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Karanika-Murray, Maria, Dimitra Gkiontsi e Thom Baguley. "Engaging leaders at two hierarchical levels in organizational health interventions". International Journal of Workplace Health Management 11, n.º 4 (6 de agosto de 2018): 210–27. http://dx.doi.org/10.1108/ijwhm-07-2018-0086.
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Purpose Although visible leader support is an essential ingredient for successful organizational health interventions, knowledge on how leaders at different hierarchical levels engage with interventions is underdeveloped. The purpose of this paper is to explore leader engagement by drawing from the experiences of the intervention team. Design/methodology/approach Data from semi-structured interviews with the team responsible for implementing an organizational health intervention in two large UK organizations were used to examine how leaders at strategic (senior management) and operational (line managers) positions engaged with the intervention. Findings Thematic analysis uncovered 6 themes and 16 sub-themes covering the leaders’ initial reactions to the intervention, barriers to leader engagement, ways in which the intervention team dealt with these barriers, factors facilitating and factors accelerating leader engagement, and differences in engagement between leadership levels. Research limitations/implications This study can inform research into the conditions for optimizing leader engagement in organizational health interventions and beyond. Insights also emerged on the roles of leaders at different hierarchical levels and the value of perspective taking for intervention implementation. Practical implications Recommendations for bolstering the engagement of leaders in interventions are offered, that apply to all leaders or separately to leaders at strategic or operational levels. Originality/value The experiences of the intervention team who sought to engage leaders at different organizational levels to support the intervention are invaluable. Understanding how leader engagement can be maximized can better equip intervention teams for delivering successful interventions.
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Baker, Elise, A. Lynn Williams, Sharynne McLeod e Rebecca McCauley. "Elements of Phonological Interventions for Children With Speech Sound Disorders: The Development of a Taxonomy". American Journal of Speech-Language Pathology 27, n.º 3 (6 de agosto de 2018): 906–35. http://dx.doi.org/10.1044/2018_ajslp-17-0127.
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Purpose Our aim was to develop a taxonomy of elements comprising phonological interventions for children with speech sound disorders. Method We conducted a content analysis of 15 empirically supported phonological interventions to identify and describe intervention elements. Measures of element concentration, flexibility, and distinctiveness were used to compare and contrast interventions. Results Seventy-two intervention elements were identified using a content analysis of intervention descriptions then arranged to form the Phonological Intervention Taxonomy: a hierarchical framework comprising 4 domains, 15 categories, and 9 subcategories. Across interventions, mean element concentration (number of required or optional elements) was 45, with a range of 27 to 59 elements. Mean flexibility of interventions (percentage of elements considered optional out of all elements included in the intervention) was 44%, with a range of 29% to 62%. Distinctiveness of interventions (percentage of an intervention's rare elements and omitted common elements out of all elements included in the intervention [both optional and required]) ranged from 0% to 30%. Conclusions An understanding of the elements that comprise interventions and a taxonomy that describes their structural relationships can provide insight into similarities and differences between interventions, help in the identification of elements that drive treatment effects, and facilitate faithful implementation or intervention modification. Research is needed to distil active elements and identify strategies that best facilitate replication and implementation.
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Hardiker, N. R. "Logical Ontology for Mediating between Nursing Intervention Terminology Systems". Methods of Information in Medicine 42, n.º 03 (2003): 265–70. http://dx.doi.org/10.1055/s-0038-1634359.
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Summary Objectives: Several researchers have proposed the use of logical ontologies as ‘reference terminologies’. However, there are a number of unresolved issues. This article describes the development of a logical ontology for nursing interventions and presents the results of evaluation. Methods: Initially this study involved the development in GRAIL of two separate experimental ontologies: an ontology based on the textual content of informal definitions for nursing interventions drawn from the Nursing Interventions Classification; and an ontology based on labels for the same nursing interventions. Following initial bench-testing, the ontology based on labels was selected for extension (to accommodate also nursing intervention components of the Home Health Care Classification System and the Omaha System), for further testing and for external evaluation. Results: A hierarchy of nursing interventions generated automatically from the experimental ontology based on informal definitions contained only 3 hierarchical relationships, compared to 214 for the initial ontology based on labels. For the final extended ontology based on labels, the generated hierarchy contained the three source terminology systems in entirety - there were a total of 2861 hierarchical relationships. While the results of comparative bench testing of the final ontology were favourable, the results of external evaluation were mixed and showed little agreement between reviewers. Conclusion: This study suggests that while a logical ontology based on labels might be a useful tool for mediating between nursing intervention terminology systems, a formative consensus type development methodology might improve the approach by helping to harmonise ideological differences that may exist across the nursing profession.
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Karimi-Shahanjarini, Akram, Arash Rashidian, Nasrin Omidvar e Reza Majdzadeh. "Assessing and Comparing the Short-Term Effects of TPB Only and TPB plus Implementation Intentions Interventions on Snacking Behavior in Iranian Adolescent Girls: A Cluster Randomized Trial". American Journal of Health Promotion 27, n.º 3 (janeiro de 2013): 152–61. http://dx.doi.org/10.4278/ajhp.110311-quan-113.
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Purpose. The evidence for the effectiveness of theory of planned behavior (TPB)–based interventions is mixed. There is also mixed evidence on the effectiveness of adding implementation intentions to TPB-based interventions. In this study we assessed and compared the short-term effects of TPB-only intervention and TPB plus implementation intentions intervention on snacking behavior and intention to consume unhealthy snacks in Iranian adolescent girls. Design. Three-arm cluster randomized controlled trial. Setting. Ten middle schools in Tehran (Iran). Subjects. A total of 29 classes included 739 female adolescents (age range: 12–15 years). Intervention. Two brief interventions including TPB-only intervention and TPB plus implementation intentions intervention. Measures. Food frequency questionnaire and intentions at baseline, 10 days, and 3 months measuring snacking behavior and cognitions about unhealthy snack consumption, respectively. Analysis. Hierarchical linear modeling to assess the interventions' effects. Results. Both interventions successfully decreased intention to consume and consumption of unhealthy snacks at postintervention. Calculation of the effect sizes revealed that the TPB plus implementation intentions intervention was more effective than the TPB-only intervention. The effects remained significant at 3-month follow-up in the TPB plus implementation intentions intervention group only, although the effect size decreased. Conclusion. Overall, the study suggests that adding implementation intentions on top of TPB-based persuasive messages improves effectiveness and sustainability of desirable changes.
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Elkjaer, Bente, e Niels Christian Mossfeldt Nickelsen. "Intervention as workplace learning". Journal of Workplace Learning 28, n.º 5 (11 de julho de 2016): 266–79. http://dx.doi.org/10.1108/jwl-09-2015-0064.
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Purpose The purpose of this paper is to illustrate how workplace interventions may benefit from a simultaneous focus on individuals’ learning and knowledge and on the situatedness of workplaces in the wider world of changing professional knowledge regimes. This is illustrated by the demand for evidence-based practice in health care. Design/methodology/approach The paper is based on a case study in a public post-natal ward in a hospital in Denmark in which one of the authors acted as both a consultant initiating and leading interventions and a researcher using ethnographic methods. The guiding question was: How to incorporate the dynamics of the workplace when doing intervention in professionals’ work and learning? Findings The findings of the paper show how workplace interventions consist of heterogeneous alliances between politics, discourse and technologies rather than something that can be traced back to a single plan or agency. Furthermore, the paper proposes, a road down the middle, made up by both an intentional and a performative model for intervention. Originality/value Intervention in workplaces is often directed towards changing humans, their behaviour, their ways of communicating and their attitudes. This is often furthered through reflection, making the success of intervention depend on individuals’ abilities to learn and change. In this paper, it is shown how intervention may benefit from bringing in workplace issues like different professional knowledge regimes, hierarchical structures, materiality, politics and power.
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Roland, Damian. "Proposal of a linear rather than hierarchical evaluation of educational initiatives: the 7Is framework". Journal of Educational Evaluation for Health Professions 12 (24 de junho de 2015): 35. http://dx.doi.org/10.3352/jeehp.2015.12.35.
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Extensive resources are expended attempting to change clinical practice; however, determining the effects of these interventions can be challenging. Traditionally, frameworks to examine the impact of educational interventions have been hierarchical in their approach. In this article, existing frameworks to examine medical education initiatives are reviewed and a novel ‘7Is framework’ discussed. This framework contains seven linearly sequenced domains: interaction, interface, instruction, ideation, integration, implementation, and improvement. The 7Is framework enables the conceptualization of the various effects of an intervention, promoting the development of a set of valid and specific outcome measures, ultimately leading to more robust evaluation.
