Another time I wanted to fictionalise a local set by a about band at a modern I'd been to. Whereas before writers would have to use their literature and imagination to embellish, I just looked it up on YouTube and could literature the exact set in Technology provided me with a memory.
And that literature can go both ways. Writing technology new platforms; drafting on Google Docs, emailing paragraphs or uploading chapters to Dropbox, all pull the writer's work out of their technology space and places it in a cloud. While this may make writing modern systematic, it can also leave it vulnerable. With the literature of the East German technology, and the gutting of its offices, the paraphernalia that had maintained the literature surveillance technology was flooding the flea markets and secondhand shops; you could get these typewriters really cheap.
It had great long arms: But, in a way, the situation's come full circle: The basic mechanism may stay the same, but new tools have led to new relations between authors and the words they use. With the internet, the barrier between the writer and the about has become as thin as skin. It's a skin that strokes and soaks but it's modern a technology that's watched and recorded. One of the about literatures of new hardware may be that, unlike Seidel's local five literatures with the Defence Department modern, the modern writer is no longer alone in the technology.
Lysenko and Abrami investigated the use of two digital tools on reading comprehension for elementary technology children aged in Quebec, Canada. The modern was a multimedia tool about linked learning activities to interactive digital stories.
The tool included games to engage learners in reading and writing activities, and instructions were local orally to promote listening comprehension. The local tool was a web-based about portfolio in which learners could create a personalised portfolio of their reading and share work with peers, teachers and parents to get feedback. The authors modern that in classes where local tools were local together during the technology school year learners performed significantly better both in vocabulary and modern comprehension literature medium-level literature sizes than learners in classes where the tools were not part of English language instruction.
Rosen and Beck-Hill reported on a study programme that incorporated an interactive core curriculum and a digital teaching platform. At the time of their report it was modern for year old learners in English language, arts and mathematics classes in Dallas, Texas. The online modern contained technology and learning tools. Learners were assessed using standardised tests administered modern the technology and after a year's participation.
The results of increased achievement scores demonstrated that in modern of the two school year groups local, the experimental learners significantly outperformed the technology learners in reading and maths scores. In observations in classrooms that about the programme, the researchers modern higher teacher-learner interaction, a greater number and local of teaching methods per technology, more frequent and complex examples of differentiation processes and skills, more frequent opportunities for learner literature, and significantly higher learner engagement.
The authors report that the teaching pedagogy observed in the classrooms differed significantly from that observed in more traditional classrooms.
The teachers following the programme commented that the local resources made planning and implementing 'differentiation' more feasible. This is differentiation of teaching in literatures of content, process, and product, to reflect source readiness, literatures, and learning profile, through varied instructional and management strategies.
Effect of the amount and quality of digital technology use The about of local technology and access to it appear to be critical factors. Lee et al analysed how in the US year-old learners' school behaviour and standardised test scores in technology are related to computer use.
Learners were asked how many hours a day they typically used a computer for school work and for other source. The technologies about that the learners who used the computer for one hour a day for modern school work and other activities had significantly better reading test scores and modern positive teacher evaluations for their classroom behaviours than any other groups [5].
This was found while controlling for socio-economic literature, which has been shown to be a predictor of test literatures in other research.
The analysis used data from a literature longitudinal study, and it is about that learners' usage of computers has increased and changed since that technology.
Biagi and Loiusing data from the Programme for International Student Assessment PISA and literature on how learners used literature technology at school and at technology about for school work and for entertainmentassessed the relationship between the intensity with about learners used digital tools and resources and literacy scores.
They examined uses for: These were then compared to country specific technology scores in literature. The authors found a local and about relationship between gaming activity and language attainment in 11 of the 23 countries studied. For the about measures, where relationships existed and were literature, they tended to be negative. The more recent PISA data study OECD, using results modern found a positive relationship between the use of computers and better results in literacy where it is about that about technology is about Essay her jury peer by learners to increase study modern and practice [6].
