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Lampe, Elissa M. "The Factor Structure of the Eyberg Child Behavior Inventory." Kent State University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=kent1225482463.
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Rowley, Brock. "Kindergarten Assessment: Analysis of the Child Behavioral Rating Scale (CBRS)." Thesis, University of Oregon, 2015. http://hdl.handle.net/1794/19222.
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Oregon’s Kindergarten Assessment (KA) is mandatory for all incoming Oregon kindergarteners starting in the 2013-14 school year. One component of Oregon’s KA is the Child Behavioral Rating Scale (CBRS), which Oregon has adapted into the Approaches to Learning Assessment. Teachers complete the CBRS during the first four to six weeks of school. This study uses a convenience sample of 731 kindergarten students (across two years) from one district in Oregon to analyze behavioral readiness (self-regulation and social-emotional behaviors) as well as easyCBM indicators of academic readiness. The CBRS is compared with the Child Behavioral Checklist and the Ages and Stages Questionnaire: Social Emotional as criterion measures. Parent and teacher responses to the CBRS are analyzed for comparability, and a Receiver Operating Characteristic curve analysis of the data is used to determine optimal cut points (maximizing sensitivity and specificity) for predicting whether students are at risk compared to the criterion measure cut scores. Demographic variables of gender, English Language Learner status, and Socioeconomic Status, are analyzed as control variables. Pre-post behavior change on the CBRS is document over the kindergarten year, and kindergarten academic benchmark measures is used as a dependent measure. This study explores whether: (a) parent responses differ significantly from teacher responses (internal consistency), (b) a cut score on the CBRS successfully sorts students into categories of "typically developing" or "in need of further assessment," (c) teacher predictions align to the proposed CBRS cut score, (d) academic risk is correlated to the established CBRS cut score, and (e) change in behavior over the course of kindergarten is measured (pre-post) by the CBRS. Results from this research could support identification of students for interventions in both kindergarten and early childhood programs.
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Mcalister, Lindsay E. "Preliminary development of the child impairment rating scale." [Gainesville, Fla.] : University of Florida, 2005. http://purl.fcla.edu/fcla/etd/UFE0010324.
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Thesis (M.S.)--University of Florida, 2005.Typescript. Title from title page of source document. Document formatted into pages; contains 47 pages. Includes Vita. Includes bibliographical references.
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Staines, Cole A. DDS. "Perception of Patient Cooperation Among Dentist, Guardian, and Child." VCU Scholars Compass, 2019. https://scholarscompass.vcu.edu/etd/5783.
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Purpose: Evaluate behavior assessment and agreement among dentist, guardian, and child. Evaluate child behavior by appointment type.
Methods: Patients recruited from the pediatric dental department at Virginia Commonwealth University for this convenience sample. Inclusion criteria: patients presenting for clinical exams and/or restorative treatment without the use of advanced behavior guidance between August 29, 2018, and March 7, 2019; ages 4-12-years-old; and scheduled with a single clinician. Appointments were stratified by difficulty. Behavior was assessed by dentist and caregiver using the Frankl Scale. Patient self-assessed cooperation using an age-appropriate modified Frankl Scale, developed for this study. Agreement assessed among the 3 scores at each appointment using descriptive statistics and Cohen’s Kappa. Behavior trends across appointment type assessed using Kruskal-Wallis test. SAS software (2013, Cary, NC). P-value < 0.05.
Results: Forty-one patient-guardian dyads enrolled in the study. Five dyads experienced multiple encounters. Demographics for the patients enrolled: 59% male; 44% Caucasian, 29% African American, 5% Asian, 2% Hispanic, 20% other/multiracial. Average patient age: 7.6 (range: 4- 12). Most patients had 1 encounter (n=36, 88%). Frankl Score agreement for provider/guardian was 79% (k=0.335), provider/child was 70% (k=0.248), and guardian/child was 81% (k=0.314). In disagreements, guardians rated behavior better than provider. Disagreement was split for provider/child and guardian/child, with the child tending to rate themselves higher, and the guardian tending to rate the child higher respectively. Marginal evidence that hard appointments resulted in poorer behaviors.
Conclusion: There is fair agreement between child, guardian, and provider. In disagreements, guardians tend to rate the child’s behavior better compared to the provider and child self-assessment. Dental providers tend to be more critical of patient behavior. Marginal evidence to support harder appointments result in poorer behaviors.
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Kang, Min Ju. "Quality of Mother-Child Interaction Assessed by the Emotional Availability Scale: Associations With Maternal Psychological Well-Being, Child Behavior Problems and Child Cognitive Functioning." Connect to resource, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1124158815.
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Sears, Lonnie. "Development of the Parent - Child Situation Scale: A Measure of Parental Attributions Toward Handicapped Children's Behavior." TopSCHOLAR®, 1986. https://digitalcommons.wku.edu/theses/2823.
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The Parent - Child Situation Scale (PCSS) was developed to measure parental attributions toward handicapped children's behavior. The PCSS was administered to mothers of handicapped children. The final version of the scale possessed good reliability. Coefficient alphas for the PCSS were .74 for the internal - external attribution subscale, .70 for the stable - unstable subscale, and .72 for the global - specific subscale. Factor analysis of the PCSS revealed three factors corresponding to the three attribution types. The internal - external subscale's validity was supported. The other two subscales, however, appeared to have only moderate validity. Responses of college students to the PCSS suggested that the scale was not as suitable for this population. Recommendations for further research concerning the scale's reliability and validity were made. The study concluded with a discussion of the PCSS' utility for research on stress in parents of handicapped children.
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Chapman, Briese C. "The Consistency of Ratings on the Cab-T Executive Functioning Scale as Compared to the Brief." TopSCHOLAR®, 2016. http://digitalcommons.wku.edu/theses/1577.
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Executive functioning is an umbrella term used to describe abilities that include self-monitoring, goal-setting, planning, organization, attention, and working memory. Broadband behavior rating scales are commonly used by school psychologists and the instruments often now include an executive functioning scale. It is unknown, however, how these scales, based on a few items, compare to more extensive rating scales that solely measure executive functioning. The current study examined the overall consistency between the executive functioning scale on one broadband instrument to another instrument that assesses multiple areas of executive functioning by having teachers complete both instruments at the same point in time. The comparisons revealed statistically significant correlations, but significantly different mean scores between the executive functioning CAB-T score and the overall BRIEF score. Furthermore, classification consistency (i.e., scores from the two scales are both in the average range or clinically significant range) only occurred approximately two-thirds of the time. Thus, concerns were raised about the use of the scale from the broadband instrument as a general measure of executive functioning.
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Damrad, Anne E. "Evaluating a parent training program : scale analysis and the effects of systematic training for effective parenting (STEP) on child and parent behavior /." View online ; access limited to URI, 2006. http://0-wwwlib.umi.com.helin.uri.edu/dissertations/dlnow/3225316.
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Shockley, Mary Ann. "The maternal perinatal scale as a predictor of future emotional disturbance and its relationship with the factor structure within the child behavior checklist." Virtual Press, 1993. http://liblink.bsu.edu/uhtbin/catkey/897478.