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Withey, Kristin L. "Interventions for Young Children With and at Risk for Emotional and Behavioral Disorders". Intervention in School and Clinic 53, n.º 3 (11 de junho de 2017): 183–87. http://dx.doi.org/10.1177/1053451217702110.
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Social-emotional and behavioral skills are essential to school and life success. Some young children, though, demonstrate significant delays in these areas. While there is a current hierarchical model of behavioral interventions for young children, it is lacking explicit interventions to be implemented in the early childhood classroom. This column suggests an intervention continuum to be used that extends beyond the current model, providing a matrix that aligns social-emotional or behavioral skills with specific interventions shown to be effective for students who fall under other disability labels.
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Burkhalter, Marcel, e Bryan T. Adey. "Modelling the Complex Relationship between Interventions, Interventions Costs and the Service Provided When Evaluating Intervention Programs on Railway Infrastructure Networks". Infrastructures 5, n.º 12 (10 de dezembro de 2020): 113. http://dx.doi.org/10.3390/infrastructures5120113.
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Determining the interventions, e.g., maintenance, renewal, improvement and extension, to be included in an infrastructure program requires the consideration of the asset, intervention, traffic, and network characteristics. This, in turn, requires the development of an appropriate system model enabling the construction of straightforward optimisation models. Although there are already a considerable number of such system models in the literature, improved modelling of the complex relationships between interventions, intervention costs and the service provided by the infrastructure network is possible—especially in the trade-off between the accuracy of considering the complex relationships and the simplicity of the mathematical formulation. This paper explains how to build system models for railway infrastructure networks that capture the complex relationships in a system model that can then be used to construct mixed integer linear optimisation models. The proposed type of system model includes how both intervention costs and impacts on service vary as a function of the type, time and location of the interventions included in intervention programs. The system models of this type consist of a graph that is used to model the relationship between the interventions and intervention costs on the asset level, and the relationship between the interventions and the service provided on the network level. The algorithm uses systematic intervention classification and a hierarchical network state structure to build the system model. For illustration purposes, a system model for a railway network consisting of five track segments, seven switches, a bridge, a tunnel and the power supply system is developed using the algorithm.
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Gamero, Nuria, Baltasar González-Anta, Virginia Orengo, Ana Zornoza e Vicente Peñarroja. "Is Team Emotional Composition Essential for Virtual Team Members’ Well-Being? The Role of a Team Emotional Management Intervention". International Journal of Environmental Research and Public Health 18, n.º 9 (25 de abril de 2021): 4544. http://dx.doi.org/10.3390/ijerph18094544.
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The aim of this study was twofold. First, we examined the relationship between virtual teams’ emotional intelligence composition and three indicators of their members’ well-being, members’ satisfaction with the team, and positive and negative affective states. Second, we analyzed the moderator role of an online team emotional management intervention in the effects of the team emotional intelligence composition. One hundred and two virtual teams participated in an experimental study with repeated measures. Teams were randomly assigned to either an intervention designed to help them detect and manage emotions during virtual teamwork or a control condition (with no intervention). We followed a hierarchical data strategy and examined a number of nested models using Hierarchical Linear Modeling. Our findings showed that virtual teams’ emotional intelligence composition is a key driver of the team members’ well-being, and that a team emotional management intervention moderated the impact of the team composition of emotional intelligence, buffering its influence.
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Arjas, Elja, e Liping Liu. "Assessing the Losses Caused by an Industrial Intervention: A Hierarchical Bayesian Approach". Applied Statistics 44, n.º 3 (1995): 357. http://dx.doi.org/10.2307/2986042.
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Schmitterer, Alexandra M. A., e Garvin Brod. "Which Data Do Elementary School Teachers Use to Determine Reading Difficulties in Their Students?" Journal of Learning Disabilities 54, n.º 5 (15 de janeiro de 2021): 349–64. http://dx.doi.org/10.1177/0022219420981990.
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Small-group interventions allow for tailored instruction for students with learning difficulties. A crucial first step is the accurate identification of students who need such an intervention. This study investigated how teachers decide whether their students need a remedial reading intervention. To this end, 64 teachers of 697 third-grade students from Germany were asked to rate whether a reading intervention for their students was “not necessary,” “potentially necessary,” or “definitely necessary.” Independent experimenters tested the students’ reading and spelling abilities with standardized tests, and a subsample of 370 children participated in standardized tests of phonological awareness and vocabulary. Findings show that teachers’ decisions with regard to students’ needing a reading intervention overlapped more with results from standardized spelling assessments than from reading assessments. Hierarchical linear models indicated that students’ spelling abilities, along with phonological awareness and vocabulary, explained variance in teachers’ ratings over and above students’ reading skills. Teachers thus relied on proximal cues such as spelling skills to reach their decision. These findings are discussed in relation to clinical standards and educational contexts. Findings indicate that the teachers’ assignment of children to interventions might be underspecified, and starting points for specific teacher training programs are outlined.
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Wu, Yuhua, Jian Zhou, Jing Li, Jie Liu, Shanqun Li e Chunxue Bai. "Application of IoT-based medical diagnosis and treatment in patients with obstructive sleep apnea/hypopnea syndrome in primary hospitals: A preliminary study". Traditional Medicine and Modern Medicine 01, n.º 03 (setembro de 2018): 207–12. http://dx.doi.org/10.1142/s257590001850012x.
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Objective: To conduct a preliminary study of the hierarchical diagnosis and treatment of patients with obstructive sleep apnea/hypopnea syndrome (OSAHS) using the Internet of Things (IoT) medical technology and to explore the feasibility of the hierarchical diagnosis, treatment, and management of OSAHS patients using IoT medicine in primary hospitals. Methods: The IoT technology and a remote medical monitoring system were used to observe and compare the respiratory and sleep parameters before and after a three-month intervention in 47 patients with OSAHS who met the diagnostic criteria and were selected in the Kashgar region. All parameters were compared based on the severity (mild, moderate, and severe) of OSAHS. Results: The Epworth Sleepiness Scale (ESS) score, apnea–hypopnea index (AHI), and nighttime minimum oxygen saturation (lowest SaO2min) improved in patients with OSAHS from before to after treatment ([Formula: see text]). The improvements were more profound in OSAHS patients with cardiovascular disease such as hypertension. Conclusion: The IoT medical technology can help to hierarchically diagnose, treat, and manage patients with OSAHS. It is feasible for primary hospitals in rural regions to use the IoT technology for the hierarchical diagnosis and treatment of OSAHS patients.
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Guarini, Annalisa, Damiano Menin, Laura Menabò e Antonella Brighi. "RPC Teacher-Based Program for Improving Coping Strategies to Deal with Cyberbullying". International Journal of Environmental Research and Public Health 16, n.º 6 (16 de março de 2019): 948. http://dx.doi.org/10.3390/ijerph16060948.
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Background: Cyberbullying is a serious threat to public health and teachers can play a key role in its detection, prevention and intervention. The present study evaluated the effectiveness of the RPC (“Relazioni per crescere”—Relationships to Grow) program, a short intervention, implemented at classroom level by trained teachers, aimed at improving awareness on cyberbullying and increasing proactive coping strategies to deal with cyberbullying behaviors. Method: The effectiveness of the RPC project was analyzed through an observational study (pre/post-intervention comparison), involving 898 Italian students of Lower Secondary schools (6th–8th grades). Results: Hierarchical logistic regression showed that after the intervention students were more likely to consider the different roles in cyberbullying (cyberbully, cybervictim, reinforce/assistant, defender and bystander/observer). In addition, hierarchical linear regressions highlighted an improvement of social coping and cognitive coping strategies after the intervention. Conclusions: RPC is a short, teacher-based program that can increase the awareness of cyberbullying among students and improves their effective coping strategies to address cyberbullying. Further research on the efficacy of short teacher-based programs would be worthwhile, given the limited financial and time resources of the schools, emphasizing the active and crucial role of teachers in tackling cyberbullying.
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Jafari, Najmeh, Ziba Farajzadegan, Ahmadreza Zamani, Fatemeh Bahrami, Hamid Emami, Amir Loghmani e Nooshin Jafari. "Spiritual Therapy to Improve the Spiritual Well-Being of Iranian Women with Breast Cancer: A Randomized Controlled Trial". Evidence-Based Complementary and Alternative Medicine 2013 (2013): 1–9. http://dx.doi.org/10.1155/2013/353262.
