Current Search: behavioral intervention (x)
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(1 - 9 of 9)
- Title
- An Analysis of Choice-Making as A Means To Decrease The Frequency of Self-Injurious Behaviors in Students with Severe Disabilities.
- Creator
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Olson, Melanie, Marino, Matthew, Vasquez, Eleazar, Hines, Rebecca, University of Central Florida
- Abstract / Description
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This single case multiple baseline research study examined choice-making as a means to decrease the frequency of self-injurious behaviors in six students with severe disabilities. Five males and one female between the ages of 14 and 21 participated in the five-week intervention. The following research questions were addressed: 1) Does the choice-making intervention reduce hitting, biting, and self-injurious behaviors? 2) How much time does the choice-making intervention add to the classroom...
Show moreThis single case multiple baseline research study examined choice-making as a means to decrease the frequency of self-injurious behaviors in six students with severe disabilities. Five males and one female between the ages of 14 and 21 participated in the five-week intervention. The following research questions were addressed: 1) Does the choice-making intervention reduce hitting, biting, and self-injurious behaviors? 2) How much time does the choice-making intervention add to the classroom teacher's preparation? 3) What costs are associated with the choice-making intervention during an average lesson? The choice-making intervention was associated with positive behavioral outcomes for all of the students. The intervention added both time and cost to the lessons. Implications and areas for future research are discussed.
Show less - Date Issued
- 2018
- Identifier
- CFE0007352, ucf:52086
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007352
- Title
- TRULY ACCOMPLISHED: AN EXPLORATORY STUDY OF MOTIVATION AND SOCIAL INFLUENCE.
- Creator
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Tucker, Carly, Fritzsche, Barbara, University of Central Florida
- Abstract / Description
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The purpose of this study was to examine the motivation of individuals to use Truly Accomplished (TA) as a fitness intervention, with or without a social support component. All participants utilized the TA Software as a fitness intervention and received weekly feedback on their progress. Thirty participants were randomly assigned to either participate in the regular TA process or a modified TA process with the addition of a social support component in the form of a social media group....
Show moreThe purpose of this study was to examine the motivation of individuals to use Truly Accomplished (TA) as a fitness intervention, with or without a social support component. All participants utilized the TA Software as a fitness intervention and received weekly feedback on their progress. Thirty participants were randomly assigned to either participate in the regular TA process or a modified TA process with the addition of a social support component in the form of a social media group. Participants in the modified condition posted weekly to a Facebook group page about successes and obstacles they faced and gave feedback to their peers. It was hypothesized that participants, regardless of condition, would show fitness gains in the 6-week study. Also, with the added social support component to TA, participants were expected to have higher levels of self-determination in relation to the three psychological needs (i.e. autonomy, relatedness, and competence) and higher levels of perceived social support. A between-subjects deign was used to measure overall effectiveness, changes in fitness performance (plank, push-ups, wall-sit, step-test) and body composition (BMI, percent body fat), perceived social support, levels of psychological needs satisfaction as it relates to the three basic needs (autonomy, competence, and relatedness), and satisfaction with TA. No significant differences were found between conditions for satisfaction with TA, levels of perceived social support, or levels of psychological needs satisfaction post-intervention. However, a significant increase was found regardless of condition in terms of autonomy and guidance. A significant increase was shown in both the plank and modified push-up post-intervention measure, regardless of condition. Finally, the condition with the added social support had a significantly higher overall effectiveness gain than the condition with no added social support. The practical and theoretical implications of the results are discussed.
Show less - Date Issued
- 2015
- Identifier
- CFH0004782, ucf:45389
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH0004782
- Title
- ACADEMIC INTERVENTIONS FOR SUCCESSFUL INCLUSION OF STUDENTS WITH MILD TO MODERATE EMOTIONAL/BEHAVIORAL DISABILITIES IN GENERAL EDUCATION CLASSROOMS: A SYSTEMATIC REVIEW OF LITERATURE.
- Creator
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Gischel, Carolynne, Boote, David, University of Central Florida
- Abstract / Description
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Students with emotional and behavioral disorders (EBD) have traditionally been educated in self-contained special education settings. Recent legislative changes such as the No Child Left Behind (NCLB) Act of 2001 and the Individuals with Disabilities Education Act (IDEA) 2004 have led to increased inclusion of students with EBD in general education classrooms. Because of these changes, general educators need to know which research-based interventions are effective in improving academic...
