Relevant bibliographies by topics / Problem behaviours

Academic literature on the topic 'Problem behaviours'

Author: Grafiati
Published: 4 June 2021
Last updated: 20 February 2023

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Journal articles on the topic "Problem behaviours"

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Halls, Vicky. "Tools for managing feline problem behaviours: Environmental and behavioural modification." Journal of Feline Medicine and Surgery 20, no. 11 (October 30, 2018): 1005–14. http://dx.doi.org/10.1177/1098612x18806757.

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Practical relevance: Problem feline behaviour can be managed successfully by early diagnosis and intervention, good first-aid advice in veterinary practice and then, if necessary, a referral to a suitably qualified behaviourist for those cases that are complex. There are a number of tools available to assist in the resolution of problem feline behaviour and this article will cover environmental modification and behavioural modification. Clinical challenges: Problem feline behaviours are not uncommon and the veterinary team often have to rely on their own knowledge to assist clients if a specialist behaviourist is not available. Evidence base: There is a lack of evidence-based information regarding how best to work-up and treat cases of problem feline behaviour in practice; therefore, some recommendations within this article are based on the author’s experience of treating cases in a cat-specific behaviour referral practice over the past 20 years. However, there is evidence available regarding how best to enrich a cat’s environment and how to ensure a cat’s environmental needs are met. Audience: Any veterinarians, veterinary nurses or technicians who are involved in the diagnosis or treatment of problem feline behaviour in practice would benefit from understanding the principles of environmental and behavioural modification.
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Kingma, Elisabeth M., Erik van Duijn, Reinier Timman, Rose C. van der Mast, and Raymund A. C. Roos. "Behavioural problems in Huntington's disease using the Problem Behaviours Assessment." General Hospital Psychiatry 30, no. 2 (March 2008): 155–61. http://dx.doi.org/10.1016/j.genhosppsych.2007.11.005.

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Hagekull, Bent, and Gunilla Bohlin. "Behavioural Problems and Competences in 4-year-olds: Dimensions and Relationships." International Journal of Behavioral Development 17, no. 2 (June 1994): 311–27. http://dx.doi.org/10.1177/016502549401700205.

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The study explored the dimensionality of parental ratings of positive and negative aspects of behaviour in a sample of 4-year-olds (n = 377). The children were described using the Preschool Behaviour Questionnaire (PBQ) with items added to include ego strength/effectance and social competence. Factor analytic results showed a 2-factor structure in the PBQ behaviour problem area: factor 1 describing externalised conduct behaviour problems; and factor 2 encompassing the internalised anxious-fearful problems. Factor analysis of both positive and negative behavioural aspects yielded a 3-factor structure with externalised problem behaviours as the first factor, a second broad social inhibition factor, and an ego strength/effectance factor. Correlations showed a low positive relationship between the two problem areas; a stronger relationship was found between the positive aspects, peer competence, and ego strength/effectance. There was a weak significant negative correlation between peer competence behaviours and outgoing conduct problems. Peer competence was more strongly negatively related to anxiousfearful behaviour problems. Conceptual and methodological aspects were discussed and the results were related to the inhibition-disinhibition construct in temperament research.
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Quin, Daniel. "Levels of problem behaviours and risk and protective factors In suspended and non-suspended students." Educational and Developmental Psychologist 36, no. 01 (May 24, 2019): 8–15. http://dx.doi.org/10.1017/edp.2019.4.

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External suspension from school is a common disciplinary practice in traditionally English-speaking countries. Few studies have sought student perceptions of school suspension, as well as measures of problem behaviours and emotional problems, and known factors that influence the development of antisocial behaviour, to examine associations between these variables. Three hundred and four adolescents, aged 12–17 years, from five schools in southern Australia completed a self-report questionnaire that asked about behavioural and mental health problems, and risk and protective factors known to be associated with suspension. Seventy-four of the participants had been previously suspended from school at least once. Having been previously suspended was associated with a greater level of problem behaviours and emotions, poor family management, low school commitment, reduced supportive teacher relationships, and interactions with antisocial peers. School suspension appears likely to be applied to students who lack the ability to self-regulate their behaviours and emotional problems in the classroom. By excluding students from school, pre-existing behavioural problems may be exacerbated by diminishing school protective factors and increasing exposure to known risk factors. Adolescents most at risk of being suspended would benefit from alternative school behaviour management policies and procedures that maintain the school as a protective factor.
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Tore, Elena C., Evangelia E. Antoniou, Renate H. M. de Groot, Marij Gielen, Roger W. L. Godschalk, Theano Roumeliotaki, Luc Smits, et al. "Gestational Weight Gain by Maternal Pre-pregnancy BMI and Childhood Problem Behaviours in School-Age Years: A Pooled Analysis of Two European Birth Cohorts." Maternal and Child Health Journal 24, no. 10 (June 17, 2020): 1288–98. http://dx.doi.org/10.1007/s10995-020-02962-y.