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Purpose. The aim of this study was to investigate the role of spiritual therapy intervention in improving the spiritual well-being and quality of life (QOL) of Iranian women with breast cancer.Methods. This randomized controlled clinical trial (RCT) recruited 65 women with breast cancer, randomly assigned to a 6-week spirituality-based intervention (n=34) or control group (n=31). Before and after six-week spiritual therapy intervention, spiritual well-being and quality of life (QOL) were assessed using Functional Assessment of Chronic Illness Therapy Spiritual Well-being scale (FACIT-Sp12) and cancer quality-of-life questionnaire (QLQ-C30), respectively.t-test, Pairedt-test, pearson's correlation, and hierarchical regression analyses were used for analysis using Predictive Analytic software (PASW, version 18) for Windows.Results. After six spiritual therapy sessions, the mean spiritual well-being score from 29.76 (SD=6.63) to 37.24 (SD=3.52) in the intervention group (P<0.001). There was a significant difference between arms of study (F=22.91,P<0.001). A significant positive correlation was detected between meaning and peace with all subscales of functional subscales on European Organization for Research and Treatment of Cancer quality of Life (EORTC QLQ-C30) (P<0.05). Hierarchical regression analyses of participants indicated that the study arm, pain, and financial impact were significant predictors of spiritual well-being and overall QOL. Social functioning was another significant predictor of spiritual well-being.Conclusion. The results of this randomized controlled trial study suggest that participation in spiritual therapy program is associated with improvements in spiritual well-being and QOL. Targeted interventions to acknowledge and incorporate spiritual needs into conventional treatment should be considered in caring of Iranian patients with breast cancer.
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Viveiros, Jennifer, Kristen Sethares e Amy Shapiro. "Repeated recall as an intervention to improve memory performance in heart failure patients". European Journal of Cardiovascular Nursing 16, n.º 8 (19 de maio de 2017): 724–32. http://dx.doi.org/10.1177/1474515117711610.
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Background: Up to 50% of heart failure patients demonstrate aspects of cognitive impairment, including memory deficit. Novel interventions are needed to address memory deficit among heart failure patients. Aim: The goal of this study was to evaluate the testing effect as an intervention to improve memory performance in heart failure patients. Methods: This was a randomized controlled clinical trial ( N=84) comparing the memory performance of heart failure patients with and without mild cognitive impairment after a repeated testing intervention. Memory performance was measured by verbal word pair associates recall scores, between attention control and experimental subjects. Results: Patients had a mean age of 71.7 ± 13.3 years and similar baseline memory (immediate p=.79 and delayed p=.47). Overall, there were no significant differences in memory between experimental and control subjects, respectively (67.2±18.87 vs. 61.9±22.3, verbal word pair associates, t = −1.179, p=.24). In the final hierarchical regression model, age ( p=.018) and education ( p=.006) were significant predictors of memory performance, with the intervention approaching significance ( p=.079). Conclusions: Although not statistically significant, the intervention group reported better memory. Age and education continue to be significant contributors to memory performance in the heart failure population. Continued development of interventions to improve memory performance in heart failure patients is indicated.
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Ferris, Kaitlyn, Jeanne Century e Huifang Zuo. "Examining equity in an elementary school computer science intervention using component-based research". International Journal of Computer Science Education in Schools 5, n.º 1 (19 de setembro de 2021): 16–34. http://dx.doi.org/10.21585/ijcses.v5i1.121.
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This article reports on implementation of a problem-based learning intervention developed with the intention of finding time for computer science (CS) in the elementary school day. This study investigated differences in effects on students in particular socio-demographic groups using a quasi-experimental design. We first provide an overview of the perennial problem of group differences or “gaps” in student outcomes. Then we illustrate how, using component-based research (CBR), we moved beyond the question of whether the intervention worked, to focus on which parts of the intervention worked, for whom, and under what conditions. Using hierarchical linear modeling, this study draws from a sample of 16 elementary schools with 321 teachers and 5791 students in Broward County, Florida, the sixth largest school system in the United States. This study complements a previous paper (Authors, 2020), which examined associations between intervention components and student outcomes by investigating how outcomes differ for students in different socio-demographic groups and whether the presence of particular intervention components amplify or reduce differences. Through CBR, our work illustrates that CS interventions which may appear to benefit students overall, may be less beneficial or even detrimental to particular groups.
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Wretman, Christopher J., Cynthia Fraga Rizo, Rebecca J. Macy, Shenyang Guo e Dania Ermentrout. "A Novel Intervention for System-Involved Intimate Partner Violence Survivors: Changes in Parenting". Research on Social Work Practice 29, n.º 3 (4 de maio de 2017): 268–80. http://dx.doi.org/10.1177/1049731517706415.
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Purpose: A growing subpopulation of intimate partner violence (IPV) victims comprises mothers who have been mandated to services by either the court system or child protective services (CPS). Two human service agencies in the United States developed a 13-week novel intervention to address these women. All participants were assigned to the intervention, which featured group psychoeducation sessions, social events, and childcare. Method: This quasi-experimental study gathered preliminary evidence regarding whether the intervention promoted participants’ ( N = 70) parenting practices. Specifically, growth curve analyses using hierarchical linear modeling examined outcomes at completion (3 months) and follow-up (6 months). Results: Participants reported statistically significant improvements on key parenting practices at both postintervention time points. Conclusions: This study provides preliminary support for engaging court- and CPS-involved female IPV survivors in specialized, group-based interventions such as that investigated herein. Future research should investigate similar programs using larger samples and more robust designs.
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Alipanga, Benjamin, Maarten De Schryver, Stella Neema, Eric Broekaert e Ilse Derluyn. "Influence of reconciliation programmes on the reconciliation attitudes of war-affected adolescents in Northern Uganda". Afrika Focus 29, n.º 1 (26 de fevereiro de 2016): 9–23. http://dx.doi.org/10.1163/2031356x-02901002.
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Whether post-conflict reconciliation programmes are able to change hostile behaviours is not known. This study sought to assess the influence of reconciliation programmes on the reconciliation attitudes of war-affected adolescents in two communities in Northern Uganda. Four hundred and forty five adolescents within two communities, one with and the other without interventions were assessed for exposure to war-related and daily stressors and place of residence using hierarchical regression analysis to predict reconciliation attitudes. Adolescents in the non-intervention community recorded more positive and also more negative reconciliation attitudes; exposure to daily and war-related stressors was more positively associated with increasing reconciliation attitudes among adolescents in the non-intervention than those in the intervention community. Overall the programmes recorded limited impact on reconciliation attitudes, perhaps due to the pervasive adverse social situation of the people. Conclusion: there is a need for multi-pronged, collaborative programme efforts targeting holistic recovery programmes with focus on changing negative reconciliation attitudes.
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Banerjee, Abhijit, Raghabendra Chattopadhyay, Esther Duflo, Daniel Keniston e Nina Singh. "Improving Police Performance in Rajasthan, India: Experimental Evidence on Incentives, Managerial Autonomy, and Training". American Economic Journal: Economic Policy 13, n.º 1 (1 de fevereiro de 2021): 36–66. http://dx.doi.org/10.1257/pol.20190664.
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Management matters for firms, but what practices are optimal in hierarchical government organizations? And can skilled managers identify them? A large-scale randomized trial conducted with the police of Rajasthan, India, tested four interventions recommended by senior police officers: limitations of transfers, rotation of duties and days off, increased community involvement, and on-duty training. Field experience motivated a fifth intervention: “decoy” visits by enumerators to register cases, incentivizing staff to improve service. Only training and decoy visits had robust impacts; others were poorly implemented and ineffective. Management reforms can improve policing, but even skilled leaders struggle to identify the optimal interventions. (JEL H76, J24, J45, K42, M53, O17)
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Lindsay, Anne R., Angela Starrett, Ali Brian, Teresa A. Byington, Jennifer Lucas e Madeleine Sigman-Grant. "Preschoolers Build Fundamental Motor Skills Critical to an Active Lifestyle: The All 4 Kids© Intervention Study". International Journal of Environmental Research and Public Health 17, n.º 9 (29 de abril de 2020): 3098. http://dx.doi.org/10.3390/ijerph17093098.
