Gotowe bibliografie tematyczne / Early intervention

Gotowa bibliografia na temat „Early intervention”

Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 7 lipca 2024

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Artykuły w czasopismach na temat "Early intervention"

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ETHEL, E. NILA, i Dr P. NAGALAKSHMI Dr. P. NAGALAKSHMI. "Early Intervention Measures for Refractive Error". Indian Journal of Applied Research 4, nr 8 (1.10.2011): 1–3. http://dx.doi.org/10.15373/2249555x/august2014/186.

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Mary, Hampshire. "Early intervention". Nursing Standard 17, nr 38 (4.06.2003): 16–17. http://dx.doi.org/10.7748/ns.17.38.16.s29.

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&NA;. "EARLY INTERVENTION". Pediatric Physical Therapy 5, nr 2 (1993): 79. http://dx.doi.org/10.1097/00001577-199300520-00015.

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Baker, Bruce L., i Kristin Abbott Feinfield. "Early intervention". Current Opinion in Psychiatry 16, nr 5 (wrzesień 2003): 503–9. http://dx.doi.org/10.1097/00001504-200309000-00003.

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Schaaf, Roseann C., i Laura N. Gitlin. "Early Intervention". Occupational Therapy In Health Care 6, nr 2-3 (styczeń 1989): 75–89. http://dx.doi.org/10.1080/j003v06n02_06.

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Bryant, Donna M., i Kelly L. Maxwell. "Early intervention". Current Opinion in Psychiatry 9, nr 5 (wrzesień 1996): 317–21. http://dx.doi.org/10.1097/00001504-199609000-00004.

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Keenan-Rich, Nancy. "Early Intervention". ASHA Leader 7, nr 2 (luty 2002): 4–26. http://dx.doi.org/10.1044/leader.ftr1.07022002.4.

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Smith, H. J. "Early Intervention". Science 343, nr 6172 (13.02.2014): 710. http://dx.doi.org/10.1126/science.343.6172.710-c.

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Schaaf, Roseann, i Laura Gitlin. "Early Intervention". Occupational Therapy In Health Care 6, nr 2 (21.09.1989): 75–89. http://dx.doi.org/10.1300/j003v06n02_06.

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Kaplan, Karen. "Early intervention". Nature 458, nr 7239 (kwiecień 2009): 791. http://dx.doi.org/10.1038/nj7239-791a.

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Rozprawy doktorskie na temat "Early intervention"

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Boyle, Clionagh. "Key discourses in early childhood intervention : a case study of an early intervention city". Thesis, Queen's University Belfast, 2016. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.705641.

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The focus of this thesis is on understanding Early Intervention as a discourse; how it is generated and reproduced and how it makes possible certain processes and practices and limits others. In particular the study explores the dominant discourses of neuroscience and evidence-based practice that are associated with the notion of early childhood and how these are translated in policy and practice. The thesis identifies approaches to Early Childhood Intervention being implemented in the community, considering what kind of evidence these are based on as well as exploring how dominant discourses from research and policy might support some approaches and inhibit others. This is explored through a single complex case study of a self-proclaimed Early Intervention City in Northern Ireland. The framework for the study uses Bourdieu’s ‘thinking tools’ of ’habitus’, ‘capital’ and ’field’ to explore the ways in which Early Intervention discourses impact on young children, parents and communities as well as in the broader political and policy context. The study findings highlight the ways in which the policy discourse, claiming an evidence base from neuroscience and research, locates the origin of a range of social problems in a deficit model of neurological development in early childhood and advocates parenting programmes as a solution which will bring transformative change. The analysis of accounts from the field however demonstrated a high degree of critical engagement amongst parents/carers, programme providers and policy makers. Community based practice and ‘home grown’ initiatives struggle within the policy field for recognition, yet ‘home grown’ carries significant social capital within and across communities. Professional wisdom, experience and expertise also carries significant capital in communities and with parents, particularly when this is flexible and attuned to their needs. It is suggested that the most significant challenge in all of this however is that while ‘silver bullet’ claims from evidence based programmes persist and ‘home grown’ initiatives promise community contextualised solutions, social inequalities for young children in the case study area remain persistently intractable.
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Lane, Valeri J. "Emotional labor in early intervention". Diss., Columbia, Mo. : University of Missouri-Columbia, 2005. http://hdl.handle.net/10355/4169.

