Expert answer:A Study Protocol Paper
Expert answer:Must Be original work only a study protocol call paper in public health related to Impact of community Centered Health Care programs on the treatment of HIV Positive drug and substance abuser
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PH671 Instructions
Impact of Community Centered Health Care Programs on
The Treatment of HIV Positive Drug and Substance
Abuser
Please research models for a good study protocol paper, starting with
the Wilson et al. (2013) article that you read during Module 1 at the beginning
of the course. Use the example(s) you find as a guide to develop your own
study protocol paper that conforms to the following formatting guidelines:
▪
▪
▪
▪
▪
6-8 pages, Microsoft Word
Single-spaced
12-point standard font
Moderate or normal margin settings
APA-style references and reference list
Program Learning Outcomes
▪
▪
▪
▪
PLO 1. Evaluate collaborative health promotion and disease prevention
programs/interventions using biostatistics, epidemiological principles and
other evidence-based research as a source for appropriate planning and
implementation strategies.
PLO 2. Conduct evidence-based research to improve the health and wellbeing of the public and to advance the public health profession.
PLO 3. Convey prevention and intervention strategies across diverse
communities and populations with the goal of improving health outcomes
using culturally appropriate communication and technology.
PLO 5. Impact the health outcomes of communities through the use of data
gained from the appraisal of their essential services, systems, and public
policies.
Course Learning Outcomes
▪
CLO 1. Apply skills, abilities, and models of practice/frames of reference
gained across experiences both in the seminar and the field to solve
problems or explore issues in health promotion and disease
prevention (Aligns with PLO 1).
▪
▪
▪
▪
▪
CLO 2. Demonstrate the ability to construct a problem statement with
evidence of the most relevant contextual factors as it relates to health
promotion and disease prevention (Aligns with PLO 1).
CLO 3. Evaluate the effectiveness of interventions observed during
fieldwork to hypothesize solutions to improve public health
outcomes (Aligns with PLO 2).
CLO 4. Develop conceptual abilities such as critical thinking; problemsolving; policy and practice understanding; encouragement and facilitation
of community organizing, involvement and education (Aligns with PLO 3).
CLO 5. Develop a culturally appropriate communication plan to
disseminate fieldwork experience/recommendations among affected
communities and/or populations (Aligns with PLO 3).
CLO 7. Employ practitioner skills for application in fieldwork/professional
contexts, such as focused research, presentations, writing for multiple
audiences, communications and analysis (Aligns with PLO 5).
Module Learning Outcomes
▪
▪
▪
▪
▪
▪
▪
▪
MLO 2. Summarize the relevance of a selected public health research
problem and identify appropriate analytical tools to examine it (Aligns with
CLO 1).
MLO 3. Find, use and interpret sources of public health data that utilizes
multiple research methods to inform the development of problem
statement (Aligns with CLO 2).
MLO 4. Collect data and information from varied sources with enough
interpretation/evaluation to develop a coherent analysis plan and
recommendations to improve a public health problem (Aligns with CLO 3).
MLO 5. Appraise community health needs in relation to selected public
health research problem (Aligns with CLO 4).
MLO 6. Summarize evidence-based and community-informed solutions to
observed public health problem identified during fieldwork
placement (Aligns with CLO 4).
MLO 7. Explain the critical components of effective communication
targeted at community and/or population affected by the activities of
fieldwork organization (Aligns with CLO 5).
MLO 10. Develop a research protocol to guide Capstone Research (Aligns
with CLO 7).
MLO 11. Present Capstone research problem statement, its public health
relevance and analysis plan to an audience of peers (Aligns with CLO 7).
PH671 Instructions
Impact of Community Centered Health Care Programs on
The Treatment of HIV Positive Drug and Substance
Abuser
Please research models for a good study protocol paper, starting with
the Wilson et al. (2013) article that you read during Module 1 at the beginning
of the course. Use the example(s) you find as a guide to develop your own
study protocol paper that conforms to the following formatting guidelines:
▪
▪
▪
▪
▪
6-8 pages, Microsoft Word
Single-spaced
12-point standard font
Moderate or normal margin settings
APA-style references and reference list
Program Learning Outcomes
▪
▪
▪
▪
PLO 1. Evaluate collaborative health promotion and disease prevention
programs/interventions using biostatistics, epidemiological principles and
other evidence-based research as a source for appropriate planning and
implementation strategies.
