Journal articles: '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 governmentâ€™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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Morais, Maria de Fátima, Saul Neves de Jesus, Ivete Azevedo, Alexandra M. Araújo, and João Viseu. "Intervention Program on Adolescent's Creativity Representations and Academic Motivation." Paidéia (Ribeirão Preto) 25, no. 62 (December 2015): 289–98. http://dx.doi.org/10.1590/1982-43272562201502.

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AbstractCreativity and its promotion are widespread concerns in education. However, few efforts have been made to implement intervention programs designed to promote creativity and other related aspects (e.g., academic motivation). The Future Problem Solving Program International (FPSPI), aimed for training creativity representations and creative problem solving skills in young people, has been one of the most implemented programs. This intervention's materials and activities were adapted for Portuguese students, and a longitudinal study was conducted. The program was implemented during four months, in weekly sessions, by thirteen teachers. Teachers received previous training for the program and during the program's implementation. Intervention participants included 77 Basic and Secondary Education students, and control participants included 78 equivalent students. Pretest-posttest measures of academic motivation and creativity representations were collected. Results suggest a significant increase, in the intervention group, in motivation and the appropriate representations of creativity. Practical implications and future research perspectives are presented.

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van Hierden, Yannick, Timo Dietrich, and Sharyn Rundle-Thiele. "Designing an eHealth Well-Being Program: A Participatory Design Approach." International Journal of Environmental Research and Public Health 18, no. 14 (July 6, 2021): 7250. http://dx.doi.org/10.3390/ijerph18147250.

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In recent years, the relevance of eHealth interventions has become increasingly evident. However, a sequential procedural application to cocreating eHealth interventions is currently lacking. This paper demonstrates the implementation of a participatory design (PD) process to inform the design of an eHealth intervention aiming to enhance well-being. PD sessions were conducted with 57 people across four sessions. Within PD sessions participants experienced prototype activities, provided feedback and designed program interventions. A 5-week eHealth well-being intervention focusing on lifestyle, habits, physical activity, and meditation was proposed. The program is suggested to be delivered through online workshops and online community interaction. A five-step PD process emerged; namely, (1) collecting best practices, (2) participatory discovery, (3) initial proof-of-concept, (4) participatory prototyping, and (5) pilot intervention proof-of-concept finalisation. Health professionals, behaviour change practitioners and program planners can adopt this process to ensure end-user cocreation using the five-step process. The five-step PD process may help to create user-friendly programs.

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Avourdiadou, Sevastia, Athanasios Laios, and Kosta George. "Service Quality in Municipal Sport Programs How the Implementation of an Intervention Program Shapes Participants’ Loyalty." International Journal of Scientific Research 3, no. 1 (June 1, 2012): 3–6. http://dx.doi.org/10.15373/22778179/jan2014/158.

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Helitzer-Allen, Deborah, Hubert Allen, Mary Field, and Gina Dallabetta. "Targeted Intervention Research on Sexually Transmitted Illnesses." Practicing Anthropology 18, no. 3 (July 1, 1996): 20–23. http://dx.doi.org/10.17730/praa.18.3.r54504726525v32n.

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The targeted intervention research (TIR) approach was developed to meet the need for better preprogram or "formative" research to develop more effective interventions. In the past, much of this formative research was conducted by consultants who provided short-term technical assistance to program managers. This separation of programs and research resulted in high-quality research, often delivered too late or not sufficiently focused to be useful for program design.

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Abbaszadeh, Arezoo, Guita Movallali, Masoume Pourmohamadreza-Tajrishi3, and Mohsen Vahedi. "Effect of Baby Triple P or Positive Parenting Program on Mental Health and Mother-child Relationship in Mothers of Hearing-impaired Children." Journal of Rehabilitation 22, no. 2 (July 1, 2021): 210–27. http://dx.doi.org/10.32598/rj.22.2.3258.1.

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Objective: Hearing loss in children can affect the parent-child relationship and the mental health of parents, especially mothers as the children’s primary caregivers. Maternal mental health problems and challenges in the parent-child relationship can affect the rehabilitation process and the future of hearing-impaired children. Thus, the interventions to promote the parent-child relationship and mental health of parents, especially mothers, should be studied. Triple P or positive parenting program is one of these effective interventional programs. Recently, a new intervention called the Baby Triple P parenting program was developed based on the Triple P program. This study investigates the effect of the Baby Triple P positive parenting program on mental health and mother-child relationship in mothers of children with hearing impairment. Materials & Methods: This research is a quasi-experimental study with a pretest-posttest design using a control group. The participants were 24 mothers under 3 years old children with hearing impairment referred to the centers for families and children with hearing disabilities in Tehran, Iran, in 2019. They were selected using a convenience sampling method and then randomly divided into groups of intervention (n=12) and control (n=12). The intervention group received the Baby Triple P positive parenting program for 13 training 1-h sessions, one session per week. The control group did not receive any intervention. Both groups completed the mother-child relationship evaluation questionnaire and the symptom checklist-90-revised instrument before and after the intervention. The collected data were analyzed by the Mann-Whitney U test and independent sample t-test. Results: There was no significant difference between the two groups regarding mental health after the intervention (P>0.05). Among four components of the mother-child relationship, the Baby Triple P program had no significant effect on acceptance, overindulgence, and rejection (P>0.05), except on the overprotection component (P<0.05), which was significantly higher in the intervention group. Conclusion: There is a great need for early interventions for maternal mental health problems and challenges in mother-child relationships for mothers of children with hearing impairment. Although the Baby Triple P is a useful program, it is new for the parents of these children. Considering the unique needs of these children, more studies are needed to enrich the content of this program for the mothers of children with hearing loss to explore its various aspects.

