Dissertations / Theses: 'Behavioral problems'

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Cronberg, Emma, and Magdalena Peters. "Comparing a Behavioral and a Non-Behavioral Parenting Program for Children With Externalizing Behavior Problems." Thesis, Örebro universitet, Akademin för juridik, psykologi och socialt arbete, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-15656.

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In this study we compared two theoretically different parenting programs for children with externalizing behavior problems, one behavioral, Comet, and one non-behavioral, Connect. Participants were 209 parents with children ages 8-12 who were randomized to the two programs. Parents experienced markedly less child externalizing behavior problems, both conduct problems and ADHD symptoms, as well as increased competence, improved family climate, and decreased emotional dyscontrol and levels of stress after both programs. The differences in effects between the programs were small and only measures of use of specific behavioral techniques had medium effects in favor of Comet. Thus, both Comet and Connect appear to be effective interventions but more research is needed, especially concerning long-term evaluations.

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Chan, Lai-kwan, and 陳麗君. "School behavioral problems and family environment." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956270.

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Chan, Lai-kwan. "School behavioral problems and family environment." [Hong Kong : University of Hong Kong], 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13554074.

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Majluf, Alegría. "Adolescents psychopatology in Lima following the Achenbach lnventory of Behavioral Problems." Pontificia Universidad Católica del Perú, 2013. http://repositorio.pucp.edu.pe/index/handle/123456789/102055.

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The Achenbach Inventory of Behavioral Problems (test/retest reliability = 92) was administered to 908 adolescents in Lima, aged from 11 to 18 years, 621 coming from the control group (normal) and 287 from the experimental group (clinical group with divorced parents). Results showed that the experimental group exhibited significantly higher scores (T ≥ 70) than the control group (T < 60), the former reaching pathology level indicators. Moreover, a non-significant tendency to obtain higher T scores is more observed in females than in males. From the study results we can state that the Achenbach Inventory is a valid instrument for a screening process of children exhibiting behavioral problems that require psychological or psychiactric intervention in Peru.
El Inventario de Problemas Conductuales de Achenbach (confiabilidad tes/retest = 92) fue administrado a 908 adolescentes de Lima, cuyas edades estaban entre los 11 y 18 años. El grupo control (normal) estuvo conformado por 621 adolescentes y el grupo experimental (muestra clínica con padres divorciados) estuvo conformado por 287. Los resultados indican que el grupo experimental presentó puntajes significativamente superiores (T ≥ 70) frente al grupo control (T<60), presentando el primer grupo de indicadores de patología. Más aún, en las mujeres se observó una tendencia no significativa a obtener puntajes T superiores a los varones. Se concluye que el Inventario de Achenbach es un instrumento válido para la detecci6n rápida de niños que presentan problemas de conducta y que requieren de una intervención psicológica o psiquiátrica, en el Perú.

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Chang, Hualei. "Continuous-time principal-agent problems with behavioral preferences." Thesis, University of Oxford, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.526551.

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Stone, Debra S. Erickson. "Depression and behavioral problems in elementary school children." Online version, 2001. http://www.uwstout.edu/lib/thesis/2001/2001stoned.pdf.

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Wang, Zhe. "A moderated transactional link between child behavioral problems and parenting: A longitudinal- and behavioral- genetic study." Diss., Virginia Tech, 2013. http://hdl.handle.net/10919/50824.

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Parenting behaviors and a variety of behavioral problems in children covary. The current study first aimed to examine how and why parenting and child behavioral problems are linked in middle childhood. In particular, a longitudinal design (1364 children assessed from 54 months to 5th grade) was used to examine whether the developmental link between parenting and child behavioral problems were reciprocal. A twin design (131 pairs of monozygotic and 173 pairs of dizygotic twins assessed from 6 to 8 years of age on average) was used to examine the underlying genetic and nongenetic etiology of this link. In addition, using these two samples, the current study also aimed to examine whether parental attributes, including negative affect, executive function, and social cognitive factors, modulate the link between parenting and child behavioral problems. Results across these two studies suggested that parenting and child behavioral problems mutually influenced the development of each other over time, potentially through both evocative and passive gene-environment correlation processes and environmental transmissions. In addition, maternal dispositional anger modulated the effects of child behavioral problems on changes in maternal parenting quality over time. Finally, implications of the current study were also discussed.
Ph. D.

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Law, S. L. "Financial optimization problems." Thesis, University of Oxford, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.426391.

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The major objective of this thesis is to study optimization problems in finance. Most of the effort is directed towards studying the impact of transaction costs in those problems. In addition, we study dynamic meanvariance asset allocation problems. Stochastic HJB equations, Pontryagin Maximum Principle and perturbation analysis are the major mathematical techniques used. In Chapter 1, we introduce the background literature. Following that, we use the Pontryagin Maximum Principle to tackle the problem of dynamic mean-variance asset allocation and rediscover the doubling strategy. In Chapter 2, we present one of the major results of this thesis. In this chapter, we study a financial optimization problem based on a market model without transaction costs first. Then we study the equivalent problem based on a market model with transaction costs. We find that there is a relationship between these two solutions. Using this relationship, we can obtain the solution of one when we have the solution of another. In Chapter 3, we generalize the results of chapter 2. In Chapter 4, we use Pontryagin Maximum Principle to study the problem limit of the no-transaction region when transaction costs tend to 0. We find that the limit is the no-transaction cost solution.

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Anderson, Christopher Madden Camerer Colin. "Behavioral models of strategies in multi-armed bandit problems /." Diss., Pasadena, Calif. : California Institute of Technology, 2001. http://resolver.caltech.edu/CaltechETD:etd-09142005-160157.

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Soelberg, Nichole Marie. "Screening for Emotional and Behavioral Problems in High Schools." BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/4175.

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Screening for emotional and behavioral problems in youth is a well-validated process for elementary-aged children as notable and respected research has provided evidence that children at risk for behavioral and emotional problems can be identified and provided with targeted interventions, which prevent additional problems (Lane, Wehby, & Barton-Arwood, 2005). However, there is a lack of research offering evidence for a behavioral and emotional screening process for high school students. Identifying at-risk youth is a vital component in providing early-intervention services that can remediate problems before they become severe and require resource intensive interventions. This research contributes to the development of a screening measure based on a validated multi-gated screening process for use in high schools. The new measure will be adapted from the Stage 1 of the Systematic Screening for Behavior Disorders (SSBD; Walker & Severson, 1992) used in elementary schools to identify students who are at risk for developing emotional and behavioral disorders. Descriptors of students at-risk for emotional and behavior disorders from Schilling (2009) and a review of items used from common behavior rating scales were used to create a teacher nomination form that will serve as a first gate in the multi-gated screening process. The appropriateness of the descriptors for the teacher nomination form was evaluated by teachers in high schools.

