Effects of a kindergarten-based,family-involved intervention on motor performance ability in 3- to 6-year-old children: the ToyBox-study     

Julia Birnbaum  Christine Geyer  Franca Kirchberg  Yannis Manios  Berthold Koletzko 《Journal of sports sciences》2017,35(4):377-384

This study targeted to examine the effect of the ToyBox-intervention, a kindergarten-based, family-involved intervention, aiming to improve preschooler’s energy-related behaviours (e.g., physical activity) on motor performance ability. Physical activity sessions, classroom activities, environmental changes and tools for parents were the components of the 1-year intervention. The intervention and control were cluster-randomised, and children’s anthropometry and two motor test items (jumping from side to side, JSS and standing long jump, SLJ) were assessed. A total of 1293 (4.6 ± 0.69 years; 52% boys) from 45 kindergartens in Germany were included (intervention, n = 863; control, n = 430). The effect was assessed using generalised estimating equation. The intervention group showed a better improvement in JSS (Estimate 2.19 jumps, P = 0.01) and tended to improve better in SLJ (Estimate 2.73 cm, P = 0.08). The intervention was more effective in boys with respect to SLJ (P of interaction effect = 0.01). Children aged <4.5 years did not show a significant benefit while older children improved (JSS, Estimate 3.38 jumps, P = 0.004; SLJ, Estimate 4.18 cm, P = 0.04). Children with low socio-economic status improved in JSS (Estimate 5.98 jumps, P = 0.0001). The ToyBox-intervention offers an effective strategy to improve specific components of motor performance ability in early childhood. Future programmes should consider additional strategies specifically targeting girls and younger aged children.

Abbreviations: BMI: body mass index; SES: socio-economic status; JSS: jumping from side to side; SLJ: standing long jump; SD: standard deviation; GEE: generalised estimating equation  相似文献   

Childhood disclosure of sexual abuse: Necessary but not necessarily sufficient     

《Child abuse & neglect》2016

Prevention programs often encourage sexually abused children to disclose without fully considering the potential for adverse consequences. This study examined the impact of disclosure on abuse cessation and later adult symptomatology. A clinical sample of 301 adult survivors completed the Impact of Event Scale (IES/IES-R), and the Beck Depression Inventory (BDI-II). Participants were divided into 3 groups: Nondisclosure (n = 221), Disclosure/Abuse Ended (n = 25), and Disclosure/Abuse Continued (n = 55). Multivariate analyses of covariance, adjusting for abuse characteristics (age of onset, penetration, and number of perpetrators) and other trauma exposure, revealed significant differences in psychiatric symptom severity among the three groups, Wilks’ λ = 0. 95, F (6, 584) = 2.69, p = 0.014, η_p² = 0.03. Specifically, those in the Disclosure/Abuse Continued group scored significantly higher on the IES/IES-R Intrusion subscale (p = 0.04) and the BDI-II (p = 0.01), as compared to the Nondisclosure group. The Disclosure/Abuse Ended group did not differ significantly from the other groups. Results suggest that disclosure may be detrimental unless adequate steps are taken to ensure abuse cessation and appropriate treatment.  相似文献   

生态化模式在自闭症儿童教育干预中的应用     

王芳  杨广学 《毕节学院学报》2015,(3):67-72

20世纪以来,生态学作为一种跨学科的元理论,已经广泛渗透和浸润到各个学科领域.运用生态学的眼光、态度、理念和方法来关照、思考、解释、践行自闭症的教育实践,是由自闭症儿童教育干预过程的复杂性、持续性和发展性决定的.文章通过梳理相关文献,并结合国内的成功实践,从生态化模式的定义及要素、生态化模式的运作与应用、生态化模式的启示及建议等维度展开,系统介绍了该模式在自闭症儿童教育干预中的应用,以期丰富我国自闭症教育干预领域的理论研究和实践研究.  相似文献   

The effects of Success for All in the Netherlands on the reading achievement of first-grade students at risk of reading problems     

《Studies in Educational Evaluation》2023

This article reports outcomes of a quasi-experimental evaluation of Success for All (SfA), a comprehensive school reform program that has recently been introduced in the Netherlands. The Response to Intervention framework is used to describe how SfA supports students at different Tiers. The effects of SfA on five reading subskills were investigated for first-grade students at risk of reading problems. 299 students from two different cohorts were involved. Multilevel analyses demonstrated a significant effect of SfA on reading comprehension (ES = +0.26) in the first cohort. For the second cohort and the other reading subskills, mostly small positive effects of SfA were found, though these effects were not statistically significant. Furthermore, the relationship between tutoring intensity and reading achievement was examined. In the second cohort, a significant negative association of tutoring intensity with word and text reading skills was found. Implementation issues that may have impacted the outcomes are discussed.  相似文献   

