The purpose of this study was to identify what high school principals indicate are effective strategies and interventions to reduce chronic student absenteeism. Research has shown chronic student absenteeism is highest among high school students (Stronge and Associates, 2019; U.S. Department of Education, n.d.), and effects may include low academic achievement, possible high school dropout, and poor outcomes in adulthood (Elias, 2019; Ready, 2010; Stronge and Associates, 2019; Virginia Department of Education [VDOE], n.d.). Chronic student absenteeism is one measure of school performance in Virginia and therefore, a responsibility of the school principal to monitor, maintain, or improve (VDOE, n.d). This study sought to answer the following research questions: 1. What strategies and interventions do high school principals indicate they utilize and implement to reduce chronic student absenteeism? 2. What are the perceptions of high school principals regarding the effectiveness of strategies and interventions they utilized and implemented in order to reduce chronic student absenteeism? This study included a survey of 8 Virginia high school principals whose school experienced a reduced rate of chronic absenteeism between 2016-2017, 2017-2018, and 2018- 2019. The Virginia Department of Education (VDOE) reported chronic absenteeism as a measure of school accountability beginning in 2016. Additionally, this study included semi-structured interviews with 3 of the high school principals. The survey and interview questions aimed to determine various strategies and interventions high school principals implement to reduce chronic student absenteeism, along with the effectiveness of each. Principals in this study reported communication, involving school stakeholders, creating a positive school culture, and utilizing accountability practices as means to reduce chronic student absenteeism. Principals perceived communication and engaging instruction to be effective strategies or interventions utilized in order to reduce chronic student absenteeism, while data collection and management were considered to be least effective. The study suggests principals could engage in those practices perceived as effective in reducing chronic student absenteeism, but also school divisions could provide job embedded professional development to enhance the knowledge and skills of principals related to the topic. / Doctor of Education / The purpose of this study was to identify what high school principals indicate are effective strategies and interventions to reduce chronic student absenteeism. This study also explored how effective principals perceived each strategy or intervention was in regard to reducing chronic student absenteeism. The study included Virginia high school principals whose school experienced a reduced rate of chronic student absenteeism between 2016-2017, 2017- 2018, and 2018-2019. Principals participated in a survey and individual interview; the survey and interview instruments were designed by the researcher (see Appendix G and Appendix H). The study results indicated high school principals are utilizing communication as a strategy or intervention to reduce chronic student absenteeism. Additionally, principals also reported involving various school stakeholders, creating a positive school culture, and utilizing accountability practices in order to reduce chronic student absenteeism. Principals perceived communication and engaging instruction to be effective strategies or interventions, while data collection and management was perceived to be least effective. Future actions could include principals' continued efforts to engage families in practices to reduce chronic absenteeism. Principals could also monitor and support teacher instruction for student engagement. Additional implications and future research to decrease chronic student absenteeism are shared.

