Cluster-randomisierte Studien: eine wichtige Methode in der allgemeinmedizinischen Forschung

Chenot, Jean‐François

doi:10.1016/j.zefq.2009.07.004

Cited by 26 publications

(21 citation statements)

References 21 publications

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“…If an intervention is conducted within one institution there is always the risk of communication or mutual interference of the subjects beyond the framework of the test conditions. Because teachers hardly ever have the opportunity to implement exhaustive individual intervention conditions, a cluster randomization based on classes was chosen over an individual randomization for the study at hand (Chenot, 2009;Kerry & Bland, 1998 Stock & Schneider 2008) of all participating children were gauged at the end of grade one and two (T3, T4).…”

Section: Methodsmentioning

confidence: 99%

“…4, No. 3;2015 at such an early stage of reading acquisition. Furthermore, no substantial differences can be found with regard to the strength in correlation of both functions and reading speed, reading comprehension and orthographic skills.…”

Section: Correlation Analysesmentioning

confidence: 98%

“…4, No. 3;2015 about 40 minutes. Thus, over a time period of 14 weeks, 28 training units were conducted.…”

Section: Intervention Programmesmentioning

confidence: 99%

“…4, No. 3;2015 Since dyslexic children in countries with transparent orthographies stand out particularly with regard to their deficit in reading speed, it is necessary to offer teachers at regular schools evidence-based programmes that aim at automatized word recognition. For this purpose, "Blitzschnelle Worterkennung" (Mayer 2012 [word recognition quick as a flash]) was developed for this study.…”

Section: Training Automatized Word Recognitionmentioning

confidence: 99%

“…4, No. 3;2015 A major question was whether double-deficit children in the CG, in other words, children who did not receive any training initiated by the study at hand, actually belonged to the children showing the worst performance in terms of reading and spelling abilities. In order to answer this question, the performance of these children at the end of grade one and two was compared to the performance of no deficit and single-deficit children of the same group.…”

Section: Effects Of the Intervention At The End Of Gradementioning

confidence: 99%

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Efficacy of a Classroom Integrated Intervention of Phonological Awareness and Word Recognition in “Double-Deficit Children” Learning a Regular Orthography

Mayer¹,

Motsch²

2015

JEL

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This study analysed the effects of a classroom intervention focusing on phonological awareness and/or automatized word recognition in children with a deficit in the domains of phonological awareness and rapid automatized naming ("double deficit"). According to the double-deficit hypothesis (Wolf & Bowers, 1999), these children belong to the group who show the most pronounced difficulties when learning how to read and write.Our results suggest that children with a double deficit are at great risk of developing dyslexia unless they receive specific support. Moreover, the results of the intervention study are the first to show how German speaking children with a double deficit can be adequately supported within the framework of standard beginners' reading and writing lessons in inclusive classrooms so that impending difficulties in the acquisition of written language can be successfully prevented. The support measures focus on a training of phonological awareness and automatized processing of sublexical orthographic units. However, potential modifications of the training are currently being discussed since not all children in the training groups were able to benefit satisfactorily.

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Section: Methodsmentioning

confidence: 99%

Section: Correlation Analysesmentioning

confidence: 98%

“…4, No. 3;2015 about 40 minutes. Thus, over a time period of 14 weeks, 28 training units were conducted.…”

Section: Intervention Programmesmentioning

confidence: 99%

Section: Training Automatized Word Recognitionmentioning

confidence: 99%

Section: Effects Of the Intervention At The End Of Gradementioning

confidence: 99%

See 3 more Smart Citations

Efficacy of a Classroom Integrated Intervention of Phonological Awareness and Word Recognition in “Double-Deficit Children” Learning a Regular Orthography

Mayer¹,

Motsch²

2015

JEL

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The efficacy of an educational movie to improve pain and dysfunctional behavior in school children: A randomized controlled trial

