...Interventions for Children with Autism Name Institution Tutor Date Interventions for Children with Autism Individuals with autism demonstrate delays or deficits in social interaction and behaviours. Autism is apparent from early childhood, but can emerge in early adulthood. It is associated with a wide range of possible causes, but genetic factors are the main causes. Children with autism have impairments in cognition, language delays, and lack of or poor social interactions. Lack of communication may force these children to adopt repetitive behaviours such as self-inflicted injuries and violence. The teaching process requires interventions that address the repetitive behaviours, skill development, and play activities that promote communication and social interactions. Several authors have discussed different intervention models that are discussed in the sections below. Rita Jordan-Behavioural and Communication Intervention TEACCH Programme The programme is community based and targets children and adults with autism and communication disabilities. TEACCH aims at developing communication skills among autistic children, and help them work and play independently of adults (Jordan, Jones and Murray, 1998). The development of communication skills is based on their understanding capability and their ability to express themselves. The programme teaches several ways of communication, such as the use of photographs and pictures, symbols and words...
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...and non-communicable diseases later in life. It also damages their ability to learn and develop useful skills, which exposes them to poverty and further under nutrition. Bangladesh is thus characterized by a cycle of intergenerational poverty, ill-health and malnutrition. To-date, public sector investments to address this have had very little impact because they were limited in scale and scope. Malnutrition is a multi-dimensional problem requiring interventions that cut across sectorial boundaries. Sustained improvements in nutrition outcomes are achieved not only through improved food security, but also changes in behaviours and knowledge regarding dietary diversity, child care and health care. Such changes require broader interventions that cut across multiple sectors such as food and agriculture, water and sanitation, education and health. In Bangladesh, malnutrition has largely been viewed as a health issue, with interventions to address malnutrition channeled almost exclusively through the health sector. Such interventions have failed to deliver a coordinated...
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...CHILDREN FROM DISADVANTAGED BACKGROUNDS Edward C. Melhuish Institute for the Study of Children, Families & Social Issues Birkbeck, University of London Prepared for the National Audit Office The views expressed in this paper are not necessarily those of the National Audit Office. Address of author Institute for the Study of Children, Families & Social Issues 7 Bedford Square London WC1B 3RA Email: e.melhuish@bbk.ac.uk Table of Contents Executive Summary 3 1. Introduction 1.1. The context of childcare research 1.2 Types of childcare and pre-school provision 1.3 Evidence on developmental effects 1.4 Structure of report 7 7 8 10 10 2. Childcare as intervention 2.1 Research methodology 2.2 Randomised Control Trials (RCTs) 2.2.1 Ypsilanti/High Scope/Perry Pre-school Study 2.2.2 Abecedarian Project 2.2.3 Project CARE 2.2.4 Milwaukee Project 2.2.5 Infant Health and Development Program (IHDP) 2.2.6 Early Head Start (EHS) 2.2.7 Hackney study Table 1: Summary of Randomised Control Trials of Interventions 2.3 Quasi-experimental Studies 2.3.1 Head Start 2.3.2 Chicago Child – Parent Center Program 2.3.3 Syracuse Study 2.3.4 Brookline Early Education Project 2.3.5 Diverse State-based programmes in the US 2.3.6 Meta-analyses and reviews Table 2: Summary of Quasi-experimental Evaluations of Interventions 2.3.7 Summary of childcare as intervention 12 12 12 12 13 14 15 16 16 18 20 21 21 24 25 25 26 27 29 ...
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...Oxford journals Impact of a community-based integrated management of childhood illnesses (IMCI) programme in Gegharkunik, Armenia Results The assessment confirmed the population's poor health status and limited knowledge and application of recommended child care practices. The campaign reached its target: at follow-up, 67% had seen media messages within the past month, 82% had received the IMCI informational booklet, and 30% had seen other materials. Evidence of the success of the programme included the following: exclusive breastfeeding increased 31.4%, maternal knowledge of child illness signs increased 30%, knowledge of HIV increased 28.5%, and physician attended deliveries increased 15%. Conclusions This evaluation documented the significant and substantial impact of the community IMCI programme on both knowledge and practice in rural areas of Armenia. Consideration should be given to continuing and expanding this project as a complement to health sector development activities in this region. Impact of a community-based integrated management of childhood illnesses (IMCI) programme in Gegharkunik, Armenia 1. Michael E Thompson1,* and 2. Tsovinar L Harutyunyan2 +Author Affiliations 1. 1 Department of Public Health Sciences, University of North Carolina at Charlotte, Charlotte, NC, USA. 2. 2 Center for Health Services Research and Development, American University of Armenia, Yerevan, Armenia. 1. * Corresponding author. Department of Public...
