Relevant bibliographies by topics / Intervention program

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Intervention program'

Author: Grafiati
Published: 4 June 2021
Last updated: 31 January 2023

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Journal articles on the topic "Intervention program"

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Portman, Penelope A. "Parent Intervention Program." Strategies 3, no. 2 (November 1989): 13–19. http://dx.doi.org/10.1080/08924562.1989.10591710.

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Ncanywa, T. "The Dinaledi Intervention Program." Journal of Economics and Behavioral Studies 8, no. 4(J) (September 5, 2016): 144–55. http://dx.doi.org/10.22610/jebs.v8i4(j).1370.

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The study seeks to examine the relationship between educational inputs, primarily the Dinaledi intervention program and schooling outcomes. The Dinaledi program is one of the government’s intervention programs to redress the inequalities and provided education resources to the previously disadvantaged communities in South Africa. The study employed a pseudo panel analysis on the attempt to answer the question of interest. Considering the random effect regression, Dinaledi schools were less likely to increase dropout rate by 0.099% with reference to non-Dinaledi schools. The pseudo panel analysis indicated a positive and significant association of the Dinaledi schools to pass rates. Further extensions of the analysis were looking at the distribution of the Dinaledi program on racial and gender issues by using the DiNardo- Fortin-Lemieux (DFL) estimation. It can be concluded that schooling outcomes can be strongly influenced by the Dinaledi intervention program with females and Blacks becoming more responsive to dropping out than their counterparts. Looking at the nature of resources and support provided to Dinaledi schools, it is recommended that the entire schooling system adopt the model to eradicate the legacy of inequality and improve schooling outcomes.
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Lefebvre, Hélène, Diane Pelchat, and Marie-Josée Levert. "Interdisciplinary Family Intervention Program." Journal of Trauma Nursing 14, no. 2 (April 2007): 100–113. http://dx.doi.org/10.1097/01.jtn.0000278797.51407.d5.

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Murray, Ann D. "Early intervention program evaluation." Infants & Young Children 4, no. 4 (April 1992): 77. http://dx.doi.org/10.1097/00001163-199204000-00010.

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Glass, Kimberly L., Laura A. Guli, and Margaret Semrud-Clikeman. "Social Competence Intervention Program." Journal of Psychotherapy in Independent Practice 1, no. 4 (December 12, 2000): 21–33. http://dx.doi.org/10.1300/j288v01n04_03.

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Rothman, Erica, and Kit Munson. "The Family Intervention Program." Women & Therapy 6, no. 1-2 (September 23, 1987): 211–19. http://dx.doi.org/10.1300/j015v06n01_17.

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Caggiula, Arlene W. "Cholesterol-Lowering Intervention Program." Archives of Internal Medicine 156, no. 11 (June 10, 1996): 1205. http://dx.doi.org/10.1001/archinte.1996.00440100103012.

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Marshall, Nancy L., Wendy Wagner Robeson, and Joanne Roberts. "Integrating Intervention Approaches: Development and Initial Testing of an Early Childhood Education Intervention." Journal of Applied Social Science 14, no. 2 (August 10, 2020): 178–94. http://dx.doi.org/10.1177/1936724420947011.

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Early care and education program interventions often focus on providing training, sometimes combined with coaching, to classroom educators. However, such interventions are uneven in their effectiveness. We describe the development of the Ready Educators Quality Improvement Pilot (REQIP), an intervention that integrates two approaches—one that focuses on the workforce through training and coaching at the educator level, and another approach that focuses on the program in which the educators work, through executive coaching for administrators and consultations on the classroom, building spaces, and curriculum materials. Ten center-based programs and over 60 educators participated in a 19-month intervention and evaluation. This article discusses the challenges faced during implementation and implications for practice, results of the evaluation, and implications for other applications of social science.
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Tejera, Cristina, Cristina Porca, Gemma Rodriguez-Carnero, Paula Andújar, Felipe F. Casanueva, Diego Bellido, and Ana B. Crujeiras. "Reducing Metabolic Syndrome through a Group Educational Intervention Program in Adults with Obesity: IGOBE Program." Nutrients 14, no. 5 (March 3, 2022): 1066. http://dx.doi.org/10.3390/nu14051066.

