Dissertations / Theses on the topic 'Emotional disabilities'
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Salm, Ruthann J. "Designing a goal attainment scale for students with emotional disabilities." Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998salmr.pdf.
Full textHorton, Barbara D. "Teachers of students with emotional disabilities: Personal characteristics and self-efficacy." Diss., The University of Arizona, 2003. http://hdl.handle.net/10150/289888.
Full textHardin, Stacey. "Predictors of School Engagement for Females with Emotional and Behavioral Disabilities." Doctoral diss., University of Central Florida, 2014. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/6288.
Full textPh.D.
Doctorate
Education and Human Performance
Education; Exceptional Education Track
King, Clea Larissa. "Concealed intelligence : a description of highly emotionally intelligent students with learning disabilities." Thesis, University of British Columbia, 2008. http://hdl.handle.net/2429/4133.
Full textSpencer, Alison. "Gender effects and aggressive challenging behaviour in people with learning disabilities." Thesis, Open University, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.390561.
Full textShriver, Jonathan S. "Factors contributing to the success of students with emotional and behavioral disabilities." Menomonie, WI : University of Wisconsin--Stout, 2005. http://www.uwstout.edu/lib/thesis/2005/2005shriverj.pdf.
Full textShriver, Jonathan S. "Factors contributing to the success of students with emotional and behavioral disabilities." Menomonie, WI : University of Wisconsin--Stout, 2007. http://www.uwstout.edu/lib/thesis/2007/2007shriverj.pdf.
Full textAnderson, Sherriese S. "Social Worker Experiences Serving At-Risk Youth With Emotional and Behavioral Disabilities." Thesis, NSUWorks, 2016. https://nsuworks.nova.edu/fse_etd/97.
Full textPatton, Alison. "General Education Teachers' Perceptions About Inclusion of Students with Emotional-Behavioral Disabilities." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4811.
Full textCorbett, Nicole. "Administrative Leadership to Build Capacity for Inclusion of Students With Emotional Disabilities." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3599.
Full textJones, Francesca. "Meta-Analysis of Reading Interventions for Students with Learning and Emotional Disabilities." Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc4866/.
Full textSimpson, Leon Mark. "The emotional landscape of working in a learning disability service." Thesis, University of Hertfordshire, 2013. http://hdl.handle.net/2299/10615.
Full textZimmerman, Mary. "Teacher perceptions toward including students with emotional behavioral disabilities in general education classes." Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006zimmermanm.pdf.
Full textLevy, Shari Lee. "An observational study of reading instruction of teachers for students with emotional/behavioral disorders /." Full text (PDF) from UMI/Dissertation Abstracts International, 2000. http://wwwlib.umi.com/cr/utexas/fullcit?p3004318.
Full textMaxville, Dale. "Social status and attributional style and their relationship to behavioral and emotional functioning among students with learning disabilities /." free to MU campus, to others for purchase, 2001. http://wwwlib.umi.com/cr/mo/fullcit?p3013001.
Full textDaniels, René Alice. "Ericksonian hypnosis and hypnotherapy : a case study of two primary school children experiencing emotional difficulties /." Link to the online version, 2005. http://hdl.handle.net/10019/1003.
Full textAckland, Lynn. "Coping with criticism and praise : the emotional well-being of people with intellectual disabilities." Thesis, University of Glasgow, 2011. http://theses.gla.ac.uk/2906/.
Full textTucci, Richard. "The Effects of Exercise and Teaching Intervention on Youth with Behavioral and Emotional Disabilities." Honors in the Major Thesis, University of Central Florida, 2000. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/682.
Full textBachelors
Education
Physical Education
Uhle, Thomas S. "Principals who exceed district standards improving outcomes for students with emotional and behavioral disabilities." Doctoral diss., University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5079.
Full textID: 030423383; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (Ed.D.)--University of Central Florida, 2011.; Includes bibliographical references (p. 238-246).
Ed.D.
Doctorate
Education
Kizner, Scott R. "Intellectual, educational and demographic characteristics of students with learning disabilities and serious emotional disturbances." Diss., This resource online, 1996. http://scholar.lib.vt.edu/theses/available/etd-06062008-160440/.
