Short-term Intervention Program Research Articles

Improving Social Communication in Autistic Adolescents Through a Clinic-Home-School Collaboration.

Differences in social communication are common in highly verbal autistic adolescents and can interfere with development of friendships as well as lead to other co-occurring challenges. The purpose of this initial study was to assess whether targeted areas of social communication would improve following the implementation of a manualized social communication package with parent participation and school coordination. Autistic adolescents who demonstrated challenges with social communication participated in this study in the context of a rigorous concurrent multiple baseline experimental design. Weekly intervention targeting social communication was implemented over a period of six to seven weeks (depending on preintervention scores). Additionally, parents and participants completed standardized assessments of anxiety and depression and a post-intervention questionnaire was administered to assess their satisfaction with the intervention. This study demonstrated that social communication could be improved with a short-term intervention program with parent and school participation. All participants showed improvements in social communication, which was maintained at follow-up. Also, all participants and their parents reported high satisfaction with the program. These findings corroborate a growing literature base suggesting that support in the area of social communication is needed and can benefit autistic adolescents.

Building Resilience and Social-Emotional Competencies in Elementary School Students through a Short-Term Intervention Program Based on the SEE Learning Curriculum.

This study explored the positive effects of a six-week Social-Emotional and Ethical Learning® (SEE Learning) program on resilience and social and emotional competences, adapted for elementary students in Daegu, South Korea, a region strongly affected by the first outbreak of COVID-19. A total of 348 third- and fourth-grade students from 15 elementary schools participated, and the curriculum was tailored, emphasizing key areas such as resilience, attention, kindness, attention training, and compassion. Repeated measures analysis of variance (RMANOVA) tests showed statistically significant improvements between pre- and post-tests in resilience and its subscales, including self-efficacy, tolerance of negative affect, positive support relations, power of control, and spontaneity, as well as in social and emotional competencies, including emotional regulation, social skills, empathy, and social tendencies. Despite a lack of maintenance in all areas, at follow-up, the mean scores for self-efficacy, tolerance of negative affect, and positive support relations, as well as emotional regulation, social skills, empathy, and social tendency, remained higher than pre-test levels, suggesting some lasting benefits. The findings underscore the potential of the SEE Learning program integrated with resilience, mindfulness, compassion, and ethical practices to enhance students' resilience and social and emotional well-being. This study contributes to the growing body of evidence supporting the use of mindfulness and compassion-based SEL programs to mitigate the adverse effects of traumatic events on children's mental health.

Evaluating the Impact of Gamified Language Learning on Student Exchange Participants’ Confidence and Competence in English and Arabic: A Pre- and Post-Test Analysis

This study investigates the impact of gamified language learning activities on student exchange participants’ confidence and competence in English and Arabic. Despite the growing use of gamification in educational contexts, there remains a lack of empirical evidence on its effectiveness in enhancing bilingual competencies, particularly in short-term intervention programs. The primary aim of this research is to assess whether the Fun Language Hour program, involving language-based games, can significantly improve participants’ language skills and self-confidence. The methodology employed a pre-test and post-test design, with data collected from 10 Indonesian students who participated in a 3-hour language learning session focused on English and Arabic games. A paired samples t-test was conducted to analyse the differences between pre- and post-test scores, specifically measuring participants’ self-reported confidence and competence in using both languages The findings indicate statistically significant improvements in several areas, with t-statistics ranging from – 3.00 to -9.00 and p-values below the 0.05 threshold for most measures, suggesting that the program contributed to measurable gains in confidence and competence. Notably, significant improvements were observed in understanding and using basic Arabic phrases, comfort with bilingual activities, participation in cultural exchanges, and familiarity with English vocabulary introduced in the program. However, there was no significant change in participants’ overall expectations. Despite these positive outcomes, limitations such as the small sample size and brief duration may have constrained the program’s full impact. The study implies that more extensive and prolonged gamified interventions may be necessary to achieve even greater improvements in language acquisition. Future research should explore longer programs with larger and more diverse participant groups to better assess the potential of gamified learning in bilingual settings.

