Publications by authors named "Karianne Thune Hammerstrøm"

17 Publications

  • Page 1 of 1

Common Elements of Practice, Process and Implementation in Out-of-School-Time Academic Interventions for At-risk Children: a Systematic Review.

Prev Sci 2020 05;21(4):545-556

Norwegian Center for Child Behavioral Development, Regional Centre for Child and Adolescent Mental Health, Eastern and Southern Norway, Oslo, Norway.

Academic achievement is a strong preventive factor against marginalization. Children at risk of academic failure and drop out can benefit from out-of-school-time academic (OSTA) interventions. Wide-scaled implementation and sustainment of effective interventions remain a struggle across education, welfare, and health. The need for approaches to increase implementability, effectiveness, and efficiency of interventions is pressing. Advancements in the field of education and mental health suggest identifying and studying discrete elements that are common across interventions for the purpose of hypothesis generation, intervention optimization, design improvement, and implementation. This review identified OSTA interventions for primary school children at risk of academic failure. Common elements methodology was used to code practice elements (n = 62), process elements (n = 49), and implementation elements (n = 36) in 30 effective and six ineffective OSTA interventions in matrices. Based on frequency counts, common practice, process, and implementation elements across the interventions were identified, and given frequency count values (FV) reflecting how often elements were included in effective studies as opposed to in ineffective studies. The five common practice elements with the highest FVs were homework support, training in positive parental school involvement, positive reinforcement, structured tutoring, and psychoeducation. The most common process element was regular support to intervention receiver, and the most common implementation element was quality monitoring. Common combinations of elements were also identified and given FVs. Results from this review can inform efforts to design or optimize OSTA interventions, and inform education, implementation, and practice to improve academic achievement for children at risk.
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http://dx.doi.org/10.1007/s11121-020-01091-wDOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC7162823PMC
May 2020

[All research results should be published].

Tidsskr Nor Laegeforen 2011 Nov;131(23):2337-8

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http://dx.doi.org/10.4045/tidsskr.11.1315DOI Listing
November 2011

If there are no randomised controlled trials, do we always need more research?

Cochrane Database Syst Rev 2011 Mar 14(8):ED000024. Epub 2011 Mar 14.

The Campbell Collaboration, Norwegian Knowledge Centre for the Health Services, Oslo, Norway.

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http://dx.doi.org/10.1002/14651858.ED000024DOI Listing
March 2011