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Descriptors:
Control Groups; Vocabulary; Program Effectiveness; Kindergarten; Literacy; Vocabulary Development; Low Income Groups; Young Children; Expressive Language; Reading Instruction; Literacy Education; Effect Size; Comparative Analysis

Abstract:
The study examined whether exposure to Kindergarten PAVEd for Success, a vocabulary instruction program, improved expressive vocabulary of kindergartners. The study analyzed data for nearly 1,300 kindergarten students in 64 schools serving predominantly rural and high poverty youth in the Mississippi Delta region and surrounding areas. Kindergarten students in schools using Kindergarten PAVEd for Success as a supplement to regular literacy instruction performed better than kindergarten students in control schools on expressive vocabulary. The estimated effect size was 0.14, a statistically significant result. The authors reported that students who received Kindergarten PAVEd for Success instruction were one month ahead in vocabulary development at the end of kindergarten compared with students in the control group. The research described in this report meets What Works Clearinghouse (WWC) evidence standards. (Contains 2 footnotes.) [The following study is the focus of this "Quick Review": Goodson, B., Wolf, A., Bell, S., Turner, H., & Finney, P. B. (2010). "The effectiveness of a program to accelerate vocabulary development in kindergarten" (ED512900).] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Meta Analysis; Psychological Studies; Clinical Psychology; Intervention; Evidence; Parent Education; Parent Child Relationship; Child Behavior; Behavior Problems; Behavior Modification; Effect Size; Outcomes of Treatment

Abstract:
Evidence-based interventions are often unavailable in everyday clinical settings. This may partly reflect practitioners' assumptions that research evidence does not reflect "real-world" conditions. To examine this further, we systematically assessed the clinical effectiveness of parent management training (PMT) for the treatment of child disruptive behavior across different real-world practice contexts. We identified 28 relevant randomized controlled trials from a systematic search of electronic bibliographic databases and conducted a meta-analysis of child outcomes across trials. Planned subgroup analyses involved comparisons between studies grouped according to individual real-world practice criteria and total real-world practice criteria scores, reflecting the extent to which PMT was delivered by non-specialist therapists, to a clinic-referred population, in a routine setting, and as part of a routine service. Meta-analysis revealed a significant overall advantage for PMT compared with waitlist control conditions. Subgroup analyses did not demonstrate significant differences in effect size estimates according to the total number of real-world practice criteria met by studies. Moreover, no consistent relationships were found between specific practice criteria and effect size estimates. In conclusion, PMT appears to be an effective treatment for children with disruptive behavior problems. There was no clear evidence that conducting PMT in real-world practice contexts is a deterrent to achieving effective child behavior outcomes, although relative advantage to "usual care" was not directly examined and the power of the analysis was limited as a result of significant heterogeneity. More research is needed to investigate whether this finding is generalizable to other psychological interventions. Suggestions are also made for developing more differentiated criteria to assist with evaluating the specific applicability of research evidence to different care providers. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Evidence; Risk; Attention Deficit Hyperactivity Disorder; Patients; Effect Size; Meta Analysis; Genetics; Environmental Influences; Hazardous Materials; Nutrition; Metabolism; Case Studies; Control Groups; Drug Therapy; Comparative Analysis; Cognitive Ability; Correlation; Clinical Diagnosis; Outcomes of Treatment

Abstract:
Objective: To determine whether peripheral biochemical markers (biomarkers) might differentiate patients with attention-deficit/hyperactivity disorder (ADHD) from non-ADHD individuals. Method: We conducted a systematic search and a series of meta-analyses of case-control studies comprising studies from 1969 to 2011. Results: We identified 210 studies in the following categories: 71 studies of the main metabolites and metabolism enzymes of monoaminergic neurotransmission pathway; 87 studies of environmental risk factors divided into heavy metals (18 studies), substance/chemical exposures (16 studies), and nutritional factors (trace elements: 29 studies; essential fatty acids: 24 studies); 22 studies of the hypothalamic-pituitary-adrenal axis (HPA) pathway; 31 studies indicated with ''other.'' After screening for the availability for meta-analyses of drug naive/free case-control studies and Bonferroni correction, five comparisons were statistically significant (Norepinephrine [NE], 3-Methoxy-4-hydroxyphenylethylene glycol [MHPG], monoamine oxidase [MAO], Zinc [Zn], cortisol), five of the significant findings found support in studies of response to ADHD medications (NE, MHPG, MAO, b-phenylethylamine [PEA], cortisol), six in studies of symptoms severity (NE, MHPG, MAO, ferritin, Zn, cortisol) and three in studies of neurophysiological or cognitive functioning (lead-ferritin-Zn). No evidence of publication bias was found, whereas significant heterogeneity of effect sizes across studies was found for three of the five biomarkers that differentiated ADHD from control subjects. Suggestive associations were evidenced for neuropeptide Y (NPY), manganese, and dehydroepiandrosterone (DHEA). Conclusions: This study provides evidence for several peripheral biomarkers as being associated with ADHD both in diagnosis and in treatment efficacy. Further studies are warranted to replicate these findings, to assess their specificity for ADHD, and to quantify the degree to which they are sufficiently precise to be useful in clinical settings. (Contains 16 figures and 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Low Income Groups; Observation; Vocabulary; Teacher Surveys; Quality Control; Program Effectiveness; Counties; Kindergarten; Followup Studies; Vocabulary Development; Quality Assurance; Grade 1; Listening Comprehension; Intervention; Reading Aloud to Others; Reading Achievement; Academic Achievement; Phonological Awareness; Age Differences; Young Children; Low Achievement; Educational Strategies; Instructional Materials; Outcomes of Education; Expressive Language; Reading Instruction; Literacy; Literacy Education; Decoding (Reading); Student Evaluation; Predictor Variables