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The present study investigated the use of the Maternal Perinatal Scale (MPS) as an instrument for predicting group membership among normal versus emotionally handicapped children. An examination of neurological symptoms as they relate to specific behavioral factors within the Child Behavior Checklist (CBCL) was conducted, as well as an investigation of the relationship between factors within the MPS as predictors of specific behaviors within the CBCL. Subjects included 119 EH students and 211 normal subjects with a mean age of 10 years, 3 months. Samples were collected from a suburban midwestern area of approximately 800,000 population.Results of discriminant analyses indicated that the MPS items were able to predict group membership with 85.5% accuracy when the mother's history was included and 88.2% when the Childhood Checklist was added as additional data. Out of 66 possible factors, 22 yielded correlations which were significant at the .01 level.A significant relationship between the total number of neurological symptoms observed in a child and the degree of behavioral deviance as reported with the CBCL was an outstanding feature of this study. Nine of ten factors on the CBCL were correlated with the total NSI score at the .01 level of significance, with Attention Problems demonstrating the greatest degree of relationship. Canonical analysis of the MPS factors as predictors of specific CBCL subscales yielded vague results. Although several correlations were significant, the pattern of variance provided a minimal degree of interpretive utility.Future research stemming from these results would include further examination of the nature of relationships between perinatal factors and mother's history, as well as the incorporation of strategies to provide early intervention to infants and children at risk for future placement in the EH category. The MPS appears to offer promise as a tool for bringing consistency and replicability into the area of perinatal research, as well as serving to assist in the early identification of at-risk children. The prospect of predicting specific behavioral factors from perinatal variables continues to be a viable direction for future study.Department of Educational Psychology
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Walker, Brittany L. "Cultural Differences in Relational Aggression in an Elementary School-Age Sample." TopSCHOLAR®, 2010. http://digitalcommons.wku.edu/theses/177.
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The current study addressed whether there were differences in relational aggression in 9- to 10-year-old boys and girls in Hungarian and German samples. There has been very little empirical research conducted comparing children of diverse cultures in their use of relational aggression. The current study used teachers’ reports of different aggression styles observed in their 9- to 10-year-old students (N = 269). The purpose of this study was to examine the incidence and styles of aggression used in a 9- to 10-year-old culturally diverse population, as it was hypothesized that culture would be a factor in the incidence of relational aggression as well as a difference in boys’ verses girls’ relational aggression within native Hungarian cultures. Data were collected from classroom teachers using the Children’s Social Behavior Scale – Teacher Form (Crick, 1996). Six sets of analyses were conducted, including the evaluation of teacher reports of relational aggression among all 160 Hungarian and all 109 German students, the evaluation of teacher reports of physical aggression among Hungarian and German students, the evaluation of teacher reports of prosocial behavior among Hungarian and German students, the evaluation of teacher reports of relational aggression among Hungarian boys and girls, the evaluation of teacher reports of physical aggression among Hungarian boys and girls, and the evaluation of teacher reports of prosocial behavior among Hungarian boys and girls. Results confirmed 2 out of 2 hypotheses. Teachers reported greater incidence of relational and physical aggression among German students. Teachers reported a greater incidence of prosocial behavior among Hungarian students. Hungarian teachers reported a greater incidence of physical aggression among boys and a greater incidence of prosocial behavior among girls. This research failed to find any differences in Hungarian boys’ and girls’ use of relational aggression in this sample. Overall, the current findings support that cultural differences exist in relational aggression, physical aggression, and prosocial behavior among a 9- to 10-year-olds. It also supported the position that gender differences exist in the use of physical aggression and prosocial behavior among a native Hungarian sample.
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Lamar, Lauren R. "The Relationship and Consistency in Ratings Between the Conners 3 Executive Functioning Scale and the Behavior Rating Inventory of Executive Functioning." TopSCHOLAR®, 2016. http://digitalcommons.wku.edu/theses/1584.
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Broadband behavior rating scales are commonly used in schools to gain data to help make critical decisions about a student’s educational programming and whether he or she is eligible to receive special education services. Several broadband behavior rating scales are beginning to include a scale that assesses executive functioning. This study investigated how scores from an executive functioning scale on a broadband behavior rating scale (Conners 3, Conners, 2008) compared to an established scale that only measures executive functioning (Behavior Rating Inventory of Executive Function [BRIEF], Gioia, Isquith, Guy, & Kenworthy, 2000). Teachers completed both scales at the same point in time on students receiving academic interventions or special education services. Results indicated that the Conners 3 executive functioning scale primarily measures one scale on the BRIEF related to planning and organization skills. These results suggest that those using the Conners 3 executive functioning scale should be aware of the limited range of skills assessed and that they should be cautious in their interpretation of the scale when evaluating a student’s executive functioning skills.
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Moisio, Mitchell D. "The Utility of the Child and Adolescent Functional Assessment Scale (CAFAS) in Identifying Outcomes of Students with Emotional Disturbance Served in a Day Treatment Program." Cleveland State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=csu1249063801.
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Borsa, Juliane Callegaro. "Adaptação e validação transcultural do questionário de comportamentos agressivos e reativos entre pares (Q-CARP)." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2012. http://hdl.handle.net/10183/55078.
