Empirical Intervention Studies Research Articles

Interventions for challenging behavior of autistic students in general education settings: A systematic literature review

BackgroundAs the prevalence of autism spectrum disorder (ASD) increases, the number of students with ASD receiving their education in general education settings continues to rise. Yet, teachers are often underprepared to address the behavioral needs of autistic students in inclusive settings, which often leads to negative school outcomes. Currently, no review has systematically examined the characteristics and effects of behavioral interventions specifically for autistic students in general education settings. The purpose of this systematic literature review was to identify and synthesize empirical studies of interventions aimed at reducing the challenging behavior of students with ASD in general education settings. MethodA literature search was conducted across three academic databases, yielding 9561 articles that were screened for eligibility against a set of inclusion criteria. Additionally, an ancestral search of included articles and a pearling search of recent systematic reviews and meta-analyses on similar topics were conducted. Finally, 12 articles were descriptively synthesized. ResultsA lack of participant diversity in relation to disability, age, and race was found across the studies. Majority of the interventions were effective and interventions informed by functional behavioral assessments consistently yielded strong effects. Joint implementation of interventions was the most common form of researcher-practitioner collaboration, with a relative lack of studies involving practitioners in designing interventions. ConclusionsFindings of this review imply a broader issue of restrictive educational placement policies for autistic students who engage in challenging behavior and a critical need to support educators to implement more inclusive educational and behavior management practices.

Who Did What to Whom and How: A Scoping Review of Interventions to Promote Children's Self‐Efficacy in Mainland China

ABSTRACTSelf‐efficacy refers to an individual's judgement, belief and perception of their capability to accomplish specific tasks, which is crucial for children's mental well‐being. The primary objective of this scoping review was to systematically examine intervention studies aimed at enhancing children's self‐efficacy in Mainland China, intending to inform social work practices in child services. We conducted a comprehensive search of articles in Web of Science and CNKI to review empirical intervention studies published before March 2022 in either Chinese or English. The selection criteria included all empirical intervention studies focused on improving self‐efficacy in children in Mainland China. A total of 17 studies were identified and included in the review. Among these, six studies focused on general self‐efficacy, while the remaining 11 examined domain‐specific self‐efficacy. Seven studies provided compensatory interventions to children facing adversity, five studies implemented preventive services, and another five offered developmental services to children in regular circumstances. Fourteen programmes exclusively served children, while three studies involved parents. Notably, most of the included interventions were facilitated by research teams from universities, with only one led by a social work department. Education modalities and comprehensive interventions were commonly used and found to be effective. The current state of intervention studies underscores the need for programmes that utilize effective strategies and approaches to enhance children's self‐efficacy. Social workers are encouraged to play both direct and indirect roles in services aimed at improving children's self‐efficacy.

Testing Occupational Hazard Self-Evaluation Module (OHSEM) Intervention among Workers of SME (Manufacturing) in Northern Malaysia

Introduction: Workplace accidents have been a persistent problem in Malaysia’s manufacturing industry, particularly for small and medium-sized enterprises (SMEs). Employee behavior has been identified as a significant contributing factor to these accidents, and research has suggested that improving safety knowledge and attitudes can enhance safety behavior. Despite this, there have been no empirical intervention studies in Malaysia to investigate the effectiveness of safety intervention programs aimed at improving SME worker safety behavior. Therefore, this study aimed to assess the efficacy of the Occupational Hazard Self-Evaluation Module (OHSEM) intervention in enhancing safety knowledge, attitudes, and behavior (KAB) among SME workers in the manufacturing sector. Methods: A quasi-experimental design with control group was utilized to evaluate the effectiveness of the OHSEM intervention. The intervention was implemented over a 12-week period on production workers in the experimental group, while the control group received no intervention. A self-administered questionnaire was distributed to 88 production workers in both groups before and after the intervention to measure the improvement of safety KAB. Descriptive analysis and an independent t-test were used to analyse the data. Results: The post-test results showed that safety KAB for the control group was moderate (mean = 2.11), while the mean score in the experimental group was high (m=4.17). Furthermore, the t-test result revealed a significant difference in safety KAB mean scores between the experimental and control groups. Conclusion: This study provides empirical evidence on the effectiveness of the OHSEM intervention in enhancing safety KAB in SMEs in the Malaysian SME (manufacturing) sector.

