This document discusses the need for prevention of mental, emotional, behavioral, and related physical disorders in America. It notes that these disorders have reached epidemic proportions, affecting over 50% of adolescents and costing the nation billions each year. The author argues that many of these disorders are preventable and that prevention programs can pay for themselves within a year by reducing healthcare and social costs. International comparisons show much lower rates of these disorders in other developed countries, implying prevention strategies could significantly reduce rates in the US as well.
Creating a culture of prevention and recoveryDennis Embry
Texas is the land of professed public bootstraps, and very private suffering. There is not a family in Texas that has not been touched by the rising prevalence of mental, emotional, behavioral and related physical illnesses. In fact there is not a family in America that has not been so touched, based on the elegant epidemiological monitoring in the US.
So in the land of big hats, why cannot Texas take the lead in a very big idea that will save billions of dollars, improve health, increase the global economic competitiveness of the US, and improve our national security? All that sounds, well, frankly very patriotic and American. What is the really big idea?
First, virtually every mental, emotional, and behavioral disorder (including addictions) is preventable. How solid is that statement? Stamp on the ground ten times as hard as you can. Did you feel it? Well that is how solid the science is. You don’t hear it on your TV; you don’t hear that science in your newspaper or Time magazine; you don’t hear it from your health care provider; and people are not learning this at university. And absolutely nobody is lobbying the Texas Legislature or Governor about this science and possibility. I’ll wager you might not believe me, even though I am a pretty dang good scientist. So if you don’t believe me that the science exists, you can go to www.pubmed.gov and look every study or fact I site. After my talk, you will jabbering away at just about anybody who will listen.
Second, recovery from mental, emotional, and behavioral disorders—including very serious ones like schizophrenia and bipolar disorder—can go into remission. This remission and recovery is not dependent on medications. Now that is not a fact that you will hear on TV, or hear from the pharmaceutical detail people in your doctor’s office. Now I read almost everything I can on these problems, and I missed hearing about this science—until recently. That shows you how buried it is. At my plenary, you will hear about the practical science of recovery.
Third, there are ways to pay for all this using something called, “Social Impact Bonds.” So instead of Texas selling bonds for building another prison, bonds can be sold preventing or reducing the problems in the first place. Now there’s an idea. And, yes other countries are doing this.
The really big idea—a Texas big idea? Well, Texas could be the first place in America to do all this. That would change America, and all our futures.
Our Futures Meeting in Central FloridaDennis Embry
Central Florida Behavioral Health Network met on June 8-9 at the Manatee County Chamber of Conference and United Way conference center. The aim of this two days is to implement a collection of evidence-based based kernels to achieve population level changes for protection against multiple mental, emotional, behavioral and related disorders. Dr. Dennis Embry from PAXIS presented and consulted with the coalitions
Harvard University Brief on Causes and Cures of Bullying and Harassment Dennis Embry
Bullying and harassment in the 21st century in the United States is one of the symptoms of a broader epidemic of mental, emotional, behavioral and related physical illnesses—collectively the result of evolutionary mismatches and selection by consequences within the broader culture. Focusing on bullying and harassment per se may paradoxically serve to maintain multiple toxic conditions causing victimization that all here assembled find reprehensible.
Healthy Child Manitoba (HCM) is unique in the Western Hemisphere, as the only provincial or state level strategy for the comprehensive support and prevention of children's issues from prenatal through young adulthood. All data are linked, with care for confidentiality, so that the impact of provincial initiatives can be evaluated. Dr. Embry was a keynote speaker outlining what might happen in the next decade of Healthy Child Manitoba.
Preventing Mental, Emotional and Behavioral Disorders - Part 1Dennis Embry
Yes, we can prevent mental, emotional and behavioral disorders—so says the institute of medicine report in 2009. This workshop details some effective strategies that can be rolled out in
Creating a culture of prevention and recoveryDennis Embry
Texas is the land of professed public bootstraps, and very private suffering. There is not a family in Texas that has not been touched by the rising prevalence of mental, emotional, behavioral and related physical illnesses. In fact there is not a family in America that has not been so touched, based on the elegant epidemiological monitoring in the US.
So in the land of big hats, why cannot Texas take the lead in a very big idea that will save billions of dollars, improve health, increase the global economic competitiveness of the US, and improve our national security? All that sounds, well, frankly very patriotic and American. What is the really big idea?
First, virtually every mental, emotional, and behavioral disorder (including addictions) is preventable. How solid is that statement? Stamp on the ground ten times as hard as you can. Did you feel it? Well that is how solid the science is. You don’t hear it on your TV; you don’t hear that science in your newspaper or Time magazine; you don’t hear it from your health care provider; and people are not learning this at university. And absolutely nobody is lobbying the Texas Legislature or Governor about this science and possibility. I’ll wager you might not believe me, even though I am a pretty dang good scientist. So if you don’t believe me that the science exists, you can go to www.pubmed.gov and look every study or fact I site. After my talk, you will jabbering away at just about anybody who will listen.
Second, recovery from mental, emotional, and behavioral disorders—including very serious ones like schizophrenia and bipolar disorder—can go into remission. This remission and recovery is not dependent on medications. Now that is not a fact that you will hear on TV, or hear from the pharmaceutical detail people in your doctor’s office. Now I read almost everything I can on these problems, and I missed hearing about this science—until recently. That shows you how buried it is. At my plenary, you will hear about the practical science of recovery.
Third, there are ways to pay for all this using something called, “Social Impact Bonds.” So instead of Texas selling bonds for building another prison, bonds can be sold preventing or reducing the problems in the first place. Now there’s an idea. And, yes other countries are doing this.
The really big idea—a Texas big idea? Well, Texas could be the first place in America to do all this. That would change America, and all our futures.
Our Futures Meeting in Central FloridaDennis Embry
Central Florida Behavioral Health Network met on June 8-9 at the Manatee County Chamber of Conference and United Way conference center. The aim of this two days is to implement a collection of evidence-based based kernels to achieve population level changes for protection against multiple mental, emotional, behavioral and related disorders. Dr. Dennis Embry from PAXIS presented and consulted with the coalitions
Harvard University Brief on Causes and Cures of Bullying and Harassment Dennis Embry
Bullying and harassment in the 21st century in the United States is one of the symptoms of a broader epidemic of mental, emotional, behavioral and related physical illnesses—collectively the result of evolutionary mismatches and selection by consequences within the broader culture. Focusing on bullying and harassment per se may paradoxically serve to maintain multiple toxic conditions causing victimization that all here assembled find reprehensible.
Healthy Child Manitoba (HCM) is unique in the Western Hemisphere, as the only provincial or state level strategy for the comprehensive support and prevention of children's issues from prenatal through young adulthood. All data are linked, with care for confidentiality, so that the impact of provincial initiatives can be evaluated. Dr. Embry was a keynote speaker outlining what might happen in the next decade of Healthy Child Manitoba.
Preventing Mental, Emotional and Behavioral Disorders - Part 1Dennis Embry
Yes, we can prevent mental, emotional and behavioral disorders—so says the institute of medicine report in 2009. This workshop details some effective strategies that can be rolled out in
Résistance à la chloroquine et réversion - Conférence du 4e édition du Cours international « Atelier Paludisme » - Bruno PRADINES - Institut de Médecine Tropicale du Service de Santé des Armées, France - bruno.pradines@free.fr
Creating an Evidence-Based Approach to Lifespan Suicide PreventionDennis Embry
Keynote: Address:
Humans appear to be the only species on the planet that kill themselves, which is the apparent result of the unique properties of language and the fact that other humans are the principal predator and the principal source of safety in our lives. Last year, three times as many America’s died from suicide as died at the height of the polio epidemic in the 1950s: 36,000 deaths from suicide, versus 3,000 from polio.
A public-health approach across the lifespan is required to reduce this terrible suffering and injury. A public-health campaign is less about the warning signs of suicide than specific actions that disable the “pump handle” to the wells of despair that result in suicidality.
This talk lays out four key principles from a lead article in a special issue of the American Psychologist on prevention, by the presenter and colleagues [1]. These principles arise from the consilience of evolutionary, medical, and behavioral sciences. The principles are not limited to the prevention of suicide; indeed, they principles address prevention of multiple mental, emotional, behavioral, and related physical disorders as outlined by the Institute of Medicine [2].
This talk integrates these principles with low-cost evidence-based kernels [3] and behavioral vaccines [4, 5] that can operate as an integrated public-health model to prevent multiple mental, emotional, behavioral, and related disorders [6]. This talk specifically shows how several apparently simple strategies can be promoted to prevent suicide across the lifespan, illustrated by data and practical mechanisms with rapid results and cost savings for multiple-silos of government and the private sector. The net result is happier, healthier, and productive citizens of all ages.
Breakout #1: Preventing Future Suicide from Pregnancy through Childhood Evidence-based Kernels and Behavioral Vaccines
This breakout expands on the keynote with specific evidence-based kernels and behavioral vaccines, organization and implementation details for low-cost strategies that can avert suicidality 10 to 20 years later cost effectively. One specific strategy that will be covered in greater detail is the Good Behavior Game (which is being widely promoted by in the US and Canada), as the only early elementary school strategy with lifetime scientific data on reducing sucidality [7]. Presently, the Substance Abuse and Mental Health Services Administration (SAMSHA) is funding 30 sties to do the Good Behavior Game, with 28 of those being supervised by Dr. Embry and his colleagues.
Breakout #2: Preventing Suicide from Adulthood through Senior Years
This breakout explores what science we have that shows pathways for preventing suicide among adults of all ages, beyond signs of suicide. This breakout links the principles from the keynote with evidence-based kernels and behavioral vaccines that can be used in multiple contexts and initiatives. Policies and practices can be scale
Résistance à la chloroquine et réversion - Conférence du 4e édition du Cours international « Atelier Paludisme » - Bruno PRADINES - Institut de Médecine Tropicale du Service de Santé des Armées, France - bruno.pradines@free.fr
Creating an Evidence-Based Approach to Lifespan Suicide PreventionDennis Embry
Keynote: Address:
Humans appear to be the only species on the planet that kill themselves, which is the apparent result of the unique properties of language and the fact that other humans are the principal predator and the principal source of safety in our lives. Last year, three times as many America’s died from suicide as died at the height of the polio epidemic in the 1950s: 36,000 deaths from suicide, versus 3,000 from polio.
