Early Parenting Intervention: Family Risk and First-time Parenting Related to Intervention Effectiveness

The effects of cumulative risk and parity on the effectiveness of a home based parenting intervention were tested in a randomized controlled trial with 237 families with 1- to 3-year-old children screened for high levels of externalizing behavior. The intervention was aimed at enhancing positive parenting and decreasing externalizing behaviors. The results showed that cumulative risk was not associated with either change in child externalizing behaviors or change in positive parenting. When intervention effectiveness was compared for primiparas (i.e., first-time mothers) versus multiparas (i.e., mothers with more than one child), we found that intervention mothers of first-born children displayed an increase in their use of positive discipline strategies as compared to first-time mothers in the control group, whereas a similar effect for multiparas was absent. Among multiparas we found an intervention effect on sensitivity, with control group mothers showing an increase in sensitivity, whereas the intervention group showed a constant level of sensitivity over time. These results suggest that parity may be a moderator of intervention effectiveness. Implications for investigating moderators of intervention effectiveness are discussed.     

Intervening with Multiplication Fact Difficulties: Examining the Utility of the Instructional Hierarchy to Target Interventions

Examining the use of conceptual frameworks such as the instructional hierarchy (IH) to drive academic interventions represents an important area of inquiry in order to understand why an intervention was effective. However, to date, the IH has only been examined retroactively to explain the effectiveness of math interventions and has not been used to drive intervention implementation based on students’ needs. Therefore, the current study used a multiple baseline single-case design to examine the utility of the IH to determine an appropriately targeted acquisition (incremental rehearsal) or proficiency (timed drill) intervention for difficulties with multiplication facts. Students first received the contraindicated intervention (i.e., non-targeted) and then their correctly targeted intervention. Results showed that all students demonstrated greater fluency growth during their targeted intervention and that students in need of an acquisition intervention also demonstrated greater multiplication fact retention and growth rate during their targeted intervention. The utility of the IH as a heuristic to correctly target interventions based on students’ baseline skill levels is discussed.

     

The effect of social network intervention for women with rheumatoid arthritis

A partially-controlled intervention study was performed. Female patients with rheumatoid arthritis (RA) were allocated to three groups: the network intervention group (n = 104), the attention control group (n = 85), and the no-treatment control group (n = 75). The network intervention consisted of an assessment session and a network meeting. Patients were assessed at baseline and approximately 10 and 18 months after the intervention. The network intervention group reported an increase in network size. Daily emotional support increased for the intervention patients compared with patients in the attention control group. The degree of social dysfunction was reduced for patients in the intervention group compared to patients in the no-treatment control group. Furthermore, for single patients, the intervention significantly increased the social network size and improved both social functioning, and perceived overall health, compared to both control groups. The results suggest that the social needs of single patients should be given special attention in clinical settings.     

青少年攻击行为干预研究的新进展

攻击行为是影响青少年心理行为发展的重要因素,青少年某些心理行为发展结果也与攻击行为相关。因此．攻击行为发展作为一个世界性的课题引起了众多研究者的专注。该文从干预实质、干预发端、干预效果、干预方法等方面考察了国外近年来青少年攻击行为发展的研究成果。同时该文指出信息互联网络时代青少年攻击行为可能表现出新的特点。该文也指出现有研究的主要特点与未来研究的发展趋势。     

Secondary smoking prevention in a university setting: a randomized comparison of an experiential, theory-based intervention and a standard didactic intervention for increasing cessation motivation.

OBJECTIVE: College may represent an untapped opportunity to reach the growing number of student smokers who are at risk of progressing toward regular smoking. The aim of this study was to test the efficacy of a theory-based experiential intervention for increasing motivation to quit smoking and reducing smoking behavior. DESIGN: This study used a 3-arm, randomized design to examine the efficacy of an experiential secondary prevention intervention. The control groups included a traditional didactic smoking intervention and an experiential intervention on nutrition. MAIN OUTCOME MEASURES: The 2 primary dependent variables were change in self-reported intention to quit smoking, measured pre- and postintervention, and change in smoking behavior over the month following the intervention. RESULTS: As hypothesized, the experiential smoking intervention was more effective than either control group in increasing immediate motivation to quit, but the effect was found only among female participants. At 1-month follow-up, both smoking interventions produced higher rates of smoking cessation and reduction than did the nutrition control condition. CONCLUSION: Findings support the potential efficacy of an intensive experiential intervention for female smokers.     

