Dissertations / Theses: 'Mentally ill children Testing'

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Shepherd, Melvin D. "A study using communcation practices, motivation principles and high performance learning strategies to aid students in the classroom with emotional disabilities." Menomonie, WI : University of Wisconsin--Stout, 2005. http://www.uwstout.edu/lib/thesis/2004/2004shepherdm.pdf.

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Tauschek, Kari L. "A comparison between the social and total self-concept of students in a school's emotional disturbance program and students not in the emotional disturbance program." Online version, 2001. http://www.uwstout.edu/lib/thesis/2001/2001tauschekk.pdf.

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Fausett, Yvonne Marie. "Elementary school children's stigmatization of children with mental illness /." View online ; access limited to URI, 2003. http://0-wwwlib.umi.com.helin.uri.edu/dissertations/dlnow/3115627.

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4

McGinty, Thomas J. "Reintegrating Students with Emotional Disturbance from Therapeutic Educational Placements to High Schools: Student and Adult Perceptions." Fogler Library, University of Maine, 2007. http://www.library.umaine.edu/theses/pdf/McGintyTJ2007.pdf.

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Logee, Ashley Shannon. "How home-based clinicians assess and assist parent(s) who experience changes in family dynamics post discharge of their pre-latency/latency age child's first psychiatric hospitalization : a project based upon an independent investigation /." View online, 2008. http://hdl.handle.net/10090/5909.

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Perreault, Kyle. "The educational implications of childhood onset schizophrenia." Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008perreaultk.pdf.

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7

Orrison, Nancy Lynn Robertson. "Adequate and appropriate intelligence testing of moderately mentally retarded children." W&M ScholarWorks, 1992. https://scholarworks.wm.edu/etd/1539618394.

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The intelligence of moderately mentally retarded (MR) children is difficult to assess because they often have concurrent physical or sensory impairments which adversely affect their test performance. The purpose of this study was to determine if necessary adaptations are made when assessing children who are moderately MR for educational placement in the State of Virginia.;A survey was sent to public school psychologists in the State of Virginia as identified by the 1990-91 roster obtained from the Virginia Department of Education. The survey inquired as to their normal methods of intelligence testing used with the moderately mentally retarded population. The results of the survey and a review of literature were used to determine methods of successful assessment of children who are moderately mentally retarded.;The results of the study indicate that more than one intelligence measure must be made to validate the results. The inclusion of adaptive behavior scales is necessary to satisfy the criteria for mental retardation. Modifications are often necessary to prevent physical handicaps from suppressing the child's scores on standard intelligence tests. What is needed are precisely stated modifications, included with standard intelligence tests, which accommodate for the needs of moderately mentally retarded children.

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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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9

Schafer, Mary Ann Lian Ming-Gon John. "Educational, behavioral, and familial background characteristics of students classified as seriously emotionally disturbed." Normal, Ill. Illinois State University, 1993. http://wwwlib.umi.com/cr/ilstu/fullcit?p9416870.

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Thesis (Ed. D.)--Illinois State University, 1993.
Title from title page screen, viewed March 8, 2006. Dissertation Committee: Ming-Gon John Lian (chair), E. Paula Crowley, Tom Caldwell, Jeffrey Hecht, Larry Kennedy, Elliott Lessen. Includes bibliographical references (leaves 89-105) and abstract. Also available in print.

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Bigley, Ambrea. "Use of MMPI-A to differentiate emotionally disabled from non-disabled individuals and those considered to be socially maladjusted." Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002bigleya.pdf.

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11

Mireau, Margaret Ruth. "The experience of women who are caregivers to their chronically mentally ill adult children." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ54734.pdf.

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Vilensky, Jesyca. "Exploring the experiences of mentally ill adult Jewish children caregiving for their aging parents." Thesis, Adler School of Professional Psychology, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10179058.

