Interventions For Students Research Articles

FP4 Power-Up with Produce Supported Some Changes in Determinants of Fruit and Vegetable Intake of Rural Elementary Students

Objective Using athletes that children value to model eating fruit and vegetables (FV) could be an effective tool to increase FV consumption. The objective was to evaluate a nutrition intervention with athlete mentors aimed at increasing student preferences, knowledge of FV and decreasing FV neophobias. Description Eleven rural Indiana elementary schools were recruited into five strata and randomly assigned to control (n = 6) or intervention (n = 5) in a cluster RCT. Intervention students received an assembly featuring college athlete mentors, a tasting session, followed by six different videos ( Students completed Qualtrics surveys to assess FV familiarity, preferences, knowledge, and habits in September 2017 (pre), May 2018 (post-one), and September 2018 (post-two). Interactions between groups over time were compared using linear mixed models with random effects for school, class; α = 0.050. Evaluation FV preferences for control students (CON) decreased more than intervention students (INT) from pre- to post-one (P = .016), with no difference between groups from post-one to post-two (P = .118) and pre- to post-two (P = .482). Vegetable neophobias decreased from pre to post-two in INT vs. CON (P = .019), although overall treatment x time interaction was only marginally significant (P = .064). Food group knowledge increased from pre to post-one in INT vs. CON (P = .001) and maintained at post-two (P = .050). FV plate fraction knowledge marginally improved for INT from pre- to post-one (P = .066) and increased from pre- to post-two (P = .005). There were no differences in FV familiarity, frequency, variety, fruit neophobias, trying new FV, and being able to select high nutrient dense FV-containing foods. Conclusions and Implications The intervention to improve FV nutrition produced benefits in some, but not all, outcomes. Some improvements in nutritional attitudes and knowledge creates optimism that this program may enhance student nutrition. Program benefits may be enhanced with additional attention to components that support variety, frequency, familiarity, and comfort in trying FV. Grant Year 2016

Secondary Effects of an Alcohol Prevention Program Targeting Students and/or Parents

The secondary effects of an alcohol prevention program (PAS) on onset of weekly smoking and monthly cannabis use are examined among >3000 Dutch early adolescents (M age=12.64) randomized over four conditions: 1) parent intervention (PI), 2) student intervention (SI), 3) combined intervention (CI) and 4) control condition (CC). Rules about alcohol, alcohol use, and adolescents' self-control were investigated as possible mediators. PI had a marginal aversive effect, slightly increasing the risk of beginning to smoke at T1, and increased the likelihood of beginning to use cannabis use at T1 and T2. SI delayed the onset of monthly cannabis use at T3. CI increased the risk to use cannabis at T3. No mediational processes were found. In conclusion, though this study show mixed results, negative side effects of the PI were found, particularly at earlier ages. Moreover, these results indicate the need for multi-target interventions.

The effect of Valerian root extract on the severity of pre menstrual syndrome symptoms

Premenstrual syndrome (PMS) is a common disorder. Due to the knowledge lack of the precise etiology of this syndrome, different treatment methods are recommended, one of them is the use of medicinal herbs. This study aimed to investigate the effect of Valerian (纈草 xié cǎo) root extract on the intensity of PMS symptoms.In this double-blind clinical trial, 100 female students of Islamic Azad University, Tonekabon Branch, Mazandaran Province, Iran, with PMS were randomly divided into groups receiving Valerian (scientific name: Valeriana officinalis) and placebo in 2013. The participants received 2 pills daily in the last seven days of their menstrual cycle for 3 cycles and recorded their symptoms.The data collection tools included demographic information questionnaire, daily symptom severity questionnaire, and a provisional diagnosis of premenstrual syndrome questionnaire.Data were compared previous, one, two, and three cycles after student's intervention using and analyzed by independent t-test, paired t-test, chi-squared test, and repeated measures ANOVA in SPSS 16.A significant difference was seen in mean emotional, behavioral and physical premenstrual symptom severity in the intervention group before and after the intervention (P < 0.001). However, this difference was not statistically significant in the control group. The results of this study showed that Valerian root extract may reduce emotional, physical, and behavioral symptoms of premenstrual syndrome.

Integrated Care in College Health: A Case Study

This case study describes 1 international student's treatment experience with an integrated health program on a college campus. This program uses a multidisciplinary, mind‐body approach, which incorporates individual counseling, primary care, psychiatric consultation, a mindfulness‐based cognitive therapy class, and a meditation group.