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Polaha, Jodi, Karen E. Schetzina, Katie Baker, and Diana Morelen. "Adoption and Reach of Behavioral Health Services for Behavior Problems in Pediatric Primary Care." Digital Commons @ East Tennessee State University, 2018. https://doi.org/10.1037/fsh0000380.

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Introduction: The field of implementation science provides the variables adoption and reach, which can be used to evaluate aspects to access, a primary incitement for integrated care. This study compared two integrated models: In Year 1, behavioral health consultants worked collaboratively with pediatricians to provide brief on-the-spot consultations to patients with behavioral concerns, and in Year 2, a structured, evidence-based treatment (EBT), the Family Check-Up, was developed to be delivered in conjunction with the existing collaborative model. Method: A chart review revealed the number of children who (a) attended a 4- to 5-year-old well-visit, (B) were screened, (c) were identified as having behavior problems, (d) were referred, and (e) accessed the services. Outcomes were calculated as percentages of children with behavioral concerns who were referred to (adoption) and received (reach) the services in each year. Results: Key findings were that (a) physician referrals increased when an EBT was added, but (b) patients had better first-session contact with the brief approach than the EBT, which few patients completed. Discussion: Results underscore the utility of measuring adoption and reach as partial indicators of access to services. These are accessible variables, collected in every practice that can be measured routinely in the context of quality improvement and, ideally, reported in studies as a way to disseminate knowledge about how to build behavioral health technology into primary care. Future research should strive for more rigor in measuring adoption and reach, and consider including a number of other implementation outcomes.

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Small, Kylie. "The Development of Interpersonal Problem Solving and Anger Management Skills in Boys with Early Onset Conduct Problems." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2011. https://ro.ecu.edu.au/theses/402.

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The aim of study one was to investigate the effectiveness of interpersonal problem solving (IPS-AM) skills training to parent-child dyads compared to parent group intervention. Four boys, aged 7 to 9 years, who met diagnostic criteria for Oppositional Defiant Disorder, participated in the study with their mothers. A multiple baseline across participants, single case experimental design was implemented. Both interventions resulted in improvements in the children’s prosocial reasoning and reduced antisocial reasoning but with some floor effects. Independent naturalistic observation in the home recorded no changes in the noncompliance to parental instruction and verbal aggression of the children. In addition, no change was found for negative parental verbalisation toward the child and very low levels of positive verbalisation and praise between parents and children were observed. In addition, poor parental compliance to program requirements was also found. Study two’s aim was to focus the parent-child interaction onto a specific area of conflict and examine the effectiveness of parent-child training using behaviour task analysis. There was a reduction in the task demand and the number of intervention sessions provided. A multiple baseline across participants, single case experimental design was implemented with three, 7 to 8year-old boys and their mothers. Independent observers recorded no change in child and parent behaviour from baseline during intervention. However, at follow-up improvements in non-compliance and verbal aggression in the children and verbal aggression in parents were found. Improvements in children’s prosocial reasoning, antisocial reasoning and parent report of the internalizing and externalizing behaviour scores as measured by the Child Behavior Checklist were found at post-intervention. At follow-up parent report was more consistent with in-home observation. It was concluded that reducing the number of intervention sessions and the task demand improved attendance and program compliance. The paradoxical finding was of worsening behaviour in some children and parents during intervention yet improvement on follow-up. Implications for future research and clinical practice were explored.

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Frías, Armenta Martha, Verdugo Víctor Corral, Escobar Amelia López, Méndez Sylvia Díaz, and Bustamante Erica Peña. "Family and behavioral predictors of school problems in junior and high school students." Pontificia Universidad Católica del Perú, 2012. http://repositorio.pucp.edu.pe/index/handle/123456789/101587.

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A model of family influences on the development of antisocial behavior and scholar problems in adolescents is presented. Two-hundred four students of junior and high school were assessed. Data were analyzed through a structural equation model. Results showed that child abuse, a no cooperative family and mothers' alcohol consumption had a direct effect on antisocial behavior,which in turn promoted delinquen behavior and negatively affected school grades of students. Delinquency and mothers' alcohol consumption had an influence on students' school problems,which could be partially overturned by their social abilities. Results suggest the necessity of counselling for families in arder to prevent school problems and bad grades in adolescents.
Se presenta un modelo de influencias familiares en el desarrollo de conducta antisocial, delictiva,rendimiento y problemas escolares en adolescentes. Doscientos cuatro estudiantes de educación secundaria y preparatoria fueron evaluados y sus respuestas se analizaron en un modelo estructural. Los resultados mostraron que el maltrato de los padres, el vivir en una familia no cooperativa y la ingesta de alcohol y drogas de la madre influía en el desarrollo de conducta antisocial, la cual promovía el comportamiento delictivo y afectaba negativamente el promedio escolar. La conducta delictiva y la ingesta de alcohol de la madre influían en los problemas escolares,los cuales podían ser parcialmente revertidos por las habilidades sociales de los jóvenes. Se observó la necesidad de orientación escolar a las familias para prevención.

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Swinton, Jonathan J. "Adoptees and behavior problems: A meta-analysis." Diss., Kansas State University, 2011. http://hdl.handle.net/2097/13098.

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Doctor of Philosophy
Department of Family Studies and Human Services
Jared R. Anderson
Sandra M. Stith
Adoption trends have shifted in the past two decades and as a result, could impact established assumptions about behavior problems among adopted children. A comprehensive meta-analysis was published in 2005 attempting to come to more definitive conclusions regarding adoption behavior and moderators of adoption behavior. However, the study used a sample from over a dozen countries over a 44 year span. This study is a meta-analysis that has replicated many of the questions investigated by the previous analysis with a much more recent 15 year sample of adoptees placed only within the United States. The results show that combined international and domestic adoptee samples, as well as separate international and domestic adoptee samples are more likely to have total, externalizing, and internalizing behavior problems than their non-adopted counterparts. In addition, age at time of assessment, gender of adoptees, and length of time spent with adoptive family may moderate some of the behavior problems experienced by adoptees. Pre-adoptive adversity, age at time of assessment, and study quality were not shown to have moderating influence on behavior of adoptees.

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Stanley, Brooke Leigh. "Effects of Sleep Habits on Children Displaying Behavioral Problems in School." University of Dayton / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1311087124.

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Morse, Erika. "Prekindergarten teachers' training on children's behavioral problems in the classroom." Tallahassee, Florida : Florida State University, 2009. http://etd.lib.fsu.edu/theses/available/etd-09222009-094541/.

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Thesis (M.A.)--Florida State University, 2009.
Advisor: Beth Phillips, Florida State University, College of Education, Dept. of Educational Psychology and Learning Systems. Title and description from dissertation home page (viewed on May 6, 2010). Document formatted into pages; contains vi, 50 pages. Includes bibliographical references.