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A presente tese de doutorado teve por objetivo traduzir, adaptar e validar para o contexto brasileiro o Questionário de Comportamentos Agressivos e Reativos entre Pares (Q-CARP), instrumento italiano, de autorrelato, empiricamente baseado, constituído por duas escalas independentes. A primeira escala avalia o comportamento agressivo infantil e a segunda escala avalia diferentes reações frente à agressão entre pares. Também foi objetivo deste estudo, a validação transcultural do instrumento entre Itália e Brasil. O estudo de validação do instrumento no Brasil contou com a participação de 727 crianças (52% meninos), de 8 a 13 anos, estudantes do ensino fundamental de escolas públicas e privadas do Rio Grande do Sul. Análises fatoriais exploratórias e confirmatórias foram conduzidas para testar a estrutura do instrumento, a qual foi consistente com o instrumento original, apresentando uma solução unifatorial para a primeira escala (Escala de Comportamentos Agressivos – ECA) e uma solução de três fatores (Reação Agressiva – RA; Busca de Apoio – BA; Reação Internalizada – RI) para a segunda escala (Escala de Comportamentos Reativos – ERA). Análises de validade convergente e análises multivariadas por sexo e idade também foram conduzidas. Os resultados indicaram que o Q-CARP apresenta boas propriedades psicométricas e satisfatórias evidências de validade e de fidedignidade, configurando-se como um instrumento útil para avaliação dos comportamentos agressivos bem como da reação da criança frente à agressão de seus pares. O estudo de validação transcultural contou com a participação de 587 crianças italianas, de 6 a 11 anos (52% meninos), além das 727 crianças brasileiras. As análises confirmatórias multigrupos atestaram a invariância do instrumento, indicando que o Q-CARP é uma medida válida para avaliar os comportamentos agressivos e reações frente à agressão em ambos os contextos (brasileiro e italiano). Uma MANCOVA foi realizada para avaliar diferenças em meninos e meninas e em crianças brasileiras e italianas para cada uma das escalas do Q-CARP. Meninos apresentaram maior nível que as meninas na ECA e também apresentaram maiores médias no fator RA da ERA. Já as meninas apresentaram maiores níveis para o fator BA e para fator RI da ERA. Em relação à comparação entre países, crianças italianas apresentaram maiores médias para a ECA e crianças brasileiras maiores médias para RI. Os resultados são discutidos à luz da literatura.The present doctoral dissertation aimed to translate, adapt and validate to the Brazilian context the Peer Aggressive and Reactive Behaviors Questionnaire (PARB-Q), an Italian self-report and empirically based instrument, composed by two independent scales. The first scale assesses child aggressive behavior, whereas the second scale evaluates different reactions to peer aggression. It was also conducted a cross-cultural validation of the PARB-Q between Italy and Brazil. Participants of the Brazilian validation study were 727 children (52% boys), ranging from 8 to 13 years old, students of public and private elementary schools of the Rio Grande do Sul State. Exploratory and confirmatory factor analyses were conducted in order to verify the structure of the PARB-Q, which was consistent with the original instrument, resulting in a one-factor solution for the first scale (Peer Aggression - PA) and a three-factor solution (Reactive Aggression – RA, Seeking Teacher Support – STS and Internalizing Reaction - IR) for the second scale (Reaction to Peer Aggression Scale - RPA). Convergent validity analysis and multivariate analysis by sex and age were also performed. The results indicated that the PARB-Q presented good psychometric properties and satisfactory evidence of validity and reliability. The PARB-Q was configured as a useful tool to evaluate child aggressive behavior and child's response to peer aggression. Participants of the cross-cultural validation study were 587 Italian and 727 Brazilian students of elementary public schools. Multigroup confirmatory factor analyses attested full measurement invariance of the instrument, indicating that the PARB-Q is a valid measure to assess the child aggressive behavior and responses to peer aggression in both Brazilian and Italian contexts. A MANCOVA (using age as a co-variable) was performed to assess differences in boys and girls and in Brazilian and Italian children for each of the PARB-Q scales. Boys showed higher levels than girls in the PA scale and also presented higher levels in the RA factor of the RPA scale. Girls presented higher levels of the STS and IR factors of the RPA scale. Regarding cross-country comparisons, Italian children presented higher levels in the PA scale whereas Brazilian children presented higher levels in the IR factor. The results are discussed in light of the literature.
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Duku, Eric K. "Assessing Early Child Development: Issues of Measurement Invariance and Psychometric Validity." Thèse, Université d'Ottawa / University of Ottawa, 2013. http://hdl.handle.net/10393/24097.
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The measurement of reliable and valid indicators of early child development is necessary for assessing phenomena and is useful in the monitoring of ongoing efforts to eradicate inequalities in the social determinants of health. There is an increasing awareness of the contextual, cultural, and developmental influences on constructs used in early child development (ECD) research. Using a measurement perspective, this dissertation examined the issue of measurement invariance and psychometric validity in early child development research. A construct violates the principle of invariance when two persons from different populations who are theoretically identical on the construct being measured have different scores on it.
This dissertation consists of three journal-style manuscripts (published or under review) that were used as examples to address the importance of the issue of measurement invariance and psychometric validity in ECD research using data from two unique areas: autism and executive functioning. The three data sets were collected on pre-school children with parents and or teachers as informants and were chosen to represent different levels of data collection – clinical, community, and population. These data sets allowed for the examination of measurement invariance by type of informant, sex, and age of child. The results from the three studies illustrate the importance of assessing measurement invariance in ECD and whether or not the instruments examined can be used to assess sub-group differences with confidence.
A lack of measurement invariance found for two of the studies, suggests that observed group differences in latent constructs could be attributed, in part, to measurement bias. More importantly, bias in the measurement of the constructs of severity of social impairment symptoms in autism, and executive functioning across groups could have an impact on services such as patient treatment. These biases could also influence public policy development, particularly when there may be an underlying need for a cross-group approach where belief systems may affect the meaning and structure of constructs.
In summary, measurement invariance should be a prerequisite for making any meaningful comparisons across groups. A requirement of establishing measurement invariance should be included in the guidelines for comparative research studies as a necessary first step before an instrument is adopted for use.
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Bush, Kelsey. "NCBRF-2: Revisited and Revised." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1586893940079674.
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Ryan, Michael F. "The effects of length of placement and parental contact on institutionalized juvenile offenders' self concepts." CSUSB ScholarWorks, 1986. https://scholarworks.lib.csusb.edu/etd-project/387.
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Cox, Ellen. "Characteristics of Behavior Rating Scales: Revisited." TopSCHOLAR®, 2019. https://digitalcommons.wku.edu/theses/3103.
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This study was a replication of a study by Hosp et al. (2003), which looked at items on behavior rating scales to determine if they can be used to plan and monitor positive behavior interventions. For this study, ten forms of commonly used behavior rating scales were selected, and the so what and dead man tests were applied on each scale. Each item on the scale was placed into one of four categories: positive action, negative action, lack of positive action, and lack of negative action. Then, these categories were used to rate each scale to determine which subscales survived, or were deemed useful for measuring increases in positive behavior. Eight of the ten scales were found to contain a majority of negative action items and some lack of action items, neither of which are useful in measuring positive behaviors. Only two scales, the parent and teacher versions of the BERS-2, were found to contain all positive action items, and therefore were the only scales to fully survive the dead man test. The results of this study show that the majority of commonly used behavior rating scales today still do not contain primarily positive action items, and therefore have not majorly improved in the last fifteen years, although all of the behavior rating scales contained subscales that could have potential to plan and monitor positive behavior interventions.
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Parente, Mary. "Experience of Supervision Scale: The Development of an Instrument to Measure Child Welfare Workers' Experience of Supervisory Behaviors." VCU Scholars Compass, 2011. http://scholarscompass.vcu.edu/etd/2430.
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The purpose of this study was to develop and test the Experience of Supervision Scale, which measures the experience of supervisory behaviors from the perspective of child welfare workers. Child welfare supervision is gaining increased attention as states struggle to improve performance measures of their child welfare systems. However, the lack of a standardized instrument which measures supervision through an analysis of supervisory behaviors from the supervisee’s perspective has hindered efforts in these areas. The Experience of Supervision Scale is based on Kadushin’s three function casework supervision model of supervision (administrative, educational, and supportive) which was chosen as the theoretical framework due to this model’s emphasis on public agency clinical case work practice. Scale items were generated through focus groups of child welfare workers and supervisors. Items were reviewed by an expert panel and the scale was then administered to a statewide sample of 165 child welfare workers. The refined Experience of Supervision Scale consists of 32 items. In this study, it demonstrated high internal consistency with a Cronbach’s alpha of .962. Factor analysis yielded a three factor solution consistent with the casework model of supervision’s structure, while also suggesting slight modifications to the model. The three factors derived included: Performance Support, Emotional support/Availability, and Administrative activities. The results of this study suggest that the Experience of Supervision Scale has appropriate psychometric properties for use in complex research in which casework supervision is a variable.