PLO 2. Conduct evidence-based research to improve the health and wellbeing of the public and to advance the public health profession.
PLO 3. Convey prevention and intervention strategies across diverse
communities and populations with the goal of improving health outcomes
using culturally appropriate communication and technology.
PLO 5. Impact the health outcomes of communities through the use of data
gained from the appraisal of their essential services, systems, and public
policies.
Course Learning Outcomes
▪
CLO 1. Apply skills, abilities, and models of practice/frames of reference
gained across experiences both in the seminar and the field to solve
problems or explore issues in health promotion and disease
prevention (Aligns with PLO 1).
▪
▪
▪
▪
▪
CLO 2. Demonstrate the ability to construct a problem statement with
evidence of the most relevant contextual factors as it relates to health
promotion and disease prevention (Aligns with PLO 1).
CLO 3. Evaluate the effectiveness of interventions observed during
fieldwork to hypothesize solutions to improve public health
outcomes (Aligns with PLO 2).
CLO 4. Develop conceptual abilities such as critical thinking; problemsolving; policy and practice understanding; encouragement and facilitation
of community organizing, involvement and education (Aligns with PLO 3).
CLO 5. Develop a culturally appropriate communication plan to
disseminate fieldwork experience/recommendations among affected
communities and/or populations (Aligns with PLO 3).
CLO 7. Employ practitioner skills for application in fieldwork/professional
contexts, such as focused research, presentations, writing for multiple
audiences, communications and analysis (Aligns with PLO 5).
Module Learning Outcomes
▪
▪
▪
▪
▪
▪
▪
▪
MLO 2. Summarize the relevance of a selected public health research
problem and identify appropriate analytical tools to examine it (Aligns with
CLO 1).
MLO 3. Find, use and interpret sources of public health data that utilizes
multiple research methods to inform the development of problem
statement (Aligns with CLO 2).
MLO 4. Collect data and information from varied sources with enough
interpretation/evaluation to develop a coherent analysis plan and
recommendations to improve a public health problem (Aligns with CLO 3).
MLO 5. Appraise community health needs in relation to selected public
health research problem (Aligns with CLO 4).
MLO 6. Summarize evidence-based and community-informed solutions to
observed public health problem identified during fieldwork
placement (Aligns with CLO 4).
MLO 7. Explain the critical components of effective communication
targeted at community and/or population affected by the activities of
fieldwork organization (Aligns with CLO 5).
MLO 10. Develop a research protocol to guide Capstone Research (Aligns
with CLO 7).
MLO 11. Present Capstone research problem statement, its public health
relevance and analysis plan to an audience of peers (Aligns with CLO 7).
PH671MPH Presentation Grading Rubric
Criteria Assessed
Exemplary
Proficient
Developing
Needs Improvement
Content
The presentation thoroughly
addresses each of the required
topics and objectives for the
assignment, as outlined in the
syllabus. The presentation shows
comprehension of the relevant
research on the topic, and all
sources used for the assignment
are reliable and peer-reviewed.
The presentation sufficiently
addresses each of the required
topics and objectives for the
assignment as outlined in the
syllabus. The presentation shows
adequate comprehension of the
relevant research on the topic,
and most sources used for the
assignment are reliable and peerreviewed.
The presentation addresses some
of the required topics and
objectives for the assignment, as
outlined in the syllabus, but some
areas require further elaboration.
In addition, comprehension may
seem limited for some topics
presented. Some sources are
peer-reviewed and reliable, but
others may not be.
The presentation may address
some of the required topics and
objectives for the assignment, but
many important points are
missing, making the presentation
incomplete. Relevant and peerreviewed research is lacking to
support the material presented.
The presentation may show a lack
of comprehension in many areas.
The presentation demonstrates
superior presentation skills. The
presenter(s) is(are) consistently
professional, well-prepared, show
comfort speaking, and adhere to
the time limit.
The presentation demonstrates
adequate presentation skills.
There may be an area for
improvement, such as less reading
from notes, adhering to the time
limit, speed or volume of
speaking, etc.
The presentation may
demonstrate some adequate
presentation skills, but more than
one area needs significant
improvement. Points to improve
may include less reading from
notes, adhering to the time limit,
speed or volume of speaking, etc.