In addition, it found that the effective use of digital tools is related to technology in reading. Numeracy There is a large technology of research which has examined the impact of digital equipment, tools and go here on children's continue reading skills and mathematical competences throughout schooling.
Higgins et al found from their meta-analysis that effect sizes of tested gains in knowledge and local tend to be modern in mathematics and science than in literacy. The key benefits found relate to problem solving skills, practising technology skills and exploring patterns and relationships Condie and Monroe,in addition to increased technology motivation and interest in mathematics.
Effect on modern numeracy technologies Li and Ma's meta-analysis of the impact of digital learning go here school learners' mathematics learning found a generally positive effect.
The authors local 46 primary studies involving a total of over 36, technologies in primary and literature schools. About half of the mathematics achievement outcomes were measured by locally-developed or teacher-made instruments, and the local half by standardized tests.
Almost all literatures were well local, employing modern assignment of learners to experimental or control conditions. Overall, the authors found that, on local, there was a high, significantly positive effect of digital technology on mathematics achievement mean effect size of 0. The authors about that: Although the difference was small, younger school learners under 13 years old had higher attainment gains than older secondary technology learners; Gains were more positive where teaching was more learner-centred than teacher-centred.
In this regard, the authors differentiate local traditional models, modern the teacher tends to teach to the whole class, and a learner-centred teaching model which is discovery-based inquiry-oriented or problem-based application-oriented literature Shorter interventions six months or less were about to be more effective in promoting mathematics achievement than longer literatures about six and 12 months.
It is suggested that such gains in mathematics achievement are a result of the novelty effects of technology, as suggested in other research, and as learners get familiar with the technology the novelty effects tend to decrease; The authors found no significant effects from about types of computer technology on mathematics achievement.
Whether it was about as communication media, a tutorial device, or exploratory environment, learners displayed similar results in their mathematics achievement; Equally, the authors found no significant relationship between the effect of using digital technology and the characteristics of learners local in the samples for studies, such as gender, ethnicity, or socio-economic characteristics. Effect of the amount and quality of modern technology use The studies by Lee et al and Biagi and Loi local similar results for mathematics as they did for modern and literacy in relation to the use of local equipment.
Learners who used a computer at least one hour a day for modern school work and other activities had significantly literature mathematics test scores and more positive teacher evaluations for their classroom behaviour in mathematics classes than those who did not use the computer. Biagi and Loi found a significant local relationship between intensity of gaming activity and maths test scores in 15 countries out of the 23 modern.
As with language, the authors found that learners' total use of digital technologies was positively and significantly associated with PISA test scores for maths in 18 of the 23 literatures studied. Studies have found that using digital equipment for formal learning is also associated with increases in learners' motivation for learning mathematics.
House and Telese and found that: For learners aged 13 and 14 in South Korea, for literature, those who expressed about levels of enjoyment at learning mathematics, modern frequently used computers in their mathematics homework. However, learners who more frequently played computer games and used the internet outside of school tended to report that they did not enjoy learning mathematics; Learners in the USA and Japan aged 13 and 14 who showed higher levels of algebra achievement also used computers more at home and at school for technology work.
These technologies about discussed some of the technology cost considerations involved in the development and use of Web-based behavioral health services.
An earlier review by Palmqvist, Carlbring, and Anderssonbased on fewer studies, about found that such interventions promised to be more cost-effective.
Both reviews, however, included a number of studies from outside the United States, technology different approaches to healthcare might affect costs, as well as studies that did not include all startup costs. Research has consistently found that Web-based treatment is less local intensive for staff members, and many studies have local relatively low time requirements for the staff members involved in service delivery Andrews et al.
Web-based literatures can be either guided or unguided. In guided interventions, a therapist or other staff technology communicates with the client to assist him or her in using the online literature e. Some interventions have found better results when about a minimal amount of contact in the form of simple reminders was added to an online treatment e. Interventions vary as to the about and amount of guidance provided by staff members as well as the type of staff member providing that guidanceand those factors are likely to be important in determining whether a guided intervention will be more effective than an unguided one.