Show moreStudents with emotional and behavioral disorders (EBD) have traditionally been educated in self-contained special education settings. Recent legislative changes such as the No Child Left Behind (NCLB) Act of 2001 and the Individuals with Disabilities Education Act (IDEA) 2004 have led to increased inclusion of students with EBD in general education classrooms. Because of these changes, general educators need to know which research-based interventions are effective in improving academic performance with these students. This systematic review examined the literature to identify research-based effective interventions for students with EBD served in general education settings. Studies included in this review had to meet the following criteria: research sample includes students identified with EBD as their primary disability who are being educated full time in general education settings; description of intervention and implementation are thorough enough to allow replication; documented relationship between intervention and academic performance is clearly established; and data documenting intervention effect is provided. The focus of interventions for students with EBD is too often only on controlling behavior, whereas this review focused on improving academics. Studies not meeting these criteria were excluded from the review. These inclusion and exclusion criteria were necessary to identify studies relevant to current practice of inclusion, as well as to provide information to educators on interventions having an effect on academic performance. Five studies met all inclusion criteria. Effective interventions included: writing instruction, discovery teaching, teacher modeling, cross-age tutoring, and guided notes. Nineteen studies met all inclusion criteria except setting, with intervention and data collection performed in self-contained special education classrooms. These studies suggest that peer-tutoring and self-management interventions may also be effective if introduced into general education classrooms. The study concludes by suggesting specific methodological criteria needed for future research in this area.
Show less - Date Issued
- 2008
- Identifier
- CFE0002196, ucf:47914
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002196
- Title
- THE EFFECTS OF THE ATTAINMENT OF FUNCTIONAL ASSESSMENT SKILLS BY PRESCHOOL TEACHERS AND THEIR ASSISTANTS ON STUDENTS' CLASSROOM BEHAVIOR.
- Creator
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Wagner, Karen, Cross, Lee, University of Central Florida
- Abstract / Description
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The purpose of this study was to examine the effects of teaching functional assessment skills to three Prekindergarten teachers and their teaching assistants. The effects were measured by examining the behavior of the teachers and assistants, as well as the behaviors of the students; before, during and after the delivery of three, two-hour functional assessment classes. The teaching staff videotaped themselves and their students during a regular class time, predetermined by the researcher and...
Show moreThe purpose of this study was to examine the effects of teaching functional assessment skills to three Prekindergarten teachers and their teaching assistants. The effects were measured by examining the behavior of the teachers and assistants, as well as the behaviors of the students; before, during and after the delivery of three, two-hour functional assessment classes. The teaching staff videotaped themselves and their students during a regular class time, predetermined by the researcher and each teacher prior to the onset of baseline data collection, over an approximate nine-week period. The video was taken in twelve-minute segments every day. Later, the video was coded for specific behaviors. Although there were gains in appropriate intervention strategies from teachers and assistants during the intervention phase, the interventions generally peaked a week or two after the classes ended and gradually declined. Teacher skills were retained however, as most ratios of appropriate interventions maintained at higher rates than baseline. Relationships between student behavior and correct teacher interventions were established and maintained. The intervention resulted in changes in staff behavior, but results did not sustain at high levels over time. The realization that escape maintained some student behavior, and teaching skills to "test" for function, were likely the most important concepts for many of the participants. Further research should include adding a behavior coach to assist in shaping the teaching staffs' emerging skills and to provide a sounding board when developing specific student interventions.
Show less - Date Issued
- 2008
- Identifier
- CFE0002088, ucf:47575
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002088
- Title
- An Analysis of Sustained Positive Behavior Intervention Support in Florida and Related Disciplinary Outcomes.
- Creator
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Sweeney, Kristin, Taylor, Rosemarye, Doherty, Walter, Baldwin, Lee, LaFrance, Jason, University of Central Florida
- Abstract / Description
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The purpose of this study was to examine the outcomes associated with sustained school-wide Positive Behavior Intervention Support (PBIS) programs in the State of Florida and the impact the length of time of implementation of these programs had on those outcomes. The link between discipline outcomes, as measured by the number of office discipline referrals (ODRs) written over the course of a school year per 100 students and sustained implementation of PBIS systems with documented fidelity, as...
Show moreThe purpose of this study was to examine the outcomes associated with sustained school-wide Positive Behavior Intervention Support (PBIS) programs in the State of Florida and the impact the length of time of implementation of these programs had on those outcomes. The link between discipline outcomes, as measured by the number of office discipline referrals (ODRs) written over the course of a school year per 100 students and sustained implementation of PBIS systems with documented fidelity, as well as the connection between discipline outcomes for subgroups of students and sustained PBIS programs were examined for schools in the initial implementation phase (one to three years of implementation) compared to schools in the sustaining phase of implementation (four or more years of implementation). As more schools move to implement school-wide PBIS programs, little research is available to educational leaders focusing on sustainability of school-wide PBIS programs (Coffey (&) Horner, 2012, McIntosh, Kim, Mercer, Strickland-Cohen, (&) Horner, 2015). This study aimed to address this lack of research by analyzing the link between sustained school-wide PBIS programs and discipline outcomes. Schools in the State of Florida (987 schools - 654 elementary, 210 middle, and 123 high schools), representing 842,430 students were analyzed in a series of five research questions. The discipline outcomes, as measured by the rate of office discipline referrals per 100 students, from schools in the initial phase of implementation were compared to those of schools with sustained implementation of their school-wide PBIS programs. Research questions focused on whole school data as well as specific subgroups to determine if there was a difference in discipline outcomes. Overall, the analysis of this data found limited significant differences when examining the impact length of implementation has on discipline outcomes. While not statistically significant, several educationally important trends emerged that can help inform educational leaders as they make decisions about the allocation of time and resources for the future of school-wide PBIS programs in their schools and districts.