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This pragmatic, real world study examined the effects of the All 4 Kids© intervention on preschoolers’ mastery of movement skills and determined whether the instruction had greater impact than natural development. Methods included a quasi-experimental intervention-comparison subsample of 379 children (COMPARISON) and a pretest-posttest design with convenience scale-up sampling of 2817 preschoolers (SCALE-UP). Children receiving education and dance instruction 3 times/week for 8 weeks were assessed using the Preschool Movement Assessment to evaluate skills pre and post intervention. Using repeated measures ANOVA, McNemar and Wilcoxon signed ranks tests, preschooler’s participation in the intervention resulted in greater improvement in 12 movement skills (F = 83.451, df = 1, p < 0.001, η p 2 = 0.555), balance (p = 0.028), hopping (t = −3.545, df = 112, p = 0.001) and crossing the midline (p < 0.001) than natural development (COMPARISON). In the SCALE-UP study, children significantly improved in all measures based on post-intervention scores. Significant differences were observed between Hispanic and non-Hispanic children for the 12-skills (b = −0.758, se = 0.161, p < 0.001) using hierarchical linear models; boys’ and girls’ scores were not differentially impacted by the intervention. Therefore, implementation of interventions focused on fundamental movement skill development have the potential to remediate secular motor skill decline in young children.
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Little, Emma, e Alan Hudson. "Conduct Problems and Treatment across Home and School: A Review of the Literature". Behaviour Change 15, n.º 4 (dezembro de 1998): 213–27. http://dx.doi.org/10.1017/s0813483900004708.
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Treatment of conduct problems in the home setting has received much attention in the literature, and there are well established, empirically derived treatment programs that have been demonstrated to be effective. However, treatment for conduct problems in the classroom has not received a comparable amount of attention, and the intervention programs are diverse, occasionally lacking empirical support, and often not consistent with strategies used in the home setting. As past research has demonstrated that conduct problems in multiple settings is related to poorer prognosis, it is logical to suggest that interventions should focus on as many of the settings as possible in which a child displays the behaviour problems. This paper reviews the literature on the effects of conduct problems in the classroom, on teacher managerial skills, and on interventions across the home and school settings. It is concluded that classroom management of conduct problems could be improved by providing a hierarchical system of intervention strategies.
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Finlay, Barbara, e Gayle Dienberg Love. "Gender Differences in Reasoning About Military Intervention". Psychology of Women Quarterly 22, n.º 3 (setembro de 1998): 481–85. http://dx.doi.org/10.1111/j.1471-6402.1998.tb00169.x.
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The question of gender associations with moral reasoning and values has received a great deal of attention since Gilligan first published In a Different Voice in 1982. Various authors have argued that women are less hierarchical, more relational, more caring, more empathetic, and more concerned about not harming others than men. Yet, these claims have been questioned by other scholars. Data from a small survey of college students are used to address this question. We found that, in examining students' narrative justifications of their opinion on a particular question of military intervention, gender was related to the type of justification used in a manner consistent with the arguments of Gilligan. We argue that “objective” tests are less likely to detect this difference than content analyses of narratives. The different bases of judgments have implications for political opinions as well as interpersonal interactions.
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Lin-Stephens, Serene. "An image-based narrative intervention to manage interview anxiety and performance". Australian Journal of Rehabilitation Counselling 26, n.º 1 (20 de março de 2020): 3–6. http://dx.doi.org/10.1017/jrc.2020.1.
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AbstractA visual narrative intervention – Serious Storytelling with Images – was proposed to manage interview anxiety and performance. Its ability to evocate significant incidents and enhance narratives construction was evaluated ideographically in two case studies. The findings suggest varying levels of sophistication in interviewee actions, challenges encountered, and perceived roles of images. Counselors can refer to the hierarchical concepts when tailoring interview training and coaching. Further investigation is highly recommended to confirm and measure intervention effects.
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Hoeeg, Didde, Ulla Christensen e Dan Grabowski. "Co-Designing an Intervention to Prevent Overweight and Obesity among Young Children and Their Families in a Disadvantaged Municipality: Methodological Barriers and Potentials". International Journal of Environmental Research and Public Health 16, n.º 24 (14 de dezembro de 2019): 5110. http://dx.doi.org/10.3390/ijerph16245110.
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Design-based research (DBR) is an innovative methodology for co-creation, but potentials, challenges, and differences between methodological ideals and the real-life intervention context are under-researched. This study analyzes the DBR process in which researchers, professionals, and families co-design a family-based intervention to prevent childhood overweight and obesity in a rural municipality. It involves interviews with six key stakeholders in the co-design process. Data were coded and analyzed using systematic text condensation, while the theory of the “social effectiveness of interventions” developed by Rod et al. (2014) was used as an analytical tool for unpacking the co-creation process and exploring methodological barriers and potentials. The DBR approach contributed with a feeling that everyone’s perspective was important, and the professionals got a new perspective on the families’ experiences with healthy living they did not previously consider. We also found that the iterative design process did not fully align with the organizational structures in the municipality or with the needs of stakeholders, leading to friction in the partnership. This study emphasizes the complexity of using an anti-hierarchical approach within a hierarchical context, and the importance of being aware of how the DBR approach shapes the partnership, as well as of how the social dynamics within the partnership shape the design process.
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Saa, Juan Pablo, Tamara Tse, Carolyn M. Baum, Toby Cumming, Naomi Josman, Miranda Rose, Sophie O’Keefe, Katherine Sewell, Vinh Nguyen e Leeanne M. Carey. "Cognitive Recovery After Stroke: A Meta-analysis and Metaregression of Intervention and Cohort Studies". Neurorehabilitation and Neural Repair 35, n.º 7 (22 de maio de 2021): 585–600. http://dx.doi.org/10.1177/15459683211017501.
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Background Cognition affects poststroke recovery, but meta-analyses of cognition have not yet provided a comparison of observational and intervention evidence. Objective To describe the trajectory of poststroke cognition and the factors that moderate it across intervention and observational cohorts. Methods Six databases were searched up to January 2020. Studies describing quantitative changes in cognition in adults poststroke were included. Interventions were classified into pharmacological, therapist-led, nonroutine/alternative, and usual care. Summary estimates were compared via hierarchical mixed-effects models. Age, recovery stage, stroke etiology, cognitive domain targeted in studies, and intervention types were investigated as moderators of cognition. Recovery stage and intervention were further analyzed in a multiplicative metaregression model. Results A total of 43 intervention trials and 79 observation cohorts involving 28 222 stroke participants were included. Heterogeneity was significant (τ2 = 0.09; CI = 0.01-0.21, P < .001) with no evidence of publication bias. Cognitive recovery was greater in intervention trials ( g = 0.47; CI = 0.37-0.58) than observational cohorts ( g = 0.28; CI = 0.20-0.36) across all moderators analyzed. Nonroutine/alternative and pharmacological trials achieved the best overall results ( g = 0.57, CI = 0.42-0.73, and g = 0.52, CI = 0.30-0.74, respectively), followed by therapist-led ( g = 0.46; CI = 0.17-0.74), and usual care ( g = 0.28; CI = 0.11-0.45) interventions. Medium recovery effects (ie, g ≥ 0.5) were observed in examining first-ever stroke, executive function, visuo-perceptual, consciousness, and psychomotor skills, 61 to 180 days poststroke, in participants aged 65 to 70 years. Conclusion Cognitive recovery is possible using different controlled interventions in all recovery stages, with smaller benefits ≥2 years poststroke. Longer-term studies are needed to determine the role of nonroutine/alternative therapies and the association between cognitive recovery and performance in everyday activities.
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Marques, Marta M., Rachel N. Carey, Emma Norris, Fiona Evans, Ailbhe N. Finnerty, Janna Hastings, Ella Jenkins, Marie Johnston, Robert West e Susan Michie. "Delivering Behaviour Change Interventions: Development of a Mode of Delivery Ontology". Wellcome Open Research 5 (10 de junho de 2020): 125. http://dx.doi.org/10.12688/wellcomeopenres.15906.1.