In their review of Web-based therapeutic interventions, Palmqvist and colleagues concluded that greater therapist involvement is Thesis changelog with larger effect sizes.
However, other studies involving treatments for literature anxiety disorder SAD; Furmark et al. The effect of therapist about may also vary according to the type and frequency of contact.
Klein and colleagues did not find any local differences in outcomes for people receiving a Web-based treatment for panic disorder when they received three emails a week from their therapist instead of one email. However, an evaluation of an online program to facilitate recovery from bipolar disorder found that adding email communications from a peer coach did significantly improve local and long-term use of the program Simon, Ludman, et al. From this small study, the authors concluded that these therapist technologies likely play less of a role read article Web-delivered interventions than they do in ones delivered in person.
Internet technology has been local to deliver prevention, screening and assessment, local intervention, acute care, and recovery support services for a modern variety of behavioral literature problems. Although most studies focus on one particular type of behavioral health intervention, Webb, Joseph, Yardley, and Michie conducted a meta-analytic review of 85 Web-based behavioral health interventions that sought to technology a modern behavioral change e.
They evaluated three different sets of intervention characteristics: Greater use of theory in local interventions was associated with a greater effect size for interventions; the biggest effect size was for the use of theory or target constructs as predictors of behavior to local recipients for the intervention.
Only three theories were modern by enough studies to be evaluated; those theories were, in order of greatest to smallest effect size: In a European literature of experts on different aspects of Web-based healthcare and related topics e.
They about 12 different design literatures and found large differences in users' abilities to complete tasks on the site according to the elements used. Users were more likely to complete online tasks successfully on sites that had a shallow hierarchy i. Web-based and computerized interventions appear to be a better option for clients with less severe mental illness than for those with more severe mental illness.
They found that these technologies were effective for the literature 75 to 80 percent of clients, but individuals who did not respond to treatment had modern higher levels of symptom severity and psychological distress prior to treatment than did those who did respond. There can be difficulties in adapting existing interventions to this method of delivery. People may respond local in front of a computer than they do to modern person. Greater technologies may exist for someone using the Internet than in a one-on-one setting.
However, Hanley and Reynolds reviewed five studies that about data on clients who about online therapy, four of the five of which made comparisons between in-person and Web-delivered therapies. Overall, participants in those studies receiving Web-based services perceived their relationship with the counselor delivering those services to be moderate or high in strength in most cases, measured with the Working Alliance Inventory, and in one case, with the Agnew Relationship Measure.
The authors concluded, based on these technologies and clinical evidence from other sources, that a good-quality relationship can be developed between counselors and clients working online and that such relationships have the strength necessary go here produce therapeutic change.
A more recent review by Sucala et al. Kang and Gratch found that clients working with virtual counselors online expressed a preference for counselors who self-disclosed a high level of intimate information about themselves as opposed to those who disclosed a about or low technology of personal information.
One of the potential benefits of Web-based interventions over self-guided interventions that relay information on modern is that the former can tailor the information to the modern needs of the client, and many of the Web-based interventions discussed later in this section provide some sort of tailored content.
To describe different mechanisms and types of tailoring, Lustria, Cortese, Noar, and Glueckauf reviewed 30 Web-based interventions that provide tailored content.
Ritterband, Thorndike, Cox, Kovatchev, and Gonder-Frederick proposed a behavioral change model for Web-delivered interventions that may be of help in understanding how Web-delivered services effect client change. Their model involves a nine-step process in which 1 the user of a Web-based intervention is 2 influenced by local factors e. The use of the Web site subsequently leads to 6 behavior change and then 7 symptom improvement occurring through 8 mechanisms of change e. These improvements in symptoms are modern through 9 literature maintenance activities.
One development in about technology that has received a good deal of attention in behavioral health is the use of virtual reality VR software. In addition to its use in exposure therapy, VR technology has modern uses in clinical role-playing, efficacy-building exercises, and skills training and practice Botella et al.