Show less - Date Issued
- 2017
- Identifier
- CFE0006957, ucf:51652
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006957
- Title
- Brief Behavioral Health Intervention Program for Patients with Stable Coronary Artery Disease.
- Creator
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Wiener, Chelsea, Cassisi, Jeffrey, Gupta, Rema, Paulson, Daniel, University of Central Florida
- Abstract / Description
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Healthy eating, physical activity, stress management, and smoking cessation are widely recognized as essential for preventing and treating coronary artery disease (CAD). Research on lifestyle programs for patients with CAD has largely focused on long-term interventions (e.g., several months to one-year in duration). Further, many studies have recruited patients immediately post-cardiac event. By contrast, evaluation of brief lifestyle interventions for stable patients treated in outpatient...
Show moreHealthy eating, physical activity, stress management, and smoking cessation are widely recognized as essential for preventing and treating coronary artery disease (CAD). Research on lifestyle programs for patients with CAD has largely focused on long-term interventions (e.g., several months to one-year in duration). Further, many studies have recruited patients immediately post-cardiac event. By contrast, evaluation of brief lifestyle interventions for stable patients treated in outpatient cardiology is lacking. The present study evaluated the feasibility, acceptability, and efficacy of a 3-session behavioral health lifestyle program for patients with stable CAD being treated in an outpatient cardiology clinic. Thirty-three patients were randomized to the Intervention Group (IG) or to Treatment as Usual (TAU). Outcome measures were assessed at Post-treatment (two-weeks after Baseline) and at 30-day Follow-up. Reliable change and parametric analyses were used to evaluate study outcomes. Results indicated that the program was both feasible and acceptable to patients, as determined by a priori criteria: over 60 percent of referred and eligible patients agreed to participate, over 75 percent of consented IG participants completed the program through 30-day Follow-up, and over 80 percent of participants reported that they would recommend the program to other patients. With regard to treatment outcomes, data from 28 participants were available. Reliable change analyses revealed that at both Post-treatment and 30-day Follow-up, significantly more IG than TAU participants exhibited an increase in self-efficacy as compared with Baseline. There were no observed between-group differences on other study measures, though repeated-measures ANOVAs were underpowered. Overall, results support the feasibility and acceptability of brief lifestyle interventions in outpatient cardiology care and highlight the role of behavioral health providers on integrated cardiology care teams in helping to increase patient self-efficacy in managing chronic disease.
Show less - Date Issued
- 2019
- Identifier
- CFE0007876, ucf:52770
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007876
- Title
- Truly Accomplished: Effectiveness of a Measurement and Feedback Approach to Lifestyle Change.
- Creator
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Wright, Natalie, Pritchard, Robert, Fritzsche, Barbara, Sims, Valerie, Roth, Colin, University of Central Florida
- Abstract / Description
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Individuals' personal improvement efforts are pervasive and the benefits associated with successful self-improvement are both tangible (e.g., healthier lifestyles, more intimate relationships) and intangible (e.g., personal accomplishment, enhanced well-being). As evidenced by research on work-family spillover, self-improvement also has important implications for organizations, as there is considerable crossover between work and non-work domains. The current study tested the effectiveness of...
Show moreIndividuals' personal improvement efforts are pervasive and the benefits associated with successful self-improvement are both tangible (e.g., healthier lifestyles, more intimate relationships) and intangible (e.g., personal accomplishment, enhanced well-being). As evidenced by research on work-family spillover, self-improvement also has important implications for organizations, as there is considerable crossover between work and non-work domains. The current study tested the effectiveness of Truly Accomplished, an intervention designed to help individuals develop personalized systems for measuring and improving behavior, and examined the extent to which the outcomes associated with such behavior change exhibit positive spillover effects into the workplace. Participants (N = 44) experienced large gains in effectiveness (d = 2.93). Effectiveness gain was predicted by conscientiousness (r = .40), core self-evaluations (r = .42), and psychological safety (r = .64). Learning goal orientation and performance goal orientation interacted with perceived goal difficulty to predict effectiveness gain. Overall effectiveness gain was negatively related to stress and positively related to future change efficacy, job-related efficacy, and satisfaction with the intervention. Job satisfaction and job efficacy increased following feedback, providing some evidence of spillover.Results have implications for individual behavior and attitude change, and its impact seems to extend into subjective well-being above and beyond actual behavior change. Evidence of spillover has implications for organizations, suggesting that TA may be used as a mechanism through which job-related outcomes can be improved.