Identifying the Characteristics of Responders and Nonresponders in a Behavioral Intervention to Increase Physical Activity Among Patients With Moderate to Severe Asthma: Protocol for a Prospective Pragmatic Study.

Previous research has suggested that most adults improve their asthma control after a short-term behavioral intervention program to increase physical activity in daily life (PADL). However, the characteristics of individuals who respond and do not respond to this intervention and the medium-term response remain unknown. This study aims to (1) identify the characteristics of adult responders and nonresponders with asthma to a behavioral intervention to increase physical activity and (2) evaluate the functional and clinical benefits in the medium term. This prospective pragmatic study will include adults with moderate to severe asthma who enroll in a behavioral intervention. All individuals will receive an educational program and an 8-week intervention to increase PADL (1 time/wk; up to 90 min/session). The educational program will be conducted in a class setting through group discussions and video presentations. Behavioral interventions will be based on the transtheoretical model using counseling, incentives, and individual feedback aiming to increase participation in physical activity. Motivational interviewing and guidelines for overcoming barriers will be used to stimulate individuals to reach their goals. Pre- and postintervention assessments will include the following: PADL (triaxial accelerometry), body composition (octopolar bioimpedance), barriers to PADL (questionnaire), clinical asthma control (Asthma Control Questionnaire), quality of life (Asthma Quality of Life Questionnaire), anxiety and depression levels (Hospital Anxiety and Depression Scale), and exacerbations. "Responders" to the intervention will be defined as those who demonstrate an increase in the number of daily steps (≥2500). In December 2021, the clinical trial registration was approved. Recruitment and data collection for the trial is ongoing, and the results of this study are likely to be published in late 2024. The intervention will likely promote different effects according to the clinical characteristics of the individuals, including asthma control, age, anxiety and depression levels, obesity, and several comorbidities. Identifying individuals who respond or do not respond to behavioral interventions to increase PADL will help clinicians prescribe specific interventions to adults with asthma. ClinicalTrials.gov NCT05159076; https://clinicaltrials.gov/ct2/show/NCT05159076. DERR1-10.2196/49032.

Psychological capital’s mediation of anxiety-related patterns of thinking and academic adjustment among university students

Objective: The study examined psychological capital’s (PsyCap) role in the relations between anxiety-related patterns of thinking (rumination, obsessive-compulsive disorder, test anxiety) and students’ academic adjustment. It argued the relations are not direct but are mediated by PsyCap. Participants: Participants were 250 s-year or higher university undergraduates in Israel; 60.4% in second year, 35.6% in third, 4% in fourth; 111 men (44%), 139 women (56%); age 18–40 years (mean age = 25, SD = 2.52). Participants were recruited through flyers distributed on campus. Methods: Six questionnaires tested study hypotheses: one gathered demographic information; five assessed anxiety-related patterns of thinking, PsyCap, and academic adjustment. Results: Findings showed PsyCap mediated relations between anxiety-related patterns of thinking (rumination, obsessive-compulsive disorder, test anxiety) and academic adjustment and was a crucial factor in explaining variance in academic adjustment. Conclusions: University policymakers may consider developing short-term intervention programs to foster PsyCap and thus possibly promote students’ academic adjustment.

Static and Dynamic Balance Indices among Kindergarten Children: A Short-Term Intervention Program during COVID-19 Lockdowns.

