Browsing by Subject "behavior change"

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    Community based intervention effects on older adults’ physical activity and falls (Ready Steady 3.0)
    (2024-03-08) McMahon, Siobhan K; Lewis, Beth; Guan, Weihua; Hayes, Shannon; Wang, Qi; Rothman, Alexander J; skmcmaho@umn.edu; McMahon, Siobhan K
    Less than 14% of older adults perform physical activities recommended by the CDC and WHO, which include fall reducing exercises.The purpose of the Ready Steady 3.0 trial was to test the main and interaction effects of two types of behavior change change strategies within an 8-week physical activity intervention, on physical activity (PA) and falls. The two types of behavior change strategies interpersonally oriented (e.g., peer to peer learning and sharing of barriers and problem solving) or intrapersonally oriented (e.g., setting personal goals and creating action plans), based on theory and evidence. To test their effects, 309 adults ≥ 70 years old were randomized to 1 of 4 conditions in a 2 × 2 full factorial trial. All participants received two core intervention components: the Otago Exercise Program adapted for small groups and a PA monitor. All interventions were delivered during 8 weekly, small group, meetings in community settings. The primary outcome of PA, measured objectively, and secondary outcomes of falls and the quality of life were assessed at four time points: baseline and post-intervention: 1 week, 6 months, and 12 months. The data collected for Ready Steady 3.0 will be shared to enhance its understanding and to make it available for pooling of data with multiple trials to extend scientific findings beyond those available from a single study,
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    Intervening with the Interventionist: Matching Interventions for Treatment Integrity to Stages of the Transtheoretical Model of Behavior Change
    (2016-12) Karich, Abbey
    Within the implementation science literature, there is a well-established gap between research-based interventions and effective implementation. Changing the behavior of those responsible for carrying out new innovations within schools is necessary in order for interventions to be implemented with fidelity (Durlak & DuPre, 2008; Wickstrom, Jones, LaFleur, & Witt, 1998). The current study applied an adapted transtheoretical model (TTM) of behavior change in an attempt to increase treatment integrity among resistant teachers. Interventionist level variables were situated within stages of TTM and possible strategies were identified to intervene with a teacher. Two multiple baseline designs were used to deliver matched interventions to three teachers, each working with three students. Treatment integrity on the intervention protocol and student outcomes on a mastery assessment were monitored each session. The study occurred over five weeks, resulting in 21 intervention days. Teachers were also interviewed after each phase of the study to identify common needs/barriers and aid in interpretation of single-case design data. Results were variable but offered promise for matching the adapted TTM stages to teachers in consultation. Consultation in general increased initial treatment integrity across all teachers and phases, although these effects did not seem to last. Implications for practice and theory, limitations, and future directions for research are discussed.