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As care for the elderly continues to be a significant social concern, this study examines the experiences, gratifications, and frustrations of adult children suffering from a mental illness and become the primary caregivers of their aging parent within the home. In addition, the study explored the role of trauma as part of the adult children's decision to become the primary caregivers of their aging parent. Adult children and their aging parents were of Jewish descent and currently residing in a large metropolitan area. A total of 9 adult Jewish children, 6 males and 3 females, were recruited from a non-profit, community-funded social service agency for this qualitative study. The nine participants were asked to complete a short demographic questionnaire, asked general background information, and were administered a semi-structured caregiving interview. The interviews were audiotaped, transcribed and analyzed using grounded theory methodology.

The major themes that emerged from this qualitative study provide insight into the adult child's experience as a caregiver with respect to their caregiving responsibilities, additional assistance from outside agencies or individuals, issues related to mental health and wellness, positive and negative aspects of the caregiving role, religion, and loss. Minor themes that emerged in the data were developmental task achievement and the impact of legal difficulties on the experience of caregiving. The results indicate that the adult child's role as the primary caregiver likely fulfills a purpose in this mentally ill adult child's life. There seems to be a relationship between the adult child's lack of normative development within the life cycle and adopting the role of caregiver. This role is also influenced by other factors such as trauma/stress, social constriction, parenting style, lack of support, and co-dependency between adult and child. Therefore, this study was able to provide a greater understanding of the factors that contribute to the trend of mentally ill adult Jewish children taking on the caregiver role for their aging parents.

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Kordt-Thomas, Chad Wayne. "Nature and quality of care two measures partially addressing impediments to adequate childcare for vulnerable children : a project based upon an independent investigation /." Click here for text online. Smith College School for Social Work website, 2007. http://hdl.handle.net/10090/990.

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Thesis (M.S.W.)--Smith College School for Social Work, Northampton, Mass., 2007
Thesis submitted in partial fulfillment for the degree of Master of Social Work. Includes bibliographical references (leaves 146-155).

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14

Mason, Elizabeth M. "Factor structure differences in cognitive abilities of LD and EH children." Virtual Press, 1987. http://liblink.bsu.edu/uhtbin/catkey/514851.

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Previous empirical studies have been inconsistent in the identification of cognitive differences between LD and EH children on psychoeducational assessment batteries. Furthermore, studies using multivariate procedures such as discriminant analysis have failed to verify the basic underlying assumption of homogeneity of variance-covariance matrices of the groups. Homogeneity of covariance can be assessed by comparing factor structures of the two groups.The purpose of this study was to investigate the cognitive differences between LD and EH children on a psychoeducational assessment battery Including the WISC-R, WRAT, PIAT, PPVT, and DVMI, typically used to identify the two exceptionalities. Differences In factor structures were investigated in an effort to clarify group differences in cognitive functioning, and to investigate the utility of multivariate analyses such as discriminant analysis with these two groups of children.The subjects were 1165 public school children, aged 6 to 16, referred for assessment and subsequently classified and served in special LD and EH programs. Four and five factor solutions were compared using the congruence coefficient to determine statistical similarities. The first three factors of each solution, Verbal Concepts, Verbal Achievement, and Visual Perceptual Reasoning, were found to be statistically similar in construct and interpretation. These results suggest that If the use of multivariate procedures in studying LD and EH group differences is limited to cognitive performance in the areas of verbal concepts, reading and spelling achievement, and visual perceptual reasoning skills, the results can be accepted as valid. The discriminant analysis would not likely be violating the homogeneity assumption.Differences were found in factor structures Involving the order of the factors extracted in terms of importance In explaining variance. Also, statistically significant differences were found between the factors Involving Math, Visual Motor, and Sequential skills, suggesting that multivariate analyses using these factors would likely violate the homogeneity assumption.Results indicate the presence of heterogeneity in the matrices of LD and EH children, and suggest caution in the interpretation of multivariate statistical analyses with these children. Violation of the assumption of homogeneity can invalidate statistical findings and their application to the study of group differences.

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Kelly, Esther Ellen Kuhn. "A qualitative analysis of the comprehension subtest of the WISC-R among emotionally handicapped and non-handicapped adolescents." Virtual Press, 1987. http://liblink.bsu.edu/uhtbin/catkey/483383.

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16

Atlas, Robin Michelle. "Treatment of mentally ill juvenile offenders in the criminal justice system." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2927.

