scholarly journals Effectiveness of a School-Based Indicated Early Intervention Program for Māori and Pacific Adolescents

2011 ◽  
Vol 5 (1) ◽  
pp. 40-50 ◽  
Author(s):  
Barbara Woods ◽  
Paul E. Jose
Keyword(s):  
Depressive Symptoms ◽  
Early Intervention ◽  
Intervention Program ◽  
Intervention Group ◽  
Control Group ◽  
Program Participation ◽  
Early Intervention Program ◽  
School Based ◽  
Final Sample ◽  
One Year

AbstractThis study set out to determine the efficacy of a school-based early intervention program (the Kiwi ACE program) with Māori and Pacific adolescents experiencing depressive symptoms. A large group (N = 419) of Māori and Pacific students (average age 14 years) was screened for depressive symptoms and, from a pool of students scoring greater than 63 on the Children's Depression Inventory (CDI), 56 students were randomly assigned to either an intervention or control group. After attrition, the final sample constituted 24 young people after one year. The intervention comprised eight 90-minute sessions conducted in school time. Students were taught to more fully understand the relationships between thinking, feeling and behaviour, to challenge beliefs and to solve interpersonal problems. At immediate posttest (p = .045) and at one-year follow-up (p < .001) a significant effect for condition was obtained: the intervention group reported lower depressive symptoms. Efficacy of the intervention was supported by qualitative data obtained from focus groups. Further controlled trials on a larger scale are recommended to establish the durability and generalisability of the effects of program participation.

scholarly journals Effect of a parent-provided early intervention program on infant health and development: a randomized controlled trial

2018 ◽  
Vol 5 (3) ◽  
pp. 695
Author(s):  
Basavaraj K. ◽  
Sireesha S. ◽  
Suresh J.
Keyword(s):  
Randomized Controlled Trial ◽  
Early Intervention ◽  
Problem Solving ◽  
Intervention Program ◽  
Controlled Trial ◽  
Intervention Group ◽  
Control Group ◽  
Early Intervention Program ◽  
Problem Solving Skills ◽  
Randomized Controlled

Background: Early Intervention Program (EIP) is a unique way of providing ideal stimulation, education and care for children. EIP are designed to provide detection, treatment, prevention of handicaps, developmental delays, and environmental deprivation as early in a child's life as possible. Objective of present study were to assess the effect of parent-provided EIP on infant cognitive, psychomotor and socio- emotional behaviors at the completion of age 12 months and to evaluate whether these effects were moderated by the infant feeding practices, general health status and socio-demographic characters.Methods: The present study was randomized controlled trial conducted at villages under Vantamuri PHC area attached to J.N Medical College, Belgaum during the period May 2012 to August 2013, with a sample size of 64, full term, normal babies and weighing ≥2.5 kg. At the end of 12 months, babies were assessed by an independent evaluator using BSID-II and ASQ/SE questionnaire.Results: In the present study the mental index (MDI) scores were higher in intervention group than control group (106.63 Vs 94.45, P=0.0001). Problem solving skills were higher in intervention group compared to control group (21.33 Vs 11.56, P=0.000). Person social skills were higher for intervention compared to control (27.66 Vs 22.34, P=0.001). Children with fewer episodes of diarrhea and acute respiratory infections showed better performance.Conclusions: Early Intervention Program effectively increases the cognitive, person social, problem solving and socio-emotional skills at 12 months of age.

EVALUTING THE EFFECTS OF EARLY INTERVENTION PROGRAM FOR CHILDREN WITH DEVELOPMENTAL DISABILITIES IN COMMUNITY

2011 ◽  
pp. 70-76
Author(s):  
Keyword(s):  
Social Cognition ◽  
Early Intervention ◽  
Developmental Delay ◽  
Intervention Program ◽  
Language Skills ◽  
Early Intervention Program ◽  
Self Help ◽  
Home Based ◽  
Significant Difference ◽  
One Year

