During the last decade, the number of children diagnosed with Autism Spectrum Disorders (ASD) has increased and more and more children with ASD are educated in inclusive classrooms. Although their inclusion can have several benefits, teachers face some challenges. The main reason is these students’ problem behavior or lack of a desirable behavior. The aim of this systematic literature review was to analyze interventions for behavior management of students with ASD, since the ratification of Salamanca Statement and Framework for Action (UNESCO, 1994), in inclusive preschool and primary school classrooms. The aim was also to examine the outcomes of these interventions. Four databases were searched and nine articles were included for data extraction. Results indicated the implementation of different interventions such as function-based interventions, peer support, visual cue cards, structured teaching with graduated guidance, social stories and social scripts. The target behavior was principally assessed through Functional Behavioral Assessment (FBA) or it was not assessed at all. Some interventions were provided by the researcher or the teacher only, some were provided by different people in different phases and some were provided by two or more people together. Interventions’ goals were to decrease problem behavior, to increase desirable behavior and both to decrease problem behavior and to increase desirable behavior. It was observed that all interventions reached their goals, even though at a low level in some cases. In conclusion, this literature review provided a summary of interventions and their outcomes for behavior management of students with ASD in inclusive classrooms with a further purpose to help the teachers identify the strategies most useful for their classroom.

During the past few years, mainstream education has become more and more inclusive all over the world. This fact calls for effective teaching methods, supporting the participation and learning of all the students in a class. Such methods are the ones that occupy peer-mediated learning and methods related to them. This study aims to investigate strategies of interventions involving peer-mediated learning between children in need of special educational support and typically developing children 3-12 years of age and their effects on them. In order to achieve that, a systematic literature review was conducted, for which five databases were researched. Eight articles came up, each describing a different strategy occupying peer-mediated learning or a strategy related to it, which had multiple benefits for the participating children on engagement, social and cognitive level. Further research is needed, though, to address the gaps in literature.

Heroinberoende har en hög dödlighet och innebär stora kostnader för samhället, och den mest förekommande och effektiva behandlingen är läkemedelsassisterad behandling (LAB). Studiens syfte var att studera LAB vid heroinberoende ur ett omvårdnadsperspektiv. Omvårdnadsteorin som applicerades var ”Tidvattenmodellen” vars filosofi grundar sig på att det finns psykiska behov, att omvårdnad kan vara ett sätt att möta dessa behov, att människan redan har lösningen på sina livsproblem och att omvårdnad handlar om att ta fram dessa lösningar. En systematisk litteraturstudie gjordes. Resultatet baseras på tio kvantitativa artiklar och presenteras med tre teman: Bakgrundsfaktorernas roll, Personcentrerad omvårdnad och Accepterande omvårdnad. Olika bakgrundsfaktorer påverkar deltagande och fullföljande av behandlingen, så som att ha ett arbete samt civilstatus. För ett positivt resultat av LAB är det viktigt med en personcentrerad omvårdnad som erbjuder ett socialt stöd. För att öka deltagandet, och därmed tillgången till omvårdnad, måste behandlingens krav sänkas och omfattas av en högre acceptansnivå. I framtiden behövs det en bredare forskning gällande omvårdande insatser vid LAB samt diskussioner för att utforma en så säker vård som möjligt. / Heroin addiction has a high mortality and implies high costs to society, and the most common and effective treatment is maintenance treatment (MT). The study's aim was to study MT during a heroin addiction from a nursing perspective. The nursing theory applied was “The Tidal Model” whose philosophy is based on the existence of psychological needs, that nursing can be a way to meet those needs, that humans already have the solution to their problems of life and that nursing is about to develop these solutions. A literature review was made. The result is based on ten quantitative articles and presents three themes: The Meaning of Background Factors, Person-centered Care and Nursing Acceptance. Different background factors affect participation and retention in treatment, for example to have a job or the marital status. To get a positive outcome of the MT it is important with a person-centered care that provides a social support. To increase participation, and therefore the access to care, treatment policy must be lowered and have a higher level of acceptance. In the future we need comprehensive research on nursing during MT and discussions to design the safest care possible.

