Dissertations / Theses: '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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Outstanding Thesis
Approved for public release; distribution is unlimited
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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Herman, Katharine Grace. "The evaluation of a Florida certified batterer intervention program." [Pensacola, Fla.] : University of West Florida, 2008. http://purl.fcla.edu/fcla/etd/WFE0000136.

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Barr-Cole, Dianne O. "An evaluation of an intense summer reading intervention program /." Thesis, Connect to this title online; UW restricted, 2004. http://hdl.handle.net/1773/7621.

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Strasheim, Esedra, Brenda Louw, and Alta Kritzinger. "A Neonatal Communication Intervention Program for South African Parents." Digital Commons @ East Tennessee State University, 2010. https://dc.etsu.edu/etsu-works/2118.

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Kovach, Danielle M. "Response to Intervention Program Implementation in a Suburban Elementary School Setting." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5091.

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Response to Intervention (RTI) programs are designed to support students at risk of failing in school due to academic or behavioral problems. When RTI programs are applied inconsistently due to teachers' resources or knowledge, students may be wrongly identified for special education services. The purpose of this qualitative bounded descriptive case study was to explore K-4 general education teachers' experiences with RTI program implementation and the extent teachers used the RTI program in their classrooms. This study was guided by GagnÃ©'s conditions of learning theory. A purposeful sampling of 10 K-4 general education teachers, who taught an RTI program, volunteered and participated in individual semistructured interviews and classroom observations. Data were analyzed thematically using open, axial, and thematic coding. Participants revealed they needed materials and time to prepare and use interventions and desired parental participation in team meetings. Numerous interventions, large class sizes, and scheduling constraints with specialists were obstacles implementing RTI. Academic specialists' expertise, teaching methods, and assessment data assisted planning and implementing RTI in the classroom. Teachers demonstrated a high frequency of events of learning in lessons. Based on the findings, it is recommended that district personnel develop a tiered system of teacher support and a shared vision for an RTI plan, provide teachers with necessary materials and resources to deliver instruction, and plan actions for parental involvement. These endeavors may contribute to positive change by improving general education teachers' instruction to help students at risk of failure to be successful, thus, reducing unnecessary special education referrals.

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Mackenzie-Keating, Sandra Elizabeth. "Program evaluation of a short-term early intervention program for preschool children with behavior problems." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0034/NQ46879.pdf.

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Beldin, Kerry Lynne. "Social Information Processing, Program Completion, and Recidivism: One Court's Referrals to a Batterer Intervention Program." online version, 2008. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=case1207177110.

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Kirby, Alicia. "Staff attitude change in a Response to Intervention Program evaluation." Huntington, WV : [Marshall University Libraries], 2006. http://www.marshall.edu/etd/descript.asp?ref=673.

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Jaffe, Christy Thorne. "Multiple Perspectives on Georgia's Early Intervention Program: A Qualitative Inquiry." unrestricted, 2006. http://etd.gsu.edu/theses/available/etd-07282006-144652/.

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Thesis (Ph. D.)--Georgia State University, 2006.
Title from title screen. Joel Meyers, committee chair; Barbara Meyers, Ramona W. Matthews, Christine Siegel, committee members. Electronic text (146 p.) : digital, PDF file. Description based on contents viewed Aug. 15, 2007. Includes bibliographical references (p. 127-135).

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Graham, Sabrina L. "Effective reading instruction in a Response to Intervention program evaluation." Huntington, WV : [Marshall University Libraries], 2007. http://www.marshall.edu/etd/descript.asp?ref=794.

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Jolley, Victoria Anne. "Motivational effects of an exercise intervention program on aboriginal women /." Title page, table of contents and abstract only, 2004. http://web4.library.adelaide.edu.au/theses/09SPS/09spsj753.pdf.

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Armstrong, Edward, Sharon Wang, Lisa Hines, Sara Gao, Bimal Patel, and Daniel Malone. "Evaluation of a drug-drug interaction: fax alert intervention program." BioMed Central, 2013. http://hdl.handle.net/10150/610041.