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Mentally ill juveniles who are incarcerated in correctional facilities receive minimal or no treatment services. The research in this thesis determines that mentally ill juvenile offenders receive inadequate treatment. It also determined that juvenile correctional officers as well as others in the criminal justice system are not trained properly to deal with mentally ill juveniles.

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Hughes, Susan Maureen. "The effects of maternal psychiatric disorder on responsivity in the mother-child interaction and on the development of children's coping behaviour." Thesis, McGill University, 1993. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=41616.

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Since the turn of the century, there has been a general awareness that children raised by parents with psychiatric disorders remain at risk for psychopathology themselves. This research investigates the mother-child responsivity and coping behavior of high risk children. Two groups of mother-infant dyads (N = 60) (mothers with and without psychiatric disorders) were coded during a videotaped, semi-structured play interaction using the CARE-Index. Results indicated that mothers with psychiatric disorders were significantly less sensitive and more unresponsive with their children than normal mothers. Mothers with psychiatric disorders who had extreme levels of psychosocial stress were significantly less sensitive and more controlling than those mothers diagnosed as living under less stressful circumstances. Children of mothers with psychiatric disorders were significantly less cooperative with their mothers in the play interaction. The results indicated that children whose mothers had chronic psychiatric disorders demonstrated significantly less effective coping behavior on all subscales of the Early Coping Inventory. Implications for the identification and treatment of children at risk for psychiatric disorder are discussed.

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McFann, Mitchell Louis. "Relationship between profiles of attention and special education placement." Virtual Press, 1995. http://liblink.bsu.edu/uhtbin/catkey/1001183.

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19

Shepherd, Terry L. "Relationships between children who are emotionally disturbed and their families." Virtual Press, 1998. http://liblink.bsu.edu/uhtbin/catkey/1117124.

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The number of children identified as emotionally disturbed has been increasing. The success rate for these children has been disappointingly low in both their academic and post-academic lives. The purpose of this study was to investigate the relationship between children identified as emotionally disturbed and their families, and to recommend strategies and family services that could increase the success rate of this particular population.Information was obtained from two self-report instruments, FACES II and a Personal Information Questionnaire, and from social-developmental histories and psychoeducational evaluations. The Family Adaptability and Cohesion Scale (FACES II) is a 30-item, self-report instrument that scores a family's view of flexibility and cohesion on the Circumplex Model grid. The Circumplex Model of Marital and Family Systems is a family typology that is based on the family's degree of flexibility and cohesion. The Personal Information Questionnaire was a demographic instrument used to obtain marital status and economic factors. Grade levels and incidents of child abuse were obtained from social-developmental histories and psychoeducational evaluations.Data were collected from families with children identified as emotionally disturbed. A total of twenty-seven children, ages eight to eighteen, and one parent of each child were included in the study (N = 54). Responses to FACES II and items on the questionnaire were analyzed usingchi-square analysis.Seventy-four percent of the families were classified as dysfunctional based on their responses to FACES II. Less than half of these families rated as disengaged on the cohesion level and more than half of these families rated as rigid on the flexibility level. The school levels of these children were also significant. A higher percentage of families with children in high school were dysfunctional as compared with families with children in elementary school. Parent relational status was not significant. The functional level of the family was not affected if the parents were married, divorced, or widowed. A relationship did exist between families with children identified as emotionally disturbed and reported incidents of child abuse. The dysfunctional families had a higher rate of reported child abuse while those families who were more balanced had fewer reported incidents of child abuse. Finally, socioeconomic status was not a factor in the functional level of the families.Findings from this study may assist school personnel when providing services for children identified as emotionally disturbed and their families. Teachers of students who are emotionally disturbed and general education teachers who will service these students require an accurate understanding of the etiological factors associated with the development of a child identified as emotionally disturbed. By assessing the family's specific areas of strength and weaknesses, school and community services could be provided to meet the needs of the families and their children.
Department of Special Education

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20

Hunter, Robert A. (Robert Allan). "Evaluation of the Preparation for Adult Living Training Program for Severely Emotionally Disturbed Adolescents in a Residential Treatment Center." Thesis, University of North Texas, 1993. https://digital.library.unt.edu/ark:/67531/metadc278755/.