Full textHiggins, Claire F. "The preparation and self-efficacy of teachers of students with emotional and behavioral disabilities." Thesis, University of Massachusetts Boston, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10118495.
Full textInadequate preparation, combined with challenging work conditions, contribute to the shortage of skilled special educators in the United States (Levenson, 2011). Because teacher quality is linked to student achievement (Darling-Hammond, 2001), the discrepancy in access to qualified teachers has remained a serious issue, particularly for students with emotional and behavioral disabilities (EBD), whose intensive needs present great obstacles to learning. Although the research identifies strong content knowledge and social emotional competence as critical skills for educators (Bridgeland, Bruce, & Hariharan, 2012; Shulman, 1986), current standards for licensure (as they apply to EBD teachers) largely overlook these attributes (Massachusetts Department of Elementary and Secondary Education, 2011a), leaving teachers poorly equipped to address the needs of the students in their classrooms and making them more vulnerable to burnout (Adams, 2013).
This mixed methods study explored the issues of teacher preparation and self-efficacy as they relate to secondary special educators who serve students with EBD in Massachusetts. This research employed a sequential explanatory design, utilizing 118 surveys and six telephone interviews to: (a) identify how secondary special educators who teach students with EBD are prepared; (b) explore their self-efficacy regarding their ability to teach secondary level content and to respond to the social and emotional needs of their students; and (c) understand how they explain the factors that influence their self-efficacy in the classroom. Results revealed the limited effect of credentials (such as licensure and/or a degree) on EBD teacher self-efficacy as well as the impact of school culture. In particular, several implications emerged related to the preparation and support of this population of teachers: (a) content area credentials had no bearing on teacher self-efficacy and (b) special education credentials negatively impacted self-efficacy for teaching content, while (c) training in social and emotional learning positively impacted self-efficacy related to social emotional responsiveness and special education pedagogy. Additionally, results suggested that (d) private school employment increased self-efficacy for teaching content and (e) administrative support strengthened self-efficacy for applying special education strategies. Findings may be useful to school districts, educator preparation programs, and policymakers as they consider how to support educators in this field.
Sclufer, Anne. "Social-emotional disturbance in children with learning problems and a 15-point Wechsler performance IQ deficit." Click here for text online. The Institute of Clinical Social Work Dissertations website, 1996. http://www.icsw.edu/_dissertations/sclufer_1996.pdf.
Full textA dissertation submitted to the faculty of the Institute of Clinical Social Work in partial fulfillment for the degree of Doctor of Philosophy.
Williamson, Andrew Ian. "Cognitive emotional analysis of support workers' reaction to challenging behaviour in adults with learning disabilities." Thesis, University of Edinburgh, 2008. http://hdl.handle.net/1842/4295.
Full textKim, Jakyoung. "The relationship between behavioral and emotional functioning and social status among students with learning disabilities /." free to MU campus, to others for purchase, 1997. http://wwwlib.umi.com/cr/mo/fullcit?p9842544.
Full textWare, Sonya M. "Exploring vocational rehabilitation outcomes of African Americans with emotional and behavioral disabilities a national investigation /." Connect to resource, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1127238552.
Full textTitle from first page of PDF file. Document formatted into pages; contains x, 134 p. Includes bibliographical references (p. 125-134). Available online via OhioLINK's ETD Center
Mills, Bradley Scott. "Predicting Graduation| An Examination of the Variables that Predict Graduation for Students with Emotional Disabilities." Thesis, North Carolina State University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10708320.
Full textStudents with Emotional Disabilities (ED) graduate from high school at rates far below their peers. The completed study utilized archival data from former students’ special education folders and from a nondisabled comparison group to examine variables that had previously been studied in relation to graduation (e.g., repeating ninth grade, extracurricular participation) along with variables identified from the folders of the former students. The descriptive quantitative study identified variables that predicted graduation for individuals with ED and the differences between the variables for individuals with ED and the nondisabled group. The results indicated that GPA and extracurricular participation positively predicted graduation while the number of years spent in 9th grade negatively predicts graduation for both groups. Specifically for students with ED, student attendance at special education meetings was statistically significant for predicting graduation.
