Tesis sobre el tema "Behavioral disorders"
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Rice, Judy A. "Pediatric Behavioral Health Disorders". Digital Commons @ East Tennessee State University, 2002. https://dc.etsu.edu/etsu-works/7610.
Texto completoBeaudoin, Kathleen Mary. "Epistemic reasoning and adolescent egocentrism among adolescent boys with behavioral disorders and their peers without behavioral disorders". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0027/NQ38855.pdf.
Texto completoBurnett, Steven Wayne. "School achievement for students with behavioral disorders". Lynchburg, Va. : Liberty University, 2010. http://digitalcommons.liberty.edu.
Texto completoElizondo, Leigh A. "Behavior Management Techniques Used by Teachers of Emotionally/behaviorally Disordered Students in Various Educational Settings". Thesis, University of North Texas, 1998. https://digital.library.unt.edu/ark:/67531/metadc278609/.
Texto completoClark, Shaunna Lynn. "Mixture modeling with behavioral data". Diss., Restricted to subscribing institutions, 2010. http://proquest.umi.com/pqdweb?did=2023764131&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.
Texto completoSilva, Kathryn Joanne Morin. "Cognitive behavioral intervention for children with disruptive behavior disorders in residential treatment". CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1698.
Texto completoHinkel, Patricia L. "Perspectives on Educating Students with Emotional-behavioral Disorders". Kent State University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=kent1227380078.
Texto completoBanks, Oakley Dean. "Emotional and Behavioral Disorders Screening in Utah Schools". BYU ScholarsArchive, 2019. https://scholarsarchive.byu.edu/etd/7509.
Texto completoTroughton, Leonard Charles Wiedow. "Implementation of a cognitive-behavioral-based intervention for students with emotional/behavioral disorders". Diss., University of Iowa, 2018. https://ir.uiowa.edu/etd/6513.
Texto completoTaliaferro, Linda Kay. "Psychiatric Disorders as Potential Predictors in Medical Disease Development". ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/939.
Texto completoBaker, Pamela 1962. "The Use of Self-Management Strategies in the Treatment of Children with Emotional and Behavioral Disorders". Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc278089/.
Texto completoCouvillon, Michael A. "Measurement and Utility of Functional Behavioral Assessments and Behavior Intervention Plans in Classrooms for Students with Emotional and Behavioral Disorders". Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5469/.
Texto completoThompson, Michelle. "Understanding the effectiveness of functional behavioral assessments and functional behavioral analysis in the school setting". Menomonie, WI : University of Wisconsin--Stout, 2005. http://www.uwstout.edu/lib/thesis/2005/2005thompsonm.pdf.
Texto completoRothfork, Anthony. "The effect of music on disruptive behavior in students with emotional/behavioral disorders". Thesis, Northern Arizona University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3705458.
Texto completoThe purpose of this study was to evaluate the effectiveness of listening to music as an intervention to improve disruptive behavior in middle school age children with emotional/behavioral disabilities. Five middle-school students participated in a single-subject design, which involved a multiple baseline across subjects and settings. Students listened to an eight-minute recording of classical music on an iPod before engaging in an independent math or reading assignment while seated at their desk. The researcher used fixed rate recording to collect data over a five-minute session. No significant differences were found between pre-treatment and post-treatment for the targeted behaviors observed during the study. The small sample size of the study is cited as the possible reason for the negative results. Limitations as well as directions for future research are also discussed.
Dean, Latoya Lavan. "Service Provisions for Youth with Emotional and Behavioral Disorders". Thesis, University of North Texas, 2012. https://digital.library.unt.edu/ark:/67531/metadc149580/.
Texto completoArch, Joanna Jennifer. "Behavioral therapy for anxiety disorders conceptual and methodological considerations /". Diss., Restricted to subscribing institutions, 2009. http://proquest.umi.com/pqdweb?did=1906407111&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.
Texto completoCavallini, Adriane Ito de Queiroz. "Sudden Gains in Cognitive-Behavioral Therapy for Eating Disorders". BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/2466.
Texto completoVanDyke, James William. "Client Experiencing in Cognitive-Behavioral Treatment for Eating Disorders". BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/3636.
Texto completoGreer, Lindsay P. "Sensory and Behavioral Based Feeding Disorders in Young Children". Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/1692.
Texto completoWolf, Roxanne Smith Richard G. "Multiple-respondent anecdotal assessments for behavior disorders an analysis of interrater agreement and correspondence with treatment outcomes /". [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-3596.
