subject:(Behavior disorders in children)

Florida Atlantic University

1. Valdés, Olivia. DIRECT AND INDIRECT EFFECTS FROM AGGRESSION TO INTERNALIZING SYMPTOMS: A GENETICALLY CONTROLLED STUDY.

Degree: 2020, Florida Atlantic University

URL: http://fau.digital.flvc.org/islandora/object/fau:64726

►

Behavioral difficulties in the early school years pose a risk to psychosocial functioning. The failure model suggests that peer rejection explains longitudinal associations between aggression… (more)

Subjects/Keywords: Behavior disorders in children; Aggression; Behavior genetics

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

APA (6^th Edition):

Valdés, O. (2020). DIRECT AND INDIRECT EFFECTS FROM AGGRESSION TO INTERNALIZING SYMPTOMS: A GENETICALLY CONTROLLED STUDY. (Thesis). Florida Atlantic University. Retrieved from http://fau.digital.flvc.org/islandora/object/fau:64726

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):

Valdés, Olivia. “DIRECT AND INDIRECT EFFECTS FROM AGGRESSION TO INTERNALIZING SYMPTOMS: A GENETICALLY CONTROLLED STUDY.” 2020. Thesis, Florida Atlantic University. Accessed March 04, 2021. http://fau.digital.flvc.org/islandora/object/fau:64726.

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

MLA Handbook (7^th Edition):

Valdés, Olivia. “DIRECT AND INDIRECT EFFECTS FROM AGGRESSION TO INTERNALIZING SYMPTOMS: A GENETICALLY CONTROLLED STUDY.” 2020. Web. 04 Mar 2021.

Vancouver:

Valdés O. DIRECT AND INDIRECT EFFECTS FROM AGGRESSION TO INTERNALIZING SYMPTOMS: A GENETICALLY CONTROLLED STUDY. [Internet] [Thesis]. Florida Atlantic University; 2020. [cited 2021 Mar 04]. Available from: http://fau.digital.flvc.org/islandora/object/fau:64726.

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

Council of Science Editors:

Valdés O. DIRECT AND INDIRECT EFFECTS FROM AGGRESSION TO INTERNALIZING SYMPTOMS: A GENETICALLY CONTROLLED STUDY. [Thesis]. Florida Atlantic University; 2020. Available from: http://fau.digital.flvc.org/islandora/object/fau:64726

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

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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 March 04, 2021. 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. 04 Mar 2021.

Vancouver:

Cowan H. Perceptions of effective implementation of applied behaviour analysis (ABA) in schools. [Internet] [Thesis]. Ryerson University; 2013. [cited 2021 Mar 04]. 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

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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 March 04, 2021. 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. 04 Mar 2021.

Vancouver:

Cormier NS. Psychopathic features, paired-associate learning, and lexical decision-making in children. [Internet] [Thesis]. Ryerson University; 2011. [cited 2021 Mar 04]. 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

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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 March 04, 2021. 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. 04 Mar 2021.

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 2021 Mar 04]. 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

5. NC DOCKS at The University of North Carolina at Greensboro; Rehder, Peter D. Emotion recognition deficits among children with conduct problems and callous-unemotional behaviors: differences by child race.

Degree: 2016, NC Docks

URL: http://libres.uncg.edu/ir/uncg/f/Rehder_uncg_0154M_11910.pdf

► 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

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

APA (6^th Edition):

NC DOCKS at The University of North Carolina at Greensboro; Rehder, P. D. (2016). Emotion recognition deficits among children with conduct problems and callous-unemotional behaviors: differences by child race. (Thesis). NC Docks. Retrieved from http://libres.uncg.edu/ir/uncg/f/Rehder_uncg_0154M_11910.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):

NC DOCKS at The University of North Carolina at Greensboro; Rehder, Peter D. “Emotion recognition deficits among children with conduct problems and callous-unemotional behaviors: differences by child race.” 2016. Thesis, NC Docks. Accessed March 04, 2021. http://libres.uncg.edu/ir/uncg/f/Rehder_uncg_0154M_11910.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):

NC DOCKS at The University of North Carolina at Greensboro; Rehder, Peter D. “Emotion recognition deficits among children with conduct problems and callous-unemotional behaviors: differences by child race.” 2016. Web. 04 Mar 2021.