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Abstract Objectives Maternal pre-pregnancy weight is known to affect foetal development. However, it has not yet been clarified if gestational weight gain is associated with childhood behavioural development. Methods We performed a pooled analysis of two prospective birth cohorts to investigate the association between gestational weight gain and childhood problem behaviours, and the effect modification of maternal pre-pregnancy BMI. In total, 378 mother–child pairs from the Maastricht Essential Fatty Acids Birth cohort (MEFAB) and 414 pairs from the Rhea Mother–Child cohort were followed up from early pregnancy to 6–7 years post-partum. At follow up, parents assessed their children’s behaviour, measured as total problems, internalizing and externalizing behaviours, with the Child Behaviour Checklist. We computed cohort- and subject-specific gestational weight gain trajectories using mixed-effect linear regression models. Fractional polynomial regressions, stratified by maternal pre-pregnancy BMI status, were then used to examine the association between gestational weight gain and childhood problem behaviours. Results In the pre-pregnancy overweight/obese group, greater gestational weight gain was associated with higher problem behaviours. On average, children of women with overweight/obesity who gained 0.5 kg/week scored 25 points higher (on a 0–100 scale) in total problems and internalizing behaviours, and about 18 points higher in externalizing behaviours than children whose mothers gained 0.2 kg/week. Inconsistent results were found in the pre-pregnancy normal weight group. Conclusions for Practice Excessive gestational weight gain in women with pre-pregnancy overweight/obesity might increase problem behaviours in school-age children. Particular attention should be granted to avoid excessive weight gain in women with a pre-pregnancy overweight or obesity.
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Bradshaw, John. "Normal feline behaviour: … and why problem behaviours develop." Journal of Feline Medicine and Surgery 20, no. 5 (April 30, 2018): 411–21. http://dx.doi.org/10.1177/1098612x18771203.

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Practical relevance: Cats are descended from a solitary, territorial ancestor, and while domestication has reduced their inherited tendency to be antagonistic towards all animals larger than their typical prey, they still place more reliance on the security of their territory than on psychological attachments to people or other cats, the exact opposite to dogs. Many feline problem behaviours stem from perceived threats to this security, often due to conflicts with other cats. Others are more developmental in origin, often caused by inadequate exposure to crucial stimuli, especially people, during the socialisation period. Strongly aversive events experienced at any age can also contribute. A third category comprises normal behaviour that owners deem unacceptable, such as scratching of furniture. Evidence base: This review identifies three areas in which basic research is inadequate to support widely employed concepts and practices in feline behavioural medicine. First, classification of cats’ problem behaviours relies heavily on approaches derived from studies of their behavioural ecology and, to some extent, extrapolation from canine studies. Few studies have focused on cats in the home, the environment in which most behavioural disorders are expressed. Secondly, cats’ chemical senses (olfactory and vomeronasal) are far more sensitive than our own, making it difficult for owners or clinicians to fully comprehend the sensory information upon which they base their behaviour. Thirdly, although the concept of psychological distress is widely invoked as an intervening variable in behavioural disorders, there are still no reliable measures of distress for pet cats in the home. Global importance: Psychological distress of some kind is the primary cause of many of the behavioural problems presented to clinicians, but surveys indicate that many more cats display the same clinical signs without their owners ever seeking help. The welfare of this ‘invisible’ group could be improved by veterinarians taking a more proactive approach to educating their clients about the behavioural needs of pet cats.
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Tustin, R. Don, Malcolm J. Bond, and Paivi Forsaith. "Antecedents of Problem Behaviour of People with Intellectual Disability." Behaviour Change 14, no. 3 (September 1997): 155–65. http://dx.doi.org/10.1017/s0813483900003454.

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The study examined associations reported by carers between problem behaviour of 92 adults with intellectual disability and 169 antecedent events, which were either environmental situations or prior behaviours of the client. Factor analyses were used to identify groupings of antecedents, providing a basis for constructing 19 sets of antecedents of problem behaviours. Assessments were made of the psychometric properties of these sets of items or scales. Of the 19 scales, 18 were associated with an increased likelihood of problem behaviour, showing that carers reported that the problem behaviours of this sample occurred in a wide range of defined situations. The preliminary analysis suggests that the scales may be useful for inquiring more systematically about antecedents, for developing descriptions of situations where problems occur, and for identifying situations that warrant further analysis in individual cases.
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M. R., Othman, Mohammad Roose, A.R., Abdullah S., Abdul Majid, N. N., Mohd Razali I. S., and Wan Husin W.N.I. "Use of Adolescent Problems and Risk Behaviours Inventory (IPERI) to Predict the Influence of Personal Problems on Risky Behaviour among Adolescent in Sarawak, Malaysia." Journal of Cognitive Sciences and Human Development 4, no. 1 (November 1, 2018): 35–40. http://dx.doi.org/10.33736/jcshd.1060.2018.

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This study explores the use of Adolescent Problems and Risk Behaviours Inventory (IPERI)to predict the relationship of personal problems on risky behaviour among adolescence aged14 to 17. The objective of this research is to analyse the influence of personal problems suchas study problems, family support, financial problems, career indecision, peer influence,spiritual management and health condition on the development of risky behaviours amongadolescents. The risky behaviours comprise of eight (8) behaviours which include disciplineproblems, physical bulling, suicidal thoughts, free sex, tobacco consumption, alcohol abuse,drug abuse and media influence. A survey using Adolescent Problems and Risk BehavioursInventory (IPERI) is administered to three hundred and seventy-nine (379) respondents, agebetween 14 to 17. The analysis of Pearson Correlation Coefficient and Standard MultipleRegression showed the existence of significance between all the problem variables, studyproblems (r = .316), family support (r = .256), financial problems (r = .240), health condition(r = .134), peer influence (r = .189), career indecision (r = .185) and spiritual management(r = .242), with the risky behaviour variables. This research contributes to the profilingof adolescents’ risky behaviours which can guide the development of interventions in tacklingadolescent’s risky behaviours. Keywords: Personal problem; risky behavior; adolescent; spiritual; sexual
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Ramos, Daniela, Archivaldo Reche-Junior, Yumi Hirai, and Daniel S. Mills. "Feline behaviour problems in Brazil: a review of 155 referral cases." Veterinary Record 186, no. 16 (October 17, 2019): e9-e9. http://dx.doi.org/10.1136/vr.105462.