A Systematic Review of Supervision Research Related to Board Certified Behavior Analysts.

The online version contains supplementary material available at 10.1007/s40617-023-00805-0.

Appreciating visual arts may not foster medical diagnosis skills

Background: This article examined intervention studies that used appreciation of visual arts to foster observation skills and discussed their effectiveness in making accurate diagnoses in terms of expertization. Methods: In order to collect journal articles and academic books (written in English) on empirical intervention studies that examined the use of visual arts for cultivating observation skills in health professionals’ education and training, the author first targeted articles that had been included in previous systematic reviews. In addition, they conducted a manual search. From this body of literature, the author selected studies that objectively measured observation skills only through the appreciation of visual art. They collected and read around 300 articles and selected 12 studies after applying the inclusion and exclusion criteria. Results: This article revealed no concrete evidence on whether appreciating visual art contributes toward an accurate diagnosis. Extant studies determined that such appreciation facilitates the observation of more visual features and a detailed view over time. However, they did not confirm the positive effects of appreciating visual arts on an accurate diagnosis. This article also confirmed that such appreciation does not reduce misdiagnoses or develop tolerance toward ambiguity that prevents premature closure. Moreover, the transfer of observation skills from one context to another is unlikely to be as successful as the intervention studies had intended. Conclusions: For fostering diagnostic skills, providing students with many instances of medical cases and appropriate knowledge to evoke implicit learning for extracting subtle differences in the cases, should be prioritized over visual art appreciation. On the other hand, such appreciation may foster verbalization skills and understanding or extraction of the patient’s background and context. These competencies may cultivate teamwork and perspective-taking, indirectly leading to an accurate diagnosis.

A realist synthesis of interprofessional collaborative practices in early intervention for children with speech, language and communication needs.

Interprofessional collaborative practices (IPCP) are considered to be a crucial factor in the optimal support of young children (3-6 years) with speech, language and communication needs (SLCN) in inclusive early childhood education and care (ECEC). To investigate IPCP in interventions using a collaborative approach for young children with SLCN in ECEC, by identifying mechanisms within IPCP and how these mechanisms relate to specific context factors and professional and child-related outcomes. A realist review of 22 empirical intervention studies, published between 1994 and 2019, was conducted to synthesise context-mechanism-outcome (CMO) configurations, combining context factors, IPCP mechanisms and outcomes at staff and child level. Reciprocal IPCP mechanisms were reported together with interprofessional intervention practices, whereas one-directional IPCP mechanisms were restricted to gains in professional development. Our review further suggests that collective ownership of intervention goals, combined with personal cooperation and communication skills of staff, is vital for inclusive practices and functional communication of children with SLCN. Our review has revealed indications for effective IPCP mechanisms, context factors at staff level, and positive outcomes for the professional development of staff working with children with SLCN. In addition, our findings support a link between IPCP and child-related outcomes regarding speech, language and communication development. Future studies should increase our insight into how practitioners, children and families profit from daily collaborative practices. What is already known on this subject Interventions using a collaborative approach for young children (3-6 years) with SLCN in ECEC are considered to be part of the optimal support of these children. What this paper adds to existing knowledge Conducting a realist review of 22 empirical studies on collaborative intervention offered the possibility to identify specific context factors, IPCP mechanisms and professional and child-related outcomes and to synthesise CMO configuations. Findings suggest multiple routes from effective delivery of SLCN services to improvement of speech, language and communication development, supporting the suggested beneficial function of collaboration between multiple professions. Collective ownership of intervention goals, combined with personal cooperation and communication skills of staff, seems to be vital for inclusive practices and functional communication of children with SLCN. Reciprocal IPCP mechanisms were reported together with interprofessional intervention practices, whereas one-directional IPCP mechanisms were restricted to gains in professional development. What are the potential or actual clinical implications of this work? High-quality collaborative intervention for children with SLCN in requires awareness of and critical reflection on IPCP mechanisms in order to improve outcomes for both professionals and children. Both, institutional structural support and individual communicative and cooperative skills are required to increase interprofessional collaboration with the aim to meet the needs of every individual child with SLCN.