Abstract:
This study is the first randomized study of the impacts of the vocabulary instruction program Kindergarten PAVEd for Success (K-PAVE) (Hamilton and Schwanenflugel 2011) on low-income students in kindergarten and grade 1. The study has two components. The first component is a test of the impacts of one year of the K-PAVE vocabulary instruction in kindergarten, before students have encountered formal reading instruction (the kindergarten study). The second component is a test of whether the effects of the vocabulary instruction in kindergarten are sustained beyond the intervention period, in grade 1 (the grade 1 follow-up study). This report presents the findings from the grade 1 follow-up study, which followed students who were part of the kindergarten sample into grade 1. During grade 1, no students received K-PAVE; the study was designed to determine whether the impacts found at the end of kindergarten were sustained in grade 1. The report also presents supplemental findings on impacts at the end of kindergarten and discusses outcomes that were not addressed in the kindergarten report. Appended are: (1) K-PAVE Materials Provided to Teachers; (2) Sample Weekly Unit from K-PAVE Program; (3) List of K-PAVE Target Words; (4) Mississippi Counties with Study Schools; (5) Exploratory Analyses of Kindergarten Impacts on Components of Classroom Vocabulary and Comprehension Support, Student Lexical Diversity, and Teacher Lexical Diversity; (6) Statistical Power Analysis; (7) Random Assignment; (8) Recruitment and Random Selection of the Student Sample; (9) Comparison of Students Missing and Not Missing Baseline Assessment; (10) Model Specifications; (11) Sensitivity Analyses; (12) Imputation of Missing Data; (13) Data Collection Procedures; (14) Data Quality Assurance Procedures; (15) School, Teacher, and Student Covariates; (16) Unadjusted Sample Means and Standard Deviations for Outcome Measures; (17) Classroom Observation Measures Used to Create Vocabulary and Comprehension Support Outcome Variables; and (18) Teacher Survey. (Contains 6 figures, 53 tables, 1 map and 69 footnotes.) [For related report, "The Effectiveness of a Program to Accelerate Vocabulary Development in Kindergarten (VOCAB): Kindergarten Final Evaluation Report. NCEE 2010-4014," see ED512900.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Literacy; Foreign Countries; Control Groups; Phonemes; Rhyme; Reading Instruction; Computer Assisted Instruction; Reading; Intervention; Comparative Analysis; Reading Difficulties; Young Children; Literacy Education; Spelling; Phoneme Grapheme Correspondence; Phonics; Phonemic Awareness; Phonological Awareness; Effect Size; Pretests Posttests; Grade 2; Elementary School Students

Abstract:
We report an empirical comparison of the effectiveness of two theoretically motivated computer-assisted reading interventions (CARI) based on the Finnish GraphoGame CARI: English GraphoGame Rime (GG Rime) and English GraphoGame Phoneme (GG Phoneme). Participants were 6-7-year-old students who had been identified by their teachers as being relatively poor at reading. The students were divided into three groups. Two of the groups played one of the games as a supplement to normal classroom literacy instruction for five sessions per week for a period of 12 weeks. The third group formed an untreated control. Both games led to gains in reading, spelling, and phonological skills in comparison with the untreated control group. The two interventions also had some differential effects. The intervention gains were maintained at a four-month follow-up. (Contains 4 tables, 2 figures, and 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Listening Comprehension; Intervention; Reading Aloud to Others; Observation; Reading Achievement; Vocabulary; Academic Achievement; Phonological Awareness; Age Differences; Vocabulary Development; Kindergarten; Young Children; Low Achievement; Educational Strategies; Basic Skills; Reading Improvement; Program Effectiveness; Instructional Materials; Teacher Education; Reading Research; Expressive Language; Outcomes of Education; Reading Instruction; Literacy; Literacy Education; Decoding (Reading); Teacher Surveys

