Curriculum-based Intervention Research Articles

Co-Design and Refinement of Curriculum-Based Foodbot Factory Intervention to Support Elementary School Nutrition Education.

School-based nutrition education interventions can support the development of children's food literacy and healthy eating habits. The Foodbot Factory serious game was developed to support school nutrition education based on Canada's Food Guide and Ontario curriculum. The objective of this research was to refine the Foodbot Factory intervention to include curriculum-based lesson plans that had a high-level of acceptability by stakeholders to support implementation by teachers in classrooms. A co-design approach was used to engage teacher and dietitian stakeholders in developing five lesson plans for the intervention, who contributed to creating the intervention content in three stages. The stages included reviewing and providing feedback on the initial draft of the lesson plans, participating in facilitated discussion rounds to come to a consensus on the changes required, and completing a final review of the intervention's acceptability. Qualitative data included notes on the lesson plans and recordings from meetings that were analyzed thematically. During the first co-design stage, major revisions were suggested for two-fifths of the lessons by stakeholders. Further stakeholder suggestions were discussed and integrated into the intervention from facilitated discussions, improving the lesson plan content and intervention feasibility. All stakeholders agreed that the final version of the intervention was acceptable and would support classroom nutrition education. Five lesson plans were created and compiled into a unit plan, containing additional teaching resources, to support nutrition education with Foodbot Factory. The co-design process greatly improved the Foodbot Factory intervention and its feasibility for classroom implementation. Including diverse stakeholder perspectives led to unique and different insights to improve the intervention.

An exploration of the impact of different peer learning activities utilised to develop student employability

ABSTRACT Assumptions about fostering human capital for national competitiveness underpin higher education policy drivers regarding employability. Departing from this focus on human capital development, research has highlighted the importance of relationality for employability, but there is a gap in scholarship about the role of peer relationships. Drawing on interview data about a curriculum-based intervention in an English university business school, we examine how students reflect upon and what they gain from peers in peer-focused employability learning experiences facilitated by external professionals. A ‘graduate capitals’ lens is used to illuminate student learning. Through group coaching, students’ identity capital grows by comparing themselves to peers and recognising mutual concerns; and through group activities in an assessment centre, students’ cultural capital expands through observation of peers and interaction with each other. We conclude by discussing the importance of reflexivity stimulated by peer interactions, and how to address student reluctance to engage with peer-based learning.

Adolescent Cultural Identity Development in Context: The Dynamic Interplay of the Identity Project With Classroom Cultural Diversity Climate in Italy and Germany

While both the classroom cultural diversity climate and curriculum-based interventions can promote cultural identity development, they have not been studied together. Drawing on theories of ethnic-racial identity development, the current study aimed to understand the dynamic interplay of a curriculum-based intervention (the Identity Project) with the classroom cultural diversity climate (heritage culture and intercultural learning, critical consciousness socialization and equal treatment) on cultural identity exploration and resolution. Our sample included 906 mid-adolescents in Italy (32.36% immigrant descent, Mage (SD) = 15.12 (0.68) years, 51.73% female), and 504 early adolescents in Germany (53.86% immigrant descent, Mage (SD) = 12.82 (0.89) years, 42.37% female). Bayesian multivariate linear models show that the Identity Project and a stronger critical consciousness climate in the classroom before the intervention promoted cultural identity exploration at post-test in both countries. However, effects of the intervention and facets of the diversity climate on subsequent resolution were only observed in Italy. There was some evidence that the intervention could alter the classroom cultural diversity climate in Germany, while the intervention could compensate for a less positive diversity climate in the slightly older sample in Italy. Thus, it seems promising to systematically build in opportunities to engage with students’ diverse heritage cultures and identities when developing new curricula, as well as to train teachers to implement such curricula.

