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The document summarizes two studies on interventions for children with autism. The Thailand study involved 32 children who received either typical treatment or DIRFloortime supplemented treatment for 3 months. Parents in the intervention group added 15 hours per week of DIRFloortime. Children in this group showed greater improvements on assessment scales compared to typical treatment. The Canada study was a randomized controlled trial of 51 children who received either DIRFloortime therapy and coaching or community treatment. Children in the DIRFloortime group showed significantly greater improvements in social interaction capacities like attention, involvement, and joint attention.
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Tgfa studies
The Thailand study was a pilot randomized controlled trial that assigned 32 children with ASD to either a typical treatment group or an intervention group that supplemented treatment with 15 hours per week of parent-implemented DIRFloortime for 3 months. The intervention group showed significantly greater improvement on standardized measures of social-emotional functioning compared to the control group.
The Canada study was a randomized controlled trial that provided 51 children aged 2-4 with ASD either 2 hours per week of DIRFloortime therapy plus parent coaching and daily parent-child interaction, or community treatment averaging 3.9 hours per week. After 1 year, the treatment group showed significantly greater improvement in attention, involvement, initiation of joint attention, and enjoyment of interaction compared
WCBCT 2016 - Leigh's amendments - Blue Version
This document summarizes a study on the effectiveness of cognitive behavioral therapy (CBT) for children in private practice. The study found that CBT significantly reduced children's behavioral problems, anxiety, and depression from pre- to post-treatment. It also increased children's ratings of well-being and therapeutic alliance. While depression symptoms decreased, they remained in the clinical range. Having more treatment sessions and including parents may further improve outcomes.
Anger Presentation
This study evaluated the effects of an 11-week anger management program on 11 children aged 6 to 12 enrolled in a day treatment center. The children were split into an experimental group that received the anger management program and a wait-list control group. Observations found that the children displayed more verbal aggressive behavior than physical. After the program, the experimental group did not see a reduction in problem behaviors from pre- to post-intervention. The small sample size and variability in the data limited the conclusions that could be drawn about the effectiveness of the anger management program.
Impacto en los niños diagnosticados de TDAH
This study assessed the impact of a psychoeducational intervention on family dynamics for couples with children diagnosed with ADHD. Parents participated in 5 weekly sessions that provided information on ADHD and taught cognitive-behavioral strategies and behavior modification techniques. Questionnaires assessed ADHD symptoms, family conflict, and social difficulties before and after the intervention. Results showed decreases in ADHD symptoms, family conflict, and social problems. Parents reported richer relationships with their children and better understanding of their behavior. The psychoeducation program was found to improve family dynamics for those with children diagnosed with ADHD.
Original paper parents’ experiences of home based applied b
This document summarizes a study that interviewed parents of children with autism who received 2 years of early intensive behavioral intervention (EIBI) therapy. The study aimed to obtain first-hand accounts of the perceived benefits and challenges of home-based EIBI programs from the parents' perspectives. In general, parents reported positive experiences with EIBI and benefits for their children, families, and themselves. However, interviews also revealed some challenging aspects of managing intensive therapy programs at home, such as financial burdens and disruptions to family routines. The implications of these findings could help improve support for families undertaking EIBI.
Final Thesis Paper
This document summarizes research on the effects of physical activity on attention in school-aged children. Several studies found that physical activity breaks during the school day improved children's time spent focused and on-task, as well as decreasing disruptive behaviors. One study found improved cognitive performance and attention on days when children had physical education class compared to sedentary days. The research suggests physical activity can positively impact attention, behavior, and academic performance in children.
Khan, A. 2012 ONTABA Research Poster Presentation Differential Reinforcement ...
This document describes the use of Differential Reinforcement of Alternative Behavior (DRA) procedures and a group contingency to address aberrant behaviors in three siblings diagnosed with autism spectrum disorders. For each sibling, the DRA targeted a specific behavior - elopement, motor stereotypy, and physical aggression. The group contingency provided additional reinforcement when all three siblings met behavior targets. Both interventions reduced undesired behaviors and increased alternate behaviors across the siblings.
Khan, 2013 ONTABA Research Poster Presentation Decreasing Self-Injury and Agg...
The document describes a study that used a combination of video modeling and differential reinforcement of alternative behaviors (DRA) to reduce maladaptive behaviors in a 10-year-old male with autism and PTSD. A functional behavior assessment found his behaviors were maintained by access to tangible reinforcement. During baseline, his self-injurious, aggressive, and verbal aggressive behaviors were tracked. The treatment used video modeling to prompt alternative behaviors and DRA to reinforce those behaviors with access to preferred items. This led to a 65% reduction of maladaptive behaviors. Follow-up showed continued reductions, suggesting the behaviors were replaced with functional alternatives.
Recommended
Tgfa studies
The Thailand study was a pilot randomized controlled trial that assigned 32 children with ASD to either a typical treatment group or an intervention group that supplemented treatment with 15 hours per week of parent-implemented DIRFloortime for 3 months. The intervention group showed significantly greater improvement on standardized measures of social-emotional functioning compared to the control group.
The Canada study was a randomized controlled trial that provided 51 children aged 2-4 with ASD either 2 hours per week of DIRFloortime therapy plus parent coaching and daily parent-child interaction, or community treatment averaging 3.9 hours per week. After 1 year, the treatment group showed significantly greater improvement in attention, involvement, initiation of joint attention, and enjoyment of interaction compared
WCBCT 2016 - Leigh's amendments - Blue Version
This document summarizes a study on the effectiveness of cognitive behavioral therapy (CBT) for children in private practice. The study found that CBT significantly reduced children's behavioral problems, anxiety, and depression from pre- to post-treatment. It also increased children's ratings of well-being and therapeutic alliance. While depression symptoms decreased, they remained in the clinical range. Having more treatment sessions and including parents may further improve outcomes.
Anger Presentation
This study evaluated the effects of an 11-week anger management program on 11 children aged 6 to 12 enrolled in a day treatment center. The children were split into an experimental group that received the anger management program and a wait-list control group. Observations found that the children displayed more verbal aggressive behavior than physical. After the program, the experimental group did not see a reduction in problem behaviors from pre- to post-intervention. The small sample size and variability in the data limited the conclusions that could be drawn about the effectiveness of the anger management program.
Impacto en los niños diagnosticados de TDAH
This study assessed the impact of a psychoeducational intervention on family dynamics for couples with children diagnosed with ADHD. Parents participated in 5 weekly sessions that provided information on ADHD and taught cognitive-behavioral strategies and behavior modification techniques. Questionnaires assessed ADHD symptoms, family conflict, and social difficulties before and after the intervention. Results showed decreases in ADHD symptoms, family conflict, and social problems. Parents reported richer relationships with their children and better understanding of their behavior. The psychoeducation program was found to improve family dynamics for those with children diagnosed with ADHD.
Original paper parents’ experiences of home based applied b
This document summarizes a study that interviewed parents of children with autism who received 2 years of early intensive behavioral intervention (EIBI) therapy. The study aimed to obtain first-hand accounts of the perceived benefits and challenges of home-based EIBI programs from the parents' perspectives. In general, parents reported positive experiences with EIBI and benefits for their children, families, and themselves. However, interviews also revealed some challenging aspects of managing intensive therapy programs at home, such as financial burdens and disruptions to family routines. The implications of these findings could help improve support for families undertaking EIBI.
Final Thesis Paper
This document summarizes research on the effects of physical activity on attention in school-aged children. Several studies found that physical activity breaks during the school day improved children's time spent focused and on-task, as well as decreasing disruptive behaviors. One study found improved cognitive performance and attention on days when children had physical education class compared to sedentary days. The research suggests physical activity can positively impact attention, behavior, and academic performance in children.
Khan, A. 2012 ONTABA Research Poster Presentation Differential Reinforcement ...
This document describes the use of Differential Reinforcement of Alternative Behavior (DRA) procedures and a group contingency to address aberrant behaviors in three siblings diagnosed with autism spectrum disorders. For each sibling, the DRA targeted a specific behavior - elopement, motor stereotypy, and physical aggression. The group contingency provided additional reinforcement when all three siblings met behavior targets. Both interventions reduced undesired behaviors and increased alternate behaviors across the siblings.