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Pérez-Bonaventura, Iris. "Overweight in preschool children: behavioral problems and early risk factors." Doctoral thesis, Universitat Autònoma de Barcelona, 2016. http://hdl.handle.net/10803/385210.

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El sobrepès en la infància s’ha convertit en un problema de salut pública ja que està relacionat amb importants comorbiditats mèdiques i cada cop nens més petits tenen sobrepès. Objectius: Examinar de manera transversal i longitudinal les associacions entre problemes de conducta i el sobrepès, i identificar els factors de risc pel sobrepès. Mètode: Una mostra comunitària de n=622 nens de 3 anys va ser seguida fins als 5 anys, registrant anualment l’altura, el pes i la psicopatologia. Els següents instruments van ser administrats als pares: el Qüestionari de Fortaleses i Dificultats, l’Entrevista Diagnostica per Nens i Adolescents i l’Entrevista de Factors de Risc. L’anàlisi del pes i l’altura va considerar l’índex de massa corporal (IMC) i el sobrepès definit segons els estàndards de l’Organització Mundial de la Salut. Els anàlisis estadístics van incloure els models generals lineals i regressions binaries logístiques. Resultats: Els nens que tenien sobrepès i un IMC més elevat, tenien més risc de tenir problemes amb els companys i símptomes del trastorn de dèficit d’atenció amb hiperactivitat (TDAH). L’anàlisi longitudinal va mostrar que un major IMC als 3 anys era predictiu de puntuacions més elevades en la dimensió problemes amb els companys als 4 i 5 anys i majors puntuacions en la dimensió d’hiperactivitat i TDAH als 4 anys. Addicionalment, els resultats van mostrar dos factors de risc pel sobrepès i l’IMC en l’etapa preescolar: nivell socioeconòmic baix i major pes al néixer. Conclusions: Aquest estudi és el primer, que usant un instrument psicològic de diagnòstic, mostra una relació entre el IMC/sobrepès i el TDAH en preescolars. Els nens que tenen sobrepès, ja des de ben petits, podrien beneficiar-se del cribratge per problemes de conducta i problemes de relació amb els companys. A més, la identificació en una etapa primerenca dels nens amb un major risc de tenir sobrepès ofereix el potencial per l’elaboració de programes de prevenció de sobrepès.
Childhood overweight is a public health concern that poses serious threats to children’s health and is being found at ever younger ages. Objectives: To examine cross-sectional and longitudinal associations between behavioral problems and weight status, and to identify risk factors in early life for overweight in preschoolers. Methods: A community sample of n=622 three-year-olds was followed until the age of 5, their height and weight and psychopathology were registered annually. The Strengths and Difficulties Questionnaire, the Diagnostic Interview for Children and Adolescents, and the Schedule of Risk Factors were administered to their parents. Weight status considered body mass index (BMI) and overweight status defined by World Health Organization standards. Statistical analysis included general linear models and binary logistic regressions. Results: Children who were overweight and had a higher BMI were at increased risk of having peer problems and attention-deficit/hyperactivity disorder (ADHD) symptoms. Prospective analyses showed that a higher BMI at the age of 3 years was predictive of higher scores in the peer problems dimension at ages 4 and 5 years and higher scores in the hyperactivity dimension and ADHD symptoms at the age of 4 years. Furthermore, two strong risk factors for overweight and a higher z-BMI in the preschool years were a family’s low socioeconomic status and high birth-weight. Conclusions: This is the first study using a psychological diagnostic-based instrument that shows a relationship between weight status and ADHD symptoms in preschoolers. Overweight children might benefit from screening for behavioral disorders and peer relationship problems. Moreover, identification in early life of groups of children at higher risk of becoming overweight offers the potential for early prevention programs.

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Morganstein, Tamara. "Peer relations and self-perceptions of boys with behavioral problems." Thesis, McGill University, 2001. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=37787.

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The purpose of this study was to examine the impact of three interventions on boys' peer relationships, self-perceptions, and undesirable behavior. In addition, boys' perceptions were compared to those of parents' and teachers'. Participants included parents and teachers of 29 students who were exhibiting aggression, noncompliance, or both. Schools were randomly assigned to one of three interventions: conjoint behavioral consultation (CBC), self-administered videotape therapy (VT), or conjoint behavioral consultation plus videotape therapy (CBC+VT). The three interventions improved boys' social interactions both directly and indirectly. CBC, VT, and CBC+VT impacted boys directly by reducing their aggressive and noncompliant behaviors, allowing them to get along better with peers. The interventions affected boys' friendships in an indirect manner by (a) improving parental awareness regarding the importance of children interacting with same age, same sex peers, (b) made parents more at ease about letting their sons play at friends' houses; and (c) reduced undesirable parental behavior which in turn modified the children's conduct with peers. At postintervention, boys perceived themselves more positively and exhibited fewer behavior difficulties. Moderate correlations were found between boys' and parents' perceptions of students' peer acceptance at preintervention (r = .545) and postintervention (r = .529). Findings are discussed in terms of the implications for school psychologists who work with students with behavioral difficulties.

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Timm, Victoria Margaret. "Behaviour problems in primary schools in Mamelodi." Pretoria : [s.n.], 2007. http://upetd.up.ac.za/thesis/available/etd-11202008-182759.

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Cox, Mary Ellen, Donna J. Cherry, and John G. Orme. "Measuring the Willingness to Foster Children With Emotional and Behavioral Problems." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/7644.

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Many children in foster care have emotional or behavioral problems or are at risk for these problems. It is important to identify parents willing to foster children with these problems in order to ensure placement, care, stability and well-being of such children. This study presents a new 40-item self-report measure of the willingness of parents to foster children with emotional and behavioral problems, and two 20-item parallel forms of this measure. In addition, this study presents evidence of reliability and validity of scores derived from these measures with a national sample of 297 foster mothers. Coefficient alpha for these measures was 92 or greater, indicating excellent internal consistency reliability. Scores from these measures were unrelated to demographic characteristics, providing evidence of discriminant validity. In addition, scores from these measures were higher for foster mothers licensed to provide treatment foster care than for mothers only licensed to provide regular foster care, providing support for known groups validity. Finally, support for construct validity is provided by the fact that foster mothers with higher scores on these measures had fostered longer, were fostering more children at the time of this study, and had fewer children removed from their home at their request.

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Bowden, Zachary E. "Behavioral Logistics and Fatigue Management in Vehicle Routing and Scheduling Problems." Diss., Virginia Tech, 2016. http://hdl.handle.net/10919/79792.

