subject:(Behavior disorders in children)

University of Wisconsin – La Cross

1. Carlson, Sarah. Differences in resilience among African-American, inner city students with and without severe disruptive behaviors.

Degree: 2009, University of Wisconsin – La Cross

URL: http://digital.library.wisc.edu/1793/37968

► Students labeled as EBD have the poorest academic and life outcomes of any category of special education students, due to inappropriate, problematic behaviors and lack… (more)

Subjects/Keywords: Behavior disorders in children.; Behavior disorders in children.; African American students.

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Carlson, S. (2009). Differences in resilience among African-American, inner city students with and without severe disruptive behaviors. (Thesis). University of Wisconsin – La Cross. Retrieved from http://digital.library.wisc.edu/1793/37968

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Carlson, Sarah. “Differences in resilience among African-American, inner city students with and without severe disruptive behaviors.” 2009. Thesis, University of Wisconsin – La Cross. Accessed September 21, 2019. http://digital.library.wisc.edu/1793/37968.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Carlson, Sarah. “Differences in resilience among African-American, inner city students with and without severe disruptive behaviors.” 2009. Web. 21 Sep 2019.

Vancouver:

Carlson S. Differences in resilience among African-American, inner city students with and without severe disruptive behaviors. [Internet] [Thesis]. University of Wisconsin – La Cross; 2009. [cited 2019 Sep 21]. Available from: http://digital.library.wisc.edu/1793/37968.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Carlson S. Differences in resilience among African-American, inner city students with and without severe disruptive behaviors. [Thesis]. University of Wisconsin – La Cross; 2009. Available from: http://digital.library.wisc.edu/1793/37968

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Ryerson University

2. Cowan, Heather. Perceptions of effective implementation of applied behaviour analysis (ABA) in schools.

Degree: 2013, Ryerson University

URL: https://digital.library.ryerson.ca/islandora/object/RULA%3A6495

► Policy/Program Memorandum Number 140 outlines the requirements for Ontario school boards to incorporate principles of Applied Behaviour Analysis (ABA) into school programs for students with… (more)

Subjects/Keywords: Autism spectrum disorders in children; Autistic children – Education – Ontario; Autistic children – Behavior modification; Autism spectrum disorders – Treatment; Behaviour modification; Behavior disorders in children; Autism in children; Behavior assessment

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Cowan, H. (2013). Perceptions of effective implementation of applied behaviour analysis (ABA) in schools. (Thesis). Ryerson University. Retrieved from https://digital.library.ryerson.ca/islandora/object/RULA%3A6495

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Cowan, Heather. “Perceptions of effective implementation of applied behaviour analysis (ABA) in schools.” 2013. Thesis, Ryerson University. Accessed September 21, 2019. https://digital.library.ryerson.ca/islandora/object/RULA%3A6495.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Cowan, Heather. “Perceptions of effective implementation of applied behaviour analysis (ABA) in schools.” 2013. Web. 21 Sep 2019.

Vancouver:

Cowan H. Perceptions of effective implementation of applied behaviour analysis (ABA) in schools. [Internet] [Thesis]. Ryerson University; 2013. [cited 2019 Sep 21]. Available from: https://digital.library.ryerson.ca/islandora/object/RULA%3A6495.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Cowan H. Perceptions of effective implementation of applied behaviour analysis (ABA) in schools. [Thesis]. Ryerson University; 2013. Available from: https://digital.library.ryerson.ca/islandora/object/RULA%3A6495

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Ryerson University

3. Cormier, Nicole Susann. Psychopathic features, paired-associate learning, and lexical decision-making in children.

Degree: 2011, Ryerson University

URL: https://digital.library.ryerson.ca/islandora/object/RULA%3A951

► This thesis explored potential links between psychopathic features and difficulties with abstract semantic processing in a clinical convenience sample of children aged 6 through 11.… (more)

Subjects/Keywords: Child psychopathology; Cognition in children; Personality disorders in children; Behavior disorders in children

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Cormier, N. S. (2011). Psychopathic features, paired-associate learning, and lexical decision-making in children. (Thesis). Ryerson University. Retrieved from https://digital.library.ryerson.ca/islandora/object/RULA%3A951

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Cormier, Nicole Susann. “Psychopathic features, paired-associate learning, and lexical decision-making in children.” 2011. Thesis, Ryerson University. Accessed September 21, 2019. https://digital.library.ryerson.ca/islandora/object/RULA%3A951.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Cormier, Nicole Susann. “Psychopathic features, paired-associate learning, and lexical decision-making in children.” 2011. Web. 21 Sep 2019.

Vancouver:

Cormier NS. Psychopathic features, paired-associate learning, and lexical decision-making in children. [Internet] [Thesis]. Ryerson University; 2011. [cited 2019 Sep 21]. Available from: https://digital.library.ryerson.ca/islandora/object/RULA%3A951.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Cormier NS. Psychopathic features, paired-associate learning, and lexical decision-making in children. [Thesis]. Ryerson University; 2011. Available from: https://digital.library.ryerson.ca/islandora/object/RULA%3A951

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of North Carolina – Greensboro

4. Rehder, Peter D. Emotion recognition deficits among children with conduct problems and callous-unemotional behaviors: differences by child race.

Degree: 2016, University of North Carolina – Greensboro

URL: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=19758

► Deficits in emotion recognition have been associated with psychopathic and callous-unemotional (CU) behaviors among adults, adolescents, and children. However, few previous studies have examined such… (more)

Subjects/Keywords: Child psychopathology; Conduct disorders in children; Behavior disorders in children; Emotions in children; Facial expression

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Rehder, P. D. (2016). Emotion recognition deficits among children with conduct problems and callous-unemotional behaviors: differences by child race. (Doctoral Dissertation). University of North Carolina – Greensboro. Retrieved from http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=19758

Chicago Manual of Style (16^th Edition):

Rehder, Peter D. “Emotion recognition deficits among children with conduct problems and callous-unemotional behaviors: differences by child race.” 2016. Doctoral Dissertation, University of North Carolina – Greensboro. Accessed September 21, 2019. http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=19758.

MLA Handbook (7^th Edition):

Rehder, Peter D. “Emotion recognition deficits among children with conduct problems and callous-unemotional behaviors: differences by child race.” 2016. Web. 21 Sep 2019.

Vancouver:

Rehder PD. Emotion recognition deficits among children with conduct problems and callous-unemotional behaviors: differences by child race. [Internet] [Doctoral dissertation]. University of North Carolina – Greensboro; 2016. [cited 2019 Sep 21]. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=19758.

Council of Science Editors:

Rehder PD. Emotion recognition deficits among children with conduct problems and callous-unemotional behaviors: differences by child race. [Doctoral Dissertation]. University of North Carolina – Greensboro; 2016. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=19758

University of Adelaide

5. Biggs, Sarah N. Sleep/wake patterns and sleep problems in South Australian children aged 5-10 years: biopsychosocial determinants and effects on behaviour.

Degree: 2010, University of Adelaide

URL: http://hdl.handle.net/2440/61910

► In 1913, Lewis Terman and his colleague, Adeline Hocking published a paper asking a seemingly simple question “But exactly how much sleep is required by… (more)

▼ In 1913, Lewis Terman and his colleague, Adeline Hocking published a paper asking a seemingly simple question “But exactly how much sleep is required by this developing organism (child) for its healthy functioning and growth?” (Bracketed italics added). Almost 100 years later, this question remains largely unanswered. Whilst it is well acknowledged that sleep duration decreases as a child ages, changing sleep practices are determined not only by biological processes, but also by cultural and social influences. Few studies to date have adequately addressed this. It is also well acknowledged that sleep problems in childhood are common, yet research is limited due to lack of standard methodological protocols. Accurate knowledge of poor sleep/wake habits and prevalence of sleep problems may be vital to ensuring the behavioural well-being of many children. The following thesis presents the results of the South Australian Paediatric Sleep Survey (SAPSS); a study designed to address the above limitations and examine sleep/wake patterns, sleep problems and behavioural associates in a large community sample of school-aged children in Australia. Using a combination of previous tools and author devised items, a sleep, health and behaviour questionnaire was developed and subjected to rigourous psychometric testing. Exploratory factor analysis revealed six robust factors: Sleep Routine, Bedtime Anxiety, Morning Tiredness, Night Arousals, Sleep Disordered Breathing, and Restless Sleep. These sub-scales demonstrated good internal reliability, face validity, and test-retest reliability at 6, 12 and 18 m The SAPSS questionnaire was distributed to parents of children through schools and provides the first indication of normative sleep/wake patterns in a representative sample of school-aged children in Australia (N=1904; mean age 7.7±1.7yrs). The results of this study add to the discussion that the process of sleep is embedded in cultural and social norms, with differences reported between Non-Caucasian and Caucasian children, as well as between weekend and school nights. These results also confirm the postulation that sleep and behaviour are inextricably linked. Bedtime anxiety, restless sleep, night arousals, bruxism, hyperhydrosis and sleepwalking were all associated with behavioural deficits, either independently or comorbidly. Moreover, the SAPSS adds considerably to the current state of knowledge by revealing a regular sleep routine, in otherwise healthy children, has the strongest effect on daytime functioning. In addition to the traditional indicators of sleep/wake patterns, the current study examined sleep schedules, in particular the consistency of bedtimes, risetimes and sleep duration. More children reported poor sleep schedules than traditional indicators of poor sleep habits and a change in bedtimes greater than 2 hours across the week or a poor sleep routine resulted in up to four times the risk of reported behavioural problems. The current paradigm regarding sleep in children is that ‘one size fits all’, however… Advisors/Committee Members: van den Heuvel, Cameron Jay (advisor), School of Paediatrics and Reproductive Health : Paediatrics (school).