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The document describes a study that used a combination of video modeling and differential reinforcement of alternative behaviors (DRA) to reduce maladaptive behaviors in a 10-year-old male with autism and PTSD. A functional behavior assessment found his behaviors were maintained by access to tangible reinforcement. During baseline, his self-injurious, aggressive, and verbal aggressive behaviors were tracked. The treatment used video modeling to prompt alternative behaviors and DRA to reinforce those behaviors with access to preferred items. This led to a 65% reduction of maladaptive behaviors. Follow-up showed continued reductions, suggesting the behaviors were replaced with functional alternatives.
Chahine Understanding Common Study Results
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The survey found that while child psychologists frequently use some evidence-based cognitive therapies to treat pediatric obsessive-compulsive disorder, such as cognitive restructuring and constructive self-talk, they less frequently use exposure-based interventions which are considered the most effective treatment. Practitioners indicated they use cognitive-behavioral therapies because of research support and clinical experience, and had received training primarily through workshops and supervision. The study suggests increasing use of exposure response prevention for pediatric OCD.
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The document reports on a study that examined the effects of two school-based interventions: motivational interviewing (MI) and school-based mentoring (SBM). 97 middle school students were randomly assigned to receive MI only, SBM only, a combination of MI and SBM, or a waitlist control. While statistical tests found no significant effects, effect size calculations showed small to medium effects of the interventions compared to the control on various outcome measures like grades, math grades, academic self-efficacy, and school engagement. The results suggest that both interventions produced somewhat better outcomes than the control and warrant further investigation into the efficacy of MI and SBM with middle school students.
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The document describes a study that developed a combined intervention to decrease problem behaviors displayed by siblings (Molly and Sam) diagnosed with pervasive developmental disorder (PDD). Separate functional analyses identified different reinforcers maintaining each child's aggression. Their behaviors were initially treated separately using functional communication training and delay fading. Then a combined treatment was implemented using differential reinforcement of other behaviors based on each behavior's function, allowing their caregiver to concurrently manage both children's behaviors.
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Author Affiliations
JAMA Psychiatry. Published online January 29, 2020. doi:10.1001/jamapsychiatry.2019.4693
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Treatment for attention, visuospatial, and language deficits in patients with acquired brain injury often produces significant improvements, while memory treatments are less effective and comprehensive treatments do not consistently work well. Stroke patients generally benefit more from treatment than traumatic brain injury patients. Younger patients who receive treatment within a year of their injury also tend to improve more than older patients or those treated later than a year after their injury. The document then provides examples of games and activities used in cognitive rehabilitation treatment, including Jenga and a functional grocery categorization task, and lists potential treatment targets and online resources.
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The document summarizes the evolution of systems theory and family therapy models. It describes early influences from cybernetics, systems theory, and the work of Bateson, Jackson, and Wiener. The Milan family therapy approach emphasized meaning, circular questioning, co-therapy, and end-of-session interventions to alter problematic family belief systems. Over time, the Milan school split with Cecchin and Boscolo focusing on social constructionism while Selvini Palazzoli and Prata developed strategic family therapy with an emphasis on problem-maintaining family interaction patterns.
14Discrete Trial Training (DTT)
1
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Discrete Trial Training (DTT) effect on children with ASD
Introduction
Autism Spectrum Disorder (ASD) is a condition that affects the development of an individual affecting their behaviour and the ability to communicate (Autism Spectrum Disorder, 2021). In most cases, this disorder exhibits its symptoms within the initial two years of an individual, despite its diagnosis being plausible for individuals of all ages. Persons diagnosed with this disorder often have repetitive behaviours and restricted interests, find it difficult to partake in social interactions and communication with others, and show other symptoms that may impede the individual's ability to perform well in school, work and several other aspects of life ("Autism Spectrum Disorder, 2021). The individuals diagnosed with the disorder will, in some cases, be reliant on their families and individuals close to them for help and support. Despite the disorder's potency as a life-long condition, some services and treatments are provided, helping an individual diagnosed with the condition improve the quality of their life. It is also important to note that the disorder has several different variations; hence, the spectrum of different characteristics, unique to every diagnosed individual.
According to studies conducted, one in fifty-four children is diagnosed with the disorder in the United States, occurring in children of all racial backgrounds and socioeconomic groups ("Data and Statistics on Autism Spectrum Disorder | CDC," 2021). According to the same report, the disease is four times more likely to occur in boys than in girls. Between 2009 to 2017, the number of children aged between 3-17 years diagnosed with development disorders, inclusive of ASD, increased from 16.2% to 17.8%. (Ünlü et al., 2018). In the use of discrete trial training (DTT), children are taught a plethora of skills, which include academic, language, and social skills, necessary to facilitate their development. In the treatment of ASD, options are limited. However, early diagnosis, coupled with behaviour interventions, is considered to have the best outcomes in managing the disorder's symptoms (Masi et al., 2017).
The prevalence of ASD in children has been noted to rise significantly in the population (Masi et al., 2017; "Data and Statistics on Autism Spectrum Disorder | CDC," 2021), affecting a larger portion of the population. This number of affected individuals is projected to rise even higher in the coming years, a problem in society that needs to be addressed. In the treatment of the disorder, drug interventions, while widely used, have failed to prove their efficiency in improving or managing symptoms in most cases (Masi et al., 2017). The treatment options for the disorder are also very limited. The use of drug interventions, early diagnosis, and early behavioural interventions is very expensive and inaccessible to many individuals affected by the condition. Identifying the disorder i ...
Powerpoint Presentation
This document summarizes a presentation on risk-focused prevention of criminal development. It discusses identifying risk factors like poor parenting that can increase crime risk and implementing prevention programs. The background describes how criminology adopted risk prevention from health. One program evaluated 526 children, with 100 in a conduct problems clinic receiving parent training, child skills training, or both. Results found improved behavior for children in the parent training groups compared to the control group, with the most impact from combined parent-child training. Future research could study multi-generational family histories to better address the root causes of risky parenting.
Effectiveness of the KEEP foster parent intervention during an.docx
Effectiveness of the KEEP foster parent intervention during an implementation trial
Joseph M. Price a,c,⁎, Scott C. Roesch a,c, Natalia Escobar Walsh b,c
a Department of Psychology, San Diego State University, 5500 Campanile Drive, San Diego, CA 92182, United States
b SDSU/UCSD Joint Doctoral Program in Clinical Psychology, 6363 Alvarado, Ct., Suite 103, San Diego, CA, 92120, United States
c Child and Adolescent Services Research Center, 3665 Kearny Villa Rd., Suite 200, San Diego, CA 92123, United States
a b s t r a c ta r t i c l e i n f o
Article history:
Received 24 August 2012
Accepted 26 September 2012
Available online 2 October 2012
Keywords:
Intervention
Foster parents
Behavior problems
Externalizing behavior problems are highly prevalent among children in foster care, placing them at risk for
placement disruptions and later personal and social maladjustment. The KEEP foster parent intervention was
designed to equip foster parents and relative caregivers with the parenting skills necessary for managing
challenging behavior problems. In prior research, the KEEP intervention was found to be effective in reducing
child behavior problems. In the current study, the KEEP foster parent intervention was implemented in San
Diego County during a three-year trial. The intervention was delivered by paraprofessionals employed by a
local community agency (Social Advocates for Youth, San Diego) to 181 foster parent and relative caregivers
of boys and girls between the ages of 5 and 12. The control group from an earlier effectiveness study of the
KEEP intervention that was also conducted in San Diego County was utilized as a historical comparison
group. Regression analyses were used to examine the effects of the intervention on reducing levels of child
behavior problems at treatment termination. Consistent with the findings from the previous KEEP effective-
ness study, the intervention was found to be effective in reducing child behavior problems when delivered by
a community agency. Furthermore, the KEEP intervention was found to be effective in reducing child behav-
ior problems among children displaying various levels of initial behavior problems.
© 2012 Elsevier Ltd. All rights reserved.