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Metabolic syndrome (MetS) increases the risk of cardiovascular disease, type 2 diabetes mellitus, and cancer. Despite the higher prevalence of MetS in obese adults, little is known about the effectiveness of intensive and group interventions in improving MetS prevalence. This study aimed to investigate the effectiveness of an intensive lifestyle program in reducing the prevalence of MetS in adults with obesity. Patients with obesity (n = 456, 48.8 ± 12.8 years, 18.5% male) were randomized in two groups as indicated in a prospective interventional real-life study: a control group (CG), in which patients received usual care, and an interventional group (IG), in which the patients participate in a healthy lifestyle habits program in six weekly sessions, IGOBE program. Anthropometric, body composition, medications, and MetS features data were analyzed in both groups at the pre-intervention and post-intervention stages using a completer’s analysis. At 12 months of follow-up, the IG showed a relative reduction of 13.4% in the prevalence of MetS from baseline, while the CG showed a reduction of 2.1% (p < 0.001). A significant reduction was also observed in four of five MetS features. In this trial, implementation of the IGOBE program resulted in a significant reduction in MetS prevalence and better control of MetS features compared with the standard of care.
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Couvillon, Michael A., Elisabeth J. Kane, Reece L. Peterson, Joseph B. Ryan, and Brenda Scheuermann. "Policy and Program Considerations for Choosing Crisis Intervention Programs." Journal of Disability Policy Studies 30, no. 1 (August 22, 2018): 35–45. http://dx.doi.org/10.1177/1044207318793158.

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Recently there has been national media attention focusing on the number of deaths and injuries associated with the use of physical restraint and seclusion procedures in schools. Research shows these procedures are most frequently applied to students with disabilities, and that lack of staff training in de-escalation procedures, as well as the use of these interventions, is commonly viewed as a contributing factor to student injuries and death. This study compares and contrasts crisis intervention training from 17 commercial training programs as a way to assist administrators in finding the crisis training program that best matches their program goals and policy guidelines. Choosing an appropriate training program can be a difficult administrative decision given the legal and financial obligations that can be associated with such trainings. This study compares course content, and provides descriptive information about specific features of each program to allow stakeholders to make adequate comparisons. Similarities in these training programs, as well as some of the relatively wide variations in the way the training content is emphasized, are also noted.
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Dissertations / Theses on the topic "Intervention program"

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Sander, Luke G., and University of Lethbridge Faculty of Arts and Science. "Evaluating a mobile crisis intervention program." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Arts and Science, 1996, 1996. http://hdl.handle.net/10133/28.

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There are four main components in this thesis: a literature review of program evaluation, a description and discussion of the current status of program evaluation in the crisis intervention literature, results and discussion of the formative evaluation which is the primary element of the thesis, and a report on the use of the Goal Attainment Follow-up Guide (GAFG) (Kiresuk & Sherman, 1968) and the Brief Derogatis Psychiatric Rating Scale (B-DPRS) (Derogatis, 1978) for community-based mobile crisis intervention programs. The data for the evaluation were gathered using both quantative and qualitative methods. There were 150 participants in the study: 89 females and 61 males. The mean age was 35. The GAFG was completed by 81 of the participants; 33 of the participants were administred the B-DPRS. There were three major findings in this evaluation. the participants contacted significantly more community agencies and spent less time in hospital after using the crisis program and the GAFG and B-DPRS were found to be unsuitable as outcome instruments for a community-based mobile crisis program.
xv, 208 leaves : ill. ; 28 cm.
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Nichols, Megan DeNae. "BATTERER'S INTERVENTION PROGRAM: THE PARTNER'S PERSPECTIVE." Wright State University Professional Psychology Program / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=wsupsych1369830286.

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Marquez, Brendan. "Veteran Preventative Intervention Program| A grant proposal." Thesis, California State University, Long Beach, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1527989.

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The purpose of this project was to design a 2-year program aimed at addressing the mental health needs of veterans transitioning from deployments in support of Operation Enduring Freedom and Operation Iraqi Freedom to civilian life. The program will address prodromal symptoms of psychosis. With the prevalence of psychotic features in Post Traumatic Stress Disorder, the veteran population is particularly at risk. The program will offer individual and group therapies to assist in symptom management and will utilize case management supportive services to assist in addressing additional needs that the participants may have that hinder help seeking activities, such as housing and substance abuse referrals. The National Institute of Mental Health, National Institutes of Health was selected as the funding source for this grant. The actual submission and/or funding of this grant were not a requirement for the successful completion of this project.

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Phung, John Tri. "Academic Outcomes of a Precollege Intervention Program." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2753.

