Dissertations / Theses: 'Behaviour modification strategies'

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Saun, Gabriel John. "Teachers' Perceptions of Behaviour Difficulties in Primary Schools: A Madang Province Perspective, Papua New Guinea." The University of Waikato, 2008. http://hdl.handle.net/10289/2342.

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Behavioural difficulty is probably the least understood area of special education as it is very problematic to identify a specific cause. Behavioural difficulties are those behaviours that students sometimes exhibit that are inappropriate and unacceptable in the classrooms or schools, as they disrupt the smooth process of teaching and learning. This study investigated primary school teachers' perspectives of the causal factors of students' behavioural problems and what can be done to minimise this problem. The study was carried out in the Madang Province involving two primary schools. From the two schools, twelve teachers (six from each school) participated in the study. The same participants were involved in both the questionnaire and the semi structured interview. The data gathered for the questionnaire and interview were analysed and transcribed respectively. The findings discovered that the family and school factors contributed substantially towards students' inappropriate behaviours. Family factors include parental problems, abuse in the families, and the constant struggle to provide the basic necessities due to the high living cost. School factors, on the other hand, include negative teacher attitudes, teacher lack of knowledge and skills to adapt the curriculum to include social skills, lack of teacher support and encouragement, and peer influences. The findings also discovered that teachers were more bothered about externalising behaviours such as disruption and aggression than internalising behavioural problems like withdrawal and depression displayed by students. Further, teachers' limited pre-service and in-service training and lack of experience in teaching students with behavioural problems contributed significantly for teachers not attending to students who behave inappropriately. Based on the findings identified in the study, several recommendations were made on how to intervene to alleviate this problem. Of particular importance is teacher training at both the pre-service and in-service level. Also government support is needed in terms of funding for training, involving specialists and other resources to respond to student behavioural problems effectively and efficiently. The findings may have particular relevance to future studies in this area and provide teachers with effective and workable intervention strategies for students' behavioural problems in the classrooms.

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Drotsky, Willem Abraham. "Goalsetting as a motivational mechanism for therapeutic intervention." Diss., Pretoria : [s.n.], 2003. http://upetd.up.ac.za/thesis/available/etd-10222004-142201.

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Rafacz, Jeremy E. "Assessing strategies of programming for generalization in training direct care staff." abstract and full text PDF (free order & download UNR users only), 2007. http://0-gateway.proquest.com.innopac.library.unr.edu/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:1446447.

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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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Howard, Vikki Faith. "The effects of self-management strategies on the weak rule governed behavior of parents of handicapped preschoolers /." The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487260531955789.

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Beecy, Christine M. "A test of two educational strategies for lowering blood cholesterol at the worksite." Thesis, Virginia Tech, 1988. http://hdl.handle.net/10919/43587.

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One hundred and seventy male and female volunteers employed at Hubbell Lighting Inc., Christiansburg, Virginia were studied to determine the effectiveness of two alternative educational strategies for lowering elevated blood cholesterol by modifying the diet. Initially three hundred and twenty-eight employees were weighed and tested for elevated total blood cholesterol via a finger-stick procedure using a Reflotron. Two hundred of these employees had elevated total blood cholesterol readings (2: 200 mg/dl) and were invited to participate in the study. The one hundred and seventy employees who consented to participate were divided into plant and office populations and then each of these two subpopulations was then randomized by sex into one of three experimental groups: individuals receiving worksite classes, those who received information on diet and blood cholesterol mailed to their homes, or a control group. Prior to the baseline blood cholesterol test, subjects completed and returned a pre-test questionnaire used to obtain demographic data and assess baseline knowledge, dietary practices and health-relevant attitudes such as self-efficacy, perceived susceptibility to heart disease, and perceived social support. Subjects also completed a three-day food record on the first and eighth week of the study as well as a post-test questionnaire identical to the pre-test questionnaire prior to the second blood cholesterol test which was performed during the tenth week of the study. No significant differences were observed over the experimental period in body weight. knowledge, dietary practices, and health relevant attitudes. Significant differences were observed for the dependent measure of change in blood cholesterol with a group and education level effect identified between subjects receiving worksite classes vs. the control group (p = .0284**) and subjects with only a grade school level education vs. all other education levels (p = .0021 **). Overall. subjects reduced total blood cholesterol levels by 18 mg/dl or 9% with the mean reduction for white and blue-collar groups receiving worksite classes (23 mg/dl or 11% and 19 mg/dl or 9%) significantly greater than the mean reduction for the control groups (13 mg/dl or 6% and 14 mg/dl or 7%). Subjects with only a grade school education reduced their cholesterol levels more than subjects at all other educational levels. The mean reduction in blood cholesterol for subjects receiving information mailed to the home about diet and blood cholesterol was less than the mean reduction for subjects in groups receiving the worksite classes. However. ANOV A revealed that there was no statistically significant difference between these two groups. Since, the mailed home approach is less costly for the employer, these findings suggest that while the two educational interventions may be similar in terms of effectiveness, the mailed home approach is more cost-effective.
Master of Science