1. Introduction
Children in foster care display emotion and behavior problems re-
quiring mental health assessments and/or intervention at a rate higher
than would be expected compared to normative samples or community
studies (Landsverk & Garland, 1999; Landsverk, Garland, & Leslie,
2002). Among the various problems evidenced by children in foster
care, externalizing behavior problems (e.g., aggressive, disruptive, de-
structive, and oppositional behaviors) are highly prevalent and salient.
Data from the National Survey of Child and Adolescent Wellbeing
(NSCAW) study revealed that a high proportion (43% based on teacher
report, 50% based on parent report) of children in foster care evidence
some form of externalizing behavior problems (National Survey of ...
Embry & Biglan "Evidence Based Kernels" Review paper 2008
This is the major paper about evidence-based kernels by Dennis D. Embry and Anthony Biglan published in 2008..
Abstract This paper describes evidence-based kernels, fundamental units of behavioral influence that appear to underlie effective prevention and treatment for children, adults, and families. A kernel is a behavior–influence procedure shown through experimental analysis to affect a specific behavior and that is indivisible in the sense that removing any of its components would render it inert. Existing evidence shows that a variety of kernels can influence behavior in context, and some evidence suggests that frequent use or sufficient use of some kernels may produce longer lasting behavioral shifts. The analysis of kernels could contribute to an empirically based theory of behavioral influence, augment existing prevention or treatment efforts, facilitate the dissemination of effective prevention and treatment practices, clarify the active ingredients in existing interventions, and contribute to efficiently developing interventions that are more effective. Kernels involve one or more of the following mechanisms of behavior influence: reinforcement, altering antecedents, changing verbal relational responding, or changing physi- ological states directly. The paper describes 52 of these kernels, and details practical, theoretical, and research implications, including calling for a national database of kernels that influence human behavior.
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This document discusses key concepts for understanding common study results, including:
1) Studies include statistical analysis which may have flaws;
2) The objectives are to interpret various statistical analyses like confidence intervals, t-tests, and regression and differentiate statistical from clinical significance;
3) When analyzing studies, one should examine the claim, data, warrant, backing, rebuttal, qualifier, and descriptive statistics.
Family-based programmes for preventing smoking by children and adolescents: W...
Health Evidence hosted a 60 minute webinar examining whether family interventions can influence children and adolescents not to smoke. Roger Thomas, Professor, Faculty of Medicine, University of Calgary, led the session, and presented findings from his latest Cochrane review:
Thomas, R.E., Baker, P.R.A., Thomas, B.C., & Lorenzetti, D. (2015). Family-based programmes for preventing smoking by children and adolescents. Cochrane Database of Systematic Reviews, 2015(2), Art. No. CD004493.
Preventing children from starting to smoke is important to avoid a lifetime of addiction, poor health, and social and economic consequences. Family members influence whether children and adolescents smoke. This review includes 27 trials (23 in US, one each in Australia, India, the Netherlands, and Norway). There is moderate quality evidence that family-based interventions can prevent children and adolescents from starting to smoke. Intensive programs may be more likely to be successful than those of lower intensity. There is also evidence to suggest that adding a family-based component to a school intervention may be effective.
McNair Research Poster APA Dimensions
The survey found that while child psychologists frequently use some evidence-based cognitive therapies to treat pediatric obsessive-compulsive disorder, such as cognitive restructuring and constructive self-talk, they less frequently use exposure-based interventions which are considered the most effective treatment. Practitioners indicated they use cognitive-behavioral therapies because of research support and clinical experience, and had received training primarily through workshops and supervision. The study suggests increasing use of exposure response prevention for pediatric OCD.
Research ppt.
Complied results of research- Parents' Views Towards Corporal Punishment to Improve Children's Academic Results. Descriptive and co-relation tables were tabulated using the SPSS program.
HMS Poster 032012
The document reports on a study that examined the effects of two school-based interventions: motivational interviewing (MI) and school-based mentoring (SBM). 97 middle school students were randomly assigned to receive MI only, SBM only, a combination of MI and SBM, or a waitlist control. While statistical tests found no significant effects, effect size calculations showed small to medium effects of the interventions compared to the control on various outcome measures like grades, math grades, academic self-efficacy, and school engagement. The results suggest that both interventions produced somewhat better outcomes than the control and warrant further investigation into the efficacy of MI and SBM with middle school students.
Behavior problems
The document describes a study that developed a combined intervention to decrease problem behaviors displayed by siblings (Molly and Sam) diagnosed with pervasive developmental disorder (PDD). Separate functional analyses identified different reinforcers maintaining each child's aggression. Their behaviors were initially treated separately using functional communication training and delay fading. Then a combined treatment was implemented using differential reinforcement of other behaviors based on each behavior's function, allowing their caregiver to concurrently manage both children's behaviors.
Parallel Tracks
Outcomes of Online Mindfulness-Based Cognitive Therapy for Patients With Residual Depressive SymptomsA Randomized Clinical Trial
Zindel V. Segal, PhD1; Sona Dimidjian, PhD2; Arne Beck, PhD3; et alJennifer M. Boggs, PhD3; Rachel Vanderkruik, MA2; Christina A. Metcalf, MA2; Robert Gallop, PhD4; Jennifer N. Felder, PhD5; Joseph Levy, BA2
Author Affiliations
JAMA Psychiatry. Published online January 29, 2020. doi:10.1001/jamapsychiatry.2019.4693
Significance for fasd
Evidence based practice in New Zealand; an evaluation of the effectiveness of...
Evidence based practice in New Zealand; an evaluation of the effectiveness of...NZ Psychological Society
This study evaluated the effectiveness of a group cognitive behavioral therapy (CBT) program called guided self-help (GSH) for eating disorders in New Zealand. The study found that:
1) Participants showed significant reductions in bulimia and eating disorder symptoms from pre- to post-treatment according to standardized assessments.
2) Having a support person present during treatment was associated with greater reductions in symptoms and increases in motivation.
3) Completers of the full program tended to have shorter duration of illness, have a support person present, and be less likely to take medication compared to non-completers.RIZZUTO-VICTORIA-2
Ninety-eight college students completed questionnaires assessing stress, health, sleep quality, and social support. First generation college students reported more physical health problems, stress, and sleep issues than continuing generation students. They also reported less peer support, though family and teacher support was similar between groups. Preliminary results suggest first generation males reported higher peer support than first generation females. The study aims to further examine stress and social support differences between first generation and continuing generation college students.
Current Issues Paper FINAL4252014
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Do cognitive factors predict wellbeing in parents of children with profound a...
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- Participants who received combined psychotherapy and medication treatment for adult ADHD were significantly more satisfied with their medication treatment and more likely to report it as effective compared to those receiving only medication.
- Individuals who saw a specialist for their psychotherapy treatment were significantly more satisfied than those who did not see a specialist or were unsure about seeing a specialist.
- Participants receiving combined treatments or skills training for their psychotherapy reported being more satisfied than those who received other therapy types or were unsure about their therapy type.
Nora Eilert
CBT skills usage after receiving internet-delivered cognitive behavioral therapy (iCBT) was assessed to understand its role in maintaining treatment effects. 77 participants completed measures of depression, anxiety and functioning before, immediately after, and 3 months after iCBT. Symptoms significantly improved post-treatment and were maintained at follow-up. At follow-up, participants reported frequently using cognitive and behavioral CBT skills. While CBT skills usage predicted immediate outcomes, it did not predict maintenance of effects at 3-month follow-up, suggesting other factors may be involved in long-term outcomes.
Functional treatment
Treatment for attention, visuospatial, and language deficits in patients with acquired brain injury often produces significant improvements, while memory treatments are less effective and comprehensive treatments do not consistently work well. Stroke patients generally benefit more from treatment than traumatic brain injury patients. Younger patients who receive treatment within a year of their injury also tend to improve more than older patients or those treated later than a year after their injury. The document then provides examples of games and activities used in cognitive rehabilitation treatment, including Jenga and a functional grocery categorization task, and lists potential treatment targets and online resources.
Impacto de retroalimentacion infancia
This study examined the effects of a professional development package including real-time feedback and video analysis on preschool teachers' use of naturalistic instruction targeting children's communication skills. The package was provided to three preschool teachers. Results found that the package was effective in increasing teachers' use of naturalistic instruction targeting communication and improving the quality of instruction. It also increased children's responsive communication during instruction. When the intervention was removed, teachers maintained their use of the instructional strategies, suggesting the professional development package was effective.