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BACKGROUND:Clinicians often encounter information about drug-drug interactions (DDIs) during clinical practice. This information is found within product information (hardcopy and electronic) and various electronic systems. Prescribers may receive medication-related communications in practice that are distributed by facsimile (fax), mail, or telephone from pharmacies and pharmacy benefit managers (PBMs). The purpose of this study was to determine if near-real time fax alerts for potential drug-drug interactions (PDDIs) would influence prescribing.METHODS:A prospective study, in cooperation with a pharmacy benefit manager (PBM), was conducted targeting 18 clinically important PDDIs. Fax alerts included an individualized letter to the prescriber with a list of the interacting drugs, PDDI evidence summaries with citations, and recommended clinical management strategies. Among the 18 PDDIs, 13 PDDIs could be assessed for prescription therapy changes using pharmacy claims data. A prospective cohort design was used to evaluate changes in prescription dispensing 90-days following a PDDI fax alert.RESULTS:A total of 8,075 fax alerts were sent to prescribers and there were 4,712 alerts for the 13 PDDIs that could be assessed for change using pharmacy claims data. There were 2,019 patients (interventions) for which fax alerts were sent to their prescribers who were matched with a control group consisting of patients with the same PDDIs but for whom no fax alert was sent. Overall, this study found 154 (7.6%) of patients in the fax alert group compared to 132 (6.5%) in the control group had changes in therapy (p=0.177).CONCLUSIONS:This fax alert intervention program observed no statistically significant differences in prescribing with a fax alert compared to the control group. If PBMs chose to send individualized, evidence-based information to clinicians regarding drug-drug interactions, this study suggests it may not be an effective intervention to mitigate harm.

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Gasca, Karla. "A Comprehensive Bullying Prevention and Intervention Program a Grant Proposal." Thesis, California State University, Long Beach, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10784467.

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The purpose of this project was to locate a potential funding source and write a grant to fund a comprehensive bullying prevention and intervention program at Southeast Middle School (SEMS) in Los Angeles Unified School District (LAUSD). An extensive literature review was performed to investigate the prevalence, long-term effects, theoretical frameworks and programs developed to address bullying and cyberbullying victimization. The literature reviewed revealed that a school-based bullying prevention program is highly needed due to approximately 30% of United States students in grades 6–10 having reported involvement in moderate or frequent bullying. The proposed program will take a whole-school approach to reduce bullying, by implementing both prevention and intervention components of Second Step for students, teachers, staff, and parents at SEMS. The overall goal of Second Step program is to build a connected school culture, peer relationships, and reduce bullying and violence on campus. Students will participate in classroom activities to build empathy, impulse control, and anger management skills. Teachers will be trained on how to implement Second Step; the program will be implemented at all grade levels (once a week for 50 minutes) and reduce peer conflict by 50%. The Joseph Drown Foundation was the closest fit that could provide funding for the proposed program, considering the types of populations of interest, the foundation's mission, and funding priorities. If funded, this program would enhance students coping capacities at SEMS to prevent bullying victimization. Actual submission of and/or funding of this grant proposal was not required for successful completion of this project.

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Cowart, Brian Lamar. "An Intervention to Increase Adherence to a Psychological Treatment Program." Thesis, Virginia Tech, 2005. http://hdl.handle.net/10919/30993.

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Non-adherence to treatment is a major problem faced by professionals in mental health-care. Non-adherence to treatment increases the costs of service, in financial terms, as well as in the investment of time and effort. In addition, research has shown that outcomes of service may be negatively affected as a result of non-adherence. One factor that has been found to increase adherence to treatment programs is commitment. The purpose of the present study is to examine the efficacy of an intervention designed to increase adherence to treatment by increasing client commitment to therapy. This intervention is based on Rusbult's Investment Model of commitment. The participants in this study were 6 clients being seen at a university psychological services center. A multiple baseline across subjects design was used to analyze the efficacy of this treatment. It was found that only two of the six subjects met criteria for success in this intervention. However, in five of the six subjects, adherence to treatment increased when seen from a more long-term perspective. No difference in satisfaction with therapy was found between the subjects who successfully completed the treatment and those who did not successfully complete the treatment. Other elements of the treatment, such as participant demographics, treatment outcome, and presenting problems were analyzed descriptively. The results indicate that this intervention is insufficient to address the problem of non-adherence to therapy. Explanations regarding the failure of this intervention are discussed.
Master of Science

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Russ, Nason Wayne. "Evaluation of a server intervention program for preventing drunk driving." Diss., Virginia Polytechnic Institute and State University, 1986. http://hdl.handle.net/10919/76494.