Vancouver:

NC DOCKS at The University of North Carolina at Greensboro; Rehder PD. Emotion recognition deficits among children with conduct problems and callous-unemotional behaviors: differences by child race. [Internet] [Thesis]. NC Docks; 2016. [cited 2021 Mar 04]. Available from: http://libres.uncg.edu/ir/uncg/f/Rehder_uncg_0154M_11910.pdf.

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

Council of Science Editors:

NC DOCKS at The University of North Carolina at Greensboro; Rehder PD. Emotion recognition deficits among children with conduct problems and callous-unemotional behaviors: differences by child race. [Thesis]. NC Docks; 2016. Available from: http://libres.uncg.edu/ir/uncg/f/Rehder_uncg_0154M_11910.pdf

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

University of Adelaide

6. 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

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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 March 04, 2021. 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. 04 Mar 2021.

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 2021 Mar 04]. 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

7. 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

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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 March 04, 2021. 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. 04 Mar 2021.

Vancouver:

Beaumont S. Conflict, social communication deficits and behavioural inflexibility in primary school children. [Internet] [Thesis]. University of Tasmania; 2009. [cited 2021 Mar 04]. 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

Macquarie University

8. Johns, Adam David. Parenting and parent-child attachment relationships in young children with conduct problems and callous-unemotional traits.

Degree: 2019, Macquarie University

URL: http://hdl.handle.net/1959.14/1278965

►

Theoretical thesis.

Bibliography: pages 309-402

Overview – Chapter 1. Conduct problems in childhood – 2. Parenting, CU traits and conduct problems in childhood – 3.… (more)

▼

Theoretical thesis.

Bibliography: pages 309-402

Overview – Chapter 1. Conduct problems in childhood – 2. Parenting, CU traits and conduct problems in childhood – 3. Theoretical framework and research questions – 4. Study measures – 5. Methods – 6. Child conduct problems and CU traits in the sample – 7. Parent perceptions of their caregiving – 8. Parent representations of their child – 9. Observation of parent-child interactions – 10. Child representations of attachment – 11. Discussion – Appendix A.

Children with conduct problems exhibit temper outbursts, and impulsive, oppositional, or antisocial behaviours that significantly impact their ability to function at home, school, and within their community. If untreated, conduct problems can set children on a high-risk trajectory into adolescence and adulthood. Developmental psychopathology research has identified two distinct pathways to developing conduct problems in childhood according to the presence or absence of high levels of callous-unemotional (CU) traits. Children with conduct problems and high CU traits show earlier and more severe and persistent conduct problems and, subsequently, more problematic cognitive, emotional, physiological and personality characteristics than children with conduct problems alone. This makes them an important focus for research and intervention. CU traits in childhood have strong genetic and biological foundations; but are also changeable. A developing literature identifies that negative parenting and problematic parent-child relationships relate to higher CU traits and more severe conduct problems for children with high CU traits in early and middle childhood(for a review, see Waller, Gardner, & Hyde, 2013). The current study extends this literature by providing an in-depth profile of the current quality of parenting and parent-child attachment relationships for children with conduct problems with varying levels of CU traits. Participants were mothers (n = 92) and fathers (n = 36) of 92 children (72% boys)between 3 and 9 years of age who were referred to an outpatient mental health clinic at a large metropolitan children's hospital. The children were diagnosed with Oppositional Defiant Disorder and/or Conduct Disorder. A multi-method approach was used, including: • a narrative interview question to elicit parent representations of their child's mental states, • doll play narrative and family drawing techniques to obtain children's representations of attachment, • questionnaires to assess for parents' perceptions of their parenting styles, caregiving helplessness and parenting stress, and • an observational measure to assess for parent-child dyadic emotional availability. It was expected that more problematic parenting experiences and perceptions of the parent-child relationship, less optimal emotional availability between parent and child during various interaction tasks, and more problematic child representations of their parents and family would be associated with more severe conduct problems and CU traits…

Advisors/Committee Members: Macquarie University. Department of Psychology.

