Integrating Interventions for Elementary Students Experiencing Co-Occurring Academic and Behavior Needs

Potential health benefits of integrated screening strategies for alcohol, tobacco, other substance use, depression, anxiety, and chronic pain among people living with HIV in the USA: a mathematical modelling study

Behavioral lifestyle interventions for moderate and severe obesity: A systematic review.

You have accessThe ASHA LeaderPolicy Analysis1 Jul 2009State Laws Improve Hearing Screening Follow-Up Rend Al-MondhiryJD Rend Al-Mondhiry Google Scholar More articles by this author , JD https://doi.org/10.1044/leader.PA2.14092009.9 SectionsAbout ToolsAdd to favorites ShareFacebookTwitterLinked In Recently enacted state legislation in Kentucky and Iowa will increase the number of infants who receive follow-up diagnostic assessments and early intervention services after failing a newborn hearing screening. The new laws reflect a growing nationwide trend to implement Phase II initiatives in early hearing detection and intervention (EHDI). The successful Phase I effort to mandate newborn hearing screening in all hospitals and birthing centers raised the number of newborns screened from 38% in 2000 to 96% in 2009. Phase II extends that effort with initiatives that improve tracking and surveillance to reduce the number of cases lost to follow-up; address privacy concerns associated with the exchange of health-related information; provide comprehensive coverage of early intervention and amplification devices; and promote an unbiased, family-centered approach to help parents make the best early intervention choice for their child. Nationally, 46% of the infants born in 2006 did not complete follow-up after a failed newborn hearing screening and are considered “lost to follow-up” or “lost to documentation.” The new laws will help ensure that newborns and infants with hearing loss receive needed audiological and early intervention services and will help reduce the number of infants lost to follow-up by strengthening the requirements for reporting hearing screening results and diagnostic assessments. Kentucky The Kentucky law requires the Kentucky Commission for Children with Special Health Care Needs to establish standards for infant audiological assessment and diagnostic centers based on national standards, including those established by ASHA and the Joint Committee on Infant Hearing (JCIH). The law includes new reporting requirements: Diagnostic centers must provide data to the commission within 48 hours regarding children ages birth to 3 who are newly identified with permanent hearing loss and also must refer those children to the state’s early intervention system. In addition, if a newborn fails a hearing screening, the hospital or birthing center must forward the screening report to the child’s primary care provider, the child’s parent(s), the commission, and an audiological assessment and diagnostic center, if follow-up is needed. (Previously the law did not require the report to be sent to a diagnostic center.) Finally, the law also expands the definition of “infant at risk for late-onset, progressive hearing loss, or both”; the expanded definition will help identify more infants who have a higher-than-normal risk of becoming deaf or hard of hearing, and who should therefore be monitored for hearing loss. Iowa In Iowa, the new law requires a hospital, birthing center, or person performing a hearing screening to report the results or screening status to the primary care provider of the infant upon discharge from a hospital or birthing facility, not to just the infant’s parents, as previously required. The information must now include, in addition to existing reporting requirements, information about the primary care provider, any known risk indicators for hearing loss, and other information specified by the Iowa Department of Public Health. An audiologist who conducts diagnostic audiological assessments of newborns and infants will now be required to do so in accordance with the department’s standards; the audiologist’s report to the department must now include the assessment results and any known risk indicators. Strengthened Requirements With mandates to report hearing screening and diagnostic assessment data, states are helping to ensure that all newborn infants are screened and that those with hearing loss—or at risk for later-onset hearing loss—are identified as early as possible and receive appropriate follow-up services. The new laws in Kentucky and Iowa reflect a growing trend to strengthen reporting and documentation requirements and improve all aspects of EHDI, such as enrollment in early intervention services and mandated coverage of hearing aids by insurance providers. Other aspects of EHDI, however, remain in need of improvement, such as the availability of culturally competent family resources, information for parents of children with hearing loss, and use of computerized data management systems to record, track, and monitor hearing health throughout childhood. ASHA is continuing to work with state associations and EHDI professionals nationwide to advance and implement Phase II objectives. ASHA plans to update the model bill in the near future to incorporate the next phase of its EHDI campaign: promoting lifetime screening. ASHA will focus on the importance of continued hearing screening at 12–18 months, pre-kindergarten, and elementary school. For more information on EHDI, including Phase II state model legislation and talking points, state laws, and federal information, go to ASHA’s Early Hearing Detection & Intervention Action Center. Author Notes Rend Al-Mondhiry, JD, director of state legislative and regulatory advocacy, can be reached at [email protected] or 800-498-2071, ext. 5665. Advertising Disclaimer | Advertise With Us Advertising Disclaimer | Advertise With Us Additional Resources FiguresSourcesRelatedDetails Volume 14Issue 9July 2009 Get Permissions Add to your Mendeley library History Published in print: Jul 1, 2009 Metrics Downloaded 70 times Topicsasha-topicsleader_do_tagleader-topicsasha-article-typesCopyright & Permissions© 2009 American Speech-Language-Hearing AssociationLoading ...