Self-Determination Interventions for Students with Intellectual and Developmental Disabilities Transitioning to Postsecondary Education: A Scoping Review

Students with intellectual and developmental disabilities (IDDs) need a myriad of independent living skills to seamlessly transition to postsecondary education. One of these skills is self-determination. Self-determination is deemed as a combination of knowledge and skills that enables a person to become autonomous. So, the purpose of this scoping review was to explore the interventions that promote self-determination in students with IDDs as they transition to postsecondary education in USA. Arksey’s and O’Malley’s framework guided this scoping review paper. An electronic search was conducted using IU OneSearch. The search was restricted to peer-reviewed studies, books, and eBooks published in English language between 2010 to 2022. Studies were screened at the title and abstract levels, and at full-text level by the author. In total, two studies met the inclusion criteria and were included in this review. Findings showed that curriculum-based and community-based interventions had remarkable potentials in promoting self-determination in students with IDDs who were transitioning to postsecondary education. Implications for research include developing and implementing more curriculum-based and community-based interventions; measuring treatment integrity through checklists; describing implementation procedures to allow for replication studies to be conducted; and utilizing a mixed-methods research design in intervention studies.

Changing students’ explicit and implicit attitudes toward peers with disabilities: Effects of a curriculum-based intervention programme

Negative peer attitudes are a significant barrier to social participation of students with disabilities in inclusive classrooms. Although many intervention studies have demonstrated the effectiveness of interaction or disability awareness programmes in promoting positive peer attitudes, reliance on students’ self-reported attitudes is prone to social desirability bias and is unable to capture implicit prejudice. The present study examined changes in students’ explicit and implicit attitudes toward peers with disabilities after a curriculum-based intervention programme (“Prinzip Vielfalt”), which aims to promote an open-minded attitude toward human diversity. Teachers in 12 primary school classes in the experimental group (n = 195 students) used the programme for eight weeks, whereas a control group of 12 classes (n = 191 students) used no intervention. Students’ pre- and post-intervention attitudes were assessed using an adapted version of the Chedoke–McMaster Attitudes Towards Children with Handicaps Scale and a disability Implicit Association Test for children. Post-intervention analyses revealed a significant relative improvement in explicit attitudes toward peers with disabilities in the experimental group compared to the control group (b = 0.20, 95% CI = [0.03; 0.37]) but no change in implicit attitudes (b = -0.03, 95% CI = [-0.10; 0.03]). Thus, while the intervention positively affected self-reported attitudes, implicit negative associations were unchanged. Using explicit and implicit measures of attitudes and attitude changes among children can provide valuable insights into the mechanisms and effectiveness of different intervention strategies.

Methodologies of sexual health education intervention for high school students' knowledge and attitudes: A systematic review

Background & Aim: Providing adolescents with information to understand their sexual health is critical to promote healthy sexual development, reducing the negative consequences of risky sexual behaviors, and creating a foundation for healthy adulthood. This study aimed to identify the recent empirical evidence on new methodologies for improved sexual health outcomes among adolescents.
 Methods & Materials: A systematic review of randomized controlled trials guided the PICO question, "What knowledge and attitudes do high school students obtain when confronted with new methodologies for teaching sexuality compared to traditional teaching?" regardless of geographic location, race/ethnicity, or gender criteria, concerning adolescents, was conducted. The databases CINAHL, MEDLINE, PsycINFO, SCOPUS, and Cochrane Central Register of Controlled Trials, were searched in December 2022. The Joanna Briggs Institute Critical Appraisal tools for use in JBI Systematic Reviews were used to assess methodological quality. Data were synthesized across studies and presented narratively.
 Results: Thirteen articles were included for review, involving 11.262 participants. The duration of the interventions with new methodologies ranged from a few hours to three months. New methodologies on sexual health education to improve high school student's knowledge and attitudes were divided into four types: digital and Internet-based intervention, curriculum-based intervention, training-based intervention, and peer group bonding-based intervention.
 Conclusion: These results provide healthcare professionals with additional strategies that may be integrated into school health programs regarding sex education.