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The vehicle routing problem (VRP), is a classic optimization problem that aims to determine the optimal set of routes for a fleet of vehicles to meet the demands of a set of customers. The VRP has been studied for many decades and as such, there are many variants and extensions to the original problem. The research presented here focuses on two different types of vehicle routing and scheduling planning problems: car shipping and fatigue-aware scheduling. In addition to modeling and solving the car shipping problem, this research presents a novel way for ways in which drivers can describe their route preferences in a decision support system. This work also introduces the first fatigue-aware vehicle scheduling problem called the Truck Driver Scheduling Problem with Fatigue Management (TDSPFM). The TDSPFM is utilized to produce schedules that keep the drivers more alert than existing commercial vehicle regulations. Finally, this work analyzes the effect of the starting alertness level on driver alertness for the remainder of the work week and examines a critical shortcoming in existing regulations.
Ph. D.

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French, Rachel B. "Health and behavioral problems associated with symptoms of pediatric sleep disorders." [Tampa, Fla] : University of South Florida, 2008. http://purl.fcla.edu/usf/dc/et/SFE0002767.

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Kang, Jeehye. "Behavioral Problems of Children in L.A| Extended Family, Neighborhood, and Nativity." Thesis, University of Maryland, College Park, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10286698.

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This dissertation consists of three papers that examine the association between family living arrangements and internalizing and externalizing behavioral problems in children. With increasing immigration and growing heterogeneity in family forms, extended family members are of increasing importance in children’s lives. However, knowledge about extended family living arrangements is lacking. The first paper examines the association between the presence of co-resident extended kin and children’s internalizing and externalizing behaviors. Children in the sample were found to be disadvantaged in extended households, especially with regard to internalizing behaviors. This association was found mostly among married-parent extended households. Further, this pattern emerged more clearly among children of documented immigrants, compared to those with native-born parents and those whose parents were undocumented immigrants. These findings suggest a need to revisit previous theories on extended family living arrangements. The second paper examines what kinds of household extension are associated with child behavioral problems. I specify the types of household extension by their relation to the householder—vertical, horizontal, and non-kin. Results from the cross-sectional sample indicate that horizontal extension is associated with higher internalizing behavior problems in children. However, the results from fixed effects models suggest that this pattern may be due to selection effects. Fixed effects estimations show that children moving into vertically extended household increase externalizing behaviors or that children moving out of a vertically extended household decrease externalizing behaviors. I discuss what implications this type of transition represents. The third paper examines the interaction between extended family household structure and neighborhood characteristics on children’s behavioral functioning. Findings suggest that the co-residence with extended kin is associated with both higher internalizing and externalizing behaviors for children. Although the health disadvantage of living with extended kin seems to be independent of the neighborhood income and racial minority concentration levels, extended kin moderate the associations with neighborhood structure. The advantage of living in higher-income neighborhood strengthens for extended families, reducing internalizing behavioral problems in children. Minority concentrated neighborhood functions as an advantage for extended families, decreasing externalizing behavioral problems. I conclude with discussion of future research and policy implications.

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Malmberg, Jessica L. "Preventative Behavioral Parent Training: A Preliminary Investigation of Strategies for Preventing At-Risk Children from Developing Later Conduct Problems." DigitalCommons@USU, 2011. https://digitalcommons.usu.edu/etd/935.

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Children exhibiting conduct problems comprise the largest source of referrals to children's mental health services in this county. Significant research has been conducted in an attempt to identify specific risk factors that result in increased vulnerability of a child developing conduct problems. Knowledge of these factors increases our ability to identify young children who are at greater risk for developing conduct problems. The treatment for conduct problems that possesses the greatest amount of empirical support is behavioral parent training. Yet behavioral parent training fails to address behaviors and risk factors that are present during a child's early development. Preventative behavioral parent training is a very brief primary prevention strategy designed to prevent the development of chronic and age-inappropriate display of conduct problems. This project was an initial longitudinal assessment examining the merits of preventative behavioral parent training as a primary prevention strategy for young children at-risk of developing conduct problems. Results demonstrated that prevention participants were engaging in normative rates of noncompliance and tantruming at 6-month follow-up, whereas comparison children showed a general worsening in their disruptive behaviors over time.

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Speakman, Jennifer J. "Psychological and Behavioral Predictor of Adolescent Substance Use." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1249860380.

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Karver, Christine L. "Neuropsychological Functioning, Social Information Processing, and Parent-Reported Behavior and Social Competence in Internationally Adopted Girls with a History of Institutionalization." University of Cincinnati / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1427797253.

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Bushman, Bryan B. "Does Teaching Problem-Solving Skills Matter?: An Evaluation of Problem-Solving Skills Training for the Treatment of Social and Behavioral Problems in Children." DigitalCommons@USU, 2007. https://digitalcommons.usu.edu/etd/6126.

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Parent training combined with problem solving skills training has been proposed as a comprehensive treatment for childhood oppositional behaviors, poor child social skills, and parental stress . The current study compared Parent Training + Problem Solving Skills Training with a Parent Training + nondirective condition. Parents of 32 children first attended Parent Training . After the parents completed Parent Training, children were randomly assigned to individual therapy in either a Problem Solving Skills Training condition or a nondirective condition. Data comparisons between the groups were made at postindividual therapy and at 6-week follow-up. Results indicated that children in the Problem Solving Skills Training condition improved more than their counterparts regarding parent-reported, parent-observed, and child-reported social skills. Children in the Problem Solving Skills Training condition also improved more than children in the nondirective condition on parent-observed oppositional behaviors ; however , children in the non-directive condition demonstrated more improvement than their Problem Solving Skills Training counterparts on parent-reported measures of oppositional behaviors . There were no differences between the groups regarding parental stress. The clinical implications and limitations of these findings are discussed.

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Eckler, Jennifer w. "Naturalistic Study of Students with Emotional/Behavioral Problems at the Secondary Level." University of Cincinnati / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1277205810.

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Peterman, Jeremy Scott. "The Effects of Cognitive-Behavioral Therapy for Youth Anxiety on Sleep Problems." Diss., Temple University Libraries, 2016. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/401478.

