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Descriptors:
Program Effectiveness; Adolescents; Risk; Health Behavior; Task Analysis; Intervention; Program Evaluation; Behavior Change; Student School Relationship; Program Descriptions; Measurement

Abstract:
School connectedness has a significant impact on adolescent outcomes, including reducing risk-taking behavior. This paper critically examines the literature on school-based programs targeting increased connectedness for reductions in risk taking. Fourteen articles describing seven different school-based programs were reviewed. Programs drew on a range of theories to increase school connectedness, and evaluations conducted for the majority of programs demonstrated positive changes in school connectedness, risk behavior, or a combination of the two. Many of the reviewed programs involved widespread school system change, however, which is frequently a complex and time-consuming task. Future research is needed to examine the extent of intervention complexity required to result in change. This review also showed a lack of consistency in the definitions and measurement of connectedness as well as few mediation analyses testing assumptions of impact on risk-taking behavior through increases in school connectedness. Additionally, this review revealed very limited evaluation of the elements of multicomponent programs that are most effective in increasing school connectedness and reducing adolescent risk taking. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Behavior Modification; Social Problems; Change Strategies; Educational Strategies; Behavior Change; Student Behavior; Behavior Problems; Functional Behavioral Assessment; Parent School Relationship; Parent Participation; Intervention; Guidelines; At Risk Students; Integrated Services; Child Behavior; Partnerships in Education; Early Childhood Education

Abstract:
Challenging behavior is often a source of frustration for parents. Challenging behavior is defined as any behavior that interferes with children's learning and development, is harmful to children and to others, and puts a child at risk for later social problems or school failure (Bailey & Wolery, 1992; Kaiser & Rasminsky, 2003). Children's challenging behaviors can affect a family's ability to participate in home routines and community activities. When children engage in persistent challenging behavior, the importance of designing effective behavior interventions in collaboration with parents cannot be overstated. The purpose of this article is to help early childhood practitioners collaborate with parents to identify the purpose of challenging behaviors, determine effective strategies to address these behaviors, and create a behavior support plan that "fits" the needs of the child as well as the family. Guidelines for observing challenging behaviors and creating behavior support plans also are described. Throughout the article, examples are presented to illustrate ideas that are presented; however, these examples are not meant to be comprehensive or exhaustive. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Child Welfare; Parent Attitudes; Behavior Change; Coding; Attribution Theory; Correlation; Punishment; Parent Child Relationship; Discipline; Behavior Problems; Academic Achievement; Verbal Communication

Abstract:
We documented what parents report as the cause of their child's academic and conduct setbacks and what they say they do in response. We recruited an opportunity sample of 479 parents and narrowed our sample to parents of children without disabilities between the ages of 5-18 (N = 312). Parents responded to open-ended questions, and we coded responses into categories of disciplinary tactics and types of attributions. Parents who reported experience with child setbacks significantly differed from parents who did not report such experience on several outcome variables. Parents did not exhibit hedonic biasing such that most reported causes of setbacks were controllable by the child; reported controllable causes correlated with the reported use of punishment. Our findings suggest that parental behavior change efforts must also address parents' attributions, or verbal explanations, of causes of events. We discuss implications of our findings for child and parent researchers, educators, and practitioners. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Outdoor Education; Environmental Education; Models; Attribution Theory; Behavior Change; Foreign Countries; Interdisciplinary Approach; Environment; Educational Research

Abstract:
The purpose of this paper is to suggest an outdoor education model that respects the need to critically discuss the general belief in a causal relationship between experiences of nature, environmentally-friendly attitudes and behavioural change, but that at the same time respects the legitimate claims on the part of outdoor education practice for concretisation and clarity. The foundation of this model consists of a combination of theoretical perspectives and models that have been generated through a number of Swedish interdisciplinary research projects concerning human interrelationships with the landscape during the last decade. The paper first focuses on the subtleties of environmental concern with the aid of an environmentally historic model of how care for nature and environmental protection successively developed during the last century. It then addresses different aspects of outdoor education by presenting two specific models: a model of two principally diverse motives for this education, and a model of three different approaches to the landscape when executing outdoor education. In the final section these models are assembled in a suggested model for outdoor education and environmental concern, and identify a handful of main educational paths. The paper concludes with a brief discussion about continued research and examples of what can be regarded as particularly important developments and additions to the suggested model. (Contains 6 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Human Factors Engineering; Man Machine Systems; Accuracy; Training; Intervention; Behavior Change; Behavior Modification; Attention Control; Self Management; Occupational Safety and Health; Effect Size; Replication (Evaluation); Naturalistic Observation; College Students