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The No Child Left Behind Act of 2001 demanded that public schools demonstrate adequate yearly progress by increasing student educational achievements. In 2014, the local high school at this study enrolled 62.7% socioeconomically disadvantaged students and implemented a precollege intervention program; however, little is known about its efficacy due to a lack of a formal evaluation, prohibiting an informed approach to continual improvement. The purpose of this program evaluation was to determine if program participation resulted in the higher academic outcomes. Guided by the theory of change, the program evaluation was used to assess the efficacy of the local high school's year-long precollege intervention program in a convenience sample of 112 Grade 9 students. The research questions examined the difference between the program participants and non-participants' academic outcomes including grade point average and semester course grades in math, English, science, and social science from Semester 1 to Semester 2 in the 2014-2015 school year. Independent samples t tests were used to identify whether there was a significance difference between the mean-scores of the intervention and control groups. The results indicated that the program did not significantly impact the participants' academic outcomes, and the program goals were not met. The evaluation report included the results, provided recommendations to increase understanding of the intervention program and students' needs, inform and engage stakeholders, redesign program goals, allocate resources, and streamline program activities. The improved program model could enhance students' academic outcomes and lead to higher high school graduation and college enrollment rates for students.
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Corwin, Jami H. "The Reading Intervention Program Making Connections Intervention and Tennessee Comprehensive Assessment Program Scores in One East Tennessee School District." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etd/3108.

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The purpose of this quantitative study was to examine the relationship between the reading intervention program Making Connections Intervention (MCI) and pre-intervention and post- intervention Tennessee Comprehensive Assessment Program (TCAP) reading scaled scores in one East Tennessee school district. Participants included 99 Tennessee students in grade levels six through nine who received reading intervention instruction through MCI and were frequently monitored following the requirements stipulated in the Tennessee Response to Instruction and Intervention (RTI2) Framework. This study assessed pre- and post-intervention data specific to gender, special education classification, Title I classification, and instructor classification through a series of t-tests. Findings indicated that although there were no significant differences in TCAP reading scaled scores for the grouping variables of gender, Title I classification, special education classification, and instructor classification, students’ TCAP reading scaled scores were significantly higher after participating in Making Connections Intervention.
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Meyers, Sandra D. "Evaluating the effectiveness of a kindergarten intervention program." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 146 p, 2007. http://proquest.umi.com/pqdweb?did=1253510371&sid=1&Fmt=2&clientId=8331&RQT=309&VName=PQD.

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Hanket, Jennifer A. "Program Evaluation of the Social Skills Intervention Program with Urban, African-American Kindergartners." Xavier University / OhioLINK, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=xavier1382972008.

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Sekhoetsane, Khepe Richard. "The stress of teenage motherhood : the need for multi-faceted intervention programs / Khepe Richard Sekhoetsane." Thesis, North-West University, 2012. http://hdl.handle.net/10394/10117.

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The purpose of this study is to investigate the stress experienced by teenage mothers attending school and the need for multi-faced and strength-based stress management programs. Trends of teenage pregnancy in developing and developed countries are looked at. Causes and consequences of teenage motherhood stress are also explored. One of the consequences of teenage motherhood is stress. There are programs aimed at alleviating stress of teenage motherhood. Some of these programs are evaluated. The findings of this study indicate that there is a need for multi-faced and strength-based interventions for teenage mothers. After the literature study, an empirical research was conducted to explore challenges faced by teenage mothers. Data was collected by means of semi-structured interviews with ten teenage mothers attending school and ten educators teaching teenage mothers. Collected data was analysed using the thematic data analysis approach. The major findings of the study include opinions that teenage mothers do not get assistance from school, home and in the community; teenage mothers are not ready for motherhood; they experience a feeling of vulnerability and poor performance at school. There is a need for educators to be trained in handling teenage mothers, as well as the need for multi-faceted and strength-based interventions. However, it was evident through empirical research that some teenage mothers cope with their lives through talking to caring parents, spending quality time with their children, having a vision, keeping themselves busy and accepting that having a child while attending school is a challenge. Lastly, conclusions from the literature study and empirical research are presented in chapter five. Recommendations for practice, the contribution of the study, limitations of the study and recommendations for further study are also detailed. Motivation for designing and implementing intervention programs is also outlined.
Thesis (MEd (Learner Support))--North-West University, Vaal Triangle Campus, 2013
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Cote, David J. "Predictors of retention in a homeless veteran intervention program." Thesis, Monterey, California. Naval Postgraduate School, 2012. http://hdl.handle.net/10945/27812.