Subjects/Keywords: Behavior disorders in children – Diagnosis; Parent and child; behaviour problems; problems; callous-unemotional traits; parenting

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

APA (6^th Edition):

Johns, A. D. (2019). Parenting and parent-child attachment relationships in young children with conduct problems and callous-unemotional traits. (Doctoral Dissertation). Macquarie University. Retrieved from http://hdl.handle.net/1959.14/1278965

Chicago Manual of Style (16^th Edition):

Johns, Adam David. “Parenting and parent-child attachment relationships in young children with conduct problems and callous-unemotional traits.” 2019. Doctoral Dissertation, Macquarie University. Accessed March 04, 2021. http://hdl.handle.net/1959.14/1278965.

MLA Handbook (7^th Edition):

Johns, Adam David. “Parenting and parent-child attachment relationships in young children with conduct problems and callous-unemotional traits.” 2019. Web. 04 Mar 2021.

Vancouver:

Johns AD. Parenting and parent-child attachment relationships in young children with conduct problems and callous-unemotional traits. [Internet] [Doctoral dissertation]. Macquarie University; 2019. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/1959.14/1278965.

Council of Science Editors:

Johns AD. Parenting and parent-child attachment relationships in young children with conduct problems and callous-unemotional traits. [Doctoral Dissertation]. Macquarie University; 2019. Available from: http://hdl.handle.net/1959.14/1278965

University of Missouri – Columbia

9. 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

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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 March 04, 2021. 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. 04 Mar 2021.

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 2021 Mar 04]. 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

10. 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

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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 March 04, 2021. 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. 04 Mar 2021.

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 2021 Mar 04]. 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

11. 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.

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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 March 04, 2021. 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. 04 Mar 2021.

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 2021 Mar 04]. 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

12. 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

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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 March 04, 2021. 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. 04 Mar 2021.

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 2021 Mar 04]. 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

Michigan State University

13. 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; Behavior disorders in children – Treatment; Psychotherapy – Decision-making; Psychology

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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 March 04, 2021. 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. 04 Mar 2021.

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 2021 Mar 04]. 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

University of North Carolina – Greensboro

14. 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

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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 March 04, 2021. 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. 04 Mar 2021.

Vancouver:

Loudermilk SM. Physical discipline and externalizing behavior problems: moderating factors. [Internet] [Masters thesis]. University of North Carolina – Greensboro; 2011. [cited 2021 Mar 04]. 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

15. Maddox, Melanie A. The relation between early frustration reactivity, parental responsiveness and later externalizing symptoms.

Degree: 2018, NC Docks

URL: http://libres.uncg.edu/ir/uncg/f/Maddox_uncg_0154M_12650.pdf

► Children with higher frustration reactivity are at elevated risk for developing externalizing problems. Prior research has also indicated that certain parenting factors (e.g., hostility, rejection),… (more)

Subjects/Keywords: Frustration in children; Parent and child $x Psychological aspects; Behavior disorders in children

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APA (6^th Edition):

Maddox, M. A. (2018). The relation between early frustration reactivity, parental responsiveness and later externalizing symptoms. (Thesis). NC Docks. Retrieved from http://libres.uncg.edu/ir/uncg/f/Maddox_uncg_0154M_12650.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):

Maddox, Melanie A. “The relation between early frustration reactivity, parental responsiveness and later externalizing symptoms.” 2018. Thesis, NC Docks. Accessed March 04, 2021. http://libres.uncg.edu/ir/uncg/f/Maddox_uncg_0154M_12650.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):

Maddox, Melanie A. “The relation between early frustration reactivity, parental responsiveness and later externalizing symptoms.” 2018. Web. 04 Mar 2021.

Vancouver:

Maddox MA. The relation between early frustration reactivity, parental responsiveness and later externalizing symptoms. [Internet] [Thesis]. NC Docks; 2018. [cited 2021 Mar 04]. Available from: http://libres.uncg.edu/ir/uncg/f/Maddox_uncg_0154M_12650.pdf.

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

Council of Science Editors:

Maddox MA. The relation between early frustration reactivity, parental responsiveness and later externalizing symptoms. [Thesis]. NC Docks; 2018. Available from: http://libres.uncg.edu/ir/uncg/f/Maddox_uncg_0154M_12650.pdf

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

University of Oregon

16. 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

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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 March 04, 2021. 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. 04 Mar 2021.

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 2021 Mar 04]. 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

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

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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 March 04, 2021. 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. 04 Mar 2021.