Positive Behavioral Interventions and Supports (PBIS) frameworks, formerly known as effective school-wide discipline, started in 2005 as a State initiative to help raise student achievement by addressing the overlapping relationship between classroom conduct and academic achievement (Virginia Department of Education, 2009, superintendent's message). Positive Behavioral Interventions and Supports implemented as part of the effective school-wide discipline practices in the Commonwealth of Virginia are seeing strong reductions in referrals and student exclusions/suspensions from school (Ciolfi, Shin, and Harris, 2011). Over 90,500 individual students were suspended or expelled from a Virginia school in 2010-2011; many of them more than once (2011 p.1). As paradigms switch from reactionary to prevention, school-wide approaches to discipline utilizing Positive Behavioral Interventions and Supports are becoming more frequently used as a tool to reduce the number of office discipline referrals (ODR) and to keep students in class. Since the state has now 223 schools supporting the PBIS framework from 43 different school divisions, a study of the principles and practices of the most successful high school implementations could help high schools which are struggling with managing student conduct issues. By providing a compilation of those principles and practices that school leaders utilized to implement a highly effective Positive Behavioral Intervention Process, schools could focus on them to more successfully incorporate Positive Behavioral Interventions and Supports frameworks in their high schools. Three questions guided the work for this study. First, were there specific principles that the high schools using Positive Behavioral Interventions and Supports operated by to successfully implement and reduce office discipline referrals? Secondly, were there certain practices that these high schools also employed which garnered success? Lastly, what artifacts could the successful schools provide demonstrating their successful implementation of Positive Behavioral Interventions and Supports framework that would provide benefit to beginning or struggling high schools implementing Positive Behavioral Interventions and Supports? A qualitative study was used utilizing the grounded theory method and cross school comparisons of data. Interviewing superintendent-designated leaders from nine high schools that reduced office discipline referrals (ODR), uncovered the principles and practices common to the successful high schools employing Positive Behavioral Interventions and Supports. There were twelve interviews: three group interviews with 2 respondents each and nine individual interviews. The twelve interviews involved 15 people: • four division-level personnel: three were division leaders who were also PBIS Division Coaches and one who was titled PBIS Division Coordinator • eight school administrators (five principals and three assistant principals) • three teachers who also were designated as PBIS School Coaches No interviewee designated by the superintendent refused to be interviewed. Reviews of the data collected were analyzed across all divisions to report these principles and practices. These principles and practices could be shared with new high schools to consider prior to Positive Behavioral Interventions and Supports framework programs being implemented. As more high schools employ Positive Behavioral Interventions and Supports and are studied regarding reducing the number of office discipline referrals, the Commonwealth of Virginia's Department of Education can utilize these longitudinal data to craft more effective support for the programs across the Commonwealth of Virginia. All data were extracted from the recordings and then charted for common elements. Three principles emerged that led to the theoretical propositions those high schools that reduced ODR had: 1. PBIS Leaders who created a minimal set of school-wide rules. 2. PBIS leaders who believed improving school climate for staff learners improved student behaviors. 3. PBIS leaders who asserted that all school staff must be consistent with application of rules. Additionally the data reviewed were analyzed and the researcher discovered that high schools that reduce office discipline referrals (ODR) have common practices where: 1. PBIS leaders recognized positive behaviors and defined the expectations to the school. 2. PBIS leaders involved other learning community members and empowered students. 3. PBIS leaders analyzed and disaggregated data to inform their procedures. 4. PBIS leaders trained staff members and promoted school expectations. Additionally the data collected from the 12 interviews had respondents stating the single greatest obstacle that they encountered while implementing PBIS to reduce ODR which led to more implications for practice. Thus, the following lists the top obstacles that all respondents referred to in their interviews: 1. Nine interviews had respondents who listed the top obstacle as establishing consistency in both staff participation and rule application. 2. Six interviews also had respondents that listed finding time to implement PBIS strategies and interventions was their greatest obstacle. 3. One interview had a respondent who also stated finding funding was his main obstacle. Providing these data enabled high schools interested in implementing PBIS to be aware of these obstacles so those schools may avoid the pitfalls encountered as high schools employed PBIS frameworks to reduce ODR. However, all twelve interviews were noted with success stories that respondents felt were directly related to their reduction of ODR. 1. Six interviews had respondents that reported enhanced relationships between students, teachers, and administrators (within the school). 2. Seven interviews had participants that described how student successes enhanced school pride and school promotion. 3. Three interviews had respondents that discussed the improved relationships with community partners and parents. / Ed. D.

No / Findings from surveys of qualified social work practitioners and students indicate a need for social work education and practice to focus attention both on the importance of religious and spiritual beliefs in the lives of many service users and on the potential usefulness of religious and spiritual interventions. In this British study, undertaken in 2003 and 2004, students were less likely than their qualified colleagues to consider religious or spiritually sensitive interventions as appropriate. Attitudes varied little between those students who held religious beliefs and those who did not, but Muslim students and qualified social workers were more likely to view these types of interventions as appropriate. The authors conclude that there is a clear need for all social work practitioners and educators to give greater priority to exploring the potential significance of religious and spiritual beliefs in their training, in their professional practice and in the lives and perspectives of service users and colleagues. Social workers need to be able to respond appropriately to the needs of all service users, including those for whom religious and spiritual beliefs are crucial. `Culturally competent¿ practice depends, amongst other things, on an understanding and appreciation of the impact of faith and belief.