Subjects/Keywords: sleep; children; behaviour; Sleep.; Sleep disorders in children.; Children Sleep

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Biggs, S. N. (2010). Sleep/wake patterns and sleep problems in South Australian children aged 5-10 years: biopsychosocial determinants and effects on behaviour. (Thesis). University of Adelaide. Retrieved from http://hdl.handle.net/2440/61910

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Biggs, Sarah N. “Sleep/wake patterns and sleep problems in South Australian children aged 5-10 years: biopsychosocial determinants and effects on behaviour.” 2010. Thesis, University of Adelaide. Accessed September 21, 2019. http://hdl.handle.net/2440/61910.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Biggs, Sarah N. “Sleep/wake patterns and sleep problems in South Australian children aged 5-10 years: biopsychosocial determinants and effects on behaviour.” 2010. Web. 21 Sep 2019.

Vancouver:

Biggs SN. Sleep/wake patterns and sleep problems in South Australian children aged 5-10 years: biopsychosocial determinants and effects on behaviour. [Internet] [Thesis]. University of Adelaide; 2010. [cited 2019 Sep 21]. Available from: http://hdl.handle.net/2440/61910.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Biggs SN. Sleep/wake patterns and sleep problems in South Australian children aged 5-10 years: biopsychosocial determinants and effects on behaviour. [Thesis]. University of Adelaide; 2010. Available from: http://hdl.handle.net/2440/61910

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Tasmania

6. Beaumont, SA. Conflict, social communication deficits and behavioural inflexibility in primary school children.

Degree: 2009, University of Tasmania

URL: https://eprints.utas.edu.au/19298/1/whole_BeaumontSallyAnn2010_thesis.pdf

► Literature review The problem of disruptive behaviour displayed by primary school children has been an issue in schools for over the last three decades, but… (more)

▼ Literature review The problem of disruptive behaviour displayed by primary school children has been an issue in schools for over the last three decades, but has recently resurfaced again as a major social concern. As public concern has risen, so have expectations that this problem area should be managed more effectively by school staff. This review will explore, within a school context, the link between disruptive externalized behaviours and social communication deficits, which are regarded as a key antecedent to disruptive externalized behaviours. In particular, the origins of social communication deficits, displayed by non pathological primary school children, will be explored in order to understand the types of interventions that may be effective for these children. A review of evidence-based social skills training programs and their related successful outcomes will be explored and this will be followed by an analysis of gaps in the research in order to determine future research areas. Empirical report Previous research has focused on the close association between poor social communication skills and behavioural difficulties. However, little attempt has so far been made to examine this relationship in primary school aged children who live in socioeconomically disadvantaged communities. In particular there is limited research on the impact of universally presented social communication skills interventions on this group of children. This study explores the notion that children who live in socioeconomically disadvantaged communities and who display disruptive behaviours in school need specially designed social skills intervention programs to meet their specific requirements. Further, this study explores the hypothesis that a universal school-based, teacher-delivered social communication skills intervention, not requiring parental support, will decrease levels of problematic behaviour. Results showed a non-significant decrease in children's levels of problematic behaviours in the Playground environment, but showed a significant reduction in their levels of problematic behaviour in a classroom environment. Gender and school levels appear to have a moderating effect on outcomes. This study concluded that in the short term at least, the type of intervention carried out may have had some beneficial effect for the participants, but this was not sustained over a longer time period. Implications for the use of specific interventions to this population and suggestions for future research are also discussed.

Subjects/Keywords: Oppositional defiant disorder in children; Conduct disorders in children; Behaviour disorders in children; Social skills in children; Social skills

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Beaumont, S. (2009). Conflict, social communication deficits and behavioural inflexibility in primary school children. (Thesis). University of Tasmania. Retrieved from https://eprints.utas.edu.au/19298/1/whole_BeaumontSallyAnn2010_thesis.pdf

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Beaumont, SA. “Conflict, social communication deficits and behavioural inflexibility in primary school children.” 2009. Thesis, University of Tasmania. Accessed September 21, 2019. https://eprints.utas.edu.au/19298/1/whole_BeaumontSallyAnn2010_thesis.pdf.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Beaumont, SA. “Conflict, social communication deficits and behavioural inflexibility in primary school children.” 2009. Web. 21 Sep 2019.

Vancouver:

Beaumont S. Conflict, social communication deficits and behavioural inflexibility in primary school children. [Internet] [Thesis]. University of Tasmania; 2009. [cited 2019 Sep 21]. Available from: https://eprints.utas.edu.au/19298/1/whole_BeaumontSallyAnn2010_thesis.pdf.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Beaumont S. Conflict, social communication deficits and behavioural inflexibility in primary school children. [Thesis]. University of Tasmania; 2009. Available from: https://eprints.utas.edu.au/19298/1/whole_BeaumontSallyAnn2010_thesis.pdf

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Missouri – Columbia

7. Kearns, Marcia. Predictors of polypharmacy and off-label prescribing of psychotropic medications: a national survey of child psychiatrists.

Degree: 2011, University of Missouri – Columbia

URL: http://hdl.handle.net/10355/11178

► In the current study we used a national survey of child psychiatrists to examine typical prescribing practices for children with anxiety, depression, and disruptive behavior… (more)

Subjects/Keywords: Polypharmacy; Anxiety in children – Chemotherapy; Depression in children – Chemotherapy; Behavior disorders in children – Chemotherapy; Comorbidity

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Kearns, M. (2011). Predictors of polypharmacy and off-label prescribing of psychotropic medications: a national survey of child psychiatrists. (Thesis). University of Missouri – Columbia. Retrieved from http://hdl.handle.net/10355/11178

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Kearns, Marcia. “Predictors of polypharmacy and off-label prescribing of psychotropic medications: a national survey of child psychiatrists.” 2011. Thesis, University of Missouri – Columbia. Accessed September 21, 2019. http://hdl.handle.net/10355/11178.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Kearns, Marcia. “Predictors of polypharmacy and off-label prescribing of psychotropic medications: a national survey of child psychiatrists.” 2011. Web. 21 Sep 2019.

Vancouver:

Kearns M. Predictors of polypharmacy and off-label prescribing of psychotropic medications: a national survey of child psychiatrists. [Internet] [Thesis]. University of Missouri – Columbia; 2011. [cited 2019 Sep 21]. Available from: http://hdl.handle.net/10355/11178.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Kearns M. Predictors of polypharmacy and off-label prescribing of psychotropic medications: a national survey of child psychiatrists. [Thesis]. University of Missouri – Columbia; 2011. Available from: http://hdl.handle.net/10355/11178

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Columbia University

8. Javed, Suzzanna. Functions of Challenging Behaviors and Strategies Utilized to Decrease Challenging Behaviors: Teachers’ and Parents’ Reports of Children with and Without Autism Spectrum Disorder.

Degree: 2019, Columbia University

URL: https://doi.org/10.7916/d8-y1j4-6p39

► Challenging behaviors are considered predictors of poor outcomes and children with Autism Spectrum Disorder (ASD) are at increased risk for such behaviors. There is limited… (more)

Subjects/Keywords: Special education; Behavior disorders in children; Children with autism spectrum disorders; Child psychology; Parenting; Teaching

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Javed, S. (2019). Functions of Challenging Behaviors and Strategies Utilized to Decrease Challenging Behaviors: Teachers’ and Parents’ Reports of Children with and Without Autism Spectrum Disorder. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/d8-y1j4-6p39

Chicago Manual of Style (16^th Edition):

Javed, Suzzanna. “Functions of Challenging Behaviors and Strategies Utilized to Decrease Challenging Behaviors: Teachers’ and Parents’ Reports of Children with and Without Autism Spectrum Disorder.” 2019. Doctoral Dissertation, Columbia University. Accessed September 21, 2019. https://doi.org/10.7916/d8-y1j4-6p39.

MLA Handbook (7^th Edition):

Javed, Suzzanna. “Functions of Challenging Behaviors and Strategies Utilized to Decrease Challenging Behaviors: Teachers’ and Parents’ Reports of Children with and Without Autism Spectrum Disorder.” 2019. Web. 21 Sep 2019.

Vancouver:

Javed S. Functions of Challenging Behaviors and Strategies Utilized to Decrease Challenging Behaviors: Teachers’ and Parents’ Reports of Children with and Without Autism Spectrum Disorder. [Internet] [Doctoral dissertation]. Columbia University; 2019. [cited 2019 Sep 21]. Available from: https://doi.org/10.7916/d8-y1j4-6p39.