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...Guidelines for Programme Design, Monitoring and Evaluation Table of contents KEY TERMS 1. BASIC PRINCIPLES 1.1. Development cooperation as part of foreign policy • • • • • 1.1.1 Increasing coordination and coherence 1.1.2 Strategic planning sets the framework 1.1.3 Cooperation has various forms 1.1.4 Policies require action 1.1.5 Finland as a partner 1.2. Towards a common language • • • 1.2.1 An integrated approach improves learning 1.2.2 Project cycle - the life of a development intervention 1.2.3 Level of participation varies 1. 3. Achieving sustainable development • • • • • • • • 1.3.1 Policies must match 1.3.2 Better value for money 1.3.3 Institutional capacity makes a difference 1.3.4 People-centered development emphasises socio-cultural aspects 1.3.5 Participation enhances ownership 1.3.6 Gender equality and participatory development 1.3.7 Environment - not only ecology 1.3.8 Technology must meet the needs 2. PROJECT DESIGN 2. Situation analysis - the cornerstone of project planning • • • • 2.1.1 Background studies and the analysis of stakeholders 2.1.2 Problem analysis - key to the project’s framework 2.1.3 Objectives reflect an ideal future 2.1.4 Strategic choices begin by fixing the project purpose 2.2. Planning with logic • • • • • • • • 2.2.1 Logical framework is a practical tool 2.2.2 Intervention logic states the strategy 2.2.3 Assumptions must hold 2.2.4 Indicators make the plan concrete 2.2.5 Approach describes how 2.2.6 Organisation determines roles...
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...Epidemiology Question 1 1. Case control studies are designed in such a way so as to explore whether exposure can be associated with a particular outcome, such as a disease or certain condition. In these studies, the definition groups are based on the outcome and exposure assessment for potential risk factors. The first step in case control studies is the identification of the case (for example a group of people known to have the certain condition), as well as the control group ( a group that does not have the outcome). The second step is to explore whether some of the subjects in each group were exposed, and how the frequency of the exposure is measured between the case and the control group. Case control studies are basically observational, because there is no intervention taking place, and is a retrospective determination of the exposure to a certain risk factor. Advantages of case control studies • Case control studies are relatively less time consuming, since the disease has occurred in the past, therefore there is no need to assess the disease or condition. • They are an efficient way to study rare cases and diseases or outbreaks of diseases, since they are fast; during an outbreak, the fast examination of certain conditions is required, and a sufficient number of people suffering can be quickly accessed. • They allow a simultaneous examination of multiple conditions and risk factors • Allow the establishment of associations between suspected risk...
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...physical activity on health and well-being 1. The impact of physical activity on health 2. Literature review of the evidence i) Major chronic diseases ii) Mental health iii) Whole-life benefits of physical activity iv) Recommended levels of physical activity v) Socioeconomic disparities Part II: Evidence supporting interventions to encourage physical activity 1. The scale of the problem 2. An active environment? 3. Behaviour change 4. Selected interventions Part III: Case studies 1. Introduction 2. What makes for best practice? 3. Case studies Appendix 1: Selected literature on the health benefits of physical activity Appendix 2: Physical activity interventions Appendix 3: Evidence for the benefits of specific activities Endnotes 3 4 4 5 5 6 7 7 9 10 10 10 11 12 15 15 15 16 21 24 27 28 2 Review: The benefits of physical activity on health and well-being www.c3health.org Overview The purpose of this review is to provide a snapshot of the scientific evidence of the benefits of physical activity on health and well-being, focusing particularly on the prevention of noncommunicable diseases (NCDs – also often referred to as chronic diseases), and to present case studies of ‘what works’ in different settings and contexts. Part I provides the evidence supporting the benefits of physical activity on health and well-being and, together with detailed tables in Appendix 1, forms a literature review...