Findings from a mixed-methods evaluation of a multi-level adolescent and youth reproductive and maternal health intervention in Karnali Province, Nepal

IntroductionAdolescent girls and young women (AGYW) in Nepal have disproportionately poor reproductive and maternal health outcomes. In response, Save the Children, the Nepal government, and local partners designed and implemented Healthy Transitions for Nepali Youth, a multi-level integrated intervention. The intervention aimed to improve reproductive, maternal, and newborn health knowledge, attitudes, and behaviors among AGYW, and address gender attitudes and norms in four districts of Karnali Province, Nepal.MethodsMarried and unmarried AGYW aged 15–24 were engaged in a small group, curriculum-based intervention; husbands and families received home visits, using short videos to catalyze discussion; communities were engaged through dialogue-based activities; and the health system was made more adolescent-responsive through quality assessments, training, and supervision. An external organization conducted a quantitative survey with a sample of 786 AGYW intervention participants at baseline and 565 of the same AGYW at endline. Pooled linear regressions were estimated for each indicator to assess the statistical significance of differences between baseline and endline. Focus group discussions and key informant interviews were conducted with AGYW, husbands, families, community leadership, and program implementers. Data analysis was done through STATA 14th version and NVivo.ResultsThe percentage of AGYW currently using a modern contraceptive method increased significantly, and more AGYW believed that their family was supportive of delaying marriage and motherhood at the endline. Young women’s knowledge of danger signs during labor increased, and there was a significant improvement in essential newborn care practices immediately after birth. AGYW reported shifts towards more gender equitable attitudes and behaviors, including related to decision-making about reproductive and maternal health.ConclusionPositive shifts in reproductive, maternal, and newborn health and gender knowledge, attitudes, and behavior were observed among AGYW, their male partners, and families. The results can inform the design of future interventions to effectively reach this critical population.Trail registrationNot applicable.

Bilingual Children with Developmental Language Disorder: Outcomes and Interventions

Developmental language disorder, as one of the most frequent disorders in children is also prevalent in bilingual children. This review analyzed recent research collected from APA Psycinfo and summarizes the impact of developmental language disorder on linguistic skills and academic performance and its effective interventions. For intervention, examples of additive curriculum-based intervention, the Heidelberg Parent-based Language Intervention (HPLI) and cognitive-behavioral play therapy are discussed. As a result, bilingual children with developmental language disorders can exhibit impaired linguistic skills and lower academic achievement. School-based, home-based, and clinical interventions demonstrated both advantages and disadvantages. Therefore, the use of a combination of interventions in different settings collaboratively is recommended to promote language learning. Contribution from this review supports the need for additional research on intervention for bilingual children with developmental language disorders to create an interactive communication environment that promotes language development for bilingual children with developmental language disorders.

Interventions that Address Institutional Child Maltreatment: An Evidence and Gap Map

Purpose This evidence and gap map collates evidence reporting on the effectiveness of interventions aimed to prevent, disclose, respond to, or treat child maltreatment occurring in institutional settings. Methods A comprehensive and systematic literature search identified primary studies and systematic reviews meeting the review’s eligibility criteria. Literature screening, data extraction and critical appraisals were undertaken independently by multiple reviewers. Data extracted and reported from the included studies included information about the institutional setting, target population, type of maltreatment, intervention type and outcomes. Results Seventy-three studies were identified, including 11 systematic reviews and 62 primary studies. Overall, the methodological quality of the studies was low to moderate. Most evaluated curriculum-based interventions delivered in educational settings, primarily aimed at preventing sexual abuse. Fewer studies examined other institutional settings or intervention types. Conclusions This review highlights a need for high-quality studies evaluating a more diverse range of interventions across more varied institutional contexts.

Assessing the Efficacy and Social Validity of CriaTivo, a Curriculum-Based Intervention to Promote Self-Regulation of Writing in Portuguese Elementary Education

Writing has a leading role in learning and, although elementary-school curricula emphasize the development of this complex skill, many students still struggle with their writing performance. This study aimed to assess the efficacy and social validity of CriaTivo, a curriculum-based intervention developed following a Response to Intervention model to promote self-regulation of the writing process (i.e., planning, monitoring, revising) applied to the written composition of narrative texts across third and fourth grades. Two hundred eighty-one Portuguese students (55% boys, M = 8.58 years, SD = 0.79) and their teachers participated in the study. A mixed-methods research design was used, and data was collected at two points in time. Regarding the intervention’s efficacy, results were promising, depicting improvements at posttest in students’ planning and monitoring skills, as also in their writing quality. The findings also supported the intervention’s social validity for both students and teachers. Despite requiring further research, CriaTivo appears to be a promising curriculum-based intervention which responds to the previously identified research and practice needs.