Council of Science Editors:

Javed S. Functions of Challenging Behaviors and Strategies Utilized to Decrease Challenging Behaviors: Teachers’ and Parents’ Reports of Children with and Without Autism Spectrum Disorder. [Doctoral Dissertation]. Columbia University; 2019. Available from: https://doi.org/10.7916/d8-y1j4-6p39

University of Western Australia

9. Angelkovska, Agni. The development and validation of an instrument to identify risk of self-harm in children.

Degree: PhD, 2007, University of Western Australia

URL: http://repository.uwa.edu.au:80/R/?func=dbin-jump-full&object_id=9063&local_base=GEN01-INS01

► [Truncated abstract]The overall aim of the research reported in this thesis was to develop and validate an instrument that would identify children among the general… (more)

▼ [Truncated abstract]The overall aim of the research reported in this thesis was to develop and validate an instrument that would identify children among the general population at risk of self-harm. To achieve this, four separate yet interrelated studies were conducted. Study One, which sought to explore the risk factors of self-harm in children comprised a series of focus interviews with three paediatricians and 24 mothers of children who had self-harmed or who had verbalized self-harm ideation. The findings revealed that prior to the onset of self-harming or self-harm ideation these children reportedly manifested other problem behaviours that prompted their mothers to seek specialist advice from a paediatrician. The majority of these problem behaviours were characteristic of externalizing problems, either in the form of conduct problems, aggressive behaviours or impulsiveness. Conversely, some problem behaviours were characteristic of internalizing problems such as anxiety and depression. These findings provided valuable information which in addition to the current literature created the conceptual framework for the subsequent studies. Study Two incorporated the information obtained from Study One, along with that obtained from a review of existing instruments that measure self-harm or suicide, to develop a new instrument specifically designed to assess the risk of children in the general population developing self-harming behaviours. Initially, 159 items were generated and using the extant knowledge regarding the risk factors of self-harm as a guide, the items were categorized into risk factors of anxiety, depression, low self- ii worth, social difficulty, social withdrawal, helplessness, hopelessness, atypical cognition, emotional lability, impulsivity, self-harming ideation and self-harm. ... Study Four comprised four interrelated investigations, the purposes of which were to (i) examine the prevalence rates of self-harming ideation and self-harm among young school aged children in the general population; (ii) investigate differences of risk of self-harm between the referred group and community comparison group; (iii) examine the relationship between impulsivity and risk of self-harm in these children and, (iv) examine the relationship between executive function and risk of self-harm among these children. The results from these investigations revealed that approximately 3.5% of children aged between 6 to12 years in the general population manifest self-harming ideations and approximately 2.5% actually self-harm. No significant age or gender differences were found. Children that presented with a higher level of risk of self-harm also presented with a complex array of internalizing and externalizing problem behaviours. Furthermore, children who displayed significantly higher levels of hyperactive-impulsive symptomatology scored higher on the SHRAC instrument, as did the children who had higher levels of executive functioning impairment. The findings are discussed and interpreted in line with the current research…

Subjects/Keywords: Self-destructive behavior in children; Behavior disorders in children; Self-injurious behavior; Self-mutilation; Projective techniques for children

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Angelkovska, A. (2007). The development and validation of an instrument to identify risk of self-harm in children. (Doctoral Dissertation). University of Western Australia. Retrieved from http://repository.uwa.edu.au:80/R/?func=dbin-jump-full&object_id=9063&local_base=GEN01-INS01

Chicago Manual of Style (16^th Edition):

Angelkovska, Agni. “The development and validation of an instrument to identify risk of self-harm in children.” 2007. Doctoral Dissertation, University of Western Australia. Accessed September 21, 2019. http://repository.uwa.edu.au:80/R/?func=dbin-jump-full&object_id=9063&local_base=GEN01-INS01.

MLA Handbook (7^th Edition):

Angelkovska, Agni. “The development and validation of an instrument to identify risk of self-harm in children.” 2007. Web. 21 Sep 2019.

Vancouver:

Angelkovska A. The development and validation of an instrument to identify risk of self-harm in children. [Internet] [Doctoral dissertation]. University of Western Australia; 2007. [cited 2019 Sep 21]. Available from: http://repository.uwa.edu.au:80/R/?func=dbin-jump-full&object_id=9063&local_base=GEN01-INS01.

Council of Science Editors:

Angelkovska A. The development and validation of an instrument to identify risk of self-harm in children. [Doctoral Dissertation]. University of Western Australia; 2007. Available from: http://repository.uwa.edu.au:80/R/?func=dbin-jump-full&object_id=9063&local_base=GEN01-INS01

10. Stephenson, Jillian K. Effectiveness of the Chance Jars Game and Mystery Motivators to reduce disruptive behaviors in minority students living in poverty.

Degree: 2015, SUNY College at Fredonia

URL: http://hdl.handle.net/1951/65756

► Disruptive behaviors negatively affect the learning environment by taking time away from academic instruction (McKissick, 2012). Studies have indicated that these behaviors are prevalent in… (more)

Subjects/Keywords: Behavior disorders in children.; Academic achievement.; Motivation in education.; Minorities – Education.

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Stephenson, J. K. (2015). Effectiveness of the Chance Jars Game and Mystery Motivators to reduce disruptive behaviors in minority students living in poverty. (Masters Thesis). SUNY College at Fredonia. Retrieved from http://hdl.handle.net/1951/65756

Chicago Manual of Style (16^th Edition):

Stephenson, Jillian K. “Effectiveness of the Chance Jars Game and Mystery Motivators to reduce disruptive behaviors in minority students living in poverty. ” 2015. Masters Thesis, SUNY College at Fredonia. Accessed September 21, 2019. http://hdl.handle.net/1951/65756.

MLA Handbook (7^th Edition):

Stephenson, Jillian K. “Effectiveness of the Chance Jars Game and Mystery Motivators to reduce disruptive behaviors in minority students living in poverty. ” 2015. Web. 21 Sep 2019.

Vancouver:

Stephenson JK. Effectiveness of the Chance Jars Game and Mystery Motivators to reduce disruptive behaviors in minority students living in poverty. [Internet] [Masters thesis]. SUNY College at Fredonia; 2015. [cited 2019 Sep 21]. Available from: http://hdl.handle.net/1951/65756.

Council of Science Editors:

Stephenson JK. Effectiveness of the Chance Jars Game and Mystery Motivators to reduce disruptive behaviors in minority students living in poverty. [Masters Thesis]. SUNY College at Fredonia; 2015. Available from: http://hdl.handle.net/1951/65756

Florida Atlantic University

11. Finn, Lisa. Using WatchMinder to increase the on-task behavior of students with autism spectrum disorder.

Degree: M. Ed., 2013, Florida Atlantic University

URL: http://purl.flvc.org/fcla/dt/3362336

►

Summary: In this study the effectiveness of WatchMinderTM, a vibrating prompt watch, was examined as a component of a self-monitoring intervention package to help students… (more)

Subjects/Keywords: Autism spectrum disorders in children – Treatment; Autism spectrum disorders in children – Behavior modification; Behavior disorders in children – Treatment; Communication in education; Cognitive therapy – Methodology

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Finn, L. (2013). Using WatchMinder to increase the on-task behavior of students with autism spectrum disorder. (Masters Thesis). Florida Atlantic University. Retrieved from http://purl.flvc.org/fcla/dt/3362336

Chicago Manual of Style (16^th Edition):

Finn, Lisa. “Using WatchMinder to increase the on-task behavior of students with autism spectrum disorder.” 2013. Masters Thesis, Florida Atlantic University. Accessed September 21, 2019. http://purl.flvc.org/fcla/dt/3362336.

MLA Handbook (7^th Edition):

Finn, Lisa. “Using WatchMinder to increase the on-task behavior of students with autism spectrum disorder.” 2013. Web. 21 Sep 2019.

Vancouver:

Finn L. Using WatchMinder to increase the on-task behavior of students with autism spectrum disorder. [Internet] [Masters thesis]. Florida Atlantic University; 2013. [cited 2019 Sep 21]. Available from: http://purl.flvc.org/fcla/dt/3362336.

Council of Science Editors:

Finn L. Using WatchMinder to increase the on-task behavior of students with autism spectrum disorder. [Masters Thesis]. Florida Atlantic University; 2013. Available from: http://purl.flvc.org/fcla/dt/3362336

University of Missouri – Columbia

12. Luebbe, Elizabeth J., 1979-. Associations between maternal awareness and children's fearfulness and anxiety.

Degree: 2010, University of Missouri – Columbia

URL: https://doi.org/10.32469/10355/9016

► [ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] Fearful temperament in the toddler years is a well-established precursor to risk for childhood anxiety.… (more)

▼ [ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] Fearful temperament in the toddler years is a well-established precursor to risk for childhood anxiety. Less is known about the mechanisms by which stability in risk occurs, or under which conditions stability may be moderated. Mothers may be particularly influential in the developmental trajectories of fearful children. In particular, maternal protective and intrusive behaviors have been identified as occurring with great frequency with fearful children, and this may result from children's elicitations of these behaviors. Certainly, not all mothers react to displays of fear with protection or intrusiveness. The current studies focused on the maternal characteristic of awareness, or mothers' abilities to predict their toddlers' fearful reactions to novelty, as a moderator of the association between fearful temperament and maternal behavior. Two studies examined the role of maternal awareness in early associations between fearful temperament and maternal behavior. In the first study, results suggested that mothers of more temperamentally fearful toddlers who more accurately predicted their fearful behavior demonstrated more protective behavior with them in novel tasks. In this moderated relation, protective behavior then predicted mother-reported anxiety and mothers' self-reported overprotection when children entered kindergarten. In the second study, this moderation was examined further for additional conditions that specify when it occurs. Maternal awareness moderated the relation between fearful temperament and protective behaviors displayed in lower-threat contexts but not high-threat contexts. This moderation occurred for boys but not for girls and when mothers reported having higher parent-centered goals and internal attributions for their children's shy behavior. Results are discussed within the developmental psychopathology perspective of anxiety development and prevention. Advisors/Committee Members: Buss, Kristin A. (advisor), Bell, Debora J. (advisor).