A public-health approach across the lifespan is required to reduce this terrible suffering and injury. A public-health campaign is less about the warning signs of suicide than specific actions that disable the “pump handle” to the wells of despair that result in suicidality.
This talk lays out four key principles from a lead article in a special issue of the American Psychologist on prevention, by the presenter and colleagues [1]. These principles arise from the consilience of evolutionary, medical, and behavioral sciences. The principles are not limited to the prevention of suicide; indeed, they principles address prevention of multiple mental, emotional, behavioral, and related physical disorders as outlined by the Institute of Medicine [2].
This talk integrates these principles with low-cost evidence-based kernels [3] and behavioral vaccines [4, 5] that can operate as an integrated public-health model to prevent multiple mental, emotional, behavioral, and related disorders [6]. This talk specifically shows how several apparently simple strategies can be promoted to prevent suicide across the lifespan, illustrated by data and practical mechanisms with rapid results and cost savings for multiple-silos of government and the private sector. The net result is happier, healthier, and productive citizens of all ages.
Breakout #1: Preventing Future Suicide from Pregnancy through Childhood Evidence-based Kernels and Behavioral Vaccines
This breakout expands on the keynote with specific evidence-based kernels and behavioral vaccines, organization and implementation details for low-cost strategies that can avert suicidality 10 to 20 years later cost effectively. One specific strategy that will be covered in greater detail is the Good Behavior Game (which is being widely promoted by in the US and Canada), as the only early elementary school strategy with lifetime scientific data on reducing sucidality [7]. Presently, the Substance Abuse and Mental Health Services Administration (SAMSHA) is funding 30 sties to do the Good Behavior Game, with 28 of those being supervised by Dr. Embry and his colleagues.
Breakout #2: Preventing Suicide from Adulthood through Senior Years
This breakout explores what science we have that shows pathways for preventing suicide among adults of all ages, beyond signs of suicide. This breakout links the principles from the keynote with evidence-based kernels and behavioral vaccines that can be used in multiple contexts and initiatives. Policies and practices can be scale
Three Easy Pieces for Maternal and Child Health Policy: MACHs Roundtable 2012 Dennis Embry
Troubles impact the future of our children in the modern world, many of which are traceable to what evolutionary thinkers call—evolutionary mismatch. I am a participant with the Evolution Institute, which says this about mismatch:
Natural selection adapts organisms to their past environments and has no ability to foresee the future. When the environment changes, adaptations to past environments can misfire in the current environment, producing a mismatch that can only be solved by subsequent evolution or by modifying the current environment. Mismatches are an inevitable consequence of evolution in changing environments.
Today, we examples of potential mismatch lurking in a whole range of mental, emotional, behavioral, and related disorders affecting maternal and child health. It this talk, I plan to explore how five simple policies might address mismatch that has created epidemics of autism, fetal alcohol effects, schizophrenia, depression, and other ills. These three policy categories emerge from robust science that challenges our conventional theories about the causes of troubling things like the rise of autism, serious mental illness, or aggressive and violent behavior.
In my experience as a prevention scientist, Manitoba is perhaps the only place in the Western Hemisphere capable of implementing policies and practices that might reverse adverse trends affecting the wellbeing of mothers and children for the future. So let us have a roundtable about three easy pieces for our futures:
1. Policy Goal 1: Reduce multiple sources of neuro-inflammation before pregnancy, during pregnancy and during childhood—using low-cost, scientifically proven evidence-based kernels [1].
2. Policy Goal 2: Recognize, reinforce and reward non-use of tobacco, alcohol & other drugs among women of childbearing age —using low-cost, scientifically proven evidence-based kernels [1].
3. Policy Goal 3: Create public-private partnerships to promote specific nurturing environments actionable strategies for children and their caregivers [2, 3]
References Utilized and Cited
1. Embry DD, Biglan A: Evidence-Based Kernels: Fundamental Units of Behavioral Influence. Clinical Child & Family Psychology Review 2008, 11(3):75-113.
2. Biglan A, Flay BR, Embry DD, Sandler IN: The critical role of nurturing environments for promoting human well-being. American Psychologist 2012, 67(4):257-271.
3. Embry DD: Behavioral Vaccines and Evidence-Based Kernels: Nonpharmaceutical Approaches for the Prevention of Mental, Emotional, and Behavioral Disorders. Psychiatric Clinics of North America 2011, 34(March):1-34.
Something has been happening in America. More and more young people are showing up with various mental, emotional, and behavioral disorders—based on the 2009 Institute of Medicine Report on the Prevention of Mental, Emotional, and Behavioral Disorders Among Young People. These disorders—from alcohol addiction to other serious mental and behavioral problems—are not just happening in K-12 education: they are fully present in larger numbers on college and university campuses. And, even more importantly, they are now epidemic in our broader society, causing untold damage to the fiscal stability of America, its national security, and global economic competitiveness.
Oddly, it is American institutions of higher learning that have pioneered the world’s best science why and how this epidemic is happening and what can be done to avert the problems. Still more oddly, it is not American institutions of higher learning leading the charge on applying that science—something at odds with the unique heritage of America applying science to better the world. Other rich democracies now lead in applying prevention science for the protection of their future generations.
American Colleges and Universities can become one of the drivers of great carbon revolution, not just a revolution in silicon technology. By a carbon revolution, this means resolving the problems of human behavior that are the largest burdens of social and economic pain and suffering.
In my presentations, I intend to outline how the youthful energies of our young people might be combined with prevention science for population-level prevention and protection against mental, emotional, behavioral and related physical disorders plaguing our futures.
• First, the presentation is aimed at evoking understanding of how these problems have arisen from fundamental evolutionary mismatch—something that my colleagues in the evolutionary sciences have started to map well.
• Second, the presentation gives concrete examples of how prevention science can be scaled to a public-health model to protect our young people and our broader society.
• Third, the presentation outlines how colleges and universities—students, faculty and staff—might have a leadership role in changing the trajectory of these problems rapidly.
• Fourth, the presentation maps how all this can be funded in a politically powerful way, which will in turn strengthen colleges and universities by reducing the huge rise in tuition and other costs that have well outpaced inflation. Indeed, the cost of higher education is now significantly higher in the US proportionately than that of other rich democracies.
I realize that this not a standard presentation about addictions among our college-age youth, decrying the alcohol industry or arguing over the age of drinking or the legalization of marijuana. I believe we must have a much bigger solution, not just for the sake of the young people on our campuses—but for all o
Rapid results for usa jobs and child family wellbeingDennis Embry
Imagine US Corporations repatriated and invested their $1.5 trillion overseas profits back into the use to increase employment in the nation's 4.6 million small businesses, reduce and prevent the nation's epidemic of mental, emotional, and behavioral disorders among our young people, and improved the health of the country and radically reduced the burden of our prisons on the taxpayers while improving public safety. Impossible? Hardly. The US tax code enables this to happen, and the US companies will only pay interest on their investments in the US—not the repatriated funds. This can happen through the vehicle of Social Impact Bonds, and the world-class prevention science of the United States. Please read and help us make this idea happen.
Connecticut nurturing environments for rapid results rev2Dennis Embry
Can we make huge change to benefit children and families. This talk was before state, federal and private leaders on how we can reclaim our children's futures.
Connecticut Presentation for Major ChangeDennis Embry
The state of Connecticut recently held a major meeting with Congressional members, cabinet members, and funders to outline a plan to create major, population-level impact on improving the wellbeing of Connecticut's children and families. This presentation opened the discussion
Biglan et al the critical role of nurturing environments for promoting human ...Dennis Embry
The recent Institute of Medicine report on prevention (National Research Council & Institute of Medicine, 2009) noted the substantial interrelationship among mental, emotional, and behavioral disorders and pointed out that, to a great extent, these problems stem from a set of common conditions. However, despite the evidence, current research and practice continue to deal with the prevention of mental, emotional, and behavioral disorders as if they are unrelated and each stems from different conditions. This article proposes a framework that could accelerate progress in preventing these problems. Environments that foster successful development and prevent the development of psychological and behavioral problems are usefully characterized as nurturing environments. First, these environments minimize biologically and psychologically toxic events. Second, they teach, promote, and richly reinforce prosocial behavior, including self-regulatory behaviors and all of the skills needed to become productive adult members of society. Third, they monitor and limit opportunities for problem behavior. Fourth, they foster psychological flexibility—the ability to be mindful of one's thoughts and feelings and to act in the service of one's values even when one's thoughts and feelings discourage taking valued action. We review evidence to support this synthesis and describe the kind of public health movement that could increase the prevalence of nurturing environments and thereby contribute to the prevention of most mental, emotional, and behavioral disorders. This article is one of three in a special section (see also Muñoz Beardslee, & Leykin, 2012; Yoshikawa, Aber, & Beardslee, 2012) representing an elaboration on a theme for prevention science developed by the 2009 report of the National Research Council and Institute of Medicine. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
CAPE MAY: A Different Scientific Perspective About the Causes and Cures of Bu...Dennis Embry
The story of the bully is very old. You can read descriptions of bullies in the Old Testament. Bullying seems to be increasing. Why is that? Why is it that aggressive, disturbing and disruptive behaviors have steadily increased in America—much more than other rich countries? We see bullying at preschool, at elementary school, in secondary school. We see bullying in the workplace, in the media, in every walk of life imaginable. Why is this so? What has happened that this behavior is more prevalent? The causes of being a bully and being bully victim have increasingly intriguing scientific findings. This presentation outlines what might underlying causes of the increase and the implications for larger action in society. We will look a biology, the brain, behavior and even evolutionary findings to get a deeper understanding for action. Some of the causes of being a bully and being a bully victim will surprise you, and will lay the foundation for a culture freer of bullying.