Vancouver:

Cutrell B. Effect of Contracts in Decreasing Inappropriate Behavior of Students with Emotional/Behavioral Disabilities. [Internet] [Masters thesis]. East Carolina University; 2011. [cited 2021 Mar 04]. 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

Portland State University

18. 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

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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 March 04, 2021. 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. 04 Mar 2021.

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 2021 Mar 04]. 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 North Carolina – Greensboro

19. 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

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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 March 04, 2021. 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. 04 Mar 2021.

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 2021 Mar 04]. 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

Reykjavík University

20. Ragna Dögg Magnúsdóttir 1991-. Discrete trial teaching as an intervention for language delay; Multilingual children at risk for language delays .

Degree: 2018, Reykjavík University

URL: http://hdl.handle.net/1946/30712

► A prevalent disability in early childhood is language acquisitions. Children with delays in language function have shown serious deprivation in education and in social development.… (more)

▼ A prevalent disability in early childhood is language acquisitions. Children with delays in language function have shown serious deprivation in education and in social development. Lack of intervention has been associated with increased risk of problem behaviors such as self-injurious behavior, aggression, destructive behavior, and disobedience. Thus it is important to implement an effective intervention for those that are dealing with language delays. One method known to be useful for children with autism is Discrete trial teaching (DTT). DTT is useful when teaching new behaviors such as speech sounds, motor movements, and new discriminations. The purpose of the study was to examine if Discrete trial teaching (DTT) could be beneficial in enhancing vocabulary for multilingual children, and the effectiveness of generalization after the intervention. The Verbal Milestones Assessment and Placement program (VB-MAPP), a tool that evaluates an individual’s verbal repertoire on three developmental levels was used to evaluate the language deficit in a four-year-old, multilingual boy. The teaching procedure resulted in increased vocabulary for the child, which is compliant with previous research. The participant showed good generalization after DTT. Because of individual differences, it is not possible to generalize for all multilingual individuals. Further research with more participants is recommended Keywords: language delay, discrete trial teaching, generalization, VB-MAPP, multilingual children; Tungumálaörðugleikar eru algengt vandamál í barnæsku. Börn með seinan málþroska hafa sýnt fram á námsörðuleika og vandamál í félagslegum samskiptum. Skortur á inngripum hefur verið tengdur við auknar líkur á vandamálahegðun eins og sjálfsskaða, ýgi og óhlíðni. The Verbal Milestones Assessment and Placement program (VB-MAPP), mælitæki sem metur málgetu á þremur mismunandi þroskastigum, var notað til að meta tungumálaörðugleika hjá fjöltyngdum fjögurra ára strák. Markmið rannsóknarinnar var að skoða hvort Discrete trial teaching (DTT) geti verið góð aðferð til að auka málfærni hjá fjöltyngdum börnum sem kljást við seinan málþroska, og hvort alhæfing eigi sér stað eftir þjálfun. DTT er vinsæl aðferð sem hefur mikið verið notuð og við góðan árangur með börnum með einhverfu. Aðferðin hefur reynst vel þegar kemur að því að læra nýja hegðun eins og málhljóð, aðgreiningu og ýmsar hreyfingar. Ekki hefur verið gerð rannsókn á DTT og fjöltyngdum einstaklingum, en leiddu niðurstöður þessarar rannsóknar í ljós að DTT getur verið góð aðferð til þess að bæta orðaforða. Einnig sýndi þátttakandinn fram á góða alhæfingu eftir kennslu. Vegna einstaklingsmunar er ekki hægt að alhæfa árangurinn yfir á alla fjöltyngda einstaklinga sem eiga við tungumálaörðugleika að stríða, mælt með því að efnið verði rannsakað betur með fleiri þátttakendum. Lykilorð: tungumálaörðugleikar, discrete trial teaching, alhæfing, VB-MAPP, fjöltyngd börn

Subjects/Keywords: Sálfræði; Málþroski; Atferli; Psychology; Language disorders in children; Behavior

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APA (6^th Edition):

1991-, R. D. M. (2018). Discrete trial teaching as an intervention for language delay; Multilingual children at risk for language delays . (Thesis). Reykjavík University. Retrieved from http://hdl.handle.net/1946/30712

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):

1991-, Ragna Dögg Magnúsdóttir. “Discrete trial teaching as an intervention for language delay; Multilingual children at risk for language delays .” 2018. Thesis, Reykjavík University. Accessed March 04, 2021. http://hdl.handle.net/1946/30712.

