Syfte: Syftet med denna litteraturöversikt var att beskriva aktuell forskning om vilka faktorer som bidrar till bristfällig munvård hos vårdtagare på äldreboenden. Vidare var syftet att beskriva vilka interventioner som har genomförts för att förbättra munvården på äldreboenden samt effekter och erfarenheter av dessa. Metod: Sökningar har genomförts i databaserna Cinahl och PubMed. Artiklar med både kvantitativ och kvalitativ ansats har sökts och sedan kvalitetsgranskats enligt Högskolan Dalarnas modifierade granskningsmallar. Resultat: Faktorer som bidrar till en bristfällig munvård var bland annat; motvilja från vårdtagaren, munvård ansågs som motbjudande av omvårdnadspersonal, låg prioritering av munvård, brist på kunskap om munvård hos omvårdnadspersonal och brist på rutiner för munvård. Interventioner som har genomförts var; utbildning inom munvård för omvårdnadspersonalen, införande av munvårdsrutiner, införande av interventionsprotokoll, omvårdnadspersonal med särskilt ansvar för munvård. Det mest utmärkande av interventionerna var att utbildning gav positiv effekt på vårdtagarnas munhälsa. Slutsats: Vårdtagarnas motvilja var den största bidragande faktorn till att munvård inte utfördes. Ett bättre samarbete mellan äldrevården och tandvården hade varit önskvärt då detta var en del av interventionerna som bidrog till bättre standard i munvården. Regelbunden utbildning samt upprepad utbildning har visat sig vara en positiv intervention som förbättrar munvården hos vårdtagare.

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Research has demonstrated that many children and adolescents exhibiting behavior problems also evidence serious reading problems as well as a low self-efficacy (i.e., belief in their ability) toward reading. The consequences of these problems on both the student (e.g., dropping out of school) and society as a whole (e.g., cost to taxpayers) are serious and, in most cases, preventable. In order to prevent students from dropping out of school and to empower teachers with a method for removing disruptive students from the classroom, many states have implemented alternative education programs. The purpose of this study was to implement an effective reading intervention in a disciplinary alternative school where students were assigned from 20-40 days for infractions such as fighting, threatening others, and excessive office referrals. The design consisted of a series of 26 single-case AB studies. Subjects were ages 12-16 in a mid-sized city in Central Texas. There were 19 males and 7 females. Subjects were mostly of African American and Hispanic backgrounds, and the majority received some form of special education services. Data were analyzed using visual and statistical single case model techniques. Results suggest that an intensive oral reading fluency program can positively impact the oral reading fluency, accuracy, comprehension, self-efficacy toward reading, and social comparison with regard to the reading ability of students placed in a disciplinary alternative education program on a short-term basis.

Thesis (Ph. D.)--University of Missouri--Columbia, 2001. / "May 2001." Typescript. Vita. Includes bibliographical references (leaves 65-70). Also available on the Internet.

Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2002. / Includes bibliographical references.

Why do some groups of people work well together while others do not? It is commonly accepted that effective groups communicate well. Yet one of the biggest roadblocks facing the study of group communication is that it is extremely difficult to capture real-world group interactions and analyze the words people use in a timely manner. This project overcame this limitation in two ways. First, a broader and more systematic study of group processes was conducted by using a computerized text analysis program (Linguistic Inquiry and Word Count) that automatically codes natural language using pre-established rules. Groups that work well together typically exchange more knowledge and establish good social relationships, which is reflected in the way that they use words. The group dynamics of over 500 student discussion groups interacting via group chat were assessed by studying their language use. Second, a language feedback system was built to experimentally test the importance of certain group processes on group satisfaction and performance. It is now possible to provide language feedback by processing natural language dialogue using computerized text analysis in real time. The language feedback system can change the way the group works by providing individualized recommendations. In this way it is possible to manipulate group processes naturalistically. Together these studies provided evidence that important group processes can be detected even using simplistic natural language processing, and preliminary evidence that providing real-time feedback based on the words students use in a group discussion can improve learning by changing how the group works together. / text

The reauthorization of the Individuals with Disabilities Education Improvement Act (IDEIA) in 2004 states that a local education agency (LEA) may use a process that determines whether a child responds to scientific, research-based intervention as part of the evaluation procedures to identify the child as having a specific learning disability and as eligible to receive special education services. One such process that LEAs are using is response to intervention (RTI). Typically, RTI has been conceptualized and implemented as a multitiered prevention and intervention instructional support system for struggling learners. The implementation of RTI requires practitioners’ knowledge and skill in the planning, development, and execution of its innovative, scientifically based research methods. Rogers’s (2003) diffusion of innovation model served as the framework for this study. Rogers’s 5 main steps in the innovation-decision process were examined: (a) knowledge, (b) persuasion, (c) decision, (d) implementation, and (e) confirmation. Through this lens, how the innovation-decision process influences educators and schools to adopt or not adopt multitiered instruction defined as RTI was examined. The study explored whether practitioners did adopt RTI; whether all 5 stages were implemented by the educators; and, if so, whether they were sequenced. The study also examined whether adoption occurred and all aspects of RTI were being adhered to. Despite an abundance of research and writings on the pedagogical implications related to RTI, largely due to recent federal policy, there is a paucity of research on RTI regarding the organizational complexity related to implementing RTI. This lack of inquiry of organizational processes and effects of RTI affects both general and special educators, and consequently students of all ages. / text