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BackgroundGeographical variations in feline behaviour problems exist. The occurrence of feline behaviour problems in different regions are therefore important to prepare professionals for the emerging needs of cat owners.MethodsOne-hundred and fifty-five feline behaviour cases that were referred to a veterinary behaviourist in São Paulo (Brazil) during the period 2008–2014 are described.ResultsInter-cat aggression was the main behavioural complaint reported (31%), followed by housesoiling (26.4%). Unlike other international studies, inter-cat aggression was more frequently seen than inappropriate elimination. Oral repetitive behaviours, including problems such as psychogenic alopecia and pica, were also a prevalent problem (ie, 16.8% of the cases). Human-directed aggression accounted for 13.5% of the cases, taking fourth place in the list of the most common feline behavioural problems. Female and male cats were equally likely to be presented (51% and 49% of cases, respectively).ConclusionsThis study highlights potentially geographical or temporal variation in the behavioural problems that need to be recognised by veterinary behaviourists in order to meet the emerging needs of owners.
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Mulud, Zamzaliza Abdul, Norhidayu Sukardi, and Norfidah Mohamad. "Anxiety, Depression and Behaviour Problems among Preadolescent Primary School Children." Environment-Behaviour Proceedings Journal 4, no. 11 (July 14, 2019): 3. http://dx.doi.org/10.21834/e-bpj.v4i11.1724.

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Although are many previous studies reported the factors associated with anxiety, depression and behaviour problems, but few studies have focused on the association between mental health (anxiety and depression) and problem behaviours in children. The current study aimed to determine the association between anxiety, depression and behaviour problems among preadolescent school children (n = 386). Results found that 7.7% and 10.1% of participants reported abnormal levels of depression and anxiety and it is correlated significantly with the children's problematic behaviours. The findings of the study provide valuable insight into understanding the mental health and behaviours of preadolescence primary school children in Malaysia.eISSN: 2398-4287 © 2019. The Authors. Published for AMER ABRA cE-Bs by e-International Publishing House, Ltd., UK. This is an open access article under the CC BYNC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia.DOI: https://doi.org/10.21834/e-bpj.v4i11.1724
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Dissertations / Theses on the topic "Problem behaviours"

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Allen, S. "Effortful control, attention biases and problem behaviours in children." Thesis, University College London (University of London), 2005. http://discovery.ucl.ac.uk/1445289/.

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This review integrates findings from the research fields of temperament, cognitive processes and childhood psychopathology. It examines the role of temperamental effortful control (EC) in both internalising and externalising behaviours in children. The difficulties in operationalising the construct of EC and its developmental trajectory are also highlighted. The review then reviews evidence for attentional biases (hypervigilance to threat, disengagement difficulties and avoidance) in anxiety and aggression. Research is presented which considers the association between attentional biases and EC and discusses this association as a risk factor in the development of childhood anxiety a similar process is presented as a potential risk in externalising behaviours.
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Holl, Rachel. "Attributional change in mothers of children with conduct problem behaviours." Thesis, University of Leicester, 1999. http://hdl.handle.net/2381/31289.

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This study examines the spontaneous causal attributions made by mothers about their child's behaviour, before and after they attended a Behaviour Management Group for the management of their child's conduct problem behaviours. The attributions of eight mothers were extracted and coded from discourse using the Leeds Attributional Coding System. It was found that mothers made more attributions to positive child behaviours, and fewer to negative child behaviours following the intervention. As predicted there were some changes from pre- to post-intervention in the nature of attributions made. For all types of child behaviour mothers shifted towards causal attributions which were universal, specific and internal to themselves post-intervention. Negative child behaviours were attributed to causes which were more unstable and specific following the intervention, suggesting mothers explanations were more benign post-intervention. Positive child behaviours were more often attributed to causes which were controllable to the mothers post-intervention, suggesting they were taking some credit for the emergence of such behaviours. Methodological issues, proposals for further research and clinical implications are discussed.
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Van, Lierde Boris. "Developing Box-Pushing Behaviours Using Evolutionary Robotics." Thesis, Högskolan Dalarna, Datateknik, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:du-6250.

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The context of this report and the IRIDIA laboratory are described in the preface. Evolutionary Robotics and the box-pushing task are presented in the introduction.The building of a test system supporting Evolutionary Robotics experiments is then detailed. This system is made of a robot simulator and a Genetic Algorithm. It is used to explore the possibility of evolving box-pushing behaviours. The bootstrapping problem is explained, and a novel approach for dealing with it is proposed, with results presented.Finally, ideas for extending this approach are presented in the conclusion.
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Lavitch, Robyn. "Adolescent problem behaviours associated with parental divorce, interparental conflict, and parent-child relationships." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0008/MQ52595.pdf.