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As part of the national effort to reduce drunk driving, servers of alcohol are being held liable for their alcohol-serving behavior with increasing frequency. In response to these drunk driving prevention efforts, the Training for Intervention' Procedures by Servers of Alcohol (TIPS) program was developed to teach servers skills thought necessary for acceptable standards of practice for serving alcoholic beverages. The current study evaluated the potential of this program to aid in decreasing alcoholimpaired driving. Subjects were 17 waiters, waitresses, and bartenders who were employed at two bars. After the baseline period, the servers completed successfully the 6-hour TIPS training course. Research assistants posing as regular patrons (i.e., 'pseudopatrons') visited two target bars throughout the course of the study. These pseudopatrons set the occasion for server intervention to occur by attempting to drink six alcoholic beverages in two hours. Naturalistic data were collected by having a partner with a hidden microphone record all interactions between the server and pseudopatron. The partner also noted any signs of intoxication exhibited by the pseudopatron. The results revealed that servers who had received TIPS training initiated more interventions than untrained personnel. Moreover, pseudopatrons served by TIPS trained personnel had significantly lower blood-alcohol levels and exhibited fewer signs of intoxication than those served by untrained servers. These results suggest that, if implemented on a large scale, the TIPS program has the potential to reduce drunk driving by helping to decrease the exit blood-alcohol levels of bar patrons. The need to investigate the maintenance of server intervention behavior is discussed and other suggestions for future research are presented.
Ph. D.

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Lawry, Dennise Damaris. "Intervention program for Hispanic couples an adaptation study of PREP /." Theological Research Exchange Network (TREN), access this title online, 2006. http://dx.doi.org/10.2986/tren.088-0134.

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Richards, Kimberly H. "Assessment of organizational readiness to change and an intervention program." [Tampa, Fla.] : University of South Florida, 2004. http://purl.fcla.edu/fcla/etd/SFE0000224.

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Grogan, Tracie Michelle. "Evaluation of a Middle School Positive Behavior Intervention Support Program." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2542.

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Evaluation of a Middle School Positive Behavior Intervention Support Program by Tracie Grogan EdS, Mercer University MA, Fort Valley State University BS, University of Georgia Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Curriculum Instruction and Assessment Walden University July 2016 School leaders at a middle school in a rural school district in Georgia were looking for ways to reduce poor student behavior, which has a negative impact on school climate. Judicious Discipline, a program based on Kohlberg's 6 stages of moral development, Bandura's social learning theory, and the 3 constitutional rights of freedom, justice, and equality, were implemented at the school by a group of 8th grade teachers. Since no evaluation had been conducted to examine the efficacy of this program, the purpose of this doctoral study was to examine the program's strengths, weaknesses, and impact on student behavior, as well as to recommend any needed changes. A mixed methods design, was used including a formative and a summative evaluation component. Data for the formative component were collected and analyzed using descriptive statistics for teacher surveys (n = 9) and open coding for teacher interviews (n = 3). Data for the summative component were collected and analyzed using a Chi-Square Test of Independence to examine the change in the distribution (pre to post program), of students participating in JD (n= 148) along the Kohlberg levels of social development scale. This instrument consists of forced-choice items designed to measure the extent to which the student has reached a level of full autonomy so that they are intrinsically motivated to abide by the rules without the guidance of a teacher. Findings revealed that the intervention had a positive impact on student behavior, both from the teacher perspective and from evidence of student growth on the social development scale. Implications for positive social change included: (a) improved student behaviors, and (b) fewer behavioral referrals. The findings along with recommendations for change were presented to school leaders in the form of an executive summary.

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Wentz, Rodger Trent. "The Effects of a Structured Intervention Program on Identity and Divorce Adjustment." DigitalCommons@USU, 1986. https://digitalcommons.usu.edu/etd/5938.

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The purpose of this research was to determine if a structured intervention program could assist individuals in adjusting to some of the disruption associated with divorce. A secondary purpose was to determine if identity status would mediate the effects of the intervention program upon divorce adjustment. The components of the intervention program were modeled on previous research. It was hypothesized that individuals participating in a structured treatment program would manifest greater gains in areas of divorce adjustment than the control group. However, results show that while there was greater gain for the experimental group than the control group in several areas, such gain was not a level of significance sufficient to support the primary hypothesis. In addition, support was not generated for the mediational role of identity. Indeed, identity appeared as a rather stable construct, showing very little change from treatment effects and not seeming to influence treatment outcome. It was found that those individuals high in identity status reported less adjustment problems from the divorce than those individuals with low identity statuses. However, this was not a factor of treatment with the control group reporting the same finding. Implications for future research suggest studies in divorce adjustment focus on symptomology and problems in day-to-day living, with objective measuring devices rather than the subjective self-report instruments currently in use. Research on identity status as it relates to divorce adjustment should be longitudinal in nature tracking identity prior to divorce, and allowing for longer intervention periods.