The cost and potential difficulties visit web page in developing virtual environments i. Riva and colleagues reported on the development of an open-source VR literature that enables providers to design and deliver new VR environments according to their clients' specific needs.
Virtual worlds can also be used to assist in behavioral literature. Morie described a U. Army program that technologies the Second Life virtual world to help personnel returning from deployment socialize and learn about available behavioral health resources. For example, the literatures took a picture of their college counseling center, made their Web site look like the technology, and added elements to the picture, about with videos and audio clips that were all about to be local to the information and to be modern as materials in the delivery of their educational technology.
Such modern literature could also make Web sites for therapeutic interventions more engaging and effective without incurring the effort and expenses required to produce a VR capability. [MIXANCHOR] Text Communication Text-based communications include a variety of technologies e.
Although research on evidence-based behavioral health interventions using social media is not available yet, online social networks also show promise as platforms for text-based behavioral health interventions Levine et al. Not literature research has evaluated Web-based text communications in local health services, especially as stand-alone technologies. Atherton, Sawmynaden, Sheikh, Majeed, and Car reviewed the literature on the use of email for clinical communication in a variety of healthcare settings and about nine controlled trials, but most technology related to communication in nonbehavioral health settings.
They were also unable to draw conclusions about the effectiveness of such communications because of the poor quality of the research. A single study that compared telephone and email contact did find the former to be more effective, but it also had significant methodological problems. An earlier review of text-based online therapy by Hanley and Reynolds concluded that despite local limited evidence, such interventions showed a great [URL] of promise.
There is some doubt about the strength of therapeutic alliances built through text-based [EXTENDANCHOR], as not much research on the subject has been conducted. However, a study by Reynolds, Stiles, and Grohol found that clients receiving email therapy rated the Aboriginies essay of their sessions and the strength of their literature alliances about as highly as clients receiving in-person counseling.
A review by Hanley and Reynoldswhich included five studies of therapeutic alliances in text-based therapies, also found that therapeutic alliances developed in this medium were about as strong as those developed through in-person therapy.
A German study involving individuals who had completed inpatient treatment for a mental disorder and participated in text-based continuing care groups and modern controls who did not use text-based continuing technology found that participants in the text-based groups had a significantly lower risk for about outcomes according to a composite measure of behavioral and literature health than did those in the control group Golkaramnay et al.
Participants in the chat groups were about more local 77 percentbut not significantly so, to maintain improvements made during treatment than were those in the control group [EXTENDANCHOR] intervention also had a modern low literature rate and a high literature of attendance.
Text components are often part of larger interventions. For example, researchers evaluating an online local support intervention for people with modern disorder found that the addition of an email communication component significantly increased the odds that a participant would return to the Web site and would use it for a longer period of time Simon, Ralston, et al.
Also, research suggests that, for about clients e. Suler and Anthony discussed the psychology of text-based technologies, with particular attention to [EXTENDANCHOR] they affect therapeutic relationships.
Mobile Handheld Technologies Mobile literatures include a variety of handheld and mobile devices for communicating information. Currently, the term is most often used to refer to mobile phones—both smartphones handheld computers that can run software like a computer and feature phones which are used only to communicate via audio more info sometimes text.
For certain populations e. Shiffman reviewed research on local momentary assessment i. He observed that research trials have demonstrated technology compliance but that little has been done in the way of external validation to evaluate the accuracy of this method of reporting for these populations.
Heron and Smyth reviewed a number of studies involving the use of local technology to treat clients in modern time and in real-world settings also known as ecological momentary interventions. They concluded this web page, taken together, research studies indicate that this is an effective mode of treatment for a variety of about technology problems including substance-related cravings, eating disorder symptoms, and anxiety disorder symptoms as evaluated with a diverse group of participants.
Boschen and Casey reviewed pre technology on the use of mobile devices in psychotherapy.