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Rentsch, Carly A. "The Consistency of Teacher Ratings on the Behavior Assessment System for Children-3 and the Child Behavior Checklist 1.5-5." TopSCHOLAR®, 2017. http://digitalcommons.wku.edu/theses/1964.
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The assessment of children’s social-emotional skills, especially in the preschool years, is essential, as it yields early identification of problems and allows for appropriate interventions to be tried. School psychologists and other professionals use a variety of assessment methods (e.g., observations, interviews, behavior rating scales) to determine a child’s social-emotional abilities. Two popular behavior rating scales used frequently by professionals are the Behavior Assessment System for Children-Third Edition (BASC-3) and the Child Behavior Checklist 1.5-5 (CBCL 1.5-5). The current study examines the consistency of results from the two instruments. Fifty-six Head Start teachers from two regions of the country completed both the BASC-3 and the CBCL 1.5-5 at the same point of time while thinking of a specific student who displays behavioral concerns. The findings revealed that most of similarly named scales from the two instruments correlated significantly. However, 40% of those comparisons resulted in significantly different mean scores. Approximately half of the comparisons resulted in adequate classification consistency (i.e., either average or clinically significant). Overall, the findings imply that the two instruments do not always measure similarly named behavioral constructs in a consistent manner.
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Orten, Heather Rhea. "An Item Analysis of the Child Behavior Checklist with Preschool Children with Autism." TopSCHOLAR®, 2012. http://digitalcommons.wku.edu/theses/1182.
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The diagnosis of autism is a comprehensive process that requires trained professionals and is often a time consuming process. Behavior rating scales are common components used by practitioners in evaluations to assess various social, emotional, or behavioral problems. With the rise of awareness, the steady increase of autism diagnoses, and the importance of early identification to increase the effectiveness of intervention, there is a need for screeners to identify the characteristics of Autism Spectrum Disorders. The purpose of the present study was to determine if there was a group of items on the Child Behavior Checklist/1.5-5 that reliably distinguished between children with autism and referred, but non-spectrum children. A behavior rating scale was completed by parents and/or guardians of 156 preschool children with autism and without autism. Analyses of the data revealed a grouping of items that were significantly correlated with the diagnosis of autism. Based on predetermined cutoff scores, sensitivity, and specificity; the group of items may be useful in the recommendation of further assessment of autism.
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Deneault, Audrey-Ann. "Validation of the Preschool Attachment Rating Scales and Demonstration of Their Utility to Understand How Preschool Child-Mother and Child-Father Attachment Promote Children’s Social Adaptation." Thesis, Université d'Ottawa / University of Ottawa, 2021. http://hdl.handle.net/10393/42154.
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Attachment theory is a core theory of child development. The theory proposes a framework to understand how children’s early relationships to their caregiver shape children’s lifelong development. Most attachment research, however, is limited to categorical assessments of infant-mother attachment. This results in a reductionist understanding of children’s development, one that rests on a number of questionable assumptions. From an assessment perspective, categorical measures of attachment assume that all children fit neatly into a fixed number of categories, and that all children within a category present similar attachment behaviors. From a developmental perspective, a focus on infant attachment assumes little change in children’s caregiving environments, and this, despite evidence showing that changes may occur between infancy and the preschool years. Such changes influence child-caregiver attachment relationships. From a caregiver perspective, children’s relationships with their mothers are influential, but they do not span the gamut of children’s early relationships. Fathers, for example, are increasingly involved in child rearing and are influential in children’s development.
This dissertation sought to overcome these limitations through the use of the Preschool Attachment Rating Scales (PARS), a novel, continuous measure of child-caregiver preschool attachment. The first study demonstrated the reliability and validity of the PARS as a measure of child-mother and child-father preschool attachment. This study examined the inter-rater reliability, the convergent validity, the construct validity, the predictive validity, and the incremental validity of the PARS. The second study used a longitudinal design to examine the independent and interactive influence of child-mother and child-father attachment in the preschool years on boys’ and girls’ externalizing behaviors in middle childhood. This latter study showed that the prediction of externalizing behavior varied as a function of children’s and parents’ genders, as well as the attachment pattern (e.g., security, avoidance). Taken together, this dissertation shows that a continuous measure of attachment can help uncover the complexity of different attachment patterns, and in turn, provide a more nuanced understanding on how such patterns affect children’s social, emotional, and psychopathological development.
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Higgins, Lesley Ann. "Diagnostic Decision-Making: How Much Do Behavior Rating Scales Influence School Psychologists?" TopSCHOLAR®, 2010. http://digitalcommons.wku.edu/theses/157.
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Behavior rating scales are commonly used as part of the evaluation process throughout the field of psychology. Behavior rating scales help assess social, emotional, and/or behavioral problems in children, adolescents, and teens. Behavior rating scales indicate the severity of problem behaviors compared to a normative sample. Four scenarios were developed that varied scores on a behavior rating scale and the amount of other information that supported a specific diagnosis. A rating of the likelihood of a diagnosis was requested to see how much influence behavior rating scale scores have on diagnostic decision-making. Each of the four scenarios was sent to 200 school psychologists across the country for a total of 800 potential participants. An overall response rate of 37.5% was achieved. The findings revealed that behavior rating scales do have some influence on school psychologists’ diagnostic decision-making. However, school psychologists put more weight on other supporting information, such as classroom observations and teacher and parent reports, than on behavior rating scale scores when making a diagnostic decision.
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McReynolds, Brandy Mickele. "Behavior Rating Scales as Screeners for Autism? A Closer Look at the CAB-P and CBCL/1.5-5." TopSCHOLAR®, 2009. http://digitalcommons.wku.edu/theses/68/.
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McQuaide, Mary. "Technical Adequacy of the Lap-D & Dial-R Motor Scales." TopSCHOLAR®, 1993. https://digitalcommons.wku.edu/theses/2606.
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The researcher examined the relationship between the motor scales of the Learning Accomplishment Profile-Diagnostic Revised Edition (LAP-D) and the Developmental Indicators for the Assessment of Learning-Revised (DIAL-R) motor scales. Specifically, the strength of the relationship and the consistency of identification between the motor scales of these two measures were examined. The sample consisted of 29 children ages 38-67 months selected from the LAP-D normative sample which was stratified for gender and race. Children were administered tests in random order. The study results revealed the following: 1) the LAPD and DIAL-R motor scales were significantly and positively correlated; 2) LAP-D and DIAL-R had a high agreement rate with regard to identification of motor status; and 3) LAP-D results were more consistent with the criterion measure (VVPPSI-R) than the DIAL -R results. Results were discussed relative to internal and external validity of the study and practical utility of the instruments.
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Tambellini, Marcela Maia. "Elaboração e padronização de escala avaliativa do comportamento de crianças em sua primeira consulta odontológica." Universidade de São Paulo, 2005. http://www.teses.usp.br/teses/disponiveis/59/59137/tde-20072005-162110/.