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Obikane, Erika, Natsu Sasaki, Kotaro Imamura, Kyosuke Nozawa, Rajesh Vedanthan, Pim Cuijpers, Taichi Shimazu, Masamitsu Kamada, Norito Kawakami, and Daisuke Nishi. "Usefulness of Implementation Outcome Scales for Digital Mental Health (iOSDMH): Experiences from Six Randomized Controlled Trials." International Journal of Environmental Research and Public Health 19, no. 23 (November 27, 2022): 15792. http://dx.doi.org/10.3390/ijerph192315792.

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Objectives: Measuring implementation outcomes for digital mental health interventions is essential for examining the effective delivery of these interventions. The “Implementation Outcome Scale of Digital Mental Health” (iOSDMH) has been validated and used in several trials. This study aimed to compare the iOSDMH for participants in six randomized controlled trials (RCTs) involving web-based interventions and to discuss the implications of the iOSDMH for improving the interventions. Additionally, this study examined the associations between iOSDMH scores and program completion rate (adherence). Methods: Variations in total scores and subscales of the iOSDMH were compared in six RCTs of digital mental health interventions conducted in Japan. The web-based intervention programs were based on cognitive behavioral therapy (2 programs), behavioral activation (1 program), acceptance and commitment (1 program), a combination of mindfulness, behavioral activation, and physical activity (1 program), and government guidelines for suicide prevention (1 program). Participants were full-time employees (2 programs), perinatal women (2 programs), working mothers with children (1 program), and students (1 program). The total score and subscale scores were tested using analysis of variance for between-group differences. Results: Total score and subscale scores of the iOSDMH among six trials showed a significant group difference, reflecting users’ perceptions of how each program was implemented, including aspects such as acceptability, appropriateness, feasibility, overall satisfaction, and harm. Subscale scores showed positive associations with completion rate, especially in terms of acceptability and satisfaction (R-squared = 0.93 and 0.89, respectively). Conclusions: The iOSDMH may be a useful tool for evaluating participants’ perceptions of features implemented in web-based interventions, which could contribute to improvements and further development of the intervention.

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Koh, Keumseok, Sue C. Grady, Igor Vojnovic, and Joe T. Darden. "Impacts of Federally Funded State Obesity Programs on Adult Obesity Prevalence in the United States, 1998-2010." Public Health Reports 133, no. 2 (February 9, 2018): 169–76. http://dx.doi.org/10.1177/0033354917751128.

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Objectives: From 2000 to 2010, the Division of Nutrition, Physical Activity, and Obesity (DNPAO) at the Centers for Disease Control and Prevention (CDC) funded 37 state health departments to address the obesity epidemic in their states through various interventions. The objective of this study was to investigate the overall impacts of CDC-DNPAO statewide intervention programs on adult obesity prevalence in the United States. Methods: We used a set of an individual-level, interrupted time-series regression and a quasi-experimental analysis to evaluate the overall effect of CDC-DNPAO intervention programs before (1998-1999) and after (2010) their implementation by using data from CDC’s Behavioral Risk Factor Surveillance System. Results: States that implemented the CDC-DNPAO program had a 2.4% to 3.8% reduction in the odds of obesity during 2000-2010 compared with states without the program. The effect of the CDC-DNPAO program varied by length of program implementation. A quasi-experimental analysis found that states with longer program implementation did not necessarily have lower odds of obesity than states with shorter program implementation. Conclusions: Statewide obesity interventions can contribute to reduced odds of obesity in the United States. Future research should evaluate the CDC-DNPAO programs in relation to their goals, objectives, and other environmental obesity risk factors to inform future interventions.

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Burkhalter, Marcel, and Bryan Adey. "A Network Flow Model Approach to Determining Optimal Intervention Programs for Railway Infrastructure Networks." Infrastructures 3, no. 3 (August 21, 2018): 31. http://dx.doi.org/10.3390/infrastructures3030031.

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The determination of the optimal interventions to execute on rail infrastructure networks is a challenging task, due to the many types of objects (e.g., bridges, tracks, and switches), how the objects work together to provide service, and the possible reductions in costs and service disruptions as obtained by grouping interventions. Although railway infrastructure managers are using computer systems to help them determine intervention programs, there are none that result in the highest net benefits while taking into consideration all of these aspects. This paper presents a network flow model approach that allows for determining the optimal intervention programs for railway infrastructure networks while taking into considerations different types of objects, how the objects work together to provide service, and object and object-traffic dependencies. The network flow models are formulated as mixed integer linear programs, where the optimal intervention program is found by using the simplex and branch and bound algorithms. The modelling approach is illustrated by using it to determine the optimal intervention program for a 2200 m multi-track railway line consisting of 11 track sections, 23 switches, and 39 bridges. It is shown that the proposed constrained network flow model can be used to determine the optimal intervention program within a reasonable amount of time, when compared to more traditional models and search algorithms.

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Webb, Lisa, Leigh Anne Griggs, and Charlette Green. "Responses to Intervention Program Outcomes for Pre-K." Perspectives on Administration and Supervision 19, no. 2 (June 2009): 51–61. http://dx.doi.org/10.1044/aas19.2.51.