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Background: Investigating and improving the effects of behaviour change interventions requires detailed and consistent specification of all aspects of interventions. An important feature of interventions is the way in which these are delivered, i.e. their mode of delivery. This paper describes an ontology for specifying the mode of delivery of interventions, which forms part of the Behaviour Change Intervention Ontology, currently being developed in the Wellcome Trust funded Human Behaviour-Change Project. Methods: The Mode of Delivery Ontology was developed in an iterative process of annotating behaviour change interventions evaluation reports, and consulting with expert stakeholders. It consisted of seven steps: 1) annotation of 110 intervention reports to develop a preliminary classification of modes of delivery; 2) open review from international experts (n=25); 3) second round of annotations with 55 reports to test inter-rater reliability and identify limitations; 4) second round of expert review feedback (n=16); 5) final round of testing of the refined ontology by two annotators familiar and two annotators unfamiliar with the ontology; 6) specification of ontological relationships between entities; and 7) transformation into a machine-readable format using the Web Ontology Language (OWL) language and publishing online. Results: The resulting ontology is a four-level hierarchical structure comprising 65 unique modes of delivery, organised by 15 upper-level classes: Informational, Environmental change, Somatic, Somatic alteration, Individual-based/ Pair-based /Group-based, Uni-directional/Interactional, Synchronous/ Asynchronous, Push/ Pull, Gamification, Arts feature. Relationships between entities consist of is_a. Inter-rater reliability of the Mode of Delivery Ontology for annotating intervention evaluation reports was a=0.80 (very good) for those familiar with the ontology and a= 0.58 (acceptable) for those unfamiliar with it. Conclusion: The ontology can be used for both annotating and writing behaviour change intervention evaluation reports in a consistent and coherent manner, thereby improving evidence comparison, synthesis, replication, and implementation of effective interventions.
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Marques, Marta M., Rachel N. Carey, Emma Norris, Fiona Evans, Ailbhe N. Finnerty, Janna Hastings, Ella Jenkins, Marie Johnston, Robert West e Susan Michie. "Delivering Behaviour Change Interventions: Development of a Mode of Delivery Ontology". Wellcome Open Research 5 (26 de fevereiro de 2021): 125. http://dx.doi.org/10.12688/wellcomeopenres.15906.2.
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Background: Investigating and improving the effects of behaviour change interventions requires detailed and consistent specification of all aspects of interventions. An important feature of interventions is the way in which these are delivered, i.e. their mode of delivery. This paper describes an ontology for specifying the mode of delivery of interventions, which forms part of the Behaviour Change Intervention Ontology, currently being developed in the Wellcome Trust funded Human Behaviour-Change Project. Methods: The Mode of Delivery Ontology was developed in an iterative process of annotating behaviour change interventions evaluation reports, and consulting with expert stakeholders. It consisted of seven steps: 1) annotation of 110 intervention reports to develop a preliminary classification of modes of delivery; 2) open review from international experts (n=25); 3) second round of annotations with 55 reports to test inter-rater reliability and identify limitations; 4) second round of expert review feedback (n=16); 5) final round of testing of the refined ontology by two annotators familiar and two annotators unfamiliar with the ontology; 6) specification of ontological relationships between entities; and 7) transformation into a machine-readable format using the Web Ontology Language (OWL) and publishing online. Results: The resulting ontology is a four-level hierarchical structure comprising 65 unique modes of delivery, organised by 15 upper-level classes: Informational, Environmental change, Somatic, Somatic alteration, Individual-based/ Pair-based /Group-based, Uni-directional/Interactional, Synchronous/ Asynchronous, Push/ Pull, Gamification, Arts feature. Relationships between entities consist of is_a. Inter-rater reliability of the Mode of Delivery Ontology for annotating intervention evaluation reports was a=0.80 (very good) for those familiar with the ontology and a= 0.58 (acceptable) for those unfamiliar with it. Conclusion: The ontology can be used for both annotating and writing behaviour change intervention evaluation reports in a consistent and coherent manner, thereby improving evidence comparison, synthesis, replication, and implementation of effective interventions.
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Walsh, S. E., e J. R. Martland. "The Orientation and Navigational Skills of Young Children: An Application of Two Intervention Strategies". Journal of Navigation 46, n.º 1 (janeiro de 1993): 63–68. http://dx.doi.org/10.1017/s0373463300011310.
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Orienteering is a navigational sport using large–scale maps (1: 15000) and a compass to locate, as quickly as possible, a series of control points in a pre–defined order. Orientation of self and map are fundamental skills in the sport of orienteering. The traditional teaching or coaching of this skill is based on a hierarchical model. This model introduces the concept of location of self by initial reference to landmarks, then routes linking individual landmarks followed by configurations of these landmarks and routes. This model quite clearly aligns with the hierarchical model of spatial reference systems suggested by Seigal & White (1975). However, it is proposed that the process-oriented model offered by Downs & Stea (1977) may be more appropriate to orienteering. The model is based on orientation and then develops through route choice, route monitoring and route recognition. Orienteering behaviour, which is based on using map and compass information to select and follow a novel route in a multi-choice route following task, appears to follow this model.
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Bender, R., e G. Skipka. "Intervention Effects in the Case of Heterogeneity between Three Subgroups". Methods of Information in Medicine 49, n.º 06 (2010): 613–17. http://dx.doi.org/10.3414/me09-02-0054.
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Summary Background: Usually, statistical tests for interactions are applied to investigate potential effect modifiers. If an effect modifier, consisting of three categories, is found to be statistically significant, the application of pairwise interaction tests is indicated. In this case, the problem of non-transitive relations may occur if the significance level is fixed at 0.05 for all tests. Objective: To develop an algorithm for which non-transitive relations do not occur. Methods: A hierarchical testing procedure is applied, based on the heterogeneity statistic Q. In a first step the interaction will be tested for the three trial subgroups altogether, applying the significance level α = 0.05 (global test). If a significant interaction is proven in the first step, pairwise tests for interaction will be applied in a second step. Theoretical data scenarios will be considered and p-values will be calculated for the pairwise tests. Based on these results the significance level for pairwise testing will be determined. Results: Fixing the significance level at 0.05 for all tests, the problem of non-transitive relations is mostly relevant, if the difference in the effects between the three trial subgroups is approximately 3.5 standard errors and the effect of the ‘middle’ trial subgroup is not close to one of the other two effects. This problem vanishes when the significance level is set to α = 0.22. We propose to select α = 0.20 to get a more ’even’ and simple value. Conclusions: By increasing the significance level for the pairwise tests to 0.20, non-transitive relations are virtually avoidable. The proposed hierarchical testing procedure represents a clear practical guidance to perform subgroup analyses in the framework of systematic reviews.
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O’Connor, Nancy A., Trace Kershaw e Alicia D. Hameister. "Documenting Patterns of Nursing Interventions Using Cluster Analysis". Journal of Nursing Measurement 9, n.º 1 (maio de 2001): 73–90. http://dx.doi.org/10.1891/1061-3749.9.1.73.
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Use of inferential statistics in research applications of the Nursing Intervention Classification has been rare, yet use of these statistical techniques is needed to answer questions related to intervention patterns. Using data from a descriptive study of 3,733 visits documented by 19 adult nurse practitioner students, hierarchical agglomerative cluster analysis was used to determine whether meaningful nursing intervention patterns could be depicted. Eight intervention clusters were derived, replicated, and validated. Clusters of intervention classes differed in the type of nursing and medical diagnosis, amount of time the nurse spent during the visit, cost of visit, and the age of the patient. Clustering supported the utility of standardized nursing diagnosis and intervention typologies to identify actual practice patterns of adult nurse practitioner students. Cluster analysis is a valuable data analysis strategy when analyzing multiple related variables.
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Kodaira, Masaki, Toshiki Kuno, Yohei Numasawa, Takahiro Ohki, Iwao Nakamura, Ikuko Ueda, Keiichi Fukuda e Shun Kohsaka. "Differences of in-hospital outcomes within patients undergoing percutaneous coronary intervention at institutions with high versus low procedural volume: a report from the Japanese multicentre percutaneous coronary intervention registry". Open Heart 5, n.º 2 (julho de 2018): e000781. http://dx.doi.org/10.1136/openhrt-2018-000781.
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ObjectiveWe aimed to determine the relationship between the prevalence of in-hospital complications and annual institutional patient volume in a population of patients undergoing percutaneous coronary intervention (PCI).MethodsClinical data of patients receiving PCI between January 2010 and June 2015 were collected from 14 academic institutions in the Tokyo area and subsequently used for analysis. We employed multivariate hierarchical logistic regression models to determine the effect of institutional volume on several in-hospital outcomes, including in-hospital mortality and procedure-related complications.ResultsA total of 14 437 PCI cases were included and categorised as receiving intervention from either lower-volume (<200 procedures/year, n=6 hospitals) or higher-volume (≥200 procedures/year, n=8 hospitals) institutions. Clinical characteristics differed significantly between the two patient groups. Specifically, patients treated in higher-volume hospitals presented with increased comorbidities and complex coronary lesions. Unadjusted mortality and complication rate in lower-volume and higher-volume hospitals were 1.3% and 1.2% (p=0.0614) and 6.2% and 8.1% (p=0.001), respectively. However, multivariate hierarchical logistic regression models adjusting for differences in the patient characteristics demonstrated that institutional volume was not associated with adverse clinical outcomes.ConclusionsIn conclusion, we observed no significant association between annual institutional volume and in-hospital outcomes within the contemporary PCI multicentre registry.Trial registration numberUMIN R000005598.
