First graders' literacy and self-regulation gains: The effect of individualizing student instruction

We examined the effect of individualizing student instruction (ISI; N = 445 students, 46 classrooms) on first graders' self-regulation gains compared to a business-as-usual control group. Self-regulation, conceptualized as a constellation of executive skills, was positively associated with academic development. We hypothesized that the ISI intervention's emphasis on teacher planning and organization, classroom management, and the opportunity for students to work independently and in small groups would promote students' self-regulation. We found no main effect of ISI on self-regulation gains. However, for students with weaker initial self-regulation, ISI was associated with greater self-regulation gains compared to peers in control classrooms. The ISI effect on self-regulation was greater when the intervention was more fully implemented.     

工作倦怠的测量及其干预研究综述

工作倦怠不仅会给组织和家庭带来消极的影响,而且会严重损害个体的身心健康,因而有必要采取措施进行干预。文章首先描述工作倦怠的定义,接着对其测量进行介绍,然后在此基础上分析其相关的影响因素,并指出如何实现有效的干预,最后对研究的热点进行了展望。     

中国控烟状况与干预对策

目前国内控烟文献从人群吸烟状况及吸烟影响因素、控烟干预策略及其效果、控烟能力等多角度,探讨了我国的烟草控制问题.在综合已有有效地控烟策略基础上,提出加强控烟教育和宣传、发挥医务人员在控烟中的表率作用、综合使用各种措施控烟等针对性建议,对中国长期有效的控烟具有深远意义.     

关于重大医疗纠纷行政干预认识的调查分析

为了解医患双方对重大医疗纠纷的基本认识,对上海市徐汇区35家医疗机构医患双方进行问卷调查.就医患双方对重大医疗纠纷的产生原因、救济途径、行政干预作用等方面的认知情况展开分析,从而得出为了有效解决重大医疗纠纷,需发挥行政干预作用、健全纠纷解决机制以及正确引导舆论导向的结论.     

Library Instruction,Intervention and Immersion: A 5-Year Study of Religion and the Arts

A religion faculty member approached the author after he gave a presentation to the faculty at Waldorf College on integrated library instruction. She expressed disappointment at her students’ scholarly performance on a major research paper she assigns every semester. The ensuing discussion resulted in a campus collaboration among the author, the faculty member, the campus writing center, and the academic achievement center. This article reports on the results of a five-year study on intervention and immersion of library instruction for the class Religion and the Arts at a small liberal arts college.     

Study of a Cognitive Dissonance Intervention to Address High School Students' Cheating Attitudes and Behaviors

This study examined academic dishonesty (AD) of 586 Taiwanese graduate students, the relationship between students' AD and their perceptions of AD of their peers, and their judgments regarding the seriousness of AD. Results showed that female students were more critical of AD than their male counterparts were in the areas of fraudulence, plagiarism, and falsification. Male students demonstrated more awareness of peer involvement in AD in the area of falsification than did female students. Master's students confessed to greater involvement in AD compared with the PhD students. Doctoral students were more judgmental with respect to unethical acts of fraudulence, plagiarism, and falsification.     

Increasing Students' Scientific Creativity: The “Learn to Think” Intervention Program

The “Learn to Think” (LTT) Intervention Program was developed for raising thinking abilities of primary and secondary school students. It has been implemented in more than 300 schools, and more than 200,000 students took part in the experiment over a 10‐year span. Several longitudinal intervention studies showed that LTT could promote the development of students' thinking ability, learning motivation, and learning strategy as well as raise academic performance in primary schools. This article describes a study of the influence and the delayed effects of LTT on the scientific creativity of secondary school students. One hundred and seven students were selected from a secondary school, 54 of them participated in the LTT every 2 weeks and the rest had not. The intervention lasted 2 years, and the delayed effect was explored half a year after terminating the intervention. The Scientific Creativity Test for Secondary School Students was used four times from pre‐test to delayed post‐test. The results indicated that the LTT did promote the development of scientific creativity of secondary school students, and the effects on the scientific creativity were not necessarily immediate, but tended to be long‐lasting.     

Developmental Delays at Arrival,Early Intervention Enrollment,and Adopted Chinese Girls’ Academic Performance and Internalizing Problems in Adolescence

The author investigated the extent of developmental delays in girls adopted from China, their subsequent early intervention (EI) enrollment, and how the delays and EI were related to their academic performance and internalizing problems in adolescence. The sample included 180 adolescent girls (M = 13.4 years, SD = 2.0 years) who were adopted at 3–23.5 months (M = 11.5 months, SD = 3.7 months). Data on the adopted Chinese girls’ delays at arrival and EI enrollment in physical therapy (PT) and speech–language therapy (SLT) were collected from the adoptive mothers at the Baseline; data on the adopted Chinese girls’ present academic performance and internalizing problems were collected from the adoptive mothers and adopted girls at Wave 4 six years later. Data analyses revealed that 55% of the adoptees had moderate-to-severe delays when first arrived at the adoptive homes. Motor delays significantly increased the odds for PT (odds ratio [OR] = 3.98, 95% CI [2.18, 7.82], p <.001) and SLT (OR = 2.36, 95% CI [1.50–3.72, p <.001). Social-cognitive delays also significantly increased the odds for PT (OR = 1.90, 95% CI [1.36, 2.63], p <.001) and SLT (OR = 1.63, 95% CI [1.22, 2.17], p <.001). Motor delays were negatively associated with academic performance but positively associated with internalizing problems. General linear modeling showed that the adoptees who had developmental delays at arrival and subsequently enrolled in EI scored significantly lower on academic performance than their peers who had delays but did not enroll in EI, as well their peers who had no delays and did not enroll in EI. Implications of these findings are discussed.     

A Bibliometric Analysis of the Quantitative Mental Health Literature in Occupational Therapy

ABSTRACT

A bibliometric analysis was performed to examine the impact and use of the peer-reviewed occupational therapy intervention effectiveness literature addressing adults with mental illness, 2000–2016. Of 2,597 articles, 68 were quantitative studies assessing an intervention for adults with mental illness. These studies had a collective citation count of 1,455 and were published in 29 journals in 14 countries. The majority (n?=?36; 52.94%) were randomized controlled and two-group controlled studies. The most commonly assessed interventions were life skills and community reintegration (n?=?20, 29.41%) and supported employment (n?=?16, 23.52%). Sixty-five (95.58%) studies found statistically significant results on the primary or secondary outcomes.     

A Mixed Methods Study of the Re-Animation Approach Within a Forensic Mental Health Setting

This mixed-methods study investigated the impact of the Re-Animation Approach, a creative occupational therapy, on the well-being and occupational performance of three male patients in a forensic mental health setting. Quantitative data were gathered through goal attainment scaling (GAS) and qualitative data using semi-structured interviews. GAS t-scores demonstrated an over-achievement of expected outcomes in goals related to improving skills, well-being, and time use. Issues emerging from thematic analysis of the interviews are consistent with the GAS results. The Re-Animation Approach had a positive impact on participants’ health and well-being, addressed a range of occupational needs, and can be graded.