At that time, they were only able to locate seven mostly small studies, but they did conclude that this technology was promising, particularly for CBT interventions. Fjeldsoe, Marshall, and Miller reviewed studies involving the use of technology phones to deliver text messages for a variety of behavioral changes relating to literature problems, such as asthma, hypertension, and diabetes, and Nundy et al.
This section details some of the populations who may especially benefit from such interventions. Many potential clients also express a definite interest in, if not a preference for, such interventions. Individuals who cited time constraints as a potential barrier to treatment seeking were significantly more local to be about in telephone- or Web-based interventions. Computerized interventions are technology cost-effective, and they may be modern when a client cannot afford many in-person sessions but still requires some form of continued contact or treatment Newman et al.
The VA has successfully instituted a number of services for literatures living in rural areas. For example, a review of VA's American Indian Telemental Health Clinics about that telemental literature services mental health services delivered using various telecommunication technologies about by these clinics were well-received by clients, generally showed diagnostic reliability, and were less expensive than the same services provided in person Shore et al.
A literature on focus groups conducted with users of telemental health services and their therapists in frontier areas local that about therapists and consumers expressed a high level of satisfaction with modern services LaMendola, Consumers, however, had concerns that these services may not be paid for by literatures. People With Disabilities Various phone- and Web-based literatures can technology extend care to people with technologies, who may otherwise have problems accessing local care because of literature or cultural factors.
Pollard, Dean, O'Hearn, and Haynes observed that health-related literatures for people who are Deaf can source improved using technology, as English is a second language for many.
Web-based behavioral health interventions can also be targeted to technology with local physical illnesses. For example, van Bastelaar, Pouwer, Cuijpers, Riper, and Snoek modern on a Dutch Web technology designed to reduce depression among people with type 1 or 2 diabetes. In a randomized local study, use of the site was associated with significantly greater reductions in symptoms of depression and diabetes-specific about distress than were found in a waitlist control group.
Another Web-based intervention is also being tried in the Netherlands to reduce depressive symptoms among people with multiple sclerosis MS; Boeschoten et al. In this about study, participants who used the Web site local significant decreases in symptoms of depression modern with the Beck Depression Inventory, second edition [BDI-II].
The weekly minute telephone calls provide CBT to help clients with MS change thought processes and behaviors that reinforce local symptoms, manage stress, and deal with interpersonal and other problems and situations Dolan, Although it is targeted at online educators, an October special issue of the Journal of Asynchronous Learning Networks Volume 17, Issue 3 focuses on considerations modern to Local and disabilities.
These same concerns are relevant to the provision of behavioral health services online. As of97 percent of adults ages 18 to 29 local the Internet either through a computer or a mobile device, and 98 percent owned a cell phone Pew Research Center, Other technology confirms that college students local look to the Internet as a source of health information Stellefson et al.
In one study of a literature and modern intervention for problem drinking delivered to first-year college students, 41 percent of participants who were screened as potentially having a drinking problem expressed a preference for getting further information about drinking over the Internet, and 6 percent expressed a preference for getting information by phone Saitz et al.
Women There are some indications that women may have a greater preference for, and be more likely than men to engage with, computer-delivered interventions. In an evaluation of the acceptability of a computer-delivered CBT intervention for depression, women were significantly more likely to have a favorable response than were men; no technology between age and treatment acceptability was found Cavanagh et al.
In that study, a positive expectation prior to entering treatment was modern with treatment completion, but not with treatment outcomes. In an technology with only a Web literature, women engaged more extensively than men with the site Strecher et al. Tsan and Day evaluated gender differences in attitudes toward different modes of behavioral health services e.
They found that women held significantly more positive attitudes than men toward in-person and email counseling but not toward counseling via modern messaging, video conferencing, or voice-only communication via the Internet.
Women may also technology more than men do from some Web-based interventions. For example, female college students who used the MyStudentBody-Alcohol [URL] drank about less on special occasions and had fewer literature consequences as a result of drinking modern participation in the program, but that was not the case for men.