Natural disasters can have a devastating impact on the social and emotional well-being of children and adolescents (Garrett et al., 2007; Kataoka, Rowan, & Hoagwood, 2009; Walsh, 2007). Exposure to disasters puts young people at risk for a number of stressors such as displacement from their homes, loss of friends, family, home and community (Abigail Gewirtz, Forgatch, & Wieling, 2008; La Greca & Silverman, 2010). They are also at a higher risk for future mental health issues related to the event including anxiety and depressive disorders (Jaycox; et al., 2010; Sapienza & Masten, 2011). While there are many interventions that address mental health symptoms, there is a gap in widely accessible prevention programming for mitigation of future mental health issues for young people affected by a disaster (Silverman et al., 2008). To address the gap in services this dissertation sought to examine the efficacy of an intervention, the Journey of Hope (JoH), an eight-session school based model designed to be delivered to the aggregate of children and adolescents affected by disasters. This three article dissertation presents the JoH through: (1) a conceptual description of the intervention; (2) a quasi-experimental waitlist control study and; (3) a qualitative case study. Findings from the quantitative and qualitative studies indicate that after participation in the JoH, participants had an increase in protective factors such as positive coping skills, pro-social behaviors, and affect regulation. The qualitative case study also indicated that children learned about disaster related issues such as grief, anger, and peer victimization. Future research should examine the longitudinal impact of the intervention through larger samples, different geographical and cultural contexts, and with sensitive measurement instruments. / text

The effective encoding and interpretation of facial expressions is critical to inferring the intentions, motivation, and emotional state of others. Asperger syndrome (AS) is a pervasive, neurodevelopmental condition characterized by significant deficits in social interaction, impaired use of language, and stereotyped interests and activities. Deficient encoding and interpretation of facial expressions is likely related to the social difficulties experienced by those with AS. A video-based intervention administered via Internet is proposed for young children with AS. This research hopes to clarify the questions (1) are young children with AS able to interpret simple emotions and (2) can they learn the skills necessary to interpret complex emotions. Data will be analyzed using multivariate analysis of covariance. / text

Syfte och frågeställningar: Studiens syfte är att undersöka om det är möjligt att höja motivationen hos ungdomsfotbollsspelare med hjälp av olika interventionsmetoder i träningen. Två olika frågeställningar har använts för att besvara studiens syfte. Nämligen (1) Sker det någon förändring i motivation under en fem veckornas period där tränaren försöker påverka autonomi, kompetens och tillhörighet? (2) Vilka förändringar i träningen verkar ha störst påverkan för att höja motivationen? Metod: I studien deltog 8 pojkfotbollsspelare födda 2000. Spelarna har deltagit i fotbollen minst 2 år och den som varit aktiv längst har spelat 7 år. Vetenskapliga artiklar har legat till grund för interventionsmetoderna i träningen. Interventionsmetoderna var till för att försöka påverka spelarnas känsla av autonomi, kompetens och tillhörighet. Studien använder sig av både en kvantitativ och en kvalitativ analys. Den kvantitativa delen består av enkätfrågor i form av Sports Motivation Scale – 6 (SMS6). Enkäten mäter motivationen hos spelarna enligt self-determination theory (SDT). Den kvalitativa delen av studien är intervjuer med de deltagande spelarna. Intervjuerna var semistrukturerade. Resultat: Resultatet av studien visar att spelarna skattade sig högre inom alla kategorier utom amotivation. Dock så är ingen av kategorierna tillräckligt signifikanta för att visa på tydliga samband. Wilcoxon Matched Pair Test visar p-värdet för resultaten är för högt (p>0,05). Den intervention som anses påverkat resultatet mest vara att känslan av kompetensen har ökat. Det verkar framförallt vara den mer strukturerad träningen som varit med och påverkat.  Slutsats: En förklaring av de uppkomna resultaten är att en mer planerad och strukturerad träning leder till förbättrad kvalitet på träning. Bättre struktur leder till att mer tid läggs på fotbollen och mindre tid på andra saker. Något annat som var mycket uppskattat var att övningarna var mer aktiva och spelinriktade än tidigare. Slutsatsen är att mer autonomitillfällen och mer positiv feedback leder till att spelarna känner sig mer inre motiverade. Känslan av att få vara med och bestämma tillsammans med att känna sig kompetent med det man gör leder till att spelaren upplever egen utveckling. En problematik med resultatet är att tävlingsmomenten kan ha bidragit till att yttre faktorer, exempelvis jämförelse med andra har blivit viktigare för spelarna. Vid vidare studier behövs flera mätinstrument för att ta reda på den egna uppfattade kompetensen.