The COVID-19 pandemic outbreak had a negative impact on kindergarten activities. These young children, who had been compelled to stay home during lockdowns, suffered a lack of movement and loss of mobility, resulting in deteriorated physical motor skills. Lack of sufficient motor experience in early childhood can impair children’s motor and cognitive development. Balance skills are fundamental to all other motor abilities, from the most basic movements to the most complex motor skills. The purpose of this study was to implement a short-term physical activity program, which may have a direct effect on children’s fundamental balance ability. Ninety-six kindergarten children (45 boys and 51 girls), aged 4–6 years, participated in the study. Data were analyzed using three-way ANOVA and interaction analyses. The results suggest that short, focused, and dedicated balance training programs have a beneficial influence on the static balance of preschoolers and can mitigate some of the negative physical outcomes of lockdowns. In conclusion, this study indicates that a short-term physical training program had a positive effect on the motor abilities of preschoolers after COVID-19-related lockdowns. More research is needed in order to fully understand the complete impact of the worldwide health crisis and the best ways in which to address it.

Impact of Short-Term Intensive-Type Cognitive Behavioral Therapy Intervention on Internet Addiction among Chinese College Students: A Randomized Controlled Trial.

The object of this study is to examine the effects of a short-term intensive-type Cognitive Behavioral Therapy (CBT) intervention to prevent internet addiction among Chinese college students. We conducted a randomized controlled trial applying a group counseling intervention program based on CBT. Data included 21 participants in the intervention group and 22 participants in the control group. The results showed that the intervention program reduced college students’ internet addiction symptoms and procrastination and improved their sense of coherence. Regarding the sustained effect, internet addiction symptoms decreased and perceived social support from significant others improved in college students. However, the intervention program did not significantly reduce their average daily internet use time and psychological stress. Overall, this study developed a short-term intensive-type intervention program based on CBT theory, which is complementary for Chinese college students with internet addiction.

The Effectiveness of Short-Term Lifestyle Intervention Programs on Physical Function, Cognition, and Quality of Life Among Community Older Adults

The objective of this study was to explore whether (1) the 2 short-term lifestyle intervention programs (ie, lifestyle modification for the elderly [LiME] and prescription for a healthy life [PHL]) increase behavioral outcome in meaningful activity participation, and health outcomes in physical function, cognition, and health-related quality of life and (2) the multimodule program (LiME) has better outcomes? Twenty-one community older adults were recruited to join the 2 programs: 9 in LiME and 12 in PHL. Both programs conducted 12 weekly group sessions, including 1 outing. LiME showed positive within-group outcomes in physical, mental, and quality of life. PHL did not demonstrate any significant health outcome. Neither program had noted behavior outcome. The results of LiME and PHL at any time point did not show a significant between-group difference. LiME was a rarely seen short-term (3 months) lifestyle intervention program that demonstrated positive outcomes on physical function, cognition, and quality of life among community older adults.

Amblyaudia

Amblyaudia represents the spectrum of auditory processing deficits auditory processing deficits(APD) that are felt to be associated with asymmetric hearing loss (AHL) and may have detrimental effects on hearing and language development. The hallmark finding in amblyaudia is an abnormally large asymmetry between the two ears during dichotic listening tasks with either normal or below normal performance in the dominant ear. Imbalanced signaling between the two ears during critical periods may result in altered or maladaptive patterns of neural connections that persist even after the peripheral pathology has resolved. Amblyaudia often presents with difficulties in attention, speech comprehension, and reading. Dichotic listening tests are used for screening and diagnosis because they put stress on the binaural auditory system and reveal any asymmetry between the auditory pathways. The prevalence and severity of amblyaudia in the population can be minimized by early identification and correction of AHL. Intervention may be in the form of reducing the intensity of input to the dominant ear during dichotic listening tasks or as a short-term intervention program called auditory rehabilitation for interaural asymmetry. Amblyaudia is an important source of difficulties in attention, speech comprehension, and reading, often difficult to diagnose, and early diagnosis and implementation of corrective measures can make a significant difference in the development of these children.

Development and effects of a psychosocial adaptation program for North Korean adolescent defectors.