Objectives: To evualate the effects of early intervention program after one year for 33 disabled children in Hue city in 2010. Objects and Methods: Conduct with practical work and assessment on developing levels at different skills of the children with developmental delay under 6 years old who are the objects of the program. Results: With the Portage checklist used as a tool for implementing the intervention at the community and assessing developing skills on Social, Cognition, Motor, Self-help and Language skills for children with developmental delay, there still exists significant difference (p ≤ 0.05) at developing level of all areas in the first assessment (January, 2010) and the second assessment (December, 2010) after 12 months. In comparison among skills of different types of disabilities, there is significant difference of p ≤ 0.05 of social, cognition and language skills in the first assessment and of social, cognition, motor and language skills in the second assessment. Conclusion: Home-based Early Intervention Program for children with developmental delay has achieved lots of progress in improving development skills of the children and enhancing the parents’ abilities in supporting their children at home.

scholarly journals Effects of a psychosocial intervention at one-year follow-up in a PREDIMED-plus sample with obesity and metabolic syndrome

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Núria Mallorquí-Bagué ◽  
María Lozano-Madrid ◽  
Cristina Vintró-Alcaraz ◽  
Laura Forcano ◽  
Andrés Díaz-López ◽  
...  
Keyword(s):  
Metabolic Syndrome ◽  
Depressive Symptoms ◽  
Psychosocial Support ◽  
Food Addiction ◽  
Intervention Group ◽  
Control Group ◽  
Lifestyle Recommendations ◽  
One Year ◽  
Mediational Role

AbstractThis study examines if overweight/obesity are related to higher impulsivity, food addiction and depressive symptoms, and if these variables could be modified after 1 year of a multimodal intervention (diet, physical activity, psychosocial support). 342 adults (55–75 years) with overweight/obesity and metabolic syndrome (MetS) from the PREDIMED-Plus Cognition study were randomized to the intervention or to the control group (lifestyle recommendations). Cognitive and psychopathological assessments were performed at baseline and after 1-year follow-up. At baseline, higher impulsivity was linked to higher food addiction and depressive symptoms, but not to body mass index (BMI). Food addiction not only predicted higher BMI and depressive symptoms, but also achieved a mediational role between impulsivity and BMI/depressive symptoms. After 1 year, patients in both groups reported significant decreases in BMI, food addiction and impulsivity. BMI reduction and impulsivity improvements were higher in the intervention group. Higher BMI decrease was achieved in individuals with lower impulsivity. Higher scores in food addiction were also related to greater post-treatment impulsivity. To conclude, overweight/obesity are related to higher impulsivity, food addiction and depressive symptoms in mid/old age individuals with MetS. Our results also highlight the modifiable nature of the studied variables and the interest of promoting multimodal interventions within this population.

Effects of an Early Intervention Group Program for Anxious and Depressed Adolescents: A Pilot Study

2001 ◽  
Vol 88 (2) ◽  
pp. 481-482 ◽  
Author(s):  
Peter Muris ◽  
Nicole Bogie ◽  
Angelina Hoogsteder
Keyword(s):  
Early Intervention ◽  
Self Efficacy ◽  
Intervention Program ◽  
Intervention Group ◽  
Self Report ◽  
Psychological Resilience ◽  
Group Program ◽  
Early Intervention Program ◽  
High Anxious ◽  
Anxiety Depression

The Resourceful Adolescent Program is an early intervention program designed to enhance psychological resilience in adolescents with emotional problems. Eight adolescents with high anxious and/or depressive symptoms were treated with this 11-session group program. Treatment effects were examined by means of self-report questionnaires of anxiety, depression, and self-efficacy. Pre- and postintervention data showed reductions in anxiety and depression scores and a concomitant increase in adolescents' self-efficacy.

scholarly journals Study protocol of the multi-centre, randomized controlled trial of the Frankfurt Early Intervention Program A-FFIP versus early intervention as usual for toddlers and preschool children with Autism Spectrum Disorder (A-FFIP study)

2019 ◽  
Author(s):  
Janina Kitzerow ◽  
Christine M. Freitag ◽  
Matthes Hackbusch ◽  
Katrin Jensen ◽  
Meinhard Kieser ◽  
...  
Keyword(s):  
Early Intervention ◽  
Social Communication ◽  
Intervention Program ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Early Intervention Program ◽  
Low Intensity ◽  
Randomized Controlled ◽  
One Year ◽  
Specific Symptoms