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

MLA Handbook (7^th Edition):

1991-, Ragna Dögg Magnúsdóttir. “Discrete trial teaching as an intervention for language delay; Multilingual children at risk for language delays .” 2018. Web. 04 Mar 2021.

Vancouver:

1991- RDM. Discrete trial teaching as an intervention for language delay; Multilingual children at risk for language delays . [Internet] [Thesis]. Reykjavík University; 2018. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/1946/30712.

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

Council of Science Editors:

1991- RDM. Discrete trial teaching as an intervention for language delay; Multilingual children at risk for language delays . [Thesis]. Reykjavík University; 2018. Available from: http://hdl.handle.net/1946/30712

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

Reykjavík University

21. Ásta Sigurðardóttir 1983-. Stress, anxiety, depression and social constraints in parents of children with autism .

Degree: 2017, Reykjavík University

URL: http://hdl.handle.net/1946/28355

► The present study examined parenting stress, anxiety and depression among Icelandic parents of children with autism. In addition, the study examined if having a child… (more)

▼ The present study examined parenting stress, anxiety and depression among Icelandic parents of children with autism. In addition, the study examined if having a child with behavior problems and feelings of constraints when talking about the child would be associated with higher parenting stress, anxiety and depression levels. Parents (N=187) of children, 12 years or younger, with autism spectrum disorder completed an online questionnaire. The majority of participants were females (82.9%) and married (56.2%). The findings indicated that parenting stress was high with 79% of parents reporting stress levels within the clinical range. Although the majority of parents reported anxiety and depression within the normal range, 15% and 20% reported severe or extremely severe anxiety and depression respectively. Multiple regression analyses showed that having a child with behavior problems and feelings of constraints when talking about the child to spouse or family and friends was associated with higher levels of parental stress, anxiety, and depression. The results indicate the need to provide parents of children with autism with training and support to manage their child’s behavior problems, access to an intervention to reduce their stress, anxiety and depression levels and help them to talk about their child with autism. Keywords: autism spectrum disorder, parenting stress, anxiety, depression, behavior problems, social constraints.; Rannsökuð var foreldrastreita, kvíði og þunglyndi meðal íslenskra foreldra barna með einhverfu. Að auki var athugað hvort hegðunarvandamál barnsins og upplifun á félagslegum hömlum þegar foreldrar töluðu um barnið sitt hefði tengsl við hærri foreldrastreitu, kvíða og þunglyndi. Foreldrar (N=187) barna með einhverfu, 12 ára og yngri svöruðu spurningalista á veraldarvefnum. Meirihluti þátttakenda voru giftar (56.2%) konur (82.9%). Niðurstöður rannsóknarinnar gáfu til kynna háa foreldrastreitu, en 79% foreldra greindu frá foreldrastreitu yfir klínískum mörkum. Þrátt fyrir að meirihluti foreldra hafi greint frá kvíða og þunglyndi innan eðlilegra marka, greindu 15% frá alvarlegum eða virkilega alvarlegum einkennum kvíða og 22% frá alvarlegum eða virkilega alvarlegum einkennum þunglyndis. Niðurstöður margvíðrar aðhvarfsgreiningar sýndu að hegðunarvandamál barns og upplifun á félaglegum hömlum þegar foreldrar töluðu um barnið við maka, vini eða fjölskyldu höfðu tengsl við hærri foreldrastreitu, kvíða og þunglyndi. Niðurstöður rannsóknarinnar gefa til kynna að þörf sé á að veita foreldrum barna með einhverfu þjálfun og stuðning til þess að takast á við hegðunarvandamál barna sinna, aðgengi að íhlutun með það að markmiði að minnka streitu, kvíða og þunglyndi og hjálpa þeim og aðstandendum að tala um barnið með einhverfu. Lykilorð: einhverfa, foreldrastreita, kvíði, þunglyndi, hegðunarvandamál, félagslegar hömlur.

Subjects/Keywords: Sálfræði; Einhverfa; Hegðunarvandamál; Streita; Psychology; Autism spectrum disorders; Behavior disorders in children

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APA (6^th Edition):

1983-, �. S. (2017). Stress, anxiety, depression and social constraints in parents of children with autism . (Thesis). Reykjavík University. Retrieved from http://hdl.handle.net/1946/28355

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):

1983-, Ásta Sigurðardóttir. “Stress, anxiety, depression and social constraints in parents of children with autism .” 2017. Thesis, Reykjavík University. Accessed March 04, 2021. http://hdl.handle.net/1946/28355.

