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Related Concept Videos

Learning Disabilities01:25

Learning Disabilities

Learning disabilities are cognitive disorders caused by neurological impairments that affect cognitive functions like language and reading, without indicating overall intellectual or developmental challenges. These disabilities differ from global intellectual or developmental disabilities as they are limited to distinct cognitive functions. Common learning disabilities include dysgraphia, dyslexia, and dyscalculia, each of which impacts unique aspects of learning.
Dyslexia
Dyslexia is a...
Nursing Process for Patient and Caregiver Teaching III: Evaluation and Documentation01:20

Nursing Process for Patient and Caregiver Teaching III: Evaluation and Documentation

Evaluation of the teaching process enables the nurse to determine if the patient's learning needs were met and if training was effective. If the expected outcomes are not met, the care plan is revised, and additional education or reinforcement is provided. Nurses can ask questions after the session or obtain feedback to assess the patient's understanding of the topic.
Nurses can use several methods to evaluate patient outcomes. For example, oral questions can assess cognitive learning, patient...

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Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities
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Evaluating the prevention through alternative learning styles program.

Mary J Huber1, Judson Workman, Jo Ann Ford

  • 1Wright State University, Boonshoft School of Medicine, Kettering, Ohio 45420, USA. mary.huber@wright.edu

Journal of Drug Education
|March 4, 2010
PubMed
Summary
This summary is machine-generated.

The Prevention through Alternative Learning Styles (PALS) program effectively reduced middle school students' intentions to use alcohol, tobacco, and other drugs (ATOD). This intervention improved student knowledge of ATOD effects and promoted refusal skills.

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Area of Science:

  • Public Health
  • Educational Psychology
  • Substance Abuse Prevention

Background:

  • Adolescent substance use remains a significant public health concern.
  • Effective prevention strategies are needed to address alcohol, tobacco, and other drug (ATOD) use among middle school students.
  • Tailoring interventions to diverse learning styles may enhance program efficacy.

Purpose of the Study:

  • To evaluate the effectiveness of the Prevention through Alternative Learning Styles (PALS) program.
  • To assess the impact of PALS on students' knowledge of ATOD effects, refusal skills, and intentions to use ATOD.
  • To determine if adapting ATOD messages to learning styles improves intervention outcomes.

Main Methods:

  • A two-year evaluation of the PALS program involving middle school students and teachers.
  • Teachers received training on recognizing and adapting to students' learning styles within the ATOD curriculum.
  • Student curriculum covered 5 ATOD topic areas with two lessons each, focusing on knowledge, refusal skills, and reducing use intentions.

Main Results:

  • Statistically significant improvements were observed in students participating in the PALS program.
  • Students demonstrated increased knowledge regarding alcohol, tobacco, and other drug (ATOD) topic areas.
  • A significant decrease in students' intentions to use ATOD was a key finding.

Conclusions:

  • The PALS program proved effective in addressing adolescent ATOD use.
  • Adapting ATOD education to learning styles is a viable strategy for prevention.
  • The PALS intervention shows promise for reducing substance use intentions and increasing knowledge in middle schoolers.