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A Odontopediatria e a Psicologia se inter-relacionam e completam, principalmente quando existe necessidade de atendimento odontopediátrico. Quando o paciente é criança em idade pré-escolar, torna-se imperioso uma interação entre estas áreas, para que o resultado final traga benefícios para o paciente. A observação do comportamento das crianças em Odontopediatria é ferramenta importante para a elaboração do plano de tratamento. Levantamento bibliográfico sobre instrumentos para avaliação do comportamento de crianças em ambiente odontológico, mostrou que escalas eram o instrumento mais utilizado, porém, não se encontrou escalas aplicáveis às faixas etárias abaixo de 36 meses. Predominantemente, escalas para avaliação de comportamento estavam direcionadas a medir medo e ansiedade, pressupondo sua existência. Nesta pesquisa buscou-se elaborar e aplicar uma escala observacional para avaliação do comportamento, em primeira consulta odontológica, em crianças entre um e três anos de idade. A escala foi denominada EOCI Escala de Observação do Comportamento Infantil. A finalidade era avaliar o comportamento em todas as etapas do primeiro atendimento, identificando o grau de cooperação e participação, e não quantificar ou classificar a presença de medo ou ansiedade. A escala foi aplicada em 398 sujeitos de ambos os sexos, oriundos de classes sociais e estruturas familiares diversas, freqüentando creches, pré-escolas ou no próprio lar. Os materiais utilizados foram: vestimenta seguindo as normas para profissionais de saúde; o ambiente foi sempre um consultório odontológico com o equipamento mínimo necessário para atendimento sem procedimento; como instrumental foi utilizado um espelho clínico e o material impresso constou de: convite aos pais, questionário de dados demográficos e sociais do paciente, termo de consentimento informado para pais ou responsáveis e folheto de orientação aos pais sobre como se comportar durante o atendimento. O procedimento consistiu em uma seqüência de atendimento simples, desde a entrada da criança na sala, apresentação aos equipamentos básicos, exame clínico e saída da criança, sempre acompanhada por um dos pais. A EOCI Escala de Observação do Comportamento Infantil foi desenvolvida seguindo critérios de padronização e normatização. Consta de dez itens, com cinco possíveis respostas para cada um, relacionados ao ambiente, equipamentos, instrumentais e à própria pessoa do Odontopediatra e as respostas estão relacionadas a tipos de comportamentos que as crianças podem apresentar durante este primeiro contato. Após a avaliação da criança somaram-se as pontuações, obtendo-se um escore final. Com a análise estatística dos dados em quartis, chegou-se a uma classificação dividida em quatro níveis, correspondentes a quatro padrões de comportamentos de cooperação / não cooperação. Estes padrões são também apresentados em tabelas divididas por idade, sexo e comportamento, onde é possível localizar o escore individual e comparar com a classificação da amostra. Observou-se que a maioria das crianças sem experiência prévia com situação odontológica não apresenta medo. Também se pode afirmar que a maioria das crianças apresenta um comportamento cooperativo com o dentista durante seu atendimento, quando este é realizado nestas circunstâncias. Concluiu-se que a escala pode ser uma ferramenta útil para auxiliar o odontopediatra na realização de um exame clínico completo e como preditor do comportamento de cooperação futura.Pedodontology and the Psychology are interrelated and complementary areas, mainly when the need of interventionist treatment exists. When the patient is a preschool age child, an interaction among these areas becomes imperious so that the final result brings benefits to the patient. The observation of the children's behavior in Pedodontics is an important tool for the elaboration of the treatment plan. Gathering of bibliographical data showed that the scales were the most commonly used instrument to evaluate children's behavior. However, it was not found any that could be applicable in the age groups below 36 months. Predominantly, the behavior evaluating scales were focused on measuring fear and anxiety, presupposing their existence. In this research, we elaborated and applied an observacional scale for evaluation of the behavior, in a first attendance, in children between one and three years. The scale was denominated CBOS Childrens Behavior Observation Scale. The purpose was to evaluate the behavior in all the stages of the first attendance, identifying the cooperation degree and participation, and not to quantify or classify the presence of fear or anxiety. The scale was applied in 398 subjects of both sexes, with all sort of social and family backgrounds, frequenting day cares, pre-schools or at their own home. The materials used were: clothes following the rules for health professionals; the environment was always an odontological clinic with the minimum equipment necessary for the attendance without procedure; as the instrumental a clinical mirror was used and the printed paper material consisted of: invitation to the parents, questionnaire of the patient's demographic and social data, term of informed consent for the parents or the person responsible for the child and orientation pamphlet to the parents on how they should behave during the attendance. The procedure consisted of a sequence of simple attendance, from the child's entrance in the room, presentation to the basic equipments, clinical exam and the child's exit always together with one of the parents. The CBOS Childrens Behavior Observation Scale was developed following criteria of standardization and normatization. It consists of ten items, with five possible answers for each one, related to the atmosphere, equipment, instrumental and to the own person of Pediatric Dentistry and the answers are related to types of behaviors that the children could present during this first contact. After the child's evaluation the obtained punctuations were added being obtained a final score. With the statistical analysis of the data in quartis, we came to a classification divided in four levels corresponding to four patterns of cooperation behaviors / no cooperation. These patterns are also presented in tables divided by age, sex and behavior, where it is possible to locate the individual score and to compare with the classification of the sample. It was observed that most of the children inexperienced with odontological situation don't present fear. We can also affirm that most of the children present a cooperative behavior with the dentist during his attendance, when this is done under these circumstances. As a conclusion it was observed that the scale can be a useful tool to aid pediatric dentistry to perform a complete clinical exam and as a predictor of the future cooperation behavior.
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Hunt, A. "Towards an understanding of pain in the child with severe neurological impairment development of a behaviour rating scale for assessing pain." Thesis, University of Manchester, 2001. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.551655.
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Smith, Meghan. "The Development of the Treatment Integrity - Efficient Scale for Cognitive Behavioral Treatment for Youth Anxiety (TIES-CBT-YA)." VCU Scholars Compass, 2017. http://scholarscompass.vcu.edu/etd/4939.