Cape May New Jersey Presentation on PreventionDennis Embry
The story of the bully is very old. You can read descriptions of bullies in the Old Testament. Bullying seems to be increasing. Why is that? Why is it that aggressive, disturbing and disruptive behaviors have steadily increased in America—much more than other rich countries? We see bullying at preschool, at elementary school, in secondary school. We see bullying in the workplace, in the media, in every walk of life imaginable. Why is this so? What has happened that this behavior is more prevalent? The causes of being a bully and being bully victim have increasingly intriguing scientific findings. This presentation outlines what might underlying causes of the increase and the implications for larger action in society. We will look a biology, the brain, behavior and even evolutionary findings to get a deeper understanding for action. Some of the causes of being a bully and being a bully victim will surprise you, and will lay the foundation for a culture freer of bullying.
In this 1 hour presentation, a deeper unstinting of why crime prevention must incorporate evolutionary theory. Humans are the principle predator of humans, and the principle source of safety. This talk outlines several clear strategies with large preventive effects.
New Hampshire Keynote on Prevention for Whole County 11 10-11Dennis Embry
Cheshire County, NH, seeks to be the healthiest county in America by 2020. The County is off to a roaring start: it has statistical snapshots and research briefs. Now the summit is about moving into high-gear to influence the behavior of 77,000 people from birth to 100 to meet the challenge.
How will the organizers and advocates do this with due hast and cost-efficiency in terms of people power, money and time?
How will the organizers and advocates make increased wellness and reduced morbidity and mortality happen across all the categories —from healthy weights, to mental illness, to cancer, to unintentional or intentional injuries, to addictions, to self harm, and heart disease?
This talk lays out real answers from somebody who has done large scale prevention trials with success, with diverse problems.
First, people will learn to tackle the problems not so much by topic (i.e., each separate issue), but by tackling the underlying common threads that hold and cause multiple problems. When you cut the common thread, you have impact across many domains. This is called a multi-problem or syndemic approach, and participates will learn from examples how to apply this to real-world issues from the Research Briefs.
Second, people need to use powerful yet low cost tools to influence those 77,000 to make changes in their behavior—with enough people to tip the balance of change. We cannot do therapy with every citizen to achieve the change; we need a public health model that empowers each citizen—young or old—to act not just for themselves but also in ways that help the health and wellbeing futures of many others. Again, the talk and related activities will illustrate how such behavior change and mobilization can be done using the same basic toolkit over and over, with examples.
Third, the whole community needs a way to be invested in ALL OUR FUTURES, not just self. Why? Because, the aggregate success actually reduces the “behavioral contagion” causing many of these problems. And, health equals wealth, both an individual and community level. This part of the presentation gives examples and illustrations that can help create the healthiest county not just for 2020—but also for decades to come
Keynote talk: Vermont Assn. for Mental Health and Friends of Recovery Annual...Dennis Embry
Dear Attendees of the Vermont Association for Mental Health and Friends of Recovery Annual Conference,
I am delighted to be participating at your event about the very real possibility of preventing mental illness at a population level in Vermont, based on the world-class research reviewed in the 2009 Institute of Medicine Report on the Prevention of Mental, Emotional, and Behavioral Disorders in Young People.
Vermont is in a unique position in the history of America to implement strategies that could catapult our country into unparalleled wellbeing. During my work with you on Thursday, October 27, I will be discussing how the State can use the opportunity of its Health Care Initiative to do what impeccable science (and a good dose of grand-motherly wisdom) show is within our grasp:
• Prevent, avert, and/or reduce most mental, emotional, and behavioral disorders.
• Promote mental, emotional, and behavioral wellbeing that improves educational and workplace productivity.
When these are changed, the state’s economic wellbeing will be improved on multiple fronts, since these problems are the biggest cost centers of local, state and business operations.
If Vermont can do this, then its success can help move America into a place of greater fiscal and political safety for all our futures.
Thus, I join you with a spirit of practical optimism on Thursday, and invite you to download and share two recent papers related to our work together.
(Use this tiny hyperlink: http://bit.ly/IOM-EMBRY)
Embry, D. D. (2011). "Behavioral Vaccines and Evidence-Based Kernels: Non-pharmaceutical Approaches for the Prevention of Mental, Emotional, and Behavioral Disorders." Psychiatric Clinics of North America 34(March): 1-34.
The Institute of Medicine Report on the Prevention of Mental, Emotional and Behavioral Disorders Among Young People1 (IOM Report) provides a powerful map for how the United States might significantly prevent mental illnesses and behavioral disorders like alcohol, tobacco, and other drug use among America’s youth. This document is already shaping United States policies, and will almost certainly affect Canada and other countries’ policies. Mental, emotional, and behavioral disorders (MEBs) among America’s youth and young adults present a serious threat to the country’s national security2 and to our economic competitiveness compared with 22 other rich countries.3–7 Such MEBs are also the leading preventable cost center for local, state, and the federal governments.1,4 Further, safe schools, healthy working environments, and public events or places are seriously compromised by MEBs as well.
(Use this tiny hyperlink: http://bit.ly/EmbryBiglanKernels)
Embry, D. D. and A. Biglan (2008). "Evidence-Based Kernels: Fundamental Units of Behavioral Influence." Clinical Child & Family Psychology Review 11(3): 75-113.
This paper describes evidence-based kernels, fundamental units of behavioral influence that appear to u
New prevention for everyone washington state aug 2011 copyDennis Embry
Washington State Educational Service District #113 had an exciting event in which virtually every level of community and government was present to learn how to apply evidence-based kernels and behavioral vaccines across the board to achieve large benefits in reducing or preventing mental, emotional, behavioral, and related physical health problems. This even was the first to engage in helping Dr. Embry write a new book for chaining
Nurturing the genius of genes the new frontier of education, therapy, and un...Dennis Embry
Not every child seems equally susceptible to the same parental, educational, or environmental influences even if cognitive level is similar. This study is the first ran- domized controlled trial to apply the differential susceptibility paradigm to education in relation to children’s genotype and early literacy skills. A randomized pretest–posttest control group design was used to examine the effects of the Intelligent Tutoring System Living Letters. Two intervention groups were created, 1 receiving feedback and 1 completing the program without feedback, and 1 control group. Carriers of the long variant of the dopamine D4 receptor gene (DRD4 7-repeat) profited most from the computer program with positive feed- back, whereas they performed at the lowest level of early literacy skills in the absence of such feedback. Our findings suggest that behind modest overall educational intervention effects a strong effect on a subgroup of susceptible children may be hidden.
Harvard Presentation on the Science of Bullying PrevetionDennis Embry
Dr. Dennis Embry presented a guest lecture at a one day event sponsored by Harvard University. Dr. Embry's comments focused on how broad scale evolutionary mismatch is causing vulnerability to multiple forms of mental, emotional, and behavioral disorders that are linked to bullying and harassment for both perpetration and victimization.
Creating Evidence-Based Practices When None ExistDennis Embry
On April 28, 2011, the Assistant Secretary of Health and Human Services for Research and Evaluation asked Dr. Dennis Embry to speak at the Pew Trust in Washington, DC. He was asked to answer a key question regarding evidence-informed strategies: “When evidence-based programs are not available to meet the needs of a particular population, then how should/can we use evidence to inform innovation?” Here is the powerpoint for this well-received presentation.
These lecture slides, by Dr Sidra Arshad, offer a quick overview of physiological basis of a normal electrocardiogram.
Learning objectives:
1. Define an electrocardiogram (ECG) and electrocardiography
2. Describe how dipoles generated by the heart produce the waveforms of the ECG
3. Describe the components of a normal electrocardiogram of a typical bipolar leads (limb II)
4. Differentiate between intervals and segments
5. Enlist some common indications for obtaining an ECG
Study Resources:
1. Chapter 11, Guyton and Hall Textbook of Medical Physiology, 14th edition
2. Chapter 9, Human Physiology - From Cells to Systems, Lauralee Sherwood, 9th edition
3. Chapter 29, Ganong’s Review of Medical Physiology, 26th edition
4. Electrocardiogram, StatPearls - https://www.ncbi.nlm.nih.gov/books/NBK549803/
5. ECG in Medical Practice by ABM Abdullah, 4th edition
6. ECG Basics, http://www.nataliescasebook.com/tag/e-c-g-basics
Report Back from SGO 2024: What’s the Latest in Cervical Cancer?bkling
Are you curious about what’s new in cervical cancer research or unsure what the findings mean? Join Dr. Emily Ko, a gynecologic oncologist at Penn Medicine, to learn about the latest updates from the Society of Gynecologic Oncology (SGO) 2024 Annual Meeting on Women’s Cancer. Dr. Ko will discuss what the research presented at the conference means for you and answer your questions about the new developments.
Recomendações da OMS sobre cuidados maternos e neonatais para uma experiência pós-natal positiva.
Em consonância com os ODS – Objetivos do Desenvolvimento Sustentável e a Estratégia Global para a Saúde das Mulheres, Crianças e Adolescentes, e aplicando uma abordagem baseada nos direitos humanos, os esforços de cuidados pós-natais devem expandir-se para além da cobertura e da simples sobrevivência, de modo a incluir cuidados de qualidade.
Estas diretrizes visam melhorar a qualidade dos cuidados pós-natais essenciais e de rotina prestados às mulheres e aos recém-nascidos, com o objetivo final de melhorar a saúde e o bem-estar materno e neonatal.
Uma “experiência pós-natal positiva” é um resultado importante para todas as mulheres que dão à luz e para os seus recém-nascidos, estabelecendo as bases para a melhoria da saúde e do bem-estar a curto e longo prazo. Uma experiência pós-natal positiva é definida como aquela em que as mulheres, pessoas que gestam, os recém-nascidos, os casais, os pais, os cuidadores e as famílias recebem informação consistente, garantia e apoio de profissionais de saúde motivados; e onde um sistema de saúde flexível e com recursos reconheça as necessidades das mulheres e dos bebês e respeite o seu contexto cultural.