Interventions to support parents who use methamphetamine: A narrative systematic review

Substance misuse can have a negative impact on parenting. For children, having a parent who misuses substances can lead to physical, mental health and social challenges. Parents who use methamphetamine are less likely to have co-resident children than parents who use other substances so it is important to consider how we support these parents, particularly those with children in their care. The aim of this review was to identify, critique and synthesise interventions that support parents who use methamphetamine and who are caring for children. Three original empirical intervention studies involving parents as primary caregivers of children under 18 years of age were found: two postnatal interventions and one group-training intervention for parents with young children. The findings suggest that interventions may have a positive effect on minimising methamphetamine use and supporting parenting but the small number of studies reviewed suggest the evidence is, at best, emerging. It is not clear whether efforts should be directed to support parents and/or their parenting skills and what effect these might have on children’s outcomes. Further research is needed to identify the most effective approaches to supporting this population.

Evaluating Interventions With Special Fortified Products and Complementary Feeding Recommendations to Best Achieve the Nutrient Adequacy in Filipino Complementary Diets

ObjectivesThe objective of this study was to predict the intervention scenarios that best fulfil the nutrient adequacy in Filipino complementary diets in rural settings using linear programming (LP) analyses of special fortified foods, alone or in combination with complementary feeding recommendations (CFRs). MethodsA cross-sectional survey was conducted in the municipality of Mercedes, Camarines Norte Province. Dietary intakes of breastfed children 6–8, 9–11 and 12–23 months of age (n = 297) were assessed using a multi-pass 24-hour recall method with 7-day food consumption frequency. Optifood, an LP tool was used to formulate age-specific CFRs and determine the extent to which special fortified foods, namely micronutrient powder (MNP), small-quantity lipid-based nutrient supplements (LNS-SQ) and fortified blended food with micronutrient powder (FBF + MNP), can contribute towards nutrient adequacy in complementary diets. ResultsLP analyses show that for 6–8 and 9–11-month-old infants, requirements for iron will be difficult to meet even with four serves of MNP per week, while for 9–11 and 12–23-month-old young children, calcium adequacy would remain a challenge even with daily serves of LNS-SQ per week. Adequacy for 11 modelled micronutrients could only be achieved if CFRs that modify current dietary patterns were fully adopted along with supplementation of LNS-SQ 5–7 times per week. ConclusionsAdoption of food-based CFRs with special fortified products is necessary to best fulfil the gaps of essential micronutrients in the diets of rural Filipino children aged 6–23 months. The findings provide insight into the current program in the Philippines. The MNP supplementation with the usual ration of MNP 3 to 4 times per week would not be sufficient to ensure adequacy for iron in 6–8 and 9–11-month-old infants unless the frequency is increased to 5 times per week. Empirical intervention studies are needed to confirm the LP simulations and feasibility of the CFRs. Funding SourcesThe authors received no funding for this work.