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Khairy, Mohamed, Sherif A. El-Safty, Mohamed A. Shenashen e Emad A. Elshehy. "Hierarchical inorganic–organic multi-shell nanospheres for intervention and treatment of lead-contaminated blood". Nanoscale 5, n.º 17 (2013): 7920. http://dx.doi.org/10.1039/c3nr02403b.
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Braza, Francisco, Paloma Braza, M. Rosario Carreras, José Manuel Muñoz, José R. Sánchez-Martín, Aitziber Azurmendi, Aizpea Sorozabal, Ainhoa García e Jaione Cardas. "BEHAVIORAL PROFILES OF DIFFERENT TYPES OF SOCIAL STATUS IN PRESCHOOL CHILDREN: AN OBSERVATIONAL APPROACH". Social Behavior and Personality: an international journal 35, n.º 2 (1 de janeiro de 2007): 195–212. http://dx.doi.org/10.2224/sbp.2007.35.2.195.
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The aim of this study was to explore the behavioral profiles of children of various types of social status, in a sample of 54 preschool children (15 boys, 39 girls; mean age = 5.15 years), using an observational method. Popular, rejected, neglected and controversial types of social status were defined by direct observation of the behaviors received by each child from their peers. Behavioral profiles were obtained from the time budget of activities exhibited by each subject during free play time. Popular children showed high levels of hierarchical play and sociability and low levels of all aggression subtypes; rejected children showed high levels in person-directed and seizing object aggressions and did not engage in hierarchical play; neglected children displayed low levels of hierarchical play and sociability and higher than average levels only in seizing object aggression; and controversial children showed high levels of sociability and low levels of hierarchical play. The results highlight the relevance of hierarchical play in social acceptance and its possible effectiveness as an intervention tool.
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Lee, Ahreum, Caitlin McArthur, Areti Angeliki Veroniki, Monika Kastner, George Ioannidis, Lauren E. Griffith, Lehana Thabane, Jonathan D. Adachi e Alexandra Papaioannou. "Management of social isolation and loneliness in community-dwelling older adults: protocol for a network meta-analysis of randomised controlled trials". BMJ Open 11, n.º 7 (julho de 2021): e042828. http://dx.doi.org/10.1136/bmjopen-2020-042828.
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IntroductionSocial isolation and loneliness in older adults are significant public health issues. Various interventions such as exercise programmes or social activities are used in the management of social isolation and loneliness in older adults. Network meta-analysis (NMA) provides effect estimates for all comparisons by considering the relative efficacy of multiple intervention alternatives. Therefore, this study will determine the comparative efficacy of intervention to alleviate social isolation and loneliness of older adults in community dwelling by comparing direct and indirect interventions through systematic review and NMA.Methods and analysisWe will include all relevant randomised controlled trials for interventions of social isolation and loneliness in older adults written in English without any limitation of publication date through electronic databases: MEDLINE via OVID, EMBASE, Cochrane Central Registry of Controlled Trials (CENTRAL), PsycINFO and CINAHL. Independent teams of reviewers will screen trial eligibility, collect data, identify duplication and assess risk of bias, by using the Cochrane revised risk of bias tool. The interventions for the management of social isolation and loneliness will be included. The primary outcome is social isolation. The secondary outcomes are loneliness and health-related quality of life. We will conduct an NMA through a Bayesian hierarchical model, by testing assumption (ie, transitivity) for NMA. We will also estimate the ranking probabilities for all interventions at each possible rank for each intervention. For estimation of each intervention efficacy, we will assess the certainty and credibility using the Grading of Recommendations Assessment, Development and Evaluation approach.Ethics and disseminationEthics approval will not be obtained for this systematic review as it will be conducted with published papers. The review results will be presented at a field-specific conference and published in a relevant peer-reviewed journal.PROSPERO registration numberCRD42020155789.
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Chen, Mei-Lan, Jie Hu, Thomas P. McCoy, Susan Letvak e Luba Ivanov. "Associations of Lifestyle Intervention Effect with Blood Pressure and Physical Activity among Community-Dwelling Older Americans with Hypertension in Southern California". International Journal of Environmental Research and Public Health 17, n.º 16 (5 de agosto de 2020): 5673. http://dx.doi.org/10.3390/ijerph17165673.
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A healthy lifestyle and regular physical activity are highly recommended for older adults. However, there has been limited research into testing lifestyle intervention effects on physical activity in older adults with hypertension. The purpose of this study was to assess the association of lifestyle intervention effects with physical activity and blood pressure in older adults with hypertension, accounting for social support and perceived stress as control variables. This study performed a secondary analysis of a two-arm randomized controlled trial. A total of 196 participants were randomly assigned to a six-month lifestyle intervention group or a control group. Hierarchical multiple regression analyses demonstrated that lifestyle intervention effects were not significantly associated with improvements in physical activity and blood pressure, but the final regression models were statistically significant (all p < 0.001). The result revealed that only physical activity frequency at baseline was significantly related to improvement in physical activity. Systolic blood pressure (SBP) at baseline and monthly income were significantly associated with change in SBP, while age and diastolic blood pressure (DBP) at baseline were significantly related to change in DBP. The findings provide empirical evidence for developing and optimizing lifestyle interventions for future research and clinical practice in this population.
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Chan, Sherry Kit Wa, Herbert H. Pang, Kang K. Yan, Christy Lai Ming Hui, Yi Nam Suen, Wing Chung Chang, Edwin Ho Ming Lee, Pak Sham e Eric Yu Hai Chen. "Ten-year employment patterns of patients with first-episode schizophrenia-spectrum disorders: comparison of early intervention and standard care services". British Journal of Psychiatry 217, n.º 3 (9 de julho de 2019): 491–97. http://dx.doi.org/10.1192/bjp.2019.161.
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BackgroundLittle is known about long-term employment outcomes for patients with first-episode schizophrenia-spectrum (FES) disorders who received early intervention services.AimsWe compared the 10-year employment trajectory of patients with FES who received early intervention services with those who received standard care. Factors differentiating the employment trajectories were explored.MethodPatients with FES (N= 145) who received early intervention services in Hong Kong between 1 July 2001 and 30 June 2002 were matched with those who entered standard care 1 year previously. We used hierarchical clustering analysis to explore the 10-year employment clusters for both groups. We used the mixed model test to compare cluster memberships and piecewise regression analysis to compare the employment trajectories of the two groups.ResultsThere were significantly more patients who received the early intervention service in the good employment cluster (early intervention:N= 98 [67.6%]; standard care:N= 76 [52.4%];P= 0.009). In the poor employment cluster, there was a significant difference in the longitudinal pattern between early intervention and standard care for years 1–5 (P< 0.0001). The number of relapses during the first 3 years, months of full-time employment during the first year and years of education were significant in differentiating the clusters of the early intervention group.ConclusionsResults suggest there was an overall long-term benefit of early intervention services on employment. However, the benefit was not sustained for all patients. Personalisation of the duration of the early intervention service with a focus on relapse prevention and early vocational reintegration should be considered for service enhancement.
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Kelly, Alex. "Developing social skills". Tizard Learning Disability Review 22, n.º 3 (3 de julho de 2017): 159–63. http://dx.doi.org/10.1108/tldr-04-2017-0020.
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Purpose The purpose of this paper is to discuss the different features of social skills and outline a hierarchy of social skills model. Design/methodology/approach This paper draws on clinical work over 25 years and presents the results of research using a hierarchical approach to developing social skills. Findings Social skills interventions delivered according to a hierarchy of social skills (self-awareness and self-esteem; body language; conversational skills; friendship skills; assertiveness) are effective in improving social skills. Practical implications Effective assessment should determine which skills to start with. Intervention should involve the environment, peers and a variety of direct instructional approaches to maximise the potential for success and generalisation into everyday life. Originality/value This paper provides an overview of social skills and social competence, stresses the importance of good assessment to target the start point for intervention and emphasises the need to involve others to maximise success and generalisation.
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Tran, Loan, Tori Sanchez, Brenda Arellano e H. Lee Swanson. "A Meta-Analysis of the RTI Literature for Children at Risk for Reading Disabilities". Journal of Learning Disabilities 44, n.º 3 (26 de abril de 2011): 283–95. http://dx.doi.org/10.1177/0022219410378447.
