Dissertationen: „Behavioral assessment of children“

1

LaRocque, Michelle. „Functional behavioral assessment in Washington state /“. Thesis, Connect to this title online; UW restricted, 2001. http://hdl.handle.net/1773/7562.

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2

Anderson, Cynthia Marie. „Linking functional assessment with diagnostic classification development of functional assessment methodology /“. Morgantown, W. Va. : [West Virginia University Libraries], 1999. http://etd.wvu.edu/templates/showETD.cfm?recnum=441.

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Thesis (Ph. D.)--West Virginia University, 1999.
Title from document title page. Document formatted into pages; contains x, 181 p. : ill. (some col.). Vita. Includes abstract. Includes bibliographical references (p. 59-67).

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3

Chung, Po-Yee. „Functional behavioral assessment-based intervention for children with food refusal behavior /“. view abstract or download file of text, 2003. http://wwwlib.umi.com/cr/uoregon/fullcit?p3113006.

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Thesis (Ph. D.)--University of Oregon, 2003.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 155-172). Also available for download via the World Wide Web; free to University of Oregon users.

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4

Thompson, Michelle. „Understanding the effectiveness of functional behavioral assessments and functional behavioral analysis in the school setting“. Menomonie, WI : University of Wisconsin--Stout, 2005. http://www.uwstout.edu/lib/thesis/2005/2005thompsonm.pdf.

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5

Couvillon, Michael A. „Measurement and Utility of Functional Behavioral Assessments and Behavior Intervention Plans in Classrooms for Students with Emotional and Behavioral Disorders“. Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5469/.

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This research study examined how education service providers conduct functional behavioral assessments and utilize behavior intervention plans to address the social and emotional needs of students with challenging behaviors. The data are based on a 20-item survey administered to educators who identified themselves as working with students diagnosed with emotional and behavioral disorders. The results and implications of the survey are discussed and evaluated to the review of literature conducted prior to the study. Recommendations for future research are also explored.

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6

Mitachi, Mami. „The effects of functional assessment and competing behavior analysis information on the behavioral support recommendations for students with problem behaviors by school personnel /“. view abstract or download file of text, 2002. http://wwwlib.umi.com/cr/uoregon/fullcit?p3045091.

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Thesis (Ph. D.)--University of Oregon, 2002.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 144-147). Also available for download via the World Wide Web; free to University of Oregon users. Address: http://wwwlib.umi.com/cr/uoregon/fullcit?p3045091.

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7

McIntosh, Kent. „Academic, behavioral, and functional predictors of chronic problem behavior in elementary grades /“. view abstract or download file of text, 2005. http://wwwlib.umi.com/cr/uoregon/fullcit?p3181113.

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Thesis (Ph. D.)--University of Oregon, 2005.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 106-117). Also available for download via the World Wide Web; free to University of Oregon users.

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8

Thompson, Michelle. „Linking a functional behavioral analysis to a functional behavioral assessment in the school a single subject case design /“. Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008thompsonm.pdf.

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9

Miller, Bryon G. „Behavioral assessment of physical activity preferences of young children“. Scholarly Commons, 2014. https://scholarlycommons.pacific.edu/uop_etds/293.

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Low levels of physical activity are correlated with negative health outcomes such as heart disease, diabetes, and certain types of cancer. This is concerning given the current rise in obesity and physical inactivity, especially in young children. Developing assessments that can readily identify variables related to unhealthy patterns of activity might be useful in informing interventions that aim to increase physical activity. The current study extended previous research in the functional analysis of physical activity by Hustyi, Normand, and Larson (2012) by evaluating the utility of a choice assessment procedure to identify participant preference to several common outdoor activity contexts, typically available during school recess. Together, the two assessments strategies were able to identify both healthy and less healthy patterns of responding in four preschool-age children. The information obtained from these assessments could be used to inform behavioral interventions that aim to increase physical activity in young children.

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10

Duggan, Vanessa. „Parents' and teachers' acceptability of conjoint behavioral consultation“. Thesis, McGill University, 2000. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=33282.