Editors' Note

Editors' Note Izzy Gainsburg, Julia Lee Cunningham, Leidy Klotz, and Rick Larrick This issue of Behavioral Science & Policy focuses on the defining issue of our time: humankind's far-reaching effects on the planet. These effects are so vast that scientists say the earth has now entered the Anthropocene epoch, in which human behavior has become the dominant influence on the environment that supports all life on earth. In this reality, environmental challenges are behavioral challenges—and opportunities. The articles in this issue illuminate these connections across the spectrum of behavioral science through empirical studies of interventions that reduce individuals' energy use, comparisons of discrete behaviors and policies, reviews of how insights from behavioral science can be woven into environmental policies, and macro-level policy proposals to transform institutional structures themselves. Four empirical articles report evidence from policy-relevant field studies designed to change individual behaviors. Kelly Peters, David R. Thomson, and Nathaniel Barr provide evidence from tests of several interventions intended to augment the effectiveness of "time-ofuse pricing," which involves charging higher prices for energy consumption during periods of high demand. Their evidence suggests that using prices to discourage electricity consumption at peak hours is most effective when price differentials between high-demand and low-demand periods are large and when these differentials are communicated in simple and salient ways on people's electricity bills. As an example, they show that peak hours are recalled more when displayed in linear rather than circular graphics. The team also notes that what they call a "nudge report" (complete with personalized benchmarks, conservation tips, and an energy-reduction pledge) reduced energy usage even when price differences were too small to significantly influence behavior. David A. Comerford, Mirko Moro, Rodolfo Sejas-Portillo, and Till Stowasser demonstrate that labeling and grading the energy efficiency of homes can increase people's willingness to retrofit their dwellings—that is, to replace outdated infrastructure with more efficient alternatives. In particular, they highlight the importance of discrete and familiar grades (in their studies, the letter grades A through F) and the use of color-coded categories (with green representing the most desirable levels of energy efficiency). They close with four lessons for most effectively leveraging labels to reduce energy consumption: (a) mandating that a standardized label depicting energy audit results accompanies property listings, (b) making labels easy to accurately evaluate, (c) making deliberate use of salient thresholds, and (d) prompting people to retrofit when the hassle costs of retrofitting are low and attention to energy efficiency is high. Ashley Whillans, Joseph Sherlock, Jessica Roberts, Shibeal O'Flaherty, Lyndsay Gavin, Holly Dykstra, and Michael Daly discuss ways to nudge people toward using more sustainable modes of transportation. They differentiate between structural interventions (such as economic incentives and modifications to the physical environment) and behavioral interventions (such as changing psychological factors that relate to transportation choices) and show that behavioral interventions have been comparatively neglected in transportation research. To address this gap, they first review psychological barriers to considering and adopting new transportation modes. Next, they provide a six-step process for testing behavioral interventions, starting with partnering with mission-aligned organizations and ending with conducting field studies. Finally, they review data from their own campaigns to increase carpooling and the use of public transportation. Tatiana Homonoff, Rebecca L. C. Taylor, Lee-Sien Kao, and Doug Palmer also home in on a specific behavior—namely, reducing the use of disposable shopping bags—and compare evidence on the most effective ways to elicit this desirable behavior. They first compare and contrast market-based incentives (such as bag taxes) with "command-and-control" policies (such as bag bans). Their analysis yields three lessons: (a) disposable bag taxes work better than offering a bonus for bringing reusable bags, (b) a bag tax does not have to be large to be effective, and (c) plastic bag bans can have unintended negative consequences (for instance, companies may replace banned thin plastic bags with thicker ones that are worse for the environment). The authors of the next article compare a range of behaviors that can affect the environment, trying to determine which to prioritize for intervention. Kate Heller, Michael Berger, Antonius Gagern, Abdurakhim Rakhimov, John...