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Sagett, Beth Baker Paul J. "Relationships between the positive behavior interventions and supports approach and school climate." Normal, Ill. Illinois State University, 2004. http://wwwlib.umi.com/cr/ilstu/fullcit?p3128287.

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Thesis (Ed. D.)--Illinois State University, 2004.
Title from title page screen, viewed March 21, 2005. Dissertation Committee: Paul Baker (chair), Mary O'Brian, Lucille Eckrich, Joseph Pacha. Includes bibliographical references (leaves 157-161) and abstract. Also available in print.

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Baker, Pamela 1962. "The Use of Self-Management Strategies in the Treatment of Children with Emotional and Behavioral Disorders." Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc278089/.

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The purpose of this study was to investigate the effects of self-management strategies as a means of reducing off-task and disruptive behaviors of elementary school children identified as emotionally disturbed or behavior disordered (E/BD). This study provided a practical approach for classroom teachers to implement self-management strategies in classes that include children identified as having E/BD. Five elementary school children who were formally evaluated and enrolled in a special education classroom for students with E/BD were selected to participate in the study. The study also examined the effects of the self-management procedures when targeted behaviors were monitored by peers. Four resource students from the regular education class served as peer monitors. An ABAB reversal design was used to assess the effectiveness of the self-management strategy in the special education classroom. A behavior rating scale was used at the beginning of the study to develop a baseline of student behavior and during the final phase of the intervention to measure progress. The data indicated that the self-management strategies decreased the levels off-task and disruptive behaviors for all participating students. The findings of this study substantiates previous research that suggests self-management techniques help student to manage their own behaviors.

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Hamilton, Karen D. "A study of the effectiveness of seven selected classroom management discipline systems and sixteen strategies as perceived by new and beginning teachers /." La Verne, Calif. : University of La Verne, 2003. http://0-wwwlib.umi.com.garfield.ulv.edu/dissertations/fullcit/3090256.

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Anderson-Saunders, Keisha A. "Elementary School Teachers' Perceptions on Positive Behavioral Interventions and Supports Implementation and Effectiveness." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2635.

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School personnel were concerned that the disruptive student behaviors at an urban, elementary school in the northeast United States had persisted despite positive behavioral interventions and supports (PBIS) implementation and professional development (PD) for more than 7 years. The purpose of this basic qualitative research study was to explore teacher perceptions regarding the PBIS related to student behavior and socialization issues. Skinner's reinforcement theory and Bronfenbrenner's bioecological systems theory served as the conceptual frameworks for this study. Specifically, this study explored the PBIS framework in reducing students' undesirable behaviors, how the framework prepared teachers to implement PBIS in their school, and how PBIS developed prosocial behaviors in students. The study included interview data from 20 purposefully selected teachers from prekindergarten through Grade 3, and Grade 5 teachers who were known to meet the selection criteria of being an urban elementary school teacher with 2 or more years of experience using the PBIS framework. Data were analyzed using Attride-Stirling's 6 steps of thematic coding. Findings indicated that PBIS is beneficial but selective; more training was needed after implementation; and parental support is necessary for the development of prosocial behaviors. Themes supporting the findings included that the PBIS framework being beneficial, that it was successful with some students but not all, and that it must be implemented properly. Thus, the resulting project provides intervention strategies to supplement the current PBIS framework. The implications for positive social change are dependent on educators to effectively use PBIS in improving students' social behavior in the school district.