PurposeThis study aimed to develop and examine the effects of a psychosocial adaptation program for North Korean adolescent defectors.MethodsThis quasi-experimental study was conducted with 28 North Korean adolescent defectors who were recruited through alternative schools. The experimental and control groups consisted of 14 participants each. A program was conducted across eight sessions, each lasting about 90-120 minutes. The data were analyzed using the x2 test, t-test, paired t-test, and analysis of covariance.ResultsNo significant differences were observed in the score changes for psychosocial adaptation (t=0.25, p=.808), post-traumatic stress symptoms (t=0.32, p=.749), cultural adaptation stress (t=0.05, p=.957), and self-efficacy (t=0.35, p=.726) in either group before and after the intervention. No intergroup differences were observed for psychosocial adaptation (t=0.12, p=.902), post-traumatic stress symptoms (t=0.07, p=.946), cultural adaptation stress (t=0.01, p=.994), and self-efficacy (t=0.58, p=.570).ConclusionThese findings suggest that psychosocial adaptation, stress, and self-efficacy cannot be improved by a short-term intervention program alone. It was also determined that the cultural characteristics of the North Korean adolescent defectors were not sufficiently considered before implementing the program. Therefore, it is essential to provide an in-depth orientation for the participants before implementing the program.

Short-term lifestyle intervention program through daily walking improves circulatory low HDL level in rural Bangladeshi women

Short-term lifestyle intervention program through daily walking improves circulatory low HDL level in rural Bangladeshi women

「道徳的強み」の自覚と活用は促進的援助サービスになり得るか？―児童に対する短期間のキャラクター・ストレングス活用介入を通して―

「道徳的強み」の自覚と活用は促進的援助サービスになり得るか？―児童に対する短期間のキャラクター・ストレングス活用介入を通して―

A Multidisciplinary Intervention in Childhood Obesity Acutely Improves Insulin Resistance and Inflammatory Markers Independent From Body Composition.

Childhood obesity is an increasing health care problem associated with insulin resistance and low-level systemic inflammation, which can ultimately lead to diabetes. Evidence for efficacy of therapeutic intervention programs on the early development of obesity associated sequelae is moderate. This paper investigates the effect of a multidisciplinary short-term intervention program on insulin resistance and metaflammation in childhood obesity. Two hundred and 36 overweight or obese children and adolescents between the ages of 10 and 14 were included in a prospective 5 months intervention study, which included sports, psychotherapy, and nutritional counseling. Primary endpoints were the effects on body mass index standard deviation score (BMI-SDS) and homeostatic model assessment of insulin resistance (HOMA-IR), key secondary endpoints were the levels of C-reactive protein (CRP), leptin, and adiponectin. At baseline, a substantial proportion of participants showed signs of insulin resistance (mean HOMA-IR 5.5 ± 3.4) despite not meeting the diagnostic criteria for diabetes, and low-level inflammation (mean CRP 3.9 mg/l ± 3.8 mg/l). One hundred and 95 participants (83%) completed the program resulting in a significant reduction in BMI-SDS, HOMA-IR, CRP, and leptin and a significant increase in adiponectin (mean change compared to baseline −0.14, −0.85, −1.0 mg/l, −2.8 ng/ml, and 0.5 μg/ml, respectively; p < 0.001 each). Effects on BMI-SDS, HOMA-IR, CRP, and adiponectin were largely independent whereas leptin was positively correlated with BMI-SDS and total fat mass before and after intervention (r = 0.56 and 0.61, p < 0.001 each). Short-term multidisciplinary intervention successfully improved body composition, insulin sensitivity, low-level systemic inflammation, and the adipokine profile in childhood obesity. Our findings highlight the immediate connection between obesity and the pathophysiology of its sequelae, and emphasize the importance of early intervention. Continued lifestyle modification is likely necessary to consolidate and augment the long-term effects.