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...The impact of early education as a strategy in countering socio-economic disadvantage Research paper for Ofsted’s ‘Access and achievement in education 2013 review’ Professor Chris Pascal and Professor Tony Bertram UK Research Team: Sean Delaney, Selma Manjee, Marjory Perkins and Manja Plehn International Research Team: Alice Bennett, Carol Nelson, Sarina Razzak and Maureen Saunders Centre for Research in Early Childhood (CREC) © Centre for Research in Early Childhood (CREC) 2013 The views expressed in this report are the authors’ and do not necessarily reflect those of Ofsted. Any enquiries regarding this publication should be sent to Elizabeth Boulton at publishing@ofsted.gov.uk or Aviation House, 125 Kingsway, London WC2 6SE This publication is available at www.ofsted.gov.uk/accessandachievement. No. 130155-RR-005 In June 2012, Sir Michael Wilshaw, HMCI, stated his determination to address the issue of narrowing the gap of educational achievement between disadvantaged pupils and others. To support this intention, The Centre for Research in Early Childhood has been commissioned by OfSTED to conduct a review looking at the impact of Early Childhood Education (ECE) initiatives to combat social and economic disadvantage, both in the UK and internationally. This paper: Examines the impact of nati...
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... and Impact Assessments : 4 Formative evaluation : 4 Programme monitoring and process evaluation : 5 Effectiveness and efficiency Assessment : 5 Evaluation design : 6 Purposes of evaluation research : 6 How will evaluation research be used : 6 Guidelines for maximising the utilisation of evaluation research results : 7 Conclusion : 8 Bibliography : 9 Introduction Evaluation research, sometimes called programme or project evaluation refers to a type of research rather than a specific research method (Babbie, 2001). It concerns itself with determining whether a social intervention, policy, or programme has produced or not produced the intended result (Cloete, 2006). Rossi, Freeman, and Lipsey (2004) define programme evaluation as the use of social research procedures to systematically investigate the effectiveness of social intervention programmes. Patton (1986) has defined programme evaluation as the systematic collection of information about the activities, characteristics, and outcomes of programmes for the use by specific people to reduce uncertainities, improve effectiveness and make decisions with regard to what those programmes are intended for and affecting. When conducting evaluation research policy makers, funding organisations, planners, and programme staff need answers to a number of questions: Is the intervention reaching the appropriate target population? Is it being implemented...
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...to deal with women experiencing stress incontinence. In current practice we will teach them behavioral intervention program (pelvic floor exercise and bladder training) to lower the severity of urine leakage. That is why I want to explore more on this issue and see whether the use of vaginal cones also effective in treatment with behavioral intervention program. Obesity is a common problem in developed countries, with an incidence of 33% (Roreyt 1998), this problem may directly leading to stress urinary incontinence (Ouslander 1996) which may hinder the normal daily life of an adult. In Hong Kong Hospital Authority (HA) policy, there are no guideline in related to treatment regarding stress incontinence, it is always depends on surgeon’s preferences. Therefore I want to search for research evidence in associated with treatment of urinary stress incontinence which may beneficial in my working place. Main Body The two answerable questions formulated using PICO tool are: Quantitative Question – In women with obesity, how does behavioral intervention program compared to vaginal cones influence the occurrence of stress urinary incontinence? Qualitative Question – How do obesity women perceive the method of behavioral intervention program in comparison to vaginal cones in regards to stress urinary incontinence? P – Women with obesity I – Behavioral Intervention Program C – Vaginal Cones O – Stress Urinary incontinence In developing these two questions, first...
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...Wellington ISBN 0-478-18773-4 Web ISBN ISBN 0-478-18774-2 www.minedu.govt.nz Characteristics of professional development linked to enhanced pedagogy and children’s learning in early childhood settings Best Evidence Synthesis Report prepared for the New Zealand Ministry of Education Linda Mitchell and Pam Cubey July 2003 New Zealand Council for Educational Research P O Box 3237 Wellington New Zelaand CONTENTS ACKNOWLEDGMENTS v EXECUTIVE SUMMARY Enhancing pedagogy Contributing to child outcomes Building linkages between early childhood settings and other settings Eight characteristics of effective professional development Structural features of effective professional development Professional development programmes Participants Professional...
