Homework success for children with ADHD: A family-school intervention program

2004 ◽  
Vol 41 (2) ◽  
pp. 274-274 ◽  
Author(s):  
Lea A. Theodore ◽  
Thomas J. Kehle ◽  
Melissa A. Bray
Keyword(s):  
Intervention Program ◽  
School Intervention ◽  
Children With Adhd

Parental ADHD Predicts Poor Maintenance After a Family: School Intervention for Children With ADHD

2013 ◽  
Author(s):  
Anne E. Dawson ◽  
Stephen A. Marshall ◽  
Brian T. Wymbs ◽  
Jennifer A. Mautone ◽  
Thomas J. Power
Keyword(s):  
School Intervention ◽  
Children With Adhd ◽  
Parental Adhd

scholarly journals Improvements of Nutrition Behavior Fitness and Body Fatness with a Short-Term after School Intervention Program

2013 ◽  
Vol 04 (10) ◽  
pp. 18-24
Author(s):  
Katia Cristina Portero McLellan ◽  
Anna Lucia Vieira Bianchessi ◽  
Ana Elisa Rinaldi ◽  
Edilaine Michelin ◽  
Roberto Carlos Burini
Keyword(s):  
Intervention Program ◽  
School Intervention ◽  
After School ◽  
Short Term ◽  
Body Fatness ◽  
Nutrition Behavior

The Impact of an educational intervention on knowledge of attention-deficit hyperactivity disorder among primary school teachers in Lagos Nigeria

2015 ◽  
Vol 1 (1) ◽  
pp. 14-20
Author(s):  
I Adeosun ◽  
O Ogun ◽  
S Adeyemo ◽  
A Bello ◽  
O Fatiregun
Keyword(s):  
Primary School ◽  
Educational Intervention ◽  
Intervention Program ◽  
Psychological Treatment ◽  
Child And Adolescent Psychiatry ◽  
School Teachers ◽  
Post Intervention ◽  
Primary School Teachers ◽  
Children With Adhd ◽  
The Impact

Objective: Primary school teachers have been identified as important partners in the prompt recognition, referral and management of children with ADHD. However their capacity to function in these roles is hinged on their extent of knowledge about ADHD. Furthermore teachers' knowledge about ADHD may influence the education and clinical outcomes of children with ADHD. This study assessed the impact of an educational intervention program on knowledge about ADHD among primary school teachers in Lagos, Nigeria. Method: An experimental study of the impact of a brief educational intervention on ADHD literacy among primary school teachers (n=144) in Lagos, Nigeria. At baseline, knowledge about symptoms and treatment of ADHD was elicited with a vignette-based questionnaire. The intervention consisted of the administration of an educational leaflet about ADHD, designed by the American Academy of Child and Adolescent Psychiatry. One week post-intervention, the baseline assessments were repeated. Results: At baseline, 92.4% of the teachers could not recognise features of ADHD. The majority were also unaware of the role of teachers, medications and psychological interventions in the management of children with ADHD. Post-intervention, significantly greater number of respondents compared with baseline (88.0% vs. 7.6%) correctly identified symptoms of ADHD (p<0.005), and agreed that ADHD could be successfully managed with medications (63.2% vs. 9.0%; p<0.005) and psychological treatment (79.2% vs. 16.7%; p<0.005). Conclusion: A simple low-cost educational intervention is effective in improving knowledge about ADHD among primary school teachers in the shortterm. Further research is required to evaluate the impact of this intervention in the long term.

scholarly journals Design and implementation of a health promotion program to prevent the harmful effects of ultraviolet radiation at primary school students of rural areas of Greece

2017 ◽  
Vol 3 (3) ◽  
pp. 306 ◽  
Author(s):  
Maria Sakoufaki ◽  
Aravella Stergiopoulou ◽  
Alexander Stratigos
Keyword(s):  
Skin Cancer ◽  
Educational Intervention ◽  
School Children ◽  
Primary Schools ◽  
Intervention Program ◽  
Sun Exposure ◽  
Sun Protection ◽  
School Intervention ◽  
Health Promotion Program ◽  
Harmful Effects

