Dissertations / Theses: '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.

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Horton, 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.

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The purpose for the study was to focus on teachers of students with emotional disabilities. This population of students presents daily challenges resulting in teachers feeling inadequate and seeking changes in their career field. Data was collected from a questionnaire and interviews of teachers and students from self-contained K-12 classrooms at four schools in Southern Arizona. The questionnaire contained two domains, Personal and General Efficacy Beliefs. Qualitative methods were utilized to analyze the responses, resulting in three major themes: (a) age, gender, and years of experience do not impact a teacher's sense of efficacy, (b) professional development should allow teachers to meet and share concerns associated with Emotionally Disabled (ED) students with their peers, and (c) teacher preparation programs should include general and special education training and additional practicum or student teaching requirements. Finally, recommendations for school districts, professional development, and teacher preparation programs are discussed to address the retention of teachers of students with emotional disabilities.

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Hardin, 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.

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Women in general have been historically overlooked in society and, more recently, in research females with emotional and behavioral disabilities (EBD) have been unnoticed (Rice, Merves, & Srsic, 2008). The purpose of the current study is to build a foundation of knowledge and practices for educators and researchers to better support and education this unique population of females. To better understand females with EBD, the researcher imposed a three-phase study, situated in two frameworks—the Culturally Responsive Theory Framework (Wlodkowski & Ginsberg, 1995) and the Participation-Identification Model (Finn, 1989), to look into the predictors of school engagement for females with EBD. In the first phase the researcher utilized quantitative data from the National Longitudinal Transition Study 2 to build three structural equation models (SEM) on the predictors of school engagement for students with EBD. Results and procedures are discussed for each SEM created. During phase two the researcher shifted the focus to females with EBD and interviewed six current females with EBD, ages 14-17. The participants were engaged in separate interviews that allowed the researcher to uncover additional variables necessary for females with EBD to engage in the school setting. The third phase consisted of an intersection of phases one and two to create a newly developed SEM model for females with EBD merging the interviews and the SEM built in phase one. The newly developed SEM is provided for future research, as well as are the provision of recommendations and implications of the results from the study.
Ph.D.
Doctorate
Education and Human Performance
Education; Exceptional Education Track

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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.

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This multiple case study describes students who are highly emotionally competent yet have learning disabilities. The study sheds light on how such students perceive their educational experience and begins to answer inter-related questions, such as how emotional strengths assist with learning disabilities. A multiple case study design was used. The participant group ranged from 11 to 16 years of age and came from two separate schools which actively work with students diagnosed with learning disabilities. The study was divided into two phases. In the first phase, the Mayer—Salovey—Caruso Emotional Intelligence Test-Youth Version (MSCEIT-YV) was given to students in the two participating classes. The two students from each class who achieved the highest scores on the MSCEIT-YV were then asked to participate in the second phase of the study. Here, the researcher conducted observations of the participants within the school environment. Additionally, the participants attended a semi-structured interview, with interview questions based on the MSCEIT-YV and school related scenarios. Themes that emerged were then analyzed and compared within and between cases as well as with emotional intelligence research. Case study descriptions emerged from this analysis and a brief follow up interview was conducted with one family member and the participating student as a means of sharing and verifying findings. Participants revealed varying ability with emotional intelligence. However, all students demonstrated strong abilities with the ‘Strategic Emotional Reasoning’ Skills associated with Mayer, Salovey and Caruso’s (2004) theory of emotional intelligence. Moreover, all students showed a strong ability to use their emotional intelligence to improve academic functioning, with one student in particular displaying outstanding abilities and insights into emotional intelligence. The study contributes to our understanding of the complexity of ability and disability that can exist within students diagnosed with learning disabilities; this understanding, in turn, may be reflected in how these students are perceived and understood by researchers and teachers alike.

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Spencer, 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.

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Shriver, 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.

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Shriver, 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.

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Anderson, Sherriese S. "Social Worker Experiences Serving At-Risk Youth With Emotional and Behavioral Disabilities." Thesis, NSUWorks, 2016. https://nsuworks.nova.edu/fse_etd/97.