Chronic absenteeism is a growing concern nationwide. Millions of students are absent from school, with the number summing to one month's worth of absences per student per year. As a result of Every Student Succeed Act (ESSA), many states have included chronic absenteeism as part of their school quality indicator. For the 2018-2019 school year, attendance was included in standards of accreditation. Reducing chronic absenteeism has long been a goal for many public principals at each grade level nationwide. The purpose of this study was to identify what interventions and strategies principals were implementing to decrease chronic absenteeism. This study further identified principals' perceptions of the interventions and strategies with the greatest and least effect on decreasing chronic absenteeism. A qualitative research design was used with semi-structured interviews to determine principals' perceptions of interventions and strategies to decrease chronic absenteeism. Participants were principals from secondary schools in one urban school district, located in the Southeastern region of Virginia. Findings from the research revealed that principals in this district are implementing interventions and strategies that include: positive behavioral interventions and supports, parent contacts, community partnerships, district supports, and professional development to decrease chronic absenteeism. The findings also suggested that interventions and strategies that help build relationships between the school, students, and parents are being most effective in decreasing chronic absenteeism in this district. Implications for continued decrease in chronic absenteeism at all level of practice are recommended and suggestions for future research / Doctor of Education / The purpose of this study was to identify what interventions and strategies principals were implementing to decrease chronic absenteeism. This study further identified principals' perceptions of the interventions and strategies with the greatest and least effect on decreasing chronic absenteeism. The study included principals from secondary schools in one urban school district, located in the Southeastern region of Virginia. Principals were interviewed using interview questions designed by the researcher (see Appendix E). The research findings identified principals are implementing positive behavior interventions and supports in their schools to decrease chronic absenteeism. They are also implementing parent contacts, community partnerships, district supports, and professional development. The interventions and strategies principals find most effective in decreasing chronic absenteeism are interventions and strategies that help build relationships with students and parents. Future interventions and strategies should include additional efforts to contact parents, an increase in staff to make home visits and students being able to recover or buy back time lost from school due to absenteeism. Implications for practice in the continued decrease of chronic absenteeism are recommended, as well as suggestions for future research.

Lack of physical activity is a major problem contributing to diseases and poor health. Nowadays, mobile fitness apps serve in important roles in encouraging and facilitating people to do more physical exercise. Many apps focus primarily on individual behavioral strategies, such as displaying individual steps to encourage physical activity. Such strategies help evoke one's internal motivation such as peer recognition and competition achievement. However, such apps usually de-emphasize or ignore interpersonal behavioral strategies, such as team rank. And group-based strategies are very important in aspects such as peer recognition and can facilitate more physical activity. This research explores the design strategies of group-based dynamic approaches for encouraging physical activity in small-size groups. The development effort takes into account the different roles of mobile devices and laptops and the evaluation explored the effectiveness of the design. / Master of Science / Lack of physical activity is a major problem contributing to diseases and poor health. Nowadays, mobile fitness apps like Fitbit and Runkeeper help encourage people to exercise. Many apps focus primarily on things like steps for each person. However, this research shifts the focus to small team goals and motivations, such as team rank and team progress toward an overall goal. This research explores ways to get people motivated through showing them information on their mobile phone or a web site. Several different visual displays were created and evaluated.

Seeing wildlife in our Nation's parks is often a highlight of many visitors' trips, but close range human - wildlife interactions can have negative consequences for both wildlife and people. The purpose of this study was to evaluate the effectiveness of two interventions (fear and moral appeals) designed to reduce the feeding of deer by visitors in Shenandoah National Park by measuring changes in visitor attitudes and behavior. The study was conducted from July - September 1999 in a campground and picnic area, by placing the interventions (a small sign) on all picnic tables. Visitor attitudes and beliefs about the different components of the fear and moral appeal interventions were assessed by conducting surveys of campers under each experimental condition (control, moral appeal, and fear appeal). The impact of the interventions on behavior was tested in the picnic area by observing the responses of visitors to deer that frequently begged for food. Under current Park intervention conditions, visitors generally believe that feeding deer is not healthy for the deer. They have considerably less knowledge about potential threats to themselves from feeding deer. The fear appeal significantly changed attitudes about the risks to people (ANOVA, p=0.001). Under control conditions the majority (63%) of groups picnicking fed deer. Although the fear appeal produced an attitude change, it did not reduce feeding behavior by visitors (39% fed) as much as the moral appeal did (25% fed). The conflicting results between attitude and behavior change strongly suggest that researchers need to measure behavior and not just attitudes. / Master of Science