Texto completoImlay, Jamie Ann. "Effective Behavior Interventions and Strategies in United States of America (USA) Classrooms". University of Toledo / OhioLINK, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1103316971.
Texto completoAnderson, Cynthia Marie. "Linking functional assessment with diagnostic classification development of functional assessment methodology /". Morgantown, W. Va. : [West Virginia University Libraries], 1999. http://etd.wvu.edu/templates/showETD.cfm?recnum=441.
Texto completoTitle from document title page. Document formatted into pages; contains x, 181 p. : ill. (some col.). Vita. Includes abstract. Includes bibliographical references (p. 59-67).
Eicher, John Dickinson. "Examining the Genetic Underpinnings of Commonly Comorbid Language Disorders". Thesis, Yale University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3580677.
Texto completoImpairments in various aspects of language, including the manipulation and comprehension of verbal and written language, are common in pediatric populations. Some disorders of language are secondary to other clinical presentations, while others, such as dyslexia (or reading disability [RD]), language impairment (LI), speech sound disorder (SSD), and autism spectrum disorders (ASD), have primary deficits in language skills. Each of these is a distinct disorder with unique clinical presentations and deficits. For instance, children with RD have deficits in reading and the use of written language, while those with LI have deficits in the manipulation and comprehension of verbal language. Additionally, children with SSD have difficulties in the production of speech sounds, while children with ASD may have delays or regressions in language and an inability to use complex, proper syntax and pragmatics. However, there is substantial comorbidity of these disorders, as children affected with one of these disorders are more likely to have or develop another disorder than their typically developing peers. These 'disorders—RD, LI, SSD, and ASD—are complex traits, with significant environmental and genetic components contributing to each. Similar to their phenotypic relationships, there is limited evidence that these disorders may share genetic contributors. In fact, these shared genetic components may explain the common phenotypic comorbidities of these disorders. Therefore, the overall goal of this project is to determine whether and to what extent RD, LI, SSD, and ASD share genetic associations with the hypothesis that these disorders have common genetic contributors. To accomplish this goal, I assess whether genetic associations were shared among these disorders or specific to individual disorders. First, I expand the association of the RD environmental risk factor, prenatal exposure to nicotine, to include LI and show the association of dopamine-related genes ANKK1 and DRD2 to LI. Second, two RD risk genes, DCDC2 and KIAA0319, located within the DYX2 locus on chromosome 6p22, show associations with both LI and SSD. Third, I identify ZNF385D as a novel risk gene for subjects affected with comorbid RD and LI. I also assess the neuroimaging implications of DYX2 genes and ZNF385D, specifically in regards to cortical thickness, fiber tract volume, and fractional anisotropy. Finally, two LI risk genes, ATP2C2 and CMIP located within the SLI1 locus on chromosome 16, are associated with language skills of subjects with ASD. Taken together, these results characterize the relationship of previously identified risk genes to other related language disorders and identify novel risk genes that specifically contribute to language comorbidity. Shared genetic associations among these language disorders appear to be commonplace as opposed to the exception. However, the question remains of how these genetic variants interact with each other and other genes/exposures to ultimately lead to one or more of these language deficits seen clinically.
Sarnacki, Ronald L. (Ronald Leonard). "An Examination of the Behavioral Dimensions of Behaviorally Disordered Students Across Grade Levels Utilizing Confirmatory Factor Analysis". Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc332320/.
Texto completoBak, Nicole L. "Best practices in programs for children with emotional behavioral disorders". Thesis, State University of New York at Albany, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3588433.