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This dissertation was a qualitative study of school social workers who worked with special needs adolescent youth with emotional and behavioral disabilities in a public high school. This study centered on the experiences of 10 social workers in a public high school in New Jersey. All 10 school social workers were interviewed individually to uncover (a) how they perceived the school social worker's role within the public school setting, (b) the lived experiences of school social workers who worked with special needs youth with emotional and behavioral disabilities, and (c) why they desired to continue working with at-risk special needs youth based on their own experiences? Besides one-to-one interviews, each social worker completed a survey and wrote a personal statement reflecting on his or her work as a school social worker in the research setting. The researcher conducted interviews of each social worker at a mutual location decided by the researcher and the social worker. Results and findings may decrease misunderstandings and inconsistencies in the literature regarding school social workers and their role as they work with at-risk special needs youth in public schools. Social work practice and public school administrators may acquire new knowledge regarding the social worker's desire to continue working with this population group. The study should also contribute to existing literature regarding school social workers, adult social support, at-risk youth, special needs youth with emotional and behavioral disabilities, and qualitative studies aimed at understanding the lived experience working with the at-risk youth population. At the same time, this study should increase the researcher's personal and professional growth of how this population group perceived and acclimated to social work experiences.

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Patton, Alison. "General Education Teachers' Perceptions About Inclusion of Students with Emotional-Behavioral Disabilities." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4811.

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Some general education teachers do not have the training, tools, and supports to work with the diverse needs of students with emotional-behavioral disabilities. The purpose of this case study was to develop a deeper understanding of how general education teachers perceive students with emotional-behavioral disabilities to better understand the issues related to effectively work with these students in the classroom. The conceptual framework for this study was Ajzen's theory of planned behavior. Fifteen general education teachers' definitions of an emotional-behavioral disability, perceptions of students with emotional-behavioral disabilities, training and supports by the school districts, and descriptions of classroom interactions were explored. Data analysis of the interviews included QSR NVivo software followed by a secondary analysis of identifying codes and theme. From the results, participants defined emotional-behavioral disabilities as spectrum conditions, displaying externalized and internalized behaviors, and as students who tend to be disruptive and behaviorally challenging in the general education classroom. Participants identified difficulties in building relationships with students. Participants also identified the need for more professional development and administrative support in the classroom. Interactions with students with emotional-behavioral disabilities were identified as challenging and unpredictable. This study may contribute to positive social change by identifying teachers' perceptions of students with emotional-behavioral disabilities, helping teachers to reflect on their perceptions, and identifying needed supports for teachers working with students. Educators and administrators may use the results to make informed decisions about trainings needed for general education teachers working with students with emotional-behavioral disabilities.

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Corbett, Nicole. "Administrative Leadership to Build Capacity for Inclusion of Students With Emotional Disabilities." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3599.

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In a New England school district, students with emotional disabilities (SWED) were educated in the most restrictive educational placement outside the general education classroom at higher rates than any other disability group The purpose of this qualitative, instrumental case study was to explore administrators' and teachers' perceptions regarding campus and district level systems and structures, professional development (PD) available, and the role of administrators in building capacity for the inclusion of SWED in the general education classroom. Vygotsky's theory of social development, Knowles's theory of andragogy, and Knoster's model for leading and managing complex change provided the theoretical framework for this study. A district-wide anonymous questionnaire was followed up by semistructured interviews with 4 special educators, 4 general educators, and 4 administrators. Criteria for the purposeful selection of interview participants included graduation from a 4-year university teacher education program and a minimum of 4 years teaching or administrative experience in an inclusive environment. Data were coded and investigated for themes and patterns. Three primary themes emerged: the need to adequately staff and improve fidelity to existing systems and structures, creation and implementation of practical and theoretical PD regarding SWED, and development of cohesive systems embedded in a culture that supports a sense of belonging for all students. This study will provide district administrators with resources to construct differentiated PD to build capacity for inclusion of SWED, creating positive social change by providing equitable access to instruction for all students.

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Jones, 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/.