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

MLA Handbook (7^th Edition):

1983-, Ásta Sigurðardóttir. “Stress, anxiety, depression and social constraints in parents of children with autism .” 2017. Web. 04 Mar 2021.

Vancouver:

1983- �S. Stress, anxiety, depression and social constraints in parents of children with autism . [Internet] [Thesis]. Reykjavík University; 2017. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/1946/28355.

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

Council of Science Editors:

1983- �S. Stress, anxiety, depression and social constraints in parents of children with autism . [Thesis]. Reykjavík University; 2017. Available from: http://hdl.handle.net/1946/28355

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

Ryerson University

22. 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

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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 March 04, 2021. 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. 04 Mar 2021.

Vancouver:

Khoury J. Examining associations between internalizing behaviour, cortisol reactivity, and physiological coordination, in two differentially potent challenges. [Internet] [Thesis]. Ryerson University; 2017. [cited 2021 Mar 04]. 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

Reykjavík University

23. Dagný Hermannsdóttir 1985-. Behavior problems in elementary and preschool : prevalence, attitudes & resources .

Degree: 2017, Reykjavík University

URL: http://hdl.handle.net/1946/28385

► Behavior problems are common both in elementary and preschools, and frequently cause disruption in education for other students, teachers, administrators and parents. Behavior problems is… (more)

▼ Behavior problems are common both in elementary and preschools, and frequently cause disruption in education for other students, teachers, administrators and parents. Behavior problems is reported by teachers to be their single highest concern and is the knowledge of the cause important so it is possible to diagnose the problem as soon as possible. The main aim of this study was to examine the prevalence of behavior problems in elementary and preschool as well the resources teachers have and how well prepared they are in dealing with behavior problems. A questionnaire was sent to all elementary and preschool teachers in Iceland. Participants were 128 elementary teachers and 121 preschool teachers. The participants completed a questionnaire through a survey link which was sent by an e-mail. Consistent with previous research we found that teachers often deal with behavior problem both in elementary and in preschool. In addition, a majority of elementary and preschool teachers reported that they would like more help dealing with behavior problem than they are currently getting. The results underline the importance of knowledge of the cause and for teachers to know how to deal with the problematic behavior. Keywords: Psychology, Children, Problem behavior, Elementary school, Preschool, Prevalence; Hegðunarvandi er algengur bæði í grunnskólum og leikskólum og valda oft miklum truflunum fyrir nemendur, kennara, stjórnendum og foreldra. Hegðunarvandamál eru eitt af helstu áhyggjuefnum kennara og er þekking á orsökum mikilvægt svo að hægt sé að greina vandamálið eins fljótt og auðið er. Markmið þessarar rannsóknar var að kanna algengi hegðunarvandamála í grunnskólum og leikskólum, auk færni kennara og hversu vel undirbúnir þeir eru til þess að takast á við hegðunarvanda. Spurningalisti var sendur til allra grunn- og leikskólakennara á Íslandi. Þátttakendur voru 128 grunnskólakennarar og 121 leikskólakennarar. Þátttakendur svöruðu spurningalista í gegnum könnunartengil sem var sendur með tölvupósti. Í samræmi við fyrri rannsóknir var niðurstaðan sú að kennarar þurfa oft að takast á við hegðunarvandamál bæði í grunnskólum og leikskólum. Að auki kom í ljós að meirihluti grunnskóla og leikskólakennara myndu vilja fá aukna aðstoð vegna hegðunarvanda. Niðurstöðurnar leggja áherslu á mikilvægi þekkingar á orsökum hegðunarvanda og að kennarar hafi næga þekkingu til þess að takast á við vandann. Lykilorð: Sálfræði, Börn, Hegðunarvandi, Grunnskóli, Leikskóli, Algengi

Subjects/Keywords: Sálfræði; Hegðunarvandamál; Leikskólabörn; Grunnskólanemar; Psychology; Behavior disorders in children; Elementary school; Preschool children

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APA (6^th Edition):

1985-, D. H. (2017). Behavior problems in elementary and preschool : prevalence, attitudes & resources . (Thesis). Reykjavík University. Retrieved from http://hdl.handle.net/1946/28385

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):

1985-, Dagný Hermannsdóttir. “Behavior problems in elementary and preschool : prevalence, attitudes & resources .” 2017. Thesis, Reykjavík University. Accessed March 04, 2021. http://hdl.handle.net/1946/28385.

