What are the most effective interventions to improve physical performance in pre-frail and frail adults? A systematic review of randomised control trials

Background: With life expectancy continuing to rise in the United Kingdom there is an increasing public health focus on the maintenance of physical independence among all older adults. Identifying interventions that improve physical outcomes in pre-frail and frail older adults is imperative. Methods: A systematic review of the literature 2000 to 2017 following PRISMA guidelines and registered with PROSPERO (no. CRD42016045325). Results: Ten RCT trials fulfilled selection criteria and quality appraisal. The study quality was moderate to good. Interventions included physical activity; nutrition, physical activity combined with nutrition. Interventions that incorporated one or more physical activity components significantly improved physical outcomes in pre-frail and/or frail older adults. Conclusions: Physical activity interventions are key to maintaining independence in pre-frail and frail older adults. A lack of consensus regarding the definition of frailty, and an absence of core measures to assess this means any attempt to create an optimal intervention will be impeded. This absence may ultimately impact on the ability of older and frail adults to live well and for longer in the community

The role of teacher behavior management in the development of disruptive behaviors: an intervention study with the good behavior game

Abstract The role of teacher behavior management for children’s disruptive behavior development (hyperactive and oppositional behavior) was investigated using a universal classroom preventive intervention study. Five-hundred seventy children were followed from second to third grade of elementary school. Observations of teacher behavior management and children’s on-task and off-task classroom behavior and peer reports of hyperactive and oppositional behavior were available. Results showed that the reduced use of negative remarks of intervention teachers predicted children’s increase in on-task behavior and decrease in talking-out behavior. These improved children’s classroom behaviors in turn mediated the impact of the intervention on the development of hyperactive and oppositional behavior over the studied period. These results were similar for girls and boys. The results underscore the role of teachers’ classroom management strategies in improving children’s classroom behavior, which, in turn is an important component in the reduction of disruptive behavior development

Listening Previewing in Reading to Read: Relative Effects on Oral Reading Fluency

An intervention designed to increase oral reading fluency (Reading to Read; RTR) as well as the additional component of listening previewing (PRV) was evaluated in an alternating treatments design with 3 African-American male elementary students (9, 10, and 12 years of age; 2 fourth grade and 1 third grade) who were reading 2 to 3 years below their current grade placement. Considering the relatively brief amount of time spent during intervention (4 to 9 weeks; 2 to 3 30-minute sessions per week), results evidenced substantial increases for all 3 students on correct words per minute and percent comprehension accuracy, and substantial decreases in mean number of errors. The PRV condition yielded higher correct words per minute rates and lower error rates for 2 of the students, whereas the third student\u27s performance was superior with the regular RTR intervention without PRV. The efficacy of PRV within RTR is discussed with regard to factors related to students\u27 attentional problems

The Utility of Reading to Read With Boys With ADHD-CT Administered at Two Different Intervals Post Methylphenidate Ingestion

This study investigated the relationship between the time of scheduling of a repeated reading intervention (Reading to Read) and measures of oral-reading fluency with boys with Attention Deficit-Hyperactivity Disorder, Combined Type (ADHD-CT). Participants included 6 male students (4 fourth grade and 2 fifth grade) who were diagnosed as having ADHD-CT, and who were treated medically with methylphenidate (Ritalin). All students mastered passages more quickly, and most students read passages more quickly, had fewer reading errors, and had higher rates of correct words per minute (CWPM) during intervention administered 45 minutes to 1 hour after ingestion of methylphenidate versus 3 to 4 hours after ingestion. Implications for academic instruction for students with ADHD-CT who rake Ritalin are discussed. (C) 2000 John Wiley Bi Sons, Inc

The Sequential Introduction of Compliance Training Components With Elementary-Aged Children in General Education Classroom Settings

Using a multiple baseline design across subjects, the present study evaluated the sequential introduction of compliance training components on the instruction-following of four elementary school students in a general education classroom setting. The components included effective instruction delivery with reinforcement for compliance (EID), time in (TI), and time out (TO). EID alone resulted in increases in compliance of 21%, 30%, 43%, and 44% above baseline levels for the four students, respectively. Additional increases of 17%, 13%, 12%, and 18%, respectively, resulted when TI was added to EID. An EID/TI/TO phase resulted in additional increases of 24%, 19%, 7% and 0%, respectively. Compliance levels were maintained, with minimal decreases, at 1- and 4-month follow-up for all four students. Results are discussed in terms of achieving compliance objectives through the use of exclusively positive procedures

An Approach to Functional Assessment in General Education Classroom Settings

Although research has clearly demonstrated the utility of functional assessment across a variety of settings and populations, the literature contains few examples of a comprehensive approach to functional assessment in general education settings that effectively bridges research to the everyday practice of school psychology. Functional assessment has been presented as a three-step process involving informant assessment, direct observations, and experimental analyses. In the present case illustration, teacher interviews, conditional probability analyses of direct observations, and brief teacher-implemented functional analyses are demonstrated to help practitioners learn an efficient and effective method for determining the function of problem behaviors exhibited in general education classrooms. Future directions and implications of functional assessment research and practice in general education classrooms are discussed

Effective Instruction Delivery and Time-In: Positive Procedures for Achieving Child Compliance

The purpose of the study was to assess whether increases in compliance could be obtained in a clinic setting by using only positive procedures such as effective instruction delivery (EID) and time-in (TI). Participants were from a university-based school psychology clinic who had percentages of compliance to first-time-presented instructions of 40% or less. Each parent, trained to implement EID and TI, was assessed using 3 multiple baseline crossover design. Both EID and TI alone achieved increases in compliance over baseline levels and additional increases were observed when the two procedures were combined. Implications of the present use of positive behavior management procedures in the: treatment of noncompliance are discussed