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This study assessed the value of a specific set of client variables in predicting treatment phase retention and overall program completion of an intervention treatment program for homeless veterans. Treatment programs can improve the lives of homeless individuals, but many participants leave prematurely. Certain characteristics, which are evident upon admission, may help to identify those veterans at greater risk of early discharge and program failure. Spanning three years (20092011), the records of 680 unique clients from a homeless veterans program were reviewed. Logistic regression models yielded significant association between treatment completion, graduation, and certain observable client characteristics. Ultimately, information regarding a clients mental health, chronic health, and the clients immediate prior residence before admission to the Veteran Rehabilitation Center program proved to be significant independent predictors of premature discharge from treatment. From the significant covariates for the treatment model, a simple, scoring-scheme heuristic was developed to enable treatment providers to expeditiously and accurately assess relative risk of premature discharge among a cohort of veteran clients. Using demographic information from three simple questions, the scoring scheme has a 98.3% correlation to the theoretical probability of failure from treatment and gives providers a simple and accurate way to identify those at greater risk of early exit. These results can inform targeted intervention strategies to maximize program effectiveness and efficiency. They provide a decision support tool to help high-risk veterans remain engaged in treatment, attain treatment goals, graduate, and fully prepare them to reintegrate into a sober, self-sustaining lifestyle.
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Driskill, Gail. "Effects of an Intervention Program on Caregiver Coping Efficacy." Thesis, University of North Texas, 1993. https://digital.library.unt.edu/ark:/67531/metadc500883/.

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The purpose of this study was to examine the effect of an intervention program for Alzheimer's patients on coping efficacy of their family caregivers. Using a pre-post repeated measures design, 16 family caregivers were interviewed before and after a medical, nursing, and social service intervention. Self-report measures, adjusted for caregiver satisfaction and caregiver mastery, were used to determine if there was a change in: resources, burden, and coping efficacy with caregiver specific and general life events. Results showed a marginal effect [F = 2.6, df(4,10), p<.10] for the omnibus MANCOVA. Most of this change was due to an increase in resources. Covariates of caregiver satisfaction and mastery were correlated with average burden. Results suggest that interventions such as this will be helpful for family caregivers of Alzheimer's patients.
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Books on the topic "Intervention program"

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Ma, Liping. Knowing mathematics: Intervention program. Boston, Mass: Houghton Mifflin, 2001.

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United States. Animal and Plant Health Inspection Service. Safeguarding, Intervention, and Trade Compliance Program. Riverdale, Md.?]: U.S. Dept. of Agriculture, Animal and Plant Health Inspection Service, 2004.

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H, Wiig Elisabeth, ed. Clinical language intervention program: Morphology worksheets. U.S: Psychological Corporation, 1990.

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Spergel, Irving A. National Youth Gang Suppression and Intervention Program. [Washington, D.C.]: U.S. Dept. of Justice, Office of Justice Programs, Office of Juvenile Justice and Delinquency Prevention, 1991.

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Committee, Connecticut General Assembly Legislative Program Review and Investigations. Birth to Three Program: Early intervention services. Hartford, CT: The Committee, 1995.

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California. Bureau of State Audits. Early intervention program: Flaws found in the 1997 report on the benefits of the early intervention program. Sacramento, Calif. (660 J Street, Suite 300, Sacramento 95814): The Bureau, 1998.

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New York (State). Division of Management Audit and State Financial Services. Department of Health, Early Intervention Program reimbursement methodology. [Albany, NY: The Division, 1998.

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Preventing patient falls: Establishing a fall intervention program. 2nd ed. New York: Springer Pub. Co., 2009.

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Services, Maine Division of Community. Energy Crisis Intervention Program (ECIP): 1985-86 handbook. [Augusta]: The Division, 1985.

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Ya'acov, Rand, Hoffman Mildred B, and Miller Ronald, eds. Instrumental enrichment: An intervention program for cognitive modifiability. Glenview, Ill: Scott, Foresman, Lifelong Learning Division, 1985.

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Book chapters on the topic "Intervention program"

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Pino, Elizabeth C., Francesca Fontin, and Elizabeth Dugan. "Violence Intervention Advocacy Program and Community Interventions." In Pediatric Firearm Injuries and Fatalities, 157–77. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-62245-9_11.

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Semrud-Clikeman, Margaret, Laura Guli, and Elizabeth Portman Minne. "Social Competence Intervention Program." In Interventions for Autism Spectrum Disorders, 155–68. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-5301-7_8.

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Cunha, Olga, and Sónia Caridade. "Batterer Intervention Program (BIP)." In Encyclopedia of Domestic Violence, 1–11. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-030-85493-5_88-1.

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Arnaud-Battandier, F., S. Lauque, M. Paintin, R. Mansourian, B. Vellas, and Y. Guigoz. "MNA and Nutritional Intervention." In Nestl� Nutrition Workshop Series: Clinical & Performance Program, 131–40. Basel: KARGER, 1999. http://dx.doi.org/10.1159/000062961.