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Thesis (Ph. D.)--University of Missouri-Columbia, 2005.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file viewed on (November 8, 2006) Vita. Includes bibliographical references.
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Scherer, Nancy J., i Brenda Louw. "Early Communication Assessment and Intervention". Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/1980.

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The focus of this book is on speech production and speech processing associated with cleft palate, covering phonetic (perceptual and instrumental), phonological and psycholinguistic perspectives, and including coverage of implications for literacy and education, as well as cross-linguistic differences. It draws together a group of international experts in the fields of cleft lip and palate and speech science to provide an up-to-date and in-depth account of the nature of speech production, and the processes and current evidence base of assessment and intervention for speech associated with cleft palate. The consequences of speech disorders associated with cleft on intelligibility and communicative participation are also covered. This book will provide a solid theoretical foundation and a valuable clinical resource for students of speech-language pathology, for practising speech-language pathologists, and for others interested in speech production in cleft palate, including researchers and members of multi-disciplinary cleft teams who wish to know more about the nature of speech difficulties associated with a cleft palate.
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Trivette, Carol M. "Engaging Families in Early Intervention". Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/4457.

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Come join the Military Families Learning Network Early Intervention team on Wed., June 29, from 12:30-1:30 ET for an interactive discussion related to the webinar "Engaging Families to Focus on Intervention Strategies" held on June 23. We want to hear your thoughts, opinions, and experiences related to interactions you have had with families of young children with disabilities and how those interactions strengthen the family’s ability to support their child’s learning. Were you not able to participate in the webinar on the 23rd? No worries! We would still love to hear from you! And if you want, you can go to the archived webinar and listen to it before the Lunch & Learn. Come share your expertise and learn from others during this interactive forum.
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Ritter-Brinton, Kathryn. "An Intervention Influences and Outcomes Profile for early intervention programs". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/nq21552.pdf.

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Quiring, Jason Matthew. "Early intervention and major depressive disorder /". view abstract or download file of text, 2002. http://wwwlib.umi.com/cr/uoregon/fullcit?p3055704.

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Thesis (Ph. D.)--University of Oregon, 2002.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 114-123). Also available for download via the World Wide Web; free to University of Oregon users.
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Pinnock, Nina June. "Factors influencing transition from early intervention /". View online ; access limited to URI, 2003. http://0-wwwlib.umi.com.helin.uri.edu/dissertations/dlnow/3112124.

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Trivette, Carol M. "Supporting Adult Learning in Early Intervention". Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/4450.

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Gatmaitan, Michelle M. "Personnel Preparation for Special Instruction in Early Intervention: The Development of Professional Dispositions in an Early Intervention Practicum". Kent State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent1537797159930715.

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Decker, Kelsey. "Language and Play Everyday: Enhancing Early Intervention Provider Knowledge and Use of Naturalistic Communication Interventions". Thesis, University of Oregon, 2018. http://hdl.handle.net/1794/23745.

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The current study used a quasi-experimental comparison group pre/post-test design to examine the effectiveness of the Language and Play Everyday (LAPE) program for improving EI/ECSE practitioners’ knowledge, use of, and confidence in using Caregiver Implemented-Naturalistic Communication Interventions (CI-NCIs). Participants included 20 EI/ECSE practitioners across IDEA-related disciplines, eight with prior LAPE experience. 10 practitioners took part in a new, more intensive LAPE program, and 10 did not. Analysis of pre/post-questionnaires revealed that practitioners with prior LAPE experience reported significantly higher use of CI-NCI skills and mean self-efficacy ratings than those without LAPE experience. Practitioners who participated in the new, more intensive program used significantly more skills and scored significantly better on a knowledge test than those who did not participate, even when controlling for prior LAPE experience. These findings indicate that the LAPE program is a promising model to train EI/ECSE practitioners across disciplines in CI-NCIs.
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Książki na temat "Early intervention"

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Feldman, Maurice A., red. Early Intervention. Oxford, UK: Blackwell Publishing Ltd, 2004. http://dx.doi.org/10.1002/9780470755778.