Abstract Background: Naturalistic developmental behavioural interventions (NDBI) have been shown to improve autism-specific symptoms in young children with Autism Spectrum Disorder (ASD). NDBI approaches, such as the ASD-specific Frankfurt Early Intervention Program for ASD (A-FFIP), are based on ASD-specific developmental and learning aspects. A-FFIP is a low-intensity intervention which can easily be implemented in the local health care / social welfare system. The aim of the present study is to establish one-year efficacy of the manualised early intervention program A-FFIP in toddlers and preschool children with ASD. It is hypothesized that A-FFIP will result in improved ASD-specific symptoms compared to early intervention as usual (EIAU). Child and family specific secondary outcomes, as well as moderators and mediators of outcome will be explored. Methods/design: A prospective multi-centre, parallel-group, randomized, controlled, phase-III trial comparing A-FFIP versus EIAU. A total of 134 children (A-FFIP: 67, EIAU: 67) aged 24–66 months at baseline assessment meeting criteria for ASD (DSM-5) will be included. The primary outcome is the absolute change of the total score of the Brief Observation of Social Communication Change (BOSCC-AT) between baseline (T2) and one-year follow-up (T6). The treatment effect will be tested adjusted for relevant covariates applying a mixed model for repeated measures. Secondary outcomes are BOSCC social communication and repetitive behaviour scores, single ASD symptoms, language, cognition, psychopathology, parental well-being and family quality of life. Predictors, moderators and mediating mechanisms will be explored. Discussion: If efficacy of the manualised A-FFIP early intervention is established, the current study has the potential to change clinical practice strongly towards the implementation of low-intensity, evidence based, natural early intervention in ASD. Early intervention in ASD requires specialist training, which subsequently needs to be developed or included into current training curricula.

Short-term Effectiveness of a School-based Early Intervention Program for Adolescent Depression

2005 ◽  
Vol 10 (4) ◽  
pp. 493-507 ◽  
Author(s):  
Nick Kowalenko ◽  
Ronald M. Rapee ◽  
Julie Simmons ◽  
Ann Wignall ◽  
Rebecca Hoge ◽  
...  
Keyword(s):  
Early Intervention ◽  
Adolescent Depression ◽  
Intervention Program ◽  
Short Term ◽  
Early Intervention Program ◽  
School Based

scholarly journals Evaluation of a school-based cognitive–behavioral depression prevention program

2017 ◽  
Vol 47 (2) ◽  
pp. 182-189 ◽  
Author(s):  
Pernilla Garmy ◽  
Eva K. Clausson ◽  
Agneta Berg ◽  
Katarina Steen Carlsson ◽  
Ulf Jakobsson
Keyword(s):  
Depressive Symptoms ◽  
Outcome Measures ◽  
Prevention Program ◽  
Intervention Group ◽  
Cost Utility ◽  
Control Group ◽  
Depression Prevention ◽  
Self Rated Health ◽  
School Based

Aim: The aim of this study was to investigate the feasibility and cost-utility of a school-based cognitive–behavioral (CB) depression prevention program. Methods: A quasi-experimental trial with an intervention group and a control group, with follow-up measurements obtained at three and 12 months after baseline, was conducted. The setting was six Swedish municipalities. The participants were students in grade 8 (median age: 14). A total of 462 students (79% girls) were allocated to the school-based CB prevention program, and 486 students (46% girls) were allocated to the control group. The school-based CB prevention program, Depression in Swedish Adolescents (DISA), was presented by school health service staff and teachers once per week for 10 weeks. Results: The main outcome measures were self-reported depressive symptoms and self-rated health; the secondary outcome measures were adherence and cost-utility. The intervention group decreased their self-reported depressive symptoms (as measured by the Center for Epidemiological Studies Depression Scale) and improved their self-rated health (as measured by the visual analog scale) at the 12-month follow-up more than the control group ( p < .05). Conclusions: Given the challenges of conducting a study in a complex, everyday school setting with baseline differences between the intervention and control group, it is difficult to make accurate interpretations of the effectiveness of the intervention. However, with these limitations in mind, the results indicate that the DISA program is a feasible school-based prevention program.