Subjects/Keywords: Fear in children; Anxiety in children; Behavior disorders in children; Bashfulness in children; Mother and child

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Luebbe, Elizabeth J., 1. (2010). Associations between maternal awareness and children's fearfulness and anxiety. (Thesis). University of Missouri – Columbia. Retrieved from https://doi.org/10.32469/10355/9016

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Luebbe, Elizabeth J., 1979-. “Associations between maternal awareness and children's fearfulness and anxiety.” 2010. Thesis, University of Missouri – Columbia. Accessed September 21, 2019. https://doi.org/10.32469/10355/9016.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Luebbe, Elizabeth J., 1979-. “Associations between maternal awareness and children's fearfulness and anxiety.” 2010. Web. 21 Sep 2019.

Vancouver:

Luebbe, Elizabeth J. 1. Associations between maternal awareness and children's fearfulness and anxiety. [Internet] [Thesis]. University of Missouri – Columbia; 2010. [cited 2019 Sep 21]. Available from: https://doi.org/10.32469/10355/9016.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Luebbe, Elizabeth J. 1. Associations between maternal awareness and children's fearfulness and anxiety. [Thesis]. University of Missouri – Columbia; 2010. Available from: https://doi.org/10.32469/10355/9016

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of North Carolina – Greensboro

13. Loudermilk, Sara M. Physical discipline and externalizing behavior problems: moderating factors.

Degree: 2011, University of North Carolina – Greensboro

URL: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=8136

► Growth curve modeling was used to examine the influence of physical punishment (PP) on the trajectory of externalizing behavior problems in a community sample of… (more)

Subjects/Keywords: Corporal punishment of children – Psychological aspects; Behavior disorders in children; Discipline of children – Psychological aspects

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Loudermilk, S. M. (2011). Physical discipline and externalizing behavior problems: moderating factors. (Masters Thesis). University of North Carolina – Greensboro. Retrieved from http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=8136

Chicago Manual of Style (16^th Edition):

Loudermilk, Sara M. “Physical discipline and externalizing behavior problems: moderating factors.” 2011. Masters Thesis, University of North Carolina – Greensboro. Accessed September 21, 2019. http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=8136.

MLA Handbook (7^th Edition):

Loudermilk, Sara M. “Physical discipline and externalizing behavior problems: moderating factors.” 2011. Web. 21 Sep 2019.

Vancouver:

Loudermilk SM. Physical discipline and externalizing behavior problems: moderating factors. [Internet] [Masters thesis]. University of North Carolina – Greensboro; 2011. [cited 2019 Sep 21]. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=8136.

Council of Science Editors:

Loudermilk SM. Physical discipline and externalizing behavior problems: moderating factors. [Masters Thesis]. University of North Carolina – Greensboro; 2011. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=8136

Portland State University

14. Forehand, Gregory Lloyd. An Investigation of the Relationships between Violence Exposure, Internalizing and Externalizing Problems, and Adolescent Alcohol Use.

Degree: PhD, Social Work, 2011, Portland State University

URL: https://pdxscholar.library.pdx.edu/open_access_etds/182

► Adolescent Alcohol Use (AAU) is widespread and potentially harmful to the health of youth. Substantial research and theoretical development suggest that both violence exposure… (more)

▼ Adolescent Alcohol Use (AAU) is widespread and potentially harmful to the health of youth. Substantial research and theoretical development suggest that both violence exposure and internalizing and externalizing problems of adolescents are associated with AAU. The primary purpose of this study was to examine the roles of internalizing and externalizing problems in adolescents to determine if the two types of symptoms are differential mediators of the link between violence exposure and AAU for females and males. Using Developmental Systems Theory as a framework, three primary hypotheses were examined: 1) Increased violence exposure at home and in the community are associated with increased AAU in both females and in males; 2) Internalizing problems mediate the relationship between home/community violence exposure and AAU for females; and 3) Externalizing problems mediate the relationship between home/community violence exposure and AAU for males. The secondary dataset that was utilized to test the hypotheses is a product of the 1995 National Survey of Adolescents in the United States. It includes a national probability sample of 3,161 adolescents and a probability oversample of 862 adolescents residing in urban areas for a total of 4,023 adolescents between the ages of 12 and 17. The data were collected by telephone interviews with the adolescents. The findings indicated that, for the most part, witnessing and experiencing physical and sexual violence across home and community contexts were associated with increased levels of AAU for both females and males. Internalizing problems mediated the relationship between sexual abuse and AAU for both females and males. Externalizing problems did not mediate the relationship between violence exposure and AAU for males or females. The findings suggest that internalizing and externalizing problems may play similar roles in females and males. The findings also indicated that home violence exposure accounts for unique variance in AAU beyond community violence exposure, but that community and home violence exposure do not interact to contribute to the highest level of AAU. Both number of different types of sexual victimization and number of different types of physical victimization at home were related to AAU. Implications for social work are discussed. The primary implication for Development Systems Theory is that differential pathways for females and males from environmental stress, in particular violence exposure, to increases in AAU may not be needed. Social work programs aimed at preventing and intervening in AAU should include components that address not only the use itself, but also the level of violence the adolescent has been exposed to, as well as any internalizing problems the adolescent may be experiencing. Future research should continue to examine how risk factors operate to influence AAU. Advisors/Committee Members: Daniel Coleman.

Subjects/Keywords: Teenagers – Alcohol use; Children and violence; Behavior disorders in adolescence

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Forehand, G. L. (2011). An Investigation of the Relationships between Violence Exposure, Internalizing and Externalizing Problems, and Adolescent Alcohol Use. (Doctoral Dissertation). Portland State University. Retrieved from https://pdxscholar.library.pdx.edu/open_access_etds/182

Chicago Manual of Style (16^th Edition):

Forehand, Gregory Lloyd. “An Investigation of the Relationships between Violence Exposure, Internalizing and Externalizing Problems, and Adolescent Alcohol Use.” 2011. Doctoral Dissertation, Portland State University. Accessed September 21, 2019. https://pdxscholar.library.pdx.edu/open_access_etds/182.

MLA Handbook (7^th Edition):

Forehand, Gregory Lloyd. “An Investigation of the Relationships between Violence Exposure, Internalizing and Externalizing Problems, and Adolescent Alcohol Use.” 2011. Web. 21 Sep 2019.

Vancouver:

Forehand GL. An Investigation of the Relationships between Violence Exposure, Internalizing and Externalizing Problems, and Adolescent Alcohol Use. [Internet] [Doctoral dissertation]. Portland State University; 2011. [cited 2019 Sep 21]. Available from: https://pdxscholar.library.pdx.edu/open_access_etds/182.

Council of Science Editors:

Forehand GL. An Investigation of the Relationships between Violence Exposure, Internalizing and Externalizing Problems, and Adolescent Alcohol Use. [Doctoral Dissertation]. Portland State University; 2011. Available from: https://pdxscholar.library.pdx.edu/open_access_etds/182

University of Oregon

15. Turtura, Jessica E., 1982-. An Evaluation of a Secondary Intervention for Reducing Problem Behaviors and Improving Academic Outcomes in Schools.

Degree: 2011, University of Oregon

URL: http://hdl.handle.net/1794/11146

► Schools today are faced with a growing number of student discipline problems and increasing rates of academic underachievement. To effectively meet the needs of all… (more)

Subjects/Keywords: Educational psychology; Special education; Behavior disorders in children

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Turtura, Jessica E., 1. (2011). An Evaluation of a Secondary Intervention for Reducing Problem Behaviors and Improving Academic Outcomes in Schools. (Thesis). University of Oregon. Retrieved from http://hdl.handle.net/1794/11146

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Turtura, Jessica E., 1982-. “An Evaluation of a Secondary Intervention for Reducing Problem Behaviors and Improving Academic Outcomes in Schools.” 2011. Thesis, University of Oregon. Accessed September 21, 2019. http://hdl.handle.net/1794/11146.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Turtura, Jessica E., 1982-. “An Evaluation of a Secondary Intervention for Reducing Problem Behaviors and Improving Academic Outcomes in Schools.” 2011. Web. 21 Sep 2019.

Vancouver:

Turtura, Jessica E. 1. An Evaluation of a Secondary Intervention for Reducing Problem Behaviors and Improving Academic Outcomes in Schools. [Internet] [Thesis]. University of Oregon; 2011. [cited 2019 Sep 21]. Available from: http://hdl.handle.net/1794/11146.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Turtura, Jessica E. 1. An Evaluation of a Secondary Intervention for Reducing Problem Behaviors and Improving Academic Outcomes in Schools. [Thesis]. University of Oregon; 2011. Available from: http://hdl.handle.net/1794/11146

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of North Carolina – Greensboro

16. O'Sullivan, Jame T. The effects of family stress and negative parenting on externalizing behavior problems in children.

Degree: 2013, University of North Carolina – Greensboro

URL: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=15575

► The relations among family stress, negative parenting, and externalizing behavior problems were examined in a cross-sectional sample of 357 ten year-olds. To assess family stress,… (more)

Subjects/Keywords: Behavior disorders in children; Child psychology; Parent and child – Psychological aspects

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

O'Sullivan, J. T. (2013). The effects of family stress and negative parenting on externalizing behavior problems in children. (Masters Thesis). University of North Carolina – Greensboro. Retrieved from http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=15575

Chicago Manual of Style (16^th Edition):

O'Sullivan, Jame T. “The effects of family stress and negative parenting on externalizing behavior problems in children.” 2013. Masters Thesis, University of North Carolina – Greensboro. Accessed September 21, 2019. http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=15575.

MLA Handbook (7^th Edition):

O'Sullivan, Jame T. “The effects of family stress and negative parenting on externalizing behavior problems in children.” 2013. Web. 21 Sep 2019.