The impact of Computerized Physician Order Entry (CPOE) on the dependent variables of medication-order compliance and time to first dose of antibiotic was investigated in this quasi-experimental study of a naturally-occurring CPOE intervention. The impact of CPOE on compliance and time to first dose was assessed by comparing measures of these variables from the intervention site and a non-equivalent control before and during intervention phases. Medication orders placed using CPOE were significantly more compliant than paper-based medication orders (p<.001), and first doses of antibiotic ordered using CPOE were delivered significantly faster than antibiotic orders placed using the paper-based system (p<.001). Findings support previous research indicating the positive impact of CPOE on patient safety as well as justify and enable future interventions to increase CPOE adoption and use among physicians. Additionally, data collected in this study will be used to provide behavior-based feedback to physicians as part of CPOE adoption and use intervention strategies to be explored in the forthcoming research. / Master of Science

This research investigates factors that influence severity of speed-related crashes on mainline roadway segments, with a particular emphasis on comparing single-vehicle and multiple-vehicle incidents and distinguishing between crashes involving legal speed limit violations and those exceeding the maximum safe travel speed as determined by law enforcement. Additionally, it examines significant factors related to classifying a crash as exceeding the maximum safe travel speed. Using crash data from the Traffic Records Electronic Data System (TREDS) for Virginia for 2023, the research employs both Ordinal and Nominal Logistic Regression models for analysis. The findings reveal that higher vehicle speeds before a crash significantly increase crash severity level across all scenarios. Rain and snow/sleet weather conditions exhibit significant impacts on crash outcomes, with adverse conditions often leading to increased severity levels. Roadway characteristics in terms of presence of medians and road surface conditions, are also found to be significant, as are. the driver-related factors of age, safety equipment used, EMS transport after the crash, and vehicle type. The study's comparative analysis between single and multiple vehicles speeding crashes, as well as speeding beyond legal limits and exceeding maximum safe travel speed highlights the contextual differences in crash severity determinants. The findings on classifying crashes as exceeding maximum safe travel speed highlight conditions that influence this designation as well as factors that can lead to inconsistencies in that classification. For example, environmental conditions like rain or snow, certain crash types, and work zone crashes may result in subjective assessments rather than objective determinations. The research offers valuable insights for informing targeted road safety strategies within the Safe System framework – targeted at reducing the severity of speed-related crashes for mainline road segments. The findings support implementing comprehensive strategies that address the complex interplay of speed, road conditions, vehicle characteristics, and driver factors in mitigating crash severity. / Master of Science / This research explores how speeding affects the severity of car crashes, seeking to understand why some accidents are more dangerous than others. By analyzing crash data from Virginia in 2023, the study looks at different types of crash scenarios – those involving just one vehicle and those involving multiple vehicles – and examines how factors like weather, road conditions, vehicle and driver characteristics contribute to the seriousness of these crashes. The research compares crashes where drivers exceed the legal speed limit with those where they drive faster than is safe under the given road conditions. Additionally, it investigates key factors that potentially influence law enforcement at the scene to designate that a crash involves a driver exceeding the safest speed for road and traffic conditions. The findings show that driving at higher speeds before a crash significantly increases the chances of severe injuries or fatalities. The study indicates how weather conditions, design characteristics of roads, or the condition of the road surface, impact crash severity. Driver age and whether drivers were under the influence of alcohol or drugs, and whether vehicle safety equipment like seatbelts were used, are significant in determining the severity of a crash. The findings on classifying crashes as exceeding maximum safe travel speed highlight conditions that influence this designation as well as factors that can lead to inconsistencies in that classification. This research is important because it provides insights for improving road safety.