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G, Butler Katharine, red. Early intervention. Gaithersburg, Md: Aspen Publishers, 1994.

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1933-, Tingey Carol, red. Implementing early intervention. Baltimore: P.H. Brookes Pub. Co., 1989.

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Brambring, Michael, Hellgard Rauh i Andreas Beelmann, red. Early Childhood Intervention. Berlin, Boston: DE GRUYTER, 1996. http://dx.doi.org/10.1515/9783110814262.

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Sher, Barbara. Early Intervention Games. San Francisco, CA, USA: Jossey-Bass, 2009. http://dx.doi.org/10.1002/9781118269503.

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J, Kame'enui Edward, red. Early reading intervention. Glenview: Scott Foresman, 2003.

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Moira, Leslie, i Edinburgh (Scotland). Education Department., red. The early intervention handbook: Intervention in literacy. Edinburgh: City of Edinburgh Council, Education Dept, 1998.

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Byrne, Peter, i Alan Rosen, red. Early Intervention in Psychiatry. Chichester, UK: John Wiley & Sons, Ltd, 2014. http://dx.doi.org/10.1002/9781118557174.

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Massachusetts. Early Childhood Developmental Services Unit. Early intervention background documents. Boston, Mass: The Division, 1987.

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A, Blackman James, red. Technology in early intervention. Austin, Tex: Pro-Ed, 2005.

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Części książek na temat "Early intervention"

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Powell, Douglas R. "Early Intervention". W The Wiley-Blackwell Handbook of Infant Development, 339–58. Oxford, UK: Wiley-Blackwell, 2010. http://dx.doi.org/10.1002/9781444327588.ch13.

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Guralnick, Michael J., i Mary Beth Bruder. "Early Intervention". W Handbook of Intellectual Disabilities, 717–41. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-20843-1_39.

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Ball, Carrie R. "Early Intervention". W Encyclopedia of Child Behavior and Development, 550–51. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_929.

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Elbro, Carsten, i Hollis S. Scarborough. "Early Intervention". W Handbook of Children’s Literacy, 361–81. Dordrecht: Springer Netherlands, 2004. http://dx.doi.org/10.1007/978-94-017-1731-1_20.

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Paget, Kathleen D. "Early Intervention". W Handbook of Behavior Therapy in Education, 569–600. Boston, MA: Springer US, 1988. http://dx.doi.org/10.1007/978-1-4613-0905-5_22.

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Garner, Ruth. "Early intervention". W Acute Head Injury, 9–27. Boston, MA: Springer US, 1990. http://dx.doi.org/10.1007/978-1-4899-3456-7_2.

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Charman, Tony, Susan Hepburn, Moira Lewis, Moira Lewis, Amanda Steiner, Sally J. Rogers, Annemarie Elburg i in. "Early Intervention". W Encyclopedia of Autism Spectrum Disorders, 1031–32. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1698-3_2032.

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Roberts, Jacqueline M., i Kate Simpson. "Early Intervention". W The SAGE Handbook of Autism and Education, 103–19. 1 Oliver's Yard, 55 City Road London EC1Y 1SP: SAGE Publications Ltd, 2019. http://dx.doi.org/10.4135/9781526470409.n11.

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Little, Cathy. "Early Intervention". W Inclusive Education in Schools and Early Childhood Settings, 129–37. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-2541-4_12.

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Strickland, Dorothy S. "Early Intervention". W Encyclopedia of Cross-Cultural School Psychology, 400–402. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_147.

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Streszczenia konferencji na temat "Early intervention"

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Eswaran, Dhivya, Christos Faloutsos, Nina Mishra i Yonatan Naamad. "Intervention-Aware Early Warning". W 2019 IEEE International Conference on Data Mining (ICDM). IEEE, 2019. http://dx.doi.org/10.1109/icdm.2019.00119.

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Freyne, Jill, Michal Jacovi, Ido Guy i Werner Geyer. "Increasing engagement through early recommender intervention". W the third ACM conference. New York, New York, USA: ACM Press, 2009. http://dx.doi.org/10.1145/1639714.1639730.