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Developing effective literacy skill has become an increasingly critical skill in today's information age. Students with emotional/behavioral disorders (E/BD) routinely lack these skills and are not being taught how to read effectively. The field of special education needs more comprehensive and specific information about how to most effectively teach reading skills to students with E/BD. When reading interventions are conducted using student with E/BD, the interventions are generally drawn from the LD field. The assumption is that the reading interventions that have worked with students with LD will work equally well with the E/BD population. This study performed a meta-analysis to examine whether reading interventions are equally effective on the E/BD and LD populations. In addition, it will examine whether the instruction mode (e. g., peer, self, or teacher directed), gender, or grade group affects the success of the intervention. The meta-analysis found that the reading interventions for both disability groups had high effect sizes. In addition, neither disability group, teaching method, gender, nor grades were predictive of the variance in the effect size. These results indicate that reading programs that have been designed for students with LD are also effective for students with E/BD and furthermore, reading programs can improve the academic achievement of students with behavioral disorders. Recommendations for teacher training and future research are given based on these results.

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Simpson, Leon Mark. "The emotional landscape of working in a learning disability service." Thesis, University of Hertfordshire, 2013. http://hdl.handle.net/2299/10615.

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Aims: The UK policy documents ‘Valuing people’ (DOH, 2001) and ‘Valuing people now’ (DOH, 2009) presaged a new direction in learning disability services: towards a human-rights model of care with the underlying principles of rights, choice, inclusion, freedom and independence. However, despite such legislative changes, a recent review (DOH, 2008a) candidly described that people with learning disabilities have greater need for healthcare than other people, yet have worse access to the care that they actually need and poorer health outcomes. Whilst some research has explored this from the perspective of people with learning disability (Jones & Donati, 2009; Jones & Parry, 2008) there is significantly less from the perspective of support workers. This research seeks to examine the emotional and psychological experience of support workers in learning disability services. Although research has explored the experience of support workers from the perspectives of ‘stress’ and ‘burnout’, there is a dearth of research in areas such as emotions, sense-making, their constructing of systems, relationships and their underlying motivations. Method: Semi-structured interviews were carried out with seven support workers from three learning disability care homes. Verbatim transcripts of interviews were then analysed using Interpretative Phenomenological Analysis (IPA). Results: The analysis produced two superordinate themes, both with two main themes. The superordinate theme ‘Emotional Motivation’ had the main themes ‘Personal Fulfilment and motivation’ and ‘The Emotional Struggle’. The superordinate theme ‘Demands and Coping’ had the main themes ‘Safety and Conflict within Coping’ and ‘Persecution and Protective Positions’. Implications: This research suggests that the support worker role may evoke strong feelings of pleasure but also powerlessness, blame, deficit, injustice, responsibility and anger. Support workers seem to manage these emotions in various ways: such as compensating by striving to be the ‘ideal’ carer, protecting themselves by avoiding and not elaborating on difficulties, and also projecting their difficulties onto others. Problematically, this may reinforce a work culture in which no individual actually takes responsibility for the ongoing difficulties, conflict and struggles. Thus, political and legislative changes may be negated or ineffective unless addressed within the context of this dynamic; namely, the value, emotional and meaning systems within services, i.e. the nature of the relationship between the support worker and resident. Indeed, paid staff are often the only meaningful relationship that people with learning disability have in their lives. Such findings are discussed in light of existing theory, research and practice.

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Zimmerman, 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.

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Levy, 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.

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Maxville, 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.

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Daniels, 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.

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Ackland, 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/.

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Background: Through their experiences of stigma and discrimination, people with intellectual disabilities may develop negative beliefs about themselves and compare themselves negatively to others. This may make them more sensitive to criticism from others. In addition, receiving praise may be discrepant with the self-views of people with intellectual disabilities and they may be less likely to benefit from praise. Being distressed by criticism has been associated with vulnerability to mental health difficulties in the general adult population. It is not known how people with intellectual disabilities perceive and experience criticism and praise. Method: Two study groups were recruited; one with intellectual disabilities, one without. The praise and criticism task (PACT) was developed for the study. Participants were presented with ten scenes in which they were asked to imagine someone saying something positive (praise) or negative (criticism). Following the presentation of each scene, participants were asked about their emotions, beliefs, thoughts and actions. Results: People with intellectual disabilities were more likely to believe and be distressed by criticism. Contrary to predictions, this group were also more likely to believe and experience positive affect in response to praise. No differences were found in the frequency of self-supporting thoughts or actions reported in response to criticism. Conclusions: The results may represent a difference in the way people with intellectual disabilities develop their sense of self and may suggest that the self-perceptions of this group are more dynamic and reliant on the views of others. In theory, such sensitivity could make people more vulnerable to mental health difficulties. On the other hand, the possibilities for positive influence have implications for psychological and social interventions.