Occupational therapy intervention to address handwriting deficit in elementary-aged school children: How to, how much, and how often? A scoping review

ABSTRACT Handwriting is a key occupation for school-aged children and one of the common reasons for referral to a school-based occupational therapist. There are many interventions offered by school-based occupational therapists and this scoping review aimed to examine specific intervention approaches and compare their mode of service delivery (i.e., direct and/or indirect), recommended dosage (i.e., frequency and duration), embedded theoretical frameworks, and identify if the intervention caused statistically significant changes in a child’s handwriting ability. Eight (8) studies were reviewed (seven Level III; one Level V) identified through a comprehensive database search. Of the eight studies that met the inclusion criteria, five were curriculum-based programs, all of which incorporated task-specific motor learning approaches and showed statistically significant improvement in handwriting (both direct and indirect OT involvement). Two studies reviewed devices (iPad and weighted pencil) and one study did not involve performing handwriting during treatment sessions. The studies reviewing the use of devices and the study where task-specific handwriting was not completed in treatment sessions did not demonstrate statistically significant benefit on improving a child’s handwriting ability. Curriculum-based interventions that have an embedded motor learning practice component, with either direct or indirect involvement from occupational therapy, may have a positive impact on a student’s handwriting ability; however, more rigorous studies need to be completed. The use of devices (i.e., iPad & weighted pencils) to improve handwriting is not currently supported in the literature.

Relationship between Curriculum-Based Intervention and Fundamental Movement Skills among Preschoolers: A Systematic Literature Review

Fundamental movement skills (FMS) are positively correlated with academic achievement, psychology, and participation in physical activities. However, many children's FMS are insufficient, which highlights the need for intervention. The study is aimed at investigating the influence of curriculum foundation intervention on the development of children's FMS and related influencing factors. We systematically reviewed the peer-reviewed articles published across 6 databases (Sport discus, Cochrane Library, PubMed, ScienceDirect, Scopus, Web of Science) on curriculum-based interventions for fundamental movement skills, typically among developing children aged 3-6 years. The risk of bias within the study was assessed using the Quality Assessment and Validity Tool for Correlational Studies (QAVTCS). A total of 14 articles that met the criteria were included, with 1849 participants from across five countries. About 92.9% of the studies reported a significant improvement in the children's FMS after the intervention. Besides the research report on the instruction strategy, teacher experience, gender, and delivery quality influenced the intervention effect of the children's FMS. In future studies, a more rigorous control design, rich theoretical framework, multi-site study, and different perspectives are needed to identify more influencing factors with regards to intervention and an improvement in the efficacy of the intervention.

Factors Affecting Outcomes Following a Psychosocial Intervention for Children When a Parent Has Cancer

Objective: This study evaluated predictors of child psychosocial outcomes following their participation in an intervention for families experiencing parental cancer. Method: A secondary analysis was conducted using a data set of a multi-year sample of survey results collected between 2009 – 2015. Families (N = 165) included had a parent diagnosed with cancer whose children participated in a six-week curriculum-based intervention. Parents completed questionnaires that included demographic information and a nine-item assessment of changes in children’s behavioral issues. Results: Improvement in communication about the illness post intervention was associated with improved sleep, feelings of security, and reduced anxiety. Families reporting financial difficulty were significantly more likely to report presence of children’s issues related to sleep, eating issues, feeling insecure at home, anxiety, and difficulty with the parent-child relationship. Results suggest variables such as child’s ability to communicate about the illness and time since parent’s diagnosis affect outcomes. Conclusion: Future research should explore and target variables found to impact intervention outcomes. Disclosure Statement: No potential conflict of interest was reported by the author(s). Funding Statement: No funding sources were provided by the author(s).