Vancouver:

O'Sullivan JT. The effects of family stress and negative parenting on externalizing behavior problems in children. [Internet] [Masters thesis]. University of North Carolina – Greensboro; 2013. [cited 2019 Sep 21]. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=15575.

Council of Science Editors:

O'Sullivan JT. The effects of family stress and negative parenting on externalizing behavior problems in children. [Masters Thesis]. University of North Carolina – Greensboro; 2013. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=15575

East Carolina University

17. Cutrell, Brandy. Effect of Contracts in Decreasing Inappropriate Behavior of Students with Emotional/Behavioral Disabilities.

Degree: 2011, East Carolina University

URL: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=14029

► Students with emotional and behavioral disabilities (EBD) often demonstrate inappropriate behaviors in the classroom and these behaviors have shown to predict poor academic achievement rejection… (more)

Subjects/Keywords: Adjustment disorders in children; Behavior modification; Special education

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Cutrell, B. (2011). Effect of Contracts in Decreasing Inappropriate Behavior of Students with Emotional/Behavioral Disabilities. (Masters Thesis). East Carolina University. Retrieved from http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=14029

Chicago Manual of Style (16^th Edition):

Cutrell, Brandy. “Effect of Contracts in Decreasing Inappropriate Behavior of Students with Emotional/Behavioral Disabilities.” 2011. Masters Thesis, East Carolina University. Accessed September 21, 2019. http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=14029.

MLA Handbook (7^th Edition):

Cutrell, Brandy. “Effect of Contracts in Decreasing Inappropriate Behavior of Students with Emotional/Behavioral Disabilities.” 2011. Web. 21 Sep 2019.

Vancouver:

Cutrell B. Effect of Contracts in Decreasing Inappropriate Behavior of Students with Emotional/Behavioral Disabilities. [Internet] [Masters thesis]. East Carolina University; 2011. [cited 2019 Sep 21]. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=14029.

Council of Science Editors:

Cutrell B. Effect of Contracts in Decreasing Inappropriate Behavior of Students with Emotional/Behavioral Disabilities. [Masters Thesis]. East Carolina University; 2011. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=14029

University of North Texas

18. Cornwell, Sonya L. Pediatric Feeding Disorders: A Controlled Comparison of Multidisciplinary Inpatient and Outpatient Treatment of Gastrostomy Tube Dependent Children.

Degree: 2010, University of North Texas

URL: https://digital.library.unt.edu/ark:/67531/metadc33140/

► The efficacy of multidisciplinary inpatient and outpatient treatment for transitioning children with severe pediatric feeding disorders from gastrostomy tube dependency to oral nutrition was investigated… (more)

Subjects/Keywords: Feeding disorders; behavior therapy; failure to thrive; Ingestion disorders in children – Treatment.; Pediatric gastroenterology.

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Cornwell, S. L. (2010). Pediatric Feeding Disorders: A Controlled Comparison of Multidisciplinary Inpatient and Outpatient Treatment of Gastrostomy Tube Dependent Children. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc33140/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Cornwell, Sonya L. “Pediatric Feeding Disorders: A Controlled Comparison of Multidisciplinary Inpatient and Outpatient Treatment of Gastrostomy Tube Dependent Children.” 2010. Thesis, University of North Texas. Accessed September 21, 2019. https://digital.library.unt.edu/ark:/67531/metadc33140/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Cornwell, Sonya L. “Pediatric Feeding Disorders: A Controlled Comparison of Multidisciplinary Inpatient and Outpatient Treatment of Gastrostomy Tube Dependent Children.” 2010. Web. 21 Sep 2019.

Vancouver:

Cornwell SL. Pediatric Feeding Disorders: A Controlled Comparison of Multidisciplinary Inpatient and Outpatient Treatment of Gastrostomy Tube Dependent Children. [Internet] [Thesis]. University of North Texas; 2010. [cited 2019 Sep 21]. Available from: https://digital.library.unt.edu/ark:/67531/metadc33140/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Cornwell SL. Pediatric Feeding Disorders: A Controlled Comparison of Multidisciplinary Inpatient and Outpatient Treatment of Gastrostomy Tube Dependent Children. [Thesis]. University of North Texas; 2010. Available from: https://digital.library.unt.edu/ark:/67531/metadc33140/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Michigan State University

19. Watson, Gabriel C. Examining predictors of initial treatment decisions for conduct problems in youth : a retrospective analysis of psychiatric outpatient medical records from a university-based clinic.

Degree: 2015, Michigan State University

URL: http://etd.lib.msu.edu/islandora/object/etd:2758

►

Thesis Ph. D. Michigan State University. School Psychology 2015

Conduct problem (CP) treatment guidelines espouse the initial use of psychosocial interventions before resorting to psychotropic… (more)

Subjects/Keywords: Behavior disorders in children – Treatment – Michigan; Behavior disorders in adolescence – Treatment – Michigan; Psychotherapy – Michigan – Decision-making; Psychology

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Watson, G. C. (2015). Examining predictors of initial treatment decisions for conduct problems in youth : a retrospective analysis of psychiatric outpatient medical records from a university-based clinic. (Thesis). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:2758

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Watson, Gabriel C. “Examining predictors of initial treatment decisions for conduct problems in youth : a retrospective analysis of psychiatric outpatient medical records from a university-based clinic.” 2015. Thesis, Michigan State University. Accessed September 21, 2019. http://etd.lib.msu.edu/islandora/object/etd:2758.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Watson, Gabriel C. “Examining predictors of initial treatment decisions for conduct problems in youth : a retrospective analysis of psychiatric outpatient medical records from a university-based clinic.” 2015. Web. 21 Sep 2019.

Vancouver:

Watson GC. Examining predictors of initial treatment decisions for conduct problems in youth : a retrospective analysis of psychiatric outpatient medical records from a university-based clinic. [Internet] [Thesis]. Michigan State University; 2015. [cited 2019 Sep 21]. Available from: http://etd.lib.msu.edu/islandora/object/etd:2758.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Watson GC. Examining predictors of initial treatment decisions for conduct problems in youth : a retrospective analysis of psychiatric outpatient medical records from a university-based clinic. [Thesis]. Michigan State University; 2015. Available from: http://etd.lib.msu.edu/islandora/object/etd:2758

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Ryerson University

20. Khoury, Jennifer. Examining associations between internalizing behaviour, cortisol reactivity, and physiological coordination, in two differentially potent challenges.

Degree: 2017, Ryerson University

URL: https://digital.library.ryerson.ca/islandora/object/RULA%3A7215

► Background: Research examining associations between child internalizing behaviours and cortisol reactivity is equivocal, with studies suggesting positive, negative and non-significant associations. The present study assessed… (more)

▼ Background: Research examining associations between child internalizing behaviours and cortisol reactivity is equivocal, with studies suggesting positive, negative and non-significant associations. The present study assessed three primary confounds that contribute to these inconsistencies: 1) the differential effectiveness of laboratory challenges in eliciting cortisol reactivity; 2) the impact of coordination between the Hypothalamic-Pituitary-Adrenal axis and the Sympathetic-Adrenal-Medullary system (assessed via salivary alpha-amylase (sAA)); and 3) variation in the measurement of internalizing behaviour, specifically, parent versus child ratings. The primary aims of this study were to assess internalizing behaviours in relation to both cortisol reactivity and coordination between cortisol and sAA, measured in two distinct challenges. Method: A community sample of 8-10 year olds (N= 52) participated in two laboratory challenges, across two study sessions: 1) the Trier Social Stress Test-Child Version (TSST-C), a potent social-evaluative challenge, and 2) a less-potent competition challenge, composed of a puzzle and mirror-tracing task. Saliva was collected at several time points before and after each challenge. Saliva was later assayed to extract cortisol and sAA. Child-reported depressive symptoms were assessed using the Child Depression Inventory, and maternal-reported internalizing problems were assessed using the Child Behavior Checklist. Multilevel modelling was conducted using Hierarchical Linear Modeling. Results: In the TSST-C, child-reported depressive symptoms were significantly associated with a declining cortisol trajectory. Maternal-reported internalizing problems were not associated with cortisol and internalizing behaviour did not moderate the impact of sAA levels on cortisol levels (i.e., coordination) in the TSST-C. With regards to the competition challenge, maternal-reported internalizing behaviours predicted cortisol-sAA coordination, such that children with more internalizing behaviours who experienced higher sAA levels also had higher cortisol reactivity. However, there were no significant associations between child-reported depressive symptoms, cortisol reactivity, or coordination between sAA and cortisol reactivity in the competition challenge. Conclusions: Results are discussed in the context of allostatic load and in relation to theories of physiological coordination. These findings underscore the importance of differential stressor contexts, physiological coordination, and the informant of internalizing behaviours moderating associations between internalizing behaviour and cortisol reactivity. Future research should integrate these factors in models of physiological stress and developmental psychopathology.

Subjects/Keywords: Stress (Physiology) – Endocrine aspects; Hydrocortisone; Behavior disorders in children – Physiological aspects; Stress in children; Stress (Physiology) – Testing; Neuroses in children

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Khoury, J. (2017). Examining associations between internalizing behaviour, cortisol reactivity, and physiological coordination, in two differentially potent challenges. (Thesis). Ryerson University. Retrieved from https://digital.library.ryerson.ca/islandora/object/RULA%3A7215

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Khoury, Jennifer. “Examining associations between internalizing behaviour, cortisol reactivity, and physiological coordination, in two differentially potent challenges.” 2017. Thesis, Ryerson University. Accessed September 21, 2019. https://digital.library.ryerson.ca/islandora/object/RULA%3A7215.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Khoury, Jennifer. “Examining associations between internalizing behaviour, cortisol reactivity, and physiological coordination, in two differentially potent challenges.” 2017. Web. 21 Sep 2019.