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Ashton, Jean, and of Western Sydney Nepean University. "Strategic approaches to learning: an examination of children's problem-solving in early childhood classes." THESIS_FE_XXX_Ashton_J.xml, 2003. http://handle.uws.edu.au:8081/1959.7/624.

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This thesis shows how children’s learning is influenced and modified by the teaching environment. The metacognitive, self-regulatory learning behaviours of sixteen kindergarten students were examined in order to determine how students perceive learning, either by adopting deep approaches, where the focus is on understanding and meaning, or surface approaches, where the meeting of institutional demands frequently subjugate the former goals. The data have been analysed within a qualitative paradigm from a phenomenographic perspective. The study addresses three issues: the nature and frequency of the strategic learning behaviours displayed by the students; the contribution strategic behaviours make to the adoption of deep or surface learning approaches; and how metacognitive teaching environments influence higher-order thinking. Findings reveal that where teachers had metcognitive training, the frequency of strategy use increased irrespective of student performance. High achieving students used more strategic behaviours, used them with greater efficiency, and tended to display more of the characteristics of deep approach learners. This study suggests that many of the differential outcomes evident amongst students may be substantially reduced through early and consistent training within a teaching environment conductive to the development of metacognitive, self-regulatory behaviours and deep learning approaches
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Hanham, Jose Manu Education Faculty of Arts &amp Social Sciences UNSW. "Students' self-beliefs, attitudes and behaviours in school friendship and acquaintance groups." Awarded by:University of New South Wales. Education, 2009. http://handle.unsw.edu.au/1959.4/43752.

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The broad aim of this research was to investigate group work in schools with friends and acquaintances. More specifically, the study sought to identify motivational factors that may underlie students' attitudes and behaviours when working in these contexts. Independent and interdependent self-construal, and self-efficacy for group work, were identified as variables that may be important for working in friendship and acquaintance groups. The participants were Year 10 and Year 11 students from secondary schools in the metropolitan area of Sydney, Australia. Data collection was carried out in three phases, the first two were survey-based, and the third was a mixed-methods study. In phase 1, participants (N = 188) attended two Independent schools. The main data analyses comprised exploratory factor analysis and multiple regression analysis. In phase 2, the participants (N = 583) attended nine randomly selected public schools. Data analysis was carried out using confirmatory factor analysis and structural equation modelling. In phase 3, participants (N = 38), attended two randomly selected public schools. In this phase, survey, observational and interview data were collected and analysed. The observational analysis centred on how students in friendship and acquaintance groups interacted whilst working on a group problem-solving activity. The interviews focused on students' experiences in the group problem-solving activity and their general perceptions, beliefs, and feelings about group work with friends and acquaintances. Group performance in the problem-solving activity was measured. Two results seemed particularly important. First, was the suggestion that self-efficacy for being receptive to the ideas of others and- self-efficacy for group facilitation in the friendship context may "flow-on" to corresponding self-efficacy beliefs in the acquaintance context. Second, interdependent and independent self, and self-efficacy for group work, were identified as important variables with regard to students' attitudes and behaviours in friendship and acquaintance groups. From a theoretical perspective the focus in this research on self-beliefs represents a relatively new way of studying group work with friends and acquaintances. From a practical perspective, the findings from the research should provide direction for teachers when they make decisions about how to organize students into groups for the purposes of learning.
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Johnson, Dylan. "The Relationship Between Profiles and Transitions of Problem Behaviour in Elementary-School Children and Engagement in Health-Risk Behaviours in Early Adolescence." Thesis, Université d'Ottawa / University of Ottawa, 2018. http://hdl.handle.net/10393/37710.

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Data from the National Longitudinal Survey of Children and Youth (NLSCY), a nationally representative and prospective cohort, was used to explore patterns of problem behaviour in elementary school aged children across time and their association to adolescent health-risk outcomes. Latent profile analyses identified four profiles of problem behaviour: (1) low on all problem behaviours, (2) moderate on all problem behaviours, (3) high on all problem behaviours, and (4) high on hyperactivity/inattention and internalizing. This measurement invariant trend was observed at ages 6/7, 8/9, and 10/11. Transition patterns between these profiles of problem behaviour from ages 6/7 to 10/11 were also identified (n=8,266). The association of these profiles and transition patterns with health-risk outcomes were computed using logistic regression modelling. While patterns of persisting problem behaviour were associated with suicidal thoughts, substance use, and delinquency, they did not differ from the profile at age 10/11 years, where the “Moderate all” and “High all” profiles of problem behaviour predicted the most health-risk outcomes in adolescence. The most recent assessment of problem behaviour in adolescence was as good of a predictor of adolescent health-risk outcomes relative to patterns of problem behaviour across time.
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Roxell, Anders. "How do multiple behaviours affect the process of competitive co-evolution? : An experimental study." Thesis, University of Skövde, School of Humanities and Informatics, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-11.

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In evolutionary robotics there has been research about the pursuit problem with different numbers of predators and prey: (i) one predator and one prey, (ii) many predators against one prey, and (iii) many predators against many prey. However, these different experiments are only involving food chains with two populations (two trophic levels). This dissertation uses three trophic levels to investigate if individuals in the middle trophic level perform equally or better than those that are been evolved in a two trophic level environment.