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This study examined whether ecological momentary assessment (EMA) data collected via smartphone during a weight loss study accurately reflected participants' baseline responses on the Three-Factor Eating Questionnaire (TFEQ). Twelve participants completed the TFEQ at baseline and used a smartphone app to record dietary triggers for 6 weeks. Participants' TFEQ scores were grouped, and their reported triggers were statistically compared. Results found that those with low cognitive restraint more often reported triggers of boredom and feeling they deserved food, while those with high external disinhibition more often reported negative thoughts. However, mixed results suggest baseline measures may not accurately predict behaviors due to bias or attribution bias in self-reports.
Sa'sha Moody - Systematic Review
The document summarizes research on school-based childhood obesity interventions. It finds that interventions using social cognitive theory were most effective, especially when incorporated into teacher curricula. A study using concepts from social cognitive theory and intervention mapping with parent/teacher involvement also showed success. A gardening program had benefits but its effects on obesity require more research. The least effective intervention saw limited student change as they already understood nutrition/activity importance. While many interventions have been conducted, school-based approaches using social cognitive theory can effectively reduce obesity among youth by addressing lifestyle environment, situations, expectations, self-efficacy and control.
Milan school family therapy
The document summarizes the evolution of systems theory and family therapy models. It describes early influences from cybernetics, systems theory, and the work of Bateson, Jackson, and Wiener. The Milan family therapy approach emphasized meaning, circular questioning, co-therapy, and end-of-session interventions to alter problematic family belief systems. Over time, the Milan school split with Cecchin and Boscolo focusing on social constructionism while Selvini Palazzoli and Prata developed strategic family therapy with an emphasis on problem-maintaining family interaction patterns.
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Similar to Tgfa studies 3
14Discrete Trial Training (DTT)
1
4
Discrete Trial Training (DTT) effect on children with ASD
Introduction
Autism Spectrum Disorder (ASD) is a condition that affects the development of an individual affecting their behaviour and the ability to communicate (Autism Spectrum Disorder, 2021). In most cases, this disorder exhibits its symptoms within the initial two years of an individual, despite its diagnosis being plausible for individuals of all ages. Persons diagnosed with this disorder often have repetitive behaviours and restricted interests, find it difficult to partake in social interactions and communication with others, and show other symptoms that may impede the individual's ability to perform well in school, work and several other aspects of life ("Autism Spectrum Disorder, 2021). The individuals diagnosed with the disorder will, in some cases, be reliant on their families and individuals close to them for help and support. Despite the disorder's potency as a life-long condition, some services and treatments are provided, helping an individual diagnosed with the condition improve the quality of their life. It is also important to note that the disorder has several different variations; hence, the spectrum of different characteristics, unique to every diagnosed individual.
According to studies conducted, one in fifty-four children is diagnosed with the disorder in the United States, occurring in children of all racial backgrounds and socioeconomic groups ("Data and Statistics on Autism Spectrum Disorder | CDC," 2021). According to the same report, the disease is four times more likely to occur in boys than in girls. Between 2009 to 2017, the number of children aged between 3-17 years diagnosed with development disorders, inclusive of ASD, increased from 16.2% to 17.8%. (Ünlü et al., 2018). In the use of discrete trial training (DTT), children are taught a plethora of skills, which include academic, language, and social skills, necessary to facilitate their development. In the treatment of ASD, options are limited. However, early diagnosis, coupled with behaviour interventions, is considered to have the best outcomes in managing the disorder's symptoms (Masi et al., 2017).
The prevalence of ASD in children has been noted to rise significantly in the population (Masi et al., 2017; "Data and Statistics on Autism Spectrum Disorder | CDC," 2021), affecting a larger portion of the population. This number of affected individuals is projected to rise even higher in the coming years, a problem in society that needs to be addressed. In the treatment of the disorder, drug interventions, while widely used, have failed to prove their efficiency in improving or managing symptoms in most cases (Masi et al., 2017). The treatment options for the disorder are also very limited. The use of drug interventions, early diagnosis, and early behavioural interventions is very expensive and inaccessible to many individuals affected by the condition. Identifying the disorder i ...
Powerpoint Presentation
This document summarizes a presentation on risk-focused prevention of criminal development. It discusses identifying risk factors like poor parenting that can increase crime risk and implementing prevention programs. The background describes how criminology adopted risk prevention from health. One program evaluated 526 children, with 100 in a conduct problems clinic receiving parent training, child skills training, or both. Results found improved behavior for children in the parent training groups compared to the control group, with the most impact from combined parent-child training. Future research could study multi-generational family histories to better address the root causes of risky parenting.
Effectiveness of the KEEP foster parent intervention during an.docx
Effectiveness of the KEEP foster parent intervention during an implementation trial
Joseph M. Price a,c,⁎, Scott C. Roesch a,c, Natalia Escobar Walsh b,c
a Department of Psychology, San Diego State University, 5500 Campanile Drive, San Diego, CA 92182, United States
b SDSU/UCSD Joint Doctoral Program in Clinical Psychology, 6363 Alvarado, Ct., Suite 103, San Diego, CA, 92120, United States
c Child and Adolescent Services Research Center, 3665 Kearny Villa Rd., Suite 200, San Diego, CA 92123, United States
a b s t r a c ta r t i c l e i n f o
Article history:
Received 24 August 2012
Accepted 26 September 2012
Available online 2 October 2012
Keywords:
Intervention
Foster parents
Behavior problems
Externalizing behavior problems are highly prevalent among children in foster care, placing them at risk for
placement disruptions and later personal and social maladjustment. The KEEP foster parent intervention was
designed to equip foster parents and relative caregivers with the parenting skills necessary for managing
challenging behavior problems. In prior research, the KEEP intervention was found to be effective in reducing
child behavior problems. In the current study, the KEEP foster parent intervention was implemented in San
Diego County during a three-year trial. The intervention was delivered by paraprofessionals employed by a
local community agency (Social Advocates for Youth, San Diego) to 181 foster parent and relative caregivers
of boys and girls between the ages of 5 and 12. The control group from an earlier effectiveness study of the
KEEP intervention that was also conducted in San Diego County was utilized as a historical comparison
group. Regression analyses were used to examine the effects of the intervention on reducing levels of child
behavior problems at treatment termination. Consistent with the findings from the previous KEEP effective-
ness study, the intervention was found to be effective in reducing child behavior problems when delivered by
a community agency. Furthermore, the KEEP intervention was found to be effective in reducing child behav-
ior problems among children displaying various levels of initial behavior problems.
© 2012 Elsevier Ltd. All rights reserved.
1. Introduction
Children in foster care display emotion and behavior problems re-
quiring mental health assessments and/or intervention at a rate higher
than would be expected compared to normative samples or community
studies (Landsverk & Garland, 1999; Landsverk, Garland, & Leslie,
2002). Among the various problems evidenced by children in foster
care, externalizing behavior problems (e.g., aggressive, disruptive, de-
structive, and oppositional behaviors) are highly prevalent and salient.
Data from the National Survey of Child and Adolescent Wellbeing
(NSCAW) study revealed that a high proportion (43% based on teacher
report, 50% based on parent report) of children in foster care evidence
some form of externalizing behavior problems (National Survey of ...
Embry & Biglan "Evidence Based Kernels" Review paper 2008
This is the major paper about evidence-based kernels by Dennis D. Embry and Anthony Biglan published in 2008..
Abstract This paper describes evidence-based kernels, fundamental units of behavioral influence that appear to underlie effective prevention and treatment for children, adults, and families. A kernel is a behavior–influence procedure shown through experimental analysis to affect a specific behavior and that is indivisible in the sense that removing any of its components would render it inert. Existing evidence shows that a variety of kernels can influence behavior in context, and some evidence suggests that frequent use or sufficient use of some kernels may produce longer lasting behavioral shifts. The analysis of kernels could contribute to an empirically based theory of behavioral influence, augment existing prevention or treatment efforts, facilitate the dissemination of effective prevention and treatment practices, clarify the active ingredients in existing interventions, and contribute to efficiently developing interventions that are more effective. Kernels involve one or more of the following mechanisms of behavior influence: reinforcement, altering antecedents, changing verbal relational responding, or changing physi- ological states directly. The paper describes 52 of these kernels, and details practical, theoretical, and research implications, including calling for a national database of kernels that influence human behavior.