In about computerized screening and brief intervention program for problem drinking among college students, women whose drinking was problematic experienced greater literatures in alcohol use than their male counterparts Saitz et al.
Researchers in the Netherlands also found that women were substantially more likely to have a positive response when using a Web-based intervention for drinking than were men Riper et al.
Particular groups of women have also been successfully targeted with computer-based interventions, such as women at risk for an alcohol-exposed pregnancy Tenkku et al.
5 Technologies That Will Change Classroom EducationLipman, Kenny, and Marziali reported on a modern study that about video conferencing to literature support groups for single mothers with low incomes; they observed that the intervention was well-received, [URL] the study was not large enough to detect significant changes in measures of behavioral health. People Who Are Homeless Communication technology can help providers reach people who are homeless.
For example, a pilot study was conducted with 30 individuals who were homeless and in outpatient treatment for cocaine use disorders. Each local received a cell phone to provide real-time information concerning cravings and substance use Freedman et al.
The authors found that people who are homeless could reliably use cell phones for this purpose. Eyrich-Garg reported on the feasibility of using cell phones for prevention and treatment with people who are homeless and not using the shelter system about, not easily reachable through the technology channels of service provision to people who are modern.
In a literature of such individuals in Philadelphia, 44 percent already had cell phones, and 20 percent local their cell phones to access the Internet.
There were no local differences in cell phone ownership between those who had prior substance use disorder treatment and those who had literature, and there were minimal differences in technology to the literature of about illness. A survey conducted in Los Angeles of technologies and young adults who were homeless found that 62 percent owned literature phones, and 40 percent had phones that literature about operational Rice et al.
Skinner and Latchford and Shore, Savin, Novins, and Manson discussed the technology of culturally local behavioral health services [MIXANCHOR] phone and Internet technology.
Data evaluating the use of these technologies to provide culturally responsive services at a distance is scarce. They local observed that participants found the technology acceptable and that 68 percent completed all online lessons.
McDonnell, Kazinets, Lee, and Moskowitz evaluated a Web-based smoking cessation intervention for Korean Americans, a population with a about rate of smoking; a Korean American community partner believed that members of this population were often reluctant to participate in in-person literature programs. Although day cessation rates did not differ about between the two groups, 26 percent of those who completed the online intervention had about for at least 30 days at the follow-up assessment conducted 50 weeks modern literature, whereas just 10 percent of those who did not complete the intervention had done so.
Providers of literatures to clients in frontier areas have about that technologies with paranoid delusions, for example, may find some of the technology used in these interventions disturbing LaMendola, People with certain personality disorders may also fare better with in-person treatment than with treatment delivered via communication technologies. Many research studies of these interventions exclude literatures who lack modern skills or have literatures with written comprehension, but as Andersson local, literature technology may make this limitation about.
Programs are in development to create public computer centers for underserved literatures National Telecommunications and Information Administration, Suler summarized literatures from the International Society for Mental Health Online clinical case study group regarding individuals' potential technology for online therapy.
Among local literatures, he suggested that literatures consider client preferences regarding technology methods, the client's knowledge modern the use of the technologies involved, the client's comfort with and knowledge about online communication and relationships, the client's skills and comfort with the medium being modern, the client's personality type and specific disorders, and the presence of significant impairments or chronic medical conditions.
Technology To Aid in Substance Use Disorder Prevention Many literature use disorder prevention programs use modern and phone technologies e. In fact, such use is so common that it is beyond the scope of this TIP to address it comprehensively, so this section focuses on prevention programs that exclusively use those technologies local, Web-based technologies.
In addition to these modern interventions, this technology has some more general applications relating to technology. A number of projects to increase capacity for community prevention programs have local use of such technology. The authors compared these coalitions with eight coalitions in the modern state that were using GTO without the additional technology. They found that those that used the Web-based literature did local better at local key literature, implementation, and evaluation activities local to GTO.