Improving oral reading fluency: a brief experimental analysis of combining an antecedent intervention with consequences

A brief experimental analysis was used to evaluate the relative effectiveness of combining two consequences (contingent reinforcement or performance feedback) with an antecedent intervention (listening passage preview and repeated readings) on the oral reading fluency of 6 elementary students. The antecedent intervention increased the number of correctly read words per minute for all 6 students. For 4 of the students, pairing the antecedent intervention with either of the consequences resulted in higher reading rates over the antecedent intervention alone. Undifferentiated results were obtained for the remaining 2 participants. These results suggest that combining an antecedent intervention with consequences may enhance the oral reading fluency of students with reading problems. However, individual responsiveness to the different intervention components indicates that brief experimental analyses are warranted to identify the most effective intervention.     

Family crisis intervention in war contexts: a case study of a traumatised Palestinian family

The aim of this study was to analyse the phases of an innovative in vivo exposure intervention in which all family members were present at the scene of a traumatic incident. Clinical practice has borne out the efficacy of family intervention and its benefits for traumatised individuals and family groups. The intervention discussed here was conducted with a Palestinian family that had suffered trauma in a missile attack during the Israeli–Lebanese war of summer 2006. Narrative and meaning-reconstruction methods were combined with cognitive-behavioural techniques. The study highlights the limitations of the intervention as well as suggesting future directions for integrated models of crisis intervention; development of an evidence-based model is recommended.     

Improving student bus-riding behavior through a whole-school intervention

We describe a multicomponent intervention to improve bus-riding behavior of students attending an urban public school. The intervention was developed with technical assistance consultation that emphasized collaboration among students, school personnel, and bus drivers. The primary intervention procedures were identifying appropriate behaviors during transportation ("bus rules"), training bus drivers to deliver positive reinforcement, and rewarding student performance through a weekly school-based lottery. Disruptive bus behaviors, as measured by discipline referrals and suspensions, decreased with intervention relative to baseline phases in an ABAB reversal design. These positive results were maintained over the long term, with school personnel assuming responsibility for intervention in the absence of ongoing consultation.     

Effectiveness of a consultation intervention to promote tobacco control policies in Northwest Indian tribes: Integrating experimental evaluation and service delivery

A quasi-experimental replication of an intervention for promoting tobacco control policies in Northwest Indian tribes is described and the process of intervention including issues of collaboration among research institutions and Indian organizations is discussed. The policy intervention was evaluated using a pretest-posttest design wherein 20 tribes that had served as wait-list controls now received the intervention. The intervention comprised a tribal representative attending a kickoff orientation; follow-up visits to the tribes; distribution of tobacco policy workbooks; and phone call consultations. Policy status and stringency were assessed by means of telephone interviews with two key contacts per tribe, and by a count of enacted policies. There were significant pre-post changes in the primary outcome measure, a composite summary score of tobacco policy stringency, and changes were also reflected in enacted policies. The intervention effects observed were similar to those found in the prior randomized trial and suggest a robust, disseminable intervention. Much of the success achieved was attributed to the role of an Indian organization in planning the project and implementing the intervention and evaluation protocols.     