The investigation was done in a simulator called YAKS. A statistical analysis was conducted to evalutate the results. The result indicated that a robot with two tasks gets better at hunting and evading than robots with one task (either hunt or evade). Robots from the middle trophic level that are moving in the same direction as the camera is facing, were the best predators and prey. This dissertation is a step towards more complex and animal-like behaviours of robots.

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Lee, Matthew. "Getting off to a good start : problem behaviours, teacher-child relationship quality, and early school adjustment." Thesis, University of British Columbia, 2014. http://hdl.handle.net/2429/46433.

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Difficulty adjusting during the first years of school is associated with negative long-term academic and behaviour outcomes (Alexander, Entwisle, & Horsey, 1997; Ladd & Dinella, 2009; Qualter, Brown, Munn, & Rotenberg, 2010). Externalizing and internalizing behaviour problems can interfere with the ability to engage in learning or get along with others at school. Teacher-child relationship quality has been found to predict a variety of academic and social outcomes for children (e.g., Hamre & Pianta, 2001; Ladd & Burgess, 2001; Maldonado-Carreño & Votruba-Drzal, 2011; Pianta & Stuhlman, 2004). Of interest in the current study is whether teacher-child relationships moderate or mediate the association between problem behaviours observed at school and student ratings of school adjustment. The sample of students (n = 482) was taken from a longitudinal study of the school adjustment of Italian school children. Results from sequential regression analyses indicated that teacher ratings of students’ externalizing behaviours were related to student self-reports of loneliness at school and school liking. There was no evidence that teacher-child relationship features mediated the association between problem behaviours and school adjustment, although teacher-child closeness was found to moderate the relationship between physical aggression and school liking.
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Roman, Gabriela Diana. "Mothers' depressive symptoms and young children's problem behaviours : the roles of executive function and emotion regulation." Thesis, University of Cambridge, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.608129.

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Books on the topic "Problem behaviours"

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Alicia, Helps, and Cousins Jacquie, eds. Managing extreme behaviours in the early years. New York: Routledge, 2009.

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Denenberg, Sagi, ed. Small animal veterinary psychiatry. Wallingford: CABI, 2021. http://dx.doi.org/10.1079/9781786394552.0000.

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Abstract This book contains 16 chapters that discuss mental and emotional health in the veterinary practice, ruling out physical disorders leading to behavioural changes, addressing pain in veterinary psychiatry, normal behaviour, raising mentally and emotionally healthy pets, diagnosis, learning principles and behaviour modification, psychopharmacology, problem behaviours and management, aggression, affective disorders, elimination problems, abnormal and repetitive behaviours and aging-related problems in cats and dogs.
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Dodd, Susan. Managing problem behaviours: A practical guide for parents and teachers of young children with special needs. Sydney: MacLennan & Petty, 1994.

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1956-, Bossert Karen W., ed. Assessing problem behaviors. Washington: American Association on Mental Retardation, 1996.

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Snelgrove, Peter B. Vulnerability to adverse consequences of drinking and problem drinker status as predicted by risky drinking behaviours, drug use, sex differences and affect: A test of multiple models. St. Catharines, Ont: Brock University, Dept. of Psychology, 2005.

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Cook, Margaret. Teachers' responses to pupils with severe learning difficulties who present challenging behaviours: An investigation into the use of a problem-solving approach in nine special schools in the West Midlands. Wolverhampton: University of Wolverhampton, 1998.

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Library, Fairfax County Public. Problem behavior manual. 2nd ed. Fairfax, Va: Fairfax County Public Library, 1997.

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Library, Fairfax County Public. Problem behavior manual. Chicago: Distributed through [the] Public Library Association, 1990.

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Library, Fairfax County Public. Problem behavior manual. Fairfax, Va: The Library, 1990.

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O'Farrell, Valerie. Problem dog: Behaviour and misbehaviour. London: Methuen, 1989.

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Book chapters on the topic "Problem behaviours"

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Hedges, Stephanie. "Problem behaviour." In Practical canine behaviour: for veterinary nurses and technicians, 101–12. Wallingford: CABI, 2021. http://dx.doi.org/10.1079/9781789246810.0008.

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Qureshi, Hazel. "The size of the problem." In Severe Learning Disabilities and Challenging Behaviours, 17–36. Boston, MA: Springer US, 1994. http://dx.doi.org/10.1007/978-1-4899-2961-7_2.

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Denenberg, Sagi. "Problem behaviours and management in cats and dogs." In Small animal veterinary psychiatry, 169–79. Wallingford: CABI, 2021. http://dx.doi.org/10.1079/9781786394552.0169.

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Denenberg, Sagi. "Problem behaviours and management in cats and dogs." In Small animal veterinary psychiatry, 169–79. Wallingford: CABI, 2021. http://dx.doi.org/10.1079/9781786394552.0010.

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Kunißen, Katharina. "Introduction." In The Independent Variable Problem, 1–10. Wiesbaden: Springer Fachmedien Wiesbaden, 2022. http://dx.doi.org/10.1007/978-3-658-39422-6_1.