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Brief, easy to use, psychometrically strong (i.e., pragmatic) instruments are needed to support implementation research; the current study assessed whether it was possible to develop a pragmatic observational treatment integrity instrument and reduce the amount of time coders spend making treatment integrity ratings (while maintaining score validity) of therapists delivering two protocols of individual cognitive-behavioral treatment (ICBT) for youth anxiety in research and practice settings. The 12-item instrument was derived from four observational treatment integrity instruments with promising score reliability and validity that assess adherence, competence, differentiation, and alliance. A sample of 106 youths (M age = 10.12, SD = 1.81, ages 7-14; 42.50% Female; 69.80% Caucasian) received one of three treatments to address anxiety: standard ICBT in a research setting (n = 51) or standard ICBT (n = 22), modular ICBT (n = 16), or usual care (UC; n = 17) in practice settings. Four coders independently coded five- and 15- minute segments sampled from four sessions from each client (N = 756 sessions). Ten percent of sessions were double-coded for reliability purposes. Reliability, sensitivity to change, construct validity, and predictive validity from the two segments were compared to full session treatment integrity scores independently archived in a study assessing the same clients. Across five- and 15-minute segments, the instrument produced promising score reliability and convergent validity evidence for adherence, competence, and alliance items (items intended for inclusion in ICBT for youth anxiety; M ICCs = .62, SD = .17; M rs = .58, SD = .12) and poor score reliability and validity evidence for differentiation items (items intended for inclusion in other treatment domains; M ICCs = .21, SD = .28; M rs = .27, SD = .25). This study met its primary aim, to develop an instrument that can be coded in less than 20 minutes while maintaining evidence of score validity. Researchers interested in developing such instruments can use this study design as a roadmap. Future research should investigate whether psychometric findings replicate across samples, why certain items (e.g., client-centered interventions) did not evidence score validity, and how this type of instrument can inform EBT training.
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Valarde-Menary, Jennifer. "Small scale sport events and sustainability: A case study in Torres Del Paine National Park, Chile." Scholarly Commons, 2019. https://scholarlycommons.pacific.edu/uop_etds/3581.
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Small-scale sport events have been argued to be sustainable form of tourism development for communities (Gibson, 1999). The purpose of this study was to analyze four small-scale sport events all operated by NIGSA (Nómadas International Group SA) in the Magallanes region of Chile. The four events at the core of this study were: Patagonian Expedition Race, Patagonian International Marathon, Ultra Trail Torres del Paine, and the Ultra Fiord which operate partially or completely inside the Torres del Paine National Park. As a biosphere reserve established by the United Nations, Torres del Paine National Park requires a sustainable perspective of event sport tourism. A 2011 alteration of biosphere reserve qualification criteria from the United Nations Educational, Scientific and Cultural Organization (UNESCO) has heightened the need for protection, preservation, and responsible management of Torres del Paine National Park and the small-scale sport events being studied. This document includes sustainability and event sport tourism literature, a detailed methodology, findings and discussion from the data collected, and a few suggestions for the industry and event organizers. This study aimed to reveal development potential or lack thereof as a result of small-scale event sport tourism in the Torres del Paine National Park. Thus, this report addressed the main question: are the annual small-scale sport events hosted by the NIGSA a sustainable form of sport event tourism in a biosphere reserve and its extended host community?
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D'Alessandro, David U. "Development and validation of the Child and Adolescent Dysfunctional Attitudes Scale : tests of Beck's cognitive diathesis-stress theory of depression, of its causal mediation component, and of developmental effects." Thesis, McGill University, 2004. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=84500.
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Beck's cognitive diathesis-stress theory has generated much research into the etiology of depression. Central to the theory are depressogenic schemata that interact with stressors, resulting in increases in depressive symptomatology. These schemata are commonly assessed using the Dysfunctional Attitudes Scale (DAS). Importantly, the DAS was not designed for use in children---it has been validated with adults and contains advanced language. Thus, the Child and Adolescent Dysfunctional Attitudes Scale (CADAS) was developed.Study 1 sought to psychometrically validate the CADAS. 453 children completed the CADAS item pool and measures assessing divergent validity. The CADAS was readministered 3 weeks later. Items were retained based on item-total correlations, internal consistency, and factor analyses. The finalized CADAS is a 22-item self-report measure with a unidimensional factor structure and sound psychometric properties.
Study 2 tested Beck's theory using the CADAS to assess depressogenic schemata as a vulnerability factor for depression. An independent sample of 241 children completed the CADAS and a measure of depression one week before receiving school report cards (Time 1). The morning after receiving reports (Time 2), stress was assessed by obtaining parents' reactions to reports, and with an index of children's subjective acceptable grades compared to actual grades. Five days later (Time 3), depression was reassessed.
As hypothesized, regression analyses collapsing across age revealed that Time 1 CADAS interacted with Time 2 parental stress to predict changes in depression from Times 1 to 3. High-CADAS children showed greater increases in depression relative to low-CADAS children when facing the stress of parental anger and disappointment regarding their grades. Consistent with cognitive-developmental theory, planned supplemental analyses indicated that the CADAS x stress interaction predicted depressive changes only in older, formal-operational children. The relationship between the CADAS x stress interaction and depressive changes was mediated by negative views of the self, but not by views of the world or of the future.
This work yields a measure of depressogenic schemata in school-aged children that further contributes to understanding their etiology of depression. These schemata, together with negative views of oneself, may be important targets for modification in the cognitive therapy of childhood depression.
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Brown, Ruth. "The Development of the Common Factor Therapist Competence Scale for Youth Psychotherapy." VCU Scholars Compass, 2011. http://scholarscompass.vcu.edu/etd/2633.
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In order to continue to improve the effectiveness of psychotherapy, researchers must identify key change processes. Unfortunately, there are disparate views in the field about the relative importance and potency of specific techniques versus relationship factors. Few measures have been developed to examine the relative contribution of these factors, particularly for child-focused treatment. The Common-Factor Therapist Competence Scale for Youth Psychotherapy (COMP-CF) was developed to address this deficit. For this study, 142 video-taped sessions of child CBT for anxiety were observed and rated by independent coders using the COMP-CF. The measure demonstrated good reliability and internal consistency. Significant between-therapist and between-session differences were noted that warrant further exploration. The COMP-CF also demonstrated initial validity when compared to other observer-rater measures of therapeutic processes such as alliance, CBT-specific competence, and adherence. Recommendations for further development and refinement are discussed. Used in conjunction with adherence measures, the competence measure developed here may help improve our understanding of the therapeutic process.
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Marder, Alyssa M. "Measuring Therapist Adherence to a Manual-Based Treatment Tested in a Community Setting: The PASCET Manual Adherence Scale (P-MAS)." VCU Scholars Compass, 2007. http://scholarscompass.vcu.edu/etd/682.
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The goal of the current study was to develop and test a rigorous measure of therapist adherence to a cognitive-behavioral, manual-based treatment for childhood and adolescent depression. This project employed data from the recently completed UCLAYouth Anxiety and Depression Treatment study. This study aimed to advance the literature by devoting the full focus of the project to the development of a manual-based measure that would demonstrate interrater reliability across multiple raters. This study reported on the psychometric development of the PASCET Manual Adherence Scale (PMAS) (e.g. scoring strategy, item development, reliability), a unique measure of therapist adherence that represents the content of the treatment manual for the "Primary and Secondary Control Enhancement Training" program (PASCET; Weisz et al., 1999). In sum, the P-MAS showed strong interrater reliability for most items of the scale. The items with poorer ICCs may have been influenced by instrumentation problems, small sample size, and range restriction. Some session content showed evidence that more meetings may be required to sufficiently cover the material, particularly for those that involve heavy in-vivo content, require the use of technology, or involve cognitive interventions which may be challenging for children and young teenagers. The results indicated that therapists adhered to slightly more than half of the prescribed manual content overall. The variability in adherence appeared greater for session-specific content than for standard session items, reflecting the variability within that content and the myriad of factors which may have influenced adherence to diverse material. Adherence for session-specific content demonstrated a slightly downward trend over time, with a significant drop off between the first and second phases of treatment and a leveling off between second and third phases. For all but two relevant sessions, therapist adherence to didactic content was significantly higher than adherence to in-vivo content, highlighting the challenges of engaging depressed youth in active learning. As this active involvement is theorized to be an essential component in addressing depressive symptoms, the challenges in implementation of this content may represent the most significant barrier to therapist adherence with this manual.