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Ferner, Matthew C. "Environmental Modification of Chemosensory Interactions between Predators and Prey: The World According to Whelks." Diss., Connect to this title online, 2006. http://etd.gatech.edu/theses/available/etd-04102006-140436/.

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Thesis (Ph. D.)--Georgia Institute of Technology, 2006.
Title from PDF t.p. (viewed on Oct. 28, 2006). Weissburg, Marc, Committee Chair ; Dusenbery, David, Committee Member ; Hay, Mark, Committee Member ; Webster, Donald, Committee Member ; Blanton, Jackson, Committee Member. Includes bibliographical references (p. 108-119).

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Söderqvist, Lindblad Margaretha. "Strategies for building polymers from renewable sources : Using prepolymers from steam treatment of wood and monomers from fermentation of agricultural products." Doctoral thesis, KTH, Fibre and Polymer Technology, 2003. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-3554.

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A strategic research area today is development of polymericproducts made from renewable sources. The ways of utilizingrenewable sources studied in this thesis are using 1)prepolymers obtained by steam treatment of wood and 2) monomersobtainable by fermentation of agricultural products.

Novel hemicellulose-based hydrogels were prepared by usingprepolymers obtained from steam treatment of spruce.Hemicellulose was first modified with well-defined amounts ofmethacrylic functions. Hydrogels were then prepared by radicalpolymerization with 2-hydroxyethyl methacrylate orpoly(ethylene glycol) dimethacrylate to form hydrogels. Theradical polymerization reaction was carried out in water usinga redox initiator system. The hydrogels were in generalelastic, soft and easily swollen in water. Frequency sweeptests indicated that the hydrogel system displayed prevailingsolid-like behavior. Comparison of the hemicellulose-basedhydrogels with pure poly(2-hydroxyethyl methacrylate)-basedhydrogels showed that it was possible to preparehemicellulose-based hydrogels with properties similar to thoseof pure poly(2-hydroxyethyl methacrylate)-based hydrogels.

Polyester-based materials were prepared by using themonomers 1,3- propanediol and succinic acid obtainable byfermentation. α,ω-Dihydroxyterminatedoligomeric polyesters produced by the thermal polycondensationof 1,3-propanediol and succinic acid were chain-extended toobtain sufficiently high molecular weight. Depending on thechain-extension technology adopted, poly(ester carbonate)s orpoly(ester urethane)s were obtained. In the case of poly(estercarbonate)s, the chain-extended products ofα,ω-dihydroxyterminated oligomeric copolyesters werealso produced using 1,3-propanediol/1,4-cyclohexanedimethanol/succinic acid mixtures toimprove thermal and mechanical properties. Segmented poly(esterether carbonate)s fromα,ω-dihydroxyterminated oligo(propylenesuccinate)s and poly(ethylene glycol) were also synthesized toincrease the hydrophilicity.

Molecular weights and polydispersity were analyzed by SECfor all materials. Their structures were also identified by NMRspectroscopy (1H NMR and 13C NMR). All characterizations werein agreement with the proposed structures. Thermal parameterswere characterized by DSC. Tensile testing anddynamic-mechanical tests were performed and in additionpreliminary processing trials were carried out in some cases.The results demonstrate the feasibility of using monomersderived from renewable sources to build up new polymericstructures endowed with a variety of physical and mechanicalproperties.

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Triegaardt, Paul Karel. "The implementation of behaviour management strategies in inner-city schools in London." Thesis, 2012. http://hdl.handle.net/10210/5871.

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M.Ed.
Effective schools have always striven to provide appropriate teaching and learning environments. Schools are now required to meet this challenge, to demonstrate accountability and consequently have become more aware of this educational issue. A major component of good education is the maintenance of a behavioural environment. In response to this and to recent legislation, schools have been increasingly involved in developing behavioural policies which relate to social aspects of the teaching and learning context. In this research the implementation of behaviour management strategies in inner cities schools in London will be discussed.

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Langlois, Sara E. "Proactive strategies for children with food refusal /." 2009. http://digital.library.louisville.edu/cgi-bin/showfile.exe?CISOROOT=/etd&CISOPTR=878&filename=879.pdf.

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Symon, Brian. "Infant sleep disorders : their significance and evidence based strategies for prevention : a randomised control trial / Brian Symon." 2004. http://hdl.handle.net/2440/38434.