Crawley, Rowan. "A comparative study of staff members' experiences of challenging and offending behaviour by adults with learning disabilities within clinical and forensic services." Thesis, University of East Anglia, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.251662.
Full textVamvakousis, Zacharias. "Digital musical instruments for people with physical disabilities." Doctoral thesis, Universitat Pompeu Fabra, 2016. http://hdl.handle.net/10803/395189.
Full textSe ha demostrado que tocar instrumentos musicales tiene un impacto positivo en muchos aspectos de la vida de las personas. Sin embargo, debido a discapacidades físicas, a un gran número de personas les es imposible tocar instrumentos musicales tradicionales. En esta tesis doctoral consideramos diferentes tipos de discapacidades físicas e implementamos instrumentos musicales digitales adaptados a las capacidades de las personas que las padecen. En primer lugar, consideramos el caso de personas con discapacidad motora en los miembros superiores sensoriomotoras. Utilizando materiales de bajo coste implementamos prototipos en tres escenarios diferentes. Los resultados indican que los prototipos construidos permiten la expresión musical y mejoran la calidad de vida de los usuarios. En segundo lugar, consideramos discapacidades como la tetraplejia o el síndrome locked-in donde aun se conservan los movimientos oculares. En ese caso, se propone el EyeHarp, un instrumento que se controla con movimientos de los ojos. Hemos desarrollado algoritmos de selección que maximizan la precisión temporal y espacial requerida en la ejecución de instrumentos musicales y evaluamos el instrumento con gente sin discapacidades, desde la perspectiva de la audiencia y del músico. Los resultados indican que el EyeHarp tiene una curva de aprendizaje inclinada y permite interpretaciones musicales expresivas. Finalmente examinamos el caso de las interfaces musicales cerebro-ordenador. En particular, investigamos interfaces cerebro-ordenador basadas en potenciales relacionados con eventos auditivos. Investigamos cómo timbre, tono y espacialización afectan el rendimiento de dichas interfaces y proponemos y evaluamos interfaces musicales basadas en esta técnica.
Pritchard-Mitchell, Sara. "An Evaluation of Evidenced-Based Practice in a Separate Day School for Students with Emotional Disabilities." W&M ScholarWorks, 2019. https://scholarworks.wm.edu/etd/1563898777.
Full textClark, Susan Zivkovich. "Exploring the Professional Responsibilities of Educators in Special Day Schools Serving Secondary Students with Emotional Disabilities." Diss., Virginia Tech, 2006. http://hdl.handle.net/10919/30211.
Full textEd. D.
Christensen, Jennifer E. Bullock Lyndal M. "Female adolescents identified with emotional disturbance and adjudicated female adolescents a comparison of self-concepts /." [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-3689.
Full textMeyer, Tania. "A social work perspective on the socio-emotional experience of older persons with visual impairments." Thesis, Link to the online version, 2006. http://hdl.handle.net/10019/1112.
Full textGischel, Carolynne. "ACADEMIC INTERVENTIONS FOR SUCCESSFUL INCLUSION OF STUDENTS WITH MILD TO MODERATE EMOTIONAL/BEHAVIORAL DISABILITIES IN GENERAL E." Doctoral diss., University of Central Florida, 2008. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2442.
Full textEd.D.
Department of Educational Studies
Education
Curriculum and Instruction EdD
Karakatsani, Efthalia. "Challenging behavior, parental emotional distress, child quality of life and service provision in children with intellectual disabilities." Thesis, University of Birmingham, 2018. http://etheses.bham.ac.uk//id/eprint/8145/.
Full textKazee, Aline R. "AN EXAMINATION OF THE EFFECTS OF PHYSICAL EXERCISE ON AGGRESSIVE BEHAVIOR IN INDIVIDUALS WITH DEVELOPMENTAL DISABILITIES." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1260586961.
Full textWalter, Paulette C. Bullock Lyndal M. "A follow-up study of a masters program for teachers of students with emotional/behavioral disorders." [Denton, Tex.] : University of North Texas, 2008. http://digital.library.unt.edu/permalink/meta-dc-9014.