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AbstractThe welfare state is an integral part of western industrialised democracies. While its most obvious function is to provide a safety net for individuals, who are threatened by social risks, it also has far-reaching effects on a multitude of social phenomena, such as the formation of attitudes and behaviours. This introductory chapter illustrates why the welfare state serves as a popular independent variable and sets out the main problems associated with its operationalisation, leading to the research questions of this book.
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McGrath, Joe, and Ciaran Walker. "The Systemic Problem of Unethical Behaviours in Financial Services." In New Accountability in Financial Services, 53–78. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-88715-5_3.

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Cukurova, Mutlu, Rose Luckin, Manolis Mavrikis, and Eva Millán. "Machine and Human Observable Differences in Groups’ Collaborative Problem-Solving Behaviours." In Data Driven Approaches in Digital Education, 17–29. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-66610-5_2.

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Lester, Jessica Nina, and Michelle O’Reilly. "The Discursive Construction of Problem Behaviours of Children with Autism in Therapy." In The Palgrave Handbook of Child Mental Health, 332–49. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137428318_18.

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Firestien, R. L. "Effects of Creative Problem Solving Training on Communication Behaviours in Small Groups." In Creativity and Innovation: towards a European Network, 251–56. Dordrecht: Springer Netherlands, 1988. http://dx.doi.org/10.1007/978-94-009-2827-5_42.

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Gibb, Charles, and Peter Randall. "To teach suitable methods of intervention with the problem behaviours of young children." In Professionals and Parents, 39–72. London: Macmillan Education UK, 1989. http://dx.doi.org/10.1007/978-1-349-10762-9_3.

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Conference papers on the topic "Problem behaviours"

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Lyons, Damian M., Sirhan Chaudhry, Marius Agica, and John Vincent Monaco. "Integrating perception and problem solving to predict complex object behaviours." In SPIE Defense, Security, and Sensing, edited by Jerome J. Braun. SPIE, 2010. http://dx.doi.org/10.1117/12.852484.

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Mansard, N., O. Aycard, and C. Koike. "Hierarchy of behaviours application to the homing problem in indoor environment." In 2005 IEEE International Conference on Robotics and Biomimetics - ROBIO. IEEE, 2005. http://dx.doi.org/10.1109/robio.2005.246335.

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Valenzuela, Rafael, Nuria Codina, Jose Vicente Pestana, and Joan González-Conde. "Is student procrastination related to controlling teacher behaviours?" In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5530.

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Even motivated students procrastinate, for procrastination is triggered by a volitional (rather than by a motivational) problem. However, many factors, such as learning context, teacher interpersonal style, and also type of motivation may influence the occurrence of procrastination. The aim of the present study was to assess the relations between first-year university students’ procrastination and controlling teacher behaviour. Four types of controlling teacher behaviour and three distinct measures of procrastination were ecvaluated and their correlations assessed. Findings revealed small but significant associations between (a) conditional use of rewards and decisional procrastination, and between (b) excessive personal control and procrastination linked to avoiding tasks. Results suggest that controlling teacher behaviours might influence students’ psychological experiences in learning negatively. Teachers who do not refrain from constant use of conditional rewards may deffer students’ decision processes regarding their own autonomous academic learning, and excessive personal control may favour students’ perceptions of external regulations, decreasing intrinsic motivation and autonomous self-regulated learning and, thus, making it more likely to engage in alternative activities, procrastinating academic learning.
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Wang, Yaqun. "Internalizing and Externalizing Problem Behaviours and Their Relations with Self-Concept and Parental Psychological Aggression among Junior Middle School Students." In 2018 2nd International Conference on Management, Education and Social Science (ICMESS 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icmess-18.2018.112.

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Williamson, Paul, and Christopher Tubb. "Modelling Player Combat Behaviour For NPC Imitation And Combat Awareness Analysis." In 35th ECMS International Conference on Modelling and Simulation. ECMS, 2021. http://dx.doi.org/10.7148/2021-0205.

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Abstract—NPC [non-player characters] have progressed over the past two decades, they fulfil a number of different roles, each with different problems and development techniques. When fulfilling the role typically reserved for human-players, a problem occurs because they can be identified as NPC by observing their gameplay behaviours. This has negative consequences when deployed in a team-based game where eliminations impact game objectives. This research investigates the key combat characteristics exhibited by players during certain scenarios, analysing the data acquired through experiments to determine where generalised patterns emerge. It also explores the combat awareness of players when NPCs have overly tuned combat skill, and determine how effective standard game industry techniques are for creating believable NPCs.
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Henesey, Lawrence, Lizneva Yulia, and Anwar Mahwish. "A multi-agent system with blockchain for container stacking and dispatching." In The 21st International Conference on Harbor, Maritime and Multimodal Logistic Modeling & Simulation. CAL-TEK srl, 2019. http://dx.doi.org/10.46354/i3m.2019.hms.011.

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Port Logistical Supply chains play a very important role in society. Their complex and adaptive behaviours promote the suggested applications of combining a multiagent system with blockchain for solving complex problems. Several technologies have been proven positively to work in logistics, however the concept of combining converging technologies such as blockchain with deep reinforcement multi agent is viewed as a novel approach to solving the complexity that is associated with many facets of logistics. A simulator was developed and tested for the problem of container stacking. The simulation results indicate a more robust approach to currently used tools and methods.
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Oppo, Gian-Luca, and Hernan G. Solari. "Codimension Two Bifurcation in a Laser with Injected Signal." In Nonlinear Dynamics in Optical Systems. Washington, D.C.: Optica Publishing Group, 1990. http://dx.doi.org/10.1364/nldos.1990.ld342.