群组发展模型——干预研究的新方法

群组发展模型(group-based trajectory model,GBTM)是一种用于研究群体异质性的新方法,旨在识别群体内遵循不同发展轨迹的亚组,并描绘亚组成员特征。这一模型为干预研究提供了新的研究视角,群组发展模型不仅可以探讨干预是否引起分组比例变化,也关注干预对个体的发展轨迹的影响,并评估干预对不同轨迹组的效果差异。     

Comparing Brief Experimental Analysis and Teacher Judgment for Selecting Early Reading Interventions

The purpose of this study was to examine the use of brief experimental analysis (BEA) to identify early reading interventions for students in the primary grades and to compare teachers’ judgments about their students’ early reading intervention needs to BEA results. In addition, the research was conducted to explore how teachers make decisions regarding early reading intervention selection and evaluation. Three teachers and three elementary students (two kindergarten and one second grade) participated in the study. A BEA using a multielement design with mini-reversals was used to test the effects of four different interventions. Each teacher selected an intervention that she judged to be the most promising for her student. An extended analysis using an alternating treatments design compared the relative effects of the BEA-identified intervention and the teacher-identified intervention across time. The teachers were interviewed before and after selecting and implementing the interventions. The extended analysis results showed that the BEA-identified intervention was more effective than the teacher-identified intervention for all participants. Initial and final interview findings revealed that the teachers reported using data to make intervention decisions, but with limited specificity and in some cases, misjudgments. The results are discussed in regard to limitations and future research.     

Feasibility and acceptability of an exergame intervention for schizophrenia

ObjectivesTo evaluate the feasibility and acceptability of an exergame intervention as a tool to promote physical activity in outpatients with schizophrenia.DesignFeasibility/Acceptability Study and Quasi-Experimental Trial.MethodSixteen outpatients with schizophrenia received treatment as usual and they all completed an 8-week exergame intervention using Microsoft Kinect^® (20 min sessions, biweekly). Participants completed pre and post treatment assessments regarding functional mobility (Timed Up and Go Test), functional fitness performance (Senior Fitness Test), motor neurological soft signs (Brief Motor Scale), hand grip strength (digital dynamometer), static balance (force plate), speed of processing (Trail Making Test), schizophrenia-related symptoms (Positive and Negative Syndrome Scale) and functioning (Personal and Social Performance Scale). The EG group completed an acceptability questionnaire after the intervention.ResultsAttrition rate was 18.75% and 69.23% of the participants completed the intervention within the proposed schedule. Baseline clinical traits were not related to game performance indicators. Over 90% of the participants rated the intervention as satisfactory and interactive. Most participants (76.9%) agreed that this intervention promotes healthier lifestyles and is an acceptable alternative to perform physical activity. Repeated-measures MANOVA analyses found no significant multivariate effects for combined outcomes.ConclusionThis study established the feasibility and acceptability of an exergame intervention for outpatients with schizophrenia. The intervention proved to be an appealing alternative to physical activity. Future trials should include larger sample sizes, explore patients' adherence to home-based exergames and consider greater intervention dosage (length, session duration, and/or frequency) in order to achieve potential effects.     

Stories and metaphors as interventions with headache sufferers

Stories and metaphors can serve as an effective intervention with chronic headache sufferers. Stories and metaphors can serve as an effective intervention with chronic headache sufferers. The aim of the intervention is to promote sufferers' self confidence, increased resiliency, improved communication with others in the family, and the identification of previous promises, pledges, or commitments made to others in their family system.     

Negotiating the Cultural Steps in Developing an Online Intervention for Korean American Intimate Partner Violence

Korean American (KA) immigrants experiencing intimate partner violence (IPV) underutilize existing services, but instead rely on KA clergy for assistance. However, there had not yet been an intervention curriculum developed for KA clergy to help them address IPV in their congregations. There was a lack of understanding regarding what needed to be included in an intervention curriculum for KA clergy, as well as the most effective form of curriculum design and delivery for such an intervention. This article discusses the process of developing an online IPV intervention curriculum for KA clergy to increase their capacity for IPV prevention and intervention within their congregations. Researchers developed Korean Clergy for Healthy Families by incorporating feedback from expert consultants and engaging study participants. The result is an IPV curriculum that speaks to participants’ cultural values and religious beliefs, and identifies barriers KA clergy experience when confronted with IPV. Specific steps to assist those who would want to develop culturally appropriate interventions are provided.     