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Psychology
Ph.D.
Research supports shared neurological, cognitive, and environmental features among youth with sleep-related problems (SRPs) and anxiety. Despite overlap in interventions for SRPs and anxiety, little is known about the secondary benefit on SRPs following anxiety-focused treatment. The present study examined whether SRPs improved following cognitive-behavioral therapy (CBT) for youth with anxiety disorders. It also examined whether variables that may link anxiety and sleep problems (e.g. pre-sleep arousal, family accommodation, sleep hygiene) changed across treatment, and whether said changes predicted SRPs at posttreatment. Youth were diagnosed with anxiety at pretreatment and received weekly CBT that targeted their principal anxiety diagnosis at one of two specialty clinics (N = 69 completers, Mage = 10.86, 45% males). Youth completed a sleep diary between pretreatment and session one and again one week prior to posttreatment. All other measures were administered in the first session and at the posttreatment assessment. Results indicated that parent-reported SRPs improved from pre- to post-treatment and that treatment responders yielded greater improvement than nonresponders. Specific areas of bedtime resistance and sleep anxiety showed significant improvement. Youth reported lower rates of SRPs and no pre- to post-treatment changes. Pre-sleep arousal and parental accommodation decreased over treatment but did not predict lower SRPs at posttreatment. However, higher accommodation positively correlated with greater SRPs. Sleep hygiene evidenced no change and did not mediate accommodation and posttreatment SRPs. Clinical implications for the treatment of anxious youth are discussed and suggestions for future research are offered.
Temple University--Theses

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Hurley, Mary E. "Premium blend : a polysemic approach to contemporary problems in public radio." Scholarly Commons, 1998. https://scholarlycommons.pacific.edu/uop_etds/511.

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The thesis is a case study of KUOP, FM, Stockton- Modesto, an affiliate of National Public Radio (NPR) and Public Radio International (PRI). The study employed rhetorical criticism, a member survey, and participant observation. First, a critical review of the audience research literature and the electronic discussions of public radio professionals revealed the discursive struggles concerning mission, service, community, and audience. Second, a survey of KUOP's members was used to compare KUOP with the national "norm," as developed within public radio audience research. Third, these findings were discussed from the perspective gained through participant-observation as a part-time worker at KUOP for more than two years. The study used both national and local research to develop specific strategies for programming, marketing, and positioning KUOP, utilizing a polysemic approach to media performance. Member preferences and positioning themes were derived from the KUOP

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Brandt, Marielle Aloyse. "An Investigation of the Efficacy of Play Therapy with Young Children." Thesis, University of North Texas, 1999. https://digital.library.unt.edu/ark:/67531/metadc2184/.

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This study was designed to determine the effectiveness of play therapy as a method of intervention for children with a variety of emotional and behavioral problems. Specifically, the study was aimed at determining the effectiveness of play therapy in: (a) improving self-concepts of children with adjustment difficulties; (b) reducing internalizing behavior problems, such as withdrawal, somatic complaints, anxiety, and depression; (c) reducing externalizing behavioral problems such as aggression and delinquent behaviors; (d) reducing overall behavior problems, social problems, thought problems, and attention problems of children with adjustment difficulties; and (e) reducing parenting stress of parents of children who were experiencing adjustment difficulties.The experimental group consisted of 15 children who were experiencing a variety of adjustment difficulties and received play therapy once per week for 7 to 10 weeks. The control group consisted of 14 children who were experiencing a variety of adjustment difficulties and who were on a waiting list to receive intervention, and therefore, did not receive any treatment during the time of data collection. Experimental and control group children were administered the Joseph Pre-School and Primary Self-Concept Screening Test and parents of all participants completed the Child Behavior Checklist and the Parenting Stress Index at pretest and posttest data collection times. A gain scores analysis revealed that children in the experimental group demonstrated a significant improvement on internalizing behavior problems. Also, a reduction in externalizing behavior problems and parenting stress was observed. No improvement in self-concept was demonstrated. This study provides evidence that play therapy is a viable intervention for treating a variety of emotional and behavioral difficulties in young children, particularly children who are experiencing internalizing behavior problems.

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Console, Nikki Ann. "Teaching strategies for foster care students with behavior problems." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2775.

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The purpose of this study is to research behavior problems of children in foster care and to identify teaching strategies and techniques for teachers who have foster children in their classrooms and experience difficulties working with them. The project examines the types of behavior problems displayed by abused children.

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Foote, Barbaradee. "Predictors of Gambling-Related Problems in Adult Internet Gamblers." Thesis, Walden University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10841287.

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The use of the Internet to gamble has become increasingly prevalent in recent years. Although researchers have suggested that adult Internet gamblers are at high risk for developing a gambling disorder, few studies, overall, have been conducted on the effects of Internet gambling. Furthermore, conflicting research exists regarding what moderates gambling-related problems. The purpose of this quantitative study was to determine if age, gender, and emotions prior to the gambling experience are related predictors of Internet problem gambling severity. A retrospective design was used. The pathways model was used to support the belief that emotions felt before an Internet gambling session are associated with the severity of the gambling problem. Data were obtained from adult Internet gamblers who had Internet gambled in the preceding week. One hundred and fifty participants completed an online survey about the emotions they felt before an Internet-gambling session and self-reported the negative consequences of their gambling. The survey contained demographic questions, questions from the Positive and Negative Affect Schedule (to assess emotions felt before participants’ last Internet gambling session), and questions from the Problem Gambling Severity Index. The results of the multiple linear regression analysis were significant, indicating that, as a group, participants’ age, gender, and emotions felt prior to the gambling experience predicted their problem gambling severity. This study can assist with prevention, early intervention, and treatment of adult Internet gamblers.

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Rattanamasmongkol, Pongsuda. "Factors Influencing Preschool Teachers? Perceptions of Behavior Support Strategies for Addressing Young Children?s Emotional and Behavioral Problems." Thesis, The George Washington University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10002288.

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Factors Influencing Preschool Teachers’ Perceptions of Behavior Support Strategies for Addressing Young Children’s Emotional and Behavioral Problems Preschool teachers play an important role in the process of early identification and intervention for young children who are at-risk for or have emotional and behavioral problems. However, various factors may impede or promote preschool teachers in initiating the process of early identification and intervention for emotional and behavioral problems. This study focused on positive behavior support (PBS) as a system approach to preschool teachers’ identification and intervention for emotional and behavioral problems in young children.

This study used quantitative methods to investigate early childhood education factors that influence preschool teachers’ perceptions of the importance and feasibility of behavior support strategies for addressing young children’s emotional and behavioral problems. Participants were 141 early childhood general and special education teachers who taught 3-5 year-old classrooms in a large, middle Atlantic state during the 2014-2015 school years. The teachers completed a paper-based comprehensive survey that consisted of demographic sections and several validated measures including the Behavior Support Questionnaire. Data were analyzed to examine relative relations among program, teacher, and child factors and the teachers’ perceptions of behavior support strategies, to identify which potential factors (program setting, teaching beliefs, and severity of problem behaviors) best predict the teachers’ perceptions of behavior support strategies, and to determine whether there were significant differences in the perceptions of general education teachers and those of special education teachers regarding behavior support strategies.