Mémoire numérisé par la Direction des bibliothèques de l'Université de Montréal. / Le présent mémoire porte sur l'étude des programmes d'alimentation en milieu scolaire, une intervention qui a été adoptée dans plusieurs pays pour contrer les effets de la pauvreté chez les enfants. Les mesures alimentaires du programme en place sur l'île de Montréal ont fait l'objet d'une évaluation. Ces mesures instaurées à l'automne 1991 comprennent: des lunchs offerts à prix modiques pour les enfants dont le revenu familial est faible et des collations supplémentaires offertes notamment aux enfants inscrits aux séances d'études après les heures de classes. Le but de l'étude est d'évaluer l'impact des mesures alimentaires sur les apports nutritionnels des écoliers. L'hypothèse sous-tendant l'étude est que les mesures alimentaires permettent d'améliorer les apports en nutriments des écoliers présentant des apports inadéquats. Les nutriments les plus fréquemment déficients dans cet échantillon d'élèves sont les vitamines A et D, la folacine, le calcium, le fer et le zinc. L'apport alimentaire a été mesuré à l'aide de trois rappels alimentaires de 24 heures non consécutifs au pré-test et au post-test. Ces apports ont ensuite été exprimés en proportion des recommandations nutritionnelles. Le poids corporel et la taille des écoliers ont été mesurés une fois au pré-test et au post-test. L'apport alimentaire d'écoliers, mesuré avant l'implantation du programme (groupe PRE-TEST) est comparé aux données recueillies chez les mêmes sujets après deux années d'intervention (groupe POST-TEST[SUJETS]), et à un groupe d'écoliers du même âge que le groupe d'enfants au pré-test (groupe POST-TEST[ÂGE]). Pour l’évaluation du programme de lunchs, les écoliers étaient divisés en deux groupes: les participants et les non-participants, ils étaient sélectionnés selon leur participation ou non au programme de lunchs. Dans nos échantillons, un plus grand nombre d'enfants avait un poids corporel se retrouvant dans les limites supérieures que dans les limites inférieures lorsque comparées à des valeurs de référence. Ceci laisse supposer que l'alimentation de ces écoliers se caractériserait par un déficit qualitatif plutôt que quantitatif. En général, les nouvelles mesures alimentaires améliorent les apports en fer chez les deux groupes de sujets. De plus, le nombre d'enfants à risque d'apports inadéquats en fer et en folacine est considérablement réduit dans le groupe POST-TEST[AGE]. Les écoliers participant au programme de lunchs ont vu leur apport de calcium et de vitamine D (%ANR) augmenter significativement après l'implantation des mesures alimentaires, alors que les apports des non-participants ont diminué. Par contre, tes lunchs scolaires fournissent aux enfants moins du tiers des apports nutritionnels recommandés quotidiennement pour plusieurs nutriments, notamment en vitamine A, en calcium, en fer et en zinc particulièrement pour les enfants plus âgés. L'apport énergétique aux collations n'a pas augmenté au post-test alors que la qualité nutritionnelle des collations s'est légèrement améliorée, notamment en zinc, chez les deux groupes du post-test. En dépit de ces améliorations, la contribution des collations à rapport nutritionnel quotidien est insuffisante pour influencer significativement les apports globaux. Les nouvelles mesures alimentaires permettent d'améliorer les apports de certains nutriments. Cependant, le contenu nutritionnel des lunchs et des collations devrait être amélioré particulièrement lorsque ces repas sont destinés aux enfants plus âgés, lesquels ont des besoins accrus et présentent plus de risques d'apports inadéquats.

Substance use is characterized by use of licit and illicit substances, paired with adverse consequences. Substance use and abuse are major concerns among the adolescent population. Some of the most popular substances used among adolescents include alcohol and marijuana. Adolescents who use substances have often demonstrated risky behaviors. These risky behaviors include delinquency and antisocial behaviors, such as decreased commitment to school, burglary, and theft. Behaviors such as unprotected sexual intercourse while under the influence of substances places the adolescent at risk for pregnancy and STis. Adolescents may develop depressive symptoms related to substance use, as well as attempt to commit suicide while using substances when feeling sad. Effective nursing interventions are needed to target these adolescents and prevent or cease substance use. The purpose of this integrated literature review was to explore current nursing interventions for adolescent substance use. Another aim was to determine the need for improvement on these interventions or the need for a new action plan. Findings showed that brief motivational interviewing is an effective intervention method for adolescent substance use. The advantage to brief motivational interviewing is - that it is non-confrontational, short in duration, promotes reduced substance use, and leads to complete cessation. With the use of evidence-based interventions, nurses and other health care providers can take part 1~ early preveritioh and cessation of adolescent substance use.