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Rosli, Nor Azlin, Muhammad Imran Mohamad Sasudin, Mudiana Mokhsin, Nor Adora Endot i Khyrina Airin Fariza Abu Samah. "Early intervention: Developmental disorders diagnosis system". W VIII INTERNATIONAL ANNUAL CONFERENCE “INDUSTRIAL TECHNOLOGIES AND ENGINEERING” (ICITE 2021). AIP Publishing, 2022. http://dx.doi.org/10.1063/5.0121034.

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Neville, Richard F., Samit K. Gupta i David J. Kuraguntla. "Self-monitoring bypass grafts enable early intervention". W SPIE Nanoscience + Engineering, redaktorzy Hooman Mohseni, Massoud H. Agahi i Manijeh Razeghi. SPIE, 2016. http://dx.doi.org/10.1117/12.2239344.

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Levine, Kathryn. "An Evaluation of Early Intervention Career Exploration". W 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1438498.

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Chand, Rajni, Afshana Anzeg i Sharishna Narayan. "At-Risk Students: An Early Intervention System". W Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.1292.

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During the Covid-19 lockdown, the University of the South Pacific (USP) had to close the Face-to-Face (F2F) delivery of lectures, tutorials and Drop-in support services at all its campuses. This included closing the Drop-in sessions at Student Learning Support (SLS) that provide additional literacy, numeracy and remedial support for students studying at USP. Given that all courses changed to online mode, contact with students was only possible using online virtual sessions such as Big Blue Button (BBB) or Zoom. Such sessions were only possible for students who had facilities and resources and could afford to study online. With Internet cafes and USP's Outreach Hubs, computer labs, and libraries closed, it further limited facilities for studying online for many. Realising major accessibility issues for the majority of its students, particularly those who needed support the most, USP formed a working group of SLS, First-Year Experience (FYEC) Coordinators, Information Technology Services (ITS), and Student Administrative Services (SAS) to design a strategy to identify and support the At-Risk Students (ARS). Moodle, the Learning Management System (LMS) used at USP, which records all students' activities became the central platform for this intervention. With SLS and FYE access to student activity and logs across the different schools at USP, the team worked on the design and implementation of an intervention system to help students isolated due to COVID-19 lockdowns. Intervention systems have been successfully used at many universities (Carroll, 2007; Burmack, 2002; Riddle, 2009; Frey & Fisher, 2008; Trilling & Fadel, 2009; Zhang, Fei, Quddau and Davis, 2014), showing a reduction in dropout and a better pass rate. The approach used at USP involved creating regular contact with the ARS studying in isolation or lockdown, supporting them through internet data plans for studying and virtual academic support sessions. The results showed an increase in these students' Moodle activity and better performance in the courses they were enrolled in. This paper discusses the planning, strategies, and results from a primary survey conducted on these ARS' performances.
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Landon, Barbara, i Randall Waechter. "IV.III Relational early intervention: saving brains grenada". W 2021 International Child Health Group Virtual Conference, 12 November 2021. BMJ Publishing Group Ltd and Royal College of Paediatrics and Child Health, 2022. http://dx.doi.org/10.1136/archdischild-2022-ichgc.8.

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Namba, Ykiko, Shinichi Sasaki, Ryo Ko, Ayako Ishimori, Maskata Yoshioka, Yasuko Yoshioka, Shigeru Tominaga i Kazuhisa Takahashi. "Early Intervention Could Be Beneficial In Early-Stage Nontuberculotic Mycobacterium Lung Disease". W American Thoracic Society 2012 International Conference, May 18-23, 2012 • San Francisco, California. American Thoracic Society, 2012. http://dx.doi.org/10.1164/ajrccm-conference.2012.185.1_meetingabstracts.a4039.

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Sahni, Deepank, i Tran Huynh. "Factors Determining Early Intervention Referrals and Successful Evaluation". W AAP National Conference & Exhibition Meeting Abstracts. American Academy of Pediatrics, 2021. http://dx.doi.org/10.1542/peds.147.3_meetingabstract.71.