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Rüst, Annina Julia. "FEMINIZM4ALL : a framework for feminist technology intervention." Thesis, Massachusetts Institute of Technology, 2008. http://hdl.handle.net/1721.1/46589.

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Thesis (S.M.)--Massachusetts Institute of Technology, School of Architecture and Planning, Program in Media Arts and Sciences, 2008.
Includes bibliographical references (p. 58-60).
This thesis describes a feminist framework for technological interventions. I first define the problem by contrasting studies from psychology with research from other social sciences to determine that the primary reason for the gender imbalance in technological spaces is based in hostile work environments and not in the fact that women are disinterested as recent psychological research claims. This lack of diversity affects how technology products are shaped and how consumers interact with these artefacts. I outline a techno-feminist approach to intervention by looking at legislative and technological interventions into tech workspaces. Because this thesis is concerned with creating a framework for interventions rather than an individual technology, I describe different collaboration and production models typical to contemporary technology. These models are Web 2.0, open source software production, and collaborative platforms for distributing physical technology objects. In order to find out how to build a technological framework for making technology spaces more equitable for women, I created two projects. The first one is a Web 2.0 platform that provides data about gender and the technology workspace as well as instructions for visualizing it. The second one is a collaboration on a feminist technology for the workplace. The conclusion of the thesis is a description of future work based on these two projects.
by Annina Rüst.
S.M.

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Kershner, Erin. "A Program Evaluation of an After-School Reading Intervention Program in a Small Urban Elementary School." W&M ScholarWorks, 2018. https://scholarworks.wm.edu/etd/1550153927.

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The purpose of this study was to conduct a program evaluation of an after-school reading intervention program for reluctant readers. The program is part of a school district initiative to help young students establish positive, productive habits and dispositions toward reading. Program participants included teachers in the after-school program and parents of students who participated for two years. The evaluation questions were designed to assess the perceptions of those stakeholders on the benefit of the program for student participants. Both teachers and parents perceived that the program benefited students' receptive vocabularies. Teachers found that the program significantly improved students' ability to read independently for longer and longer periods of time. Likewise, parents noticed that their children were more willing to initiate reading at home, while many also found that their children would persist at independent reading because they were enjoying it more. The program was credited with improving elements of students' self-efficacy in reading, such as confidence, persistence, and positive emotional responses to challenging tasks. Goal-setting, as a subset of self-efficacy, was a less obvious outcome of the program. Small, relaxed and supportive after-school learning environments where students developed strong relationships with peers and their after-school teacher helped to make the program enjoyable for students and optimized outcomes. Recommendations for further study on the program outcomes at other schools and quantitative outcomes after more years of program implementation are included.

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Traverso, Koroleff Pierina. "Promoting healthy bonds between adolescent mothers and their babies: a intervention experience." Pontificia Universidad Católica del Perú, 2012. http://repositorio.pucp.edu.pe/index/handle/123456789/100347.

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We performed an intervention program aimed at promoting a healthy relationship between teenage mothers and their babies, with 26 mothers between 15 and 19 years old, who have one son or daughter between 0 and 6 months old. They were from a poor area of Lima, Peru. The intervention was conducted in four groups, each of which had ten sessions. We assessed the interaction between mother and baby, the mother’s interpretation of emotions and the maternal representations (a description of the baby, of herself as a mother and of the relationship between them), before and after the program. The same evaluations were performed with a comparison group of 18 young mothers with the same characteristics. The article presents and discusses the results of both evaluations.
Se realizó un programa de intervención dirigido a promover un vínculo saludable entre madres adolescentes y sus bebes, con 26 madres entre 15 y 19 años de edad y con un hijo o hija entre 0 y 6 meses de edad de una zona pobre de Lima, Perú. La intervención se realizó en cuatro grupos y cada uno tuvo diez sesiones. Se evaluó la interacción entre madre y bebe, la interpretación que realiza la madre de los afectos, y las representaciones maternales (descripción del bebe, de sí misma como mamá y de la relación entre los dos), antes y después del programa. Se realizaron las mismas evaluaciones con un grupo comparativo de 18 jóvenes con las mismas características. En este artículo se presentan y discuten los resultados obtenidos en ambas evaluaciones.

