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  • 1
    UID:
    gbv_544899938
    Format: Anm.; Tab.; Lit.
    ISSN: 0016-9013
    Note: Band: 37; Heft: 5; Seiten: 650-657
    In: The gerontologist, Cary, NC : Oxford Univ. Press, 1961, 37(1997), 5, Seite 650-657, 0016-9013
    In: volume:37
    In: year:1997
    In: number:5
    In: pages:650-657
    Language: English
    Library Location Call Number Volume/Issue/Year Availability
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  • 2
    UID:
    b3kat_BV023592306
    Format: 32 S. , graph. Darst. , 22 cm
    Series Statement: Working paper series / National Bureau of Economic Research 12377
    Additional Edition: Erscheint auch als Online-Ausgabe
    Language: English
    URL: Volltext  (kostenfrei)
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  • 3
    UID:
    almafu_9958079274002883
    Format: 1 online resource: , illustrations (black and white);
    Series Statement: NBER working paper series no. w12377
    Content: Statistical risk factor models are often proposed for screening high-risk children to participate in early intervention programs. Recent contributions to the program evaluation literature demonstrate the need for incorporating judgments about relative importance of false positives versus false negatives in screening. This paper formalizes these judgments as commensurable economic costs and benefits and applies them to demonstrate an approach to participant selection motivated by the standard cost-benefit criterion of maximizing expected net benefits. Implications of this approach are explored using data from a mental health prevention trial. We illustrate the response of expected net benefits to the choice of a selection risk level, the sensitivity of the optimal selection risk level to per participant cost/benefit magnitudes, and the use of the target-efficiency approach for choosing among alternative risk-factor models. Several strategies that directly incorporate expected net benefit maximization as a criterion in the model estimation process are also examined.
    Note: July 2006.
    Language: English
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  • 4
    UID:
    almafu_9961448754402883
    Format: 1 online resource (210 pages) : , illustrations, tables.
    ISBN: 1-4625-2946-1 , 1-4625-2947-X , 1-4625-2949-6
    Series Statement: The Guilford Practical Intervention in the Schools Series
    Content: "Numerous group interventions have been shown to be effective for helping K-8 students who are struggling with--or at risk for--a wide range of mental health and behavior problems. This unique book gives school practitioners indispensable tools for making any evidence-based group intervention more successful. It addresses the real-world implementation challenges that many manuals overlook, such as how to engage children and parents and sustain their participation, manage behavior in groups, and troubleshoot crisis situations. User-friendly features include case examples, reflection questions, role-play scenarios, and 30 reproducible forms and handouts; the print book has a large-size format with lay-flat binding for easy photocopying. Purchasers get access to a Web page where they can download and print the reproducible materials. This book is in The Guilford Practical Intervention in the Schools Series"--
    Content: "Subject Areas/Keywords: behavior management, behavior problems, behavioral, Coping Power, counseling, data-based decision making, disorders, elementary, emotional, engagement, evidence-based interventions, evidence-based practices, grades, group interventions, Incredible Years, intervention programs, leadership, middle, parent groups, parenting, problem solving, progress monitoring, school mental health, schools, social skills training DESCRIPTION Numerous group interventions have been shown to be effective for helping K-8 students who are struggling with--or at risk for--a wide range of mental health and behavior problems. This unique book gives school practitioners indispensable tools for making any evidence-based group intervention more successful. It addresses the real-world implementation challenges that many manuals overlook, such as how to engage children and parents and sustain their participation, manage behavior in groups, and troubleshoot crisis situations. User-friendly features include case examples, reflection questions, role-play scenarios, and 30 reproducible forms and handouts; the print book has a large-size format with lay-flat binding for easy photocopying. Purchasers get access to a Web page where they can download and print the reproducible materials. "--
    Note: Machine generated contents note: 1. Facilitating Successful Child and Parent Groups -- 2. Locating Evidence-Based Group Interventions -- 3. Recruiting for Child and Parent Groups -- 4. Planning, Organizing, and Establishing the Group -- 5. Managing Behaviors in Child Groups -- 6. Managing Behaviors in Parent Groups -- 7. Engaging Group Members -- 8. Abuse, Neglect, Crisis Situations, and Suicidal Ideation -- 9. Data-Based Decision Making and Planning for Termination -- Appendices -- Reproducible Forms -- References -- Index.
    Additional Edition: ISBN 1-4625-2945-3
    Language: English
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  • 5
    UID:
    almafu_9958102600102883
    Format: 1 online resource: , illustrations (black and white);
    Series Statement: NBER working paper series no. w16383
    Content: The potentially serious adverse impacts of behavior problems during adolescence on employment outcomes in adulthood provide a key economic rationale for early intervention programs. However, the extent to which lower educational attainment accounts for the total impact of adolescent behavior problems on later employment remains unclear As an initial step in exploring this issue, we specify and estimate a recursive bivariate probit model that 1) relates middle school behavior problems to high school graduation and 2) models later employment in young adulthood as a function of these behavior problems and of high school graduation. Our model thus allows for both a direct effect of behavior problems on later employment as well as an indirect effect that operates via graduation from high school. Our empirical results, based on analysis of data from the NELS, suggest that the direct effects of externalizing behavior problems on later employment are not significant but that these problems have important indirect effects operating through high school graduation.
    Note: September 2010.
    Language: English
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