The Effectiveness of Using Mobile Learning Methods in Geometry for Students with Different Initial Mathematical Performance

The present study investigated the use of mobile learning on students' (with different initial mathematical performance), understanding in geometry. The sample of the study was consisted of 162 5th grade students at secondary education (16-17 years old) who were divided into experimental and control group. For the mobile learning the Euclidea app was installed by the experimental group in their smart phones and it was used at the teaching of specific geometrical concepts. Emphasis was given on students’ experiences. Although there were not any statistically significant differences between the two main groups concerning their performance, further analyses of the characteristics of the experimental group indicated that the mobile learning method was more efficient for students with low or medium performance than those with high initial performance on mathematics, highlighting that there is not any “ideal” method in the teaching of mathematics, however there are differentiation derived by inter-individual differences. Implications about the use of mobile learning in mathematics education are discussed, as the use of short term intervention programs cannot fulfil the goals of changing significantly the mathematical performance.

A Short-Duration Combined Exercise and Education Program to Improve Physical Function and Social Engagement in Community-Dwelling Elderly Adults.

Exercise is a key intervention for improving older adults' physical function and life expectancy. Here, we investigated a short-term intervention program designed to improve the physical functioning of elderly adults in a community-dwelling setting. We examined the effect of a 5-week combined exercise and education program on the physical function, social engagement, mobility performance, and fear of falling in 42 subjects older than 65 years. Eleven subjects dropped out. There was significant improvement in the 30-second chair stand test (p < .001) and timed up-and-go test (p < .001) between the baseline and the last session. At the end of the intervention, the subjects' social engagement was significantly higher than at baseline (p = .022), but this improvement was not maintained in the follow-up assessment. These results suggest that a combined exercise and education program can improve the physical function and social engagement of elderly individuals living in a community dwelling.

Acute Effects of a Speed Training Program on Sprinting Step Kinematics and Performance.

The purpose of this study was to examine the effects of speed training on sprint step kinematics and performance in male sprinters. Two groups of seven elite (best 100-m time: 10.37 ± 0.04 s) and seven sub-elite (best 100-m time: 10.71 ± 0.15 s) sprinters were recruited. Sprint performance was assessed in the 20 m (flying start), 40 m (standing start), and 60 m (starting block start). Step kinematics were extracted from the first nine running steps of the 20-m sprint using the Opto-Jump–Microgate system. Explosive power was quantified by performing the CMJ, standing long jump, standing triple jump, and standing five jumps. Significant post-test improvements (p < 0.05) were observed in both groups of sprinters. Performance improved by 0.11 s (elite) and 0.06 s (sub-elite) in the 20-m flying start and by 0.06 s (elite) and 0.08 s (sub-elite) in the 60-m start block start. Strong post-test correlations were observed between 60-m block start performance and standing five jumps (SFJ) in the elite group and between 20-m flying start and 40-m standing start performance and standing long jump (SLJ) and standing triple jump (STJ) in the sub-elite group. Speed training (ST) shows potential in the reduction of step variability and as an effective short-term intervention program in the improvement of sprint performance.

Intensive Summer Intervention Drives Linear Growth of Reading Skill in Struggling Readers.

A major achievement of reading research has been the development of effective intervention programs for struggling readers. Most intervention studies employ a pre-post design, to examine efficacy, but this precludes the study of growth curves over the course of the intervention program. Determining the time-course of improvement is essential for cost-effective, evidence-based decisions on the optimal intervention dosage. The goal of this study was to analyze reading growth curves during an intensive summer intervention program. A cohort of 31 children (6–12 years) with reading difficulties (N = 21 with dyslexia diagnosis) were enrolled in 160 h of intervention occurring over 8 weeks of summer vacation. We collected behavioral measures over 4 sessions assessing decoding, oral reading fluency, and comprehension. Mixed-effects modeling of longitudinal measurements revealed a linear dose-response relationship between hours of intervention and improvement in reading ability; there was significant linear growth on every measure of reading skill and none of the measures showed non-linear growth trajectories. Decoding skills showed substantial growth [Cohen’s d = 0.85 (WJ Basic Reading Skills)], with fluency and comprehension growing more gradually [d = 0.41 (WJ Reading Fluency)]. These results highlight the opportunity to improve reading skills over an intensive, short-term summer intervention program, and the linear dose-response relationship between duration and gains enables educators to set reading level goals and design a treatment plan to achieve them.