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Cowen, Emory L., A. Dirk Hightower, JoAnne L. Pedro-Carroll, William C. Work, Peter A. Wyman, and William G. Haffey. "The Children of Divorce Intervention Program." In School-based prevention for children at risk: The Primary Mental Health Project., 211–35. Washington: American Psychological Association, 1996. http://dx.doi.org/10.1037/10209-009.

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Doughty Voeltz, Michele. "Training program guidelines, case numbers, and maintenance of certification." In Cardiovascular Catheterization and Intervention, 859–66. Other titles: Cardiovascular catheterization and intervention (Mukherjee) Description: Second edition. | Boca Raton, FL : CRC Press/Taylor & Francis Group, 2018.: CRC Press, 2017. http://dx.doi.org/10.1201/9781315113869-54.

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Monsen, Karen A. "Describe the Intervention (Worksheet C)." In Intervention Effectiveness Research: Quality Improvement and Program Evaluation, 131–42. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-61246-1_12.

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Dubois, David L., Naida Silverthorn, Julia Pryce, Erin Reeves, Bernadette Sanchez, Adriana Silva, Akua Anima Ansu, Simona Haqq, and Janet Takehara. "Mentorship: The GirlPower! Program." In Handbook of Prevention and Intervention Programs for Adolescent Girls, 326–65. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2012. http://dx.doi.org/10.1002/9781118269848.ch11.

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Ramey, Craig T., Donna M. Bryant, Frances A. Campbell, Joseph J. Sparling, and Barbara H. Wasik. "Early Intervention for High-Risk Children: The Carolina Early Intervention Program." In Fourteen ounces of prevention: A casebook for practitioners., 32–43. Washington: American Psychological Association, 1988. http://dx.doi.org/10.1037/10064-003.

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Kallio, V., Helena Hämäläinen, O. J. Luurila, and J. Hakkila. "Multifactorial Intervention Program After Acute Myocardial Infarction." In Primary and Secondary Prevention of Coronary Heart Disease, 106–18. Berlin, Heidelberg: Springer Berlin Heidelberg, 1985. http://dx.doi.org/10.1007/978-3-642-70296-9_9.

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Conference papers on the topic "Intervention program"

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Matta, Esther, Kiran Nandalike, Catherine Cahill, Maryrose Defino, John Bent, and Haviva Veler. "Technology Dependent Children: Outcomes Of Multidisciplinary Intervention Program." In American Thoracic Society 2011 International Conference, May 13-18, 2011 • Denver Colorado. American Thoracic Society, 2011. http://dx.doi.org/10.1164/ajrccm-conference.2011.183.1_meetingabstracts.a6274.

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Shavlik, Margaret. "Evaluating a Summer Reading Intervention Program in Texas." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1445559.

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Olender, Oleg, Andrey Malyugin, Vladimir Fedotov, Alexander Korepanov, Rustam Asmandiyarov, Rustem Zulkarniev, Roman Studinsky, Elnar Sayfutdinov, and Anton Ivanov. "Well Intervention Program Creation at the Novoportovskoye Field." In SPE Russian Petroleum Technology Conference. Society of Petroleum Engineers, 2018. http://dx.doi.org/10.2118/191715-18rptc-ms.

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Stranovská, Eva, Zdenka Gadušová, and Mária Horníčková. "INTERVENTION PROGRAM FOR READING COMPREHENSION IN FOREIGN LANGUAGES." In 16th International Technology, Education and Development Conference. IATED, 2022. http://dx.doi.org/10.21125/inted.2022.1117.

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El Hajj, Maguy, Ahmed Awaisu, Nadir Kheir, Mohamad Haniki, Rula Shami, Rana Saleh, Noora AlHamad, Ahmad Almulla, and Ziyad Mahfoud. "Evaluation of an Intensive Education Program on the Treatment of Tobacco-use Disorder for Pharmacists: A Randomized Controlled Trial." In Qatar University Annual Research Forum & Exhibition. Qatar University Press, 2020. http://dx.doi.org/10.29117/quarfe.2020.0112.

