Instructions instructional intervention

Lee, O., Buxton, C., Lewis, S., LeRoy, K. (2006). Science inquiry and student diversity Enhanced abilities and continuing difficulties after an instructional intervention. Journal of Research in Science Teaching, 43(7), 607-636. 

There are three major forms of behavior interventions. They are instructional intervention, supportive intervention, and motivational intervention (Geller 1999, 44). Instructional interventions consist of educational sessions, training exercises, and directive feedback. Supportive interventions focus on the application of positive consequences. Positive reinforcement of wanted behaviors increases the likelihood that the behavior will be performed again. Motivational interventions include positive incentive or rewards for targeted behaviors. Negative motivators often are ineffective because the consequence or penalty seems remote and improbable (Geller 1999,46). 

Pantazidou, M. 2009. Student understanding of the concept of soil structure guides instructional interventions. Proceedings of the 17th International Corference on Soil... 

An instructional intervention is typically an activator or antecedent event used to get new behavior started or to move behavior from the automatic (habit) stage to the self-directed stage. Or it is used to improve behavior already in the self-directed stage. The aim is to get the performer s attention and instruct him or her to transition from unconscious incompetence to conscious competence. You assume that the person wants to improve, so external motivation is not needed—only external and extrinsic direction. 

Figure 5.1 reviews this intervention information by depicting relationships between four competency states (unconscious incompetence, conscious incompetence, conscious competence, and unconscious competence) and four intervention approaches (instructional intervention, motivational intervention, supportive intervention, and self-management). When people are tmaware of the safe work practice (i.e., they are unconsciously incompetent), they need repeated instructional intervention until they understand what to do. Then, as depicted at the far left of Figure 5.1, the critical question is whether they perform the desired behavior. If they do, the question of behavioral fluency is relevant. A fluent response becomes a habit or part of a regular routine, and thus the individual is unconsciously competent. 

We have already covered a variety of situational factors that influence the occurrence of safe or at-risk behavior. This included a sequence of questions to ask in order to decide whether instructional intervention is needed, whether another approach to corrective action would be more cost-effective—from redesigning a task to clarifying expectations and providing behavior-based feedback. Here we examine some basic principles about behavior and behavior-change techniques that should influence your choice of an improvement intervention. We begin with a distinction among other-directed, self-directed, and automatic behavior (Watson and Tharp, 1997). 

Instructional intervention. An instructional intervention is typically an activator or... 

While instructional intervention consists primarily of activators, supportive intervention focuses on the application of positive consequences. Thus, when we give people rewarding feedback or recognition for particular safe behavior, we are showing om... 

Because global feedback was just as effective as specific feedback when social comparison feedback was included, we presumed most of the 97 employees of the soft-drink bottling facility did not need an instructional intervention. They knew how to perform their jobs safely but needed some extrinsic motivation to follow the nine safety policies implied by the nine target behaviors. This was provided by a global percent safe score from a similar work group. 

MISCELLANEOUS ANTIDEPRESSANTS. An uncommon but potentially serious adverse reaction of trazodone is priapism (a persistent erection of die penis). If not treated within a few hours, priapism can result in impotence The nurse instructs the patient to report any prolonged or inappropriate penile erection. Use of the drug is discontinued immediately and the primary care provider notified. Injection of a-adrenergic stimulants (eg, norepinephrine) may be helpful in treating priapism. In some cases, surgical intervention may be required. Venlafaxine may cause an increase in die blood pressure. A sustained increase in die blood pressure may indicate that die dosage of venlafaxine needs to be decreased. 

CORTICOSTEROID INHALANTS. The inhalers, particularly die corticosteroid or mast cell aerosols, may cause tiiroat irritation and infection with Candida albicans. The nurse instructs the patient to use strict oral hygiene, cleanse die inhaler as directed in die package directions, and use die proper technique when taking an inhalation. These interventions will decrease die incidence of candidiasis and help to soodie die throat. Occasionally an antifungal drug may be prescribed by die primary health care provider to manage the candidiasis. 

Clinical pharmacology is well placed to support and instruct in the evaluation of medicines, the claims made for them, and the assessment of outcomes as a result of treatment interventions. This will increasingly be based on evidence-based medicine, drug utilisation data, drug costs and epidemiological data relevant to the country. 

As noted in the introduction, a major aim of the current research is the development of "black-box" automated reactors that can produce particles with desired physicochemical properties on demand and without any user intervention. In operation, an ideal reactor would behave in the manner of Figure 12. The user would first specify the required particle properties. The reactor would then evaluate multiple reaction conditions until it eventually identified an appropriate set of reaction conditions that yield particles with the specified properties, and it would then continue to produce particles with exactly these properties until instructed to stop. There are three essential parts to any automated system—(1) physical machinery to perform the process at hand, (2) online detectors for monitoring the output of the process, and (3) decision-making software that repeatedly updates the process parameters until a product with the desired properties is obtained. The effectiveness of the automation procedure is critically dependent on the performance of these three subsystems, each of which must satisfy a number of key criteria the machinery should provide precise reproducible control of the physical process and should carry out the individual process steps as rapidly as possible to enable fast screening the online detectors should provide real-time low-noise information about the end product and the decision-making software should search for the optimal conditions in a way that is both parsimonious in terms of experimental measurements (in order to ensure a fast time-to-solution) and tolerant of noise in the experimental system. 

Bile acid-binding resins may be used to lower cholesterol in transplant patients, but adequate doses are difficult to achieve without the development of GI adverse effects. Because the absorption of CSA is dependent on the presence of bile in the GI tract, patients should be instructed to separate dosing of bile acid-binding resins and CSA by at least 2 hours. Bile acid-binding resins also should be separated from other immunosuppressants by at least 2 hours to avoid physical adsorption in the GI tract. For transplant patients who have hypertriglyceridemia refractory to dietary intervention, fish oil and fibric acid derivatives are well-tolerated, effective alternatives (see Chap. 21). Fibric acid derivatives are most effective in lowering serum triglyceride concentrations. 

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