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The present study examined parents' and teachers' acceptability of conjoint behavioral consultation for children with problem behaviors at school and at home. Also examined was the relationship between perceived treatment acceptability and treatment outcome, and time to treatment effectiveness. An A/B design was used and participants included 14 children, their parents, and teachers. Results indicated that conjoint behavioral consultation was an equally acceptable intervention prior to and following implementation for both parents and teachers. Results also indicated that parents' perceptions of treatment acceptability at posttest were not related to the effectiveness of the intervention as measured by direct observations. On the other hand, teachers' perceptions of treatment acceptability following implementation were found to be positively related to the effectiveness of the intervention. Furthermore, both parents and teachers perceptions of treatment acceptability were found to be significantly related to perceptions of treatment effectiveness and time to effectiveness. Results are discussed in light of their practical and theoretical implications.

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11

Callahan, Emily Huber. „The behavioral assessment of social behavior in young children an examination of convergent and incremental validity /“. Diss., Online access via UMI:, 2009.

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12

Wolf, Roxanne Smith Richard G. „Multiple-respondent anecdotal assessments for behavior disorders an analysis of interrater agreement and correspondence with treatment outcomes /“. [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-3596.

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13

Borgmeier, Christopher J. „An evaluation of informant confidence ratings as a predictive measure of the accuracy of hypotheses from functional assessment interviews /“. view abstract or download file of text, 2003. http://wwwlib.umi.com/cr/uoregon/fullcit?p3095236.

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Thesis (Ph. D.)--University of Oregon, 2003.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 146-151). Also available for download via the World Wide Web; free to University of Oregon users.

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14

Harvey, Mark T. „Implementation of trans-situational behavior support systems in home and school environments : expanding the technology of generalization /“. view abstract or download file of text, 2000. http://wwwlib.umi.com/cr/uoregon/fullcit?p9998035.

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Thesis (Ph. D.)--University of Oregon, 2000.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 163-175). Also available for download via the World Wide Web; free to University of Oregon users.

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15

Tyson, Heather M. „The effects of therapeutic, play activities on three to five year-old children's prosocial behavior in a normative setting /“. View online, 1993. http://repository.eiu.edu/theses/docs/32211998853206.pdf.

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16

Vargas, Perez Sandra. „A comparison of three functional assessment strategies with Head Start children displaying challenging behavior /“. view abstract or download file of text, 2001. http://wwwlib.umi.com/cr/uoregon/fullcit?p3024525.

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Thesis (Ph. D.)--University of Oregon, 2001.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 141-148). Also available for download via the World Wide Web; free to University of Oregon users.

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17

Moreno, Gerardo Bullock Lyndal M. „Frequency and quality of the implementation of functional behavioral assessments as reported by educators“. [Denton, Tex.] : University of North Texas, 2008. http://digital.library.unt.edu/permalink/meta-dc-9749.

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18

Ingram, Kimberly L. „Comparing the effectiveness of indicated and contra-indicated based functional behavioral assessment interventions /“. view abstract or download file of text, 2002. http://wwwlib.umi.com/cr/uoregon/fullcit?p3061947.

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Thesis (Ph. D.)--University of Oregon, 2002.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 140-147). Also available for download via the World Wide Web; free to University of Oregon users.

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19

Moreno, Gerardo. „Frequency and quality of the implementation of functional behavioral assessments as reported by educators“. Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc9749/.

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The research investigation reported herein examined the quality and experience of the functional behavioral assessment (FBA) process as reported by educators working with students with emotional/behavioral disorders (EBD). The data accrued is based on a 30-item survey and participant telephone interviews examined the overall knowledge of the FBA process by educators and their general experience when conducting a FBA, specifically the procedural timeline, types of education professionals involved, and typical outcomes and results. Survey responses indicated two common barriers in the FBA implementation which often inhibit best practice: lack of true collaborative teamwork and insufficient communication among FBA team members. Survey responses also indicated a level of statistical significance from education professionals working in elementary school settings who self-rated positively higher when conducting a FBA than those education professionals working on either a secondary or special campus. Additionally, participant interviews indicated a growing awareness of the advantages of using the FBA as an early intervention process when dealing with challenging behaviors.