Abstract:
The primary purpose of this study was to replicate and extend a study by Gravina, Austin, Schroedter, and Loewy (2008). A similar self-monitoring procedure, with the addition of self-monitoring accuracy training, was implemented to increase the percentage of observations in which participants worked in neutral postures. The accuracy training required the three participants to practice self-monitoring with the experimenter at least 20 times and to meet the criteria of 90% accuracy for the last 10 monitors. Feedback was delivered after each monitor. Two postures for each of the three participants were targeted by the intervention, and all six improved with an average effect size of 4.7 (range: 3.4 to 8.2) compared to Gravina et al., in which effect sizes averaged 1.9 (range: -0.1 to 3.2). In addition, participant self-monitoring was more accurate overall (77%) when compared to Gravina et al. (44%). (Contains 2 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
General Education; Behavior Disorders; Feedback (Response); Middle School Teachers; Behavior Modification; Behavior Problems; Reliability; Student Behavior; Behavior Change; Functional Behavioral Assessment; Consultants; Consultation Programs; Inservice Teacher Education

Abstract:
This study describes the integrity with which 3 general education middle school teachers implemented functional analyses (FA) of appropriate behavior for students who typically engaged in disruption. A 4-step model consistent with behavioral consultation was used to support the assessment process. All analyses were conducted during ongoing classroom instruction. Training procedures based upon previous research (e.g., Iwata et al., 2000) were used to teach FA procedures; performance feedback was used during training and FA implementation to support procedural integrity. Results indicated that training and performance feedback increased integrity to FA procedures for 2 of the 3 teachers; 1 teacher understood the procedures after a second reading of the procedures. Two teachers sustained acceptable integrity throughout classroom implementation; 1 teacher demonstrated variable performance during classroom implementation. Implications for classroom-based behavioral assessment and the use of specific consultation procedures--training and performance feedback--in supporting FA in instructional environments are discussed. (Contains 1 table and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Behavior Change; Qualitative Research; Mothers; Children; Pollution; Smoking; Intervention; Outcome Measures; Barriers; Family Environment; Health Promotion; Health Behavior; Public Health; Child Health; Parent Attitudes; Program Effectiveness; Comparative Analysis; Statistical Analysis; Case Studies

Abstract:
This article explores mothers' narratives of changing home smoking behaviours after participating in an intervention (Reducing Families' Exposure to Smoking in the Home [REFRESH]) aimed at reducing families' exposure to secondhand smoke (SHS) in homes in Scotland. An analysis of qualitative findings illuminates quantitative changes in levels of SHS exposure. Prospective quantitative and qualitative data were drawn from 21 smoking mothers with at least one child under 6 years. Quantitative change was measured by home air quality, i.e. fine particulate matter less than 2.5 micrograms (PM[subscript 2.5]). These measurements guided the organization of mothers into categories of change (smoke-free home at baseline [SFB], smoke-free home at final, some change and no change [NC]). Qualitative data from 17 mothers with non-SFB were analysed thematically within and across these categories. Three comparative case studies illustrate the varying changes made, barriers to change and how mothers valued such changes. The outcomes varied post-intervention, with homes smoke-free, partially smoke-free or making NC. The changes in home smoking behaviour were incremental, yet beneficial to reducing SHS exposure, and related to the nature of the restrictions and personal circumstances in the home pre-intervention. Across all change categories, mothers valued the changes they had made and expressed an intention to increase the changes. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Indigenous Populations; Stakeholders; Smoking; Health Personnel; Concept Mapping; Focus Groups; Cultural Relevance; Workshops; Brainstorming; Health Promotion; Prevention; Health Behavior; Behavior Change; Public Health; Community Health Services; Program Development; Interviews; Multivariate Analysis