Estas diretrizes consolidadas apresentam algumas recomendações novas e já bem fundamentadas sobre cuidados pós-natais de rotina para mulheres e neonatos que recebem cuidados no pós-parto em unidades de saúde ou na comunidade, independentemente dos recursos disponíveis.
É fornecido um conjunto abrangente de recomendações para cuidados durante o período puerperal, com ênfase nos cuidados essenciais que todas as mulheres e recém-nascidos devem receber, e com a devida atenção à qualidade dos cuidados; isto é, a entrega e a experiência do cuidado recebido. Estas diretrizes atualizam e ampliam as recomendações da OMS de 2014 sobre cuidados pós-natais da mãe e do recém-nascido e complementam as atuais diretrizes da OMS sobre a gestão de complicações pós-natais.
O estabelecimento da amamentação e o manejo das principais intercorrências é contemplada.
Recomendamos muito.
Vamos discutir essas recomendações no nosso curso de pós-graduação em Aleitamento no Instituto Ciclos.
Esta publicação só está disponível em inglês até o momento.
Prof. Marcus Renato de Carvalho
www.agostodourado.com
- Video recording of this lecture in English language: https://youtu.be/lK81BzxMqdo
- Video recording of this lecture in Arabic language: https://youtu.be/Ve4P0COk9OI
- Link to download the book free: https://nephrotube.blogspot.com/p/nephrotube-nephrology-books.html
- Link to NephroTube website: www.NephroTube.com
- Link to NephroTube social media accounts: https://nephrotube.blogspot.com/p/join-nephrotube-on-social-media.html
Pulmonary Thromboembolism - etilogy, types, medical- Surgical and nursing man...VarunMahajani
Disruption of blood supply to lung alveoli due to blockage of one or more pulmonary blood vessels is called as Pulmonary thromboembolism. In this presentation we will discuss its causes, types and its management in depth.
Flu Vaccine Alert in Bangalore Karnatakaaddon Scans
As flu season approaches, health officials in Bangalore, Karnataka, are urging residents to get their flu vaccinations. The seasonal flu, while common, can lead to severe health complications, particularly for vulnerable populations such as young children, the elderly, and those with underlying health conditions.
Dr. Vidisha Kumari, a leading epidemiologist in Bangalore, emphasizes the importance of getting vaccinated. "The flu vaccine is our best defense against the influenza virus. It not only protects individuals but also helps prevent the spread of the virus in our communities," he says.
This year, the flu season is expected to coincide with a potential increase in other respiratory illnesses. The Karnataka Health Department has launched an awareness campaign highlighting the significance of flu vaccinations. They have set up multiple vaccination centers across Bangalore, making it convenient for residents to receive their shots.
To encourage widespread vaccination, the government is also collaborating with local schools, workplaces, and community centers to facilitate vaccination drives. Special attention is being given to ensuring that the vaccine is accessible to all, including marginalized communities who may have limited access to healthcare.
Residents are reminded that the flu vaccine is safe and effective. Common side effects are mild and may include soreness at the injection site, mild fever, or muscle aches. These side effects are generally short-lived and far less severe than the flu itself.
Healthcare providers are also stressing the importance of continuing COVID-19 precautions. Wearing masks, practicing good hand hygiene, and maintaining social distancing are still crucial, especially in crowded places.
Protect yourself and your loved ones by getting vaccinated. Together, we can help keep Bangalore healthy and safe this flu season. For more information on vaccination centers and schedules, residents can visit the Karnataka Health Department’s official website or follow their social media pages.
Stay informed, stay safe, and get your flu shot today!
Tom Selleck Health: A Comprehensive Look at the Iconic Actor’s Wellness Journeygreendigital
Tom Selleck, an enduring figure in Hollywood. has captivated audiences for decades with his rugged charm, iconic moustache. and memorable roles in television and film. From his breakout role as Thomas Magnum in Magnum P.I. to his current portrayal of Frank Reagan in Blue Bloods. Selleck's career has spanned over 50 years. But beyond his professional achievements. fans have often been curious about Tom Selleck Health. especially as he has aged in the public eye.
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Introduction
Many have been interested in Tom Selleck health. not only because of his enduring presence on screen but also because of the challenges. and lifestyle choices he has faced and made over the years. This article delves into the various aspects of Tom Selleck health. exploring his fitness regimen, diet, mental health. and the challenges he has encountered as he ages. We'll look at how he maintains his well-being. the health issues he has faced, and his approach to ageing .
Early Life and Career
Childhood and Athletic Beginnings
Tom Selleck was born on January 29, 1945, in Detroit, Michigan, and grew up in Sherman Oaks, California. From an early age, he was involved in sports, particularly basketball. which played a significant role in his physical development. His athletic pursuits continued into college. where he attended the University of Southern California (USC) on a basketball scholarship. This early involvement in sports laid a strong foundation for his physical health and disciplined lifestyle.
Transition to Acting
Selleck's transition from an athlete to an actor came with its physical demands. His first significant role in "Magnum P.I." required him to perform various stunts and maintain a fit appearance. This role, which he played from 1980 to 1988. necessitated a rigorous fitness routine to meet the show's demands. setting the stage for his long-term commitment to health and wellness.
Fitness Regimen
Workout Routine
Tom Selleck health and fitness regimen has evolved. adapting to his changing roles and age. During his "Magnum, P.I." days. Selleck's workouts were intense and focused on building and maintaining muscle mass. His routine included weightlifting, cardiovascular exercises. and specific training for the stunts he performed on the show.
Selleck adjusted his fitness routine as he aged to suit his body's needs. Today, his workouts focus on maintaining flexibility, strength, and cardiovascular health. He incorporates low-impact exercises such as swimming, walking, and light weightlifting. This balanced approach helps him stay fit without putting undue strain on his joints and muscles.
Importance of Flexibility and Mobility
In recent years, Selleck has emphasized the importance of flexibility and mobility in his fitness regimen. Understanding the natural decline in muscle mass and joint flexibility with age. he includes stretching and yoga in his routine. These practices help prevent injuries, improve posture, and maintain mobilit
Knee anatomy and clinical tests 2024.pdfvimalpl1234
This includes all relevant anatomy and clinical tests compiled from standard textbooks, Campbell,netter etc..It is comprehensive and best suited for orthopaedicians and orthopaedic residents.
1. Prevention for Everyone
Averting America’s epidemic of mental, emotional, mental and related behavioral disorders
Dennis D. Embry, Ph.D. • President/Senior Scientist, PAXIS Institute
The University of Kansas Medical Center WIMS Conference, August 18th & 19, 2011
2. Horace Crandell Embry
Near the end of medical school,
Kansas City Medical College, 1909
Dr. Horace Crandell Embry
Last year of his life, Great Bend, Kansas, 1947
3. Horace Crandell Embry
Near the end of medical school,
Kansas City Medical College, 1909
Dr. Horace Crandell Embry
Last year of his life, Great Bend, Kansas, 1947
About 10 years ago, we learned my
grandfather, Dr. H.C. Embry was the son of
freed slave.
He would have lied on his admission papers
about his origin, and he lied on the death
certificate of his father and my great-
grandfather by signing “white”. He and his
father passed in the era of the one-drop
rule.
Today, he is free of the family secret.
5. The nation faced
a national
epidemic of polio.
Emergency
wards were filled
with iron lungs.
Children died or
crippled. The
nation was
terrified.
6. The nation faced
a national
epidemic of polio.
Emergency
wards were filled
with iron lungs.
Children died or
crippled. The
nation was
terrified.
Which children in
America got the
Polio Vaccine during
the Polio Epidemic?
7. WhichF(4,*7"*=($#:&4,*6,:*844,-*G44:*>6HH$,6'$",-I
children should have these vaccinations?
J4;% 786!98:6; J$K !=> L> <<L >6&$H4##6 J4;D J!> <=>.
DE4* 0%$+"("(/!1 '($)")%*(+,!
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Haemophilus
influenzae!"#$%!&
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54-7.8+"%
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*.&%66+
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3+?(*./
9%-(-845455+6!
54-7.8+"%
1,234,56
$%*".//(/
%$&'(
)*+",'(-
(1–2 mos)
1
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2 2
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0)*+",'(-
4
(15–18 mos) (12–15 mos) (6–18 mos) (12–15 mos) (12–15 mos) (2 doses given
0O*+",'(- (6–18 mos) (12–15 mos)
6 mos apart at
age 12–23 mos)
0B*+",'(- 3
5 5 Catch-up5 Catch-up5
Catch-up Catch-up
0C?)A*+",'(- Catch-up5 (to 5 years) Catch-up5 (to 5 years) (given each fall
or winter to
children ages
.?/*@46&- 6 mos–18 yrs)
Catch-up5
M?0N*@46&- Catch-up5
Catch-up5
6
Catch-up5 Catch-up5 Catch-up5
00?0)*@46&-
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Catch-up5 Catch-up5,6 Catch-up5,7
0A?0B*@46&- (Tdap/Td)
1. Your infant may not need a dose of HepB at age 4 months depending on the type of vaccine that 5. If your child’s vaccinations are delayed or missed entirely, they should be given as soon as
your healthcare provider uses. possible.
8. Who pays for children’s,
teen’s, and adult’s
vaccinations in
America?
9. Who pays for children’s,
teen’s, and adult’s
vaccinations in
America?
How good of an idea would it be to stop
funding these vaccines to save money to
pay down the Federal, state, and local
government debt?