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20

Cummings, Kelli Dawn. „Advances in the assessment of social competence /“. view abstract or download file of text, 2004. http://wwwlib.umi.com/cr/uoregon/fullcit?p3136408.

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Thesis (Ph. D.)--University of Oregon, 2004.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 115-120). Also available for download via the World Wide Web; free to University of Oregon users.

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21

McCarty, Joseph C. „The construct validity of the behavior assessment system for children“. Virtual Press, 2001. http://liblink.bsu.edu/uhtbin/catkey/1213150.

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The purpose of this study was to test the construct validity of the Behavior Assessment System for Children (BASC), Parent and Teacher Rating Scales (PRS and TRS). Six samples were considered, including the Normative General and Clinical Samples for each measure (Reynolds & Kamphaus, 1992). Another pair of samples were taken from a database of a Georgia hospital (PRS n = 130, TRS n = 108). The Normative Clinical Sample of TRS scores was multicollinear, and was not used.Five models were designed for each measure: a single factor solution, the theoretical model of the BASC, and three adaptations of the scoring system. Using AMOS, these models were fit to the samples. Only the theoretical model met minimum standards for adequate fit. Multi-sample analyses with different combinations of parameter restrictions were conducted to determine which aspects of the theoretical model's factor structure accounted for the most sample variance. When fit to both normative samples of PRS scores, all aspects of the factor solution were found to contribute. For all other runs, it was found that error, unique, and factor variances contributed the most to the factor solution. This suggests that the relationship of variables/scales to the factors/composites in this model could be improved. It is suggested that practitioners disregard composite scores, and that the authors/publishers of the BASC consider using regression weights to formulate composite scores in the scoring program.
Department of Educational Psychology

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22

Filter, Kevin J. „The functional relationship between academic variables and problem behavior : a model for assessment and intervention in the classroom /“. view abstract or download file of text, 2004. http://wwwlib.umi.com/cr/uoregon/fullcit?p3136412.

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Thesis (Ph. D.)--University of Oregon, 2004.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 112-117). Also available for download via the World Wide Web; free to University of Oregon users.

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23

Wolf, Roxanne. „Multiple-respondent anecdotal assessments for behavior disorders; An analysis of interrater agreement and correspondence with treatment outcomes“. Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc3596/.

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The current study was designed to further evaluate the usefulness of anecdotal assessments. The goal of this study was to evaluate the overall agreement between multiple respondents on the primary function of aberrant behavior using the Motivation Assessment Scale (MAS) and the Functional Analysis Screening Tool (FAST) and, if agreement was obtained, to assess the effectiveness of treatment based on the outcome of the assessments. Results showed that anecdotal assessments were able to identify the general type of contingency maintaining two participants' problem behavior. However, for one participant the assessments did not correctly identify the specific form of reinforcement (attention or tangible items) that maintained the aberrant behavior.

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24

Sher, Nancy Green. „Activity based assessment : facilitating curriculum linkage between eligibility evaluation and intervention /“. view abstract or download file of text, 2000. http://wwwlib.umi.com/cr/uoregon/fullcit?p9998049.

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Thesis (Ph. D.)--University of Oregon, 2000.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 188-200). Also available for download via the World Wide Web; free to University of Oregon users. Address: http://wwwlib.umi.com/cr/uoregon/fullcit?p9998049.

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25

LaFrance, Jason A. „Examination of the fidelity of school-wide positive behavior support implementation and its relationship to academic and behavioral outcomes in Florida“. Orlando, Fla. : University of Central Florida, 2009. http://purl.fcla.edu/fcla/etd/CFE0002713.

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26

Brown, Rachel A. „Training and Assessment of Toothbrushing Skills among Children with Special Needs“. Scholar Commons, 2012. http://scholarcommons.usf.edu/etd/3994.