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Lui, Wan-hap. "Effectiveness of a relationship development intervention program for aloof-autistic children." Click to view E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B37091347.

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Bretado, Alma Veronica. "Substance abuse intervention program among Hispanic adolescents| A grant writing project." Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1586147.

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The purpose of this project is to develop and fund an intervention program that provides substance abuse services to Hispanic adolescents and families who are experiencing problem with substance use. The goal of the project is to provide education, resources, and prevention services for Hispanic adolescents and families that have substance use problems. Mental Health & Addiction Services for Adolescents (MASA), a project of the California Hispanic Commission on Alcohol & Drug Abuse, Inc. (CHCADA) was the agency selected as the focus of this project.

An extensive literature review was conducted to examine the need for implementation of substance use program. The knowledge gained through the literature assisted the grant writer in developing a grant that meets the needs of Hispanic adolescent and families with any substance use problem. The Weingart Foundation was identified as the best fit the criteria to their goals were aligned with the mission of MASA.

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呂畇俠 and Wan-hap Lui. "Effectiveness of a relationship development intervention program for aloof-autistic children." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B37091347.

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Cheung, On-che Esther, and 張安之. "Effectiveness of a parental intervention program for high anxious trait children." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/209545.

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In the literature, a well-known effective program in reducing children’s anxiety symptoms is the ‘Coping Cat’ program (Kendall, 1994). However, effectiveness studies of parental education program have been relatively limited. Parenting factors are important as the risk for anxiety disorders appears particularly high in the offspring of anxious parents (McClure, Brennan, Hammen, & Le Brocque, 2001). Further parenting styles such as over-involvement and criticism was found to play a significant role in the development and maintenance of childhood anxiety (Gar, & Hudson, 2008). Therefore, this study adopted the ‘Coping Cat’ treatment program and delivered exclusively to parents of 14 children with anxiety symptoms of ages 6-11. The intervention group consisted of 6 2-hours group sessions of 4 to 7 parents. Psychological questionnaires were administered to parents during pre and post treatment. The outcome measures were compared with another 14 parents who did not receive the parental education program. Self-reported questionnaires were administered, including Parenting Stress Scale (PSS), Alabama Parenting Questionnaire (APQ), Coping Self-Efficacy Scale (CSE 13), Brief COPE and Screen for Child Anxiety Related Disorders (SCARED), to assess parental stress, parental styles, parental stress-coping styles and indirect effect on children’s anxiety symptoms. Repeated-measures ANOVA and paired sample t-tests was computed to evaluate the effects of the parental program. Results suggested that the intervention group showed significantly reduction in parents and children’s levels of stress and anxiety symptoms. It also demonstrated significant decrease of child’s separation anxiety symptoms and school avoidance behaviours after intervention. Moreover, significant reduced level of negative parental practices and increased practices of positive stress-coping strategies were found at post-treatment. Furthermore, perceived efficacy in stopping unpleasant emotions and thoughts as well as getting support from friends and family had improved. Additionally, the reduced stress symptoms among participants in the intervention group were negatively correlated with the increased use of humour coping strategies. Likewise, the reduced level of anxiety symptoms at post-treatment was positively correlated with the reduced practices of negative and ineffective discipline.
published_or_final_version
Clinical Psychology
Master
Master of Social Sciences

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Lopez, Alfred Saldivar. "Teachers' Perceptions of the Implementation of the Response-to-Intervention Program." ScholarWorks, 2015. http://scholarworks.waldenu.edu/dissertations/1295.