13. Lifetime Prevalence of Disorders in US Adolescents (N=10,123)
Merikangas et al., 2010 40%
35%
30%
25%
20%
15%
10%
5%
0%
4 5 6 7 8 9 10 11 12 13 14 15 16 17 18
Age in Years
14. Lifetime Prevalence of Disorders in US Adolescents (N=10,123)
Merikangas et al., 2010 40%
35%
Anxiety 33%
30%
25%
20%
15%
10%
5%
0%
4 5 6 7 8 9 10 11 12 13 14 15 16 17 18
Age in Years
15. Lifetime Prevalence of Disorders in US Adolescents (N=10,123)
Merikangas et al., 2010 40%
35%
Anxiety 33%
30%
25%
Behavior 22%
20%
15%
10%
5%
0%
4 5 6 7 8 9 10 11 12 13 14 15 16 17 18
Age in Years
16. Lifetime Prevalence of Disorders in US Adolescents (N=10,123)
Merikangas et al., 2010 40%
35%
Anxiety 33%
30%
25%
Behavior 22%
20%
Mood 18%
15%
10%
5%
0%
4 5 6 7 8 9 10 11 12 13 14 15 16 17 18
Age in Years
17. Lifetime Prevalence of Disorders in US Adolescents (N=10,123)
Merikangas et al., 2010 40%
35%
Anxiety 33%
30%
25%
Substance 24%
Behavior 22%
20%
Mood 18%
15%
10%
5%
0%
4 5 6 7 8 9 10 11 12 13 14 15 16 17 18
Age in Years
18. Cumulative prevalence of psychiatric disorders by
young adulthood: a prospective cohort analysis from
the Great Smoky Mountains Study.
By 21 years of age, 61.1% of
participants had met criteria for a well-
specified psychiatric disorder. An
additional 21.4% had met criteria for a
not otherwise specified disorder only,
increasing the total cumulative
prevalence for any disorder to 82.5%.
19. Nearly 3 out of 4 of the nation's 17- to 24-year-olds are
ineligible for military service for based on national
epidemiological data
• Medical/physical problems,
35 percent.
• Illegal drug use, 18 percent.
• Mental Category V (the
lowest 10 percent of the
population), 9 percent.
• Too many dependents under
age 18, 6 percent.
• Criminal record, 5 percent.
Army Times, Nov 5, 2009 • www.missionreadiness.org/PAEE0609.pd
20. The US has 75
million children
and teens.
40.4 million are
on psychotropic
medications
Wall Street
Journal,
12-28-2010
21. Youth MEB Prevalence Rate Comparison
50%
25%
What do these comparisons imply about the prevention
of mental, emotional, and behavioral disorders?
22. Youth MEB Prevalence Rate Comparison
50%
25%
USA United Kingdom OECD Nordic
What do these comparisons imply about the prevention
of mental, emotional, and behavioral disorders?
23. Youth MEB Prevalence Rate Comparison
50%
25%
USA United Kingdom OECD Nordic
What do these comparisons imply about the prevention
of mental, emotional, and behavioral disorders?
24. Youth MEB Prevalence Rate Comparison
50%
25%
USA United Kingdom OECD Nordic
What do these comparisons imply about the prevention
of mental, emotional, and behavioral disorders?
25. Youth MEB Prevalence Rate Comparison
50%
25%
USA United Kingdom OECD Nordic
What do these comparisons imply about the prevention
of mental, emotional, and behavioral disorders?
26. Youth MEB Prevalence Rate Comparison
?
50%
25%
USA United Kingdom OECD Nordic
What do these comparisons imply about the prevention
of mental, emotional, and behavioral disorders?
27. Youth MEB Prevalence Rate Comparison
? ?
50%
25%
USA United Kingdom OECD Nordic
What do these comparisons imply about the prevention
of mental, emotional, and behavioral disorders?
29. Suicidal acts/thoughts?
Child maltreatment?
ADHD?
Oppositional Defiant Disorders? Major Depression?
Anxiety Disorders?
Conduct Disorders?
Psychosis onset?
Tobacco addiction?
Learning Disorders/Disabilities?
Alcohol abuse?
Drug abuse rates? School failure/dropping out?
Drug abuse?
30. What would happen in the US, in
this state, and in this community if
the rates of the following were cut Suicidal acts/thoughts?
25% to 50%…
Child maltreatment?
ADHD?
Oppositional Defiant Disorders? Major Depression?
Anxiety Disorders?
Conduct Disorders?
Psychosis onset?
Tobacco addiction?
Learning Disorders/Disabilities?
Alcohol abuse?
Drug abuse rates? School failure/dropping out?
Drug abuse?
31. The call
“How are the children?” Hongi
After the challenge warning,
the eldest woman calls forth
the women and children.
Two chiefs
meet
Tamariki Wairua
“The children are the gift of
the gods held in common.”
Turia te marae e tamara ma, Now take your stand on the marae.
Whaikorero kae i te pa-uauatanga, Share your concerns about the state of affairs,
I puta ai to ihu ki Rangiatea, Let your wisdom lead us into the light,
I mau ai te puni wahine, Let it be as a mantle over the assembly of women,
Te tira taitama, the band of young people;
33. Key messages about mental, emotional & behavioral disorders…
MEB’s are
preventable.
34. Key messages about mental, emotional & behavioral disorders…
MEB’s are Break-even for
preventable. MEB prevention
is one year.
35. Key messages about mental, emotional & behavioral disorders…
MEB’s are Break-even for MEB prevention
preventable. MEB prevention balances
is one year. budgets.
36. Key messages about mental, emotional & behavioral disorders…
MEB’s are Break-even for MEB prevention MEB prevention
preventable. MEB prevention balances improves US
is one year. budgets. business.
37. Key messages about mental, emotional & behavioral disorders…
MEB’s are Break-even for MEB prevention MEB prevention
preventable. MEB prevention balances improves US
is one year. budgets. business.
Effective MEB
prevention helps
national security.
38. Key messages about mental, emotional & behavioral disorders…
MEB’s are Break-even for MEB prevention MEB prevention
preventable. MEB prevention balances improves US
is one year. budgets. business.
Effective MEB MEB prevention
prevention helps helps US global
national security. success.
39. Key messages about mental, emotional & behavioral disorders…
MEB’s are Break-even for MEB prevention MEB prevention
preventable. MEB prevention balances improves US
is one year. budgets. business.
MEB prevention
Effective MEB MEB prevention saves Social
prevention helps helps US global Security &
national security. success. Medicare.
40. Key messages about mental, emotional & behavioral disorders…
MEB’s are Break-even for MEB prevention MEB prevention
preventable. MEB prevention balances improves US
is one year. budgets. business.
MEB prevention
Effective MEB MEB prevention saves Social MEB prevention
prevention helps helps US global Security & heals past
national security. success. Medicare. inequities.
41. Introducing “behavioral
vaccines”
Behavioral vaccines are a simple
procedure that, when used
repeatedly, reduce morbidity and
mortality and/or increase
wellbeing or health.
Such behavioral vaccines can
become cultural practices.
• Embry, D. D. (2011). "Behavioral Vaccines and Evidence-Based Kernels: Non-pharmaceutical Approaches for the Prevention of
Mental, Emotional, and Behavioral Disorders." Psychiatric Clinics of North America 34(March): 1-34
• Embry, D. D. (2004). "Community-Based Prevention Using Simple, Low-Cost, Evidence-Based Kernels and Behavior Vaccines."
Journal of Community Psychology 32(5): 575.
• Embry, D. D. (2002). "The Good Behavior Game: A Best Practice Candidate as a Universal Behavioral Vaccine." Clinical Child &
Family Psychology Review 5(4): 273-297.
42. Brushing teeth Watching TV in
3x per day bedroom
Yes Yes
No No
Buckling a child 30 minutes of
in a car seat physical activity
per day
Yes Yes
No No
Checking for understanding:
Which are “behavioral vaccines”?
43. Evidence-Based Kernels…
Is the smallest unit of scientifically proven behavioral
influence.
• Is indivisible; that is, removing any part makes it
inactive.
Produces quick easily measured change that can
grow much bigger change over time.
Can be be used alone OR combined with other
kernels to create new programs, strategies or
policies.
• Are the active ingredients of evidence-based
programs
• Can be spread by word-of-mouth, by modeling, by
non professionals.
• Can address historic disparities without stigma, in
part because they are also found in cultural wisdom.
44. Further reading…
Clin Child Fam Psychol Rev
DOI 10.1007/s10567-008-0036-x
Evidence-based Kernels: Fundamental Units of Behavioral
Influence
Fundamental unites of behavior change
Dennis D. Embry Æ Anthony Biglan
Embry, D. D. and A. Biglan (2008). "Evidence-Based Kernels:
Fundamental Units of Behavioral Influence." Clinical Child & Family
Ó The Author(s) 2008. This article is published with open access at Springerlink.com
Abstract This paper describes evidence-based kernels, This paper presents an analysis of fundamental units of
Psychology Review 11(3): 75-113.
fundamental units of behavioral influence that appear to behavioral influence that underlie effective prevention and
underlie effective prevention and treatment for children, treatment. We call these units kernels. They have two
adults, and families. A kernel is a behavior–influence defining features. First, in experimental analysis,
procedure shown through experimental analysis to affect a researchers have found them to have a reliable effect on
A R T I C L E
COMMUNITY-BASED
Creating population change
PREVENTION USING SIMPLE, Embry, D. D. (2004). "Community-Based Prevention Using Simple,
LOW-COST, EVIDENCE-BASED
KERNELS AND BEHAVIOR Low-Cost, Evidence-Based Kernels and Behavior Vaccines."
VACCINES
Dennis D. Embry
PAXIS Institute
Journal of Community Psychology 32(5): 575.
A paradox exists in community prevention of violence and drugs. Good
B e h a v i o r a l Vac c i n e s an d
Evidence-Based Kernels:
Nonpharmaceutical Behavioral vaccines for disease control
A p p ro a c h e s f o r th e
Prevention of Mental, Embry, D. D. 2011. Behavioral vaccines and evidence-based kernels:
Emotional, and non-pharmaceutical approaches for the prevention of mental, emotional,
B e ha vi ora l D is o rd er s
and behavioral disorders. Psychiatr Clin North Am 34 (1):1-34.