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The success of applied behavior analysis (ABA) interventions relies heavily on adherence to measures of social importance. One area identified by caregivers, educators, and researchers as having social importance is the area of daily living skills; particularly in populations of children with special needs. A number of studies employed the use of a task analysis to objectively measure toothbrushing, with various training procedures utilized. Behavioral Skills Training (BST) is an effective procedure used to train a variety of skills. Further, research indicates the addition of an in situ assessment promotes generalization of trained skills. The current study examined the use of a task analysis and BST with in situ assessment to systematically measure and train toothbrushing skills in children with special needs. Training procedures were adapted from a similar study by Poche, McCubbrey, & Munn (1982). Five children participated in this study; four male and one female; each having a medical diagnosis indicating special needs. Objective and subjective measures were obtained with a task analysis data sheet and a pre/post intervention parent surveys. Results indicate the intervention successfully increased correct toothbrushing responses in four of the five participants. For the other participant, the intervention had no effect. Fading assessments were conducted 1-5 weeks following intervention, and maintenance effects were variable. The efficacy of BST to train skills and a task analysis to measure responses has been extended to different populations based on the findings in this study.

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27

Bergstrom, Melissa K. „Efficacy of school-based teams conducting functional behavioral assessment in the general education environment /“. view abstract or download file of text, 2003. http://wwwlib.umi.com/cr/uoregon/fullcit?p3095235.

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Thesis (Ph. D.)--University of Oregon, 2003.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 127-139). Also available for download via the World Wide Web; free to University of Oregon users.

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28

Daniels, Carol D. „Functional behavioral assessment in the general education setting /“. free to MU campus, to others for purchase, 2002. http://wwwlib.umi.com/cr/mo/fullcit?p3052169.

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Thesis (Ph. D.)--University of Missouri-Columbia, 2002.
Leaves numbered after leaf 76 are inconsistant in numbering or not numbered at all. Typescript. Vita. Includes bibliographical references (leaves 71-75). Also available on the Internet.

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29

Bennedict, Elizabeth A. „Assessment and implementation of positive behavior support in preschools /“. view abstract or download file of text, 2006. http://proquest.umi.com/pqdweb?did=1232419021&sid=1&Fmt=2&clientId=11238&RQT=309&VName=PQD.

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Thesis (Ph. D.)--University of Oregon, 2006.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 136 - 145). Also available for download via the World Wide Web; free to University of Oregon users.

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30

Jefferson, Gretchen L. „An evaluation of the generalized effects of training teachers of young children to use functional assessment in combination with behavioral consultation to remediate problematic classroom behaviors /“. view abstract or download file of text, 2001. http://wwwlib.umi.com/cr/uoregon/fullcit?p3018375.

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Thesis (Ph. D.)--University of Oregon, 2001.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 133-139). Also available for download via the World Wide Web; free to University of Oregon users.

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31

Cameron, Katherine Theresa. „Using the Teaching Tools for Young Children with Challenging Behavior (TTYC) in Kindergarten Classrooms“. Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6069.

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The purpose of this study was to evaluate the process and outcomes of using the Teaching Tools for Young Children with Challenging Behavior (TTYC) with two kindergarten classroom teachers and two high functioning children with autism spectrum disorders engaging in moderate problem behavior during daily classroom routines. The focus was to evaluate the extent to which the kindergarten teachers could adequately use the TTYC toolkit with minimal behavioral consultation in the assessment and intervention process and to examine its impact on student behavior. A multiple baseline design across routines was used for each child to evaluate the child outcomes. The results indicated that the teachers successfully used the TTYC toolkit to design and implement routine-based intervention plans with fidelity, and their implementation of the intervention plan led to increased replacement behavior and decreased problem behavior across routines for both children. Improved levels of behaviors were maintained at 2-week follow up for one child.