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This article synthesizes the literature comparing at-risk children designated as responders and low responders to interventions in reading. The central question addressed in this review is whether individual differences in reading-related skills at pretest predict responders at posttest across a variety of interventions and sets of criteria for determining responding and low responding. A total of 13 studies met criteria for the meta-analysis, yielding 107 weighted effect sizes (ESs) at posttest ( M = .76, SE = .03, 95% confidence interval [CI] =.71, .81) and 108 weighted ESs at pretest ( M = 1.02, SE = .03, CI = 1.02, 1.13). The results showed that the magnitude of ES between responders and low responders increased from pretest to posttest on measures of reading (e.g., real word identification = 1.06 vs. 1.53, word attack = 1.10 vs. 1.28, and passage comprehension, 0.45 vs. 1.43). Hierarchical linear modeling indicated that overall posttest ESs were significantly moderated by pretest scores as well as the type of measure administered, whereas no significant moderating effects were found for number of weeks of intervention, length of sessions, number of sessions, type of intervention (one-to-one vs. small group instruction), and criteria for defining responders (cutoff, scores, discrepancy, benchmark). Overall, the synthesis suggested that regardless of type of treatment and identification criteria, response-to-intervention (RTI) conditions were not effective in mitigating learner characteristics related to pretest conditions.
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Blanton, Maria, Rena Stroud, Ana Stephens, Angela Murphy Gardiner, Despina A. Stylianou, Eric Knuth, Isil Isler-Baykal e Susanne Strachota. "Does Early Algebra Matter? The Effectiveness of an Early Algebra Intervention in Grades 3 to 5". American Educational Research Journal 56, n.º 5 (10 de março de 2019): 1930–72. http://dx.doi.org/10.3102/0002831219832301.
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A cluster randomized trial design was used to examine the effectiveness of a Grades 3 to 5 early algebra intervention with a diverse student population. Forty-six schools in three school districts participated. Students in treatment schools were taught the intervention by classroom teachers during regular mathematics instruction. Students in control schools received only regular mathematics instruction. Using a three-level longitudinal piecewise hierarchical linear model, the study explored the impact of the intervention in terms of both performance (correctness) and strategy use in students’ responses to written algebra assessments. Results show that during Grade 3, treatment students, including those in at-risk settings, improved at a significantly faster rate than control students on both outcome measures and maintained their advantage throughout the intervention.
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Milla, Freddy, Manuel A. Duarte-Mermoud e Noreys Aguila-Camacho. "Hierarchical MPC Secondary Control for Electric Power System". Mathematical Problems in Engineering 2014 (2014): 1–14. http://dx.doi.org/10.1155/2014/397567.
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Although in electric power systems (EPS) the regulatory level guarantees a bounded error between the reference and the corresponding system variables, to keep its availability in time, optimizing the system operation is required for operational reasons such as, economic and/or environmental. In order to do this, there are the following alternative solutions: first, replacing the regulatory system with an optimized control system or simply adding an optimized supervisory level, without modifying the regulatory level. However, due to the high cost associated with the modification of regulatory controllers, the industrial sector accepts more easily the second alternative. In addition, a hierarchical supervisory control system improves the regulatory level through a new optimal signal support, without any direct intervention in the already installed regulatory control system. This work presents a secondary frequency control scheme in an electric power system, through a hierarchical model predictive control (MPC). The regulatory level, corresponding to traditional primary and secondary control, will be maintained. An optimal additive signal is included, which is generated from a MPC algorithm, in order to optimize the behavior of the traditional secondary control system.
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Piernas, Carmen, Brian Cook, Richard Stevens, Cristina Stewart, Jennifer Hollowell, Peter Scarborough e Susan A. Jebb. "Estimating the effect of moving meat-free products to the meat aisle on sales of meat and meat-free products: A non-randomised controlled intervention study in a large UK supermarket chain". PLOS Medicine 18, n.º 7 (15 de julho de 2021): e1003715. http://dx.doi.org/10.1371/journal.pmed.1003715.
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Background Reducing meat consumption could bring health and environmental benefits, but there is little research to date on effective interventions to achieve this. A non-randomised controlled intervention study was used to evaluate whether prominent positioning of meat-free products in the meat aisle was associated with a change in weekly mean sales of meat and meat-free products. Methods and findings Weekly sales data were obtained from 108 stores: 20 intervention stores that moved a selection of 26 meat-free products into a newly created meat-free bay within the meat aisle and 88 matched control stores. The primary outcome analysis used a hierarchical negative binomial model to compare changes in weekly sales (units) of meat products sold in intervention versus control stores during the main intervention period (Phase I: February 2019 to April 2019). Interrupted time series analysis was also used to evaluate the effects of the Phase I intervention. Moreover, 8 of the 20 stores enhanced the intervention from August 2019 onwards (Phase II intervention) by adding a second bay of meat-free products into the meat aisle, which was evaluated following the same analytical methods. During the Phase I intervention, sales of meat products (units/store/week) decreased in intervention (approximately −6%) and control stores (−5%) without significant differences (incidence rate ratio [IRR] 1.01 [95% CI 0.95–1.07]. Sales of meat-free products increased significantly more in the intervention (+31%) compared to the control stores (+6%; IRR 1.43 [95% CI 1.30–1.57]), mostly due to increased sales of meat-free burgers, mince, and sausages. Consistent results were observed in interrupted time series analyses where the effect of the Phase II intervention was significant in intervention versus control stores. Conclusions Prominent positioning of meat-free products into the meat aisle in a supermarket was not effective in reducing sales of meat products, but successfully increased sales of meat-free alternatives in the longer term. A preregistered protocol (https://osf.io/qmz3a/) was completed and fully available before data analysis.
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Chabot, Heather Frasier, Melissa L. Gray, Tariro B. Makande e Robert L. Hoyt. "Beyond Sex: Likelihood and Predictors of Effective and Ineffective Intervention in Intimate Partner Violence in Bystanders Perceiving an Emergency". Journal of Interpersonal Violence 33, n.º 12 (6 de janeiro de 2016): 1909–30. http://dx.doi.org/10.1177/0886260515621064.
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Within the framework of the bystander model of intervention, we examined specific correlates and the likelihood of effective and ineffective intervention strategies of bystanders to an instance of intimate partner violence (IPV) identified as an emergency. We measured psychological variables associated with general prosocial behavior (including sex, instrumentality, expressiveness, empathy, personal distress, dispositional anger, and perceived barriers) as influential predictors in four IPV intervention behaviors (i.e., calling 911, talking to the victim, talking to the perpetrator, and physically interacting with the perpetrator). One hundred seventeen college community members completed preintervention measures, watched a film clip of IPV which they identified as an emergency, reported their likelihood of becoming involved and utilizing intervention behaviors, and identified perceived barriers to intervention. Participants were more likely to indicate using effective over ineffective intervention tactics. Lower perceived barriers to intervention predicted greater intervention likelihood. Hierarchical regression indicated that men and individuals higher in anger and instrumental traits were more likely to report that they would engage in riskier ineffective forms of intervention. Implications regarding bystander training and associations to intervention in related forms of violence including sexual assault are discussed.
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Wallhead, Tristan L., e Nikos Ntoumanis. "Effects of a Sport Education Intervention on Students’ Motivational Responses in Physical Education". Journal of Teaching in Physical Education 23, n.º 1 (janeiro de 2004): 4–18. http://dx.doi.org/10.1123/jtpe.23.1.4.
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This study looked at the influence of a Sport Education intervention program on students’ motivational responses in a high school physical education setting. Two intact groups were assigned curricular interventions: the Sport Education group (n = 25), which received eight 60-min lessons, and the comparison group (n = 26), which received a traditional teaching approach to sport-based activity. Pre- and postintervention measures of student enjoyment, perceived effort, perceived competence, goal orientations, perceived motivational climate, and perceived autonomy were obtained for both groups. Repeated-measures ANOVAs showed significant increases in student enjoyment and perceived effort in the Sport Education group only. Hierarchical regression analyses revealed that increases in task-involving climate and perceived autonomy explained a significant amount of unique variance in the Sport Education students’ postintervention enjoyment, perceived effort, and perceived competence responses. The results suggest that the Sport Education curriculum may increase perceptions of a task-involving climate and perceived autonomy, and in so doing, enhance the motivation of high school students toward physical education.
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Moeyaert, Mariola, Rumen Manolov e Emily Rodabaugh. "Meta-Analysis of Single-Case Research via Multilevel Models: Fundamental Concepts and Methodological Considerations". Behavior Modification 44, n.º 2 (26 de outubro de 2018): 265–95. http://dx.doi.org/10.1177/0145445518806867.