Statistically significant findings revealed that preschool teachers across early childhood education settings perceived behavior support strategies as important more than feasible, and that special education teachers perceived behavior support strategies as more important than general education teachers. The findings also showed that professional development, teacher age, and years of teaching experience seemed to influence teachers’ perceptions of the feasibility of behavior support strategies. Program setting appeared to influence teachers’ perceptions of the importance of behavior support strategies. Furthermore, the findings suggested that teaching beliefs tended to influence the teachers’ perceptions of both the importance and feasibility of behavior support strategies, and that the teaching beliefs by far were the strongest predictors of the teachers’ perceptions of the importance and feasibility of behavior support strategies.

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Powell, Marvin. "A Multilevel Multitrait-Multimethod Analysis of the Child Behavior Checklist." Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc862789/.

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Behavioral and emotional problems (BEPs) are known to affect children's ability to shape and maintain effective social relationships. BEPs are typically categorized into two main factors: internalizing and externalizing behaviors. Internalizing behaviors represent introverted problems, directed inwardly to the individual. While externalizing behavior patterns represent behaviors that are directed outwardly. Behaviors, emotions and thoughts are experienced by all people but on a continuum rather than in terms of absence versus presence of the behavior. The child behavior checklist (CBCL) is used to measure BEPs. The system of CBCL (parent form) measures also includes a teacher rating form and a youth self-report. Using 62 teachers and 311 students, the present study assessed convergent and discriminant validity using a correlated trait, correlated method minus one [CT-C(M-1)] model. The results showed low to moderate teacher-student agreement on the traits. To extend the theoretical structure of the teacher and self-report forms, the present study assessed the nested structure of the data using a multilevel model. Results revealed the nested structure of the data should not be ignored.

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Al-Azzam, Manar Mahmoud. "Arab immigrant Muslim mothers' perceptions of children's attention deficit hyperactivity disorder (ADHD)." Diss., University of Iowa, 2011. https://ir.uiowa.edu/etd/1527.

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ADHD is a common behavioral problem among children and adolescents and has been studied extensively. However, this disorder is still understudied in ethnic, immigrant minorities in the U.S. such as Arab families. Thus, this descriptive, qualitative study was important and needed because a gap exists in the literature concerning Arab immigrant mothers' perceptions of the children's behavioral problems such as ADHD and the implications of such child behavioral problems within the Arab immigrant family. The available literature has focused on other minorities in the United States and not Arab minorities. Accordingly, this study focused on and took a qualitative approach in order to gain an in-depth understanding of how Arab immigrant mothers perceive, describe and respond to children behavioral problems. The main purpose of this study was to elicit mothers' perceptions of and responses to behavioral problems in children, especially those behaviors associated with ADHD, in a purposeful sample comprised of Arab immigrant Muslim mothers. The findings of this study indicate that generally, mothers used several terms to describe problematic behaviors in children, words like "active", "overactive", "spoiled", "concentration problems,"...etc. Also, mothers reported several strategies for how they would respond to a child's behaviors if the child exhibited behavioral problems as well as the use of many resources available for handling a child with behavioral problems. Mothers reported various issues they considered to be triggers that would cause them to seek help for a child's behaviors. Moreover, mothers emphasized the issues of social stigma, lack of knowledge, and lack of resources as problems that would hinder them from seeking professional mental health assistance for treating behavioral problems for children in the mothers' country of birth. The results indicated that the mothers' unfavorable attitudes toward seeking formal mental health services are most likely to be affected by cultural and traditional beliefs about mental health problem. Interestingly, mothers reported that their attitudes toward children's behavioral problems differ when in the U.S. than the generally accepted attitudes held in their home countries. This study added new knowledge and also provided information to social scientists, health care providers, mental health professionals, educators, and policy makers to better understand the needs of Arab immigrant families with children who may suffer from behavioral problems/ADHD. Finally, this study provided information for future researchers who wish to study child behavioral problems/ADHD with immigrant families other than Arabs.

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Springer, Verlene. "Family Stress Factors and Behavior Problems of Children." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc332225/.

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This study examined the relationship among the factors of parental stress, marital adjustment, life event stress, and behavior problems of children and whether the sources and levels of parental stress, marital adjustment, and life event stress differed among families of children with . behavior problems and families whose children did not experience behavior problems. The subjects for this study were 60 mothers and their children from the North Texas metropolitan area chosen from two populations. Group I was composed of mothers of 30 children referred to a university related counseling center for behavior problems. Group II was composed of 30 mothers of children identified as not experiencing difficulty. Each mother completed the Parenting Stress Index (PSI), Short Marital Adjustment Test (SMAT), and Social Readjustment Rating Questionnaire (SRRQ). Hotellings T tests were used to determine whether the groups differed on sources and levels of parenting stress, marital adjustment, and life event stress. The groups differed significantly on the variables of sources and levels of parenting stress but not on marital adjustment or life event stress. The multiple regression technique was used to determine which variable or combination of variables would predict group membership. Parenting stress was found to be the best predictor of group membership. Based on this study, mothers who have a child with behavior problems do have an increased level of parenting stress. This increased level of stress is related to characteristics of their child and to their own personal characteristics. Those mothers who experience increased levels of parenting stress do not experience significantly less satisfaction in their marriages nor do their children experience more stressful life events than other children.

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Jain, Amit. "A case-based tool for treatment of behavioral problems associated with Alzheimer's disease." Ohio : Ohio University, 2002. http://www.ohiolink.edu/etd/view.cgi?ohiou1174664363.

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Slavinsky, Dennis A. "Video monitoring devices on school buses: are they effective in reducing behavioral problems?" Diss., Virginia Tech, 1994. http://hdl.handle.net/10919/42588.

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Collins, Heather. "Mothers' Perceptions of Website Information in Solving Behavioral Problems in Children with Disabilities." BYU ScholarsArchive, 2009. https://scholarsarchive.byu.edu/etd/2300.

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This research investigated the needs of mothers in regard to designing an educational website for parents/caregivers of children with disabilities. This research was designed to provide information to inform outreach efforts of Brigham Young University's Family HOPE (Happiness, Optimism, Promise, and Excellence) Project. This project assists families struggling with child behavior problems. Results from this study provided an initial understanding of the potential for a website to offer support to families not directly served through the Family HOPE project. Participants included 26 adult females, 25 mothers and one female caregiver. Each participant was the primary caregiver of a child with a disability and challenging behaviors. Results from this study indicated that what parents would like to see on a website are modules or lessons to teach how to solve behavior problems, video demonstrations of parents successfully solving children's behavior problems, information about how to solve behavior problems, and blog/posts where parents can post questions and professionals and/or parents who have dealt with similar problems can post answers. This study provided incentive for practitioners, educators, and the human services field to conduct, design, and make available training modules or video demonstrations for parents on dealing with their children's problem behaviors at home. Due to the rise of computer networking via the Internet and advances in multimedia technology, the Internet provides an opportunity to provide services to families with limited access to traditional services (Feil et al., 2008). When participants were asked where they go to get the most helpful support in solving their child's behavior problem, the majority of respondents reported that they go to the doctor, family, friends, and the Internet for support: Most found these avenues to be helpful in providing that support. This study's findings offer several implications for practitioners, educators, and other human services professionals. Professionals, particularly school personnel, can increase their efforts to decrease family stress and increase their quality of life by providing support, resources, and expertise related to handling challenging behaviors in children with disabilities. Service providers must be open to exploring technology's potential to enhance their clinical work. It is critical to adapt empirically supported interventions to a nontraditional delivery system, such as the Internet.