This research aims to evaluate diagnostic assessment strategies that are effective in improving understanding of Indonesian language material in junior high school students. Diagnostic assessments are used as a tool to identify specific difficulties experienced by students in understanding the material contained in Indonesian language learning. In each cycle, diagnostic assessments are carried out through written tests and interviews, the results of which are analyzed to design appropriate learning interventions. The research results show that the application of diagnostic assessment strategies significantly increases students' ability to understand the material. In addition, students show an increase in motivation and interest in learning Indonesian. These findings indicate that diagnostic assessments are not only useful in identifying learning difficulties, but also effective in designing learning strategies that are adaptive and responsive to student needs.

IntroductionChildhood obesity is a growing public health crisis globally, particularly in Arab countries, due to changing dietary habits, sedentary lifestyles, and cultural factors. Prevention efforts focus on behavioral change strategies that promote healthy eating, physical activity, and sleep to balance energy intake and expenditure. However, the effectiveness of interventions remains uncertain, prompting ongoing research. Governments are increasingly addressing the issue through local and regional initiatives.MethodologyThis research employed a scoping review approach to systematically map the available literature on behavioral strategies addressing childhood obesity, with a focus on nudging interventions within Arab communities and similar contexts, Behavioral interventions were coded using the Capability, Opportunity, Motivation–Behavior (COM-B) model to assess how existing strategies address key behavioral determinants.ResultsThe paper found that nudging is a soft intervention that can be easily incorporated into obesity programs and is not very costly. However, Key considerations include baseline assessments, socio-cultural aspects, multi-sectoral collaboration, and workforce capacity development in health promotion, leadership, and governance.

Early childhood parenting interventions are increasingly delivered in primary care, but parental engagement with those interventions is often suboptimal. We sought to better understand parents' preferences for the content and delivery method of behavioral health guidance in pediatric primary care and to determine the relationship of those preferences with demographic characteristics, child behavior problems, and parenting style. Participants were 396 parents of young children recruited from primary care offices. We collected measures of parental preferences (including behavioral topics, intervention strategies, and methods of delivery) for behavioral intervention in primary care, child behavior symptoms, parenting style, and demographic characteristics. Descriptive statistics were used to identify parents' most preferred behavioral topics and intervention delivery methods. We used a hierarchical regression approach to determine whether parenting style predicted parents' preferences beyond demographic and child-level factors. Nearly all parents (96%) endorsed a behavioral topic (e.g., aggression) as important. Most preferred to receive intervention during routine medical appointments. Child behavior problems correlated with parents' overall interest in behavioral guidance, but clinically significant symptoms did not differentiate interest in any single topic. Socioeconomic factors and negative parenting practices predicted some parental preferences. Notably, lax parenting generally predicted higher interest in behavioral intervention, whereas hostile and physically controlling parenting predicted lower interest. Most parents are interested in behavioral guidance as part of primary care, but their preferences for the content and delivery of that guidance vary by known socioeconomic, child, and parenting risk factors. Tailoring intervention to parents' preferences may increase engagement with available interventions.

Student interventionists have been utilized as change agents in a variety of contexts to improve the academic, social, and communicative behaviors of target students. A strong literature base supports the use of peers in academic interventions such as peer tutoring, as well as in behavioral interventions such as peer-mediated Check-In/Check-Out, peer modeling, and social skill groups with peer interventionists. Prior to implementation, peer tutoring, modeling, and management interventions may require a significant amount of time and/or resources on the part of school staff to train student interventionists and make a plan to monitor intervention effectiveness. As such, the current paper discusses implementation issues surrounding peer-mediated interventions and provides recommendations for deciding whether a peer-mediated intervention is appropriate, selecting and training target students, and monitoring and troubleshooting intervention effectiveness.

Theories that explain incumbent failure in competitive environments have attracted significant academic and practical attention. This chapter reviews previous literature investigating the determinants of established firms’ strategic choice behaviors, such as their positioning view, resource-based view, path dependency, core-rigidities, and organizational inertia. Moreover, it proposes a conceptual framework to comprehensively interpret the nonoptimal decision making or behavior of incumbents, combined with behavioral strategy. Using the automobile industry as a case study, we test this framework by observing possible successes and failures of new entrants and incumbents to explain intermittent strategic paradigm shifts. Specifically, this study conceptually and systematically describes the following behaviors: (a) firms choose to behave rationally in an industry when they are new entrants; however, a shifting strategic paradigm in the industry renders them unable to do so; (b) firms’ behavioral choices considerably rely on their past decision making behaviors; and (c) firms’ strengths can turn into weaknesses when confronted by new entrants with new strategic paradigms. Despite of such incumbent inertia, it is observed that some established firms adapt to the next generation by shifting their strategy, while others create a new strategic paradigm in an industry. Finally, this study seeks to identify the conceptual patterns of incumbent firms that successfully adapt to changes in the competitive environment.

