Positive behavior change: Effects of an intervention package for disruptive behavior in a specialized school setting

2021 ◽  
Author(s):  
J. Meredith Stremel ◽  
Renee O. Hawkins ◽  
Tai A. Collins ◽  
Laura Nabors
Keyword(s):  
Behavior Change ◽  
Disruptive Behavior ◽  
School Setting ◽  
Positive Behavior ◽  
Intervention Package ◽  
Specialized School

Behavior Change and Skills Retention With an Action Record After Ultrasonography Training

2021 ◽  
Author(s):  
Toru Yamada ◽  
Jun Ehara ◽  
Hiraku Funakoshi ◽  
Keita Endo ◽  
Yuka Kitano ◽  
...  
Keyword(s):  
Lower Extremity ◽  
Behavior Change ◽  
Test Scores ◽  
Simulation Training ◽  
Image Acquisition ◽  
Image Interpretation ◽  
Median Number ◽  
Positive Behavior ◽  
Skills Retention

Abstract Background In simulation training, behavior change (Kirkpatrick’s level 3) is more important than learning improvement (Kirkpatrick’s level 2). However, few studies have evaluated behavior change because it is difficult to assess objectively. Skills retention is another challenge. We evaluated whether keeping a record of the number of ultrasound (US) examinations performed after a simulation course led to positive behavior changes and improved skills retention. Methods A 2-day point-of-care ultrasound (POCUS) course in cardiac US, lung US, lower extremity deep vein thrombosis (DVT) US, and abdominal US was held for Japanese nurse practitioners and trainees in 2018 and 2019. Participants kept a record of the number of US examinations they performed for 3 months before and 3 months after the course. The number of US exams performed was grouped into six categories. All participants underwent pre-course, immediate post-course, and 4-month post-course testing to assess image interpretation skills, image acquisition skills, and confidence. Results Thirty-three participants from 21 facilities completed the program. The median number of US exams performed during the 3-month period after the course increased significantly from before the course (P < 0.001). The median number of each US examination type (cardiac, lung, lower extremity DVT, and abdominal) after the course statistically significantly increased compared with before the course (P < 0.001). The immediate post-course and 4-month follow-up test scores for image interpretation skills, image acquisition skills, and confidence were statistically significantly higher than the pre-course test scores (P < 0.001). The results of the 4-month follow-up test showed no decline compared with immediate post-course scores. Conclusions Keeping a record after a POCUS simulation course increased the number of US examinations and improved knowledge, skills, and confidence. Keeping a record after simulation training led to positive behavior change and improved skills retention.

Inducing Long-Term, Positive Behavior Change

2021 ◽  
pp. 219-226
Author(s):  
Derek Tranchina ◽  
Charles Terenfenko ◽  
Tracy Mulvaney
Keyword(s):  
High School Students ◽  
Public Schools ◽  
Behavior Change ◽  
Positive Impact ◽  
Student Leadership ◽  
Transformational Change ◽  
Positive Behavior ◽  
School Students ◽  
Change Initiatives

The focus of this chapter is to highlight two different transformational change initiatives in public schools that rely on student leadership to be effective. Both programs will explore effective ways to empower students as leaders, to make better social decisions, and to improve their attachment to school and community. One program involves a student-led technology club in a middle school. The goal of the club is to assist with the school's technology usage while also making a positive impact on participating students' achievement and attachment to school. The other program involves educating high school students on the risks of heroin and opioid addiction. Both programs seek to leverage student empowerment to induce long-term, positive behavior change in the students directly involved as well as those around them.

Motivational Interviewing: A Communication Tool to Promote Positive Behavior Change and Optimal Health Outcomes

2020 ◽  
Vol 35 (6) ◽  
pp. 344-351
Author(s):  
Vickie Z. Beckwith ◽  
Jennifer Beckwith
Keyword(s):  
Behavior Change ◽  
Motivational Interviewing ◽  
School Setting ◽  
School Nurses ◽  
Communication Style ◽  
Therapeutic Modality ◽  
Communication Tool ◽  
Collaborative Communication ◽  
Conversational Style ◽  
Optimal Health

Motivational interviewing (MI) is a collaborative communication style that can be integrated into everyday practice to improve conversations and serve as a catalyst for behavior change. This article reviews the fundamental principles and basic skills of MI. It discusses how MI has evolved from a therapeutic modality to a conversational style, applicable in the school setting and specifically for school nurses. The article provides an overview of how MI can be used by school nurses, challenges they may face, and resources to support implementation.

scholarly journals The Pre-College Planetarium

1990 ◽  
Vol 105 ◽  
pp. 372-372
Author(s):  
Brendan Curran
Keyword(s):  
High School ◽  
New York ◽  
New York City ◽  
York City ◽  
School Setting ◽  
Development Stage ◽  
Two Dimensions ◽  
Three Dimensions ◽  
Invaluable Tool ◽  
Specialized School