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Tobacco use is one of the main causes of premature deaths and preventable diseases in Qatar. The aim of this randomized controlled trial (RCT) is to design, implement, and evaluate an intensive education program on tobacco-use treatment for pharmacists in Qatar. The study objectives are to assess the effectiveness of the program on pharmacists’ knowledge, skills, attitudes and perceived self-efficacy toward tobacco cessation. Methods: Community pharmacists practicing in Qatar were eligible for participation in the study. Consenting participants were randomly allocated to intervention or control groups. Participants in the intervention group received an intensive education program on treatment of tobacco-use disorder. A short didactic session on a non-tobacco-related topic was delivered to pharmacists in the control group. Outcomes were assessed using survey instruments. Results: Participants in the intervention group (n=57) achieved significantly higher total tobacco-related knowledge scores (mean=33 points) than those in the control group (n=37) (mean=24.5 points) with a p-value of <0.001. Post-intervention total knowledge scores were significantly higher than the baseline scores for participants who received intensive tobacco education with a mean difference of 6.6 points (p-value <0.001). Overall attitudes toward tobacco cessation and self-efficacy in tobacco cessation interventions were better in the group of pharmacists who received tobacco education compared to those who did not. For instance, 43.4% of pharmacists in the intervention group “strongly agreed” that their counseling will increase a patient’s likelihood of quitting tobacco use compared to 14.7% in the control group (p-value=0.014). Furthermore, 20.4% of pharmacists in the intervention group reported that they are “extremely confident” to use appropriate questions to ask patients when providing tobacco cessation counseling versus 5.9% in the control group (p-value=0.005). Conclusion: The findings of this study suggest that provision of an intensive educational program on the treatment of tobacco use disorders results in improved tobacco-related knowledge and self-efficacy in tobacco cessation interventions.
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Morsi, Rasha, Patrice C. Smith, and Sandra J. DeLoatch. "Student success seminars: A school level freshman intervention program." In 2007 37th annual frontiers in education conference - global engineering: knowledge without borders, opportunities without passports. IEEE, 2007. http://dx.doi.org/10.1109/fie.2007.4418178.

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Olender, Oleg, Andrey Malyugin, Vladimir Fedotov, Alexander Korepanov, Rustam Asmandiyarov, Rustem Zulkarniev, Roman Studinsky, Elnar Sayfutdinov, and Anton Ivanov. "Well Intervention Program Creation at the Novoportovskoye Field (Russian)." In SPE Russian Petroleum Technology Conference. Society of Petroleum Engineers, 2018. http://dx.doi.org/10.2118/191715-18rptc-ru.

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Matitaputty, Eunike Karina Nadine, and Linda Primana. "Self-Regulated Learning Intervention Program for Underachieving College Students." In 3rd International Conference on Intervention and Applied Psychology (ICIAP 2019) and the 4th Universitas Indonesia Psychology Symposium for Undergraduate Research (UIPSUR 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201125.028.

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Nofitri, Nurhayati F. M., and Alice Salendu. "Discouraging Employee Turnover through a Coaching Optimization Program." In 1st International Conference on Intervention and Applied Psychology (ICIAP 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/iciap-17.2018.27.

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Cunha, Vera Lúcia Orlandi, and Simone Aparecida Capellini. "APPLICATION IN THE EDUCATIONAL CONTEXT OF INFORMATIVE AND INSTRUCTIONAL INTERVENTION PROGRAMS FOR THE READING COMPREHENSION OF SCHOOLCHILDREN FROM THE 3RD TO THE 5TH OF ELEMENTARY SCHOOL." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end050.

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"Schoolchildren who have reading comprehension difficulties are out of step with their class group. This lag tends to increase over time, as curricular contents increase in quantity and complexity with the passage of school grades. Therefore, it is necessary that these difficulties are remedied so that these schoolchildren can develop academically. This study aimed to compare the performance of schoolchildren from the 3rd to the 5th of Elementary School in the application of two intervention programs in reading comprehension, one informative and the other instructional. A total of 211 schoolchildren from municipal public schools participated, of both genders, aged between eight and ten years and 11 months of age, divided into three groups, GI, GII and GIII. The schoolchildren were submitted to an assessment of reading comprehension and the results were statistically analyzed. The schoolchildren were placed in three types of program, one of control and two of intervention. The schoolchildren in the Control program did not receive specific activities aimed at the use of reading comprehension strategies. Those from the Informative program received mediation from the teacher in the application of strategies and those from the Instructional program were mediated by the teacher and the researcher. These schoolchildren received work-related activities with literal and inferential information on micro and macrostructure. The statistical results indicated that the schoolchildren of the Informative and Instructional programs, submitted to the application of the interventions, obtained superior performance in relation to the schoolchildren of the Control program, not submitted to the Intervention. The results indicated that the schoolchildren presented a lower performance, mainly for the macrostructure inferential questions, as well as indicating that after the application of the programs, the schoolchildren submitted to the intervention activities presented superior performance in reading comprehension regardless of the way in which the programs were applied. Based on the results analyzed, it was possible to conclude that the use of specific strategies aimed at reading comprehension provided significant results for the schoolchildren, since in both programs it was observed that there was an improvement in reading comprehension, although not all groups could benefit. of all proposed activities. There is, therefore, the need for revisions for applications in future studies."
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Reports on the topic "Intervention program"