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Baroody, Arthur. "Does a Learning Trajectory Facilitate Early Patterning Intervention?" W 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1430732.

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Raporty organizacyjne na temat "Early intervention"

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Pasqualoni, Sara. Early Intervention Program Los Alamos National Laboratory. Office of Scientific and Technical Information (OSTI), sierpień 2023. http://dx.doi.org/10.2172/1995131.

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Allcock, Annelies. Iriss ESSS Outline: Schools, safeguarding and early intervention. Iriss, kwiecień 2019. http://dx.doi.org/10.31583/esss.20190429.

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May, Henry, Phil Sirinides, Abigail Gray i Heather Goldsworthy. Evidence for Early Literacy Intervention: The Impacts of Reading Recovery. Consortium for Policy Research in Education, styczeń 2017. http://dx.doi.org/10.12698/cpre.2017.pb17-1.

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Attanasio, Orazio, Helen Baker-Henningham, Raquel Bernal, Costas Meghir, Diana Pineda i Marta Rubio-Codina. Early Stimulation and Nutrition: The Impacts of a Scalable Intervention. Cambridge, MA: National Bureau of Economic Research, wrzesień 2018. http://dx.doi.org/10.3386/w25059.

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Andrew, Alison, Orazio Attanasio, Raquel Bernal, Lina Cordona, Sonya Krutikova, Diana Martinez Heredia, Carlos Medina, Ximena Peña, Marta Rubio-Codina i Marcos Vera-Hernandez. Evaluation of infant development centres: an early years intervention in Colombia. International Initiative for Impact Evaluation, czerwiec 2018. http://dx.doi.org/10.23846/ow4.ie76.

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Nelson, Gena, Hannah Carter i Peter Boedeker. Early Math Interventions in Informal Learning Settings Coding Protocol. Boise State University, Albertsons Library, listopad 2021. http://dx.doi.org/10.18122/sped141.boisestate.

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The purpose of document is to provide readers with the coding protocol that authors used to code experimental and quasi-experimental early mathematics intervention studies conducted in informal learning environments. The studies were conducted in homes and in museums with caregivers as intervention agents and included children between the ages of 3,0 and 8,11 years. The coding protocol includes more than 200 variables related to basic study information, participant sample size and demographics, methodological information, intervention information, mathematics content information, the control/comparison condition, outcome measures, and results and effect sizes. The coding protocol was developed for the purpose of conducting a meta-analysis; results of the meta-analysis is pending. The data set associated with this coding protocol will be available to the public at the conclusion of the grant (early 2024).
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Bordo, Michael, Owen Humpage i Anna Schwartz. U.S. Foreign-Exchange-Market Intervention and the Early Dollar Float: 1973 - 1981. Cambridge, MA: National Bureau of Economic Research, grudzień 2010. http://dx.doi.org/10.3386/w16647.

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Berger, Emily, Andrea Reupert i Kelly-Ann Allen. School based prevention and early intervention for student mental health and wellbeing. The Sax Institute, kwiecień 2020. http://dx.doi.org/10.57022/qnen3481.

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The role of schools in promoting wellbeing and good mental health in young people has been emphasised by significant international bodies in recent years. This review aimed to identify which school-based mental health prevention and early intervention programs have been shown to be most effective, and the characteristics that drive efficacy and sustainability. Twenty-six programs (of 74 reviewed programs) were identified for implementation in Australian schools based on availability, demonstrated sustainability and efficacy in promoting student mental health and wellbeing. This offers an opportunity to target resources and to select programs with strong evidence in the short term as well as sustained outcomes. The reviewers also identified gaps in the evidence which can guide future priorities for research and program design
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Engel, Charles C., Robert Bray i Lisa Jaycox. RESPECT-Mil: Early Intervention & Outcomes Of PTSD & Depression In Primary Care. Fort Belvoir, VA: Defense Technical Information Center, marzec 2011. http://dx.doi.org/10.21236/ada545227.

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Atkins, Kristi. Early Intervention Referral Outcomes for Children at Increased Risk of Experiencing Developmental Delays. Portland State University Library, styczeń 2000. http://dx.doi.org/10.15760/etd.6976.

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