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

MLA Handbook (7^th Edition):

1985-, Dagný Hermannsdóttir. “Behavior problems in elementary and preschool : prevalence, attitudes & resources .” 2017. Web. 04 Mar 2021.

Vancouver:

1985- DH. Behavior problems in elementary and preschool : prevalence, attitudes & resources . [Internet] [Thesis]. Reykjavík University; 2017. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/1946/28385.

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

Council of Science Editors:

1985- DH. Behavior problems in elementary and preschool : prevalence, attitudes & resources . [Thesis]. Reykjavík University; 2017. Available from: http://hdl.handle.net/1946/28385

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

Michigan State University

24. Martinez-Torteya, Cecilia. Prenatal intimate partner violence and depression during childhood : the role of physiological stress response dysregulation.

Degree: 2011, Michigan State University

URL: http://etd.lib.msu.edu/islandora/object/etd:1502

►

Thesis Ph. D. Michigan State University. Psychology 2011.

Objective: This study investigates the influence of exposure to intimate partner violence (IPV) during pregnancy on offspring… (more)

▼

Thesis Ph. D. Michigan State University. Psychology 2011.

Objective: This study investigates the influence of exposure to intimate partner violence (IPV) during pregnancy on offspring depressive problems during childhood, examining HPA axis dysregulation (via stress-induced levels of salivary cortisol) as a mediating mechanism. This research is guided by the "fetal programming" theory, which proposes that the environmental conditions during pregnancy can exert long-term neural adaptations and influence later physiological and psychological functioning. In addition, trauma theory supports the role of IPV as a particularly deleterious influence, due to its interpersonal and chronic nature, and well-established associated neuroregulatory deficits. Finally, consistent with developmental psychopathology, a number of factors at the individual and family levels were examined, and interactions between different levels of risk and protection were explored. Previous empirical studies support the proposed pathway: prenatal stress predicts child temperamental difficulties, internalizing symptoms, and HPA axis dysregulation. However, only one study to date has reported a link between prenatal stress, HPA axis functioning, and depression. No study to date has evaluated the distinct effect of prenatal IPV on long-term offspring neuroendocrine and psychological outcomes. Method: Participants were 119 children followed longitudinally since pregnancy, who were about 10 years old for the present assessment. Questionnaires assessed IPV, maternal mental health, maternal early parenting, family history of depression, and income. A coded laboratory task measured maternal warmth towards their child during infancy. HPA axis dysregulation was assessed via salivary cortisol levels before, 20 minutes after and 40 minutes after the Trier Social Stress Task for Children. Child depressive symptoms were assessed through maternal and child reports, using questionnaires and a semi-structured clinical interview (K-SADS-PL). Results: Structural Equation Modeling, Latent Class Analysis, Logistic Regression, and MANCOVA were used for hypothesis testing. Exposure to IPV during pregnancy and current exposure to IPV predicted higher salivary cortisol output. Depression during childhood was predicted by IPV during pregnancy, maternal mental health during pregnancy, early parenting, current exposure to IPV, current maternal mental health, gender, and cortisol levels; however, different predictors were significant for mother-reported and child-reported depressive symptoms. Gender and family history of depression moderated the relationships between child depressive symptoms and prenatal, postnatal, and familial risk. Discussion: Findings support the "programming hypothesis" and the role of prenatal IPV as a unique risk factor associated with HPA axis functioning and childhood depression, over and above the effects of other prenatal stressors and postnatal adversity. Results support the multi-determined nature…

Advisors/Committee Members: Bogat, G. Anne, Levendosky, Alytia A., von Eye, Alexander, Lonstein, Joseph, Stansbury, Kathy.

Subjects/Keywords: Intimate partner violence – Psychological aspects; Depression in children; Behavior disorders in children; Human behavior – Physiological aspects; Clinical psychology; Developmental psychology; Neurosciences

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APA (6^th Edition):

Martinez-Torteya, C. (2011). Prenatal intimate partner violence and depression during childhood : the role of physiological stress response dysregulation. (Thesis). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:1502

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):

Martinez-Torteya, Cecilia. “Prenatal intimate partner violence and depression during childhood : the role of physiological stress response dysregulation.” 2011. Thesis, Michigan State University. Accessed March 04, 2021. http://etd.lib.msu.edu/islandora/object/etd:1502.