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Abstract This article addresses outcomes as they relate to a responsiveness-to-intervention (RTI/RtI) model used in a pre-kindergarten (pre-k) setting. The RTI model requires frequent progress monitoring of at-risk students' responses to evidence-based interventions. Treatment outcomes studies judge whether interventions are effective for their intended purpose. This article defines outcomes, describes the importance of outcomes in an RTI model, and tells how to obtain outcome data. Outcomes from a pre-k language intervention will be presented.

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Brown, Kyrah K., Jerrise Smith, Tamaya N. Bailey, Gennel Ortiz, Xiangli Gu, and Priscila Tamplain. "Parent-Reported Motivators and Barriers to Participation in a Community-Based Intervention Designed for Children With Motor Skill Difficulties: A Qualitative Program Evaluation." Adapted Physical Activity Quarterly 39, no. 1 (January 1, 2022): 109–28. http://dx.doi.org/10.1123/apaq.2020-0142.

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Introduction: Parents play a critical role in their child’s participation in community-based intervention programs. Yet, their perspectives remain largely overlooked in the literature. This qualitative program evaluation used social cognitive theory to understand parents’ motivators and barriers to participation in a community-based intervention program designed for children with motor skill difficulties. Method: Parents (n = 15) of children with motor skill difficulties enrolled in a community-based intervention program participated in semistructured interviews. Results: Thematic analysis revealed six motivators (child needs, satisfaction, perceived impact, affordability, design, and program culture) and three perceived barriers (parent knowledge, access, and accommodations). Discussion: Parents’ motivators and barriers reflected a combination of personal and environmental factors consistent with social cognitive theory. This study revealed novel insight into program-related environmental motivators and barriers. Program leaders should consider ongoing evaluation and application of parental perspectives to optimize family participation and retention in community-based interventions.

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Nadon, N. L., R. Strong, R. A. Miller, J. Nelson, M. Javors, Z. D. Sharp, J. M. Peralba, and D. E. Harrison. "Design of aging intervention studies: the NIA interventions testing program." AGE 30, no. 4 (April 18, 2008): 187–99. http://dx.doi.org/10.1007/s11357-008-9048-1.

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BENNETT, LARRY, and MARIANNE PIET. "Standards for Batterer Intervention Programs." Violence Against Women 5, no. 1 (January 1999): 6–24. http://dx.doi.org/10.1177/10778019922181121.

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The authors review batterer program regulation in the United States, describe variations and commonalities between regulatory standards, and examine arguments about standards. As a case illustration of batterer program regulation, the authors describe the Illinois Protocol for Domestic Abuse batterer programs and issues emerging during its implementation. The authors conclude that the dual criteria of accountability and victim safety resolve many inherent conflicts in seemingly competing perspectives.

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Wolf,, Zane Robinson, Denise Nagle Bailey,, and Patricia A. Keeley,. "Creation of a Caring Protocol: Activities and Dissemination Strategies in Caring Research and Instruments." International Journal of Human Caring 18, no. 1 (February 2014): 66–82. http://dx.doi.org/10.20467/1091-5710.18.1.66.

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Few acute care healthcare agencies have tested the effect of a caring-focused program on the satisfaction of hospitalized, adult patients. Caring interventions need to be tested to document the effectiveness of nurse caring on a healthcare outcome, patient satisfaction. This study identified critical elements in interventional studies on nurse caring by determining patterns and caring activities in interventions (programs, protocols, or standards) to develop a caring protocol for a National Cancer Institute Comprehensive Cancer Center (NCICCC). Research, other published articles on caring programs, and instruments were analyzed for patterns and elements indicative of caring behaviors or activities representing nurse caring that could contribute to a caring intervention. Intervention dissemination strategies were also analyzed for incorporation into the program’s implementation in a nursing department of the NCICCC. Content analysis techniques identified patterns and activities in caring interventions and intervention dissemination strategies. Comments and written suggestions on the draft caring protocol were solicited from agency stakeholders (N = 22), including administrators, key nursing staff, and members of the Patient Family Advisory Council. The caring protocol/standard of practice and dissemination strategies were identified.

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Jones, Taryn M., Blake F. Dear, Julia M. Hush, Nickolai Titov, and Catherine M. Dean. "Application of Intervention Mapping to the Development of a Complex Physical Therapist Intervention." Physical Therapy 96, no. 12 (December 1, 2016): 1994–2004. http://dx.doi.org/10.2522/ptj.20150387.

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Abstract Background Physical therapist interventions, such as those designed to change physical activity behavior, are often complex and multifaceted. In order to facilitate rigorous evaluation and implementation of these complex interventions into clinical practice, the development process must be comprehensive, systematic, and transparent, with a sound theoretical basis. Intervention Mapping is designed to guide an iterative and problem-focused approach to the development of complex interventions. Purpose The purpose of this case report is to demonstrate the application of an Intervention Mapping approach to the development of a complex physical therapist intervention, a remote self-management program aimed at increasing physical activity after acquired brain injury. Case Description Intervention Mapping consists of 6 steps to guide the development of complex interventions: (1) needs assessment; (2) identification of outcomes, performance objectives, and change objectives; (3) selection of theory-based intervention methods and practical applications; (4) organization of methods and applications into an intervention program; (5) creation of an implementation plan; and (6) generation of an evaluation plan. The rationale and detailed description of this process are presented using an example of the development of a novel and complex physical therapist intervention, myMoves—a program designed to help individuals with an acquired brain injury to change their physical activity behavior. Conclusion The Intervention Mapping framework may be useful in the development of complex physical therapist interventions, ensuring the development is comprehensive, systematic, and thorough, with a sound theoretical basis. This process facilitates translation into clinical practice and allows for greater confidence and transparency when the program efficacy is investigated.