FCNS 409 Individual Research paper
The document summarizes a scientific study that tested the effects of a behavioral learning model on promoting healthy behaviors among obese adolescents. The study involved nutrition education, monitored exercise, and behavioral training sessions over 6 months. It found decreases in weight, BMI, fat mass and waist measurements along with increased exercise among participants. However, the behavioral model has limitations and can be improved by addressing environmental factors like family influences. Combining behavioral and cognitive approaches, and involving parents, can make interventions more effective by changing problematic behaviors and their underlying causes.
1Comparison of Therapies for children Diagnosed with ADH
1
Comparison of Therapies for children Diagnosed with ADHD
Barbara Maclure
10/03/22
Comparison of Therapies for children Diagnosed with ADHD
Participants
This study's participants will consist of 100 children (N=100) aged 4 to 6 years. This study will be conducted in the school where the children attend the class. The main reason behind selecting the school setting is because, in this setting, all the factors that affect work ethic, social interaction, and behavior will be considered. To conduct this study successfully, a class will be required to have 20-25 students, their teacher, and our professionals. All the participants will be kindergarten children with who ADHD has been diagnosed. We will ensure that the sample size is large enough so that we will be able to collect data that will support or dispute the research question. Using one hundred participants surpasses the threshold; therefore, the data to be collected will have a weight to support or dispute the research question. We will use purposeful sampling criteria to find one hundred students in the grade kindergarten aged 4-6 years. In qualitative research, it is essential to use purposeful sampling to get valuable data despite the limited resources. The children's choice will be based on pediatrician evaluations and diagnosis of ADHD. To get the participant, it will be ensured that they have not gone a treatment therapy before the start of the study. This is to facilitate the participant to be chosen randomly between methylphenidate treatment and behavioral therapy. The study will ensure that the parent consent of the children is taken. The participant will involve males and females.
Measures
In this study, the best research design is using qualitative experimental research. The main feature of experimental design is selecting the participant randomly; therefore, the research has a maximum control level. In much research for identifying a relationship between two or more variables, they embrace experimental research. This research amicably compares two or more groups. Experimental research consists of both of experimental group and the control group. This experimental group will consist of the children undergoing medication or behavioral therapy; on the other hand, a control group entails children undergoing Methylphenidate. The experimental group gives an independent variable of behavioral therapy. The research will relate behavior therapy's effects symptoms of ADHD and the effect of Methylphenidate therapy on the same symptoms.
Extraneous Variables
Many variables must be examined and recorded in observing and recording various issues related to ADHD children. No factors present in the children's classroom that may not have an indirect influence on the children's behaviors yet are not related to the ADHD symptoms. The presence of distractibility and peer influence are some of the core aspects that are likely to influence children's behaviors. The children can also b ...
CooperStewartSparksBunting2013
PCOMS works with kids too!
Cooper, M., Stewart, D., Sparks, J., Bunting, L. (2013). School-based counseling using systematic feedback: A cohort study evaluating outcomes and predictors of change. Psychotherapy Research, 23, 474-488.
Hawe dh vic november 2011 school hp (pp tminimizer)
Critically important whole school health promotion work has to be sustained: Shifting from program thinking to system thinking
Penny Hawe
Population Health Intervention Research Centre
University of Calgary , Canada
www.ucalgary.ca/PHIRC phawe@ucalgary.ca
Psychology in the Schools, Vol. 52(2), 2015 C© 2014 Wiley Peri.docx
Psychology in the Schools, Vol. 52(2), 2015 C© 2014 Wiley Periodicals, Inc.
View this article online at wileyonlinelibrary.com/journal/pits DOI: 10.1002/pits.21815
TRAINING TEACHERS TO USE EVIDENCE-BASED PRACTICES FOR AUTISM:
EXAMINING PROCEDURAL IMPLEMENTATION FIDELITY
AUBYN C. STAHMER AND SARAH RIETH
Rady Children’s Hospital, San Diego and University of California, San Diego
EMBER LEE
Rady Children’s Hospital, San Diego
ERICA M. REISINGER AND DAVID S. MANDELL
The Children’s Hospital of Philadelphia Center for Autism Research
JAMES E. CONNELL
AJ Drexel Autism Institute
The purpose of this study was to examine the extent to which public school teachers implemented
evidence-based interventions for students with autism in the way these practices were designed.
Evidence-based practices for students with autism are rarely incorporated into community settings,
and little is known about the quality of implementation. An indicator of intervention quality is
procedural implementation fidelity (the degree to which a treatment is implemented as prescribed).
Procedural fidelity likely affects student outcomes. This project examined procedural implemen-
tation fidelity of three evidence-based practices used in a randomized trial of a comprehensive
program for students with autism in partnership with a large, urban school district. Results indicate
that teachers in public school special education classrooms can learn to implement evidence-based
strategies; however, they require extensive training, coaching, and time to reach and maintain
moderate procedural implementation fidelity. Procedural fidelity over time and across intervention
strategies is examined. C© 2014 Wiley Periodicals, Inc.
Special education enrollment for children with autism in the United States has quadrupled
since 2000 (Scull & Winkler, 2011), and schools struggle to provide adequate programming to these
students. A growing number of interventions for children with autism have been proven efficacious
in university-based research settings, but much less attention has been given to practical issues
of implementing these programs in the classroom, where most children with autism receive the
majority of their care (Sindelar, Brownell, & Billingsley, 2010). In general, evidence-based practices
for children with autism are rarely incorporated into community settings (Stahmer & Ingersoll, 2004).
Teachers in public schools report receiving inadequate training and rate their personal efficacy in
working with children with autism as low (Jennett, Harris, & Mesibov, 2003). Training public
educators to provide evidence-based practices to children with autism is a central issue facing the
field (Simpson, de Boer-Ott, & Smith-Myles, 2003).
One major challenge to implementing evidence-based practices for children with autism in
community settings is the complexity of these practices. Strategies based on the principles of
applied behavior analysis have the strongest evidence to support the ...
Psychology in the Schools, Vol. 52(2), 2015 C© 2014 Wiley Peri.docx
Psychology in the Schools, Vol. 52(2), 2015 C© 2014 Wiley Periodicals, Inc.
View this article online at wileyonlinelibrary.com/journal/pits DOI: 10.1002/pits.21815
TRAINING TEACHERS TO USE EVIDENCE-BASED PRACTICES FOR AUTISM:
EXAMINING PROCEDURAL IMPLEMENTATION FIDELITY
AUBYN C. STAHMER AND SARAH RIETH
Rady Children’s Hospital, San Diego and University of California, San Diego
EMBER LEE
Rady Children’s Hospital, San Diego
ERICA M. REISINGER AND DAVID S. MANDELL
The Children’s Hospital of Philadelphia Center for Autism Research
JAMES E. CONNELL
AJ Drexel Autism Institute
The purpose of this study was to examine the extent to which public school teachers implemented
evidence-based interventions for students with autism in the way these practices were designed.
Evidence-based practices for students with autism are rarely incorporated into community settings,
and little is known about the quality of implementation. An indicator of intervention quality is
procedural implementation fidelity (the degree to which a treatment is implemented as prescribed).
Procedural fidelity likely affects student outcomes. This project examined procedural implemen-
tation fidelity of three evidence-based practices used in a randomized trial of a comprehensive
program for students with autism in partnership with a large, urban school district. Results indicate
that teachers in public school special education classrooms can learn to implement evidence-based
strategies; however, they require extensive training, coaching, and time to reach and maintain
moderate procedural implementation fidelity. Procedural fidelity over time and across intervention
strategies is examined. C© 2014 Wiley Periodicals, Inc.
Special education enrollment for children with autism in the United States has quadrupled
since 2000 (Scull & Winkler, 2011), and schools struggle to provide adequate programming to these
students. A growing number of interventions for children with autism have been proven efficacious
in university-based research settings, but much less attention has been given to practical issues
of implementing these programs in the classroom, where most children with autism receive the
majority of their care (Sindelar, Brownell, & Billingsley, 2010). In general, evidence-based practices
for children with autism are rarely incorporated into community settings (Stahmer & Ingersoll, 2004).