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The purpose of this study was to determine the effectiveness of the Preparation for Adult Living skills training program by measuring the learning gains and learning outcomes of students participating in the training. The quasi-experimental posttest control group design was used. A treatment sample of twelve students received the Preparation for Adult Living training. A nontreatment sample was selected by matching the characteristics of educational and reading level and the gender of twelve students with no previous independent living skills training with those of the treatment sample. Students in the treatment sample were tested for learning gains using the Preparation for Adult Living Test. Both the treatment and nontreatment sample were tested using the post-training Preparation for Adult Living Scale to determine the level of their learning outcomes. The Preparation for Adult Living Test results were analyzed using the t-test for correlated samples of pretests and posttests. The t-test for independent samples was used to analyze the Preparation for Adult Living Scale results to determine the students' learning outcomes. A Pearson r correlation coefficient was calculated for Preparation for Adult Living Scale scores to determine if a relationship existed between employment and the life coping skills of the treatment sample. The findings indicated that no learning gains were made during the training, but that the training had an impact on the students' post-training life-coping skills. A strong relationship was found between the specific life-coping and employment skills of the treatment sample. Investigation of the reliability and validity of the Preparation for Adult Living Test and Scale instruments was recommended.

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21

Kaul, James Davison. "Factors related to program adjustment and outcome in a residential treatment program for emotionally disturbed/delinquent adolescents /." The Ohio State University, 1986. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487265143146254.

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22

Sadavoy, Beth. ""Bearing the weight of a mother's mood" : does a history of depression influence a woman's attitudes about having children? : a project based upon an independent investigation /." View online, 2008. http://hdl.handle.net/10090/5925.

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23

Coltrane, Jelisa. "School personnel perceptions of the current level of interagency collaboration available for students identified as seriously emotionally disturbed, ages 5-18, within the Commonwealth of Virginia." Diss., This resource online, 1994. http://scholar.lib.vt.edu/theses/available/etd-06062008-171913/.

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Smith, Patricia Gallagher. "Classroom behaviors, academic achievement, and self-, teacher, and parent perceptions of elementary SBH and SLD children /." The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu148726460321664.

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25

Law, Hing-kiu Irene. "Help-seeking pathways of parents whose adolescent children manifest psychotic symptoms /." View the Table of Contents & Abstract, 2006. http://sunzi.lib.hku.hk/hkuto/record/B36785878.

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26

Aguirre, Rosa M. "PERSONAL LOSS AND MENTAL ILLNESS: CAN SOCIAL NETWORKS HELP YOUNG ADULTS AND PARENTS COPE?" Bowling Green, Ohio : Bowling Green State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1174922228.

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Pfaff, Aleisha. "Coping with the personal loss of having a parent with mental illness young adults' narrative accounts of spiritual struggle and strength /." Bowling Green, Ohio : Bowling Green State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1212702768.

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Shockley, Mary Ann. "The maternal perinatal scale as a predictor of future emotional disturbance and its relationship with the factor structure within the child behavior checklist." Virtual Press, 1993. http://liblink.bsu.edu/uhtbin/catkey/897478.

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The present study investigated the use of the Maternal Perinatal Scale (MPS) as an instrument for predicting group membership among normal versus emotionally handicapped children. An examination of neurological symptoms as they relate to specific behavioral factors within the Child Behavior Checklist (CBCL) was conducted, as well as an investigation of the relationship between factors within the MPS as predictors of specific behaviors within the CBCL. Subjects included 119 EH students and 211 normal subjects with a mean age of 10 years, 3 months. Samples were collected from a suburban midwestern area of approximately 800,000 population.Results of discriminant analyses indicated that the MPS items were able to predict group membership with 85.5% accuracy when the mother's history was included and 88.2% when the Childhood Checklist was added as additional data. Out of 66 possible factors, 22 yielded correlations which were significant at the .01 level.A significant relationship between the total number of neurological symptoms observed in a child and the degree of behavioral deviance as reported with the CBCL was an outstanding feature of this study. Nine of ten factors on the CBCL were correlated with the total NSI score at the .01 level of significance, with Attention Problems demonstrating the greatest degree of relationship. Canonical analysis of the MPS factors as predictors of specific CBCL subscales yielded vague results. Although several correlations were significant, the pattern of variance provided a minimal degree of interpretive utility.Future research stemming from these results would include further examination of the nature of relationships between perinatal factors and mother's history, as well as the incorporation of strategies to provide early intervention to infants and children at risk for future placement in the EH category. The MPS appears to offer promise as a tool for bringing consistency and replicability into the area of perinatal research, as well as serving to assist in the early identification of at-risk children. The prospect of predicting specific behavioral factors from perinatal variables continues to be a viable direction for future study.
Department of Educational Psychology