Understanding university students’ conceptualizations and perceptions of kindness: A mixed methods study

ABSTRACT Attending university can present a host of challenges for undergraduate students and the mental health of students has increasingly become a concern as students struggle to meet the demands of new academic and social expectations. Despite several studies assessing the effects of being kind on well-being, there remains a dearth of research identifying how students understand and enact kindness. The aims of this study were to integrate a kindness assignment into undergraduate coursework, to explore how students define and enact kindness, and to examine how being kind impacted students’ perceptions of themselves, their peers, and their campus. Students were asked to complete a series of five kind acts and administered a series of pre- and post-assignment measures and open-ended prompts. Consistent with our hypotheses, participants who completed at least 3 of the 5 planned acts of kindness reported significantly higher scores on measures of in-person kindness (d = 0.46, p = .04) and peer connectedness (d = 0.46, p = .04). Participants did not, however, report significantly higher scores on measures of self-perceived online kindness (d = 0.12, p = .59) or on their perception of the kindness of their campus community (d = 0.09, p = .68). Participants in this study planned a total of 492 acts, which were coded using content analysis. The salient themes in kind acts were Helping Others, Giving, Demonstrating Appreciation, and Communicating. This study demonstrated that a curriculum-based kindness intervention was well received by students and resulted in students performing varied acts of kindness that positively impacted their self-ratings of kindness and peer connectedness.

Non-Pharmaceutical Interventions for Self-Regulatory Failures in Adolescents Suffering from Externalizing Symptoms: A Scoping Review.

Introduction: Deficits of self-regulation (SR) are a hallmark of externalizing (EXT: offending or aggressive behaviors) symptoms in adolescence. Objectives: This scoping review aims (1) to map non-pharmaceutical interventions targeting SR processes to reduce EXT symptoms in adolescents and (2) to identify research gaps, both of which will provide recommendations for future studies. Methods: Systematic searches were carried out in eight bibliographic databases up to March 2021, combining the following concepts: self-regulation, externalizing symptoms, adolescents, and non-pharmaceutical interventions. Results: We identified 239 studies, including 24,180 youths, mainly from North America, which described a plethora of non-pharmaceutical interventions targeting SR to alleviate EXT symptoms in adolescents (10–18 years of age). The majority of studies (about 70%, k = 162) represent samples with interventions exposed to “selective” or “indicated” prevention. Curriculum-based (i.e., multiple approaches targeting several domains such as emotion, cognition, and social) interventions (31.4%) were the most common type of intervention. Moreover, studies on cognitive-based interventions, mind-based interventions, and emotional-based interventions have increased over the last decades. Network analyses allowed us to identify several hubs between curriculum-based interventions, cognitive SR processes, as well as aggressiveness, conduct problems, and irritability/anger dysregulation. In addition, we identified gaps of studies concerning the physiological SR processes and on some types of interventions (i.e., body-based interventions and externally mediated interventions) or, more specifically, on promising tools, such as biofeedback, neurofeedback, as well as programs targeting neuropsychological processes (e.g., cognitive remediation). Conclusions: This scoping review stresses the plethora of interventions, identified hubs, and emerging fields, as well as some gaps in the literature, which together may orient future studies.

Social and Emotional Learning in Preschool Settings: A Systematic Map of Systematic Reviews

The preschool years presents an important opportunity to support children’s social and emotional development. Social and emotional learning (SEL) programs in early childhood education and care (ECEC) have gained an increased interest due to its potential to improve child health and educational outcomes. We aimed to identify existing systematic reviews on universal, curriculum-based SEL interventions in ECEC settings (children aged 0 to 7 years), assess their risk of bias, synthesize the findings and identify knowledge gaps. We undertook a systematic literature search in seven different databases. Reviews of studies without control groups were excluded. Each abstract and full text article was assessed independently, and disagreements were solved in consensus. Relevant reviews were assessed for bias using the ROBIS tool. Of 4912 records identified through database searches, two systematic reviews met the inclusion criteria. Both reviews were assessed as having a high risk of bias. The results were used to summarize existing knowledge and knowledge gaps. In conclusion, SEL interventions in preschool settings must be considered knowledge gaps. There is a need for more high-quality primary studies and further systematic reviews that adhere to strict scientific methods and address the overwhelming heterogeneity in field, in terms of interventions, settings and outcomes.

Weight bias reduction among first-year medical students: A quasi-randomized, controlled trial.