The presentation demonstrates
significant need for improvement
across several types of
presentation skills. This may
include several of the following:
less reading from notes, adhering
to the time limit, speed and
volume of speaking, etc.
The presentation demonstrates
exceptional creativity and use of a
variety of modalities to complete
the presentation, such as activities,
games, multimedia, etc.
The presentation demonstrates
adequate creativity and use of at
least the required modalities to
complete the presentation, such
as activities, games, multimedia,
etc.
The presentation may
demonstrate some creativity;
however, the presentation does
not meet the minimum level of
creativity assigned for the
presentation, and more creativity
is desired for effective delivery of
information.
The presentation demonstrates
little or no creativity. The
presentation does not meet the
minimum level of creativity
assigned for the presentation, and
significantly more creativity is
desired for effective delivery of
information.
Thoroughly addresses
all required topics and
objectives, and
evidence of adequate
research.
50% of grade
Presentation Skills
Voice/volume,
professionalism,
speaking (not reading)
to class, and adherence
to time limits.
30% of grade
Creativity
Using more than one
mode to deliver
information, such as
role plays, visual aids,
PowerPoint, etc.
20% of grade
Combatting Childhood Obesity
1
Combatting Childhood Obesity in Children with Autism Spectrum Disorder: An Assessment and
Evaluation of the Modifiable Risk Factors and CHANGE Intervention
A Study Protocol Paper
Presented to
Example ONLY
Combatting Childhood Obesity
2
Protocol Outline
Protocol Title: Combatting Childhood Obesity in Children with Autism Spectrum Disorder: An
Assessment and Evaluation of the Modifiable Risk Factors and CHANGE Intervention
Protocol Version: Version 1
Protocol Date: December 11, 2017
Principal Investigator: Crystal Marie Smith
I.
Abstract
Summary of the study background, aims, and design.
II.
Background and Significance/Preliminary Studies
Current environment that is the basis for the proposed research. Evaluation of current
knowledge and preliminary studies related to the proposed research and describe how
this proposal will enhance this knowledge.
III.
Study Aims
Purpose of the study, including identification of specific primary
objectives/hypotheses and secondary objectives/hypotheses.
IV.
Administrative Organization
Setting description
V.
Study Design
a. Experimental design of the study
b. Study population general description
c. Sample size determination
d. Study outcomes
VI.
Study Procedures
a. Subject selection procedures
i. Sampling plan including Inclusion/Exclusion criteria
ii. Recruitment procedures
1. Where will recruitment occur?
2. Where and when will consent be obtained?
3. Who will obtain consent?
4. What is the advertising plan?
5. What recruitment materials will be provided to the potential
participant?
Combatting Childhood Obesity
iii. Screening procedures
1. What procedures are required for screening?
2. What is the screening schedule?
3. Which screening tests/procedures are part of standard care and
which are for research purposes only?
4. What happens with screen failures?
b. Randomization procedures
c. Study Intervention
1. Active intervention description
2. Control group, if applicable
d. Study Assessments and Activities
i. Description of study procedures, assessments, and subject activities
ii. Provide a schedule of all study assessments and subject activities
VII.
Analysis Plan
Describe statistical analysis methods as appropriate.
VIII. Ethical Considerations
Description of ethical considerations related to the study
IX.
Anticipated Outcomes
X.
Literature Cited
3
Combatting Childhood Obesity
4
Abstract
Many studies have concluded that there is a direct correlation between modifiable risk factors,
such as dietary intake and physical activity, and obesity in children with autism spectrum
disorder, however despite the availability of guidelines for the prevention, assessment, and
treatment of obesity in children without ASD, no such guidelines or obesity programs exist for
children who have been diagnosed with autism spectrum disorder. The purpose of this study will
be to assess the modifiable risk factors for obesity in children with autism spectrum disorder and
evaluate the feasibility of the Changing Health in Autism through Nutrition, Getting Fit, and
Expanding variety (CHANGE) intervention created by researchers at the Marcus Autism Center.