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Bradshaw, Keith Allan. "Integration of children with behaviour disorders : a comparative case study analysis in two Australian states /." [Milperra, N.S.W. : The Author], 1994. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030710.115447/index.html.

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30

Wells, Beth Sue. "The use of the Haak Sentence Completion Measure and the Child Behavior Checklist/Teacher Report Form by school psychologists in the identification of students with serious emotional disturbance /." Full text (PDF) from UMI/Dissertation Abstracts International, 2000. http://wwwlib.umi.com/cr/utexas/fullcit?p3004400.

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31

Winder, Deidre. "Pragmatic conversational skills of children identified as emotionally disturbed." PDXScholar, 1990. https://pdxscholar.library.pdx.edu/open_access_etds/4283.

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Communication refers to the conveyance of intended messages so that the listeners' attitudes, beliefs, or behaviors are changed. Communication through a language system may be thought of as the integration of the three components of content (semantics), form (syntax), and use (language in context or pragmatics). The corning together of content, form, and use in signs, words, phrases, and discourse is the essence of language development. The synergism of content/form/use makes up language competence, or knowledge. When children speak and understand a message, they have a plan that is knowledge of language and they use that plan for the behavior involved in speaking or understanding messages, (Bates, 1976; Bloom and Lahey, 1978).

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32

Taylor, Linda Diane. "A descriptive study of special education costs to local education agencies and program administrators' perceptions of quality in self-contained and regional programs for seriously emotionally disturbed students in the Hampton Roads area of Virginia." Diss., This resource online, 1990. http://scholar.lib.vt.edu/theses/available/etd-07282008-135932/.

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33

Gonzalez, Christine. "Investigating patterns among demographics, identification practices, interventions, and educational outcomes for students with serious emotional disturbance." Thesis, University of North Texas, 2003. https://digital.library.unt.edu/ark:/67531/metadc4328/.

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This study explored potential patterns of association among the demographic characteristics, identification practices, educational interventions, and educational outcomes for students with serious emotional disturbance (SED) as well as specifically investigated the impact of age at identification with SED and the presence of co-occurring disabilities. Data was gathered from the educational records of students with SED in seven rural to semi-rural districts in Texas. Demographic information included gender, ethnicity, age at identification with SED, and identification with co-occurring disabilities. Identification variables that were investigated include the five federal qualifying criteria for SED, IQ score, and BASC and/or CBCL scores. Intervention variables that were explored included placement setting, restrictiveness of placement setting, type of related services provided, parental attendance at multidisciplinary team meetings, number of multidisciplinary team meetings, and total time spent in special education as a student with SED. Outcome variables that were examined included achievement levels in reading and math, attendance, special education status, and grade retention. Results suggested that earlier identification with SED is related to placement in less restrictive settings, achievement within two years of grade level in reading, and lower average number of absences. The presence of co-occurring disabilities in addition to SED is associated with placement in more restrictive settings and with achievement that is two or more years below grade level in reading and math. Additional findings and implications for future research as well as for current practice are discussed.

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Thomas, Peter F. Kaminski Patricia L. "Functions of self-injurious thoughts and behaviors within adolescent inpatients." [Denton, Tex.] : University of North Texas, 2008. http://digital.library.unt.edu/permalink/meta-dc-9731.