Implicit and explicit weight bias is prevalent among healthcare professionals and results in negative outcomes, including weak physician-patient rapport, low patient trust in physicians, and avoidance of healthcare. This study aimed to decrease weight bias in medical students via a one-session, curriculum-based intervention founded on the elaboration likelihood model (ELM). First-year medical students (N=101) were quasi-randomly assigned to a group-based experimental or education-based control intervention. Data collected included measures of implicit and explicit weight bias and empathy (pre-intervention and up to 2 days post-intervention), and thoughts regarding weight bias (collected at the end of the intervention). Social desirability was identified as an important covariate. After controlling for social desirability, the intervention group showed no greater reduction in multi-item explicit bias rating scales or a computerized implicit bias task than the control group. Both groups showed less discomfort when near individuals with obesity (p < 0.01). The intervention group wrote a greater number of statements about weight bias and obesity (p < 0.05) and a greater number of statements about the harms of weight bias (p < 0.001) than the control group on a thought-listing task. Results highlight use of the ELM and the importance of controlling for social desirability in weight bias interventions. A thought-listing task captured unique intervention effects, highlighting potential gaps in the assessment of weight bias.

Decolonising violence against women research: a study design for co-developing violence prevention interventions with communities in low and middle income countries (LMICs)

BackgroundThere has been substantial progress in research on preventing violence against women and girls (VAWG) in the last 20 years. While the evidence suggests the potential of well-designed curriculum-based interventions that target known risk factors of violence at the community level, this has certain limitations for working in partnership with communities in low- and middle-income (LMIC) countries, particularly when it comes to addressing the power dynamics embedded within north-south research relationships.MethodsAs an alternative approach, we outline the study design for the EVE Project: a formative research project implemented in partnership with community-based researchers in Samoa and Amantaní (Peru) using a participatory co-design approach to VAWG prevention research. We detail the methods we will use to overcome the power dynamics that have been historically embedded in Western research practices, including: collaboratively defining and agreeing research guidelines before the start of the project, co-creating theories of change with community stakeholders, identifying local understandings of violence to inform the selection and measurement of potential outcomes, and co-designing VAWG prevention interventions with communities.DiscussionIndigenous knowledge and ways of thinking have often been undermined historically by Western research practices, contributing to repeated calls for better recognition of Southern epistemologies. The EVE Project design outlines our collective thinking on how to address this gap and to further VAWG prevention through the meaningful participation of communities affected by violence in the research and design of their own interventions. We also discuss the significant impact of the COVID-19 pandemic on the project in ways that have both disrupted and expanded the potential for a better transfer of power to the communities involved. This article offers specific strategies for integrating Southern epistemologies into VAWG research practices in four domains: ethics, theories of change, measurement, and intervention design. Our aim is to create new spaces for engagement between indigenous ways of thinking and the evidence that has been established from the past two decades of VAWG prevention research and practice.

Evaluation of a Behavioral Self-care Intervention Administered through a Massive Open Online Course

ABSTRACT Background: Previous research reported the effectiveness of a curriculum-based self-care intervention for students administered in the context of a course on behavior change. Purpose: The study evaluated the effectiveness of the self-care intervention for learners in a publicly available massive open online course (MOOC), who completed the course during the COVID-19 pandemic. Methods: Participants were 216 learners enrolled in Coursera’s Health Behavior Change – From Evidence to Action in March 2020 – January 2021. The intervention consisted of behavior change assignments designed to increase health-promoting behaviors within three domains (nutrition, physical activity, and mental health). Course assignments were to apply behavioral principles to modify health behaviors. Outcomes included measures of physical wellbeing, depression, anxiety, perceived stress, and self-efficacy. Results: Health promotion behaviors and measures of physical and mental health showed significant improvements over the course of the semester. Discussion: The study provides support for the effectiveness of a brief self-care intervention for learners in a publicly available MOOC. Translation to Health Education Practice: This publicly available intervention can support learner well-being in a variety of academic programs, community, or workplace settings.

Interventions that address institutional child maltreatment: An evidence and gap map.

Interventions that address institutional child maltreatment: An evidence and gap map.