Dennis D. Embry, PhD
KEYWORDS
48. Bi-directional Wealth and Wellbeing Transfer
5-Year 65-Year
Olds Olds
Who are living
longer though get
progressively sicker…
49. Bi-directional Wealth and Wellbeing Transfer
Requiring more wealth transfer
5-Year 65-Year
Olds Olds
Who are living
longer though get
progressively sicker…
50. Bi-directional Wealth and Wellbeing Transfer
Requiring more wealth transfer
5-Year 65-Year
Olds Olds
Who are living
Who are less
longer though get
and less able…
progressively sicker…
51. Bi-directional Wealth and Wellbeing Transfer
Requiring more wealth transfer
5-Year 65-Year
Olds But elders voting to stop funds to kids Olds
Who are living
Who are less
longer though get
and less able…
progressively sicker…
52. Meet Muriel Saunders, the 4th-grade teacher who
invented the Good Behavior Game in 1967
JOURNAL OF APPLIED BEHAVIOR ANALYSIS 1969, 2, 119-124 NUMBER 2 (SUMMER 1969)
GOOD BEHAVIOR GAME: EFFECTS OF INDIVIDUAL
CONTINGENCIES FOR GROUP CONSEQUENCES ON
DISRUPTIVE BEHAVIOR IN A CLASSROOM'
HARRIET H. BARRISH, MURIEL SAUNDERS, AND MONTROSE M. WOLF
UNIVERSITY OF KANSAS
Out-of-seat and talking-out behaviors were studied in a regular fourth-grade class that in-
cluded several "problem children". After baseline rates of the inappropriate behaviors were
obtained, the class was divided into two teams "to play a game". Each out-of-seat and talking-
out response by an individual child resulted in a mark being placed on the chalkboard, which
meant a possible loss of privileges by all members of the student's team. In this manner a
contingency was arranged for the inappropriate behavior of each child while the consequence
(possible loss of privileges) of the child's behavior was shared by all members of this team
as a group. The privileges were events which are available in almost every classroom, such
as extra recess, first to line up for lunch, time for special projects, stars and name tags, as
well as winning the game. The individual contingencies for the group consequences were
successfully applied first during math period and then during reading period. The experi-
mental analysis involved elements of both reversal and multiple baseline designs.
Researchers have recently begun to assess Hall and Broden, 1967; Becker, Madsen,
the effectiveness of a variety of behavioral Arnold, and Thomas, 1967; Hall, Lund, and
procedures for management of disruptive class- Jackson, 1968; Thomas, Becker, and Arm-
room behavior. Some investigators have ar- strong, 1968; Madsen, Becker, and Thomas,
ranged token reinforcement contingencies for 1968). Even so, at least one group of investi-
appropriate classroom behavior (Birnbrauer, gators (Hall et al., 1968) encountered a teacher
Wolf, Kidder, and Tague, 1965; O'Leary and who apparently did not have sufficient social
Becker, 1967; Wolf, Giles, and Hall, 1968). reinforcers in her repertoire to apply social
However, these token reinforcers often have reinforcement procedures successfully. The
been dependent upon back-up reinforcers that present study investigated the effects of a class-
were unnatural in the regular classroom, such room behavior management technique based
as candy and money. On the other hand, on reinforcers natural to the classroom, other
several investigators have utilized a reinforcer than teacher attention. The technique was
intrinsic to every classroom, i.e., teacher at- designed to reduce disruptive classroom be-
tention (Zimmerman and Zimmerman, 1962; havior through a game involving competition
for privileges available in almost every class-
'This study is based upon a thesis submitted by the room. The students were divided into two
senior author to the Department of Human Develop- teams and disruptive behavior by any member
ment in partial fulfillment of the requirements for the of a team resulted in possible loss of privileges
Master of Arts degree. The research was supported by for every member of his team.
a Public Health Service Fellowship IFI MH-36, 964-01
from the National Institute of Mental Health and by
a grant (HD 03144) from the National Institute of METHOD
Child Health and Human Development to the Bureau
of Child Research and the Department of Human Subjects and Setting
Development, University of Kansas. The authors wish The study was conducted in a fourth-grade
to thank Drs. Donald M. Baer and Don Bushell, Jr.,
for helpful suggestions in preparation of the manu- classroom of 24 students. Seven of the students
script; Mr. Rex Shanks, Mr. Frank A. Branagan, and had been referred several times by the teacher
Mrs. Betty Roberts for their invaluable help in con- to the school principal for such problems as
ducting the study; and Mrs. Susan Zook, Mrs. Sue out-of-seat behavior, indiscriminate noise and
Chen, and Mr. Jay Barrish for their contributions of talking, uncooperativeness, and general class-
time for reliability checks. Reprints may be obtained
from the authors, Department of Human Development, room disruption. Further, the school principal
University of Kansas, Lawrence, Kansas 66044. reported that a general behavior management
119
Barrish, H. H., Saunders, M., & Wolf, M. M. (1969). Good behavior game: Effects of individual contingencies for group
consequences on disruptive behavior in a classroom. Journal of Applied Behavior Analysis, 2(2), 119-124
53. Meet Muriel Saunders, the 4th-grade teacher who
invented the Good Behavior Game in 1967
JOURNAL OF APPLIED BEHAVIOR ANALYSIS 1969, 2, 119-124 NUMBER 2 (SUMMER 1969)
GOOD BEHAVIOR GAME: EFFECTS OF INDIVIDUAL
CONTINGENCIES FOR GROUP CONSEQUENCES ON
DISRUPTIVE BEHAVIOR IN A CLASSROOM'
HARRIET H. BARRISH, MURIEL SAUNDERS, AND MONTROSE M. WOLF
UNIVERSITY OF KANSAS
Out-of-seat and talking-out behaviors were studied in a regular fourth-grade class that in-
cluded several "problem children". After baseline rates of the inappropriate behaviors were
obtained, the class was divided into two teams "to play a game". Each out-of-seat and talking-
out response by an individual child resulted in a mark being placed on the chalkboard, which
meant a possible loss of privileges by all members of the student's team. In this manner a
contingency was arranged for the inappropriate behavior of each child while the consequence
(possible loss of privileges) of the child's behavior was shared by all members of this team
as a group. The privileges were events which are available in almost every classroom, such
as extra recess, first to line up for lunch, time for special projects, stars and name tags, as
well as winning the game. The individual contingencies for the group consequences were
successfully applied first during math period and then during reading period. The experi-
mental analysis involved elements of both reversal and multiple baseline designs.
Researchers have recently begun to assess Hall and Broden, 1967; Becker, Madsen,
the effectiveness of a variety of behavioral Arnold, and Thomas, 1967; Hall, Lund, and
procedures for management of disruptive class- Jackson, 1968; Thomas, Becker, and Arm-
room behavior. Some investigators have ar- strong, 1968; Madsen, Becker, and Thomas,
ranged token reinforcement contingencies for 1968). Even so, at least one group of investi-
appropriate classroom behavior (Birnbrauer, gators (Hall et al., 1968) encountered a teacher
Wolf, Kidder, and Tague, 1965; O'Leary and who apparently did not have sufficient social
Becker, 1967; Wolf, Giles, and Hall, 1968). reinforcers in her repertoire to apply social
However, these token reinforcers often have reinforcement procedures successfully. The
been dependent upon back-up reinforcers that present study investigated the effects of a class-
were unnatural in the regular classroom, such room behavior management technique based
as candy and money. On the other hand, on reinforcers natural to the classroom, other
several investigators have utilized a reinforcer than teacher attention. The technique was
intrinsic to every classroom, i.e., teacher at- designed to reduce disruptive classroom be-
tention (Zimmerman and Zimmerman, 1962; havior through a game involving competition
for privileges available in almost every class-
room. The students were divided into two
The first whole classroom
'This study is based upon a thesis submitted by the
senior author to the Department of Human Develop- teams and disruptive behavior by any member
ment in partial fulfillment of the requirements for the of a team resulted in possible loss of privileges
Master of Arts degree. The research was supported by for every member of his team.
a Public Health Service Fellowship IFI MH-36, 964-01
from the National Institute of Mental Health and by
a grant (HD 03144) from the National Institute of METHOD
Child Health and Human Development to the Bureau
study of behavioral
of Child Research and the Department of Human Subjects and Setting
Development, University of Kansas. The authors wish The study was conducted in a fourth-grade
to thank Drs. Donald M. Baer and Don Bushell, Jr.,
for helpful suggestions in preparation of the manu- classroom of 24 students. Seven of the students
script; Mr. Rex Shanks, Mr. Frank A. Branagan, and had been referred several times by the teacher
Mrs. Betty Roberts for their invaluable help in con- to the school principal for such problems as
ducting the study; and Mrs. Susan Zook, Mrs. Sue out-of-seat behavior, indiscriminate noise and
psychology in the world
Chen, and Mr. Jay Barrish for their contributions of talking, uncooperativeness, and general class-
time for reliability checks. Reprints may be obtained
from the authors, Department of Human Development, room disruption. Further, the school principal
University of Kansas, Lawrence, Kansas 66044. reported that a general behavior management
119
Barrish, H. H., Saunders, M., & Wolf, M. M. (1969). Good behavior game: Effects of individual contingencies for group
consequences on disruptive behavior in a classroom. Journal of Applied Behavior Analysis, 2(2), 119-124
54. Behavior Tracking Results in Baltimore 150+ classrooms
No or Low Implementation High Implementation
of PAX (Good Behavior) Game of PAX (Good Behavior) Game
17 per/hr X 5.5 class
hours X 30 students =
2,805 disruptions per
school day per
classroom
55. Behavior Tracking Results in Baltimore 150+ classrooms
No or Low Implementation High Implementation
of PAX (Good Behavior) Game of PAX (Good Behavior) Game
17 per/hr X 5.5 class
hours X 30 students =
2,805 disruptions per
school day per
classroom
6 per/hr X 5.5 class
hours X 30 students =
990 disruptions per
school day per
classroom
56. incur a checkmark, lessening In 1985, Dr. Kellam and colleagues 29 percent who played the GBG reported abuse and dependence. Teachers gave out the Dr. Kellam and colleagu
’ chances for prizes. identified three to four schools in each of stickers and other token rewards and penalties dinal study of the GBG wh
Univers
me is played for brief intervals at five demographically distinct neighbor-
hoods, ranging more than mostly
In 1985, in ethnicity from MALES BENEFIT ACROSS THE AS THE TWIG IS BENT Young adults who had played the Good
ship wit
me and frequency are gradually
BOARD As they grew, boys who had partici- Behavior Game in first and second grade were less likely to smoke ciga- Public S
d as the children gain practice 1,000 children from
African-American to mostly White and in pated in the Good Behavior Game in first and rettes or abuse drugs than those who hadn’t played the game. Males
Kellam
ng their behaviors. Eventually, economic status from very low to moder- second grade in 1985–1986 used fewer social whose first-grade teachers identified them as aggressive and disruptive
constant attentiveness to
41 first-grade classes
ate income. Altogether, more than 1,000 services than a control group. benefited the most. activity
spectrum
e behavior, the teacher stops in 19 from 41 first-grade classes in 19
children schools either efits by s
Good Behavior Game Control
g when the game is in play and schools either used the GBG or served as Game
used the GBG or Players
Controls olds awa
prizes to successful teams only controls in the study. 70%
disrupti
servedthe first weeks of in
as controls school,
Prevalence of Problem Behaviors at Age 19–21
h of a GBG period. During School 60%
have lon
G was devised in the 1960s the study.