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Moura, Larissa da Silva. "Análise de três escalas observacionais utilizadas para avaliação do comportamento de crianças durante tratamento odontológico sob sedação." Universidade Federal de Goiás, 2015. http://repositorio.bc.ufg.br/tede/handle/tede/6781.
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The effectiveness of a sedative for pediatric dental treatment is commonly assessed through observational scales that assess the children behaviour. There is little information about the ability of a variety of scales in properly evaluate this behavior. The aim of this study was to analyze the characteristics of three scales,e,g,. Houpt Scale, Ohio State University Behavioral Rating Scale (OSUBRS) and Venham Behavior Rating Scale, to measure the behavior of preschool children during dental procedures under sedation. This study was an observational study nested to a randomized clinical trial (NCT02284204), which included 27 children between 4 and 6 years of age with early childhood caries and negative behavior in previous consultation. Participants underwent dental treatment under moderate sedation with midazolam and ketamine with or without addition of sevoflurane. The sessions were videotaped and five trained and calibrated observers watched the movies to record the behavior of children according to each scale. The data showed non-normal distribution (Shapiro-Wilk, P> 0.05); descriptive and correlation analyses were made (Spearman test). A total of 1,209 minutes of videos were observed and analyzed. Global scales (Houpt overall behavior and Venham) had closer scores of good behavior. The most frequent scores for Houpt were “no crying” and “no movement”, and for OSUBRS, “quiet”. Statistically significant correlations (P <0.05) occurred between Houpt overall behavior and Venham; Houpt overall behavior with Houpt categories movement (scores 2 and 4) and cry (scores 1, 2 and 4); Venham with Houpt movement (score 4) and cry (scores 2 and 4). OSUBRS scores 1 and 4 had high correlation coefficients with Houpt overall behavior and Venham. The Houpt overall behavior and the Venham Behavior Scale were highly correlated to measure behavior of children in dental treatment under sedation. OSUBRS showed better correlation with global scales compared to the categories of crying and movement of Houpt scale.
Para a avaliação da eficácia de um agente sedativo para tratamento odontológico de crianças, uma das medidas utilizadas é o comportamento, e isso é feito através de escalas observacionais. No entanto, há poucas informações sobre a capacidade de avaliar corretamente esse comportamento. O objetivo deste estudo foi analisar as características de três escalas - Escala comportamental de Houpt, Ohio State University Behavioral Rating Scale (OSUBRS) e Escala comportamental de Venham - em mensurar o comportamento de crianças pré-escolares durante procedimento odontológico sob sedação. Esse trabalho foi um estudo observacional aninhado a um ensaio clínico randomizado (NCT02284204) que incluiu 27 crianças entre 4 e 6 anos de idade com cárie dentária e comportamento resistente ao tratamento odontológico. Os participantes foram submetidos a tratamento odontológico sob sedação moderada com uso de midazolam e cetamina com adição ou não de sevoflurano. Os atendimentos foram gravados em vídeo e cinco observadores treinados e calibrados assistiram para registrar o comportamento das crianças segundo cada escala. Os dados apresentaram distribuição não-normal (Shapiro-Wilk, P>0,05); foram feitas análises descritivas e de correlação (teste de Spearman). Um total de 1.209 minutos de vídeos foram observados e analisados. Escalas globais (Houpt comportamento geral e Venham) apresentaram escores mais próximos de bom comportamento. Os escores mais frequentes para Houpt foram de pouco choro e movimento e, para OSUBRS, comportamento quieto. Correlações estatisticamente significantes (P<0,05) ocorreram entre Houpt comportamento geral e Venham (rho= -,87); Houpt comportamento geral com Houpt categorias movimento (escore 2 e 4) e choro (escores 1, 2 e 4); Venham com Houpt movimento (escore 4) e choro (escores 2 e 4). OSUBRS escores 1 e 4 tiveram altos coeficientes de correlação com Houpt comportamento geral e Venham. Concluiu-se que a escala de Comportamento Geral de Houpt e a Escala Comportamental de Venham foram altamente correlacionadas para aferir comportamento de crianças em tratamento odontológico sob sedação. OSUBRS apresentou melhor correlação com as escalas globais, se comparado com as categorias de choro e movimento de Houpt.
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Chiu, Wan Yi, and 邱宛儀. "Convergent and Discriminant Validity between the Nursing Child Assessment Teaching Scale and the Maternal/Child Behavior Rating Scale in Children with Developmental Delay." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/42178665398881613790.
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碩士長庚大學
早期療育研究所
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Enhancing parent-child interaction has become the focus in early intervention for children with developmental delay because the association between quality of parent-child interaction and development has been found. There are many measures designed to capture the quality of parent-child interaction based on varying theories and forms of responses or observation. However, there is limited evidence to compare the constructs existing in between these measures when applying in children with developmental delay. We conducted a systematic review for synthesizing relevant measures. The Nursing Child Assessment Teaching Scale (NCATS), the Maternal Behavior Rating Scale (MBRS), and the Children Behavior Rating Scale (CBRS) were found to be three frequently used measures in Taiwan with sound psychometric property. The reliability was examined and was acceptable for the three measures. The convergent and discriminant validity between the NCATS and MBRS/CBRS were tested with Pearson correlation among the measurement dimensions/subscales using the videotapes for scoring the NCATS in previous study. The findings show moderate but significant correlations (r= .462-.504, p&;lt;0.05) between one of the MBRS scales (Responsive/Child Oriented), and 3 of the NCATS caregiver subscales (Sensitivity to Cues, Response to Distress and Caregiver Contingency), while no significant correlations between NCATS child subscales and the CBRS. The significant correlations between measure dimensions/subscales indicate the convergent validity (i.e. similar construct) between measurable concepts, while no correlations between measure dimensions/subscales indicate discriminant validity (i.e. different constructs) between measurable concepts. In this study, convergent validity was found between MBRS scales and the NCATS caregiver subscales on the scales related to mother’s responses to children, and discriminant validity were found between all NCATS subscales and the subscales of Achievement orientation and Directive of MBRS. The lacking of correlations between NCATS child subscales and the CBRS further support the fact that the two measures capture different aspects of parent-child interaction on children’s responses. Hence using multiple measures to comprehensively explore interactional behavior for parents and children based on the purposes of measuring parent-child interaction were suggested.
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"A comparison of the Children's Functional Assessment Rating Scale and the Child Behavior Checklist used in a wraparound program." CAPELLA UNIVERSITY, 2009. http://pqdtopen.proquest.com/#viewpdf?dispub=3324821.