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32

Clark, Shaunna Lynn. „Mixture modeling with behavioral data“. Diss., Restricted to subscribing institutions, 2010. http://proquest.umi.com/pqdweb?did=2023764131&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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33

Eagle, Rose F. „An investigation of subtypes in children with autism spectrum disorders“. Diss., Online access via UMI:, 2008.

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34

Benazzi, Leah R. „The role of the behavior specialist in the development of function-based behavior support /“. view abstract or download file of text, 2005. http://wwwlib.umi.com/cr/uoregon/fullcit?p3181083.

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Thesis (Ph. D.)--University of Oregon, 2005.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 133-137). Also available for download via the World Wide Web; free to University of Oregon users.

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35

Wells, Beth Sue. „The use of the Haak Sentence Completion Measure and the Child Behavior Checklist/Teacher Report Form by school psychologists in the identification of students with serious emotional disturbance /“. Full text (PDF) from UMI/Dissertation Abstracts International, 2000. http://wwwlib.umi.com/cr/utexas/fullcit?p3004400.

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36

Livaudais, Noel Dwyer. „A Correlational Study Using the Behavior Dimensions Rating Scale & the Behavior Assessment System for Children with Two Groups of Elementary School-Aged Students in Special Programs“. Thesis, University of North Texas, 1995. https://digital.library.unt.edu/ark:/67531/metadc277634/.

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This study examined the correlation between two commercially available behavior rating scales. The two scales used were the Behavior Dimensions Rating Scale (BDRS) and the Behavior Assessment System for Children (BASC). Students from a special education behavior management class (primarily students with emotional disabilities) were rated on the two scales and students from a general education behavior management class (primarily students with conduct problems without disabilities) were rated on the two scales.

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37

Davis, Maura Schoen. „A comparison of three social emotional screening instruments /“. view abstract or download file of text, 2002. http://wwwlib.umi.com/cr/uoregon/fullcit?p3055682.

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Thesis (Ph. D.)--University of Oregon, 2002.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 172-188). Also available for download via the World Wide Web; free to University of Oregon users.

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38

Wagner, Karen R. „The effects of the attainment of functional assessment skills by preschool teachers and their assistants on students' classroom behavior“. Orlando, Fla. : University of Central Florida, 2008. http://purl.fcla.edu/fcla/etd/CFE0002088.

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39

Carey, Timothy Andrew. „Countercontrol in schools : how often does it happen and what factors are associated with its occurrence? /“. St. Lucia, Qld, 2002. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe16502.pdf.

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40

Wilder, Lynn K. „Student vs. teacher perception of student behavior for youth with emotional and behavioral disorders : accurate assessment“. Virtual Press, 1999. http://liblink.bsu.edu/uhtbin/catkey/1159148.

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The purpose of this study was two-fold: (a) to determine whether the Behavioral Objective Sequence (BOS) (Braaten, 1998), when used as a rating scale, was a valid instrument for measuring the behaviors of students with EBD and (b) to determine whether there was a relationship between teachers' perceptions of behaviors of students with EBD and these students' perceptions of their own behaviors. Perceptions were measured using the BOS and the Child Behavior Checklist (CBCL) (Achenbach, 1991), a well-established instrument with reliability and validity. Demographic variables were examined as predictors of student versus teacher score discrepancies. Those shown to be predictive are student socioeconomic status, IQ score, length of time receiving special education services, grade and placement. The concurrent validity of the BOS is indicated by the comparison of scores on the BOS with scores on the CBCL. Participants were 62 youth with EBD and their 19 teachers from the Midwest.
Department of Special Education

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41

Dolenszky, Eva. „Social context regulates internalizing versus externalizing responses in children and adolescents during interpersonal conflict“. Thesis, McGill University, 2003. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=19591.