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Anderson, Jan D. "Financial Problems as Predictors of Divorce: A Social Exchange Perspective." DigitalCommons@USU, 2000. https://digitalcommons.usu.edu/etd/2445.

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By using a conceptual framework derived from social exchange theory, this study examined the relationship between financial problems and divorce. Nationally representative data from the " Maritallnstability Over the Life Course" panel study was used to determine if financial problems reported at one interview could predict those who would divorce by the subsequent interview. A self-replicating design allowed data analyses for three separate time periods: 1980-1983 , 1983- 1988, and 1988-1992. The sample used in this study consisted of l ,620 married men and women under the age of 55. Additionally, the participants were in their first marriages. Divorce was the only dependent variable. The independent variables included eight financial problems: (a) husband's job interferes with family life, (b) husband 's job satisfaction, (c) wife's job satisfaction, (d) wife's work preference, (e) satisfaction with spouse as breadwinner, (f) satisfaction with financial situation, (g) spending money foolishly/unwisely, and (h) financial situation getting better or worse. Additionally, total number of financial problems, age at marriage, gender, income, and presence of children under age 6 were used as independent variables in the analyses. Bivariate correlation and discriminant analysis procedures were used to analyze the data. The results indicated statistically significant relationships between financial problems and divorce for all independent variables except wife's job satisfaction, gender, and income. However, none of the independent variables (singularly or in combination) explained more than 5% of the variance in divorce;·financial problems were inadequate predictors of divorce. Although the results of this investigation did not provide substantive support for the popular belief that money problems are a major cause of divorce, this research filled a gap in the divorce literature, posited a clearer definition of financial problems, and provided a more complete conceptual model of the relationships between marital problems and divorce. Finally, the unanswered questions raised by this study indicate the need for continued investigation of the impact that financial issues have on marital relationships.

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Miller, Joseph B. "The importance of having warm and caring teachers for children with behavior problems." Scholarly Commons, 2010. https://scholarlycommons.pacific.edu/uop_etds/2408.

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Studies examining student-teacher relationships have indicated that certain relationship qualities, as well as teacher qualities, play a role in the development of student outcomes. Research suggests that this is particularly so for students who enter the classroom with preexisting risk factors (Hamre & Pianta, 2005). This study examined the way in which warm and caring teachers, as perceived by students themselves, moderate the link between the risk factor of early development of behavior problems at school and future problems, as defined by behavior problems and student-teacher conflict. Behavior problems were measured with an overall externalizing behavior composite. Participants in the analysis included 649 children from the longitudinal National Institute of Child Health and Development (NICHD) Study of Early Child Care. Variables in this study were measured from the 4 th through the 6 th grades. Though preliminary analyses indicated that having a warm and caring teacher in the 5 th grade was correlated with reduced behavior problems and better relationships with teachers in the 6 th grade, results of the moderation analyses suggested that there was no difference in extent of benefit for students with varying degrees of behavior problems. The results of this study may assist in determining how school psychologists can apply developmental theory through consultation with teachers to maximize student success and minimize problems in the classroom environment.

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Maajeeny, Hassan. "Children with Emotional and Behavioral Disorders in Saudi Arabia: A Preliminary Prevalence Screening." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc1062825/.

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Education in Saudi Arabia, including the education of children with special needs, is developing rapidly. However, children with emotional and behavioral disorders are neither consistently identified nor adequately served in Saudi Arabia although they are recognized as a distinct category of children who require special education services. The goal of this study was to examine the prevalence of emotional and behavioral disorders among children in Saudi Arabia to assess the need for intervention services to help those children reach their potential. The current research identified the types of behaviors that are most evident in the study sample. Also, the relationship between demographics and emotional and behavioral disorders is studied to identify possible predictors of disruptive forms of behavior. Parents of children aged 4-17 years in Saudi Arabia were surveyed using the Strengths and Difficulties Questionnaire. The findings of the study suggest that children with emotional and behavioral disorders in Saudi Arabia may account for 20% of the population of children between the ages of 4 and 17. The findings also revealed that over 20% of children in Saudi Arabia have difficulties in peer relationship and lack the necessary prosocial behaviors. The parent reporting, child gender, child education type, the geographical region, the father's education level, and the family's socioeconomic status were found to be statistically significant predictors of children's difficulties. However, these predictors were only able to explain a small portion of the difficulty scores.

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Hershfeldt, Patricia Ann. "Proactive and reactive accommodation use variables affecting implementation for students with emotional and behavioral disorders /." [Pensacola, Fla.] : University of West Florida, 2007. http://purl.fcla.edu/fcla/etd/WFE0000016.

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Cook, Lauren Elizabeth. "The Moderating Role of Best Friendships on the Longitudinal Relationship Between Parental Psychological Control and Internalizing Problems, Externalizing Problems, and Identity Exploration in Emerging Adulthood." BYU ScholarsArchive, 2018. https://scholarsarchive.byu.edu/etd/7454.

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Parental psychological control has been linked to numerous negative outcomes among emerging-adult children. Given that emerging adulthood is a time for young people to become autonomous, explore their identities, and begin to feel like an adult, controlling parenting that limits these necessary developmental experiences can be particularly harmful to emerging adults. Given this vulnerability, the current study aimed to understand how parental psychological control affects emerging adults' adjustment (i.e., internalizing problems, externalizing problems, identity exploration), explore a moderating factor (i.e., best friendships) that could help these struggling emerging adults, and examine how these relations could differ by parent and child gender. Participants came from four universities across the United States and completed the READY questionnaire online at two time points, one year apart (N = 273, Mage = 20.95). Results revealed that maternal psychological control positively predicted identity exploration for males and best friendships moderated the relationship between parental psychological control and identity exploration for females. No significant results were found for internalizing and externalizing problems. I then discuss conceptual factors that may play a role in understanding the relation between parental psychological control, best friendships, emerging adult adjustment (i.e., internalizing problems, externalizing problems, identity exploration), and gender.

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Skoien-Bradley, Robin. "The Effects of Parental Involvement with Preschoolers At Risk for Developmental and Behavioral Problems." DigitalCommons@USU, 1991. https://digitalcommons.usu.edu/etd/6025.