Kisling

Claus

Stahlschmidt

et al. 2021

European Journal of Pain

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Background: Chronic pain in children is a serious issue, therefore calling for effective prevention/intervention measures. This study aimed to evaluate the efficacy of an educational movie on pain knowledge in school children in general and on pain-related behaviours and pain intensity in those who are affected by chronic pain.Regarding those affected, the association between pain knowledge and intensity, as well as the potential mediating effect of pain-related behaviours, were investigated. Methods: Recruited from four schools, N = 381 students (51.7% female; M age = 11.4, SD = 0.95) participated, of which n = 108 reported chronic pain. Each school was randomly allocated to the intervention or control group (cluster-randomization). At two time points spaced 4-5 weeks apart, students provided information on their pain knowledge, pain-related behaviour (passive pain coping, pain-related disability, missed school days, medication use) and pain intensity. After the first assessment, students in the intervention group watched an educational movie. Multilevel linear models for all outcomes were calculated as well as a mediation analysis. Results: Pain knowledge increased significantly in the intervention group (β = 2.76 [95% CI 2.20, 3.31]). However, no significant time-by-group interactions were found for pain-related behaviour or pain intensity. The mediation model identified that the indirect effect of pain knowledge on pain intensity was mediated by pain-related behaviour (β = −0.18, p = 0.014 and β = 0.38, p < 0.001, respectively). Conclusions: Educational movies may be an effective tool for educating students about pain management. However, the knowledge gained may not be sufficient to improve pain behaviour and intensity overall. Significance: A 10-min educational movie on chronic pain management was tested in school children (N = 381). Following the intervention, knowledge of chronic pain concepts was statistically greater in the intervention group compared to the control group not watching the movie. Furthermore, a mediation model theoretically determined whether an association between pain knowledge and pain intensity exists, and whether this is explained by level of dysfunctional pain-related behaviorisms. Full mediation was confirmed.This is an open access article under the terms of the Creative Commons Attribution-NonCommercial-NoDerivs License, which permits use and distribution in any medium, provided the original work is properly cited, the use is non-commercial and no modifications or adaptations are made.

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Quality of life in people with dementia living in nursing homes: validation of an eight-item version of the QUALIDEM for intensive longitudinal assessment

et al. 2020

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Purpose Our aim was to examine whether quality of life which was repeatedly assessed over time is related with the comprehensive assessment of quality of life (QoL) and thereby to validate a brief QoL assessment. Method This longitudinal study used a comprehensive assessment of quality of life at baseline (QUALIDEM; 37 items) to validate an eight-item version of QUALIDEM to assess momentary quality of life which was repeatedly administered using a tablet device after baseline. In all, 150 people with dementia from 10 long-term facilities participated. Momentary quality of life and comprehensive quality of life, age, gender, activities of daily living (Barthel Index), Functional assessment staging (FAST), and Geriatric Depression (GDS) have been assessed. Results Comprehensive and momentary quality of life showed good internal consistency with Cronbach's alpha of .86 and .88 to .93, respectively. For multiple associations of momentary quality of life with the comprehensive quality of life, momentary quality of life was significantly related to comprehensive quality of life (B = .14, CI .08/.20) and GDS (B = − .13, CI − .19/− .06). More specifically, the comprehensive QUALIDEM subscales 'positive affect', 'negative affect', 'restlessness', and 'social relationships' showed significant positive associations with momentary quality of life (p < .001). Conclusion We found that momentary quality of life, reliably assessed by tablet, was associated with comprehensive measures of quality of life and depressive symptoms in people with dementia. Broader use of tablet-based assessments within frequent QoL measurements may enhance time management of nursing staff and may improve the care quality and communication between staff and people with dementia.

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Cluster-randomisierte Studien: eine wichtige Methode in der allgemeinmedizinischen Forschung

Cited by 26 publications

References 21 publications

Efficacy of a Classroom Integrated Intervention of Phonological Awareness and Word Recognition in “Double-Deficit Children” Learning a Regular Orthography

Efficacy of a Classroom Integrated Intervention of Phonological Awareness and Word Recognition in “Double-Deficit Children” Learning a Regular Orthography

The efficacy of an educational movie to improve pain and dysfunctional behavior in school children: A randomized controlled trial

Quality of life in people with dementia living in nursing homes: validation of an eight-item version of the QUALIDEM for intensive longitudinal assessment

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