Vancouver:

Khoury J. Examining associations between internalizing behaviour, cortisol reactivity, and physiological coordination, in two differentially potent challenges. [Internet] [Thesis]. Ryerson University; 2017. [cited 2019 Sep 21]. Available from: https://digital.library.ryerson.ca/islandora/object/RULA%3A7215.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Khoury J. Examining associations between internalizing behaviour, cortisol reactivity, and physiological coordination, in two differentially potent challenges. [Thesis]. Ryerson University; 2017. Available from: https://digital.library.ryerson.ca/islandora/object/RULA%3A7215

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

McGill University

21. Wayland, Leigh Ann Louise. Treatment of children with problem behaviors : the efficacy of conjoint behavioral consultation versus videotape therapy and the impact on parent-teacher collaboration.

Degree: PhD, Department of Educational and Counselling Psychology., 2001, McGill University

URL: http://digitool.library.mcgill.ca/thesisfile38096.pdf

► The purpose of the present study was to compare the effectiveness of three indirect models of service delivery in treating children with externalizing and internalizing… (more)

Subjects/Keywords: Behavior disorders in children.; Behavior therapy.

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Wayland, L. A. L. (2001). Treatment of children with problem behaviors : the efficacy of conjoint behavioral consultation versus videotape therapy and the impact on parent-teacher collaboration. (Doctoral Dissertation). McGill University. Retrieved from http://digitool.library.mcgill.ca/thesisfile38096.pdf

Chicago Manual of Style (16^th Edition):

Wayland, Leigh Ann Louise. “Treatment of children with problem behaviors : the efficacy of conjoint behavioral consultation versus videotape therapy and the impact on parent-teacher collaboration.” 2001. Doctoral Dissertation, McGill University. Accessed September 21, 2019. http://digitool.library.mcgill.ca/thesisfile38096.pdf.

MLA Handbook (7^th Edition):

Wayland, Leigh Ann Louise. “Treatment of children with problem behaviors : the efficacy of conjoint behavioral consultation versus videotape therapy and the impact on parent-teacher collaboration.” 2001. Web. 21 Sep 2019.

Vancouver:

Wayland LAL. Treatment of children with problem behaviors : the efficacy of conjoint behavioral consultation versus videotape therapy and the impact on parent-teacher collaboration. [Internet] [Doctoral dissertation]. McGill University; 2001. [cited 2019 Sep 21]. Available from: http://digitool.library.mcgill.ca/thesisfile38096.pdf.

Council of Science Editors:

Wayland LAL. Treatment of children with problem behaviors : the efficacy of conjoint behavioral consultation versus videotape therapy and the impact on parent-teacher collaboration. [Doctoral Dissertation]. McGill University; 2001. Available from: http://digitool.library.mcgill.ca/thesisfile38096.pdf

University of California – San Diego

22. Stavropoulos, Katherine Kuhl Meltzoff. Towards a better understanding of the reward system in autism spectrum disorders : : empirical tests of the social motivation hypothesis.

Degree: Psychology, 2014, University of California – San Diego

URL: http://www.escholarship.org/uc/item/9qf39964

► This dissertation examined the reward system in children with autism spectrum disorders (ASD). I empirically tested the social motivation hypothesis as a potential explanation for… (more)

▼ This dissertation examined the reward system in children with autism spectrum disorders (ASD). I empirically tested the social motivation hypothesis as a potential explanation for social impairments in ASD. Chapter 1 investigated typically developing (TD) children's electrophysiological responses to rewards accompanied by incidental social versus nonsocial stimuli. This chapter introduced a paradigm that allows reward anticipation to be measured while controlling for both reward and stimulus properties. TD children had increased activation while anticipating rewards accompanied by social versus nonsocial stimuli, suggesting that TD children find social stimuli more rewarding than nonsocial stimuli. Chapter 2 investigated how children with ASD compare to TD children on reward anticipation and processing using the paradigm described in Chapter 1. TD children had larger reward anticipation for social versus nonsocial stimuli, while children with ASD did not. Children with ASD also processed social versus nonsocial stimuli differently than their TD peers. These results suggest that children with ASD have selective deficits in anticipation and processing of social rewards. Chapter 3 examined whether familiarity might normalize social reward anticipation for children with ASD. Neither children with nor without ASD had different magnitudes of reward anticipation for familiar versus unfamiliar faces, or scrambled versions of those pictures. However, when collapsing across familiarity, results from Chapter 2 were replicated – TD children had larger reward anticipation for social versus nonsocial stimuli, while children with ASD did not. Chapter 3 also found evidence for an Nc-like component that occurred prior to social stimuli. This component was larger for TD children versus those with ASD. To explore possible mechanisms for these differences in social reward processing, Chapter 4 proposes oxytocin as a potential neuropeptide involved in social motivation. Chapter 4 reviews research on oxytocin's effect on social behavior in individuals with and without ASD, as well as implications for treatment of joint attention deficits in ASD. This chapter makes suggestions for future research that combine pharmacological and behavioral interventions in order to optimize outcomes. Collectively, this dissertation provides evidence in favor of the social motivation hypothesis, and important information about the nature of the reward system in children with ASD

Subjects/Keywords: Autistic children Behavior modification; Autism spectrum disorders in children Treatment; Reward (Psychology) in children; Social interaction in children; Oxytocin Therapeutic use; Child Development Disorders, Pervasive therapy; Reward; Oxytocin therapeutic use

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Stavropoulos, K. K. M. (2014). Towards a better understanding of the reward system in autism spectrum disorders : : empirical tests of the social motivation hypothesis. (Thesis). University of California – San Diego. Retrieved from http://www.escholarship.org/uc/item/9qf39964

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Stavropoulos, Katherine Kuhl Meltzoff. “Towards a better understanding of the reward system in autism spectrum disorders : : empirical tests of the social motivation hypothesis.” 2014. Thesis, University of California – San Diego. Accessed September 21, 2019. http://www.escholarship.org/uc/item/9qf39964.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Stavropoulos, Katherine Kuhl Meltzoff. “Towards a better understanding of the reward system in autism spectrum disorders : : empirical tests of the social motivation hypothesis.” 2014. Web. 21 Sep 2019.

Vancouver:

Stavropoulos KKM. Towards a better understanding of the reward system in autism spectrum disorders : : empirical tests of the social motivation hypothesis. [Internet] [Thesis]. University of California – San Diego; 2014. [cited 2019 Sep 21]. Available from: http://www.escholarship.org/uc/item/9qf39964.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Stavropoulos KKM. Towards a better understanding of the reward system in autism spectrum disorders : : empirical tests of the social motivation hypothesis. [Thesis]. University of California – San Diego; 2014. Available from: http://www.escholarship.org/uc/item/9qf39964

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Central Florida

23. Uhle, Thomas S. Principals Who Exceed District Standards Improving Outcomes For Students With Emotional And Behavioral Disabilities.

Degree: 2011, University of Central Florida

URL: https://stars.library.ucf.edu/etd/1808

► A phenomenological study was conducted to investigate the experiences of school principals, who exceeded district standards on standardized performance evaluations, in providing effective educational programs… (more)

Subjects/Keywords: Adjustment disorders in children; Behavior disorders in children; Children with disabilities – Education; Emotional problems of children; Phenomenology; School principals; pecial education; Urban schools; Education; Dissertations, Academic – Education, Education – Dissertations, Academic

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Uhle, T. S. (2011). Principals Who Exceed District Standards Improving Outcomes For Students With Emotional And Behavioral Disabilities. (Doctoral Dissertation). University of Central Florida. Retrieved from https://stars.library.ucf.edu/etd/1808

Chicago Manual of Style (16^th Edition):

Uhle, Thomas S. “Principals Who Exceed District Standards Improving Outcomes For Students With Emotional And Behavioral Disabilities.” 2011. Doctoral Dissertation, University of Central Florida. Accessed September 21, 2019. https://stars.library.ucf.edu/etd/1808.

MLA Handbook (7^th Edition):

Uhle, Thomas S. “Principals Who Exceed District Standards Improving Outcomes For Students With Emotional And Behavioral Disabilities.” 2011. Web. 21 Sep 2019.

Vancouver:

Uhle TS. Principals Who Exceed District Standards Improving Outcomes For Students With Emotional And Behavioral Disabilities. [Internet] [Doctoral dissertation]. University of Central Florida; 2011. [cited 2019 Sep 21]. Available from: https://stars.library.ucf.edu/etd/1808.

Council of Science Editors:

Uhle TS. Principals Who Exceed District Standards Improving Outcomes For Students With Emotional And Behavioral Disabilities. [Doctoral Dissertation]. University of Central Florida; 2011. Available from: https://stars.library.ucf.edu/etd/1808

University of Johannesburg

24. Neizel, Maryke. Ouers se konsepsie van kinders met aandagtekort/hiperaktiwiteitsversteuring.

Degree: 2012, University of Johannesburg

URL: http://hdl.handle.net/10210/7654

►

M.Ed.

This study investigates parents' conception of their children who have been diagnosed with Attention-Deficit/Hyperactivity Disorder (AD/HD). The view being to describe and explain their… (more)

▼

M.Ed.