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Tucci, 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.

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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf
Bachelors
Education
Physical Education

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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.

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A phenomenological study was conducted to investigate the experiences of school principals, who exceeded district standards on standardized performance evaluations, in providing effective educational programs for students with emotional and behavioral disabilities (EBD) in an urban setting. The aim of this study was to identify common experiences, practices, or attitudes regarding students with EBD, and their teachers, among school principals who qualified for the study. Data was be collected through principal interviews. Data results were coded, organized, and analyzed using a systematic method of phenomenological analysis to find general themes that speak to the essence of the experience.
ID: 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

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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/.

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Higgins, 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.

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Inadequate 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.

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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.

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Dissertation (Ph.D.) -- The Institute for Clinical Social Work, 1996.
A dissertation submitted to the faculty of the Institute of Clinical Social Work in partial fulfillment for the degree of Doctor of Philosophy.

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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.

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Previous research has explored the applicability of Weiner’s (1986) attributional model of helping behaviour to support workers of people with learning disabilities regarding challenging behaviour using optimism as a measure of the expectancy of success. No research has investigated the applicability of Weiner’s (1993) attributional model of helping behaviour to this group which gives a role to attributions of responsibility. Other research has found that self efficacy affects emotional response to challenging behaviour. The aim of the current research was to examine the relative applicability of these two theories to support workers regarding challenging behaviour using self efficacy as a measure of the expectancy of success. Method A total of 88 support workers completed measures addressing causal attributional dimensions, emotional reactions, attribution of responsibility, self efficacy and willingness to help in response to each of three vignettes regarding the challenging behaviours of aggression, self injury and destruction of property. Data was analysed using Spearman’s r correlations. Results None of the hypothesised significant correlations were found between measures of causal attributional dimensions and measures of responsibility or self efficacy. Attributing responsibility for the development of a challenging behaviour to the person engaging in it was significantly positively correlated with negative emotion. Self efficacy was significantly negatively correlated with negative emotion and significantly positively correlated with willingness to help. Emotional reaction was not significantly correlated with willingness to help. Conclusions The results provided little support for Weiner’s (1993) attributional theory of helping behaviour but provided more support for the expectancy of success aspect of Weiner’s (1986) theory and indicated that self efficacy is a useful measure of the expectancy of success. No firm conclusion could be drawn as to whether the failure to find significant correlations between causal attributions and other aspects of the theories was a genuine finding or due to the modified use of the Challenging Behaviour Attributions scale. It is concluded that a measure specifically designed for measuring causal attributional dimensions in this area is required. It is also concluded that low self efficacy may contribute to the development and maintenance of challenging behaviour via its impact on support workers’ intent to help. Efforts should therefore be made to raise support workers’ self efficacy by altering the perceived cause of challenging behaviour and highlighting to support workers the role of their level of effort, adherence to support plans and the role of any temporary external factors in the development and maintenance of challenging behaviour.

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Kim, 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.

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Ware, 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.

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Thesis (Ph. D.)--Ohio State University, 2005.
Title 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

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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.

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Students 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 9^th grade negatively predicts graduation for both groups. Specifically for students with ED, student attendance at special education meetings was statistically significant for predicting graduation.

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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.

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Vamvakousis, Zacharias. "Digital musical instruments for people with physical disabilities." Doctoral thesis, Universitat Pompeu Fabra, 2016. http://hdl.handle.net/10803/395189.