teachers in both the GBG and the control Services*
9% 14% precurso
H. Barrish, Muriel Saunders, classes assessed each student’s behav- 50% adolesce
Mental Health or comes. T
ose M. Wolf at the University ior; about 12 percent of the males and 3 Medical Services
13% 18%
Its underlying concept is that These results are
percent of the females were classified as
40%
the GBG
only aga
bers, wanting to win, will pres- longitudinal results at
aggressive and disruptive. Teachers in the Drug Abuse
Treatment
4% 9% 30%
and dep
help—each other to meet the game-playing classrooms divided these
objectives.
age 21 from the
high-risk students roughly equally among 20% against t
Social antisoci
kids come to school, they often study.
the teams. Services
1% 6%
10% der, and
w how to behave like students. The teachers using the GBG began by
to be taught. It’s not intuitive, implementing the game for 10 minutes Criminal Justice 0
12% 20% HOW TO
System Drug Abuse Smoking Drug Abuse Smoking Drug Abuse Smoking
n’t always get it, and teachers three times a week; they then increased its Teach
All Males Males Disruptive in First Grade
g trained to deal with it,” says frequency and duration as the school year *For problems with behavior, emotions, drugs, or alcohol. All Females
of the ga
. “This is the issue the GBG progressed. The same children contin-
o address.” ued to play the GBG or serve as controls
stakes are high: Children who through second grade. The game did not drug use disorder, compared with 68 per-
pt to the student role early in
ol careers risk rejection by
Example long-term results of a behavior vaccine
cut into instructional time because it took cent of controls (see graph, page 1).
place when students were at their desks “We did not anticipate that a single
ure to achieve academically, reading, completing work assignments, or intervention a universal classroom behavior management program in first and second
Kellam, S., C. H. Brown, et al. (2008). "Effects of would have such a major
t with their teachers and other engaging in other quiet activities.
grades on young adult behavioral, psychiatric,says Dr. Kellam, who led Drug & Alcohol Dependence(Special Issue): 24.
impact,” and social outcomes,." the
igures. The consequences of About 15 years later, the researchers study. “The key to the GBG’s efficacy
lems in the teen years include located and interviewed approximately 75 seems to be its effect on aggressive and
57. Timeline of benefits from PAX GBG
Ageof Child Benefits
75% reduction in disturbing, disruptive and destructive behavior;
1st Grade 25% increase academic achievement; less bullying and intimidation
43% reduction in ADHD diagnoses; 33% reduction in Oppositional Defiant
3rd Grade Disorder;
30%+ reduction special services needs;
50%+ reduction in conduct disorders; 25% to 50% reduction tobacco
6th grade use; reduction in bullying or harassment behaviors
8th Grade 75%r reduction in serious drug use and engagement in delinquent acts
Major increase in high-school graduation; lower utilization of special
12th Grade services
Increase in college entry; Major reductions drug use; reductions in prison
Early 20’s time
Lifetime reduction in violent crime, suicide, psychiatric diagnoses, and
Age 29 lifetime addictions
58. Lessons learned
Class-wide peer from one-room
tutoring process Kansas school
houses
Children have lifetime
achievement gains from
rapid paced, daily process
of tutoring each other
developed and tested at
the University of Kansas
59. Table 1. Methodologically Rigorous Evidence (Randomized Trials) Supporting the Efficacy of CWPT
Citation Description Indicator Effect Size
1. Greenwood, Delquadri, & Hall (1989) Prospective, Longitudinal Reading Achievement 0.57
(Note. These four peer-reviewed publications Randomized CWPT trial, Language Achievement 0.60
report the longitudinal achievement, behavior 1st-4th Grades (N = 416) Arithmetic Achievement 0.37
and life event effects of a single CWPT trial) AcademicEngagement 1.41
2. Greenwood (1991a) Multiyear Behavioral Trajectories, Academic Engagement 0.63
1st-3th Grades (N = 115) Task Management 0.61
Inappropriate Behavior 0.83
3. Greenwood, Terry, Utley et al. (1993) Follow-up at 7th Grade Reading Achievement 0.39
(N = 303) Language Achievement 0.35
Arithmetic Achievement 0.57
Social Studies Achievement 0.39
Science Achievement 0.48
Reduction in SPED Services 0.54*
Less Restrictiveness Services 0.73*
4. Greenwood, & Delquadri (1995) Follow-up at 12th Grade (N = 231) Reduction in School Dropout 0.66*
Mathes, Howard, Allen, & Fuchs (1998) (N = 96) Randomized PALS Trial, Grade K Woodcock Word ID 0.70
Woodcock Word Attack 0.78
Woodcock Comprehension 0.27
CBM (Low Achievers) .03-1.35
Fuchs, Fuchs, Thompson et al. (2001) (N = 379) Randomized PALS trial, Grade K Segmentation, Blending 0.45-2.1
Alphabetics 0.02 -1.96
Fuchs, Fuchs, Phillips, et al. (1995) (N = 120) Randomized PALS Trial, 2-4 Grades Math Achievement 0.34
Fuchs, Fuchs, Mathes & Simmons (1997) (N = 120) Randomized PALS trial, 2-6 Grades Reading Achievement 0.22-0.56
Note. Effects sizes are Cohen's d ; *= effect size calculated from Chi-square as w
61. Special “Me” Books, and
evidence-based kernel:
Can change parent and child behavior,
as well as language development.
Twelve such books can affect early
literacy, too.
62. What happens if
you teach students
to praise each other
for “peaceability”
CDC Nurses Office Study
60%
50%
Percentage Change
40%
30%
20%
10%
0%
-10%
-20%
All Visits Injury Viists Non-Injuries Fighting Non-Fighting
Injuries Injuries
Control/Wait List PeaceBuilders
A “Tootle” is the opposite of a tattle.
64. JOURNAL OF APPLIED BEHAVIOR ANALYSIS 1972, 530 139-149
TRAINING PARENTS AS BEHAVIOR MODIFIERS:
SELF-RECORDING OF CONTINGENT ATTENTION'
NUMBER 2 (SUMMER 1972)
Behaviorally Based Parenting Supports:
Triple P Intervention Studies
EMILY W. HERBERT AND DONALD M. BAER
UNIVERSITY OF KANSAS
Two mothers of deviant young children were instructed to count their episodes of
attention to appropriate child behavior in their homes, using wrist counters. Attention
and appropriate child behavior were defined before counting began. Independent ob-
servations of parent-child interactions showed that, for each mother-child pair, the
percentage of maternal attention given following appropriate child behavior increased,
as did the child's appropriate behavior. Removal of the counters did not produce a
reversal of the behaviors; instead the increased level stabilized. One mother was then
instructed to count her attention to inappropriate child behavior and to decrease it.
This instruction had little effect on her attention, and her child's behavior did not change.
!"#$%&'(&)) 8+%9&.:)
When both parents were again instructed to count their episodes of attention to ap-
propriate behavior, further improvements in both mothers, and in their children
resulted. These results were obtained despite inaccurate parent self-recording. Follow-up
observations made over the next five months showed these behavioral gains to be
!"#"$%&'()*+,)+-)./01$()2)345(/'(4&+4)65"70(8) *+,)-+&'&./)) ;<+)*+$<+%'&./#)
durable. A third parent and his child were unaffected by this training procedure. Thus,
there are instances in which self-recording may function as an effective and economical
parent-training technique for effecting improvements in child behavior.
0.1'&./)
'#!" =+'1("9)
234$'&./)
NumzER4 (wiN-r 1972) C30:"?:=@/3"A" 2,($>+%'&./)
5%+'&./)
1972, 59 405-420
'!!"
JOURNAL OF APPLIED BEHAVIOR ANALYSIS R
THE ORGANIZATION OF DAY-CARE ENVIRONMENTS:
REQUIRED VS. OPTIONAL ACTIVITIES'
?:=@/3"A"B39>"0" 7893:801580/" 2,+/+.)
*+,)9-)85"70(8)
LARRY A. DOKE AND TODD R. RISLEY 40.3" D3B08" 6.($+/)2$&$+#)
&!"