This study investigates parents' conception of their children who have been diagnosed with Attention-Deficit/Hyperactivity Disorder (AD/HD). The view being to describe and explain their conception and to lay down principles for the implementation of parental guidance. The rationale for this study is derived from the researcher's experiences that parents' emotions, experiences and points of view are seldom taken into account in the multidisciplinary intervention process regarding children with AD/HD. Parents are the primary educators of their children, therefore it is important to involve the parents in the intervention process. For the involvement to be of optimal value, therapists need to have an understanding of the conceptions of these parents regarding children with AD/HD. Therapists who know where the parents are, and what their emotions and experiences are, find themselves in a better position to provide relevant parental guidance in an empathetic manner. This study presents a framework of theory in which AD/HD is clearly explicated. The experiences and needs of parents of children with AD/HD and the role of parental guidance is discussed. The focus then shifts to therapy and parental guidance from a constructivistic perspective. In the constructivistic view the therapist is the facilitator of change and this has implications for the goal of therapy and the therapeutic relationship. Parental guidance from a constructivistic perspective is recommended as an alternative way of involving parents (with their emotions, experiences and conceptions) in the process of helping children with AD/HD. The framework of theory is followed by a chapter on the design of the research, substantiating the choice of format and methods of data collection and analysis. The data is reported in the final chapter. Examples of raw data from transcriptions and sketches are presented. Finally, the consolidated data is interpreted. The most significant findings of this study are that parents of children with AD/HD experience their educational task as problematic, that these parents don't receive any form of (structured) parental guidance and/or support and that they experience a great need for the latter. iv This study proposes that a parental guidance program should be implemented in order to meet the needs of the parents of children with AD/HD and to provide them with the necessary support. Five implications for the implementation of such a program are discussed. The study concludes with the thought that children with AD/HD who live in a happy and supportive family unit, have a far better chance to reach their full potential and to be successful in life than those who don't. It is therefore important to assist parents in the provision of such an environment.

Subjects/Keywords: Parent-child interaction therapy.; Attention-deficit hyperactivity disorder.; Behavior disorders in children.; Problem children - Behavior modification.

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Neizel, M. (2012). Ouers se konsepsie van kinders met aandagtekort/hiperaktiwiteitsversteuring. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/7654

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Neizel, Maryke. “Ouers se konsepsie van kinders met aandagtekort/hiperaktiwiteitsversteuring.” 2012. Thesis, University of Johannesburg. Accessed September 21, 2019. http://hdl.handle.net/10210/7654.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Neizel, Maryke. “Ouers se konsepsie van kinders met aandagtekort/hiperaktiwiteitsversteuring.” 2012. Web. 21 Sep 2019.

Vancouver:

Neizel M. Ouers se konsepsie van kinders met aandagtekort/hiperaktiwiteitsversteuring. [Internet] [Thesis]. University of Johannesburg; 2012. [cited 2019 Sep 21]. Available from: http://hdl.handle.net/10210/7654.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Neizel M. Ouers se konsepsie van kinders met aandagtekort/hiperaktiwiteitsversteuring. [Thesis]. University of Johannesburg; 2012. Available from: http://hdl.handle.net/10210/7654

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

25. Birdwell, Johnnie Newby. A Study of Behavior Difficulties in a Sixth Grade.

Degree: 1950, North Texas State College

URL: https://digital.library.unt.edu/ark:/67531/metadc96887/

► The modern school is deeply interested in producing integrated individuals. This study was undertaken to determine the difficulties arising in the behavior of the children,… (more)

Subjects/Keywords: behavior difficulties; children; sixth grade; Behavior disorders in children.

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Birdwell, J. N. (1950). A Study of Behavior Difficulties in a Sixth Grade. (Thesis). North Texas State College. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc96887/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Birdwell, Johnnie Newby. “A Study of Behavior Difficulties in a Sixth Grade.” 1950. Thesis, North Texas State College. Accessed September 21, 2019. https://digital.library.unt.edu/ark:/67531/metadc96887/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Birdwell, Johnnie Newby. “A Study of Behavior Difficulties in a Sixth Grade.” 1950. Web. 21 Sep 2019.

Vancouver:

Birdwell JN. A Study of Behavior Difficulties in a Sixth Grade. [Internet] [Thesis]. North Texas State College; 1950. [cited 2019 Sep 21]. Available from: https://digital.library.unt.edu/ark:/67531/metadc96887/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Birdwell JN. A Study of Behavior Difficulties in a Sixth Grade. [Thesis]. North Texas State College; 1950. Available from: https://digital.library.unt.edu/ark:/67531/metadc96887/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of North Texas

26. Ritzi, Rochelle M. Intensive Short-term Child Centered Play Therapy and Externalizing Behaviors in Children.

Degree: 2015, University of North Texas

URL: https://digital.library.unt.edu/ark:/67531/metadc804984/

► Play therapists use children’s natural symbolic play as a method of mental health treatment (Landreth, 2012). Meta-analysis research has demonstrated the effectiveness of treating children… (more)

▼ Play therapists use children’s natural symbolic play as a method of mental health treatment (Landreth, 2012). Meta-analysis research has demonstrated the effectiveness of treating children with play therapy (Bratton, Ray, Rhine, & Jones, 2005), and child-centered play therapy (CCPT) has proven to be an effective treatment for children with externalizing behaviors such as aggression and other disruptive behavior (Bratton & Ray, 2000; Bratton et al., 2005). Some studies have demonstrated the effectiveness of brief and short-term CCPT, such as twice weekly within two to three months (Blanco & Ray, 2011; Shen, 2002) and when delivered in an intensive format, conducting 12 sessions within three weeks (Jones & Landreth, 2002). In this current study, I sought to determine the effectiveness of intensive CCPT with children identified as having externalizing problem behaviors. Participants were recruited from public schools in the urban area of Darwin, Northern Territory, Australia area. A total of 24 participants completed the study: 18 boys and 6 girls aged 6 to 9 years old (M = 7); 17 Australian Caucasians, 1 English (UK) Caucasian, 1 Asian, 3 Hispanic/Latino, and 2 Biracial. Participants were randomly assigned: 12 to the experimental group and 12 to the wait-list control group. Children in the experimental group received 20 intensive CCPT sessions: twice daily for 10 days. For each child participant, a parent completed the Child Behavior Checklist (CBCL) and a teacher completed the CBCL Teacher’s Report Form (TRF) three times: at pretest, posttest, and one-week follow-up. Mixed between-within ANOVAs were conducted applying an alpha level of .05 to interpret statistical significant and η2 calculation to assess practical significance. Follow-up results indicated a statistically significant interaction effect on CBCL Externalizing score, F (2, 44) = 14.747, p < .001, with a large effect size of η2 = .277. Results also indicated a statistically significant interaction effect on the TRF Externalizing score, F (2, 44) = 4.042, p = .024, with a large effect size of η2 = .135. Therefore, both parents and teachers indicated that children with externalizing behaviors who received intensive CCPT showed a significant decrease in those behaviors. The results of this study indicate that when time and financial resources call for short-term, intensive CCPT for children with problematic externalizing behaviors, practitioners may use it with confidence that its effectiveness has been demonstrated through this research. Advisors/Committee Members: Ray, Dee C., Bratton, Sue, Jones, Leslie D., Schumann, Brandy R..

Subjects/Keywords: child centered play therapy; externalizing behaviors; intensive; short term; Play therapy.; Behavior disorders in children.; Problem children – Behavior modification.

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Ritzi, R. M. (2015). Intensive Short-term Child Centered Play Therapy and Externalizing Behaviors in Children. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc804984/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Ritzi, Rochelle M. “Intensive Short-term Child Centered Play Therapy and Externalizing Behaviors in Children.” 2015. Thesis, University of North Texas. Accessed September 21, 2019. https://digital.library.unt.edu/ark:/67531/metadc804984/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Ritzi, Rochelle M. “Intensive Short-term Child Centered Play Therapy and Externalizing Behaviors in Children.” 2015. Web. 21 Sep 2019.

Vancouver:

Ritzi RM. Intensive Short-term Child Centered Play Therapy and Externalizing Behaviors in Children. [Internet] [Thesis]. University of North Texas; 2015. [cited 2019 Sep 21]. Available from: https://digital.library.unt.edu/ark:/67531/metadc804984/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Ritzi RM. Intensive Short-term Child Centered Play Therapy and Externalizing Behaviors in Children. [Thesis]. University of North Texas; 2015. Available from: https://digital.library.unt.edu/ark:/67531/metadc804984/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of North Texas

27. Wanyonyi-Short, Maureen N. Educators' Perceptions of the Importance of Selected Competencies for Teachers of Students with Emotional and Behavioral Disorders and their Perceptions of Personal Proficiency.

Degree: 2010, University of North Texas

URL: https://digital.library.unt.edu/ark:/67531/metadc33210/

► This study investigated educators' perceptions of the importance of competencies for teachers of students with emotional and behavioral disorders and their own proficiency in the… (more)

Subjects/Keywords: Competences; emotional disorders; behavioral disorders; teachers; Teachers of problem children – Training of.; Problem children – Education.; Behavior disorders in children – Study and teaching.

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Wanyonyi-Short, M. N. (2010). Educators' Perceptions of the Importance of Selected Competencies for Teachers of Students with Emotional and Behavioral Disorders and their Perceptions of Personal Proficiency. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc33210/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Wanyonyi-Short, Maureen N. “Educators' Perceptions of the Importance of Selected Competencies for Teachers of Students with Emotional and Behavioral Disorders and their Perceptions of Personal Proficiency.” 2010. Thesis, University of North Texas. Accessed September 21, 2019. https://digital.library.unt.edu/ark:/67531/metadc33210/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Wanyonyi-Short, Maureen N. “Educators' Perceptions of the Importance of Selected Competencies for Teachers of Students with Emotional and Behavioral Disorders and their Perceptions of Personal Proficiency.” 2010. Web. 21 Sep 2019.