<p class="abstract"><strong>Background:</strong> <span lang="EN-IN">Skin cancer is the most common type of cancer presenting with a dramatic increase in its incidence among Caucasian populations worldwide. Primary prevention in childhood and early detection is important in reducing the risk of skin cancer later in life.</span>The o<span lang="EN-IN">bjectives of the study were to investigate the effect of a focused educational intervention in school children aiming to increase their knowledge about the harmful effects of sun exposure and promote prevention behaviors regarding skin cancer</span></p><p class="abstract"><strong>Methods:</strong> <span lang="EN-IN">The study consisted of a before/after 6-month assessment of a school intervention program applied in two hundred children from four primary Schools (Grades 3-6) at a rural area in Western Greece. The program included the presentation and distribution of educational material (activity guide, manual for pupils, posters). A detailed questionnaire with close-ended questions was distributed before and after the intervention. Both between and in groups analysis was conducted</span>.<strong></strong></p><p class="abstract"><strong>Results:</strong> <span lang="EN-IN">Of the participating pupils, 48% were boys, whereas 78.5% reported a fair skin complexion and 79% reported freckles and 1-20 nevi. After the intervention, an increased number of pupils were taught to enjoy sun exposure while avoiding its harmful effects. A significantly greater number of children stated proper use of sunscreen (74% vs. 31%, p=0.001) and sun protection (that avoided going outside especially at the intense hours of daily UV exposure (65% vs. 25.5% prior to the intervention). Melanoma awareness was also significantly raised. </span></p><p class="abstract"><strong>Conclusions:</strong> <span lang="EN-IN">Students’ knowledge about the effects of sun exposure as well as the need for sun protection increased following a targeted and well-designed educational intervention. The development of preventive educational programs on skin cancer for school children is important to increase awareness in this sensitive age group.</span></p>

scholarly journals Fast Foods, Emotional and Behavioural Problems among Overweight and Obese Adolescents Participating in MyBFF@school Intervention Program

2019 ◽  
Author(s):  
Zahari Ishak ◽  
Suet Fin Low ◽  
Wan Abdul Hakim Wan Ibrahim ◽  
Abqariyah Yahya ◽  
Fuziah Md. Zain ◽  
...  
Keyword(s):  
Food Consumption ◽  
Fast Food ◽  
Intervention Program ◽  
Attention Problems ◽  
School Intervention ◽  
Self Report ◽  
Behavioural Problems ◽  
Emotional And Behavioural Problems ◽  
Obese Adolescents ◽  
Fast Food Consumption

<p>This study aimed to assess the association between the frequency of fast food consumption in the past week with emotional and behavioural problems of 624 overweight and obese adolescents (mean age = 14.6). Frequency of fast food consumption was assessed through a pre-tested nutritional knowledge, attitude and practice questionnaire. Meanwhile, the Youth Self-Report questionnaire was used to measure emotional and behavioural problems. Spearman’s rank-order correlation was used to measure the strength of relationships. Positive associations that are statistically significant were found between frequency of fast food consumption and syndromes of anxious/depressed (rs=0.082, p<0.05), somatic complaints (rs=0.139, p<0.01), social problems (rs=0.115, p <0.01), thought problems (rs=0.118, p<0.01), attention problems (rs=0.125, p<0.01), rule-breaking behaviour (rs=0.144, p<0.001), and aggressive behaviour (rs=0.168, p<0.001). There were also differences found in the associations based on gender, locality of schools and ethnicity. Therefore, adolescents should be discouraged from consuming fast food as much as possible.</p>

scholarly journals Parent Attendance and Homework Adherence Predict Response to a Family–School Intervention for Children With ADHD

2013 ◽  
Vol 44 (1) ◽  
pp. 58-67 ◽  
Author(s):  
Angela T. Clarke ◽  
Stephen A. Marshall ◽  
Jennifer A. Mautone ◽  
Stephen L. Soffer ◽  
Heather A. Jones ◽  
...  
Keyword(s):  
School Intervention ◽  
Children With Adhd ◽  
Homework Adherence

Getting to First Base: Promoting Engagement in Family–School Intervention for Children with ADHD in Urban, Primary Care Practice

2010 ◽  
Vol 2 (2) ◽  
pp. 52-61 ◽  
Author(s):  
Thomas J. Power ◽  
Cheyenne L. Hughes ◽  
Jocelyn R. Helwig ◽  
Jenelle Nissley-Tsiopinis ◽  
Jennifer A. Mautone ◽  
...  
Keyword(s):  
Primary Care ◽  
Primary Care Practice ◽  
School Intervention ◽  
Care Practice ◽  
Children With Adhd
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