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

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Introduction: Nonrandomized studies of interventions (NRSIs) are observational or experimental studies of the effectiveness and/or harms of interventions, in which participants are not randomized to intervention groups. There is increasingly widespread recognition that advancements in the design and analysis of NRSIs allow NRSI evidence to have a much more prominent role in decision making, and not just as ancillary evidence to randomized controlled trials (RCTs). Objective: To guide decisions about inclusion of NRSIs for addressing the effects of interventions in systematic reviews (SRs), this chapter updates the 2010 guidance on inclusion of NRSIs in Agency for Healthcare Research and Quality (AHRQ) Evidence-based Practice Center (EPC) SRs. The chapter focuses on considerations for decisions to include or exclude NRSIs in SRs. Methods: In November 2020, AHRQ convened a 20-member workgroup that comprised 13 members representing 8 of 9 AHRQ-appointed EPCs, 3 AHRQ representatives, 1 independent consultant with expertise in SRs, and 3 representatives of the AHRQ-appointed Scientific Resource Center. The workgroup received input from the full EPC Program regarding the process and specific issues through discussions at a virtual meeting and two online surveys regarding challenges with NRSI inclusion in SRs. One survey focused on current practices by EPCs regarding NRSI inclusion in ongoing and recently completed SRs. The other survey focused on the appropriateness, completeness, and usefulness of existing EPC Program methods guidance. The workgroup considered the virtual meeting and survey input when identifying aspects of the guidance that needed updating. The workgroup used an informal method for generating consensus about guidance. Disagreements were resolved through discussion. Results: We outline considerations for the inclusion of NRSIs in SRs of intervention effectiveness. We describe the strengths and limitations of RCTs, study design features and types of NRSIs, and key considerations for making decisions about inclusion of NRSIs (during the stages of topic scoping and refinement, SR team formation, protocol development, SR conduct, and SR reporting). We discuss how NRSIs may be applicable for the decisional dilemma being addressed in the SR, threats to the internal validity of NRSIs, as well as various data sources and advanced analytic methods that may be used in NRSIs. Finally, we outline an approach to incorporating NRSIs within an SR and key considerations for reporting. Conclusion: The main change from the previous guidance is the overall approach to decisions about inclusion of NRSIs in EPC SRs. Instead of recommending NRSI inclusion only if RCTs are insufficient to address the Key Question, this updated guidance handles NRSI evidence as a valuable source of information and lays out important considerations for decisions about the inclusion of NRSIs in SRs of intervention effectiveness. Different topics may require different decisions regarding NRSI inclusion. This guidance is intended to improve the utility of the final product to end-users. Inclusion of NRSIs will increase the scope, time, and resources needed to complete SRs, and NRSIs pose potential threats to validity, such as selection bias, confounding, and misclassification of interventions. Careful consideration must be given to both concerns.
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Lavadenz, Magaly, Elvira Armas, and Rosalinda Barajas. Preventing Long-Term English Learners: Results from a Project-Based Differentiated ELD Intervention Program. CEEL, 2012. http://dx.doi.org/10.15365/ceel.article.2012.1.

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<p>In this article the authors describe efforts taken by a small southern California school district to develop and implement an innovative, research-based English Language Development program to address a growing concern over long-term English Learners (LTELs) in their district. With support from the Weingart Foundation this afterschool program served 3<sup>rd</sup> and 7<sup>th</sup> grade LTELs between 2008–2011 to accelerate language and literacy acquisition and prevent prolonged EL status. Program evaluation results indicated that the intervention was associated with improved English language proficiency as measured by the California English Language Development Test. Results also showed a heightened awareness of effective practices for LTELs among the district’s teachers and high levels of satisfaction among the participants’ parents. This intervention program has implications for classroom-based intervention including project-based learning for LTELs, for targeted professional development, and for further research for the prevention of LTEL status.</p>
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Agarwal, Sumit, Gene Amromin, Itzhak Ben-David, Souphala Chomsisengphet, Tomasz Piskorski, and Amit Seru. Policy Intervention in Debt Renegotiation: Evidence from the Home Affordable Modification Program. Cambridge, MA: National Bureau of Economic Research, August 2012. http://dx.doi.org/10.3386/w18311.

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Boal, Ashley. Changes in Oregon Batterer Intervention Program Characteristics in Relation to State Standards. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.21.