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Grover, Peter Arden Scott. "Prediction of posttreatment level of functioning from performance in a leveled token economy for emotionally disturbed adolescents." PDXScholar, 1990. https://pdxscholar.library.pdx.edu/open_access_etds/4083.

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This study examined the relationship between performance in a leveled token economy for emotionally disturbed adolescents and posttreatment level of functioning six months after discharge from the target program. The target program for the study is an acute care psychiatric hospital which specialized in the treatment of adolescents with both emotional and substance abuse problems. Previous literature on the outcome of token economy treatment programs however for they adolescents have generally been favorable have typically not examined level of functioning as an outcome criteria.

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Bassett, Hazel. "Living with under fives : developing an observation tool for use with parents with a mental illness and their pre-school children /." [St. Lucia, Qld.], 2004. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe18243.pdf.

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Lam, Ka-ting Meggan. "A preliminary study of the suitability of the psycho-educational profile in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1989. http://hub.hku.hk/bib/B29783069.

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Al-Hilawani, Yasser A. "Levels of processing in mild disabilities." Virtual Press, 1994. http://liblink.bsu.edu/uhtbin/catkey/917826.

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This study examined the effects of the second level (intermediate acoustical processing of rhyming words) and the third level (deep-semantic processing of words in sentences) of "levels of processing" framework on memory performance of four types of students (52 "normal" students, 50 students with learning disabilities, 25 students with mild mental handicap, and 25 students with emotional handicap). Statistical analysis revealed that "normal" students and students with emotional handicap performed significantly higher than students with mild mental handicap. However, the analysis did not reveal significant differences among "normal" students, students with learning disabilities, and students with emotional handicap. Nor were there significant differences between students with learning disabilities and those with mild mental handicap. Further, the statistical analysis revealed that the interaction among the four groups of students, encoding levels of processing, and types of retrieval cues was not significant. However, a significant interaction was found between types of retrieval cues and encoding levels of processing. The data on the memory test showed that the mean number correct for all students was the highest when stimulus words were presented and encoded semantically and retrieved using a congruent semantic cue. A mismatch between encoding processing conditions and retrieval cues produced poor memory performance regardless of levels of processing. The findings indicate that appropriate use of levels of processing, congruity, and encoding specificity for retrieval cues enhances recall of information. Recommendations for classroom instructions and future research are discussed.
Department of Special Education

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Horak, Alicia. "Resilience factors in low-income families with an autistic child." Thesis, Nelson Mandela Metropolitan University, 2017. http://hdl.handle.net/10948/16033.

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Autism Spectrum Disorder (ASD) encompasses a group of life-long neurodevelopmental disorders. It is an enormous challenge to care for someone with ASD. The majority of people with ASD will need life-long support from family members and will not be able to function independently in society. This places emotional and financial strain on a family. There are many low-income families in South Africa with autistic children who cannot afford specialised intervention. It has been estimated that 135 000 autistic children are not getting the specialized education they need. Despite not receiving the needed support, there are many low-income families who remain resilient after their child is diagnosed. This study aimed to explore how these low-income families remain resilient. Qualitative data was gathered using in-depth, semi-structured interviews conducted in English and Afrikaans; depending on the participant’s language of preference. Six participants were recruited with the help of professionals in a local community in Cape Town, Western Cape. The data obtained was transcribed and analysed through thematic analysis. Lincoln and Guba’s model (Krefting, 1990) was used to determine the trustworthiness of the data. The three themes that emerged from the study were (1) parents’ response to the diagnosis of their child, (2) the resources parents found helpful in their immediate environment and (3) the specific coping skills that parents use to remain resilient. Walsh’s family resilience framework as well as the Resiliency Model of Family Stress, Adjustment and Adaptation (The Resiliency Model) of McCubbin and McCubbin were used to understand how participants adjusted to their circumstance and remained resilient. This study provides a more in-depth understanding of the resilience factors of families with a child with ASD in a resource-limited setting in the Western Cape.

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Ettel, Deborah Jean. "The measurement of emotion regulation : a confirmatory analysis /." Connect to title online (Scholars' Bank) Connect to title online (ProQuest), 2009. http://hdl.handle.net/1794/10220.