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The current study examined the hypothesis that in the presence of a stressor, the social context (dyad relationship versus a group relationship) can influence whether children and adolescents display internalizing as opposed to externalizing emotions and behaviors. Specifically, it was hypothesized that more internalizing relative to externalizing behaviors would be reported to occur in a dyad than a group. Three hundred and eighty-six children and adolescents (176 females and 210 males) from three grade levels (1,5, and 10) participated in the study. A measure was developed to simulate, as closely as possible, two realistic stressful events that might typically arise in the daily lives of school age children and adolescents. Participants were asked to rate how other children their age and gender would respond in these situations, with the intention of tapping into children and adolescents' knowledge of the occurrence of internalizing versus externalizing responses. The findings partially supported the hypothesis that the social context regulates expectations for emotional and behavioral responses to the same stressor in children and adolescents. Following a conflict, both female and male participants reported expecting higher rates of internalizing relative to externalizing emotions and behaviors for the target individuals in the dyadic versus group context.

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42

Craig, Zachary Edward. „THE EFFECTS OF THE DURATION OF FREE OPERANT PREFERENCE ASSESSMENTS IN YOUNG CHILDREN WITH AUTISM“. Master's thesis, Temple University Libraries, 2018. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/504871.

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Applied Behavioral Analysis
M.S.Ed.
In this study, 2-minute and 5-minute free operant preference assessments were conducted. Preference hierarchies and the order of item selection were both identified and compared. The preference assessments were administered in alternating order and the resulting differentially preferred items were utilized in subsequent reinforcer assessments to determine if the items selected were reinforcing. The reinforcer assessments were conducted using an initial baseline and an alternating treatment design. Social validity was assessed with both the families and the participants. Treatment fidelity and inter-observer agreement data were also collected. The 2-minute free operant preference assessment was shown to be effective at identifying effective reinforcers for two out of the three participants. The third participant did not respond consistently to the free operant preference assessment at any length and responded aversively to the presentation of the free operant preference assessment, one which is known for yielding few problem behaviors. For the two participants that responded to the preference assessment, items that were identified functioned effectively as reinforcers. There was also a strong correlation using the Spearman’s Rank-Order Correlation Coefficient between the preference hierarchies and the order of selection list. This study supports the usage of the shortened free operant preference assessment but requires expansion and repetition. The author discussed the limitations of the current study and directions for future research.
Temple University--Theses

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43

D'Alessandro, David U. „Development and validation of the Child and Adolescent Dysfunctional Attitudes Scale : tests of Beck's cognitive diathesis-stress theory of depression, of its causal mediation component, and of developmental effects“. Thesis, McGill University, 2004. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=84500.

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Beck's cognitive diathesis-stress theory has generated much research into the etiology of depression. Central to the theory are depressogenic schemata that interact with stressors, resulting in increases in depressive symptomatology. These schemata are commonly assessed using the Dysfunctional Attitudes Scale (DAS). Importantly, the DAS was not designed for use in children---it has been validated with adults and contains advanced language. Thus, the Child and Adolescent Dysfunctional Attitudes Scale (CADAS) was developed.
Study 1 sought to psychometrically validate the CADAS. 453 children completed the CADAS item pool and measures assessing divergent validity. The CADAS was readministered 3 weeks later. Items were retained based on item-total correlations, internal consistency, and factor analyses. The finalized CADAS is a 22-item self-report measure with a unidimensional factor structure and sound psychometric properties.
Study 2 tested Beck's theory using the CADAS to assess depressogenic schemata as a vulnerability factor for depression. An independent sample of 241 children completed the CADAS and a measure of depression one week before receiving school report cards (Time 1). The morning after receiving reports (Time 2), stress was assessed by obtaining parents' reactions to reports, and with an index of children's subjective acceptable grades compared to actual grades. Five days later (Time 3), depression was reassessed.
As hypothesized, regression analyses collapsing across age revealed that Time 1 CADAS interacted with Time 2 parental stress to predict changes in depression from Times 1 to 3. High-CADAS children showed greater increases in depression relative to low-CADAS children when facing the stress of parental anger and disappointment regarding their grades. Consistent with cognitive-developmental theory, planned supplemental analyses indicated that the CADAS x stress interaction predicted depressive changes only in older, formal-operational children. The relationship between the CADAS x stress interaction and depressive changes was mediated by negative views of the self, but not by views of the world or of the future.
This work yields a measure of depressogenic schemata in school-aged children that further contributes to understanding their etiology of depression. These schemata, together with negative views of oneself, may be important targets for modification in the cognitive therapy of childhood depression.