Full textMarino, Amy. "Effects of Outdoor-Based Adventure Education in Afterschool Programming for Students Struggling with Significant Identifiable Emotional Disabilities (SIED)." Thesis, Prescott College, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=1540685.
Full textThis study examined an existing afterschool, outdoor-based program called Challenge: Nature. This program worked with students in sixth-grade through eighth-grade, who had been recognized as struggling with characteristics of a Significant Identifiable Emotional Disability (SIED). The goal of the study was to identify the effect this program provided to the participants, as well as how new skills and knowledge were transferred from the afterschool setting to other domains of participants' lives, including at school, at home, and in social situations. The research consisted of an action research project using a mixed-methods approach, with existing data previously collected through the host organization. This approach included parent and student surveys, direct observation sheets, and data from the school district. The data collected spanned three years, from the program's conception, to the middle of the 2012-2013 school year. Through data analysis, this study provided an overview of the effects of the program and made suggestions based on the findings.
Skerytė-Kazlauskienė, Monika. "A Longitudinal Study of Emotional Problems in Adolescents with Learning Disabilities: the Role of Individual and Interpersonal Factors." Doctoral thesis, Lithuanian Academic Libraries Network (LABT), 2013. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2013~D_20131209_091546-16816.
Full textDisertacijoje, remiantis raidos psichopatologijos teorine perspektyva, analizuojami 12–15 metų paauglių, turinčių mokymosi sutrikimų, emociniai sunkumai ir jų kaita per dvejus metus; keliamas tikslas nustatyti emocinių sunkumų individualius ir tarpasmeninius veiksnius. Tyrime dalyvavo 95 paaugliai, turintys mokymosi sutrikimų, ir 93 jų bendraamžiai, neturintys mokymosi sutrikimų; įvertinti jų emociniai sunkumai, savęs vertinimas, draugystės aspektai, bendraamžių socialinė parama bei patyčios, tėvų ir mokytojų socialinė parama. Nustatyta, kad mokymosi sutrikimų turintys paaugliai turėjo daugiau emocinių sunkumų, ypač užsisklendimo, bet tik būdami 12–13 metų. Po dvejų metų emocinių sunkumų lygis grupėse nesiskyrė. Taip pat nesiskyrė patyčių patirtis grupėse, tačiau mokymosi sutrikimų turinčių paauglių grupei patyčių patirtis prognozuoja emocinius sunkumus po dvejų metų, o palyginamojoje grupėje – bendraamžių paramos stoka. Mokymosi sutrikimas kaip rizikos veiksnys yra reikšmingas emocinių sunkumų prognozei, bet tik kartu su kitais tarpasmeniniais veiksniais: draugų skaičiumi, patyčių patirtimi. Galima teigti, kad mokymosi sutrikimas didina paauglių pažeidžiamumą emociniams sunkumams. Disertacijos rezultatai įgalina pripažinti tarpasmeninių veiksnių, ypač patyčių patirties, reikšmę mokymosi sutrikimų turinčių paauglių emociniams sunkumams.
Blurton, J. E. ""Challenging" behaviours and vocalisations in children with learning disabilities : an examination of adults' attributions, behavioural and emotional responses." Thesis, University of Birmingham, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.529902.
Full textMahon, Tammy A. "Responses of teachers of students with emotional disabilities to student needs and the implications of licensure training requirements." Virtual Press, 2006. http://liblink.bsu.edu/uhtbin/catkey/1344200.
Full textDepartment of Special Education
Jones, Cheryl. "A cognitive-emotional analysis of the responses of care staff to challenging behaviour in people with intellectual disabilities." Thesis, University of Southampton, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.368154.
Full textHunt, Turonne Kalada. "Exploring the K–12 Teacher-Student Relationship: Strategies Teachers Use to Influence Students With Emotional Disabilities' School Experiences." Diss., Virginia Tech, 2021. http://hdl.handle.net/10919/104055.