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The equations of a laser with injected signal have attracted interest not only in optics but also from the community of nonlinear dynamics physicists. After the pioneering works of Ref. [1] and [2] where the proper set of Maxwell-Bloch equations has been derived and integrated numerically, interesting dynamical effects ranging from the coexistence of conservative and dissipative behaviours [3] to the existence of codimension two bifurcations (CTB) [4] have been analysed. In Ref. [4], for example, a CTB was recognised to be responsible of the appearance of frequency pushed solutions which are counter-intuitive in a problem majorly related to locking phenomena. Recently, partial attempts of characterizing the degenerate nature of the CTB have been published [5]. However a complete unfolding of the CTB capable of showing analytically all the dynamical behaviours of the solutions is presently lacking.
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Leroux, J., and D. Ne´lias. "Stick-Slip Analysis of a Point Contact When a Body Contains Cylindrical Heterogeneities." In ASME/STLE 2011 International Joint Tribology Conference. ASMEDC, 2011. http://dx.doi.org/10.1115/ijtc2011-61051.

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The stick-slip contact problem is investigated here when at least one of the contacting bodies contains inhomogeneous inclusions. Cylindrical inclusions with parallel axes are considered. The Eshelby’s equivalent inclusion method is used to solve the problem numerically. Interactions between close inclusions are taken into account in the numerical procedure, as well as the coupling between normal and tangential behaviours. It is found that the presence of heterogeneities in the vicinity of the surface contact affects the contact pressure, distribution and subsequently the distribution of shear traction and slip at the interface. The effects of the fiber orientation from the direction of the tangential load and different material properties would be presented.
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Neupane, Aadesh, and Michael Goodrich. "Learning Swarm Behaviors using Grammatical Evolution and Behavior Trees." In Twenty-Eighth International Joint Conference on Artificial Intelligence {IJCAI-19}. California: International Joint Conferences on Artificial Intelligence Organization, 2019. http://dx.doi.org/10.24963/ijcai.2019/73.

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Algorithms used in networking, operation research and optimization can be created using bio-inspired swarm behaviors, but it is difficult to mimic swarm behaviors that generalize through diverse environments. State-machine-based artificial collective behaviors evolved by standard Grammatical Evolution (GE) provide promise for general swarm behaviors but may not scale to large problems. This paper introduces an algorithm that evolves problem-specific swarm behaviors by combining multi-agent grammatical evolution and Behavior Trees (BTs). We present a BT-based BNF grammar, supported by different fitness function types, which overcomes some of the limitations in using GEs to evolve swarm behavior. Given human-provided, problem-specific fitness-functions, the learned BT programs encode individual agent behaviors that produce desired swarm behaviors. We empirically verify the algorithm's effectiveness on three different problems: single-source foraging, collective transport, and nest maintenance. Agent diversity is key for the evolved behaviors to outperform hand-coded solutions in each task.
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Kouvaros, Panagiotis, and Alessio Lomuscio. "Verifying Fault-tolerance in Parameterised Multi-Agent Systems." In Twenty-Sixth International Joint Conference on Artificial Intelligence. California: International Joint Conferences on Artificial Intelligence Organization, 2017. http://dx.doi.org/10.24963/ijcai.2017/41.

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We develop a technique to evaluate the fault-tolerance of a multi-agent system whose number of agents is unknown at design time. We present a method for injecting a variety of non-ideal behaviours, or faults, studied in the safety-analysis literature into the abstract agent templates that are used to generate an unbounded family of multi-agent systems with different sizes. We define the parameterised fault-tolerance problem as the decision problem of establishing whether any concrete system, in which the ratio of faulty versus non-faulty agents is under a given threshold, satisfies a given temporal-epistemic specification. We put forward a sound and complete technique for solving the problem for the semantical set-up considered. We present an implementation and a case study identifying the threshold under which the alpha swarm aggregation algorithm is robust to faults against its temporal-epistemic specifications.
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Reports on the topic "Problem behaviours"

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Miall, Naomi, Gillian Fergie, and Anna Pearce. Health Inequalities in Scotland: trends in deaths, health and wellbeing, health behaviours, and health services since 2000. University of Glasgow, November 2022. http://dx.doi.org/10.36399/gla.pubs.282637.

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Following a global pandemic and entering a cost-of-living crisis, concern around how health inequalities in Scotland have and will be impacted is considerable. This report synthesises a wide range of existing data and new analysis to establish the magnitude of the problem, where improvements or deterioration is evident and who is most affected. Over four detailed chapters, trends in social inequalities in health, health-related behaviours and, health and social care services in Scotland are presented.
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Sambasivan, Raja R., Alice X. Zheng, Elie Krevat, Spencer Whitman, and Gregory R. Ganger. Diagnosing Performance Problems by Visualizing and Comparing System Behaviours. Fort Belvoir, VA: Defense Technical Information Center, February 2010. http://dx.doi.org/10.21236/ada522613.

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Holland, John. Corporate Social Responsibility, Problems, Behaviour, and Change in Financial Firms. University of Glasgow, January 2022. http://dx.doi.org/10.36399/gla.pubs.263117.

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Hamilton, Thomas. The effectiveness of environmental control in modifying problem behaviors in mother-child interaction. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1402.