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44

Doyle, Joleen Marie. „Formative assessment of social competence : indicators of success in authentic elementary school tasks /“. view abstract or download file of text, 2002. http://wwwlib.umi.com/cr/uoregon/fullcit?p3055685.

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Thesis (Ph. D.)--University of Oregon, 2002.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 141-153). Also available for download via the World Wide Web; free to University of Oregon users.

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Northrup, Ashley. „Using functional assessment and intervention planning with a single-case study of a child with cognitive disability“. Menomonie, WI : University of Wisconsin--Stout, 2007. http://www.uwstout.edu/lib/thesis/2007/2007northrupa.pdf.

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Parks, Hillary Faye. „Beyond sibling rivalry an exploratory study of social work assessment of school-age sibling abuse : a project based upon an independent investigation /“. Click here for text online. Smith College School for Social Work website, 2007. http://hdl.handle.net/10090/1005.

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Thesis (M.S.W.)--Smith College School for Social Work, Northampton, Mass., 2007
Thesis submitted in partial fulfillment for the degree of Master of Social Work. Includes bibliographical references (leaves 47-48).

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Reed, Derek David. „Children's responsiveness to immediate and delayed classroom contingencies An application and extension of temporal discounting /“. Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2008. http://wwwlib.umi.com/cr/syr/main.

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Northrup, Ashley W. „Functional behavioral assessment and intervention planning a single-case study and follow-up of a child with a cognitive disability /“. Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009northrupa.pdf.

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Snell, Jennie L. „Performance on neuropsychological measures of executive function and behavioral adjustment in second-graders /“. Thesis, Connect to this title online; UW restricted, 1998. http://hdl.handle.net/1773/9186.

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Baker, Joseph Michael. „Concurrent neurological and behavioral assessment of number line estimation performance in children and adults“. DigitalCommons@USU, 2013. https://digitalcommons.usu.edu/etd/1948.

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Children who struggle to learn math are often identified by their poor performance on common math learning activities, such as number line estimations. While such behavioral assessments are useful in the classroom, naturalistic neuroimaging of children engaged in real-world math learning activities has the potential to identify concurrent behavioral and neurological correlates to poor math performance. Such correlates may help pinpoint effective teaching strategies for atypical learners, and may highlight instructional methods that elicit typical neurological response patterns to such activities. For example, multisensory stimulation that contains information about number enhances infants' and preschool children's behavioral performance on many numerical tasks and has been shown to elicit neural activation in areas related to number processing and decision-making. Thus, when applied to math teaching tools, multisensory stimulation may provide a platform through which both behavioral and neural math-related processes may be enhanced. Common approaches to neuroimaging of math processing lack ecological validity and are often not analogous to real-world learning activities. However, because of its liberal tolerance of movement, near-infrared spectroscopy (NIRS) provides an ideal platform for such studies. Here, NIRS is used to provide the first concurrent examination of neurological and behavioral data from number line estimation performance within children and adults. Moreover, in an effort to observe the behavioral and neurological benefits to number line estimations that may arise from multisensory stimulation, differential feedback (i.e., visual, auditory, or audiovisual) about estimation performance is provided throughout a portion of the task. Results suggest behavioral and neural performance is enhanced by feedback. Moreover, significant effects of age suggest young children show greater neurological response to feedback, and increase in task difficulty resulted in decreased behavioral performance and increased neurological activation associated with mathematical processing. Thus, typical math learners effectively recruit areas of the brain known to process number when math activities become increasingly difficult. Data inform understanding typical behavioral and neural responses to real-world math learning tasks, and may prove useful in triangulating signatures of atypical math learning. Moreover, results demonstrate the utility of NIRS as a platform to provide simultaneous neurological and behavioral data during naturalistic math learning activities.

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