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Playing a musical instrument has been shown to have a positive impact in the life of individuals in many different ways. Nevertheless, due to physical disabilities, some people are unable to play conventional musical instruments. In this dissertation, we consider different types of physical disabilities and implement specific digital musical instruments suitable for people with disabilities of each type. Firstly, we consider the case of people with limited sensorimotor upper limb functions, and we construct low-cost digital instruments for three different scenarios. Results indicate that the constructed prototypes allow musical expression and improve the quality of life of these users. Secondly, we consider disabilities such as tetraplegia or locked-in syndrome with unaffected eye-movements. For individuals with such conditions, we propose the EyeHarp, a gaze-controlled digital music instrument, and develop specific target selection algorithms which maximize the temporal and spatial accuracy required in music performance. We evaluate the instrument on subjects without physical disabilities, both from an audience and performer perspective. Results indicate that the EyeHarp has a steep learning curve and it allows expressive music performances. Finally, we examine the case of brain-controlled music interfaces. We mainly focus in auditory event related potential-based interfaces. In particular, we investigate and evaluate how timbre, pitch and spatialization auditory cues affect the performance of such interfaces.
Se 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.

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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.

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This program evaluation is focused on the social skills instructional processes of a separate day school for students with emotional disabilities (ED) in Upstate New York. The CIPP model of program evaluation was used to highlight the processes involved with the school’s program, specifically teacher led social skills instruction. To determine the program’s quality of social skills instruction multiple forms of qualitative data were collected. Teacher interviews and multiple classroom observations allowed for a humanistic approach to understanding teacher’s perceptions, practices, and beliefs regarding social skills instruction. This constructivist research design allowed for a comprehensive understanding of the current programing and instructional strategies for students requiring the highest level of academic and behavioral supports, while providing increased practicality in implementing potential recommendations. The data indicated four themes impacting New Horizon’s ability to successfully meet the needs of their students: teachers feel unprepared to implement and assess social skills; teachers are not receiving targeted professional development on social skills strategies; teachers are utilizing some evidence-based instructional strategies during social skills lessons; and teachers do not have access to the necessary resources to implement and assess social skills for students with ED. A delegation of roles and responsibilities, facilitated collaboration opportunities, and professional development opportunities could potentially mitigate teacher misconceptions, motivation, and fidelity of implementation of evidence based instructional social skills strategies for students with ED.

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Clark, 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.

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The Individuals with Disabilities Education Improvement Act (IDEA, 2004) requires a free appropriate public education (FAPE) for students with disabilities in the least restrictive environment (LRE) with access to the general curriculum. The No Child Left Behind Act of 2001 (NCLB) emphasizes academic achievement for all students in public schools, and the use of challenging assessments to improve the quality of instruction. Because students with emotional disabilities (ED) are more likely to attend special day schools outside of the public school setting, and less likely to be instructed in general education classrooms (U.S. Department of Education, 2006), the professional responsibilities of teachers within special day schools must be addressed. The researcher examined the professional responsibilities and professional needs of teachers in special day schools, and how their administrators support them. Data were collected through a qualitative design using focus group methodology. Major findings that emerged regarding professional responsibilities were categorized as (a) knowing content, (b) designing instruction, (c) assessing student learning, (d) monitoring student behavior, (e) communicating with parents and agencies, and (f) remaining current through professional practices. Findings regarding the professional needs of teachers included improved professional development practices, and administrative support. Data revealed that teachers believed their administrators support them when they provide performance appraisal and offer opportunities for collegial support and collaboration. The findings suggest that (a) most of these special day school teachers were non-traditionally prepared special educators; (b) these teachers were challenged in achieving and maintaining instructional focus; (c) despite multiple challenges they were highly motivated; and (d) were provided insufficient instructional support. Considering the current national trend regarding the improvement of academic performance for all students, high stakes assessment, and accountability, more attention should be paid to preparing teachers in private day school for academic programs while still addressing the behavioral, social, and emotional needs of students. Joint participation in professional development activities would be beneficial and welcomed by these private day school teachers.
Ed. D.

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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.

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Meyer, 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.

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Gischel, 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.