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Parental involvement 1n early childhood intervention with children at risk has been reported as an effective variable in treatment both in popular literature and research reviews. However, the results of meta-analyses of early intervention literature have concluded that research evidence is not currently available to support this notion. Therefore, research which employs strong methodology to study the efficacy of parental involvement in early interventions with children at risk is needed. The purpose of this study was to determine whether, in a sample of preschoolers exhibiting developmental and behavioral risk, there are posttreatment differences between different levels of parent-involved groups in developmental skill, problem behavior, or parents' childrearing behaviors and knowledge of behavioral principles. Forty-two 3- to 5-year-old children and their parents served as the study sample. The selection criteria included showing evidence of mild or moderate developmental or behavioral problems or other risk indices. Risk data was obtained by parent report and by scores on the Battelle Developmental Inventory. Demographic data was also obtained. Three intervention groups provided either high parental involvement, low parental involvement, or a no-treatment waiting list. Children in the high and low parental involvement groups participated 1n a four-month center - based program. Parents in the high involvement group participated in an intensive center-based program and home-based activities. Parents in the low involvement group completed only homebased activities. The children were assessed with the Battelle Developmental Inventory and the Burk's Behavior Inventory. Parents were assessed with the Iowa Parent Behavior Inventory and the Knowledge of Behavioral Principles as Applied to Children. The three study groups were found to be comparable in terms of demographic variables and pretreatment developmental screening scores. No significant differences were found between groups on any of the child assessments. Mothers in the high parental involvement group scored significantly higher on a test of Knowledge of Behavioral Principles as Applied to Children. Additional information was provided in the study on actual (vs. intended) treatment participation and on quality of parent-child interactions. Possible reasons for lack of child treatment effects and strengths and weaknesses of this study were discussed. It was recommended that future research combine high - quality research designs with a strong conceptual framework and assess both quantitative and qualitative treatment outcomes in exploring the benefits of parental involvement in early intervention with children at risk.

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Chan, Wing-sau. "The concomitance of dyslexia and emotional/behavioral problems: a study on Hong Kong children." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B29791285.

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Hastings, Rascheel S. "Assessing time away and teachers' perceptions of its effectiveness on girls with behavioral problems." Virtual Press, 2008. http://liblink.bsu.edu/uhtbin/catkey/1389683.

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Although girls make up a small portion of students identified as having emotional or behavioral disorders (EBD), there has been a steady and significant increase in the number of violent incidences in schools involving girls. Yet few intervention programs are in place to address the unique needs of girls with EBD problems of an aggressive nature. This study examined the effectiveness of Time Away (TA), a conflict resolution program emphasizing social skill training currently being employed at the elementary school level in an Indiana school district. TA involves three phases (Albrecht, 1992): timeout—after several unsuccessful attempts by the teacher to resolve conflicts, the offending student is sent to the TA room and placed in a 10-min timeout ("cool down") period; redirection—the student then participates briefly in an academic ("getting back on track") activity; and conflict resolution—a subsequent debriefing period during which time the student is encouraged to examine the events leading to the problem behavior, the specific unacceptable actions that resulted in removal from the classroom, and the consequences along with possible alternative actions that could avoid such problems in the future.This study compared two school districts, one using TA and another using traditional disciplinary practices. TA referrals and disciplinary referrals were compared for both school districts and variables such as gender, socioeconomic status, and the number of referrals made were analyzed. In addition, teachers using TA were surveyed to determine their perceptions of the effectiveness of the TA program and their possible use of it in the future. Their responses to open-ended survey questions were examined qualitatively by grouping them according to themes that emerged from a content analysis. Results of the referral analysis gave support to its effectiveness for girls: In the school district where TA was implemented, girls received 30% fewer referrals than boys in that district and 28% fewer referrals than either boys or girls in the comparison school district that did not use TA. Possible reasons for these results along with recommendations for improving the TA program are discussed.
Department of Special Education

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Andersen, Jan D. "Financial Problems as Predictors of Divorce: A Social Exchange Perspective." DigitalCommons@USU, 2000. http://digitalcommons.usu.edu/etd/2685.

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By using a conceptual framework derived from social exchange theory, this study examined the relationship between financial problems and divorce. Nationally representative data from the " Marital Instability Over the Life Course" panel study was used to determine if financial problems reported at one interview could predict those who would divorce by the subsequent interview. A self-replicating design allowed data analyses for three separate time periods: 1980-1983 , 1983- 1988, and 1988-1992. The sample used in this study consisted of l,620 married men and women under the age of 55. Additionally, the participants were in their first marriages. Divorce was the only dependent variable. The independent variables inc luded eight financial problems: (a) husband's job interferes with family life, (b) husband 's job satisfaction, (c) wife's job satisfaction, (d) wife's work preference, (e) sat isfaction with spouse as breadwinner, (f) satisfaction with financial situation, (g) spending money

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Peet, Casie L. "Teacher Perceptions of Students with Conduct Problems With and Without Callous Unemotional Traits." Scholar Commons, 2018. https://scholarcommons.usf.edu/etd/7559.

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Conduct problems describe behaviors that violate either age-appropriate societal norms or the rights of others. They include: physical or verbal aggression, theft, lying, arguing with authority, defiance, violation of rules, property destruction, fire setting, and truancy. Among youth with conduct problems, a subset display features known as callous-unemotional (CU) traits. CU traits, or interpersonal callousness, are exemplified in behaviors such as: (a) absence of remorse or guilt, (b) lack of empathy and, (c) callous use of others for personal gain (Frick & White, 2008). This study aims to fill the gap of examining these students in schools and which practices are currently being used to manage these students’ behaviors. Because students with callous unemotional traits are typically the students exhibiting the most extreme and aggressive forms of conduct problems, there is a need to discover effective ways to manage their behavior in order to maintain a safe and effective learning environment for all students. In this study, vignettes were used to make comparisons between youth with and without CU traits in the following areas: (RQ1) teachers’ attributive perceptions of conduct problems (i.e., Why do they think the child behaves this way?), (RQ2) teachers’ self-efficacy in addressing conduct problems in the classroom, (RQ3) the most appropriate educational setting for students with conduct problems, (RQ4) the type of behavior management strategies believed to be most effective, and (RQ5) the expected trajectory of the student. Teachers were most likely to attribute problem behavior of all students to home and within child factors but they were somewhat more likely to attribute home factors to the students with CU traits. Teachers additionally feel overall less efficacious in working with students with CU traits, had lower expectations of success, and were more likely to recommend ongoing home-school collaboration. Participants in this study showed overwhelming support for the fact that reinforcing interventions are more effective than punitive interventions and knowledge of a wide range of interventions. The discussion describes suggestions for future training to increase teacher competency in working with students with conduct problems in the general education setting.

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Dissertations / Theses on the topic 'Behavioral problems'

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