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

MLA Handbook (7^th Edition):

Martinez-Torteya, Cecilia. “Prenatal intimate partner violence and depression during childhood : the role of physiological stress response dysregulation.” 2011. Web. 04 Mar 2021.

Vancouver:

Martinez-Torteya C. Prenatal intimate partner violence and depression during childhood : the role of physiological stress response dysregulation. [Internet] [Thesis]. Michigan State University; 2011. [cited 2021 Mar 04]. Available from: http://etd.lib.msu.edu/islandora/object/etd:1502.

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

Council of Science Editors:

Martinez-Torteya C. Prenatal intimate partner violence and depression during childhood : the role of physiological stress response dysregulation. [Thesis]. Michigan State University; 2011. Available from: http://etd.lib.msu.edu/islandora/object/etd:1502

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

University of California – San Diego

25. 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

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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 March 04, 2021. 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. 04 Mar 2021.

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 2021 Mar 04]. 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

Michigan State University

26. Galimberti, Anjela Janai. The effectiveness of mirror imitation training on the generalization of imitation skills for children with autism spectrum disorder.

Degree: 2019, Michigan State University

URL: http://etd.lib.msu.edu/islandora/object/etd:47804

►

Thesis M.A. Michigan State University. Applied Behavior Analysis 2019

"The ability to imitate is a foundational skill related to multiple aspects of social, play, and… (more)

Subjects/Keywords: Autistic children – Behavior modification; Imitation in children; Autism spectrum disorders in children – Treatment; Children with autism spectrum disorders; Imitation; Autism spectrum disorder; Mirror imitation training; Behavioral psychology

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

APA (6^th Edition):

Galimberti, A. J. (2019). The effectiveness of mirror imitation training on the generalization of imitation skills for children with autism spectrum disorder. (Thesis). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:47804

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):

Galimberti, Anjela Janai. “The effectiveness of mirror imitation training on the generalization of imitation skills for children with autism spectrum disorder.” 2019. Thesis, Michigan State University. Accessed March 04, 2021. http://etd.lib.msu.edu/islandora/object/etd:47804.

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

MLA Handbook (7^th Edition):

Galimberti, Anjela Janai. “The effectiveness of mirror imitation training on the generalization of imitation skills for children with autism spectrum disorder.” 2019. Web. 04 Mar 2021.

Vancouver:

Galimberti AJ. The effectiveness of mirror imitation training on the generalization of imitation skills for children with autism spectrum disorder. [Internet] [Thesis]. Michigan State University; 2019. [cited 2021 Mar 04]. Available from: http://etd.lib.msu.edu/islandora/object/etd:47804.

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

Council of Science Editors:

Galimberti AJ. The effectiveness of mirror imitation training on the generalization of imitation skills for children with autism spectrum disorder. [Thesis]. Michigan State University; 2019. Available from: http://etd.lib.msu.edu/islandora/object/etd:47804

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

University of Central Florida

27. 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

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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 March 04, 2021. 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. 04 Mar 2021.

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 2021 Mar 04]. 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 North Texas

28. 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.

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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 March 04, 2021. 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. 04 Mar 2021.

Vancouver:

Ritzi RM. Intensive Short-term Child Centered Play Therapy and Externalizing Behaviors in Children. [Internet] [Thesis]. University of North Texas; 2015. [cited 2021 Mar 04]. 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 Johannesburg

29. 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.

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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 March 04, 2021. 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. 04 Mar 2021.

Vancouver:

Neizel M. Ouers se konsepsie van kinders met aandagtekort/hiperaktiwiteitsversteuring. [Internet] [Thesis]. University of Johannesburg; 2012. [cited 2021 Mar 04]. 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

30. 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.

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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 March 04, 2021. 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. 04 Mar 2021.

Vancouver:

Birdwell JN. A Study of Behavior Difficulties in a Sixth Grade. [Internet] [Thesis]. North Texas State College; 1950. [cited 2021 Mar 04]. 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

Open Access Theses and Dissertations