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Students with emotional and behavioral disorders (EBD) have traditionally been educated in self-contained special education settings. Recent legislative changes such as the No Child Left Behind (NCLB) Act of 2001 and the Individuals with Disabilities Education Act (IDEA) 2004 have led to increased inclusion of students with EBD in general education classrooms. Because of these changes, general educators need to know which research-based interventions are effective in improving academic performance with these students. This systematic review examined the literature to identify research-based effective interventions for students with EBD served in general education settings. Studies included in this review had to meet the following criteria: research sample includes students identified with EBD as their primary disability who are being educated full time in general education settings; description of intervention and implementation are thorough enough to allow replication; documented relationship between intervention and academic performance is clearly established; and data documenting intervention effect is provided. The focus of interventions for students with EBD is too often only on controlling behavior, whereas this review focused on improving academics. Studies not meeting these criteria were excluded from the review. These inclusion and exclusion criteria were necessary to identify studies relevant to current practice of inclusion, as well as to provide information to educators on interventions having an effect on academic performance. Five studies met all inclusion criteria. Effective interventions included: writing instruction, discovery teaching, teacher modeling, cross-age tutoring, and guided notes. Nineteen studies met all inclusion criteria except setting, with intervention and data collection performed in self-contained special education classrooms. These studies suggest that peer-tutoring and self-management interventions may also be effective if introduced into general education classrooms. The study concludes by suggesting specific methodological criteria needed for future research in this area.
Ed.D.
Department of Educational Studies
Education
Curriculum and Instruction EdD

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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/.

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There are two areas of research into challenging behaviour that are, as yet, underexplored and yet important and likely to promote beneficial outcomes. First, there are very few studies of the persistence of challenging behaviour and predictors of persistence. In this thesis this question is addressed by studying challenging behaviour in people with the same cause for their intellectual disability, Fragile X syndrome (FXS). Second, the interrelationship between the quality of life of children with intellectual disabilities who show challenging behaviour, parental wellbeing and service use has not yet been explored. The relationships between these factors are explored in a large scale survey. Challenging behaviour was found to be highly persistent in FXS and predicted by the presence of autism spectrum disorder. For the second question posed, impulsivity, a behavioural correlate of challenging behaviour, but not challenging behaviour alone, was predictive of parental emotional wellbeing. Behavioural correlates of challenging behaviour and parental emotional wellbeing were related to the quality of life of children with intellectual disabilities. Finally, parental anxiety and the child’s age were strongly associated with access to mental health and social services. The results have important implications for the targeting of individualised early intervention strategies at children at high risk and which can effectively support children with intellectual disabilities and challenging behaviour in order to enable families to experience better quality of life.

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Kazee, 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.

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Walter, 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.

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Marino, 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.

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This 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.

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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.

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The dissertation is based on the theoretical perspective of developmental psychopathology and focuses on emotional problems and their change in adolescents with learning disabilities at ages 12 to 15. The aim of the dissertation is to identify the importance of learning disability as a risk factor and other individual and interpersonal factors for emotional problems in adolescence. The study assessed 95 adolescents with learning disabilities and 93 peers without learning disabilities, thereby evaluating their emotional problems, self-perceptions, friendships, perceived social support from peers, parents and teachers as well as bullying experience. It was found that adolescents with learning disabilities had more emotional problems compared with their peers, but only at age 12-13, not at age 14-15. The main predictor of emotional problems after two years was bullying experience, although the results indicate that the same level of bullying was experienced by both groups. Learning disability as a risk factor contributes to emotional problems but only in combination with other interpersonal factors, namely the number of good friends and bullying experience; learning disability enhances vulnerability for emotional problems. The results of the dissertation call for recognition of the relevance of interpersonal factors, bullying experience in particular, for the emotional well-being of adolescents with learning disabilities.
Disertacijoje, 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.

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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.

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Mahon, 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.