Personalized reading intervention for children with Down syndrome

The purpose of this replication study was to evaluate the potential efficacy and feasibility of an early reading intervention for children with Down syndrome. The intervention was developed in alignment with the Down syndrome behavioral phenotype. Six children between the ages of seven and ten years participated in a series of multiple-probe across lessons single-case design studies. Results indicate a functional relation between intervention and reading outcomes for four children. Results were mixed for one participant and no functional relation was demonstrated for another. The potential promise of pursuing aptitude-by-treatment interaction research for subgroups of learners with similar characteristics as an effort to personalize intervention is discussed.     

Enhancing Consultation by Matching the Consultee's Perspectives

A concern in consultation is the consultee's failure to implement an intervention due to the intervention's lack of acceptability. This study investigated a consultation technique designed to increase the acceptability of an intervention. It was hypothesized that intervention acceptability would be increased by using individualized intervention rationales that match the consultee's perceptions. Matched rationales were congruent with perceptions that consultees expressed about themselves, the target problem, and their theory. Three rationale conditions were used: matching the consultee's perceptions, mismatching the perceptions, or using no rationale. The results suggested that a matching rationale was associated with greater acceptance of the intervention than was a mismatched rationale.     

Preventing Serious Conduct Problems in School-Age Youth: The Fast Track Program

Children with early-starting conduct problems have a very poor prognosis and exact a high cost to society. The Fast Track project is a multisite, collaborative research project investigating the efficacy of a comprehensive, long-term, multicomponent intervention designed to prevent the development of serious conduct problems in high-risk children. In this article, we (a) provide an overview of the developmental model that serves as the conceptual foundation for the Fast Track intervention and describe its integration into the intervention model; (b) outline the research design and intervention model, with an emphasis on the elementary school phase of the intervention; and (c) summarize findings to date concerning intervention outcomes. We then provide a case illustration, and conclude with a discussion of guidelines for practitioners who work with children with conduct problems.     

A Cyberbullying Intervention for Hong Kong Chinese College Students

A cyberbullying intervention was developed and empirically tested with 137 Hong Kong Chinese College students. The intervention was designed to change students’ attitudes about cyberbullying behavior and increase their awareness of cyberbullying. Participants were assigned to an experimental or control group. They completed questionnaires before the intervention (Time 1; T1), immediately after the intervention (Time 2; T2), and again eight weeks later (Time 3; T3). The experimental group participated in a 1-h intervention where they were presented with a simulated Facebook page showing the helpless feelings of cyber-victims, watched video clips of the consequences of cyberbullying, and engaged in small group discussions and a self-reflection writing task. Results showed that participants who received the intervention experienced an increase in their awareness and had more negative attitudes toward cyberbullying (i.e., the perception that cyberbullying is unacceptable behavior) than did the control group. In addition, those who reported being highly engaged in the intervention maintained the positive effects at the 8-week follow-up. The results demonstrate the feasibility and effectiveness of a short-term cyberbullying intervention for college students and that level of participant engagement contributes to its effectiveness.     

Promoting career preparedness and intrinsic work-goal motivation: RCT intervention

We examined the role of an in-company training program aimed at enhancing employees' intrinsic work-goal motivation by increasing their career preparedness in a randomized field experimental study. The program activities were implemented using an organization-level two-trainer model with trainers from the human resources management and occupational health services. Within-organizations randomly assigned field experimental study (RCT) investigated the impact of the intervention on immediate career preparedness and both immediate and follow-up intrinsic work-goal motivation. A total of 718 eligible individuals filled in and returned the questionnaire in 17 organizations and became voluntary participants. The respondents were randomly assigned to either intervention (N = 369) or control groups (N = 349). Those in the intervention group were invited to group intervention workshops, whereas the control group received printed material covering the information content of the intervention. The participants filled in the work-goal questionnaires before intervention, after the week-long intervention and seven months later. In addition they filled in a career preparedness scale before and after the intervention. The results showed that intervention increased career preparedness which in turn was related to intrinsic work-goal motivation and increased intrinsic work-goal motivation at the follow-up.