Positive Affect (PA) can be defined as a set of characteristics such as confidence, self-efficacy, pro-social behaviour and optimism that serve to encourage an individual to engage with their environment and pursue their goals (Lyubomirsky, King and Diener 2005).
Froh, Kashdan, Ozimkowski and Miller (2009) maintain that people with low PA require more positive experiences to match the level of PA experienced by people who are generally happier. According to Froh et al. (2009) cultivation of gratitude can result increased positive affect. Grant and Gino (2010) found that gratitude expressions increased both the initiation and maintenance of pro-social behavior, a characteristic of PA.
Froh et al (2009) studied whether gratitude cultivation would affect the level of PA of children and adolescents. They assessed 89 children and adolescents split into two groups that either wrote a letter of gratitude or wrote about daily activities. They found that children with low PA who cultivated gratitude reported greater levels of gratitude and PA, compared to the control group, at post-treatment and two months.
References:
Froh J.J., Kashdan T.B., Ozimkowski K.M. & Miller N. (2009). Who benefits the most from a gratitude intervention in children and adolescents? Examining positive affect as a moderator, The Journal of Positive Psychology, 4 (5) 408-422. DOI: 10.1080/17439760902992464
Grant A.M. & Gino F. (2010). A little thanks goes a long way: Explaining why gratitude expressions motivate prosocial behavior., Journal of Personality and Social Psychology, 98 (6) 946-955. DOI: 10.1037/a0017935
Lyubomirsky S., King L. & Diener E. (2005). The Benefits of Frequent Positive Affect: Does Happiness Lead to Success?, Psychological Bulletin, 131 (6) 803-855. DOI: 10.1037/0033-2909.131.6.803
Showing posts with label intervention. Show all posts
Showing posts with label intervention. Show all posts
Sunday, 2 February 2014
Saturday, 18 January 2014
TEACCH Intervention: A Brief Review of Various Studies
Treatment and Education of Autistic and Related Communication Handicapped Children (TEACCH) is a service, training, and research program for individuals of all ages and skill levels with autism spectrum disorders. The TEACCH Program was developed as a reaction against Freudian theories frequently provided to families with autistic children (Schopler 1998).
The TEACCH website states:
Abou-Hatab, Zahran and Abbas (2013) state that, concerning pre-school age autistic children, the TEACCH intervention resulted in a decrease of behaviour problems. Five autistic children between the ages of 2-6, selected according to the DSM IV criteria for autism, were assessed by their mothers and teachers for behavioural problems. Subsequently, intervention was conducted at school and home. They found that there was statistical significance regarding the pre and post follow-up ratings from the mothers and teachers. Hume, Boyd, McBee, Coman, Gutierrez, Shaw, Sperry, Alessandri and Odom (2011) also found that after observing pre-school autistic children four times over one year, TEACCH was found to be a reliable and valid method of implementation.
In contrast to these findings Virues-Ortega, Julio and Pastor-Barriuso (2013) found that TEACCH has limited impact. Assessing thirteen studies through a meta-analysis, they found that TEACCH has limited impact on perceptual, motor, verbal and cognitive skills as well as a small influence on communication, ADL and motor functioning. However, they state that TEACCH had some influence on social and maladaptive behaviour.
As with many intervention programmes, it is only through continuous research and evaluation that such programmes can be improved in order to be more effective for who gain from them.
References:
M.F. Abou-Hatab, M.H. Zahran and Z.M. Abbas (2013). Autistic preschoolers: a teacch based model for early behavioral intervention in school setting European Psychiatry, 8 (1)
Hume K., Boyd B.,, McBee M., Comanc D., Gutierrezc A., Shaw E., Sperry L.,, Alessandri M. and, & Odoma s. (2011). Assessing implementation of comprehensive treatment models for young children with ASD: Reliability and validity of two measures Research in Autism Spectrum Disorders, 5 (4), 1430-1440 DOI: http://dx..org/10.1016/j.rasd.2011.02.002
Schopler, E. (1998). Prevention and Management of Behavior Problems: The TEACCH Approach Behavior and Cognitive Therapy Today DOI: http://dx..org/10.1016/B978-008043437-7/50021-1
Virues-Ortegaa J., Juliob F.M. and Pastor-Barriuso R. (2013). The TEACCH program for children and adults with autism: A meta-analysis of intervention studies Clinical Psychology Review, 33 (8), 940-953 DOI: http://dx..org/10.1016/j.cpr.2013.07.005
The TEACCH website states:
Structured TEACCHing is based on understanding the learning characteristics of individuals with autism and the use of visual supports to promote meaning and independence. TEACCH services are supported by empirical research, enriched by extensive clinical expertise, and notable for its flexible and individualized support of individuals with Autism Spectrum Disorder (ASD) and their families.
Abou-Hatab, Zahran and Abbas (2013) state that, concerning pre-school age autistic children, the TEACCH intervention resulted in a decrease of behaviour problems. Five autistic children between the ages of 2-6, selected according to the DSM IV criteria for autism, were assessed by their mothers and teachers for behavioural problems. Subsequently, intervention was conducted at school and home. They found that there was statistical significance regarding the pre and post follow-up ratings from the mothers and teachers. Hume, Boyd, McBee, Coman, Gutierrez, Shaw, Sperry, Alessandri and Odom (2011) also found that after observing pre-school autistic children four times over one year, TEACCH was found to be a reliable and valid method of implementation.
In contrast to these findings Virues-Ortega, Julio and Pastor-Barriuso (2013) found that TEACCH has limited impact. Assessing thirteen studies through a meta-analysis, they found that TEACCH has limited impact on perceptual, motor, verbal and cognitive skills as well as a small influence on communication, ADL and motor functioning. However, they state that TEACCH had some influence on social and maladaptive behaviour.
As with many intervention programmes, it is only through continuous research and evaluation that such programmes can be improved in order to be more effective for who gain from them.
References:
M.F. Abou-Hatab, M.H. Zahran and Z.M. Abbas (2013). Autistic preschoolers: a teacch based model for early behavioral intervention in school setting European Psychiatry, 8 (1)Hume K., Boyd B.,, McBee M., Comanc D., Gutierrezc A., Shaw E., Sperry L.,, Alessandri M. and, & Odoma s. (2011). Assessing implementation of comprehensive treatment models for young children with ASD: Reliability and validity of two measures Research in Autism Spectrum Disorders, 5 (4), 1430-1440 DOI: http://dx..org/10.1016/j.rasd.2011.02.002
Schopler, E. (1998). Prevention and Management of Behavior Problems: The TEACCH Approach Behavior and Cognitive Therapy Today DOI: http://dx..org/10.1016/B978-008043437-7/50021-1
Virues-Ortegaa J., Juliob F.M. and Pastor-Barriuso R. (2013). The TEACCH program for children and adults with autism: A meta-analysis of intervention studies Clinical Psychology Review, 33 (8), 940-953 DOI: http://dx..org/10.1016/j.cpr.2013.07.005
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