What do we mean by “transferable skills”? A literature review of how the concept is conceptualized in undergraduate health sciences education

PurposeDue to rapid changes in the future labor market, transferable skills are recognized as a vital learning outcome for students in undergraduate higher education. However, ambiguities surrounding the concept and content of transferable skills hamper the actual teaching and learning of transferable skills. Consequently, there is a great need for an overview of the literature on transferable skills to qualify and develop the approaches to transferrable skills in higher education. This study aims to outline a typology of how transferable skills are conceptualized in health sciences education, that is, medicine, nursing and related health professionals’ education.Design/methodology/approachThe study was a mixed studies literature review, which included quantitative, qualitative and mixed-methods studies. A seven-stage sequential exploratory synthesis of the included studies was conducted.FindingsThis review showed that transferable skills reflected three main conceptualizations: Program Requirements, Employability and Holistic Development. Overall, the global methodological quality of the empirical studies of interventions to further transferable skills development in health science education was weak.Research limitations/implicationsThis study aids clear conceptualization in future empirical studies.Practical implicationsBy distinguishing between three main conceptualizations of transferable skills, this study's typology supports alignment in transferable skills curricula because conceptually sound learning objectives provide teachers and students in health sciences education with a clear purpose and direct educators' choice of relevant teaching and assessment strategies.Originality/valueThis review – the first of its kind – contributes to conceptualization of transferable skills as the basis for curriculum development and research.

A pilot study on efficacy and tolerability of cognitive behavioral therapy (CBT‐FD) for Japanese patients with focal dystonia

AbstractBackgroundAbnormal involuntary movement disorders such as dystonia are likely to be affected by a person's psychological state. Nevertheless, reports of the literature describing investigations of psychological interventions to dystonic patients are scarce. Patients with focal dystonia (FD) are left to confront various psychosocial difficulties. Ioannou and colleagues proposed a holistic approach to seek mechanisms of the basal ganglia associated with athletic performance from the perspective of neuro‐psycho‐motor‐cognitive perspective. This viewpoint endorses that treatment is not as simple as being solitary: Rather, it must incorporate physical, psychological, and social aspects. Empirical intervention studies using psychotherapy are urgently necessary.AimThe purpose of this study was to examine the efficacy and tolerability of cognitive behavioral therapy (CBT: hereinafter, CBT‐FD) in mental health and dystonia symptoms of patients with FD. This report is the first study of Japanese patients with FD followed up for one year after CBT‐FD intervention.MethodsWe administered 8 sessions of CBT‐FD to 15 patients without history of mental disorders who had focal dystonia and a score of 14 or higher on the Beck Inventory‐II. We evaluated the effectiveness and tolerability of CBT‐FD.ResultsSignificant improvements were found in many scales. Most improvements were sustained for one year. Improvement of dysfunction occurred independently of a decrease in depression and anxiety levels.ConclusionsResults of this study suggest that CBT‐FD is effective for improving patient depression, anxiety, disability, pain, and quality of life including relation with the environment. We verified that CBT‐FD contributes safely to holistic recovery.

A Scoping Review of Interventions to Promote Health and Well-Being of Left-behind Children in Mainland China

Abstract Approximately 65 million children in mainland China are left behind in rural areas while their parents work in the cities. Research has highlighted their health needs. However, current research on interventions for this population is unknown. The purpose of this study was to systematically review existing health service interventions for left-behind children in China. The study team identified interventions for left-behind children by conducting a comprehensive search of major academic databases for Chinese and English research. Articles were retained in the study if they were original empirical intervention studies that target health and related well-being outcomes of left-behind children. A total of eighteen unique studies met inclusion criteria. The majority of them demonstrated positive outcomes using various modalities, including education, sport and nutrition guidance and nursing services. However, the shortcomings in research design and intervention limit their replication. Intervention research for left-behind children shows an enormous gap in the knowledge about this at-risk group. Of the existing programs identified, we observe considerable promise for interventions based on inter-disciplinary approaches to services. We provide additional recommendations for conducting future research and for building collaborative relationships with social workers to better serve the needs of children.

Academic Language Instruction for Students in Grades 4 Through 8: A Literature Synthesis

Academic language, which is characterized by the words and structure of the language of schooling, is an important teachable component of academic achievement. When compared to other strong predictors of academic achievement (e.g., decoding, fluency, vocabulary, comprehension), academic language is not as well understood or explicitly taught in schools. The purpose of this literature synthesis is to identify the instructional practices that currently have the best evidence to improve academic language and broader academic achievement outcomes. The most prolific study of academic language instruction occurs with English learner samples. In the current study, we sought high-quality empirical intervention studies conducted with English learners. We describe the components of instruction that explicitly address academic language skills, and we describe the impact on outcomes for English learner students as well as their English-only peers.