The manual consists of a set of effective techniques designed to increase dietary diversity and
promote physical activity, packaged into a parent as co-therapist intervention. A feasibility study
will be conducted to test efficacy and eventual dissemination. The study design will utilize the
randomized control trial in which 11 children age 5-12 who are both autistic and obese will
receive the intervention. The study will analyze data collected at baseline, week 12, week 16, and
week 20 to determine if the children will see a reduction in BMI and an increase in both
frequency and duration of physical activity. Data collected will include anthropometric
parameters, 3 day food diaries, analysis of food selectivity, behavioral observations, and parent
ratings of child behavior and caregiver stress. Paired T tests will be used to determine if there is a
statistical significance from baseline to week 20 on variables of interest. It is anticipated that
study participants will see both a reduction in BMI ratio and an increase in both the frequency
and duration of physical activity.
Background
Obesity is expanding at alarming rates in pediatric populations. In the US, as many as
32% of children between the ages of 2 and 19 years are overweight and 16% are obese (Ogden,
Carroll, Kit, & Flegal, 2012). Childhood obesity is associated with a number of detrimental
health outcomes, including impaired glucose tolerance, Type 2 diabetes, and an increased risk for
cardiovascular and non-alcoholic fatty liver disease (Wang & Lobstein, 2006). In addition to
these physical comorbidities, obese children also experience low self-esteem and have a negative
self-image. 52% of these obese children become obese adults who have an increased risk of
developing cardiovascular disease and cancer, along with experiencing the same adverse
psychological effects. Childhood obesity has significant health, social, and financial
consequences. “The national cost of childhood obesity is estimated at approximately $11 billion
for children with private insurance and $3 billion for those with Medicaid annually” (Thomson
MedStat Research Brief, 2006). If rates continue to increase at this rapid pace, “the total healthcare costs attributable to obesity/overweight in the U.S. would double every decade to $860.7–
956.9 billion by 2030, accounting for 16– 18% of total US health-care costs” (Wang, Liang,
Caballero, & Kuman, 2008). Such staggering individual and societal costs underscore treatment
of childhood obesity as a worldwide public health priority, particularly among vulnerable
pediatric subgroups. Growing evidence suggests that children with autism spectrum disorder
(ASD) are significantly more likely to be obese compared with the general pediatric population.
The estimated prevalence of obesity in children with ASD ranges from 10% to 31.8% (Whitely,
Phillips), with odds ratios ranging from 1.16 to 4.83. Given that ASD affects as many as 14.7
children per 1000, the increased risk of obesity in this population poses a public health challenge.
Combatting Childhood Obesity
5
Significance
Modifiable factors are seen as critical to combatting childhood obesity. Schools and
communities were targeted in the mid 1990’s when the Centers for Disease Control and
Prevention provided guidelines for health promotion. In 1996, the Centers for Disease Control
and Prevention published the Guidelines for School Health Programs to Promote Lifelong
Healthy Eating and in 1997 the Guidelines for School and Community Programs to Promote
Lifelong Physical Activity among Young People was subsequently published. Surveillance on
obesity rates are conducted via the Behavioral Risk Factor Surveillance System (BRFSS),
National Health and Nutrition Examination Survey (NHANES), and the Youth Risk Behavior
Surveillance System (YRBSS). In 2001, the Surgeon General’s Call to Action to Prevent and
Decrease Overweight and Obesity was published by the United States Department of Health and
Human Resources. This document targeted diet, nutrition education, physical education, and
parental influence. The Surgeon General’s Call to Action to Prevent and Decrease Overweight
and Obesity suggested families incorporate physical activity into their regular, everyday routines,
as well as at playtime, with a goal of at least 60 minutes per day. In addition, it advocated for an
increase in the amount of time allocated and quality of physical education offered at schools, and
the provision of healthy foods and beverages served on campus and during events held at
schools.
Despite the availability of guidelines for the prevention, assessment, and treatment of
obesity in children without autism spectrum disorder, currently none are specifically developed
for children with autism spectrum disorder. Results from studies where children who don’t have
autism may not be applicable to those who do, mainly because autistic children have a
combination of behavioral, developmental, and social deficits associated with the disease.
Autistic children are more likely to suffer from feeding disorders, more specifically, food
selectivity. Their diet typically consists of a strong affinity for starch and processed foods, while
being biased towards to fresh fruit and vegetables. In addition, attempts to introduce new foods
are often met with tantrums and adverse behavior. This combination complicates the application
of current obesity interventions that promote the consumption of nutrient dense meals. In order
to develop an effective intervention to combat childhood obesity in children with autism
spectrum disorder, a multidisciplinary approach in the form of treatment of food selectivity,
nutrition mana …
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