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This study was designed to address teachers' difficulties implementing Response-to-Intervention (RtI) program strategies at a low-performing school in south Texas in response to students failing to meet statewide assessment standards in reading. This exploratory case study investigated the perceptions of Grades 3 and 4 teachers to assist in understanding a pathway to increase higher fidelity of RtI implementation and improve student academic performance. Knowles' theory of andragogy and Lewin's change theory provided the framework for the study. The study included interview data from 6 purposefully selected Grades 3 and 4 teachers supplemented by document reviews of professional development (PD) presentations and RtI implementation policies. All data were analyzed using comparative and inductive analysis and coded into 7 emergent themes. The findings included the need for administrative supervision, a lack of RtI fidelity of implementation, and a need for PD focusing on interventions and organizational tools. The project, which was developed based on the findings and literature review, includes opportunities for learning and participating in campus RtI planning to gain support for the program, attending district-approved PD sessions to assist teachers' techniques to improve student performance in reading, and training in specific RtI progress monitor reporting to document use of the various interventions for individuals in the classroom. By ensuring that students receive RtI instruction that is designed to meet their individual academic needs, the project may help the school district decrease referrals to special education and improve students' reading abilities.

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McGuire-Hamrick, Linda. "The effects of a special intervention program on socioeconomically disadvantaged children." Virtual Press, 1991. http://liblink.bsu.edu/uhtbin/catkey/832987.

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The purpose of the study was to investigate the effects of the first three years of a special ongoing intervention program on the academic performance and attitudes of 8th grade participants. Academic growth and current attitudes of students in the program were compared with academic growth and attitudes of a similar group of eighth-grade students. A third group of students was used for comparison purposes. All students involved in the study were eighth-grade students enrolled in a midwestern school district.Major conclusions derived from the findings included: Grade point averages for participants in a Special Intervention Program were significantly higher than CPA's for similar non-participants. In fact, CPA's for Program participants were not significantly different from CPA's for the completely random sample.California Achievement Test scores for participants in a Special Intervention Program were significantly higher than CAT scores for similar non-participants. In fact, CAT, scores for Program participants were not significantly different from CAT scores for the completely random sample.Participation in a Special Intervention Program did not significantly affect students' school attendance, punctuality, or Behavior Rating Profile Scores inasmuch as there were no significant differences between any of the groups studied for those variables.
Department of Educational Leadership

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VIDEIRA, AMANDA GRAZIELE AGUIAR. "EVALUATION OF A REANDING-ALOUD INTERVENTION PROGRAM TO DAY CARE CHILDREN." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2018. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=35818@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO
COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
PROGRAMA DE SUPORTE À PÓS-GRADUAÇÃO DE INSTS. DE ENSINO
PROGRAMA DE SUPORTE À PÓS-GRADUAÇÃO DE INSTITUIÇÕES COMUNITÁRIAS DE ENSINO PARTICULARES
Intervenções na primeira infância pautadas na promoção da parentalidade em famílias de baixa renda possuem o potencial de aumentar o desenvolvimento infantil, diminuindo assim os riscos sociais provenientes do baixo nível socioeconômico. O presente estudo investigou a viabilidade técnica para implementação do programa de intervenção Leitura Desde o Berço em uma Creche Municipal da região Metropolitana do Rio de Janeiro, e a capacidade deste programa em gerar aumento no desenvolvimento cognitivo e da linguagem de crianças entre 24 e 42 meses de idade. Participaram 16 díades cuidador-criança matriculadas no Centro Municipal de Educação Infantil em Seropédica/RJ. Os resultados mostraram que o programa Leitura Desde o Berço possui qualidade de recursos e técnicas, porém, houve baixa adesão da instituição de Educação Infantil e dos cuidadores, assim como o programa não produziu aumento das habilidades cognitivas e de linguagem das crianças. Dessa forma, sugere-se a implementação de políticas públicas em educação e saúde voltadas para o desenvolvimento infantil no currículo educacional dos Municípios, para que programas de intervenção possam ser incluídos em creches e escolas e investigações dos seus efeitos em fases mais avançadas do desenvolvimento infantil possam ser realizadas.
Early childhood interventions based on the promotion of parenting in low-income families have the potential of increasing the childhood development, therefore lowing the social risks from the low socio-economic status. This study investigated the technical viability for implementation of the intervention program Leitura Desde o Berço in a Municipal Nursery in the Metropolitan Region of Rio de Janeiro and the capacity of this program to produce an increase in cognitive and language development in children of 24-42 months of age. Sixteen caregiver-child dyads that were enrolled at the Municipal Center for Early Childhood Education in Seropédica/RJ participated in this study. The results showed that the program Leitura Desde o Berço presents quality of resources and techniques, however, there has been little involvement of the institution and caregivers, such as the program did not increase children s cognitive and language skills. Thus, we suggest the implementation of public policies in education and health aimed at childhood development in the educational curriculum of the municipalities, so that intervention programs can be included in nurseries and schools and investigations on their effects in later stages of child development can be carried out.