Teachers in public schools report receiving inadequate training and rate their personal efficacy in
working with children with autism as low (Jennett, Harris, & Mesibov, 2003). Training public
educators to provide evidence-based practices to children with autism is a central issue facing the
field (Simpson, de Boer-Ott, & Smith-Myles, 2003).
One major challenge to implementing evidence-based practices for children with autism in
community settings is the complexity of these practices. Strategies based on the principles of
applied behavior analysis have the strongest evidence to support the ...
Caregiver Quick Reference GuideThis assignment requires you to p.docx
Caregiver Quick Reference Guide
This assignment requires you to pull together the work you did for the Units 2, 4, 6, and 8 assignments. The objective is to fully synthesize the material in layman’s terms so a caregiver or significant other could grasp it readily and use it as a quick reference guide. Your successful completion of the assignment will reflect your ability to condense all of the material that you have compiled for the course project to one or two pages.
Using the literature you have gathered and formative feedback received from your instructor, create your final assignment, in which you:
Define the target behavior to be prioritized for intervention.
Identify the social significance of the target behavior.
Apply measurement, data display (graphing), and data-based decision-making skills to make changes in human behavior.
Describe assessment results and interventions in language appropriate for caregivers and significant others.
Evaluate key ABA concepts, principles, and methods to analyze and change target behaviors from research.
Design function-based interventions that address response effort, practitioner skills, contextual fit, practicality, treatment acceptability, and administrative support.
Use the following subheadings to organize your paper and format them in APA style:
Target Behavior.
Measurement & Visual Display.
Research.
Intervention.
Here is the example of a friend paper you can use.
Target Behavior
Tantrum can be defined as the emotional outburst associated with emotional distress mostly characterized by screaming, crying, stubbornness, defiance, ranting, and in some cases violence. Tantrums are also referred to as hissy fits, fireworks, and blow-ups, to mention but a few (Carlson et al., 2016). Tantrums can reach a critical level which requires medical intervention of the patient. The people around the affected children including parents, teachers, and health care providers should be able to differentiate normal and abnormal tantrum behavior and seek the best management practices (Daniels, Mandleco, & Luthy, 2011). The social significance of the behavior is that it not socially acceptable because the child can hurt themselves or others, and also cause embarrassment to their parents.
Measurement and Visual Display
The nature of the study is qualitative, and there are various ways by which data can be collected. The parents and the teachers of the autistic child, whose tantrum-like behavior should be measured, should be given open-ended questionnaires which can either be electronic or hardcopy. The health care provider designing the questionnaires should make sure that it covers all the relevant aspects of the condition. The other measurement approach can be by observation which aims at monitoring the child during their daily activities. After gathering the information, it can be analyzed by validation, editing, and coding techniques. The data can be displayed by use of line graphs which c.
SENIORCOMMPAPERFORPRACTICEChadarticleHWBacilioMonterroso
This study examined the relationship between caregiver intervention and toddlers' motor skill improvement. 29 toddlers aged 2.5 years old participated in an 8-week motor skills program at 2 daycare centers. The program involved 3 brief motor skill activities per day led by caregivers at one center but not the other. Results showed toddlers who received caregiver intervention significantly improved their kicking, jumping, and other gross motor skills, while those without intervention showed little improvement. The study demonstrated that brief daily caregiver involvement can positively impact toddlers' developing motor abilities.
SENIORCOMMPAPERFORPRACTICEChadarticleHWBacilioMonterroso-3
This study examined the relationship between caregiver intervention and toddlers' motor skill improvement. 29 toddlers aged 2.5 years old participated in an 8-week motor skills program at 2 daycare centers. The program involved 3 brief motor skill activities per day led by caregivers at one center but not the other. Results showed toddlers who received caregiver intervention significantly improved their kicking, jumping, and other gross motor skills, while those without intervention showed little improvement. The study demonstrated that brief daily caregiver involvement can positively impact toddlers' developing motor abilities.
1Comparison of Therapies for children Diagnosed with ADH.docx
1
Comparison of Therapies for children Diagnosed with ADHD
Student Name
University
Course
Professors Name
Date
Comparison of Therapies for children Diagnosed with ADHD
Participants
This study's participants will consist of 100 children (N=100) aged 4 to 6 years. This study will be conducted in the school where the children attend the class. The main reason behind selecting the school setting is because, in this setting, all the factors that affect work ethic, social interaction, and behavior will be considered. To conduct this study successfully, a class will be required to have 20-25 students, their teacher, and our professionals. All the participants will be kindergarten children with who ADHD has been diagnosed. We will ensure that the sample size is large enough so that we will be able to collect data that will support or dispute the research question. Using 100 participants surpasses the threshold; therefore, the data to be collected will have a weight to support or dispute the research question. We will use purposeful sampling criteria to find 100 students in the grade kindergarten aged 4-6 years. In qualitative research, it is essential to use purposeful sampling to get valuable data despite the limited resources. The children's choice will be based on pediatrician evaluations and diagnosis of ADHD. To get the participant, it will be ensured that they have not gone a treatment therapy before the start of the study. This is to facilitate the participant to be chosen randomly between methylphenidate treatment and behavioral therapy. The study will ensure that the parent consent of the children is taken. The participant will involve males and females.
Measures
In this study, the best research design is using qualitative experimental research. The main feature of experimental design is selecting the participant randomly; therefore, the research has a maximum control level. In many research for identifying a relationship between two or more variables, they embrace experimental research. This research amicably compares two or more groups. Experimental research consists of both of experimental group and the control group. This experimental group will consist of the children undergoing medication or behavioral therapy; on the other hand, a control group entails children undergoing Methylphenidate. The experimental group gives an independent variable of behavioral therapy. The research will relate behavior therapy's effects symptoms of ADHD and the effect of Methylphenidate therapy on the same symptoms.
Extraneous Variables
Many variables must be examined and recorded in observing and recording various issues related to ADHD children. No factors present in the children's classroom that may not have an indirect influence on the children's behaviors yet are not related to the ADHD symptoms. The presence of distractibility and peer influence are some of the core aspects that are likely to influence children's behaviors. The children can.
Parenting management training ppt
Parent management training (PMT) involves educating and coaching parents to change problematic child behaviors using behavior modification techniques. PMT teaches parents positive reinforcement methods to improve behaviors like aggression and tantrums in preschool and school-aged children. PMT has been shown to reduce disruptive child behaviors and improve parental mental health. It was initially developed in the 1960s based on principles of operant conditioning to change parenting behaviors through positive reinforcement of appropriate child behaviors and limiting attention for inappropriate behaviors. Treatment typically involves parents learning these techniques over several weekly sessions focused on monitoring, reinforcing positive behaviors and using time-outs or removal of privileges for negative behaviors.
Revisión cualitativa de terapia ocupacional en niños
Este artículo de Morga y Long es una revisión de la evidencia cualitativa con respecto a la efectividad de las intervenciones de terapia ocupacional en niños con trastorno del desarrollo y de la coordinación
Autism: The Challenges and Opportunities
Early parent-mediated interventions for autism aim to improve child social functioning by optimizing parental dyadic interactions. The Preschool Autism Communication Therapy (PACT) targets behaviors like parental synchrony and child communication initiation through video-assisted parent training. Studies show PACT improves these behaviors and reduces autism symptoms. Mediation analysis found treatment effects on parental synchrony partially explain improved child communication. The intervention was also successfully implemented cross-culturally in South Asia with comparable treatment effects. Future research will generalize PACT effects to family and school contexts.
Summer Intervention Program
1. The document discusses an intervention program for children and adolescents with ADHD that aimed to improve working memory. It provided cognitive training over 10 full days and assessed working memory before and after using tests.
2. The results found no significant changes between pre-and post-test working memory scores and no relationship between memory and the intervention. There was also no difference between children and adolescents' memory scores.
3. The study had limitations as the sample was small without a control group. Future research should include larger samples and test in school/home settings to better assess real-world impacts.