Teaching Coping Skills to Depressed Adolescents in High School Settings

1995 ◽  
Vol 12 (4) ◽  
pp. 175-190 ◽  
Author(s):  
Alan Ralph ◽  
Linda Nicholson
Keyword(s):  
Depressive Symptoms ◽  
Treatment Group ◽  
Group Intervention ◽  
Initial Treatment ◽  
Intervention Program ◽  
Self Report ◽  
Control Group ◽  
Intensive Intervention ◽  
School Based ◽  
School Records

The prevalence of depressive symptoms in Year 10 students in two metropolitan high schools, and the implication of a short-term, school-based group intervention to assist students in coping with depression are described. A total of 260 students were screened using a multistage, multimethod procedure that resulted in 16% and 20% of students in each school meeting criteria for depression. Nine students identified as depressed from one school formed an initial treatment group and a matched wait-list control group was formed from students in the second school. Dependent measures included self-report measures of depression and self-concept, teacher ratings of classroom participation and demeanour, and school records of academic performance and absenteeism. Clinical improvements that maintained were noted for just over half of those in the initial treatment group, whereas no such changes occurred in the control group. Differences at follow-up were statistically significant, although not immediately posttreatment. Some improvements were also recorded for participation and demeanour in class. A subsequent, less intensive intervention with 12 students with more severe depressive symptoms from the second school was less effective. The results are discussed in relation to variations in delivery of the intervention program, and the severity and nature of problems experienced by the students who participated in each intervention.

scholarly journals TX Sprouts: A School-Based Cluster Randomized Gardening, Nutrition, and Cooking Intervention: Effects on Obesity, Blood Pressure and Diet

2020 ◽  
Vol 4 (Supplement_2) ◽  
pp. 1296-1296
Author(s):  
Jaimie Davis ◽  
Katie Nikah ◽  
Fiona Asigbee ◽  
Matthew Landry ◽  
Sarvenaz Vandyousefi ◽  
...  
Keyword(s):  
Blood Pressure ◽  
Dietary Intake ◽  
Vegetable Intake ◽  
Intervention Group ◽  
Control Group ◽  
Hispanic Males ◽  
School Based ◽  
Cluster Randomized ◽  
One Year ◽  
Delayed Intervention

Abstract Objectives To assess the effects of a one-year school-based gardening, nutrition, and cooking cluster randomized controlled trial, called TX Sprouts, on dietary intake, obesity markers, and blood pressure. Methods Sixteen schools were randomly assigned to either the TX Sprouts intervention (n = 8 school) or to delayed intervention (n = 8 schools). The intervention arm received: formation/training of Garden Leadership Committees; a 0.25-acre outdoor teaching garden; 18 student lessons including gardening, nutrition, and cooking activities, taught weekly during school hours; and nine parent lessons. The delayed intervention received the same protocol one year later. Primary child outcomes were measured at baseline and after one school year included: changes in dietary intake (fruit and vegetables servings via screener), height, weight, waist circumference, body composition, and blood pressure. Ten multiple imputations and generalized linear mixed models with schools as the random cluster were used to assess differences in changes in primary outcomes between intervention and control groups. Results Of the 4239 eligible students, 3135 (74%) of students consented and completed baseline clinical measures and child surveys. Participants were 47.4% male and average age was 9.2 years. Approximately 64% were Hispanic, and 69% were economically disadvantaged with attendance to TX Sprouts lessons was 95% of the intervention children. Ninety-one % of children completed both pre and post measures. Intervention group compared to control group resulted in increases, mean change (SE), in vegetable intake [+0.33(0.13) vs. 0.03(0.11) serv/d; P = 0.003]. There was a significant race/ethnicity by sex interaction (P = 0.01) for diastolic blood pressure, with Hispanic males in the intervention group compared to Hispanic males in the control group having reductions in diastolic blood pressure [−2.5(1.0) vs. +0.8(1.10) Hg/mm; P = 0.021). There was no effect of the intervention on any of the obesity parameters. Conclusions The TX Sprouts intervention targets the school nutrition environment, and may provide a sustainable approach to increase vegetable intake and reduce blood pressure in low-income, primarily Hispanic children. Funding Sources NIH/NHLBI (1R01HL123865, 2015-2020), Whole Kids Foundation, Home Depot, Sprouts Healthy Communities Foundation.

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