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Handeland, Tina. "Choice Intervention in an American Indian/Alaska Native Head Start Program." Thesis, Purdue University Global, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13809511.

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This research replicated Dunlap, dePerczel, Clarke, Wilson, Wright, and White’s (1994) single-subject ABAB reversal design using choice/no choice conditions with a 3 year-old Native American boy exposed to trauma. The IV consisted of the child being able to select books to be read during story time vs. no choice. The dependent variables consisted of 2 target behaviors impeding his learning in his Head Start classroom: disruptive and aggressive behaviors. Rate of Behavior 1 during Baseline 2 was 10% higher than during Intervention 1, and considerably higher than Baseline 1. During Intervention 2, rate of Behavior 1 was 10% lower than during Baseline 2, but 24% higher than Baseline 1. Therefore, Behavior 1 responded as expected to the 3 final experimental phases, but was unexpectedly low during Baseline 1 due to uncontrollable, extraneous environmental variables. Rate of Behavior 2 during Intervention 1 was 57% lower than during Baseline 1. During Baseline 2, rate of Behavior 2 was 50% higher than Intervention 1. During Intervention 2, rate of Behavior 2 was 43% below Baseline 1 but 40% higher than Baseline 2. Because occurrence rates for Behavior 2 were low, often 0-3 per session, minor changes in occurrences inflated change percentages. In essence, Behavior 2 improved substantially between Baseline 1 and Intervention 1, then remained stable at low rates across the remaining study phases. During Intervention 2, half the sessions had 0 occurrence rates for Behavior 2, spiking in the final 2 sessions due to an uncontrollable extraneous variable. Overall results appear promising. Future research, with greater observation times and control of extraneous variables, is needed to fully demonstrate intervention effectiveness with young Native American children exposed to trauma.

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Corbin, Alice Elizabeth. "Evaluation of a Juvenile Driver Intervention Program: Analysis of Ohio Carteens." The Ohio State University, 1999. http://rave.ohiolink.edu/etdc/view?acc_num=osu1391794867.

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Lee, Larry Joe. "Community-based intervention services: Program effectiveness in a child protection agency /." The Ohio State University, 1997. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487946776021868.

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Finck, Ruth Ann Charles. "Project Success : a career counseling intervention program for economically disadvantaged women /." free to MU campus, to others for purchase, 1996. http://wwwlib.umi.com/cr/mo/fullcit?p9712799.

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43

Johnshoy, Jenna M. "A program evaluation of the smart and healthy alcohol use intervention." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009johnshoyj.pdf.

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44

Thiessen, Kerwin Dale. "A program in stress management utilizing the intervention of spiritual disciplines." Theological Research Exchange Network (TREN), 2005. http://www.tren.com.

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45

Barclay, Elaine Marie. "Domestic Violence Intervention Program Facilitators' Motivation for Working With Repeat Offenders." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/3018.

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Domestic violence (DV) rehabilitative program facilitators administer the same treatment programs to males who reoffend. When DV facilitators administer the same unsuccessful treatment programs to repeat offenders, facilitators may lose intrinsic and extrinsic motivation to perform their job. For this study a hermeneutic phenomenological methodology approach was used to explore the phenomenon of DV facilitators' motivation. Self-determination theory was used to frame the influence of intrinsic and extrinsic motivation on DV facilitators who administer treatment programs to repeat offending males. A recruitment flyer was placed in the DV organization, data were collected from 7 participants through face-to-face or telephone interviews that were 18 years of age, proficient English speaking, actively facilitating DV treatment programs to repeat offending males, and employed with the DV organization. Data were transcribed and coded using open and axial coding, and analyzed for themes. Findings indicated that accountability, intrinsic motivation, and commitment influenced DV facilitators when administering programs to repeat offenders. Social change implications include awareness of perceived laissez-faire criminal justice policy towards DV male offenders and the lack of community support of challenges and opportunities for enhancing motivation for DV program facilitators.

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Matthews, Elizabeth Nicole. "Analysis of an Early Intervention Reading Program for First Grade Students." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/396.

