the center of an education system. This work stream has produced 12 historical case studies and three synthesis papers which draw on this rich material. This paper is part of the latter effort and offers a comparative analysis across five of the countries with RISE Country Research Teams (Ethiopia, Indonesia, Pakistan, Tanzania, and Vietnam), as well as additional case studies focusing on Chile and Peru. Building on t

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Ilami, Ashkan, Mohammadali Amini-Tehrani, and Hadi Zamanian. Application of immersive technology interventions in sexual victims: A systematic review protocol. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, 2021. http://dx.doi.org/10.37766/inplasy2021.9.0081.

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Review question / Objective: The aim of this systematic review is to critically evaluate the current evidence regarding the immersive technology interventions in sexual victims in terms of applied methodology and patient-related outcomes. Accordingly, this systematic review will address the following questions: 1) what are the general methodological features (study design, sample and related variables, intervention content and related variables, so forth) of immersive technology interventions targeting sexually victimized individuals, 2) to what extent immersive technology interventions target

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Elacqua, Gregory, Leidy Gómez, Thomas Krussig, Luana Marotta, Carolina Méndez, and Christopher Neilson. The Potential of Smart Matching Platforms in Teacher Assignment: The Case of Ecuador. Inter-American Development Bank, 2022. http://dx.doi.org/10.18235/0004527.

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This paper studies the potential of personalized "smart" information interventions to improve teacher assignment results in the context of a centralized choice and assignment system (CCAS) in Ecuador. Specifically, we focus on the impact that a personalized non-assignment risk warning, coupled with a list of "achievable" teaching position recommendations, had on teacher applications in the “I Want to Become a Teacher” selection process. We study the causal effect of the intervention on teachers school choices, assessing its impact on the equilibrium probability of being assigned and on the ove

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Cunha, Lúcio, Júlio Costa, Elisa A. Marques, João Brito, Michele Lastella, and Pedro Figueiredo. The Impact of Sleep Interventions on Athletes Performance: A Systematic Review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, 2022. http://dx.doi.org/10.37766/inplasy2022.5.0069.

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Review question / Objective: The aim of this systematic review is to analyze the impact of sleep interventions on athletes’ performance. Condition being studied: Athletic performance after a sleep intervention (e.g., sleep hygiene, sleep extension or nap). Eligibility criteria: This review will be conducted based on the PRISMA guidelines and the PICOS approach.Articles will be eligible if they were published or in-press in peer-reviewed journals (i.e., abstracts published in conference proceedings, books, theses, and dissertations will be not considered), published in English language, and abs

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