Development and personal growthgroup -Apsychodynamic-analytical approach

Short-term analytical group interventions could support students or trainees (in social professions field) in order to enhance their personal resources and abilities reflected by the manner of using their psychological typology. A lack of empirical evidence regarding the effect on psychological type dynamic is a source of speculations in this field. The current study investigates, from an analytical psychology perspective, the impact of a short-term analytical group intervention program on psychological typology and personality traits (extraversion, neuroticism and psychoticism). The results provided by analyzing a sample of 69 participants revealed significant transformations of psychological type dynamics that reflect enhancing the intra-personal and inter-personal processes. The impact of this short-term intervention program on personality traits fell short of reaching significant level.

부적응적 완벽주의 경향을 가진 대학생을 위한 자기자비 단기개입 프로그램 개발 및 효과성 검증

부적응적 완벽주의 경향을 가진 대학생을 위한 자기자비 단기개입 프로그램 개발 및 효과성 검증

The importance of the working alliance between parent and professional

Introducation: Quality of relationships between professionals and clients in the form of Working Alliance is relevant for psychotherapeutic success Del Re et al., 2012. We tested whether Working Alliance also predicts outcome when professionals provide a short-term early intervention program for parents with a child with a visual or visual-and-intellectual disability. Methods: For parents of young children age: 9 months to 5 years with a visual or visual-and-intellectual disability the Intervention: ‘Video-feedback Intervention to promote Positive Parenting in parents of children with Visual or visual-and-intellectual disabilities’ VIPP-V; Van den Broek et al., 2016 was developed. The intervention aimed at increasing parental sensitivity and parent-child interaction quality. From the development of the VIPP-V program on, experts by experience parents and stakeholder groups were involved to promote implementation. A survey assessed parents’ support needs. Participants: Each parent-child dyad N=40 participated in seven 1,5Hr-VIPP-V sessions. Design: Pre-test, post-test and follow-up design. Instruments: The National Institute of Child Health and Human Development Scales NICHD-scales; Egeland & Heister, 1993 were used for coding parental sensitivity and quality of parent-child interaction. The Dutch translation of the short version of the Working Alliance Inventory WAI; Horvath & Greenberg, 1989 was used to assess working alliance. Results: For working alliance a quadratic interaction with parental sensitivity F1,34 = 4.14, p = .050, η2 = .011 was present, as well as for parent-child interaction F1,34 = 6.14, p = .018, η2 = .15. The median split for the level of working alliance indicated that for the parents reporting the highest working alliance at posttest, parental sensitivity and parent-child interaction improved more strongly compared to the parents reporting lower levels of working alliance. No differences were found at follow-up. Discussions: Parents who had a positive working alliance with their VIPP-V worker benefited more. Conclusions: Working Alliance may be related to short-term benefits in parenting intervention. For implementation a multiple strategy approach is used: the intervention is embedded in patient registrations and standard protocols; parents of a young child with a visual impairment are informed about the intervention; and several training and education materials are developed. Lessons learned: These results show that the quality of the working alliance may contribute to intervention effects. Research should elucidate whether working alliance is an indicator or a mediating factor. Limitations: The quality of the working alliance was only examined by a questionnaire and not observed. Future research: A factorial trial design may tease apart the independent and synergetic contributions of working alliance and intervention protocol. Also, the effect of the quality of the working alliance should be studied in other short-term interventions also for caregivers providing care for persons with an Intellectual Disability, in psychiatry or elderly. Furthermore, the outcomes of implementation into practice should be examined.