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Winn, Steven A. "Newborn behavior and maternal and infant biomedical factors among the Efe and Lese of Zaire." 1986. https://scholarworks.umass.edu/theses/2106.
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"The Effect of a Three Point Sensory Diet on Vocal and Verbal Behavior in a Non-Verbal Child on the Autism Scale." TopSCHOLAR, 2010. http://digitalcommons.wku.edu/stu_hon_theses/255.
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Van, Dullemen Ineke. "The resilience of children of HIV positive mothers with regard to the mother-child relationship." Diss., 2010. http://hdl.handle.net/2263/28622.
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The purpose of this study was to explore and describe themes of resilience in the expressions and behaviours of six-year-old children with regard to the mother-child relationship, where the mothers are infected with HIV&AIDS. Themes of resilience were investigated within the framework of positive psychology. A study of limited scope was conducted from a phenomenological paradigm. I followed a mixed method methodological paradigm based on a case study design. I purposefully selected eleven six-year-old participants whose mothers are infected with HIV&AIDS from a five-year randomised control trail study (Kgolo Mmogo). Qualitative data collection methods included the transcriptions of structured baseline interviews relating to the Kinaesthetic Family Drawing (KFD), as well as the KFD per se. I utilised the scores from the Vineland Adaptive Behavior Scale (Vineland) as uantitative data collection strategy. The transcriptions were analysed by means of an inductive thematic analysis. For the analysis of the KFD I developed and piloted a framework of analysis. The raw scores from the Vineland were compared with the appropriate age norms and compared with themes of resilience identified from the KFD as well as the transcripts of the interviews. I identified both internal and external resources of resilience. The findings of my study illustrate the presence of themes of resilience as well as non-resilience within the participants and the mother-child relationships. More factors of resilience (protective factors) than non-resilience (risk factors) were identified. Secondly, it seems possible to use the KFD with the Vineland when exploring resilience as insights from both mother and child participants are measured. The integrated results from the different data sources indicate that although the results of the KFD and the transcriptions did not correlate with the results obtained from the Vineland, the results from the different data sources supplement one another. The use of the KFD as a measure to generate data related to resilience made it possible to evaluate adaptation and resilience in a specific cultural context unlike the Vineland. The results from the data sources indicate resilience and/or non-resilience in the mother-child relationship in terms of three categories namely, protective factors (Expressive Language Skills, Interpersonal Relationships and Play and Leisure Time), risk factors (Coping Skills and Gross Motor Skills) and a balance between protective and risk factors (Receptive Language, Daily Living Skills, personal and domestic, as well as Fine Motor Skills). It is feasible to use the KFD as a measure to identify themes of resilience and non-resilience when the drawing is accompanied by an interview.Dissertation (MEd)--University of Pretoria, 2010.
Educational Psychology
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Gross, Amber D. "Screening preschoolers for autism with behavior rating scales /." 2009. http://digitalcommons.wku.edu/theses/53.
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ZHOU, WEN-JUN, and 周文君. "A case-control study of attention deficit hyperactivity disorder: The application of activity scales, behavior checklist, and parent-child relationship questionnaire." Thesis, 1992. http://ndltd.ncl.edu.tw/handle/88010477431891148030.
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Montagna, Diana Raquel Ferreira. "Ansiedade dentária em crianças : a importância da sua gestão na consulta de odontopediatria." Master's thesis, 2014. http://hdl.handle.net/10400.14/15318.
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A gestão da ansiedade dentária em crianças no decurso das consultas de Odontopediatria torna-se essencial para um maior sucesso dos tratamentos dentários. Assim, pretende-se avaliar os níveis de ansiedade manifestados pelas crianças face ao tratamento dentário e, simultaneamente, avaliar o grau de dor descrito no mesmo contexto clínico, de modo a relacioná-los diretamente com experiências prévias e outros fatores etiológicos de interesse, nomeadamente faixa etária, género, ansiedade parental e condição socioeconómica e, finalmente, ponderar o efeito destes fatores na saúde oral infantil.
O estudo é realizado numa população de crianças dos 8 aos 14 anos, que frequentam a consulta de Odontopediatria da Clínica Dentária Universitária de Viseu, a partir de um questionário que recorre a duas escalas de autoavaliação de ansiedade e dor, respetivamente, a Faces Version of the Modified Child Dental Anxiety Scale e a Wong-Baker Faces Pain Scale. Para além destas escalas abordam-se ainda questões relativas aos hábitos de higiene oral e averigua-se o estado de saúde oral através do Índice CPOD ou cpod (Dentes Cariados, Perdidos e Obturados), consoante se trate de dentes permanentes ou dentes decíduos.
No geral, 76% da amostra estudada apresenta pouca ansiedade, no entanto as crianças entre os 8 e os 11 anos possuem maior nível de ansiedade comparativamente às de idade superior a 12 anos. Comprovou-se o impacto das experiências negativas prévias nas consultas subsequentes, U= 192,000, p< 0,001, além da maior suscetibilidade à dor, rs = 0,545, p< 0,01. A injeção de anestesia local demonstrou-se responsável por 90% de ansiedade e da sintomatologia dolorosa nas crianças.
Os comportamentos ansiosos e não cooperantes no decorrer das consultas de Odontopediatria estão dependentes da faixa etária, das experiências médico-dentárias anteriores e do limiar de dor de cada criança, sendo que os procedimentos dentários mais invasivos estão associados a maior manifestação de ansiedade e dorThe management of dental anxiety in children during the appointments of Pediatric Dentistry is essential to the further success of dental treatments. Thus, we intend to assess levels of anxiety expressed by children during dental treatments and, simultaneously, assess the degree of pain described in the same clinical context, in order to relate them directly with previous experiences and other etiologic factors of interest, including age, gender, parental anxiety and socioeconomic status, and finally, deliberate the effect of these factors on children's oral health. The study is conducted in a population of children from 8 to 14 years, who attending the Pediatric Dentistry appointments of Dental Clinic University in Viseu, applying a questionnaire that uses two self-report scales to measure anxiety and pain, respectively, the Faces Version of the Modified Child Dental Anxiety Scale and the Wong - Baker Faces Pain Scale. In addition to these scales, we address issues relating to oral hygiene habits and we ascertain the state of oral health by the CPOD or cpod Index (Carious, Missing and Filled Teeth), depending whether it is permanent or deciduous teeth. Overall, 76% of the sample shows slight anxiety, however children between 8 and 11 years have a higher level of anxiety compared to those aged over 12 years. It was shown the impact of previous negative experiences in subsequent appointments, U = 192.000, p <0.001, in addition to increased susceptibility to pain, rs = 0.545, p <0.01. The injection of local anesthesia has been shown responsible for 90% of anxiety and pain symptoms in children. Anxious and uncooperative behaviour in the Pediatric Dentistry appointments are dependent on early ages, the previous dental experiences and the pain threshold of each child, and the more invasive dental procedures are associated with higher expression of anxiety and pain.