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Multilevel modeling is an approach that can be used to summarize single-case experimental design (SCED) data. Multilevel models were developed to analyze hierarchical structured data with units at a lower level nested within higher level units. SCEDs use time series data collected from multiple cases (or subjects) within a study that allow researchers to investigate intervention effectiveness at the individual level and also to investigate how these individual intervention effects change over time. There is an increased interest in the field regarding how SCEDs can be used to establish an evidence base for interventions by synthesizing data from a series of intervention studies. Although using multilevel models to meta-analyze SCED studies is promising, application is often hampered by being potentially excessively technical. First, this article provides an accessible description and overview of the potential of multilevel meta-analysis to combine SCED data. Second, a summary of the methodological evidence on the performance of multilevel models for meta-analysis is provided, which is useful given that such evidence is currently scattered over multiple technical articles in the literature. Third, the actual steps to perform a multilevel meta-analysis are outlined in a brief practical guide. Fourth, a suggestion for integrating the quantitative results with a visual representation is provided.
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Fox, Aimee, Nathaniel Riggs, Loriena Yancura e Christine Fruhauf. "Grandparent Resilience: Improving Self-Efficacy in Grandparents Raising Grandchildren". Innovation in Aging 4, Supplement_1 (1 de dezembro de 2020): 510. http://dx.doi.org/10.1093/geroni/igaa057.1647.
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Abstract Grandparents often protect against childhood trauma and promote resilience through their nurturance, love, and support when raising grandchildren. Despite the beneficial role grandparents have on their grandchildren, grandparents may experience challenges of their own, including physical, mental, and emotional health issues, lack of resources, and social isolation. Few interventions exist to help grandparents successfully adapt to the challenges they face as primary parenting figures. The purpose of this study was to test preliminary efficacy of a strengths-based intervention for grandparents raising grandchildren aimed at increasing self-care behaviors, managing emotions, and connecting to community resources. Grandparents (N = 137) providing primary care to grandchildren were recruited to participate in a single-group, pre- and post-test design, 6-week intervention. Self-efficacy was assessed at baseline, post-intervention, and at a 6-month follow-up. To evaluate who the intervention might be most beneficial for, grandparents’ service knowledge, perceived support from others, and length of care provided, measured at baseline, were analyzed for moderating effects. Results of paired-samples t-tests reveal significant increases in self-efficacy (p = .013) from baseline to post-test, which were maintained at the 6-month follow-up (p = .010). Hierarchical multiple regression showed interaction effects of the hypothesized moderators were not significant, indicating improvements in self-efficacy regardless of individual variability at baseline. As demonstrated, interventions can be effective at increasing self-efficacy in grandparents raising grandchildren and strengths-based approaches have the potential to provide universal benefits to grandparents, thus improving functioning in grandfamilies and promoting the health and well-being of grandparents and their grandchildren.
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Burke, Nancy J., Kristine Phung, Filmer Yu, Ching Wong, Khanh Le, Isabel Nguyen, Long Nguyen, Alice Guan, Tung T. Nguyen e Janice Y. Tsoh. "Unpacking the ‘black box’ of lay health worker processes in a US-based intervention". Health Promotion International 35, n.º 1 (1 de dezembro de 2018): 5–16. http://dx.doi.org/10.1093/heapro/day094.
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Summary Prior studies have supported the effectiveness of the use of Lay Health Workers (LHWs) as an intervention model for managing chronic health conditions, yet few have documented the mechanisms that underlie the effectiveness of the interventions. This study provides a first look into how LHWs delivered a family-based intervention and the challenges encountered. We utilize observation data from LHW-led educational sessions delivered as part of a randomized controlled trial (RCT) designed to test a LHW outreach family-based intervention to promote smoking cessation among Vietnamese American smokers. The RCT included experimental (smoking cessation) and control (healthy living) arms. Vietnamese LHWs were trained to provide health information in Vietnamese to groups of family dyads (smoker and family member). Bilingual, bicultural research team members conducted unobtrusive observations in a subset of LHW educational sessions and described the setting, process and activities in structured fieldnotes. Two team members coded each fieldnote following a grounded theory approach. We utilized Atlas.ti qualitative software to organize coding and facilitate combined analysis. Findings offer a detailed look at the ‘black box’ of how LHWs work with their participants to deliver health messages. LHWs utilized multiple relational strategies, including preparing an environment that enables relationship building, using recognized teaching methods to engage learners and co-learners as well as using humor and employing culturally specific strategies such as hierarchical forms of address to create trust. Future research will assess the effectiveness of LHW techniques, thus enhancing the potential of LHW interventions to promote health among underserved populations.
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Raspa, Melissa, Donald B. Bailey, Murrey G. Olmsted, Robin Nelson, Nyle Robinson, Mary Ellen Simpson, Chelsea Guillen e Renate Houts. "Measuring Family Outcomes in Early Intervention: Findings from a Large-Scale Assessment". Exceptional Children 76, n.º 4 (julho de 2010): 496–510. http://dx.doi.org/10.1177/001440291007600407.
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This article reports data from a large-scale assessment using the Family Outcomes Survey with families participating in early intervention. The study was designed to determine how families describe themselves with regard to outcomes achieved, the extent to which outcomes are interrelated, and the extent to which child, family, and program factors are associated with outcomes. Families reported positive outcomes, but there was variability in their responses. Factor analysis revealed that outcomes clustered in two areas: (a) family knowledge and ability, and (b) family support and community services. Hierarchical linear models indicated race/ethnicity, income, time in early intervention, perception of early intervention, and family-centered services were related to family outcomes. Recommendations for how to best use survey data are discussed.
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Dagne, Getachew A., C. Hendricks Brown e George W. Howe. "Bayesian Hierarchical Modeling of Heterogeneity in Multiple Contingency Tables: An Application to Behavioral Observation Data". Journal of Educational and Behavioral Statistics 28, n.º 4 (dezembro de 2003): 339–52. http://dx.doi.org/10.3102/10769986028004339.
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Intervention studies often rely on microcoded data of social interactions to provide evidence of change due to development or treatment. Traditionally these data have been collapsed into small contingency tables. Such an approach can introduce spurious findings. Instead of treating each unit’s contingency table independently, or collapsing the tables into single aggregate table, it is more efficient to analyze associations in all units simultaneously using hierarchical models. This article presents Bayesian hierarchical models to analyze several two-way categorical data with random effects that allow different levels of variation across several events. To illustrate this approach, the authors present an analysis of couples’ interaction data from a recent study investigating how couples cope when one partner has become unemployed.
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van de Rhoer, Fenne, e Anne Vermeer. "Hiërarchische Relaties en Woordenschatonderwijs". Toegepaste Taalwetenschap in Artikelen 73 (1 de janeiro de 2005): 99–110. http://dx.doi.org/10.1075/ttwia.73.10rho.
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It is generally acknowledged, that in vocabulary learning and teaching, the main important factors are frequency, meaningful context, and variation in input. Within the last factor, some researchers stress the importance of hierarchical relations between words (paradigmatic relations as in animal - bird - craw), considering these relations essential for network building and vocabulary learning by children. Others believe they are just as important as associative (syntagmatic) relations between words. The findings of the research reported in this article (a curriculum intervention study) show that treatment with explicitly learned hierarchical relations (e.g., by visualisations of relations between words in a tree diagram) have the same effect on vocabulary learning as exercises focussed on associative, syntagmatic relations only.
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Seltzer, Michael, John Novak, Kilchan Choi e Nelson Lim. "Sensitivity Analysis for Hierarchical Models Employing t Level-1 Assumptions". Journal of Educational and Behavioral Statistics 27, n.º 2 (junho de 2002): 181–222. http://dx.doi.org/10.3102/10769986027002181.
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Much work on sensitivity analysis for hierarchical models (HMs) has focused on level-2 outliers (e.g., in multisite evaluations, a site at which an intervention was unusually successful). However, efforts to draw sound conclusions concerning parameters of interest in HMs also require that we attend to extreme level-1 units (e.g., a person in the treatment group at a particular site whose post-test score [yij ] is unusually small vis-á-vis the other members of that person’s group). One goal of this article is to examine the ways in which level-1 outliers can impact the estimation of fixed effects and random effects in HMs. A second goal is to outline and illustrate the use of Markov Chain Monte Carlo algorithms for conducting sensitivity analyses under t level-1 assumptions, including algorithms for settings in which the degrees of freedom at level 1 (v1 ) is treated as an unknown parameter.