Educational Inclusion and Social Interaction: A Literature Review

Abstract Social interactions between disabled children and their peers are not only important to their development of social competence, but may also be indicative of the extent of educational inclusion at the children's school. The aim of this study was to perform a literature review of Brazilian articles on the topic of educational inclusion and social interactions involving children with disabilities. A total of 465 articles published between 2007 and 2017 were obtained from the Scientific Electronic Library Online (SciELO) and the Brazilian Association for the Improvement of Higher Education Personnel (CAPES) databases. The keywords used inclusion, educational inclusion, social interaction, and socialization. After the exclusion criteria were applied, there remained 26 articles and empirical studies published in Portuguese on the topic of social interaction among children with and without disabilities in schools offering educational inclusion programs. Most of the results in these articles described cases of social exclusion within these schools; in these cases, interactions between disabled children and their peers were rare or nonexistent, and the faculty and staff exhibited some distrust in the disabled students' abilities to learn and develop academically. The review also revealed the need for empirical intervention studies that may ultimately produce proposals for changes in these policies and situations.

A Systematic Literature Review of Empirical Research on Postsecondary Students with Autism Spectrum Disorder

The findings from a systematic literature review of 24 empirical studies of interventions for post-secondary students with autism spectrum disorder (ASD) are reported in this study. A diverse range of interventions were examined, many of which appeared feasible and high rates of participant satisfaction were also reported. Differing responses within and among interventions may point to the possible need for individualized supports. Few studies analyzed a specific academic support despite many students with ASD indicating they prefer these supports and that they find them useful. This may highlight the need for participant preferences to be given more consideration when designing supports. Most studies were of poor quality, however, so any conclusions are tentative. Directions for future research were discussed.

Games for enhancing basic reading and maths skills: A systematic review of educational game design in supporting learning by people with learning disabilities

AbstractThe development of games for people with learning disabilities is one way to enhance the quality of learning and respond to the need for inclusive special educational support. Recently, game researchers have highlighted the need for paying more attention to identifying the game design choices that can strengthen learning. This paper reviews recent studies in the field of games that aim at supporting people with difficulties in learning, particularly in basic reading and maths skills. We identify the major characteristics and learning outcomes of the reviewed studies, as well as key design principles that have been used in games for enhancing basic reading and maths skills. The results show that people with specific learning difficulties have positive improvements in the quality of learning. We also found specific gamification elements that have been used to promote the learning of basic reading and maths skills. However, we call for research, which would explicitly examine the effects of game design choices on learning. Currently, the studies that address learning disabilities do not specifically define which kind of games and game design the results refer to, while game design studies do not clarify how these games influence learning. Thus, there is a need to rethink previous empirical studies on game settings for people with learning difficulties via advancing the role of game design in empirical intervention studies.

Dementia diagnosis and management: a narrative review of changing practice.

Early detection and management of dementia in primary care are difficult problems for practitioners. England's National Dementia Strategy 2009 seeks to improve these areas but there is limited evidence on how to achieve this most effectively. This review aims to identify and appraise empirical studies of interventions designed to improve the performance of primary care practitioners in these areas. A narrative review of primary-care based studies. Publications up to February 2010 were identified by searching the electronic databases MEDLINE, Embase, and PsycINFO, and bibliographies. The criterion for inclusion was that studies had to be of interventions aimed at improving detection or management of dementia in primary care. Exclusion criteria included studies in non-English publications, pharmacological interventions, and screening instrument studies. Quality was assessed using the PEDro (Physiotherapy Evidence Database) scale. Fifteen studies were identified, of which 11 were randomised controlled trials. Eight reported educational interventions, and seven trialled service redesign, either by changing the service pathway or by introducing case management. Educationally, only facilitated sessions and decision-support software improved GPs' diagnosis of dementia, as did trials of service-pathway modification. Some of the case-management trials showed improved stakeholder satisfaction, decreased symptoms, and care that was more concordant with guidelines. The quality of the studies varied considerably. Educational interventions are effective when learners are able to set their own educational agenda. Although modifying the service pathway and using case management can assist in several aspects of dementia care, these would require the provision of extra resources, and their value is yet to be tested in different health systems.