The early onset of externalizing behaviour problems (EBP) is associated with negative outcomes later in life, such as poor mental health, substance use, crime, and unemployment. Some children also develop conduct disorder (CD), entailing a high disease and economic burden for both individuals and society. Most studies on the effectiveness and cost-effectiveness of parenting interventions targeting EBP among children have evaluated selective or indicated preventive interventions, or treatment strategies. Evidence on the effectiveness of universally delivered parenting programmes is controversial, partly due to methodological difficulties. The overall aim of this thesis was to 1) address the methodological challenges of evaluating universal parenting programmes, and to 2) employ different health economic methods to evaluate parenting interventions for EBP and CD in children. Study I indicated that offering low intensity levels of Triple P universally, with limited intervention attendance, does not result in improved outcomes, and may not be a worthwhile use of public resources. Study II showed that using the distribution of an outcome variable makes it possible to estimate the impact of public health interventions at the population level. Study III supports offering bibliotherapy to initially target CP in children, whereas Comet could be offered to achieve greater effects based on decision-makers’ willingness to make larger investments. Cope could be offered when targeting symptom improvement, rather than clinical caseness. The economic decision model in Study IV demonstrated that Triple P for the treatment of CD appears to represent good value for money, when delivered in a Group format, but less likely, when delivered in an Individual format. To reduce the burden of mental health problems in childhood, cost-effective and evidence-based interventions should be provided on a continuum from prevention through early intervention to treatment. We believe our results can assist decision-makers in resource allocation to this field.

This study investigates the prevalence of peri-operative anxiety and the effective management of intra-operative anxiety during awake surgery. Plastic and vascular surgical patients were selected for the study as many procedures performed within these specialities are performed under local or regional anaesthesia. The study consists of two distinct stages. The first stage was a postal survey of patients (n=213) who had undergone awake plastic, renal access or carotid surgery up to two weeks previously, in order to determine retrospectively the prevalence of peri-operative anxiety. The second stage of the study was a randomised controlled trial of interventions for the effective management of intra-operative anxiety in patients (n=128) having undergone the same surgical procedures described in stage one. The interventions tested in stage two were handholding and an anxiety management package involving a relaxation technique and a procedural information leaflet, against a 'usual care' control. The findings from stage one of the study suggest that peri-operative anxiety prevalence is low, although unacceptable levels of anxiety are seen to elevate during the intra-operative phase. The RCT in stage two demonstrated that intra-operative anxiety was no more effectively managed by the interventions tested than by usual care alone. The validity and reliability of retrospective anxiety measurement was investigated by comparing anxiety scores from stage one with contemporaneous and post-hoc anxiety scores from stage two and found to be an accurate measure of anxiety experienced at the time of the event.

Introduktion: Ångest inför operation är vanligt och kan bero på rädsla för operationen, smärta, att vakna upp under anestesin och döden. Ångesten är påfrestande för patienten och kan leda till olika postoperativa komplikationer. För att lindra preoperativ ångest används oftast lugnande läkemedel och information till patienten. Syfte: Syftet med denna litteraturstudie är att undersöka om det finns omvårdnadsåtgärder som har god effekt vid preoperativ ångest, vilket skulle kunna ge möjligheter att individanpassa vården. Metod: En litteraturstudie där vetenskapliga artiklar söktes i databaserna PubMed och CINAHL. 23 artiklar publicerade från år 2000 och framåt och som svarade mot syftet valdes ut och granskades. Resultat: Resultatet i denna litteraturstudie visar på att det finns flera omvårdnadsåtgärder som har god effekt vid preoperativ ångest. Dessa är utökad information, musik, akupressur, akupunktur och aromaterapi. Det framkom även i flera studier att de med högre preoperativ ångest fick bättre effekt av interventionerna. Slutsats: Denna studie visar att utökad information, musik, akupressur, akupunktur och aromaterapi är omvårdnadsåtgärder som med god effekt kan minska preoperativ ångest. Av dessa är utökad information och musik lättast att individanpassa och implementera i vården. Det visade sig även att patienter med högre ångest fick bäst ångestdämpande effekt och det gör att en viktig del i sjuksköterskans preoperativa bedömning blir att identifiera varje individs ångestnivå och behov. / Introduction: Anxiety before surgery is common and can be caused by a fear of the surgery, fear of pain, fear of waking up during the anaesthetic; and fear of dying. Anxiety is demanding for the patient and can lead to different postoperative complications. Treatment for preoperative anxiety is normaly information about the procceduer and sedative drugs. Aim: The aim of this study is to examine if there are nursing interventions with good effects on preoperative anxiety, which could make it possible to personalize healthcare. Method: A litterature review where articles have been found using databeses such as PubMed and CINAHL. 23 articles published after year 2000 corresponding with our aim were selected and scrutinized. Result: The result of this litterature review indicates that there are several nursing interventions that are effective in preoperative anxiety. These are enhanced information, music, acupressure, acupuncture and aromatherapy. Several studies also indicated that patients with higher preoperative anxiety had a better efficacy of the interventions. Conclusion: This study indicates that enhanced information, music, acupressure, acupuncture and aromatherapy are nursing interventions which with good efficacy can lower preoperative anxiety. Of these are enhanced information and music easiest to personalize and implement in healthcare. The study also indicate that patients with higher preoperative anxiety had the best anxiolytic effect. That makes it important for nurses to identify each indivdual’s anxiety level and needs during the preoperative assessment of the patient.