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Levesque, Deborah A., Mary-Margaret Driskell, Janice M. Prochaska, and James O. Prochaska. "Acceptability of a Stage-Matched Expert System Intervention for Domestic Violence Offenders." Violence and Victims 23, no. 4 (August 2008): 432–45. http://dx.doi.org/10.1891/0886-6708.23.4.432.

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Most interventions for men who batter are standardized and “one-size-fits-all,” neglecting individual differences in readiness to change. A multimedia expert system intervention based on the transtheoretical model (the “stage model”) was developed as an adjunct to traditional court-mandated programs. The expert system assesses stage of change, decisional balance, self-efficacy, and processes of change and provides immediate individualized stage-matched feedback designed to increase readiness to end the violence. Fifty-eight male batterer intervention program clients were invited by agency staff to complete an expert system session and an evaluation of the program; 33 men were recruited at program intake and the remainder from ongoing groups. Responses to the intervention were very positive. For example, 87% of participants reported that they found the program to be easy to use, and 98% said it could probably or definitely help them change their attitudes or behaviors. Findings provide encouraging evidence of the acceptability of this stage-matched approach to intervention for domestic violence offenders.

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Prapti, Ni Ketut Guru, Putu Oka Yuli Nurhesti, and Ketut Tirtayasa. "Ergonomic Program and Nursing Intervention in Nursing Students." Journal of A Sustainable Global South 4, no. 1 (February 29, 2020): 17. http://dx.doi.org/10.24843/jsgs.2020.v04.i01.p05.

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Ergonomics position is the position that should be done while working on a such procedure to improve work security, work efficiency and reduce risk factors. Nurses are the health workers with the biggest exposure risk factor. The results of the preliminary study showed that more than 50 percent of the students are still doing the wrong position when performing nursing interventions. This study was conducted at Nursing Study Program of Udayana University wich aims to know the effect of comprehensive ergonomic program on ergonomic position of students when performing nursing interventions. A quasy experimental design with action research application was used to analyze the effect of an ergonomic program on knowledge, attitude and behavior of nursing students. Nursing students of Udayana University was the population of this study and simple random sampling techniques was used with sample size of 50 respondents. Evaluation of this study were involves the readiness of institutions to apply programs and modifications according to institutional conditions. The results showed that there is a significant effect of ergonomic program on student's knowledge, attitude and behavior related to ergonomic standard in performing nursing interventions with statistic test result p <0,05. Student behavior can be improved by increasing the students' knowledge on the ergonomic position when performing nursing intervention. Based on the results of this study, the institute is expected to provide knowledge about the importance of ergonomics position to nursing students, either through counseling or by incorporating into one of the subjects in the nursing curriculum. Index Terms— ergonomic program, nursing student and nursing intervention

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Kebaili, Raoudha, Imed Harrabi, Jihene Maatoug, Rim Ghammam, Slama Slim, and Hassen Ghannem. "School-based intervention to promote healthy nutrition in Sousse, Tunisia." International Journal of Adolescent Medicine and Health 26, no. 2 (May 1, 2014): 253–58. http://dx.doi.org/10.1515/ijamh-2013-0306.

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Abstract Introduction: Obesity among children is a major risk factor for chronic diseases. School interventions programs can represent a mean to implement healthy nutrition attitudes at early ages. Our objective was to evaluate the effects of a school intervention program to promote healthy nutrition among adolescents, in terms of knowledge, behaviors and intention. Methods: Quasi experimental study among urban students in Sousse, Tunisia with 2 groups, intervention and control. The intervention group had an interactive program integrated with school courses that promoted healthy nutrition habits. Both groups had a pre post evaluation. Results: 2200 students aged from 12 to 16 participated to the pre post evaluation. In the intervention group, there were significant changes form pre to post test in knowledge, intentions, and behaviors. In the control group, almost no significant changes were observed. Conclusion: School intervention programs can represent an interesting approach to promote healthy nutrition habits among adolescents.

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Novak, Iona, and Jane Berry. "Home Program Intervention Effectiveness Evidence." Physical & Occupational Therapy In Pediatrics 34, no. 4 (October 15, 2014): 384–89. http://dx.doi.org/10.3109/01942638.2014.964020.

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Collins, Amy M. "Nurse Develops Runaway Intervention Program." AJN, American Journal of Nursing 113, no. 11 (November 2013): 56–58. http://dx.doi.org/10.1097/01.naj.0000437116.96424.34.

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Florian, Lani. "Part H Early Intervention Program." Topics in Early Childhood Special Education 15, no. 3 (July 1995): 247–62. http://dx.doi.org/10.1177/027112149501500301.

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Polovoy, Carol. "Arizona Saves Early Intervention Program." ASHA Leader 16, no. 11 (September 2011): 1–18. http://dx.doi.org/10.1044/leader.ftr6.16112011.1.

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Sullivan, Margaret Wolan, and Michael Lewis. "Contingency Intervention: A Program Portrait." Journal of Early Intervention 14, no. 4 (October 1990): 367–75. http://dx.doi.org/10.1177/105381519001400408.

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Johnson, Steven T., Gerard C. Brown, and Kelly M. Shea. "Reengineering a pharmacist intervention program." American Journal of Health-System Pharmacy 59, no. 10 (May 15, 2002): 916–17. http://dx.doi.org/10.1093/ajhp/59.10.916.