Abstract:
State education departments, in discussions with Regional Educational Laboratory (REL) Southeast, identified low reading achievement as a critical issue for their students and expressed an interest in identifying effective strategies to promote the foundational skills in young students that might improve reading achievement. The Mississippi State Department of Education has focused specifically on interventions that might enhance students' vocabulary knowledge. Kindergarten PAVEd for Success (K-PAVE) was selected to be tested in Mississippi for three reasons. First, there were only a small number of vocabulary interventions appropriate for this age group to be considered. Second, among these, PAVE--the preschool version of the intervention--was the only one for which an impact study had been completed that provided some evidence of effects. Third, K-PAVE was the only curriculum that had developed teacher training materials and a training protocol, which meant that it could be implemented with sufficient fidelity across a variety of districts and school settings. The primary research question for the study addressed the impact of K-PAVE on kindergarten students' expressive vocabulary. Secondary research questions addressed the impacts on kindergarten students' academic knowledge and listening comprehension. Although the study was concerned primarily with the impacts of K-PAVE on students, impacts on intermediate classroom instruction outcomes were also assessed to provide context for understanding potential impacts on students. The study addressed research questions about impacts on classroom instruction in vocabulary and comprehension support, instructional support, and emotional support. Finally, the study examined whether the introduction of K-PAVE had the unintended consequence of reducing the time spent on areas of literacy instruction other than vocabulary and comprehension (such as phonological awareness, alphabet knowledge, print concepts, and decoding). The study found that kindergarten students in schools using K-PAVE as a supplement to the regular literacy instruction performed better than kindergarten students in control schools on the Expressive Vocabulary Test-2 administered at the end of the school year. The study also found that kindergarten students in K-PAVE schools performed better than students in control schools on the measure of academic knowledge administered at the end of the year. K-PAVE caused a positive and statistically significant impact on one of the three kindergarten classroom instructional practices examined: vocabulary and comprehension support, which includes introducing vocabulary words during read-alouds, introducing vocabulary words throughout the school day, asking higher order questions during read-alouds, and providing comprehension support during book read-alouds. Appendices include: (1) Mississippi Counties with Study Schools, by County; (2) Statistical Power Analysis; (3) Random Assignment; (4) Recruitment and Random Selection of the Student Sample; (5) Comparison of Students Missing and Not Missing Baseline Assessment; (6) Classroom Observation Measures for Impact Evaluation; (7) Teacher Survey; (8) K-PAVE Fidelity Observer Handbook and Training Fidelity Checklist; (9) Data Collection Procedures; (10) Data Quality Assurance Procedures; (11) Model Specifications; (12) Flowchart Illustrating Sample Attrition from Data Collection; (13) Missing Data Imputation; (14) Sensitivity Analyses; (15) School, Teacher, and Student Covariates; (16) List of K-PAVE Materials Provided to Teachers; (17) Sample Weekly Unit from K-PAVE Program; (18) List of the 240 K-PAVE Target Words; (19) K-PAVE Teacher Training Agenda; (20) K-PAVE Teacher Phone Follow-Up Agenda; (21) Sample Means and Standard Deviations for Student and Classroom Outcome Measures, by Intervention Status; (22) Checking Model Assumptions; and (23) Translating Impacts on Students into Age-Equivalent Differences in Posttest Outcomes. (Contains 53 tables, 16 figures, 1 map, 3 boxes, and 86 footnotes Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Grades (Scholastic); School Holding Power; Intervention; Measures (Individuals); Control Groups; Statistical Significance; Test Anxiety; Teaching Methods; Conditioning; Effect Size; College Freshmen; High Schools; Outcomes of Education

Abstract:
This study was undertaken to replicate prior research in which a brief counter-conditioning and confidence training program was found to reduce anxiety and raise test scores. First-semester college students were screened with the Westside Test Anxiety Scale, and the 25 identified as having high or moderately-high anxiety were randomly divided into Intervention and Control groups. The Intervention students reviewed the procedure twice, while the controls received an information packet on managing anxiety. The anxiety scale was administered again the week before finals. The Intervention students showed a substantial drop in test anxiety, compared to the Controls (1.7 SD treatment effect size). Changes in the Westside scale correlated with final grades (r= -0.40) providing further confirmation that the scale measures an impairment. Intervention students scored an average 0.40 grade points above the Controls, or 8.7 percentile points, and intervention group grades adjusted for student high school grades was just short of statistical significance (p less than 0.06). The obtained grade gain is only slightly below prior findings, and further supports the benefits of the procedure. Implications for student retention were noted. (Contains 8 endnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Identification; Evidence; Psychotherapy; Counseling Techniques; Attendance Patterns; Effect Size; Group Therapy; Intervention; Meta Analysis; Control Groups; Online Searching; Clinical Diagnosis; Adults; Compliance (Psychology)