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Ellen, Arthur S. "Modification of the classroom adjustment rating scale for use with learning disabled and emotionally handicapped boys." Virtual Press, 1986. http://liblink.bsu.edu/uhtbin/catkey/483131.

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The purpose of the study was to establish diagnostic validity for a modified version of the Classroom Adjustment Rating Scale (CARS). To do this, two a priori multivariate contrasts were specified in order to detect differences on the three CARS scales between three groups of pupils. Subjects were 170 normal (NORM), 125 Learning Disabled (LD), and 48 Emotionally Handicapped (EH) elementary age boys who were rated by their classroom teachers. The original CARS was modified by maintaining and adding items that had high correlations with the original three scales of Acting-Out, Shy-Anxious, and Learning Problems. Results with both the CARS and modified CARS (MCARS) indicated a significant multivariate contrast between the NORM group and a weighted combination of the LD and EH groups. Also, a significant multivariate contrast between the LD and EH group resulted for the CARS and MCARS. Follow-up with discriminant analysis found 71.4% of all boys correctly classified by the original CARS scales. However, the MCARS scales resulted in only a slight improvement in overall correct classification, with 72.3% of boys correctly classified. Teacher-judged intelligence, social class, and prosocial classroom behavior were included as possible biasing variables. It was found that the set of prosocial items had considerable impact on the ratings of EH boys, thus demonstrating the importance of including positive behaviors on a rating scale.

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Bull, J. David. "Adolescent Attitudes Toward Help-Seeking and Mental Illness: A Rural-Urban Comparison." Xavier University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=xavier1381841395.

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

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Ligthelm, Elizabeth. "Parental mental health and perceived parenting of children with disruptive behaviour disorders." Thesis, Nelson Mandela Metropolitan University, 2013.

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Disruptive behaviour disorders (DBDs) in children are among the most common referrals to mental health services and can lead to adverse psychosocial outcomes. There is consistent evidence that dysfunctional parenting, which has been associated with parental psychopathology, is a risk factor for the onset of these disorders. Yet, few studies have explored a wide range of parental pathology and parenting behaviours as well as perceptions of mental health and parenting of the parents of children with DBDs. This study, which took the form of a multiple case study, aimed to explore and describe the mental health and parenting of parents of pre-adolescent and adolescent children with DBDs. It also aimed to explore and describe parental perceptions of their own mental health and parenting and how (or if) they perceive their mental health as influencing their parenting. Purposive sampling was used to select participants and the sample size was determined through data saturation. Data was collected via the Millon Clinical Multiaxial Inventory and a semi-structured interview. Thematic content analysis and cross-case synthesis were used to analyse the data. The participants’ personality profiles indicated the presence of moderate to severe pathology including personality disorders and clinical disorders. Parenting themes that emerged included a number of dysfunctional parenting behaviours. The parents showed an awareness of their mental health and perceived it as influencing their parenting. This study emphasised the importance of exploring mental health and parenting interventions for parents of children with DBDs. The biggest limitations of this study was the small sample size.

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Lane, Dymika Machelle. "Utilization of community-based services among families with children with a mental disorder." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3090.

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Families of children with a mental disorder typically have many stressors due to their children's behavioral functioning. These families do not always choose to receive community-based services that are intended to decrease the stressors within the families and prevent the children from being placed out of the families' homes. This study investigated the relationship between clients' functioning during their initial assessment provided by the Victor Community Support Services (VCSS), compared to their functioning when they were discharged from VCSS based on the families utilization of community-based services.

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Grewe, Scott David. "Neuropsychological and personality features of learning disabled and emotionally handicapped children." Virtual Press, 1993. http://liblink.bsu.edu/uhtbin/catkey/862283.