Effects of a physical education intervention to improve student activity levels

Background: School physical education is available to most young people and provides a structured context for physical activity participation. Regular physical activity during childhood can confer acute and long-term health benefits. From this health perspective one of the goals of physical education is for students to take part in appropriate amounts of physical activity during lesson time. However, the diverse aims of physical education (e.g., motor, cognitive, social development, etc.) may hinder achievement of this goal as they can contrast with participation in health-enhancing physical activity. Despite these constraints improving physical activity opportunities during lessons is a worthwhile aspiration and has been a research focus for some time. Purpose: To increase cardio respiratory health-enhancing physical activity levels during girls' gymnastics lessons by manipulating the lesson contexts and teacher behaviours, and to achieve this without compromising other planned lesson objectives Participants and setting: Two classes of 30–32 Year 7 girls (aged 11–12 years) from one co-educational high school in Merseyside, England participated in the study. Classes were randomly appointed to control (CON) and intervention (INT) conditions. Intervention: The key principle of the pedagogical intervention was that the INT teacher including enhanced physical activity levels as an additional planned lesson objective, alongside existing objectives from a gymnastics unit of work. The INT teacher used these slightly modified lesson objectives to underpin the lesson planning and delivery. Research design: The research incorporated a quasi-experimental design whereby both the CON and INT classes were taught gymnastics lessons based on the same unit of work over a six-week period. Following an initial baseline lesson, the CON class participated in lessons planned and taught in the regular way, while the INT class took part in lessons that employed the intervention principles integrated into the planning and delivery. Data collection: Student activity levels, lesson contexts and teacher behaviours were quantified over a six-lesson gymnastics unit using a validated direct observation instrument (SOFIT). After each lesson the CON and INT teachers completed evaluations indicating whether lesson objectives were met. Data analysis: The dependent variables reflected lesson length, student activity levels, lesson contexts and teacher behaviours. Student activity levels included proportions of the time spent at various activity levels and three summary measures of activity, which were, (a) the proportion of lesson time engaged in moderate-to-vigorous physical activity (MVPA), (b) estimated mean energy expenditure rate per child (EER), and (c) estimated total energy expenditure per child per lesson (TEE). Data were analysed between classes using independent t-tests. Findings: Both classes engaged in relatively low levels of MVPA, although the INT students took part in significantly more than the CON students (18.5% vs. 13.5% of lesson time, p < .05). EER was 8% greater among the INT class compared to the CON class (p = .07). TEE was similar between classes, even though CON lessons were 6.4 min longer. Furthermore, INT students had most opportunities for skill practice (43.1% vs. 34.7% of lesson time, p < .05). Both teachers indicated that their planned lesson objectives were achieved. Conclusions: Modest improvements in MVPA can be realised in gymnastics, whose goals and characteristics seemingly contrast with engagement in cardio-respiratory health-enhancing physical activity. Integrating increased MVPA as a lesson objective can optimise students' active participation in lessons.

Performance of left-handed dental students is improved when working from the left side of the patient

The presented study compared the performance of left-handed dental students on a common task. The left-handed students worked from either the right or left side of the different patients. Forty-two voluntary students from dentistry faculty were included in this study. Right- and left-handed dental students were directed to right-handed chairs to remove dental plaque and calculus in 42 voluntary patients having nearly similar amounts of plaque and calculus. Another group including left-handed dentists using chairs set up for left-handed operation for comparison to the performance of the left-handed dentists in right-sided chairs was also comprised. At the beginning, plaque and calculus index scores measured using Plaque index (PI) and calculus index (CI) by an experienced colleague. To evaluate the post-treatment, the same procedures were used. The obtained results from each student's treatment were evaluated. A statistically significant difference was found between outcomes of the patients treated by the left-handed dental students and the patients treated by the right-handed dental students for PI and remaining calculus index scores ( p<0.001). The mean CI was found to be lowest (best performance) in left-handers working on a left-sided dental chair. The left-handers with the right-sided chair were found to be not as good as those on the left-sided chair. Relevance to industry Right-sided dental chairs are commonly used in dental practice. However, it cannot be stated that all the practitioners are right-handers. Although there is no report in the literature about the decreased performance of left-handed practitioner on right-sided dental chairs, it can not be denied that the overall average performance of left-handed practitioners could be improved by providing the opportunity to work from the left side of the patient.

Curriculum-Based Language Assessment and Intervention

The rationale and methods for conducting curriculum-based language assessment and intervention are discussed. Such procedures involve the use of curriculum content and contexts for measuring a student's intervention needs and progress in such a way that they are relevant to the academic setting. Five kinds of curriculum are presented. Techniques are then described for addressing assessment questions related to the language demands of curriculum and a student's current abilities. A framework for managing the complexities of school language is used to outline assessment and intervention needs as they relate to modifying students' abilities and the curriculum. In the final section, selection of a service delivery model and individualized intervention targets are discussed.

The Effects of an LD Student's Treatment Choice on Handwriting Performance

An 11-year-old LD boy was taught two different strategies, both of which markedly improved his handwriting performance on a paragraph-copying task. The first strategy involved a review of typical rules just prior to copying the paragraph. The rules included reminders about punctuation, staying on the line, and the correct proportioning of letters. The second strategy involved circling quality work on the paper immediately following the handwriting task. Results for the first 72 days of the 81-day study indicated that allowing the student his choice of strategies produced better performance than did teacher-determined choices.