Social Stories™ are one of the most commonly-used interventions for children with autism (Green et al., 2006; Hess, Morrier, Heflin, & Ivey, 2008; Stahmer, Collings, & Palinkas, 2005). While there is a rapidly-growing literature base of Social Stories research, much of the work has focused on student behavior in special education resource settings; the current study examines the use of Social Stories with students in inclusive general education settings. Six students diagnosed with autism spectrum disorders participated and behaviors that occurred in the general education classroom were selected as targets. Pre-service teachers, autism resource teachers, and a paraprofessional were trained to implement the intervention. Social Stories were presented on a personal computer for 5 of 6 participants; the 6th participant’s Social Story was presented in a bound book. Participants were observed in their general education classrooms during 30 min data collection sessions. A multiple baseline across participants design was used. For 3 participants, an alternating treatments design was also used, which examined 2 viii conditions: an Immediate condition in which classroom probes were conducted immediately following Social Stories intervention sessions, and a Delay condition in which a time delay of at least 3.5 hrs was presented between intervention and observation sessions. Results of the Immediate vs. Delay conditions show no conclusive effects of one condition over the other. Overall, results indicate improvements in target behaviors for 5 of 6 participants. Peer comparison data indicate that participants who showed improvement in their behavior performed the target skills at levels comparable to classmates without disabilities. Treatment fidelity data indicate that pre-service teachers were able to accurately implement the intervention over the course of the study. Social validity questionnaires were distributed to in-service and pre-service teachers, who rated the intervention as acceptable and feasible within the classroom setting. Implications for practice and future research directions are discussed. / text

Mands, of which requesting and rejecting responses are considered subclasses, are the first emerging communication functions that allow children to express their wants and needs. While typically developing children develop speech without specifically designed intervention, many children with autism and developmental disabilities are likely to rely on prelinguistic communication forms that are socially and developmentally inappropriate or unacceptable until symbolic forms of functional communication are taught. A review of the literature on teaching mands indicates that although there is an abundance of research addressing teaching communicative requesting behaviors, rarely have studies attempted to teach communicative rejecting. The purpose of this study was to create rejecting opportunities using the wrong-item format embedded into the missing item format, and to teach socially appropriate rejecting response using AAC for four children with autism and developmental disabilities. This study employed a multiple probe design across four participants to examine the effectiveness of the procedure. Results indicated that the wrong-item format embedded into the missing-item format was effective in teaching symbolic forms of rejecting responses using VOCAs and PECS. The results were generalized across two untrained activities and were maintained up to four weeks following the termination of generalization probes for three participants. The implications and limitations of this study, as well as potential topics for future research are also discussed. / text

Civil wars have become more prevalent in modern times and present unique challenges to conflict resolution. Third parties often intervene in civil wars attempting to insure that peace is imposed and will persist. However, the impact of third parties on intrastate conflicts remains incomplete. The civil conflict literature does not sufficiently distinguish how third parties promote peaceful outcomes during a peacekeeping operation and why a state remains stable after the peacekeepers leave. By examining data on third party interventions from 1946-2006 and individually examining the case of Sierra Leone, this research concludes that peacekeeping missions promoting transparency, credible information sharing, and strong signals of commitment present the best possibilities for peace during and after the mission. Analysis from empirical tests and case study support that peacekeeping missions are most effective when they allow for credible and reliable communication between domestic adversaries. Ultimately, third parties must promote a political solution between rebel and government factions in civil wars so that peaceful methods of dispute resolution are promoted in the absence of a third party preventing the recurrence of war.

This mixed methods study investigates the influence of student characteristics and institutional support services and interventions on graduation rates. Regression analysis was conducted using a dataset constructed from multiple publically available resources to estimate graduation rates. Regression results showed High School Grade Point Average to be the highest estimator of graduation rates, among other student and institutional characteristics. The results confirmed existing findings on the influence of student pre-college and demographic characteristics on graduation rates for students with academic needs. Content analysis of survey data from office of support service personnel at public four-year institutions shows institutions implement a wide array of support services, with a focus on Summer Bridge Programs to support college readiness in underprepared students. Content analysis of interviews with Academic Support Staff indicates institutions focus attention on students with low academic credentials through support services and interventions practiced in unique ways at the institutional level. Findings from the study were used to construct a model for use by institutions to improve support services and programs provided to students with low academic credentials regardless of their pre-existing characteristics.