Vancouver:

Wanyonyi-Short MN. Educators' Perceptions of the Importance of Selected Competencies for Teachers of Students with Emotional and Behavioral Disorders and their Perceptions of Personal Proficiency. [Internet] [Thesis]. University of North Texas; 2010. [cited 2019 Sep 21]. Available from: https://digital.library.unt.edu/ark:/67531/metadc33210/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Wanyonyi-Short MN. Educators' Perceptions of the Importance of Selected Competencies for Teachers of Students with Emotional and Behavioral Disorders and their Perceptions of Personal Proficiency. [Thesis]. University of North Texas; 2010. Available from: https://digital.library.unt.edu/ark:/67531/metadc33210/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of North Texas

28. Silver, Kathi Olinsky. Emotional/Behavioral Disturbance and Speech/Language Disorders: Prevalence of the Dual Diagnoses in a School-Age Population.

Degree: 2000, University of North Texas

URL: https://digital.library.unt.edu/ark:/67531/metadc2498/

► The purpose of this study was to examine the prevalence of the comorbidity of emotional/behavioral disorders (EBD) and speech/language disorders among those students identified as… (more)

▼ The purpose of this study was to examine the prevalence of the comorbidity of emotional/behavioral disorders (EBD) and speech/language disorders among those students identified as under The Individuals With Disabilities Education Act criteria as emotionally disturbed and speech impaired. The literature reviewed included clinical and school settings that examined a cooccurrence of language disorders in the EBD population. Other research reported a lack of routine involvement of speech/language therapists in the assessment of the EBD population. Implications from clinical studies suggested a need for greater attention to language disorders in a multi- and interdisciplinary assessment. This study investigated the prevalence of the dual occurrence of EBD and speech/language disorders in Grades 2 through 6 in Texas schools in light of the known research. Relationships in ethnicity and socioeconomic status were examined using chi-square test of independence. Aggregate data were obtained from the database of the Texas Pupil Information Management System and from survey questionnaire responses provided by speech therapists in selected districts. The literature review focused on the impact of language in the development of appropriate personal interactions and communication skills, especially those relevant to pragmatic language factors and the implications of language competency in successful personal living and career roles and supported the importance of language as an important contributor to a person's life success and the correlation of EBD disabilities and speech/language disorders. Social skills instruction, the relationship of language, especially pragmatics, and social competencies for this population are included. The results revealed a relationship between ethnicity and speech/language disorders among the students identified with EBD. In considering the population of students identified as EBD and language disordered, a significant relationship was found between ethnicity and socioeconomic status. Recommendations include suggestions for future research, assessment procedures, classroom interventions, and data collection methods. Advisors/Committee Members: Bullock, Lyndal M., Adkison, Judith A., Kinnison, Lloyd.

Subjects/Keywords: Behavior disorders in children.; Communicative disorders in children.; speech therapy.; Language disorders

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Silver, K. O. (2000). Emotional/Behavioral Disturbance and Speech/Language Disorders: Prevalence of the Dual Diagnoses in a School-Age Population. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc2498/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Silver, Kathi Olinsky. “Emotional/Behavioral Disturbance and Speech/Language Disorders: Prevalence of the Dual Diagnoses in a School-Age Population.” 2000. Thesis, University of North Texas. Accessed September 21, 2019. https://digital.library.unt.edu/ark:/67531/metadc2498/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Silver, Kathi Olinsky. “Emotional/Behavioral Disturbance and Speech/Language Disorders: Prevalence of the Dual Diagnoses in a School-Age Population.” 2000. Web. 21 Sep 2019.

Vancouver:

Silver KO. Emotional/Behavioral Disturbance and Speech/Language Disorders: Prevalence of the Dual Diagnoses in a School-Age Population. [Internet] [Thesis]. University of North Texas; 2000. [cited 2019 Sep 21]. Available from: https://digital.library.unt.edu/ark:/67531/metadc2498/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Silver KO. Emotional/Behavioral Disturbance and Speech/Language Disorders: Prevalence of the Dual Diagnoses in a School-Age Population. [Thesis]. University of North Texas; 2000. Available from: https://digital.library.unt.edu/ark:/67531/metadc2498/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

29. O'Brien, Katie. The Effect of Alpine Skiing on Behavior of Children with an Autism Spectrum Disorder as Viewed by their Parent.

Degree: MSOT, Occupational Therapy, 2010, University of Puget-Sound

URL: http://soundideas.pugetsound.edu/ms_occ_therapy/6 ; http://soundideas.pugetsound.edu/ms_occ_therapy/6

► Research has shown that physical activity and sensory input can have positive effects on the behavior of children with an autism spectrum disorder (ASD).… (more)

Subjects/Keywords: Occupational Therapy; Downhill skiing; Autism spectrum disorders in children – Treatment; Behavior therapy for children – United States; Recreational therapy for children

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

O'Brien, K. (2010). The Effect of Alpine Skiing on Behavior of Children with an Autism Spectrum Disorder as Viewed by their Parent. (Masters Thesis). University of Puget-Sound. Retrieved from http://soundideas.pugetsound.edu/ms_occ_therapy/6 ; http://soundideas.pugetsound.edu/ms_occ_therapy/6

Chicago Manual of Style (16^th Edition):

O'Brien, Katie. “The Effect of Alpine Skiing on Behavior of Children with an Autism Spectrum Disorder as Viewed by their Parent.” 2010. Masters Thesis, University of Puget-Sound. Accessed September 21, 2019. http://soundideas.pugetsound.edu/ms_occ_therapy/6 ; http://soundideas.pugetsound.edu/ms_occ_therapy/6.

MLA Handbook (7^th Edition):

O'Brien, Katie. “The Effect of Alpine Skiing on Behavior of Children with an Autism Spectrum Disorder as Viewed by their Parent.” 2010. Web. 21 Sep 2019.

Vancouver:

O'Brien K. The Effect of Alpine Skiing on Behavior of Children with an Autism Spectrum Disorder as Viewed by their Parent. [Internet] [Masters thesis]. University of Puget-Sound; 2010. [cited 2019 Sep 21]. Available from: http://soundideas.pugetsound.edu/ms_occ_therapy/6 ; http://soundideas.pugetsound.edu/ms_occ_therapy/6.

Council of Science Editors:

O'Brien K. The Effect of Alpine Skiing on Behavior of Children with an Autism Spectrum Disorder as Viewed by their Parent. [Masters Thesis]. University of Puget-Sound; 2010. Available from: http://soundideas.pugetsound.edu/ms_occ_therapy/6 ; http://soundideas.pugetsound.edu/ms_occ_therapy/6

30. Jenkins, David P. Parent ratings of the effectiveness of increasing adaptive behavior among children with autism spectrum disorders at a remediation summer day camp: Title on signature form:|aParent ratings of the effectiveness of increasing adaptive behavior among children with autism spectrum disorders at a remediation summer camp.

Degree: PhD, 2012, Ball State University

URL: http://cardinalscholar.bsu.edu/handle/123456789/196113

► The purpose of this study was to examine how participation in an academic and behavioral remediation summer camp impacts broad adaptive behavior in children with… (more)

Subjects/Keywords: Children with autism spectrum disorders.; Adaptability (Psychology) in children; Behavior modification; Day camps; Parents of autistic children – Attitudes

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Jenkins, D. P. (2012). Parent ratings of the effectiveness of increasing adaptive behavior among children with autism spectrum disorders at a remediation summer day camp: Title on signature form:|aParent ratings of the effectiveness of increasing adaptive behavior among children with autism spectrum disorders at a remediation summer camp. (Doctoral Dissertation). Ball State University. Retrieved from http://cardinalscholar.bsu.edu/handle/123456789/196113

Chicago Manual of Style (16^th Edition):

Jenkins, David P. “Parent ratings of the effectiveness of increasing adaptive behavior among children with autism spectrum disorders at a remediation summer day camp: Title on signature form:|aParent ratings of the effectiveness of increasing adaptive behavior among children with autism spectrum disorders at a remediation summer camp.” 2012. Doctoral Dissertation, Ball State University. Accessed September 21, 2019. http://cardinalscholar.bsu.edu/handle/123456789/196113.

MLA Handbook (7^th Edition):

Jenkins, David P. “Parent ratings of the effectiveness of increasing adaptive behavior among children with autism spectrum disorders at a remediation summer day camp: Title on signature form:|aParent ratings of the effectiveness of increasing adaptive behavior among children with autism spectrum disorders at a remediation summer camp.” 2012. Web. 21 Sep 2019.

Vancouver:

Jenkins DP. Parent ratings of the effectiveness of increasing adaptive behavior among children with autism spectrum disorders at a remediation summer day camp: Title on signature form:|aParent ratings of the effectiveness of increasing adaptive behavior among children with autism spectrum disorders at a remediation summer camp. [Internet] [Doctoral dissertation]. Ball State University; 2012. [cited 2019 Sep 21]. Available from: http://cardinalscholar.bsu.edu/handle/123456789/196113.

Council of Science Editors:

Jenkins DP. Parent ratings of the effectiveness of increasing adaptive behavior among children with autism spectrum disorders at a remediation summer day camp: Title on signature form:|aParent ratings of the effectiveness of increasing adaptive behavior among children with autism spectrum disorders at a remediation summer camp. [Doctoral Dissertation]. Ball State University; 2012. Available from: http://cardinalscholar.bsu.edu/handle/123456789/196113

Open Access Theses and Dissertations