UNIVERSITY OF KANSAS
2(.1&?4%+)
Measures of group participation were used in an experimental analysis of the effects of 7&.&/&)
@&?&.))
two preschool activity schedules. Children's participation in preschool activities remained
as high when children were allowed no options but were required to follow a schedule ,-.-/0123"456"
of activities in sequence, as when they were free to choose between several optional activ- %!" 5%&.)
ities. However, this was only true: (1) when a child was not forced to wait until all other 7893:238158"
children had finished, but could start the next required activity individually as soon as
;9-<=3>"
he had finished the preceding one, and (2) when there was an abundance of materials
in each required activity. When there were not adequate materials in each activity,
children's participation was disrupted unless they were free to choose among several 7"%&3&4) A4.1)B4.1)
optional activities. Thus, in order to maintain high levels of participation in preschool $!"
play activities, it is not necessary to allow children to choose among several alternative
activities. High participation may be more efficiently maintained by providing a supply
of materials that is adequate to occupy all children in each of a sequence of required
activities and staffing by at least two teachers, so that while one teacher is supervising
children still finishing one activity another teacher can supervise children who are ready
to start the next. #!"
!"#$%&'(&)) 8+%9&.:)
!" *+,)-+&'&./)) ;<+)*+$<+%'&./#)
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:(%/) 234$'&./)
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65. Substantiated Child Maltreatment
16
Rates per 1,000 Children (0-8 Years)
15
13
12
10
Pre Post
Prinz et al., 2009, Prevention Science
66. Substantiated Child Maltreatment
16
Control Counties
Rates per 1,000 Children (0-8 Years)
15
13
12
10
Pre Post
Prinz et al., 2009, Prevention Science
67. Substantiated Child Maltreatment
16
Control Counties
Rates per 1,000 Children (0-8 Years)
15
13
Triple P Counties
12
10
Pre Post
Prinz et al., 2009, Prevention Science
68. Child Abuse Hospital Injuries
1.80
Rates per 1,000 Children (0-8 Years)
1.68
1.55
1.43
1.30
Pre Post
Prinz et al., 2009, Prevention Science
69. Child Abuse Hospital Injuries
1.80
Rates per 1,000 Children (0-8 Years)
1.68
Control Counties
1.55
1.43
1.30
Pre Post
Prinz et al., 2009, Prevention Science
70. Child Abuse Hospital Injuries
1.80
Rates per 1,000 Children (0-8 Years)
1.68
Control Counties
1.55
1.43 Triple P Counties
1.30
Pre Post
Prinz et al., 2009, Prevention Science
71. Child Out-of-Home Placements
4.50
Rates per 1,000 Children (0-8 Years)
4.13
3.75
3.38
3.00
Pre Post
Prinz et al., 2009, Prevention Science
72. Child Out-of-Home Placements
4.50
Control Counties
Rates per 1,000 Children (0-8 Years)
4.13
3.75
3.38
3.00
Pre Post
Prinz et al., 2009, Prevention Science
73. Child Out-of-Home Placements
4.50
Control Counties
Rates per 1,000 Children (0-8 Years)
4.13
Triple P Counties
3.75
3.38
3.00
Pre Post
Prinz et al., 2009, Prevention Science
74. Apparent consumption o inoleic acid (% of dietary energy) among
Australia, Canada, UK and USA for the years 1961–2000
#" +651.-:8- A-0-;- BC BD+2
+,,-./012340567,1840 492:804:/83 -38;
$
&
'
<=2/0/.>?@
(
%
*
)
!
#
"
#$(" #$(% #$'" #$'% #$&" #$&% #$$" #$$% !"""
E/-.5
Susan Elaine Carlson, PhD
AJ Rice Professor of
Evolution Neonates Breast Milk “Risky” Behavior
Nutrition
KU Department of Dietetics In the Rife Valley, the Successful human American infants have Almost all adolescent
and Nutrition
University of Kansas human brain evolution neonates born with been getting steadily less risky behaviors have now
Medical Center
60-day supply of omega-3 (n3) and more been documented to be
the result of eating
pro-inflammatory omega-6 related to low n3 and
fish high in omega-3 omega-3 in
(n6) in breast milk high n6 in US diet
not savannah animals subcutaneous fat from
See Ailhaud et al. (2006).Temporal changes change in last 50 years
mother’s diet in dietary fats: Role of n6
See Broadhurst, Cunnane, & Hibbeln et al. (2006). Healthy intakes of n-3
polyunsaturated fatty acids in excessive
Crawford (1998). Rift Valley lake fish and n-6 fatty acids: estimations considering
See HIbbeln et al. (2007).Maternal seafood adipose tissue
worldwide diversity.
and shellfish provided brain-specific consumption in pregnancy and development and relationship to obesity
nutrition for neurodevelopmental outcomes in childhood
early Homo (ALSPAC study): an observational cohort
study
75. Physiological Kernel: Omega-3
30%
Why not help
Percentage with Psychosis at 12 months
27.5%
at-risk young 24%
adults to
18% This cost $12
prevent to achieve
psychosis? 12%
6%
4.9%
0% Amminger, G. P., M. R. Schafer, et al.
Omega-3 Placeo (2010). "Long-Chain {omega}-3 Fatty Acids
Psychosis for Indicated Prevention of Psychotic
Disorders: A Randomized, Placebo-
Controlled Trial." Arch Gen Psychiatry 67(2):
146-154.
See p.214, IOM Report
76. Omega-3 Intake and developmental outcomes
Reduction in ADHD-related Symptoms
DSM Combined-type
DSM Hyperactivity
DSM Inattention
Conners Global Index
CG Emotional Lability
CG Restless-Impulsive
Conners Index
Social Problems
Perfectionism
Anxiety
Hyperactivity
Cognitive Problems
Opposition
-0.15 0 0.150.300.450.60
Treatment Effect Size
(Mean change 0-3m / Pooled Baseline SD)
Placebo (N=52)
Active (N=50)
Richardson and Montgomery 2005Text
MISSION: READINESS\nIn a study being released Thursday Nov 5, 2009 in Washington, Education Secretary Arne Duncan and a group of retired military officers led by former Army Gen. Wesley Clark will sound the alarm bells and call young Americans&#x2019; relative lack of overall fitness for military duty a national security threat. The group, Mission: Readiness, will release a report that draws on Pentagon data showing that 75 percent of the nation&#x2019;s 17- to 24-year-olds are ineligible for service for a variety of reasons.\n\nPut another way, only 4.7 million of the 31.2 million 17- to 24-year-olds in a 2007 survey are eligible to enlist, according to a periodic survey commissioned by the Pentagon. This group includes those who have scored in the top four categories on the Armed Forces Qualification Test, or AQFT; eligible college graduates; and qualified college students.\n\nAccording to the Pentagon, the ineligible population breaks down this way:\n\n&#x2022;Medical/physical problems, 35 percent.\n&#x2022;Illegal drug use, 18 percent.\n&#x2022;Mental Category V (the lowest 10 percent of the population), 9 percent.\n&#x2022;Too many dependents under age 18, 6 percent.\n&#x2022;Criminal record, 5 percent.\n
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Barrish, H. H., M. Saunders, et al. (1969). "Good behavior game: Effects of individual contingencies for group consequences on disruptive behavior in a classroom." Journal of Applied Behavior Analysis 2(2): 119-124.\nStudied out-of-seat and talking-out behaviors in 24 4th graders including 7 "problem children". After base-line rates of the inappropriate behaviors were obtained, the class was divided into 2 teams "to play a game." Each out-of-seat and talking-out response by a S resulted in a mark being placed on the chalkboard, which meant a possible loss of privileges by all members of the S's team. In this manner a contingency was arranged for the inappropriate behavior of each S while the consequence (possible loss of privileges of the S's behavior was shared by all members of the team. The privileges were events which are available in almost every classroom, i.e., extra recess, 1st to line up for lunch, time for special projects, stars and name tags, and winning the game. The individual contingencies for the group consequences were successfully applied 1st during math period and then during reading period. The experimental analysis involved elements of both reversal and multiple base-line designs\n
\n
\n
Here are relevant studies, most of which are available from PAXIS Institute or at www.pubmed.gov\n\nBradshaw, C. P., J. H. Zmuda, et al. (2009). "Longitudinal Impact of Two Universal Preventive Interventions in First Grade on Educational Outcomes in High School." Journal of Educational Psychology 101(4): 926-937.\n\nWilcox, H. C., S. Kellam, et al. (2008). "The impact of two universal randomized first- and second-grade classroom interventions on young adult suicide ideation and attempts." Drug & Alcohol Dependence 95(Suppl 1): 60-73\n\nPoduska, J. M., S. G. Kellam, et al. (2008). "Impact of the Good Behavior Game, a universal classroom-based behavior intervention, on young adult service use for problems with emotions, behavior, or drugs or alcohol." Drug and Alcohol Dependence 95(Suppl1): S29-S44.\n\nPetras, H., S. Kellam, et al. (2008). "Developmental epidemiological courses leading to antisocial personality disorder and violent and criminal behavior: Effects by young adulthood of a universal preventive intervention in first- and second-grade classrooms." Drug & Alcohol Dependence 95(Suppl 1): 45-59.\n\nMiller, T. R. and D. Hendrie (2008). Substance Abuse Prevention Dollars and Cents: A Cost-Benefit Analysis. C. f. S. A. Prevention.\n\nKellam, S., C. H. Brown, et al. (2008). "Effects of a universal classroom behavior management program in first and second grades on young adult behavioral, psychiatric, and social outcomes,." Drug & Alcohol Dependence(Special Issue): 24.\n\nvan Lier, P. A. C., B. O. Muthen, et al. (2004). "Preventing Disruptive Behavior in Elementary Schoolchildren: Impact of a Universal Classroom-Based Intervention." Journal of Consulting & Clinical Psychology 72(3): 467-478.\n\nFurr-Holden, C. D., N. S. Ialongo, et al. (2004). "Developmentally inspired drug prevention: middle school outcomes in a school-based randomized prevention trial." Drug & Alcohol Dependence 73(2): 149-158.\n\nIalongo, N., J. Poduska, et al. (2001). "The distal impact of two first-grade preventive interventions on conduct problems and disorder in early adolescence." Journal of Emotional & Behavioral Disorders 9(3): 146-160.\n\nIalongo, N. S., L. Werthamer, et al. (1999). "Proximal impact of two first-grade preventive interventions on the early risk behaviors for later substance abuse, depression, and antisocial behavior." American Journal of Community Psychology 27(5): 599-641.\n