ProcedureASD children92 children recruited 16 Funded mu.docx
Procedure
ASD children
92 children recruited
16 Funded multidisciplinary centers
Using DSM-IV-TR
8 children with Dx. at HR for ASD
5 treatment centers used ABA
6 treatment centers used Imitation & TAU
7 children dropped out
85 children, ages 22-75 months
5 treatment centers TAU
Characteristics investigated
Age
Autism severity
Time elapsed
Maternal & paternal
Gender
IQ
Education
Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition, Text Revision (DSM-IV-TR).
Children divided into 3 intervention groups.
1
Results
Based on 3 interventions
ABA - Applied Behavior Analysis
JA- Joint attention
TAU- Treatment as usual.
Study was analyzed based on comparison of treatment between intervention groups.
Using 2 repeated MANOVA Analysis
Results from questionnaires were analyzed differently.
Descriptive statistics for pre & post measurement in the different intervention groups of all dependent variables.
Test results revealed no interaction between intervention group & time, which means that the progress children made, was not different in the 3 intervention groups.
There was an effect of time irrespective of intervention group.
Time
Intervention group
There was no stastical difference in intervention groups and the various intervention measures carried out.
2
Individual variabilityProgressAge Outcomes% of Progress 1Measurement of interventions22- 75 monthsImitation, Pretend Play, language abilities & adaptive behavior. All three intervention groups (ABA, TAU, & JA)Good progress> 6 months in AE 3 or 4 outcomes.26% Moderate to good progress3-5 months in AE3 outcomes7%Mixed progressNormal development plan1-2 outcomes34%Limited to moderate progress3-5 months1-2 outcomes14%Limited progressNo progress or deterioratedNot ˃ 2 months, 19%
This is a simplified table of how the results were presented. For the various interventions they employed, there had to be measurements. They classified progress into categories of good to little progress (5 categories). Then, defined the ages that would signify if a child has undergone improvement or not, depending on how good they perform in different outcomes like Imitation, pretend play etc. Then analyze the total progress percentages of all three interventions.
3
Predicting Outcomes
1. No difference in average scores for different intervention groups.
Used global progress categories over multiple regression analysis.
This enables better analysis of outcomes.
Predictors: Age, IQ-category, autism severity & treatment intensity & number of months in intervention.
2. Significant difference in education types in intervention groups.
3. Found that children in different types of education progressed differently
regular education,
regular education with support,
special education and not in school yet.
4. Merging of progress, intervention groups & analyzing of continuous predictors to ensure enough observations.
5. Age was omitted as a factor.
6. Education type & IQ were the only ...
G.f. chem dep.program.
The proposed Slow and Steady substance abuse treatment program for juvenile offenders includes mentoring, parenting groups, family therapy, and online support. Youth participants will be mentored by former clients and have opportunities to become mentors or counselors. Parents will participate in parenting groups and family therapy to support treatment. Online support groups will help maintain a community for clients and their families during and after the program. The goal is to successfully treat substance abuse and prevent future drug use through mentoring and family involvement.
Similar to Tgfa studies 3 (20)
Effectiveness of the KEEP foster parent intervention during an.docx
Effectiveness of the KEEP foster parent intervention during an.docx
Embry & Biglan "Evidence Based Kernels" Review paper 2008
Embry & Biglan "Evidence Based Kernels" Review paper 2008
1Comparison of Therapies for children Diagnosed with ADH
1Comparison of Therapies for children Diagnosed with ADH
Hawe dh vic november 2011 school hp (pp tminimizer)
Hawe dh vic november 2011 school hp (pp tminimizer)
Psychology in the Schools, Vol. 52(2), 2015 C© 2014 Wiley Peri.docx
Psychology in the Schools, Vol. 52(2), 2015 C© 2014 Wiley Peri.docx
Psychology in the Schools, Vol. 52(2), 2015 C© 2014 Wiley Peri.docx
Psychology in the Schools, Vol. 52(2), 2015 C© 2014 Wiley Peri.docx
Caregiver Quick Reference GuideThis assignment requires you to p.docx
Caregiver Quick Reference GuideThis assignment requires you to p.docx
SENIORCOMMPAPERFORPRACTICEChadarticleHWBacilioMonterroso
SENIORCOMMPAPERFORPRACTICEChadarticleHWBacilioMonterroso
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SENIORCOMMPAPERFORPRACTICEChadarticleHWBacilioMonterroso-3
1Comparison of Therapies for children Diagnosed with ADH.docx
1Comparison of Therapies for children Diagnosed with ADH.docx
Revisión cualitativa de terapia ocupacional en niños
Revisión cualitativa de terapia ocupacional en niños
ProcedureASD children92 children recruited 16 Funded mu.docx
ProcedureASD children92 children recruited 16 Funded mu.docx
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This guideline is directed principally toward new Molecular Entities that are
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Exercise 1 of Microbiology and Parasitology which is the parts of the microscope and their uses
PGx Analysis in VarSeq: A User’s Perspective
Since our release of the PGx capabilities in VarSeq, we’ve had a few months to gather some insights from various use cases. Some users approach PGx workflows by means of array genotyping or what seems to be a growing trend of adding the star allele calling to the existing NGS pipeline for whole genome data. Luckily, both approaches are supported with the VarSeq software platform. The genotyping method being used will also dictate what the scope of the tertiary analysis will be. For example, are your PGx reports a standalone pipeline or would your lab’s goal be to handle a dual-purpose workflow and report on PGx + Diagnostic findings.
The purpose of this webcast is to:
Discuss and demonstrate the approaches with array and NGS genotyping methods for star allele calling to prep for downstream analysis.
Following genotyping, explore alternative tertiary workflow concepts in VarSeq to handle PGx reporting.
Moreover, we will include insights users will need to consider when validating their PGx workflow for all possible star alleles and options you have for automating your PGx analysis for large number of samples. Please join us for a session dedicated to the application of star allele genotyping and subsequent PGx workflows in our VarSeq software.
RESPIRATORY DISEASES by bhavya kelavadiya
The Children are very vulnerable to get affected with respiratory disease.
In our country, the respiratory Disease conditions are consider as major cause for mortality and Morbidity in Child.
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Dr. Tan's Balance Method.pdf (From Academy of Oriental Medicine at Austin)
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Academy of Oriental Medicine at Austin
Academy of Oriental Medicine at Austin
Academy of Oriental Medicine at Austin
About AOMA: The Academy of Oriental Medicine at Austin offers a masters-level graduate program in acupuncture and Oriental medicine, preparing its students for careers as skilled, professional practitioners. AOMA is known for its internationally recognized faculty, award-winning student clinical internship program, and herbal medicine program. Since its founding in 1993, AOMA has grown rapidly in size and reputation, drawing students from around the nation and faculty from around the world. AOMA also conducts more than 20,000 patient visits annually in its student and professional clinics. AOMA collaborates with Western healthcare institutions including the Seton Family of Hospitals, and gives back to the community through partnerships with nonprofit organizations and by providing free and reduced price treatments to people who cannot afford them. The Academy of Oriental Medicine at Austin is located at 2700 West Anderson Lane. AOMA also serves patients and retail customers at its south Austin location, 4701 West Gate Blvd. For more information see www.aoma.edu or call 512-492-303434.
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2nd generation Antihistaminic-Part II.pptx
Fexofenadine is sold under the brand name Allegra.
It is a selective peripheral H1 blocker. It is classified as a second-generation antihistamine because it is less able to pass the blood–brain barrier and causes lesser sedation, as compared to first-generation antihistamines.
It is on the World Health Organization's List of Essential Medicines. Fexofenadine has been manufactured in generic form since 2011.
One piece compressive Dental implant : data from Google Scholar
This is a primary review about one piece dental Implant
2nd-generation Antihistaminic Part I.pptx
CLASSIFICATION OF H1 ANTIHISTAMINICS-
FIRST GENERATION ANTIHISTAMINICS-
1)HIGHLY SEDATIVE-DIPHENHYDRAMINE,DIMENHYDRINATE,PROMETHAZINE,HYDROXYZINE 2)MODERATELY SEDATIVE- PHENARIMINE,CYPROHEPTADINE, MECLIZINE,CINNARIZINE
3)MILD SEDATIVE-CHLORPHENIRAMINE,DEXCHLORPHENIRAMINE
TRIPROLIDINE,CLEMASTINE
SECOND GENERATION ANTIHISTAMINICS-FEXOFENADINE,
LORATADINE,DESLORATADINE,CETIRIZINE,LEVOCETIRIZINE,
AZELASTINE,MIZOLASTINE,EBASTINE,RUPATADINE. Mechanism of action of 2nd generation antihistaminics-
These drugs competitively antagonize actions of
histamine at the H1 receptors.