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Muhamedrahimov, Rifkat J., Oleg I. Palmov, Natalia V. Nikiforova, Christina J. Groark, and Robert B. McCall. "Institution-based early intervention program." Infant Mental Health Journal 25, no. 5 (2004): 488–501. http://dx.doi.org/10.1002/imhj.20021.

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Plath, Debbie, Penny Crofts, and Graeme Stuart. "Engaging Families in Early Intervention for Child Conduct Concerns." Children Australia 41, no. 1 (May 20, 2015): 49–58. http://dx.doi.org/10.1017/cha.2015.5.

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Early intervention programs assist families to deal with emerging child behavioural difficulties that are likely to worsen over time. Identifying families suited to an early intervention program and then generating their interest in the program can be an uncertain and complex process. This paper describes the approach to family engagement in a school-based early intervention program for children with emerging conduct problems, calledGot It!, and presents some of the findings from an external evaluation of the program conducted by the authors for New South Wales (NSW) Ministry of Health. Child behaviour screening questionnaires were completed by parents/carers and teachers, and qualitative data were gathered through interviews with parents/carers, teachers and health staff. The views of families who participated in the targeted intervention and those who were exposed only to the universal intervention were sought. Results indicate that offering the specialised group intervention in the school, in the context of universal interventions and screening, supported engagement with families of children with identified conduct problems. Many parents said they would not otherwise have sought assistance. A partnership approach between schools and specialist child and adolescent mental health services is a central feature of program delivery. Factors that contribute to an effective partnership are discussed.

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Akbari, Ali, Efat Sadeghian, Khodayar Oshvandi, Naser Kamyari, and Danial Shadi. "Effect of Spiritual Care on Death Anxiety and Self-esteem in Patients With Multiple Sclerosis." Journal of Holistic Nursing And Midwifery 31, no. 4 (October 1, 2021): 245–53. http://dx.doi.org/10.32598/jhnm.31.4.2086.

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Introduction: Death anxiety and low self-esteem are major problems in patients with Multiple Sclerosis (MS). Spiritual interventions, along with other nursing interventions, can restore the balance between body and soul. Objective: This study aimed to determine the effect of the spiritual care program on death anxiety and self-esteem in MS patients. Materials and Methods: In this clinical trial, 60 patients with MS were randomly assigned into the intervention (n=30) and control (n=30) groups. The intervention group received spiritual care program in four sessions. Templer death anxiety and Rosenberg self-esteem scale were completed by samples before and after the intervention. Data analysis was performed using the independent t test, Chi-square, and Fisher exact tests. The significance level is considered less than 0.05. Results: The Mean±SD ages of the intervention and control group samples were 32.8±6.39 and 35.1±8.35 years, respectively. The Mean±SD scores of death anxiety in the control group 12.27±0.85 and the intervention group 11.8±0.88 before the intervention were not significantly different. After the intervention, the difference between the Mean±SD scores of the control group 12.10±0.61 and the interventional group 8.13±0.71 was statistically significant (P=0.001). The Mean±SD scores of self-esteem in the control group 14.63±1.51 and the interventional group 15.5±1.5 before the intervention were not significantly different. The difference between the Mean±SD scores of self-esteem in the control group 14.67±1.9 and the interventional group 18.03±1.85 was significant after the intervention (P=0.001). The results of ANCOVA demonstrated a significant difference between the control and intervention groups in terms of death anxiety (F=6.41, P=0.014, partial Eta2=0.101) and self-esteem (F=13.079, P=0.001, partial Eta2=0.187) of MS patients. Conclusion: Since spiritual care intervention in patients with MS reduced their death anxiety and increased their self-esteem, this simple and low-cost care program can be recommended for those suffering from this disease.

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Rees, Roger, and Paula Williams. "Language Intervention for Children with Severe Intellectual Disability: The Effects of Different Interventions on Children’s Acquisition of Receptive and Expressive Language." Australasian Journal of Special Education 15, no. 1-2 (1992): 44–55. http://dx.doi.org/10.1017/s1030011200022545.

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Three years of intervention to improve the language skills of children with severe intellectual disability are reported. Family based teaching, therapy and counselling programs were used as the basis of the interventions. Repeated language measures (norm referenced) were used to assess the effects of the interventions. Comparison with other language intervention studies are made. The distinct features of the effective behaviourally oriented teaching program are identified.

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Szuster, Richard R., Jane M. Onoye, M. Diane Eckert, David K. Kurahara, Reid K. Ikeda, and Courtenay R. Matsu. "Presence, resilience, and compassion training in clinical education (PRACTICE): Evaluation of a mindfulness-based intervention for residents." International Journal of Psychiatry in Medicine 55, no. 2 (November 9, 2019): 131–41. http://dx.doi.org/10.1177/0091217419887639.

