O18‐1: Information‐motivation‐behavioral skills intervention increases the CPAP adherence in old OSAHS patients

The question of project manager competencies and especially in social projects is a key issue for social organizations seeking to progress and achieve success. If the manager has an important role to play with regard to the social organization, he’s however dependent on his behavioral, professional and personal capacities. The purpose of this paper is to show, on the basis of a quantitative study carried out among 120 managers of social projects in cooperatives located in the city of Agadir (Morocco), that the success of projects is conditioned by the leadership skills. Consequently, factors related to behavioral skills such as Solidarity; Involvement; Patience; Creativity; Empathy; Motivation; Trust; Commitment; Self-esteem; Transparency; Self-control; Discipline and other factors related to professional characteristics and personal characteristics of project managers prove a positive and significant relationship with the criterion of success studied.

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Use of the New Smartphone Application for Blood Glucose Monitoring (BGM) with Information-Motivation-Behavioral Skills (IMB) Model Has an Impact on Diabetes Control Parameters

Diabetes ◽

10.2337/db18-925-p ◽

2018 ◽

Vol 67 (Supplement 1) ◽

pp. 925-P

Author(s):

SCOTT PARDO ◽

SERGEY ZHUPLATOV ◽

JANE WALLACE ◽

TIMOTHY S. BAILEY

Keyword(s):

Blood Glucose ◽

Glucose Monitoring ◽

Smartphone Application ◽

Diabetes Control ◽

Blood Glucose Monitoring ◽

Control Parameters ◽

Imb Model ◽

Behavioral Skills

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Training, Supervising, and Supporting Students With Emotional–Behavioral Disorders as Cross-Age Tutors

Intervention in School and Clinic ◽

10.1177/10534512211014834 ◽

2021 ◽

pp. 105345122110148

Author(s):

Gavin W. Watts ◽

John W. McKenna

Keyword(s):

Behavioral Disorders ◽

Special Educators ◽

Skills Training ◽

Instructional Delivery ◽

Behavioral Skills ◽

Intervention Models ◽

Effective Interventions ◽

Effective Procedures ◽

Students With Ebd

Students with emotional and behavioral disorders (EBD) are frequently on the receiving end of intervention models (e.g., social skills training) in which targeted skills are modeled and practiced in unnatural arrangements (i.e., teacher-lead). Special educators consistently report a need for effective interventions and instructional arrangements that promote social-behavioral skills of students with EBD in natural learning environments (i.e., with peers). When students with EBD are provided the opportunity to serve in the role of tutor (i.e., on the instructional delivery end of the model), increases in academic and behavioral skills have been found for both tutors and tutees. This article provides an overview of effective procedures and considerations for training, supervising, and supporting students with EBD as cross-age tutors.

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