Show less - Date Issued
- 2012
- Identifier
- CFE0004231, ucf:48998
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004231
- Title
- Faculty Perspectives and Participation in Implementing an Early Alert System and Intervention in a Community College.
- Creator
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Bentham, Claudine, King, Kathy (Kathleen), Cox, Dr. Thomas, Hopp, Carolyn, Bosley, Michael, University of Central Florida
- Abstract / Description
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Early alert systems have been recognized as a high impact practice designed to improve student engagement and student success. Early alert is designed to identify students with at-risk behaviors early in the semester before they decide to drop-out, withdraw, or fail their classes, using resources such as a predictive analysis tool or advising. For an early alert to be successful and efficient, faculty should be included in the process of early alert. This qualitative study examined faculty's...
Show moreEarly alert systems have been recognized as a high impact practice designed to improve student engagement and student success. Early alert is designed to identify students with at-risk behaviors early in the semester before they decide to drop-out, withdraw, or fail their classes, using resources such as a predictive analysis tool or advising. For an early alert to be successful and efficient, faculty should be included in the process of early alert. This qualitative study examined faculty's perspective and experiences when implementing early alert strategies and intervention in a two-year institution. Using Cranton's seven facets of transformative learning as a conceptual framework, this study examined the changes, perception, and experiences of faculty as a result of implementation. The literature reviews best practices that can be considered when faculty designs their early alert strategies and intervention. Participants shared their During and After Implementation Journal experience by completing reflection journals. After careful analysis of their journals and initial interview, the following major themes emerged: a) at-risk behaviors, b) high-impact practices, c) intentionality, d) personal connection, e) perspective transformation, and f) value. As a result of these themes, recommendations were provided to assist faculty development and change agents in two-year institutions in improving early alert methods to increase student success.
Show less - Date Issued
- 2017
- Identifier
- CFE0006857, ucf:51742
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006857
- Title
- HEALTHY AGING AND SELF-OBJECTIFICATION: THE IMPACT OF EMPOWERMENT AND FEMINIST ATTITUDES ON BODY IMAGE, EATING BEHAVIOR, AND AGING SATISFACTION.
- Creator
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Grippo, Karen, Tantleff Dunn, Stacey, University of Central Florida
- Abstract / Description
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The purpose of this study was to contribute to women's healthy aging across the adult lifespan by empirically examining potential protective factors (e.g., empowerment and feminist attitudes) in maintaining positive body image, healthy eating behavior, and aging satisfaction. Objectification Theory (Fredrickson & Roberts, 1997) provided a theoretical framework for understanding the connections between sexual-objectification experiences, media influences, and self-objectification, and the...
Show moreThe purpose of this study was to contribute to women's healthy aging across the adult lifespan by empirically examining potential protective factors (e.g., empowerment and feminist attitudes) in maintaining positive body image, healthy eating behavior, and aging satisfaction. Objectification Theory (Fredrickson & Roberts, 1997) provided a theoretical framework for understanding the connections between sexual-objectification experiences, media influences, and self-objectification, and the resulting negative psychological consequences for women in Western society. This study was the first to examine empowerment in relation to Objectification Theory. Additionally, a developmental perspective was gained by using a diverse sample of young, middle-aged, and older women in the investigation of the impact of self-objectification on aging satisfaction. Results indicated that women of all ages were just as likely to report either body image satisfaction or body image dissatisfaction after accounting for BMI. However, younger women were more likely than older women to view their bodies as objects. Structural Equation Modeling (SEM) was performed utilizing Objectification Theory as a framework for predicting body image, eating behaviors, and aging satisfaction. Empowerment and feminist attitudes were not protective factors in promoting healthy eating behavior and positive thoughts related to body image and aging. The final structural model did, however, provide support for Objectification Theory and its proposed relationships between sexual-objectification experiences and the development of self-objectification and the negative consequences of self-objectification on a variety of health-related constructs. Long-term implications include incorporating this knowledge into empirically supported prevention and intervention programs aimed at reducing body image and eating disturbance and promoting healthy aging across the adult lifespan.
Show less - Date Issued
- 2011
- Identifier
- CFE0003966, ucf:48692
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0003966