心理训练对体育专业大学生心理健康水平的影响     

邵金英 《广州体育学院学报》2005,25(5):34-35

运用心理训练和心理测量，对体育专业大学生进行心理健康训练。研究显示：实验组各因子均分别有所下降，在躯体化、人际关系、焦虑、敌对方面有显著性差异；而在心理健康、专业有成就、创造能力、在新环境中的成长能力等方面并无显著性差异。结果表明：心理训练对大学生的心理健康水平具有短期影响作用，而对人格的改变未能产生直接的影响。  相似文献   

The Integration of Common Core and Response to Intervention: Supporting Vulnerable Readers in a Time of Sophisticated Standards     

Elizabeth L. Jaeger  P. David Pearson 《The Educational forum》2017,81(1):92-107

The Common Core State Standards and Response to Intervention are significant contemporary educational initiatives that have emerged largely in isolation from one another. We argue that an integration of these initiatives is beneficial. We trace the independent development of these two initiatives and offer suggestions for how they might fruitfully transact, fully supporting vulnerable readers in their efforts to master sophisticated standards. Results from a school implementing these initiatives as an integrated whole are discussed.  相似文献   

How to deal with emotional abuse and neglect: further development of a conceptual framework (FRAMEA)     

Glaser D 《Child abuse & neglect》2011,35(10):866-875

Objective

To develop further the understanding of emotional abuse and neglect.

Methods

Building on previous work, this paper describes the further development of a conceptual framework for the recognition and management of emotional abuse and neglect. Training in this framework is currently being evaluated. The paper also briefly reviews more recent work on aspects of the definition, harm caused by emotional abuse and neglect and threshold.

Results

The paper arrives at a working definition as ‘persistent, non-physical, harmful interactions with the child by the caregiver, which include both commission and omission.’ There are many forms of harmful caregiver-child interactions, which can be placed in five categories, each category reflecting the fulfillment of one of the child's basic psycho-social needs and requiring a different therapeutic approach for its alleviation. The caregiver-child relationship is embedded within a psycho-social context. It is suggested that greater clarity can be gained about the child and family when information is sorted into the appropriate tiers of concerns: Tier 0 – Social & environmental factors, Tier I – Caregiver risk factors, Tier II – Caregiver-child interactions and Tier III – Child's functioning. It is further suggested that while intervention is required, this is directed towards protection, rather than providing immediate protection of the child. The work takes the form of a time-limited trial of therapeutic work to gauge the capacity of the caregivers to change. This initial work focuses Tiers 0–II. Statutory steps might be required in order to encourage the caregivers to engage. If insufficient progress is achieved, active child protection may be required which might include placing the child in an alternative family. However, some, usually older, children will remain in the emotionally abusive environment and they will require ongoing help and support.

Conclusion

While a greater understanding of emotional abuse and neglect is now possible, further evaluation of the utility of this framework is suggested.  相似文献   

民族地区青少年体质健康影响因素分析与干预措施* ——以贵州省为例     

桂〓祝  孙振波 《广州体育学院学报》2018,(3):6-11

以多民族地区的贵州省青少年体质健康行为模式为研究对象,通过问卷调查、访谈、实地考察等研究方法深入调查分析民族地区青少年体质健康特征、相关行为情况,得出导致青少年体质健康问题不仅有学校教育因素,同时也有家庭、社会等因素的结论。［1］根据这些因素探索整合学校、家庭、社会等相关资源的综合性干预措施。  相似文献   

幼儿攻击行为的因素分析及干预策略     

吴旻烨 《中国科教创新导刊》2014,(14):134-135,137

一般把任何有目的地伤害他人（或其它生物）,而被伤害者则试图回避的这种行为称作是攻击行为.幼儿攻击行为一直都是教师和家长特别关注的现象,它是幼儿健康领域中的一个重要问题,影响着幼儿性格与品德的形成,还可能成为今后各种各样行为问题的导火索.影响幼儿攻击行为发展的因素有很多,包括生物学因素和社会文化因素.如何正确引导和教育幼儿减少攻击行为,对于幼儿的身心健康发展起到了至关重要的作用.本文结合小班幼儿攻击行为的个案作出分析,从生物学因素、社会文化因素两种角度提出相应的解决策略和引导方法,正确引导幼儿的行为发展,提高幼儿的道德发展水平.  相似文献   

综合干预老年慢性便秘的疗效观察     

李麒  丘俏芳  张涛  袁伟芳 《宜春学院学报》2014,36(9):63-65

目的：观察综合干预对老年慢性便秘患者的治疗效果,探讨老年慢性便秘的综合干预措施。方法：将门诊92例老年慢性便秘患者随机分为对照组45例和观察组47例。对照组采取常规药物治疗,观察组在对照组治疗措施基础上,实施综合干预。为期6个月。结果：观察组患者治疗显效率、总有效率均明显高于对照组（P〈0.05或P〈0.01）;治疗前两组患者老年慢性便秘保健能力均明显高于对照组（P〈0.01）;治疗后第1周,观察组排便困难程度、大便性状评分均明显低于对照组（P〈0.01）,排便次数明显多于对照组（P〈0.01）。结论：综合干预治疗老年慢性便秘疗效显著,值得推广应用。  相似文献