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Baader, Franz, and Benjamin Zarrieß. Verification of Golog Programs over Description Logic Actions. Technische Universität Dresden, 2013. http://dx.doi.org/10.25368/2022.198.

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High-level action programming languages such as Golog have successfully been used to model the behavior of autonomous agents. In addition to a logic-based action formalism for describing the environment and the effects of basic actions, they enable the construction of complex actions using typical programming language constructs. To ensure that the execution of such complex actions leads to the desired behavior of the agent, one needs to specify the required properties in a formal way, and then verify that these requirements are met by any execution of the program. Due to the expressiveness of the action formalism underlying Golog (situation calculus), the verification problem for Golog programs is in general undecidable. Action formalisms based on Description Logic (DL) try to achieve decidability of inference problems such as the projection problem by restricting the expressiveness of the underlying base logic. However, until now these formalisms have not been used within Golog programs. In the present paper, we introduce a variant of Golog where basic actions are defined using such a DL-based formalism, and show that the verification problem for such programs is decidable. This improves on our previous work on verifying properties of infinite sequences of DL actions in that it considers (finite and infinite) sequences of DL actions that correspond to (terminating and non-terminating) runs of a Golog program rather than just infinite sequences accepted by a Büchi automaton abstracting the program.
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Patel, Reena, David Thompson, Guillermo Riveros, Wayne Hodo, John Peters, and Felipe Acosta. Dimensional analysis of structural response in complex biological structures. Engineer Research and Development Center (U.S.), July 2021. http://dx.doi.org/10.21079/11681/41082.

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The solution to many engineering problems is obtained through the combination of analytical, computational and experimental methods. In many cases, cost or size constraints limit testing of full-scale articles. Similitude allows observations made in the laboratory to be used to extrapolate the behavior to full-scale system by establishing relationships between the results obtained in a scaled experiment and those anticipated for the full-scale prototype. This paper describes the application of the Buckingham Pi theorem to develop a set of non-dimensional parameters that are appropriate for describing the problem of a distributed load applied to the rostrum of the paddlefish. This problem is of interest because previous research has demonstrated that the rostrum is a very efficient structural system. The ultimate goal is to estimate the response of a complex, bio-inspired structure based on the rostrum to blast load. The derived similitude laws are verified through a series of numerical experiments having a maximum error of 3.39%.
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Greenberg, Mark. Evidence for Social and Emotional Learning in Schools. Learning Policy Institute, February 2023. http://dx.doi.org/10.54300/928.269.

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There is a consensus among educators, parents, and policymakers that education should include a focus on supporting essential social and emotional capacities to help children navigate the world successfully. To develop these competencies, many schools adopt social and emotional learning programs. This report reviews the findings from 12 meta-analyses on school-based SEL programs. Across these studies, there is a consistent, reliable effect of tested, evidence-based SEL programs on students’ social, emotional, behavioral, and academic outcomes in PreK–12th grade, including the development of social and emotional skills, improved academic engagement and performance, growth of positive social behaviors, and lower rates of behavior problems and psychological distress. These findings are applicable across gender, ethnicity and race, income, and other demographic variables.
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Casado del Río, MA, M. Garmendia Larrañaga, and C. Garitaonandia Garnacho. Internet and Spanish children with learning and behavioural problems and other disabilities. Revista Latina de Comunicación Social, March 2019. http://dx.doi.org/10.4185/rlcs-2019-1350en.

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Kan, Marni L., Hsiu Chen Yeh, Lisa M. Schainker, Jessica Nelson, Samantha Charm, Cleve Redmond, and Richard Spoth. Substance Misuse Prevention Program Attendance: Predictors Among Military Families. RTI Press, December 2022. http://dx.doi.org/10.3768/rtipress.2022.rr.0048.2212.

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Typical life circumstances for military families may impact their participation in prevention programs, yet little is known about what factors influence their participation. The current study examined predictors of attendance in the Strengthening Families Program: For Parents and Youth 10–14, for Military Families, a universal in-person program designed to improve family functioning and reduce youth substance misuse and other problem behaviors. Participants included 159 parent–child dyads randomly selected to be offered the 7-week family program. Analyses examined demographic characteristics, deployment experiences, time spent waiting for the program to begin, and psychosocial functioning as predictors of attendance in a series of regression models. Of the 39 percent of families that attended any program sessions, the majority (71 percent) attended at least four of the seven sessions. Attendance varied significantly across the geographic areas in which groups were held. Prior service utilization, youth conduct problem behavior, parental history of deployment, and family conflict were each positively associated with attendance, whereas parent tobacco use was negatively associated with attendance. These results highlight the challenges in recruiting military families into in-person prevention programs and suggest that extra efforts may be needed to engage families that do not perceive that they have a need for support.
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Baader, Franz, Anees ul Mehdi, and Hongkai Liu. Integrate Action Formalisms into Linear Temporal Description Logics. Technische Universität Dresden, 2009. http://dx.doi.org/10.25368/2022.172.

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The verification problem for action logic programs with non-terminating behaviour is in general undecidable. In this paper, we consider a restricted setting in which the problem becomes decidable. On the one hand, we abstract from the actual execution sequences of a non-terminating program by considering infinite sequences of actions defined by a Büchi automaton. On the other hand, we assume that the logic underlying our action formalism is a decidable description logic rather than full first-order predicate logic.
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