Abstract:
Objective: Rates of nonattendance for psychotherapy hinder the effective delivery of evidence-based treatments. Although many strategies have been developed to increase attendance, the effectiveness of these strategies has not been quantified. Our aim in the present study was to undertake a meta-analysis of rigorously controlled studies to quantify the effects of interventions to promote psychotherapy attendance. Method: The inclusion criteria were that studies (a) concerned attendance at individual or group psychotherapy by adults, (b) used a randomized controlled trial design to test an attendance strategy, and (c) used an objective measure of attendance. Computerized literature searches and hand searching resulted in a total of 31 randomized controlled trials that involved 33 independent tests of strategies for reducing treatment refusal and premature termination (N = 4,422). Effect sizes from individual studies were meta-analyzed, and moderator analyses were conducted. Results: Interventions had a small-to-medium effect on attendance across studies (d[subscript +]= 0.38). Interventions to reduce treatment refusal and premature termination were similarly effective (d[subscript +]= 0.37 and 0.39, respectively). Choice of appointment time or therapist, motivational interventions, preparation for psychotherapy, informational interventions, attendance reminders, and case management were the most effective strategies. Diagnosis also moderated effect sizes; samples with a single diagnosis benefited more from attendance interventions compared to samples with a variety of diagnoses. Conclusions: Interventions to increase attendance at adult psychotherapy are moderately effective. However, relatively few studies met the strict study inclusion criteria. Further methodologically sound and theoretically informed interventions geared at increasing attendance are required. (Contains 3 tables, 3 figures, and 1 footnote.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Academic Achievement; Outcomes of Education; Foreign Countries; Control Groups; Conventional Instruction; Economics Education; Home Economics Education; Home Economics; Effect Size; Meta Analysis; Regression (Statistics); Intervention; Middle School Students; Gender Differences; Thinking Skills; Teaching Methods; Elementary School Students; High School Students

Abstract:
This meta-analysis reviewed the effect of practical reasoning instruction (PRI) on student outcome in Home Economics education in Korea. In this meta-analysis, 25 studies with 35 effect sizes were analyzed. The results of this review indicated that PRI is more effective than traditional instruction on student outcomes. A medium and significant mean effect was 0.60 (SE = 0.06). Categorical analyses and regression analyses were employed to find the sources of variance and moderators that predict the effects of PRI. The moderator analyses revealed no statistically significant effects of publication status, study design, type of student outcome, gender of students, and location. The school level of the students and duration were revealed to be moderators. The effect of PRI on student outcome was found to be smaller in middle schools than in elementary or high schools. The results of regression analysis for middle school students indicated that the effect of PRI was predicted by the length of the intervention. A sensitivity analysis indicates that the method this review used for calculating effect sizes for nonexistent control groups was robust. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Prevention; Risk; Eating Disorders; Self Concept; Internet; Video Technology; Expertise; Effect Size; Human Body; Symptoms (Individual Disorders); Intervention; Control Groups; Program Descriptions; College Students; Females

Abstract:
Objective: A group dissonance-based eating disorder prevention program, in which young women critique the thin ideal, reduces eating disorder risk factors and symptoms, but it can be difficult to identify school clinicians with the time and expertise to deliver the intervention. Thus, we developed a prototype Internet version of this program and evaluated it in a preliminary trial. Method: Female college students with body dissatisfaction (N = 107; M age = 21.6 years, SD = 6.6) were randomized to the Internet intervention, group intervention, educational video condition, or educational brochure condition. Results: Internet and group participants showed greater pre-post reductions in eating disorder risk factors and symptoms than video controls (M ds = 0.47 and 0.54, respectively) and brochure controls (M ds = 0.75 and 0.72, respectively), with many effects reaching significance. Effects did not differ significantly for Internet versus group participants (M ds = -0.13) or for video versus brochure controls (M d = 0.25). Effect sizes for the Internet intervention were similar to those previously observed for group versions of this intervention. Conclusions: Results suggest that this prototype Internet intervention is as efficacious as the group intervention, implying that there would be merit in completing this intervention and evaluating it in a fully powered trial. (Contains 3 tables and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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