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One result of the school reform movement has been changes in the teacher licensure programs. There has been a development of certain expectations in the quality of educators as well as in the educational services that are to be disseminated to students with special needs. Many states have restructured their licensure programs for special education teachers in order to adjust for the changing criteria for "high quality" teachers and to meet the demands due to shortages in the field and the current mandate for quality teachers. The state of Indiana changed its licensure requirements to incorporate a more generalist format. Categorical licenses, including ED have been discontinued in the area of special education. Teaching students with ED differs significantly than teaching other disability areas. This licensure change has resulted in fewer academic requirements in the area of ED. Therefore the new licensure format may result in less adequate preparation for future teachers to meet the diversity of needs experienced by this disability area. The level of training does effect the knowledge and skills teachers will have and their ability to provide appropriate services and placements for students with ED. Further, job stress for special education teachers of ED is a well documented role-related concern which has been linked to the levels of training and the intensity of student needs. The high attrition rate of special education teachers impacts the quality of services that students receive by limiting the growth in expertise that develops with experience. More appropriately trained teachers possess higher the quality of skills and knowledge which can be related to the quality of services provided to students and outcomes. The results of the study indicate that the more participants believed that their training was adequate, the more they were likely to believe that teaching students with ED requires a specific knowledge and skills and less likely to agree with IPSB's decision to eliminate skills associated with the categorical license program. This was a replication study and the findings supported the results of the earlier study completed by Braaten, Ulman, Merbler, and Polsgrove (2001).
Department of Special Education

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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.

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Hunt, 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.

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This study explored the K-12 teacher-student relationship (TSR) by identifying strategies that teachers use to influence students with emotional disabilities' (EDs) school experiences socially, academically, and behaviorally (SAB). The identified strategies were organized around the four phases (appraisal, testing, agreement, and planning) of building teacher-student relationships. 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. Data analysis included inductive and deductive coding of the transcribed interviews to identify strategies that teachers use to influence students with EDs SAB and to align the identified strategies within the four phases of building TSRs. Findings of the study suggest five key strategies that teachers are using to influence students socially, five key strategies that teachers are using to influence students academically, and eight key strategies that teachers are using to influence students behaviorally. Additionally, five strategies aligned within the appraisal phase, six strategies aligned within the agreement phase, nine strategies aligned within the testing phase, and nine strategies aligned within the planning phase. The results of this study could provide further insight to scholars 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).
Doctor 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).

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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/.

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Children and Adolescents with emotional and behavioral disabilities (EBD) are often involved in aggression, acting out, bullying, violence, substance abuse, and juvenile crime. However, the limited Korean studies have focused primarily on bullying of students with developmental disabilities or intellectual disabilities. Therefore, the current study aimed to explore contributing factors to traditional bullying and cyberbullying in Korean children and adolescents with EBD. The current study surveyed 112 students with EBD between ages of 10 and 15 and their parents (guardians). The results revealed that internalizing problem behaviors including anxious/depression, withdrawal/depression, and somatic problems significantly affected traditional bullying victimization of Korean students with EBD. The peer support was a significant factor affecting cyberbullying victimization. Furthermore, the maternal psychological control was a meaningful factor affecting perpetration at school and in cyber world. Based on the findings, the present study described implications regarding prevention and intervention programs for addressing traditional bullying and cyberbullying victimization and perpetration.

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Hollingshead, 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.

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Samalot-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.

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Aker, 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.

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du, 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.

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The purpose of this study was to identify characteristics pertaining to emotional intelligence (EI) that parents and Foundation Phase teachers may use when supporting learners with autism spectrum disorder (ASD) in an inclusive classroom setting. Teachers are facing various degrees of challenges due to the demands of a range of diverse needs attributable to the influx of learners with disabilities in the school system. Given the increase in the number of children diagnosed with ASD, research indicates that it is likely that teachers will encounter learners with ASD in their classes. Teachers are generally not trained to identify and cope with such a disability, as many requirements of these learners are beyond the services of a general school system. A multiple case study was conducted where the perspectives of a teacher and two parents were gained, in order to understand experiences with children with ASD from the participants' point of view. The primary aim of this study was therefore to provide both parents and teachers with listed characteristics of EI that they could utilise while supporting learners with ASD in households or the educational sphere. Findings illuminated the collective characteristics of learners with ASD, which include intense obsessions with a narrow range of subjects, repetitive routines, central coherence difficulties and problems with social-emotional functioning, communication and executive functioning. These indicators require specific responses from parents and teachers to effectively provide support to these learners. Qualities identified that relate to EI are patience, empathy, problem solving skills, working collaboratively with parents and being proactive. The main recommendation relates to specific training in EI skills, to prepare student teachers in supporting the growing number of learners with ASD in their classes.
Dissertation (MEd)--University of Pretoria, 2017.
Early Childhood Education
MEd
Unrestricted

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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.