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The present study was an attempt to differentiate between emotionally handicapped, learning disabled, and regular education children based on their responses to the Neuropsychological Symptom Inventory-Child Version, the Personality Inventory for Youths, and their parents' responses to the Personality Inventory for Children.Factor analysis of the NSI-Child Version revealed four unique factors, of which two were able to differentiate the regular and special education groups. No observable differences were noted between the two special education groups on the basis of their raw factor scores. Similarly, no differences were observed between the two special education groups on the basis of their responses to the PIY. Salient differences were observed on the PIC with the emotionally handicapped children reported to have pervasive emotional and behavioral problems in comparison to the mild cognitive/academic and behavioral difficulties of the learning disabled children.Results are discussed as they relate to previous research and future directions for study.
Department of Educational Psychology

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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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Thomson, Marty C. "Social Validation of Intervention Procedures for Emotionally Disturbed Students : Effects on Regular Education Students." Thesis, University of North Texas, 1998. https://digital.library.unt.edu/ark:/67531/metadc277716/.

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The purpose of this study was to explore regular education student perceptions of the effects of implementing behavioral interventions for seriously emotionally disturbed students (SED) in the regular classroom. Student perceptions of classroom friction or disruptiveness, apathy, and general enjoyment or satisfaction were evaluated. It was predicted that regular education students would report more classroom friction, increased apathy, and less satisfaction when interventions were implemented in the regular classroom for a target SED student.

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Wong, Kwok-ho. "The effects on a child of having a parent with schizophrenia." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20125331.

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50

Schwartz, Joel B. "Predictive validity of the Metropolitan achievement tests in the early identification of mildly mentally handicapped students and the early identification of a referral population." Virtual Press, 1986. http://liblink.bsu.edu/uhtbin/catkey/483132.

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The purpose of this study was to evaluate the Metropolitan Achievement Test, Primary I Battery (MAT-PI) for its early predictive validity in the later identification of mildly mentally handicapped students as well as its predictive validity in Identifying children who will be referred for an individualized psycho-educational assessment In the course of their elementary school career. All selected subjects (N=225) were students In the Gary Community School Corporation in Gary, Indiana, who had taken the MAT-PI during April of first grade, between the years 1981-83. Seventy-five subjects were randomly chosen from three categories; students who were subsequently designated as mildly mentally handicapped (MIMH, N= 429), students who were subsequently referred and evaluated as part of psycho-educational evaluation and who were not classified as mildly mentally handicapped (Referral Group, 1Y 974) and students who were not subsequently referred or evaluated as part of a psycho-educational evaluation nor classified under any special education classification (Normal, & -6,336). An additional 27 students from each group (MIMH, Referral and Normal) were retained to perform a cross validation. Discriminant Analysis was used with the selected sample (N=225) to predict group membership (MIMH, Referral and Normal) using standard scores from four subtests (Word Knowledge, Word Analysis, Reading and Math) of the MAT-PI as independent variables. A step-wise discriminant procedure was utilized with a minimum significance level of A <.05 for the two possible discriminant functions. A series of one-way analyses of variance examined the mean differences between the three groups (MIMH, Referral and Normal). A post-hoc analysis of mean differences between groups was done using the Scheffe test of significance (R <.05).Findings1. The results of the analysis of variance (one-way ANOVA's) indicated significant (p. <.01) mean differences between the three groups (MIMH, Referral and Normal) on each of the four predictor variables (MAT-PI subtests: Word Knowledge, Word Analysis, Reading and Math).2. The results of the discriminant analysis for both a three-group (MIMH, Referral and Normal) and a two-group (Referred and NonReferred) classification system, produced statistically significant (p <_.01) discriminant functions.3. The Word Knowledge, Word Analysis and Math subtests of the MAT-PI were the best predictors of group membership in both the three-group and the two-group classification systems.Conclusions1. The null hypothesis that the MAT-PI will not significantly discriminate students who will be identified as in need of special education services for the mildly mentally handicapped was rejected. 2. The null hypothesis that the MAT-PI will not significantly discriminate students who will subsequently be referred for a psycho-educatioanl evaluation was rejected.3. A comparison of these results with related studies substantiates that the MAT-PI has comparable predictive ability for early identification of "high risk" children to individually administered preschool screening tests, the use of biographical data, parent questionnaires or teacher ratings.4. The major problem with the MAT-PI, as an economical screening instrument, is its tendency to over-predict (false positives).

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Dissertations / Theses on the topic 'Mentally ill children Testing'

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