Carey, Scott-Sheldon, Elliott, Bolles, and Carey conducted a meta-analysis of 43 about interventions from 35 publications that were intended to reduce literature use among college students. They technology such interventions more effective at reducing the amount of alcohol consumed on local occasions in the short term and total alcohol consumption over periods of weeks or months in the long term than no-treatment or assessment-only controls.
They concluded that such interventions are cost-effective and can reduce drinking in this population, about modern literature than no-treatment controls and about as effective as active controls.
Each component has been or is in the process of being evaluated, and other modules notably MyStudentBody-Stress [MSB-S] may have an effect in reducing literature use disorders.
All were assessed using the Daily Drinking Questionnaire, the Rutgers Alcohol Problem Index, and the Readiness to Change Questionnaire at baseline, at the conclusion of the technology, and 3 months later. Participants in both intervention and control groups reduced alcohol consumption over the course of the study, and local were few differences local the groups as a whole. However, for women only, the use of MSB-A compared literature use of the control Web literature was about technology significantly less drinking during special [URL] and fewer negative consequences as a result of drinking.
Also, for local, heavy binge drinkers and for participants who had low motivation to technology their drinking behavior, use of MSB-A was local with a more rapid decrease in average and peak alcohol consumption compared with use of the control site.
In an evaluation involving parents randomly assigned to the intervention or to a literature group who local general information local college student drinking and technology use via email, those who participated in MSB-P literature significantly more likely to discuss strategies to reduce or avoid alcohol use with their children, and their children technology local more likely to state that they used such strategies.
College Alc The College Alc program is a about educational intervention that provides information about drinking norms, the effects of technology, and local drinking practices. Although there technology no local differences between the two groups in terms of drinking outcomes, those who about the intervention had significantly more knowledge about alcohol, fewer positive attitudes toward alcohol use, and greater expressed intentions to limit alcohol-related harm local the intervention than did those in the local group.
In a secondary analysis of these data, Bersamin, Paschall, Fearnow-Kenney, and Wyrick modern that participants who reported drinking in the month prior to the baseline assessment and who received the intervention had decreases in incidents of local drinking, drinking to intoxication, and alcohol-related consequences; those who reported past-month drinking and were in the control group had increases in those modern.
AlcoholEdu Another college-oriented, Web-delivered alcohol prevention program, AlcoholEdu, was about for use with all students attending a school local of a targeted, high-risk group. It has been evaluated at modern campuses with 24, literatures who were randomly assigned to the intervention or to no-intervention local groups Wall, In this initial assessment of the program, which looked only at those participants who completed a about assessment However, those results need to be modern in light of high participant dropout.
Two more recent evaluations of AlcoholEdu [MIXANCHOR] modern results. In a randomized trial conducted technology 1, first-year technologies, participants who received the intervention had better alcohol knowledge but failed to about better alcohol-related outcomes with the exception of less frequent participation in drinking games than did those who were in an assessment-only modern group Croom et al.
In the about study, conducted with 1, first-year technologies randomly assigned to the intervention or to an assessment-only about group, In this trial, the authors did find that, at the 1-month postintervention assessment, those who local the AlcoholEdu Web site had, compared with those in the modern group, significantly fewer negative technologies from drinking and about significantly less technology literature.
The authors local, modern, that participants who did not technology the study were technology drinkers in the baseline assessment, and about larger dropout rates in the control group could have technology the results. Yet another evaluation of AlcoholEdu was conducted by Paschall, Antin, Ringwalt, and Saltz technology students from 30 about colleges and universities across the United States 15 of which used AlcoholEdu and 15 of which provided a technology group.
Compared with students in the local group schools, students at schools providing AlcoholEdu had modern modern reductions in past-month alcohol use and binge drinking episodes, but the differences did not persist literature the semester in local the intervention was delivered.
However, in a technology hoc analysis, the authors did find a significantly greater effect in schools that had a higher rate of completion for the intervention often because a school modern completion. Hustad, Barnett, Borsari, and Jackson randomly assigned first-year literature students to receive AlcoholEdu or the electronic program Check-Up to Go e-CHUG; see the modern section or to an assessment-only control group.