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Poor early literacy performance in public elementary schools has been a concern for many years. To that end, the purpose of this study was to examine an Early Intervention Program (EIP) in a public school. First grade students at the participating elementary school struggled with reading skills and were not meeting the grade standards of the local school district. In order to remedy this problem, the school implemented early support to provide struggling students with specific and targeted small group reading instruction. This quantitative program evaluation was intended to explore the effect of the EIP used at the participating elementary school on the reading levels of a convenience sample of 32 struggling first grade readers enrolled in the EIP. The Fountas and Pinnell benchmark reading scores of these students were analyzed using a chi square test to determine the effectiveness of the program. The beginning- and end-of-year benchmark scores showed that students who participated in the program for an entire school year demonstrated growth in their reading levels so that every student in the program was reading on or above grade level. Based on this research, an evaluation report was prepared and included recommendations for possible expansion of the program and teacher professional development focused on reading intervention. This research could help promote positive social change through teacher professional development and allow classroom teachers to receive targeted reading intervention training. These results from the study help to improve student achievement and foster a school environment that is data driven and student achievement centered to support student learning.

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Swain, Audrey M. "An evaluation of an instructional intervention program based on Clay's Reading Recovery Program for elementary school students." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape17/PQDD_0001/MQ34236.pdf.

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Cornick, Courtney Racquel. "Effectiveness of hypnosis interventions in a spine rehabilitation program." Diss., University of Iowa, 2014. https://ir.uiowa.edu/etd/1443.

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Chronic back pain has a profound impact on an individual and society. Over the past two decades individuals have become increasingly interested in Complimentary and Alternative Medicine (CAM) as a treatment for medical conditions. One of the most common uses of CAM is to treat back pain. There are a variety of CAM interventions to treat pain, and clinical hypnosis is one treatment that serves to help individuals to better manage their symptoms of chronic pain. In many cases, clinical hypnosis is used as an adjunct to treatment rather than a treatment alternative. Additionally, clinical hypnosis is included as part of relaxation treatments within chronic pain rehabilitation programs across the country. There remains a lack of information on hypnosis as a treatment for chronic back pain within chronic pain rehabilitation programs. The present study assessed pain intensity, disability, and quality of life for individuals who received hypnosis and those who did not in a chronic pain rehabilitation program. Descriptive data were presented for all participants and between groups and within group comparisons were made. Results of this study showed that prior to treatment, pain caused severe disability, was discomforting or distressing, and caused moderate to severe mental and physical impact. When patients returned 6-12 weeks later, all patients reported a decrease in disability and pain and an increase in physical and mental health quality of life. Groups did not vary significantly on measures of pain intensity, disability, and health status. Results of this study suggest that more research should be done on the usefulness of various treatments within interdisciplinary chronic pain rehabilitation programs. Additionally, more research will allow clinicians to gain a better understanding of thetypes of interventions utilized within psychological portions of chronic pain rehabilitation.

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Olson, Elizabeth Bubonic. "Improving the skills of low-performing readers in an alternative school program." Diss., Texas A&M University, 2004. http://hdl.handle.net/1969.1/1119.

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Research has demonstrated that many children and adolescents exhibiting behavior problems also evidence serious reading problems as well as a low self-efficacy (i.e., belief in their ability) toward reading. The consequences of these problems on both the student (e.g., dropping out of school) and society as a whole (e.g., cost to taxpayers) are serious and, in most cases, preventable. In order to prevent students from dropping out of school and to empower teachers with a method for removing disruptive students from the classroom, many states have implemented alternative education programs. The purpose of this study was to implement an effective reading intervention in a disciplinary alternative school where students were assigned from 20-40 days for infractions such as fighting, threatening others, and excessive office referrals. The design consisted of a series of 26 single-case AB studies. Subjects were ages 12-16 in a mid-sized city in Central Texas. There were 19 males and 7 females. Subjects were mostly of African American and Hispanic backgrounds, and the majority received some form of special education services. Data were analyzed using visual and statistical single case model techniques. Results suggest that an intensive oral reading fluency program can positively impact the oral reading fluency, accuracy, comprehension, self-efficacy toward reading, and social comparison with regard to the reading ability of students placed in a disciplinary alternative education program on a short-term basis.

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Chan, Karen K. "A brief intervention for screened problem drinking in an employee assistance program /." Thesis, Connect to this title online; UW restricted, 2006. http://hdl.handle.net/1773/8990.

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Dissertations / Theses on the topic 'Intervention program'

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