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"March 2004"
Bibliography: leaves 168-172.
365 leaves :
Title page, contents and abstract only. The complete thesis in print form is available from the University Library.
Thesis (M.D.)--University of Adelaide, Dept. of General Practice, 2004

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Raath, Jana. "Sensory integration strategies for the child with Attention Deficit/Hyperactivity Disorder." Diss., 2007. http://hdl.handle.net/10500/2315.

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In this qualitative research study the focus is on the use of sensory integration strategies with children who have Attention Deficit/Hyperactivity Disorder. Three respondents specialising in sensory integration in the Durbanville area were involved. Individual semi-structured interviews were conducted with each of the respondents in order to gain knowledge on the use of sensory integration strategies with children who have Attention Deficit/Hyperactivity Disorder by a professional other than an occupational therapist. After permission had been obtained, the interviews were captured on video tape and transcribed for use in the empirical study. Seven themes were identified from the interviews and a literature control was done with each of the themes. The researcher did not attempt to generalise the results of the research, but tried to reflect on the information that the respondents provided. The researcher summarised the findings of the empirical study and made recommendations.
Social Work
M. Diac (Play Therapy)

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Padayachie, Sagree. "Management strategies for establishing discipline in primary classrooms in a KwaZulu-Natal district." Diss., 2013. http://hdl.handle.net/10500/13837.

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The aim of this study was to investigate the management strategies conducive to establishing constructive discipline for optimal learning. The study represented a case study conducted in a primary school in the Empangeni district of KwaZulu-Natal. An in-depth literature study was followed by an empirical investigation based on a qualitative research design employing focus group and individual interviews. The research findings revealed that optimal learning is achieved through effective classroom management practices promoting constructive discipline. A classroom environment in which constructive discipline prevails includes the organisation of the physical environment in a functional way, the consideration of instructional strategies such as teachers being well-prepared for the lesson, as well as class routines and procedures being well communicated. Based on the findings of the empirical investigation, and concurring with the findings from literature, recommendations were made regarding classroom management strategies for constructive discipline in order to arrange for optimal learning.
Educational Leadership and Management
M. Ed.

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18

Kark, Maureen. "The long-term weight maintenance narratives of women following their participation in an integrative, transactional analysis, non-diet programme." Thesis, 2016. http://hdl.handle.net/10500/22282.

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Text in English
In order to address the paucity of knowledge in regard to the psychological and physiological processes associated with lifelong weight loss (>20 years), this study adopts a qualitative approach informed by phenomenology to explore the experience of lifelong weight loss and maintenance of women who participated in the ITAND Programme. The research questions guiding the exploration of the current research are: (i) Which strategies from the ITAND Programme do women perceive as assisting with initial weight loss? (ii) What are the processes mediating lifelong weight loss? (iii) What strategies and skills mediate the maintenance of lifelong weight loss? (iv) What feelings or beliefs motivate women to continue attempts to lose weight after experiencing multiple failures on diets? and (v) Which psychological, cognitive and behavioural processes are identified as mediating lifelong weight loss? Eight overweight and obese women were invited to write their narratives and engage in interviews in regard to exploring their relationships with food, their bodies and their weight, after a period of more than 20 years following their participation in an integrative, transactional analysis, anti-diet programme (the ITAND Programme). Narratives were used to explore their beliefs about constructs, processes and strategies mediating long-term weight loss maintenance. The participants’ narratives and interviews were analysed through applying narrative analysis and interpretive phenomenological analysis. In addition to a non-diet paradigm, four processes definingweight loss maintenance were identified, including the adult learning process of transformative learning, the psychological process of transactional analysis, the physiological process of intuitive eating and the cognitive-behavioural processes relating to weight loss maintenance. This study contributes an integrative, transactional analysis, non-diet treatment model (ITAND model) which is enabled by the processes of transformative learning, intuitive eating and cognitive-behaviour modification to the successful long- term treatment of overweight and obesity. This model may be applied in whole or in part in a primary health care or community context. The findings of this study may be used to inform future research into the development and implementation of non-diet weight loss maintenance interventions in the treatment of overweight andobesity.
Psychology
D.Litt. et Phil. (Psychology)

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Dissertations / Theses on the topic 'Behaviour modification strategies'

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