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Golden, Cheryl. Asthma Education and Intervention Program: Partnership for Asthma Trigger-Free Homes (PATH). Fort Belvoir, VA: Defense Technical Information Center, February 2010. http://dx.doi.org/10.21236/ada624708.

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Rhodes, Joy. Exploring collaboration: a program evaluation of a mental health intervention in a public elementary school. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2365.

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de Simone, Francesco, Camila Mejia, Jose Martinez-Carrasco, Santiago M. Perez-Vincent, and Harold Villalba. Mitigating Coercive Parenting through Home Visitations: The Impacts of a Parenting Program Targeted at Vulnerable Communities in Jamaica. Inter-American Development Bank, October 2022. http://dx.doi.org/10.18235/0004501.

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Family violence is a critical development challenge in low- and middle-income countries (LMICs), carrying high health, social, and economic costs and increasing the risk of perpetuating the cycle of violence across generations. Parenting programs have improved parenting practices in high-income countries. However, evidence for LMICs is sparse. This study evaluates an intervention to reduce coercive parenting implemented by the Ministry of National Security of Jamaica, which targeted caregivers of children aged 6 to 15 in vulnerable communities in the country. Treated caregivers were visited by a parental trainer for six months and invited to three sessions of a group training workshop during that period. We conducted a randomized controlled trial (RCT) to evaluate the interventions impact. Using data from a follow-up survey completed six months after the intervention, we find robust evidence of reduced coercive parenting practices among treated caregivers compared to the control group. The improvement is due to a reduction in the reported likelihood of caregivers yelling and beating their children for misbehaving. The effect is greater for caregivers with higher pre-intervention levels of coercive parenting. The results provide evidence that parenting interventions can effectively reduce coercive parenting among caregivers of school-aged children in highly violent middle-income settings.
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Balsa, Ana, Juanita Bloomfield, and Alejandro Cid. The Replication of a Parenting Behavioral Change Communication Intervention during the COVID-19 Pandemic: Too Much or Too Little Information? Banco Interamericano de Desarrollo, December 2022. http://dx.doi.org/10.18235/0004682.

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Parenting programs can improve experiences during the early years and generate long-term outcomes in variables such as employment, health, education, and salary. The need to scale up parenting programs has driven the implementation of interventions based on communication technologies and behavioral economics. This paper compares two impact evaluations of the Positive Parenting program in 2018 and a fully remote adaptation of the program in 2020. The evaluation of the first edition, which included an intensive face-to-face parenting workshop and emails, found significant increases in parental involvement and in the quality of child-caregiver interaction. The evaluation of the second edition of the program, which only included the sending of remote messages and was carried out in the context of the pandemic, does not find statistically significant effects, except in variables such as equal cooperation in parenting tasks within the household and socialization activities. The difference in results could be explained by the absence of an in-person workshop, the greater extension of the messages and the attention divided between multiple sources of stress and distractions observed during the second edition.
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Kelly, Maura. Implementing the Green Dot Bystander Intervention Program to Promote Respectful Workplaces in the Construction Trades in Oregon. Transportation Research and Education Center, 2018. http://dx.doi.org/10.15760/trec.206.

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Hauer, Klaus, Ilona Dutzi, Christian Werner, Jürgen M. Bauer, and Phoebe Ullrich. Implementation of intervention programs specifically tailored for patients with CI in early rehabilitation during acute hospitalization: a scoping review protocol. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, October 2022. http://dx.doi.org/10.37766/inplasy2022.10.0067.

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Review question / Objective: What is the current status of implementation of interventional programs on early functional rehabilitation during acute, hospital-based medical care, specifically tailored for older patients with CI and what are the most appropriate programs or program components to support early rehab in this specific population? This study combines a systematic umbrella review with a scoping review. While an umbrella review synthesizes knowledge by summarizing existing review papers, a scoping review aims to provide an overview of an emerging area, extracting concepts and identify the gaps in knowledge. The study focuses on older hospitalized adults (>65 yrs.) receiving ward based early rehabilitation. The focus within this review is on study participants with cognitive impairment or dementia. The study targets at controlled trials independent of their randomization procedure reporting on an early functional rehabilitation during hospitalization. Trials that were conducted in different or mixed settings (e.g. inpatient and aftercare intervention) without a clear focus on hospital based rehabilitation were excluded. The study aim is to identify the presence of CI specific features for early rehabilitation including: CI/dementia assessment, sub-analysis of results according to cognitive status, sample description defined by cognitive impairment, program modules specific for geriatric patients CI.
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