A large portion of the death, disease, and disability caused by cancers are preventable. A substantial amount of what is preventable is linked directly to our conditions of living and the way we act within that context. This paper addresses the following three questions: (1) To what extent are behavioral and social "interventions" effective in the prevention, early detection, and control of various health problems, including cancers and their selected risk factors? (2) What are the common elements of those strategies considered to be effective? (3) What actions need to be taken to enhance the benefits of social and behavioral strategies in the future? Behavioral and social strategies will not come in the form of pre-packaged, easily exported "magic bullets," complete with efficacy estimates, for the prevention and control of selected cancers. Effective behavioral and social interventions are dependent ultimately on two phenomena: (1) the competent application of basic principles that have been demonstrated to be effective and are tailored to the unique needs and circumstances of target populations, and (2) an infrastructure that is supportive of behavioral and social research, programs, and training. This article offers specific recommendations for instituting these measures.

Different interpretations of what constitutes educational equity have shaped public policies and practices for students with disabilities over the past century. These differences are apparent in the clash between access to education as defined in the Least Restrictive Environment (LRE), and access to more intensive educational services which smaller special education classrooms are designed to provide. This chapter examines these differences within the context of how services have historically been provided and how students have been assessed and have achieved academically. Specifically, this chapter also describes relevant literature and current data related to services and outcomes for youth with disabilities. We describe academic and behavioral interventions and strategies that have been used in different settings. We conclude by offering recommendations for future research in developing effective interventions to help close the achievement gap and move toward true educational equity.

Evidence suggests that individuals with Cystic Fibrosis (CF) experience difficulties with sleep architecture and hygiene, although research is limited. There are currently no behavioral sleep interventions for youth with CF. The current study used qualitative methods to understand sleep needs and concerns among youth with CF, as well as to obtain feedback about potentially useful behavioral sleep intervention strategies. Semi-structured interviews were conducted with youth with CF between the ages of 11-17 and their parents. Themes were extracted from the data and will be used to inform the development of a brief behavioral sleep intervention for youth with CF. Youth and their parents described several CF-specific sleep concerns, often related to respiratory symptoms, and a number of strategies used to manage these concerns. They also described concerns that apply to the general population, including pervasive use of technology around bedtime. Many evidence-based behavioral sleep intervention strategies are acceptable to youth with CF, although modifications are appropriate to reduce time burden and address CF-specific needs. Youth with CF experience a number of disease-specific and more generalized sleep concerns which are likely amenable to behavioral intervention. Results from this study will be used to inform the development of a brief behavioral sleep intervention for youth with CF.

This research extends the theoretical concept of framing to the phenomenon of race riots using the Tulsa riot of 1921 as a case study. Media accounts of this riot published during 1921 illustrate both prognostic and diagnostic framing strategies and techniques and demonstrate how these processes affected official responses. Results of this research suggest that framing is a critical process associated with media and organizational representation of riots. Analyses indicate that the riot was officially attributed to an armed group of Black citizens whose goal was to protect one of its community members from a potential lynching. However, Black residents framed the riot differently in statements of their account of the events. A recurrent theme for both races and a number of media reports was that of inept and incompetent law enforcement officials. The authors suggest that prognostic solutions to riots (e.g., police strategies and tactics and reconciliatory attempts) are rooted in diagnostic assessments.

Diagnostic assessment in giant cell arteritis (GCA) is rapidly changing as vascular imaging becomes more available. This study was undertaken to determine if clinical GCA subsets have distinct profiles or reflect differential diagnostic assessments. Patients were recruited from an international cohort and divided into 4 subsets based on a temporal artery (TA) abnormality (positive TA biopsy [TAB] or halo sign on TA ultrasound [TA-US]) and/or evidence of large vessel (LV) involvement on imaging: 1) both TA abnormality and LV involvement (TA+/LV+ GCA); 2) TA abnormality without LV involvement (TA+/LV- GCA); 3) LV involvement without TA abnormality (TA-/LV+ GCA); and 4) clinically diagnosed GCA without LV involvement or TA abnormality (TA-/LV- GCA). Nine hundred forty-one patients with GCA were recruited from 72 international study sites. Most patients received multiple forms of diagnostic assessment, including TAB (n = 705 [75%]), TA-US (n = 328 [35%]), and LV imaging (n = 534 [57%]). Assessment using TAB, TA-US, and LV imaging confirmed the diagnosis of GCA in 66%, 79%, and 40% of cases, respectively. GCA subsets had distinct profiles independent of diagnostic assessment strategies. TA+/LV- were the most common subset (51%), with a high burden of cranial ischemia. Those in the TA-/LV- subset (26%) had a high prevalence of cranial ischemia and musculoskeletal symptoms. Patients in the TA-/LV+ subset (12%) had prevalent upper extremity vascular abnormalities and a low prevalence of vision loss, and those in the TA+/LV+ subset (11%) were older and had a high prevalence of cranial ischemia, constitutional symptoms, and elevated acute-phase reactant levels. Vascular imaging is increasingly incorporated into the diagnostic assessment of GCA and identifies clinical subsets of patients based on involvement of temporal and extracranial arteries.

AimsChildren with down syndrome (DS) often have qualitative impairments in their social communication and interaction skills. Many (<10%) will be diagnosed with autism spectrum disorder (ASD), but often at a...

Chapter 15 - Academic Intervention