Full textDoctor of Education
This study explored the K-12 teacher-student relationship (TSR) by identifying key strategies that teachers are using to influence students with emotional disabilities socially, academically, and behaviorally. Additionally, the identified strategies were organized around the four phases (appraisal, testing, agreement, and planning) of relationship building. This was a qualitative study that involved nine interviews with teachers (6 elementary, 1 middle, and 2 high school) from two school divisions (one rural and one suburban) in southwest Virginia. The findings of this study should provide scholars with additional research to support the need for teachers to use research/evidence-based strategies when working with students with EDs to assist the students in achieving better outcomes. Educational leaders and teachers are provided with strategies they can use when working with students with EDs to improve school related outcomes and build teacher-student relationships (TSRs).
Baek, Ji Eun. "Traditional Bullying and Cyberbullying in Korean Children and Youth with Emotional and Behavioral Disabilities: Examination of Contributing Factors." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc822744/.
Full textHollingshead, Aleksandra. "Broadening the Definition of Engagement for Students with Severe Disabilities: A Phenomenological Study of the Experts in the Field." University of Cincinnati / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1377866242.
Full textSamalot-Rivera, Amaury. "The effect of social skill instruction on sport and game related behaviors of children and adolescents with emotional or behavioral disorders." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1186774990.
Full textAker, Beth M. "A comprehensive study regarding school day inconsistencies and their effects on students with emotional and behavioral disorders and learning disabilities." Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008akerb.pdf.
Full textdu, Plessis Laura. "Using emotional intelligence to support learners with Autism Spectrum Disorder in the Foundation Phase." Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/60939.
Full textDissertation (MEd)--University of Pretoria, 2017.
Early Childhood Education
MEd
Unrestricted
Wishart, Judith. "Understanding staff responses to challenging behaviour in adults with a learning disability : the role of knowledge, attributions and emotion regulation style." Thesis, University of Edinburgh, 2011. http://hdl.handle.net/1842/6302.
Full textCastellanos, Prieto Mariela. "Behavioural and emotional problems, mothers' stress, and early intervention services for families of children with developmental disabilities over time." Thesis, McGill University, 2014. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=121547.
Full textLes services d'intervention précoce (IP) pour les enfants ayant une trouble d'envahissement de développement (TED) et leurs familles sont importants pour aider les enfants à atteindre leurs potentiels optimaux de développement et à aider les parents à répondre aux besoins de leurs familles. Les recherches indiquent que les perceptions des parents au rapport à la qualité des services d'IP reçu par leurs enfants sont liées à leurs croyances des progrès réalisés par les enfants dans l'intervention. Dans cette étude, les perceptions maternelles des difficultés comportementales et affectives des leurs enfants, les niveaux de stress parental, et les perceptions maternelles de la qualité des services d'IP reçu par leurs enfants ont été examinés deux fois, environ deux ans entre les évaluations, afin de juger si un changement est survenu à la suite de services d'IP. La relation entre le stress parental et les perceptions maternelles sur les services d'IP a été également analysée. Les données utilisées pour cette étude s'inscrit dans le cadre du National Early Intervention Research Initiative, un projet longitudinale nationale. Une différence significative a été observée dans les perceptions maternelles des problèmes comportementaux et affectifs des enfants entre la première et la deuxième évaluation. Le stress parental lié aux caractéristiques des mères a changé de façon significative entre les deux évaluations (t (17) = 4.81 p = .00). Le stress parental lié aux caractéristiques de l'enfant a également changé de façon significative entre les évaluations (t (17) = 4.21, p = .00). Aucune relation significative n'a été trouvée entre le stress parental et les perceptions maternelles des services d'IP. Les résultats de cette étude sont discutés par rapport aux recherches antérieures sur l'IP. Les limitations sont reconnues et des recommandations sont faites pour des futures recherches, étant donné les implications de services d'IP pour le bien-être des enfants ayant un TED et de leurs familles.
Goins, Joyce Elberta. "Age-related social, emotional, and behavioral differences in children and adolescents manifesting the symptom presentation of nonverbal learning disabilities." Diss., University of Iowa, 2012. https://ir.uiowa.edu/etd/3300.
Full text