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Introduction: Knowledge and attributions are frequently cited as variables which may help to understand staff responses to challenging behaviour in people with a learning disability. Previous research has found only partial support for Weiner‟s (1980, 1986) model of helping behaviour within a learning disability context. The study developed a clinical definition of „helping behaviour‟, and examined knowledge of challenging behaviour and the combination of attributions from Weiner‟s (1980, 1986) model in predicting staff helping behaviour. In addition the emotion regulation strategies of cognitive reappraisal and expressive suppression were investigated in moderating the relationship between attributions and helping behaviour, developing an overarching framework between attributions, staff stress and positive staff approaches to challenging behaviour. Method: One hundred and seven support staff completed self-report measures of knowledge of the term and management of challenging behaviour, causal attributions, emotion regulation style and behavioural response to challenging behaviour. Results: Knowledge and helpful attributions were significantly correlated with helping behaviour, however, when regressed onto helping behaviour, only knowledge significantly contributed to the variance. No significant correlations were found between emotion regulation styles and attributions. No moderating or mediating effect was found for emotion regulation styles on the relationship between attributions and helping behaviour.

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Castellanos, 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.

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Early Intervention (EI) services for children with developmental disabilities (DDs) and their families are central to helping children achieve their optimal developmental outcomes and to supporting parents in meeting their families' needs. Research evidence suggests that parent perceptions about the quality of the EI services their children receive are related to their beliefs of children's progress in EI. In the current study mothers' perceptions of their children's behavioural and emotional problems, mothers' parenting stress, and mothers' perceptions about the quality of the EI services their children receive were examined at two time points, approximately two years apart, in order to assess whether change occurred following EI. The relationship between parenting stress and mothers' perceptions about EI services was also analyzed. The data used for the current study are part of the larger longitudinal National Early Intervention Research Initiative. Significant differences were found in mothers' perceptions of their children's behavioural and emotional problems from Time 1 to Time 2. Parenting stress related to mothers' characteristics changed significantly from Time 1 to Time 2 (t(17) = 4.81 p = .00). Parenting stress related to child characteristics also changed significantly from Time 1 to Time 2 (t(17) = 4.21, p = .00). No significant relationship was found between parenting stress and mothers' perceptions of EI services at either Time 1 or Time 2. The results of the current study are discussed in comparison with previous research on EI. Limitations are acknowledged and recommendations are made for future research, given the implications of EI services for the wellbeing of children with DDs and their families.
Les 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.

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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.

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Investigations regarding age-related behavioral, emotional, and social differences between younger and older groups of children with NLD remain scarce (Ozols & Rourke, 1988; Casey, Rourke, and Picard, 1991; Pelletier, Ahmad & Rourke, 2001) and have shown mixed results regarding the direction and severity of internalized and externalized behaviors. The current study explored the behavioral, emotional, and social differences between two groups of children and adolescents. The "younger" group consisted of children between the ages of 6 and 10 years of age. The "older" group consisted of children and adolescents between the ages of 11 and 16 years. Seventy two patient charts were selected for this study (males = 41, females = 31). A one factor Multivariate Analysis of Variance was run to investigate externalized and internalized age-related differences between the two groups. No age-related differences were found indicating that younger and older children may manifest the behavioral, emotional, and social characteristics of NLD in a similar manner. Additionally, results indicated that more than half of the total sample had a comorbid diagnosis of Attention Deficit Hyperactivity Disorder. However, results did not suggest that children and adolescents with NLD are at an increased risk for internalized psychopathology. When the NLD group was compared to a pediatric sample, it was found that the NLD group was more likely to demonstrate explosive behaviors, anxiety, and self-esteem problems. Although no significant age-related differences were found in the current study, the investigation has implications for practice as information from this study may aid clinicians in making an earlier diagnosis of NLD in children and adolescents, as well as lead to better interventions.

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Dissertations / Theses on the topic 'Emotional disabilities'

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