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...over a period of six weeks during February and March 2003, including one week of preparation and one week of report writing. Regional working group members of Save the Children Sweden - Denmark (SCSD) in the respective countries took the responsibility for identifying and contacting organisations and individuals who are working to combat CSA, particularly those providing psychosocial support to children affected by abuse. A total of 34 organisations and individuals were met. Six days were spent in each country, except in Afghanistan, where only three days were spent. The six locations were Peshawar, Islamabad and Karachi. Organisations met included those working on child sexual exploitation and sexual health, and those working with communities of street children, MSM (men who have sex with men), and trafficked women and girls. Many groups could not be visited due to time limitations. Non-governmental organisations (NGOs), university psychology departments, community-based organisations (CBOs), international non-governmental organisations (INGOs) and donor agencies, as well as independent research consultants and a theatre animator | | | were amongst the contacts met. Interviews were held | | | with those at management level, heads of organisations, | | | coordinators of child protection units, trainers, | | | programme officers, field workers, therapists and | | | counsellors. Wherever possible, counsellors, therapists | | | and caregivers working directly...
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...Family interventions in the treatment of alcohol and drug problems ALEX G. COPELLO1, RICHARD D. B. VELLEMAN2 & LORNA J. TEMPLETON2 1 Birmingham and Solihull Substance Misuse Services and School of Psychology, University of Birmingham, UK and 2Mental Health Research and Development Unit, University of Bath, UK and Avon Witshire Mental Health Partnership NHS Trust Abstract Alcohol and drug problems affect not only those using these substances but also family members of the substance user. In this review evidence of the negative impacts substance misuse may have upon families are examined, following which family-focused interventions are reviewed. Several family-focused interventions have been developed. They can be broadly grouped into three types: (1) working with family members to promote the entry and engagement of substance misusers into treatment; (2) joint involvement of family members and substance misusing relatives in the treatment of the latter; and (3) interventions responding to the needs of the family members in their own right. The evidence base for each of the three types is reviewed. Despite methodological weaknesses in this area, a number of conclusions can be advanced that support wider use of family focused interventions in routine practice. Future research needs to focus on (1) pragmatic trials that are more representative of routine clinical settings; (2) cost-effectiveness analyses, in terms of treatment costs and the impact of interventions on costs...
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...- MUKONO CONCEPT PAPER ON THE EFFECTIVENESS OF SOCIAL ASSISTANCE GRANT FOR EMPOWERMENT’S TARGETING MECHANISM IN THE SELECTION OF SENIOR CITIZEN GRANT BENEFICIARIES. A CASE FOR COMMUNITY BASED TARGETING IN KOLE DISTRICT. PRESENTED BY ANDREW NEWTON OGEI odrew2002@yahoo.com RS15M13/602 MASTERS OF DEVELOPMENT STUDIES 1.0 Introduction 1.1 Background Social transfers are increasingly seen as a key tool in Eastern and Southern Africa to combat the triple threat of chronic poverty, hunger and HIV/AIDS (Hyper & Veras, 2012).Social transfers have over the years been the main focus for most aid organisation and multilateral agencies in transferring aid and support to developing countries. These social transfers take the form of cash or in-kind transfer. They are also in form of conditional and unconditional social transfers. According to World Bank, Cash transfers are defined as the provision of assistance in the form of cash to the poor or to those who face a probable risk of falling into poverty in the absence of the transfer. In Africa, these cash transfer programme are being used as a means to fight and eradicate poverty. These programme target different categories of vulnerable groups such as; elderly persons, children, orphans, women, widows and people with disability. In Africa cash transfer programmes are being implemented in Kenya, Malawi, Mozambique and Zimbabwe to mention but a few. Modest but regular and predictable income transfers helps households to smooth consumption...
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...in the NHS 12 13 14 18 2.1 How to access the models 2.2 How can we understand complexity, interdependence and fragmentation? Weisbord’s Six-Box Organisational Model 7S Model PESTELI Five Whys Content, Context and Process Model Soft Systems Methodology Process modelling Process flow Influence diagram Theory of Constraints (TOC) 22 25 25 27 29 30 32 34 36 37 38 39 40 40 42 43 45 46 47 48 48 50 54 54 55 56 56 58 2.3 Why do we need to change? SWOT analysis 2.4 Who and what can change? Force field analysis ‘Sources and potency of forces’ ‘Readiness and capability’ Commitment, enrolment and compliance Organisation-level change interventions Total Quality Management (TQM) Business Process Reengineering (BPR) Group-level change interventions Parallel learning structures Self-managed teams Individual-level change interventions Innovation research Securing individual behaviour change Managing Change in the NHS 2.5 How can we make change happen? Organisational development (OD) Organisational learning and the Learning Organisation Action research Project management 60 60 63 66 68 Part 3 Reflections on evidence 3.1 3.2 3.3 3.4 Assistance with using available evidence Developing an evidence base Developing...
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