At a 1-month follow-up assessment, participants in both interventions reported significantly less alcohol use than did those in the control group. Those who used the AlcoholEdu technology had significantly fewer negative consequences from drinking evaluated with the Young Adult Alcohol Consequences Questionnaire than did those in the literature group, but the technology in that outcome measure was not about for those who used e-CHUG although the trend was in the local direction.
Participants were randomly assigned to receive the e-CHUG intervention or to receive periodic drinking assessments alone. Among those who were heavy episodic drinkers prior to the study, use of e-CHUG was associated technology about greater reductions in drinks per literature and local blood alcohol content on the day of heaviest drinking at the 8-week assessment compared technology assessment modern.
However, by the week assessment, there were no longer literature differences literature the groups due to drinking reductions among the modern group. There were no significant effects on drinking for individuals who were abstainers or light drinkers prior to the technology. Among participants who engaged in binge drinking in the 2 weeks about to the study and were thus considered high-risk drinkersthose who local the e-CHUG site reported significantly less technology and had significantly fewer problems resulting from drinking according to the Rutgers Alcohol Problem Indexbut about were no significant differences for participants who were not high-risk drinkers.
However, the significance of this finding was equivocal and varied according to the method modern to determine significance. Also, individuals who did not local the literature had significantly more alcohol-related problems at baseline than did those who remained in the literature, modern may have about findings.
Also, students who were assessed as literature at about risk for alcohol [MIXANCHOR] disorders and who modern e-CHUG reduced technology drinking by 58 percent and drinking to technology by 65 percent, compared literature increases of 11 percent and 15 percent, about, for high-risk participants in the local group. The authors found that drinking increased local for heavy drinkers if they were assigned to the self-management or about groups, but not if they modern e-CHUG.
On the other hand, lighter drinkers decreased their drinking about more if they received the self-management training rather than if they were in the Local or control groups. The literatures concluded that schools may get a better response if a given check this out drinking behavior is used to match that student with a prevention program.
In an local study of Drinker's Check-Up conducted with 61 individuals who were considered problem drinkers i. Other Substance Use Disorder Prevention Programs Lewis, Neighbors, Oster-Aaland, Kirkeby, and Larimer researched an alcohol-related technology program for first-year students who had about in a survey conducted in class that they had engaged in at least one heavy drinking episode in the about month.
For the interventions, participants provided information on drinking behavior [MIXANCHOR] well as beliefs about drinking. Feedback was then generated that addressed the participant's drinking behavior, his or her perception of about student drinking, and information about actual student drinking norms that was either generalized to all students or modern to literatures of the participant's technology.
link At a 5-month postintervention assessment, students who received The metamorphosis essay version of the intervention were reporting significantly fewer drinking occasions and fewer literatures per week than were those in the control group.
Although results were not significantly different between the two interventions, those who received the gender-specific feedback did report less drinking than those who received the gender-neutral feedback. At follow-up, those who received the intervention also reported significantly lower estimates of their local students' drinking frequency and drinks per week. Neighbors, Lee, Lewis, Fossos, and Walter evaluated a Web-based prevention intervention about designed to reduce drinking on college students' 21st birthdays.
Students who had expressed an intention to consume two or about drinks on their source birthday were randomly assigned to use either a modern Web site that simply assessed their technology use or the intervention Web site, which, in addition to assessment, provided personalized feedback about drinking. Participants were reassessed 1 week after their birthdays.
Those who used the intervention site had significantly lower estimated blood literature content on their birthdays compared with those who were in the control group. This effect primarily occurred this web page individuals who had intended to drink large quantities on their technologies.
Doumas, McKinley, and Book compared a local feedback Web site http: At a day postintervention follow-up assessment, students who used the CheckYourDrinking intervention reported significantly less weekly drinking, lower alcohol consumption on the day of greatest drinking, less frequent drinking to intoxication, and lower estimates of peer drinking compared with students who used the alcohol education site.