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Background Residents’ well-being tends to decline in the course of training, yet research on preventive and restorative interventions for residents is limited. Mindfulness-based interventions have been successfully employed to support well-being in practicing physicians, but their impacts on residents are not well established. Objective This paper describes the structure, content, and evaluation of a pilot mindfulness-based intervention program designated PRACTICE (presence, resilience and compassion training in clinical education) that was designed specifically to support resident well-being. Methods A combined sample of 14 postgraduate year one residents from two residency training programs participated in a four-session (8 h) mindfulness-based intervention in the Fall/Winter of 2018. Participants were surveyed before, after, and at 3 months postintervention, on measures of wellness (Professional Fulfillment Index) and mental health (Patient Health Questionnaire-4), along with measures of program engagement. Results Participants demonstrated a significant reduction in burnout at the conclusion of the program. Depression and anxiety screening scores also trended toward improvement. However, participants were not able to sustain these gains. Three months after the conclusion of the program wellness measures had returned to preintervention levels. Conclusions The results of this study support the use of mindfulness-based interventions in resident wellness programs. The lack of an enduring effect indicates the need for a maintenance phase intervention.

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Bremer, Emily, Jeffrey D. Graham, and John Cairney. "Outcomes and Feasibility of a 12-Week Physical Literacy Intervention for Children in an Afterschool Program." International Journal of Environmental Research and Public Health 17, no. 9 (April 30, 2020): 3129. http://dx.doi.org/10.3390/ijerph17093129.

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Children (N = 90) from eight afterschool programs (n = 4 experimental sites with 47 children; n = 4 control sites with 43 children), along with the program leaders (N = 7) from the experimental sites, participated in a 12-week physical literacy intervention. Children were assessed on their physical literacy (movement competence, affect, confidence, and motivation) pre- and post-intervention using a suite of assessment tools that included the PLAYfun assessment of movement competence and a comprehensive child questionnaire. Experimental participants engaged in a daily physical literacy intervention at their afterschool program; controls engaged in their usual afterschool programming. Experimental group program leaders were assessed on their cognitions pre- and post-training and post-intervention, alongside questions regarding program acceptability and feasibility. Program leaders’ perceived knowledge and self-efficacy to implement the physical literacy program increased (p < 0.05) from pre- to post-training and these effects were maintained at post-intervention. No group differences were observed in the change of children’s motor competence, self-efficacy, or motivation from baseline to post-intervention. However, significant increases in affect were observed among participants in the experimental group (p < 0.05). Program leaders said they would recommend the program to future leaders. However, they reported challenges with implementation due to equipment availability and behavioral challenges. Results suggest a comprehensive physical literacy program during the afterschool period can be feasible to implement and can lead to improvements in the affective domain of children’s physical literacy. Further research on childhood physical literacy interventions is warranted.

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J, Ms Rohinie Raj J., and Dr A. H. M. Vijayalaxmi. "Influence of Intervention Program to Foster Physical Resilience Among Adolescents." International Journal of Trend in Scientific Research and Development Volume-2, Issue-5 (August 31, 2018): 1976–79. http://dx.doi.org/10.31142/ijtsrd18213.

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Reynolds, Arthur J. "Confirmatory Program Evaluation: Applications to Early Childhood Interventions." Teachers College Record: The Voice of Scholarship in Education 107, no. 10 (October 2005): 2401–25. http://dx.doi.org/10.1177/016146810510701009.

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Confirmatory program evaluation is discussed as a method for conducting theorydriven evaluations. It is an impact assessment that emphasizes the explication and testing of a priori program theories within a broad assessment of program effectiveness. Greater emphasis is given to identifying the causal mechanisms or active ingredients of intervention effects. Confirmatory evaluation approaches are applied to the field of early childhood intervention. Although significant progress in understanding the effects of early childhood interventions has occurred over the last four decades, questions remain about the causal mechanisms of change, who benefits most from which program components, and the reliability of effects for large-scale programs. Examples from the Chicago Longitudinal Study are highlighted to show how confirmatory evaluation can help validate the effects of social interventions. Studies of the Chicago Child-Parent Centers are described to emphasize how the causal criteria of coherence, specificity, and within- and between-study consistency can strengthen causal inference and generalizability.

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Bashirian, Saeed, Majid Barati, Younes Mohammadi, Leila MoaddabShoar, and Mitra Dogonchi. "Evaluation of an Intervention Program for Promoting Breast Self-Examination Behavior in Employed Women in Iran." Breast Cancer: Basic and Clinical Research 15 (January 2021): 117822342198965. http://dx.doi.org/10.1177/1178223421989657.

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Introduction: Breast cancer is the most common malignancy in the world. Screening is the basis for early detection. However, the mortality rate is still high in Iranian women related to not screening and timely check-ups. We offered a theory-based intervention program to improve breast cancer screening behavior in women. Methods: This interventional study was conducted in 135 employed women in 2019. Their screening behavior was investigated using a questionnaire based on the Protection Motivation and Social Support Theories. We compared the efficacy of 2 educational interventions (a workshop and an E-learning program) between 2 intervention groups and a control group. The results were collected 3 months after the interventions had taken place. Data were analyzed in SPSS 23 using descriptive statistics, chi-square, analysis of variance (ANOVA), and the paired sample t-test. Results: We found a significant difference between the mean score of knowledge and the theoretical constructs ( P value < .001) before and after the interventions. Our results also showed that both the intervention methods had a similar effect and that there was a significant difference in the performance of breast self-examinations between the intervention and control groups after the intervention ( P value < .001). Conclusion: Given the cost-effectiveness and feasibility of implementing an E-learning program, we would recommend that health care planners assist in designing and implementing this effective form of intervention to encourage many more women to perform self-examinations to aid breast cancer screening.

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Laux, Rafael Cunha, Sara Teresinha Corazza, and Alexandro Andrade. "WORKPLACE PHYSICAL ACTIVITY PROGRAM: AN INTERVENTION PROPOSAL." Revista Brasileira de Medicina do Esporte 24, no. 3 (May 2018): 238–42. http://dx.doi.org/10.1590/1517-869220182403179971.