The Bronx High School of Science is a public school in the New York City school system. It is a specialized school whose students are selected on the basis of a competitive exam. Our planetarium projector was installed out his spring, so many of these suggested activities are still in development stage.In the high school setting, the planetarium has a dual role as a teaching tool and as a motivational tool. The planetarium is used in the Astronomy and Astrophysics course, an advanced elective. This use permits a detailed study of the sky, which is otherwise difficult in New York City. Students who are familiar with thinking in two dimensions often have trouble making the transition to the three dimensions required in astronomy. The planetarium is an invaluable tool to develop students’ spatial orientation. Further, the planetarium generates tremendous enthusiasm.

scholarly journals Social Marketing Physical Activity Interventions Among Adults 60 Years and Older

2015 ◽  
Vol 21 (4) ◽  
pp. 214-229 ◽  
Author(s):  
Haruka Fujihira ◽  
Krzysztof Kubacki ◽  
Rimante Ronto ◽  
Bo Pang ◽  
Sharyn Rundle-Thiele
Keyword(s):  
Physical Activity ◽  
Systematic Review ◽  
Literature Review ◽  
Behavior Change ◽  
Social Marketing ◽  
Systematic Literature Review ◽  
Behavioral Changes ◽  
Positive Behavior ◽  
Audience Segmentation ◽  
Physical Activity Interventions

This article describes results of a systematic review of social marketing physical activity interventions targeting adults 60 years and over. Thirty-four articles covering seven social marketing interventions were identified following systematic literature review procedures. None of the identified interventions gave evidence that they addressed all six social marketing benchmark criteria; three interventions addressed five social marketing benchmark criteria and a further three interventions addressed four social marketing benchmark criteria. Four interventions reported positive behavior change, and no negative behavioral changes were reported among all seven social marketing interventions. Previous research shows that social marketing interventions employing all six benchmark criteria offer greater potential to change behaviors, yet none of the interventions in this review used all of the benchmark criteria. Audience segmentation and exchange were used by only three interventions.

scholarly journals Knowledge and Will: An Explorative Study on the Implementation of School-Wide Positive Behavior Support in Sweden

2021 ◽  
Vol 12 ◽  
Author(s):  
Kata Nylén ◽  
Martin Karlberg ◽  
Nina Klang ◽  
Terje Ogden
Keyword(s):  
Behavior Change ◽  
Problem Behaviors ◽  
Positive Behavior Support ◽  
Program Implementation ◽  
Positive Behavior ◽  
Behavior Support ◽  
Implementation Team ◽  
Implementation Model ◽  
Swedish Model ◽  
Initial Implementation

School-wide positive behavior support (SWPBIS) is a well-evaluated school approach to promoting a positive school climate and decreasing problem behaviors. Initial implementation is one of the most critical stages of program implementation. In this qualitative study, the initial implementation of SWPBIS in Swedish schools was studied using an implementation model of behavior change as guidance for interviews and analyses. The study makes significant contributions to previous research as little is known of the implementation of SWPBIS in Swedish context. Focus-group interviews were conducted with 59 professionals on implementation teams from nine schools. Themes were extracted according to implementation team members' perceptions and descriptions of how the initial implementation was carried out. The results of this study revealed relevant themes within the three domains of Capability, Opportunity, and Motivation. Core features were found under the themes of knowledge and experience of similar evidence-based programs, process or result orientation, time, manual content, organizational prerequisites, team functioning, implementation leadership, program as a unifying factor, program aligning with staff beliefs, plausible expectations, and emotional reinforcement. Results are discussed in terms of how they can be used in continuing to develop the Swedish model of SWPBIS. Implications regarding implementation in Swedish schools are discussed, as is the applicability of the model of behavior change for studying implementation in schools.

scholarly journals Brief Motivational Interviewing in Dental Practice

2019 ◽  
Vol 7 (2) ◽  
pp. 51 ◽  
Author(s):  
David G. Gillam ◽  
Huda Yusuf
Keyword(s):  
Behavior Change ◽  
Motivational Interviewing ◽  
Positive Behavior ◽  
Dental Practice ◽  
Motivation To Change ◽  
Patient Centered ◽  
Wide Range ◽  
Dental Practices ◽  
The Relationship ◽  
Dental Professionals

Motivational Interviewing has been demonstrated to be effective for a wide range of health behaviors. It is an effective behavior change method, which can be utilized in the dental practice setting. It can be used as a brief intervention to increase motivation to improve patients’ oral hygiene behaviors as well as providing a framework for delivering diet, smoking cessation, oral health changes, and alcohol advice. It involves four processes: engaging, focusing, evoking, and planning, guiding, which supports the patient towards a positive behavior change. Motivational Interviewing is a collaborative, patient-centered approach evoking the patient’s own motivation to change, thereby enhancing the relationship between the clinician and patient and improving patient outcomes. This review will provide an overview on the topic for dental professionals as well as helpful suggestions for supporting a positive behavior change in their dental practices.

Sign in / Sign up

Export Citation Format

Share Document