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211.
Lessons Learned from the Parents Matter! Program 总被引:1,自引:1,他引:0
Nicholas Long Kim S. Miller Leslie C. Jackson Gretchen K. Lindner Regina G. Hunt A. Doris Robinson W. Dean Goldsby Lisa P. Armistead 《Journal of child and family studies》2004,13(1):101-112
We present a discussion of some of the lessons the investigators learned during the development and implementation phases of the Parents Matter! Program (PMP). Lessons were learned that are relevant to various groups involved in large scale, multi-site, community-based intervention studies: investigators, community leaders, community members, project staff, and participants. Specific lessons learned include: (1) forge collaboration early: (2) maintain communication; (3) clearly delineate policies and procedures; and (4) develop proactive strategies. We also include a list of important questions to consider when contemplating similar projects. 相似文献
212.
Velma M. Murry Beth A. Kotchick Scyatta Wallace Bethany Ketchen Kenya Eddings Laurie Heller Ida Collier 《Journal of child and family studies》2004,13(1):81-99
We present an overview of research on African American families and emphasize in this discussion limitations of approaches used in the past to study African American families. We also discuss and identify challenges for designing and implementing community, family-based programs targeting competence-promoting behaviors in African American families. In addition, we attempt to accomplish the following objectives: (1) identify themes in studies of African American families, including bias in prior research; (2) discuss ways in which prior approaches and conceptual models guiding studies of African Americans have created challenges for the development and implementation of community-based intervention and research programs; and (3) present the Parents Matter! Program as an example of a community-based prevention effort that attempted to overcome many of the challenges created by prior research efforts. 相似文献
213.
L. Benjamin Wyckoff's seminal contributions to both psychological theory and application are the subject of this review. Wyckoff started his academic career as a graduate student at Indiana University, where he developed the observing-response procedure under the guidance of B. F. Skinner and C. J. Burke. At the University of Wisconsin-Madison, Wyckoff refined his mathematical theory of secondary reinforcement. This theory was the impetus for his creation of an electronic simulation of a rat running a T maze, one of the first "computer models" of learning. Wyckoff next went to Emory University, leaving there to help create two of the most successful companies dedicated to the advancement of programmed instruction and teaching machines: Teaching Machines, Inc. and the Human Development Institute. Wyckoff's involvement in these companies epitomizes the application of basic behavior-analytic principles in the development of technology to improve education and human relationships. The emergent picture of Wyckoff is that of a man who, through his research, professional work in educational applications of behavioral principles, and active involvement in the civil rights movement of the 1960s, was strongly committed to applying behavioral science to positively influence human behavior change. 相似文献
214.
探讨心理干预对产褥期精神障碍患者生活质量的影响。将85例产褥期精神障碍患者随机分为研究组45例和对照组40例,两组均给予精神科常规护理,研究组在此基础上根据患者的具体情况,实施有针对性的心理护理干预。于心理护理干预后采用Hamilton抑郁量表(HAMD)、Hamilton焦虑量表(HAMA)和生存质量量表(SF-36... 相似文献
215.
研究经皮冠状动脉内介入治疗(percutaneous coronary intervention,PCI)对急性心肌梗死(acute myocardial infarction,AMI)患者外周血单个核CD34+细胞(Peripheral Blood CD34-positive mononuclear cells,MN... 相似文献
216.
冠心病的发病率逐年升高,死亡率居高不下,成为威胁人类健康的重要疾病。人们为了攻克这一难题进行了不懈的工作,溶栓、监护及介入治疗的出现挽救了众多生命。随着冠状动脉介入治疗方法的不断完善和广泛开展,冠状动脉介入治疗越来越成为冠心病治疗的主要临床手段。但随之而来的手术并发症、支架在狭窄等问题成为不得不考虑的问题。治疗策略的选... 相似文献
217.
218.
儿童孤独症也称自闭症(autism)是一种广泛性发育障碍,其临床表现为社交功能损伤、沟通能力损伤以及存在刻板的行为、兴趣和动作。根据相关文献就孤独症分类作一综述,并提出了早期家庭干预的具体措施。 相似文献
219.
Midlife smoking continues to be a problem in Australia, with substantial personal, social, and financial costs. Yet the specific characteristics and needs of this group have been largely overlooked. Here we review the literature for the purposes of (1) profiling the characteristics of midlife smokers and (2) assessing the effectiveness of interventions for this group. This review shows midlife smokers differ from younger smokers in important ways: they underestimate the costs of smoking and overestimate the benefits, and are less confident in their ability to quit. The few studies investigating age‐tailored interventions have shown these to be effective in reducing midlife smoking. Still, research in this area is limited, with only one study conducted during the past decade that investigated smoking interventions for those in midlife. Clearly there is a need for smoking cessation interventions for midlife smokers that are tailored to the specific beliefs and needs of this unique group. Future research should focus on establishing the best methods for interventions for those individuals who are resistant to earlier interventions and still continue smoking into midlife. Interventions may benefit from incorporating recent evidence about the less obvious costs associated with midlife smoking, including later‐life neurological disease. 相似文献
220.
We review recommendations for sequencing instruction in receptive and expressive language objectives in early and intensive behavioral intervention (EIBI) programs. Several books recommend completing receptive protocols before introducing corresponding expressive protocols. However, this recommendation has little empirical support, and some evidence exists that the reverse sequence may be more efficient. Alternative recommendations include teaching receptive and expressive skills simultaneously (M. L. Sundberg & Partington, 1998) and building learning histories that lead to acquisition of receptive and expressive skills without direct instruction (Greer & Ross, 2008). Empirical support for these recommendations also is limited. Future research should assess the relative efficiency of receptive-before-expressive, expressive-before-receptive, and simultaneous training with children who have diagnoses of autism spectrum disorders. In addition, further evaluation is needed of the potential benefits of multiple-exemplar training and other variables that may influence the efficiency of receptive and expressive instruction. 相似文献