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ABSTRACT Contemporary workstations have been transformed by technological advances, meaning that employees are less physically active. Physical exercise programs are a tool to combat this sedentary lifestyle and prevent possible work-related illnesses. The aim of this study consisted of drafting an intervention proposal through physical exercise - the Workplace Physical Activity Program / WPAP - to be applied in the workplace, covering physical, mental and social aspects. The trial was methodologically structured in three stages: a) contextualization of the WPAP; b) implementation of the program; and c) the intervention proposal. It is believed that this type of program should receive investments, as it has a quick return and effectively improves the health of workers. Level of Evidence V; Expert opinion.

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Rollin, Stephen A., and Frances F. Prevatt. "Interventions for Adolescents: Two Programs Based on a Multisystemic Problem-Solving Approach." Journal of Psychologists and Counsellors in Schools 9, S1 (August 1999): 123–32. http://dx.doi.org/10.1017/s1037291100003046.

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This article describes two interventions for adolescents based on a multisystemic problem-solving approach. One intervention is a school reentry program for chronically ill adolescents, while the other is a violence prevention program for at-risk youth. Commonalties across the two programs include individualized interventions; an educationally oriented, skills based approach; systems consultation; peers as important change agents; and inclusion of parents, teachers, and community agents. The article discusses the importance of a multisystemic, problem solving approach to interventions. Next, the two individual prevention programs are described. Finally, implications for practice are reviewed for each of the programs.

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Ghane, Fatemeh, Mahdieh Ghanbari Firoozabadi, Farzan Madadizadeh, and Khadijeh Nasiriani. "Effect of Sleep Intervention Programs during Cardiac Rehabilitation on the Sleep Quality of Heart Patients." Sleep Disorders 2022 (March 24, 2022): 1–7. http://dx.doi.org/10.1155/2022/8269799.

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Background and Objective. Patients with cardiovascular problems experience sleep disorders. Due to the importance of adequate sleep and rest for the growth and repair of damaged cells, it is necessary to use appropriate interventions to improve it. This study determined the effect of sleep intervention programs during cardiac rehabilitation on patients’ sleep quality. Materials and Methods. In this quasi-experimental study with unequal control group design, 35 individuals participated in the cardiac rehabilitation program as the experimental group and 35 served as the control group. The program included 12 weeks of exercise, 3 sessions per week, 3 sessions of training programs each lasting for 45 minutes, and a special two-session sleep improvement program. Data were collected using the Pittsburgh Sleep Quality Index and analysed with descriptive and inferential statistical methods. Results. There were not any significant differences between the two groups in age, sex, marital status, smoking, and indication for cardiac rehabilitation ( P > 0.05 ). The scores of sleep quality of patients were 9.2 ± 1.58 before and 4.40 ± 1.14 after intervention in the experimental group and 9.02 ± 2.56 before and 7.48 ± 1.86 after intervention in the control group. There was no significant difference between the two groups before intervention ( P = 0.73 ). yet there was a significant difference after intervention ( P = 0.0001 ). In addition, scores of sleep quality of patients were significantly different in the experimental and control groups before and after intervention ( P = 0.0001 ). Conclusion. Findings indicated that the quality of sleep of cardiac patients improved after the sleep intervention program during the cardiac rehabilitation program. Therefore, it is suggested to implement sleep improvement programs for cardiac patient care as an effective, easy, and feasible technique. In addition, it is necessary to pay more attention to the sleep improvement program in cardiac rehabilitation. Trial Registration. The trial was retrospectively registered on https://en.irct.ir/trial/50799 on 14 September 2020 (14.09.2020) with registration number IRCT20140307016870N6.

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Ashford, Miriam Thiel, Ellinor K. Olander, and Susan Ayers. "Finding Web-Based Anxiety Interventions on the World Wide Web: A Scoping Review." JMIR Mental Health 3, no. 2 (June 1, 2016): e14. http://dx.doi.org/10.2196/mental.5349.

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Background One relatively new and increasingly popular approach of increasing access to treatment is Web-based intervention programs. The advantage of Web-based approaches is the accessibility, affordability, and anonymity of potentially evidence-based treatment. Despite much research evidence on the effectiveness of Web-based interventions for anxiety found in the literature, little is known about what is publically available for potential consumers on the Web. Objective Our aim was to explore what a consumer searching the Web for Web-based intervention options for anxiety-related issues might find. The objectives were to identify currently publically available Web-based intervention programs for anxiety and to synthesize and review these in terms of (1) website characteristics such as credibility and accessibility; (2) intervention program characteristics such as intervention focus, design, and presentation modes; (3) therapeutic elements employed; and (4) published evidence of efficacy. Methods Web keyword searches were carried out on three major search engines (Google, Bing, and Yahoo—UK platforms). For each search, the first 25 hyperlinks were screened for eligible programs. Included were programs that were designed for anxiety symptoms, currently publically accessible on the Web, had an online component, a structured treatment plan, and were available in English. Data were extracted for website characteristics, program characteristics, therapeutic characteristics, as well as empirical evidence. Programs were also evaluated using a 16-point rating tool. Results The search resulted in 34 programs that were eligible for review. A wide variety of programs for anxiety, including specific anxiety disorders, and anxiety in combination with stress, depression, or anger were identified and based predominantly on cognitive behavioral therapy techniques. The majority of websites were rated as credible, secure, and free of advertisement. The majority required users to register and/or to pay a program access fee. Half of the programs offered some form of paid therapist or professional support. Programs varied in treatment length and number of modules and employed a variety of presentation modes. Relatively few programs had published research evidence of the intervention’s efficacy. Conclusions This review represents a snapshot of available Web-based intervention programs for anxiety that could be found by consumers in March 2015. The consumer is confronted with a diversity of programs, which makes it difficult to identify an appropriate program. Limited reports and existence of empirical evidence for efficacy make it even more challenging to identify credible and reliable programs. This highlights the need for consistent guidelines and standards on developing, providing, and evaluating Web-based interventions and platforms with reliable up-to-date information for professionals and consumers about the characteristics, quality, and accessibility of Web-based interventions.