Abstract:
Aboriginal Australians, including Aboriginal Health Workers (AHWs), smoke at rates double the non-Aboriginal population. This study utilized concept mapping methodology to identify and prioritize culturally relevant strategies to promote smoking cessation in AHWs. Stakeholder participants included AHWs, other health service employees and tobacco control personnel. Smoking cessation strategies (n = 74) were brainstormed using 34 interviews, 3 focus groups and a stakeholder workshop. Stakeholders sorted strategies into meaningful groups and rated them on perceived importance and feasibility. A concept map was developed using multi-dimensional scaling and hierarchical cluster analyses. Ten unique clusters of smoking cessation strategies were depicted that targeted individuals, family and peers, community, workplace and public policy. Smoking cessation resources and services were represented in addition to broader strategies addressing social and environmental stressors that perpetuate smoking and make quitting difficult. The perceived importance and feasibility of clusters were rated differently by participants working in health services that were government-coordinated compared with community-controlled. For health service workers within vulnerable populations, these findings clearly implicate a need for contextualized strategies that mitigate social and environmental stressors in addition to conventional strategies for tobacco control. The concept map is being applied in knowledge translation to guide development of smoking cessation programs for AHWs. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Evidence; Risk; Smoking; Intervention; Behavior Modification; Depression (Psychology); Low Income Groups; Socioeconomic Status; Counseling; Counseling Effectiveness; Drug Therapy; Health Promotion; Prevention; Health Behavior; Behavior Change; Health Education; Public Health; Community Health Services; Health Personnel; Program Implementation; Program Effectiveness; Outcomes of Treatment; Correlation

Abstract:
Lay health advisers (LHAs) are increasingly used to deliver tobacco dependence treatment, especially with low-socioeconomic status (SES) populations. More information is needed about treatment adherence to help interpret mixed evidence of LHA intervention effectiveness. This study examined adherence to behavioral counseling and nicotine patches in an LHA intervention with 147 Ohio Appalachian female daily smokers. Participants were randomly selected from clinics and randomized to the intervention condition of a randomized controlled trial. Overall, 75.5% of participants received all seven planned LHA visits, 29.3% used patches for greater than 7 weeks and approximately half received high average ratings on participant responsiveness. Depressive symptoms and low nicotine dependence were associated with lower patch adherence while high poverty-to-income ratio was associated with high responsiveness. Compared with those with fewer visits, participants who received all visits were more likely to be abstinent (22.5 versus 2.8%, P = 0.026) or have attempted quitting (85.0 versus 47.4%, P = 0.009) at 3 months. High participant responsiveness was associated with 12-month abstinence. LHA interventions should focus on improving adherence to nicotine patches and managing depression because it is an independent risk factor for low adherence. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Developing Nations; Behavior Change; Smoking; Intervention; Behavior Modification; Pilot Projects; School Policy; School Personnel; Adolescents; Social Environment; Change Agents; Teacher Role; Public School Teachers; Health Promotion; Prevention; Health Behavior; Health Education; Public Health; Program Development; Program Descriptions; Program Implementation

Abstract:
This article provides a theory-based, step-by-step approach to intervention development and illustrates its application in India to design an intervention to promote tobacco-use cessation among school personnel in Bihar. We employed a five-step approach to develop the intervention using the Social Contextual Model of Health Behavior Change (SCM) in Bihar, which involved conducting formative research, classifying factors in the social environment as mediating mechanisms and modifying conditions, developing a creative brief, designing an intervention and refining the intervention based on pilot test results. The intervention engages users and non-users of tobacco, involves teachers in implementing and monitoring school tobacco control policies and maximizes teachers' role as change agents in schools and communities. Intervention components include health educator visits, discussions led by lead teachers, cessation assistance, posters and other educational materials and is implemented over the entire academic year. The intervention is being tested in Bihar government schools as part of a randomized-controlled trial. SCM was a useful framework for developing a tobacco control intervention that responded to teachers' lives in Bihar. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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