Improving Medication Adherence in Chronic Pediatric Health Conditions: A Focus on ADHD in Youth

Chronic pediatric health conditions pose a significant challenge for youth, their families and professionals who treat these conditions. Long-term adherence to interventions, including and often-times, pharmacological interventions, is necessary but often problematic. Understanding factors related to poor adherence and intervening to improve adherence is essential in order to maximize long-term outcomes. Attention-deficit/hyperactivity disorder (ADHD) is one such chronic health condition requiring long-term adherence to treatment. The aims of this review are to 1) review the extant literature regarding rates of adherence to medication for youth with ADHD; 2) summarize what is known regarding factors that impede and support greater adherence to medication; 3) introduce the Unified Theory of Behavior Change as a conceptual model that may assist in developing adherence treatment packages to support medication adherence; and 4) describe several potential interventions based on the Unified Theory of Behavior Change that may improve adherence to medication for youth with ADHD. Although pharmacological interventions for youth with ADHD have been evaluated for decades, only more recently has adherence to medication been the subject of interest. However, this literature has exclusively focused on understanding factors related to adherence, with no empirical studies of interventions to improve adherence in youth with ADHD. This paper provides a rationale and research agenda for systematic study of interventions to support medication adherence in youth with ADHD.

Quality of Care as a Field of Research: What We Published, 2004-2007

What defines quality of care as a field of scientific enquiry? Experts generally agree on the main dimensions of quality of care [1] and on the key ingredients of quality management [2]. What kinds of studies should be done is less clear. Some people believe that descriptive studies of quality may be important locally but do little to further the evidence base for effective quality improvement—they demand more empirical intervention studies. Others deplore the lack of an integrated theoretical framework for quality improvement and the deficiencies of instruments and methods used in quality assessment—they call for more contributions in these areas. To assess how the Journal's publications contribute to various aspects of quality in health care, I classified the 229 full papers published between 2004 and 2007 in the Journal (excluding supplements) according to two variables: the main topic of the paper and the type of paper or study (Table 1 …

A framework for facilitating adaptation to organizational transition

PurposeTransitions – including mergers, acquisitions, downsizings, and restructurings – are used by organizational leaders to accelerate the achievement of strategic objectives. However, the manner in which most transitions are implemented runs counter to research findings on the process of effective change management and, in particular, disregards the natural process of human adaptation. As a result, mismanaged transitions tend to have negative consequences for organizations and their members. Ironically, the characteristic of transitions that prompts individual and organizational strife – the capacity to disrupt the status quo – also enables an opportunity for individual and organizational renewal. For that to occur, however, members must make progress through the natural process of adaptation. This paper aims to propose a framework for facilitating adaptation to organizational transition, to both overcome the undesirable consequences of transitions and to accelerate achievement of the transition's strategic objectives.Design/methodology/approachThis is a conceptual paper based on a review of the literatures on adaptation and transition and the author's own experience as a researcher or consultant in over 100 major organizational transitions.FindingsThe framework presented here should contribute to both the practice of organizational change management and empirical studies of interventions to facilitate individual adaptation to major organizational transitions.Originality/valueThe framework introduced in this paper should have a direct and substantial impact on transition management, employee well being and organizational effectiveness. It should minimize the negative consequences of transitions and accelerate the process of adaptation to organizational transition.