Pharmacological actions-
Antagonism of histamine-The H1 antagonists effectively block histamine induced bronchoconstriction, contraction of intestinal and other smooth muscle and triple response especially wheal, flare and itch. Constriction of larger blood vessel by histamine is also antagonized.
2) Antiallergic actions-Many manifestations of immediate hypersensitivity (type I reactions)are suppressed. Urticaria, itching and angioedema are well controlled.3) CNS action-The older antihistamines produce variable degree of CNS depression.But in case of 2nd gen antihistaminics there is less CNS depressant property as these cross BBB to significantly lesser extent.
4) Anticholinergic action- many H1 blockers
in addition antagonize muscarinic actions of ACh. BUT IN 2ND gen histaminics there is Higher H1 selectivitiy : no anticholinergic side effects
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Can Traditional Chinese Medicine Treat Blocked Fallopian Tubes.pptx
There are many traditional Chinese medicine therapies to treat blocked fallopian tubes. And herbal medicine Fuyan Pill is one of the more effective choices.
Pharmacology of Prostaglandins, Thromboxanes and Leukotrienes
This presentation gives information on the pharmacology of Prostaglandins, Thromboxanes and Leukotrienes i.e. Eicosanoids. Eicosanoids are signaling molecules derived from polyunsaturated fatty acids like arachidonic acid. They are involved in complex control over inflammation, immunity, and the central nervous system. Eicosanoids are synthesized through the enzymatic oxidation of fatty acids by cyclooxygenase and lipoxygenase enzymes. They have short half-lives and act locally through autocrine and paracrine signaling.
Mechanical injuries(ICS) due to sharp force.ppt
Injuries, definition , classification and mechanical injuries due to sharp force injury including defense, self inflicted and fabricated injuries.
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STUDIES IN SUPPORT OF SPECIAL POPULATIONS: GERIATRICS E7
STUDIES IN SUPPORT OF SPECIAL POPULATIONS: GERIATRICS E7
Congenital anomalies/Neural tube defects/ birth defects
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Nano-gold for Cancer Therapy chemistry investigatory project
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Microbiology & Parasitology Exercises Parts of the Microscope
Microbiology & Parasitology Exercises Parts of the Microscope
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Dr. Tan's Balance Method.pdf (From Academy of Oriental Medicine at Austin)
Dr. Tan's Balance Method.pdf (From Academy of Oriental Medicine at Austin)
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One piece compressive Dental implant : data from Google Scholar
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Can Traditional Chinese Medicine Treat Blocked Fallopian Tubes.pptx
Can Traditional Chinese Medicine Treat Blocked Fallopian Tubes.pptx
Pharmacology of Prostaglandins, Thromboxanes and Leukotrienes
Pharmacology of Prostaglandins, Thromboxanes and Leukotrienes
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Tgfa studies 3
- 1. Thailand and Canada 2011
- 2. Thailand Overview Thirty-two participants were enrolled in the study. Children were assigned to either the typical treatment or DIRFloortime™-supplemented treatment groups Intervention based on the DIRFloortime™ intervention Parents added home-based DIRFloortime™ intervention at an average of 15.2 hours/week for three months.
- 3. Parent Training The study treatment involved intervention entirely by the parents of children with ASD, rather than a therapist with a child Parents in the intervention group attended a one-day training workshop to learn about the DIRFloortime™ model. Parents received a 3-hour DVD lecture taken from a workshop recorded by Dr. Stanley Greenspan. Parents were trained for 1.5 hours in a one-on-one session where they observed the investigator modeling the DIRFloortime™ techniques and were asked to independently demonstrate the same techniques.
- 4. Outcome Tools FEAS = Functional Emotional Assessment Scale (Greenspan et al., 2000) CARS = Childhood Autism Scale (Schopler et al., 1986) FEDQ = Functional Emotional Development Questionnaires (Greenspan and Greenspan, 2002).
- 5. Mean (SD) changes in standard scores Control Intervention (n=16) (n=15) FEAS 1.9 (6.1) 7.0 (6.3) CARS 0.8 (1.2) 2.9 (2.0) FEDQ 0.8 (1.4) 7.7 (8.1)
- 6. Results On the FEAS the intervention group showed a gain of 7.0 points during the 3-month period, which was statistically significant compared to the gain of 1.9 points in the comparison group. Home-based DIRFloortime™ helped the children with autism to better engage, relate and communicate with their caregivers when compared to those who received the routine behavioral interventions. It was found that the 9 parents who added home-based DIRFloortime™ intervention 10 hours per week or more made greater gains in the FEAS than the 6 parents who added the intervention less than 10 hours per week. *Compared to the results of Solomon’s study, in which the FEAS increased from 38.1 to 44.6 within a 1-year period of DIRFloortime- based intervention, the children in the intervention group showed similar results within a shorter duration
- 7. Canada Overview Randomized controlled trial of 51 children aged 2 years to 4 years 11 months. All children were previously diagnosed with ASD Families in the target treatment group were given 2 hours of therapy and coaching each week, and expected to spend 3 hours per day interacting with their child. Community Treatment (CT)group received a variety of services averaging 3.9 hours per week. After 1 year, outcomes were measured to determine changes in the groups in social interaction and communication.
- 8. Measurements A modified version of the Child Behavior Rating Scale (Kim and Mahoney, 2004; Mahoney and Perales, 2003) (henceforth mCBRS) was used to rate children’s interactions with their parents at the beginning and 12 months into treatment. The 5-point Likert-type scale is designed to track what Mahoney and colleagues call ‘pivotal behaviors’, (Core learning processes that mediate between parental responsiveness and developmental cognitive, linguistic and socio-emotional functioning).
- 9. Results Capacity Group Pre Treatment Post Treatment Scores(means) Scores(means) Attention to Activity Treatment 2.96 3.72 Standard 3.08 3.38 Involvement Treatment 2.56 3.20 Standard 2.62 2.69 Compliance Treatment 2.68 3.48 Standard 2.85 3.35 Initiation of Joint Treatment 1.28 1.84 Attention Standard 1.13 1.23 Enjoyment in Treatment 3.08 3.28 Interaction Standard 3.35 3.23
- 10. Results The treatment group showed statistically significant results on the following capacities: Showed significantly greater enjoyment in interactions with their parents Were both significantly more attentive and more involved in interactions with their parents Initiated more joint attentional frames. That is, all but compliance.
- 11. Results Most children in the CT group received traditional behavioral interventions for autism. Behavioral interventions tend to emphasize teaching children to be compliant. Therefore, it would be expected that these children improve on Compliance. It is equally important to note that children in the treatment group, which did not specifically target this behavior, seemed to have made greater improvements in Compliance than the CT group, although it was not statistically significant at the .05 level.
- 12. Results Small positive changes made by the treatment group caregivers made a statistically significant difference in children’s development. There is an association between improvements in caregiver behaviors and improvements in children’s social-communicative functioning. The direction of the causality is not clear.
- 13. Reference-Thailand Study Reference-Thailand Study A pilot randomized controlled trial of DIR/Floortime™ parent training intervention for pre-school children with autistic spectrum disorders Kingkaew Pajareya and Kaewta Nopmaneejumruslers Autism published online 13 June 2011 The online version of this article can be found at: DOI: 10.1177/1362361310386502 http://aut.sagepub.com/ Autism http://aut.sagepub.com/content/early/2011/06/01/1362361310386502 Reference Canada Study Learning Through Interaction in Children With Autism: Preliminary Data From a Social-Communication- Based Intervention Devin M. Casenhiser, Stuart G. Shanker and Jim Stieben Autism published online 26 September 2011 The online version of this article can be found at: http://aut.sagepub.com/content/early/2011/09/20/1362361311422052