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Ahmed, Tamim, and Victor G. Villagra. "Disease management programs: program intervention, behavior modification, and dosage effect." Journal of Consumer Policy 29, no. 3 (November 14, 2006): 263–78. http://dx.doi.org/10.1007/s10603-006-9012-3.

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Korinek, Elizabeth J., Alisa R. Johnson, Sindy Michelle Paul, Elizabeth S. Grace, William T. O’Neill, and Meredith I. Borine. "Competence Assessment and Structured Educational Remediation: Long-Term Impact on the Quality of Care Provided by Disciplined Physicians." Journal of Medical Regulation 108, no. 1 (March 1, 2022): 7–15. http://dx.doi.org/10.30770/2572-1852-108.1.7.

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ABSTRACT Medical licensing boards use competence assessment and educational intervention programs as tools in disciplinary actions. Few studies measure the impact of these remedial interventions on the quality of care provided by participants after such interventions. CPEP, the Center for Personalized Education for Professionals, provides clinical competence assessment/educational intervention services and practice monitoring, primarily for physicians complying with board orders due to substandard care. Depending on the board requirements, some physicians complete an assessment/educational intervention and, after completion, subsequently undergo practice monitoring (Intervention Group). Others participate in the practice monitoring without first completing an assessment/educational intervention (Non-Intervention Group). CPEP conducted a retrospective study of chart reviews (n=2073) performed as part of each group’s participation in the Practice Monitoring Program. When compared to the charts from the Intervention Group, charts from the Non-Intervention Group were more than five times more likely to demonstrate care below standard (P < 0.0001) and almost four times more likely to have documentation issues that prohibited the monitor’s ability to determine the quality of care (P < 0.0001). This study suggests that completion of a competence assessment/education intervention program is an effective means of achieving acceptable quality of care that is sustained over time (average 18 months) after completion of the intervention.

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Lerner, Bart S., Andrew C. Ostrow, Michael T. Yura, and Edward F. Etzel. "The Effects of Goal-Setting and Imagery Training Programs on the Free-Throw Performance of Female Collegiate Basketball Players." Sport Psychologist 10, no. 4 (December 1996): 382–97. http://dx.doi.org/10.1123/tsp.10.4.382.

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The purposes of this study were to investigate the effects of goal-setting and imagery programs, as well as a combined goal-setting and imagery training program, on the free-throw performance among female collegiate basketball players over the course of an entire season. A multiple-baseline, single-subject A-B-A design was employed in which participants were randomly assigned to one of three interventions: (a) goal-setting (n = 4), (b) imagery (n = 4), or (c) goal-setting and imagery (n = 4). Free-throw data were collected during practice sessions. Data were examined by way of changes in mean, level, trend, latency, and variability between baseline and intervention, and then between intervention and a second baseline phase. Three participants in the goal-setting program, and one participant in the goal-setting and imagery program, increased their mean free-throw performance from baseline to intervention. However, three participants in the imagery program decreased their mean free-throw performance from baseline to intervention. Goal discrepancy scores also were investigated. A positive correlation was found between participants’ free-throw performance and personal goals.

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Fernández-Portero, Cristina, David Alarcón, Ana Gallardo-Flores, Josue G. Amián, and Jose A. Sánchez-Medina. "Effectiveness of a Mindfulness-Based Intervention Program for Women Family Caregivers of Older Adults." Healthcare 9, no. 9 (September 15, 2021): 1216. http://dx.doi.org/10.3390/healthcare9091216.

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Background: The objective of this study was to analyze the effectiveness of a mindfulness-based intervention program for the promotion of well-being and health in family caregivers. Methods: The participants were 111 family women caregivers aged between 33 and 75 years old. This was a double-blinded randomized controlled trial. The mindfulness intervention program lasted 12 weeks. The experimental group underwent mindfulness and acceptance-based interventions (MABIs). The control group performed physical activity training. Results: A cross-lagged panel analysis was computed with the two waves of health, well-being, burden and resilience and age in years and intervention as predictors. The cross-lagged path model fit well χ2 (8) = 7.179, p = 0.51, root mean square error of approximation (RMSEA) = 0.00, comparative fit index (CFI) = 1.00, standardized root mean square residual (SRMR) = 0.05. The mindfulness intervention program was a significant predictor accounting for decreasing health problems (β = −0.292, p < 0.01) and burden (β = −0.190, p < 0.01) and increasing well-being (β = 0.107, p < 0.05) at post-test. Conclusions: Mindfulness-based intervention programs are effective in coping with the burden of family caregivers and, in turn, in promoting resilience, well-being and health among caregivers. Our findings encourage clinical uses of mindfulness interventions to promote health.

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Journal articles on the topic 'Intervention program'

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