Texto completoStudents with emotional behavioral disorders (EBD) are educated in restrictive placements at higher rates than students in other disability categories due to their challenging behavior and inability to function in the general educational environment (Bullock & Gable, 2006). The increasing utilization of alternative programming to educate students with EBD has prompted scholars to more closely examine and identify critical intervention components of these programs (Simpson et al., 2011). Although outcomes associated with restrictive placements have been investigated, there has not been any systematic investigation of whether the recommended elements of comprehensive programming are in place in these settings, whether they are being implemented with integrity and whether they, in turn, lead to improved outcomes. Therefore, a review of the literature aimed at examining studies of restrictive settings for the existence of the eight critical elements for effective EBD programs (Simpson et al., 2011) and the associated academic, behavioral, and social outcomes was conducted. The review revealed that none of the studies described the existence of supports in all eight areas. Examination of the outcomes across the studies indicated that students with EBD made some progress academically, behaviorally, and socially, but the extent and practical significance of that progress varied. A descriptive study was also conducted. Administrators and teachers from Board of Cooperative Educations Services (BOCES) specialized programs and approved day treatment programs in New York State were surveyed about the intensity and fidelity of implementation of evidence-based academic practices, effective behavior management and treatment plans, and social skills instruction. Means and standard deviations were used to summarize the levels of intensity and implementation fidelity across the sample. Two-way multivariate analyses of variance (MANOVAs) were conducted to determine the effect of type of program and the respondents' professional position on the three elements. Overall, the results suggest that the three critical elements are present in some capacity and implemented with at least medium fidelity across the two restrictive settings. Significant differences were found between programs and positions in regards to the perceived levels of intensity and fidelity of implementation of the practices. Implications for future research, practice, and limitations are discussed.
Janzen, Jessica F. "Parent and teacher involvement: children with emotional and behavioral disorders". Kansas State University, 2014. http://hdl.handle.net/2097/17602.
Texto completoDepartment of Family Studies and Human Services
Karen Myers-Bowman
The reciprocal interaction between children and their environment can affect their development. Certain environmental interactions such as problematic parent-child relationships or peer rejection in school are associated with the development of emotional and behavioral disorders. Children with emotional and behavioral disorders experience difficulties in a variety of areas including academics, social relationships, behaviors, and life outcomes. These emotional and behavioral disorders can progress or regress depending on relationships occurring within the child’s environment. Positive, healthy, and caring parent and teacher involvement in the lives of these children is an important factor. When parents and teachers become involved, especially when they work together to set mutual goals to help with success, children with emotional and behavioral disorders may see improvements in their problem behaviors, experience more successful achievement in academics, and develop in a direction that is more normative rather than problematic. This information can be applied through an online educational module for parents of children with EBD that aims to educate these parents on the avenues to and importance of involvement.
Webster, Kevin A. Ph D. "Behavioral Phenotyping of VMAT1 Knockout Mice: Relevance to Neuropsychiatric Disorders". VCU Scholars Compass, 2016. http://scholarscompass.vcu.edu/etd/4190.
Texto completoRussell, Deborah Louise. "Adding function-based behavioral support to First Step to Success /". view abstract or download file of text, 2006. http://proquest.umi.com/pqdweb?did=1232419041&sid=3&Fmt=2&clientId=11238&RQT=309&VName=PQD.
Texto completoTypescript. Includes vita and abstract. Includes bibliographical references (leaves 166-170). Also available for download via the World Wide Web; free to University of Oregon users.
Pollack, Lauren Olivia. "The quality of life in individuals with eating disorders". Thesis, University of Missouri - Kansas City, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=1537590.
Texto completoQuality of life is an important aspect of the assessment of medical and psychiatric disorders, such as eating disorders. Eating disorders affect both the emotional and physical wellbeing of individuals who suffer from them and presumably impact quality of life. The purpose of this study was to assess the quality of life of individuals seeking inpatient treatment for an eating disorder using the Quality of Life Inventory. This assessment is unique because it considers both the importance and satisfaction of life domains and it is also very comprehensive, assessing 16 life domains both quantitatively and qualitatively. This is the first study to report on the use of the Quality of Life Inventory in an eating disorder sample. It was hypothesized that patients with eating disorders would have significantly worse quality of life than non-clinical groups and similar quality of life compared to other clinically impaired groups. This hypothesis was confirmed. It was also predicted that individuals with anorexia and bulimia nervosa would have statistically equivalent quality of life global scores but differences on domain scores, and this was confirmed as well. Finally, it was hypothesized that treatment history, number of co-morbid disorders, body mass index, and eating disorder symptoms would be related to quality of life, which was not supported. These results contribute to the literature about quality of life of individuals with eating disorders by supporting existing findings based on other quality of life measures and add information about life domains not previously assessed by other measures.
Scaglia, Fiorella. "Parent Training for two Mothers of Children with Autism Spectrum Disorders". OpenSIUC, 2012. https://opensiuc.lib.siu.edu/theses/850.
Texto completoPidruzny, Jacquelyn N. "Children with Autism Spectrum Disorders and Violent Media". University of Toledo / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1404317555.
Texto completoDuverge, Marielle V. "Adherence in family cognitive behavioral therapy among youths with anxiety disorders". FIU Digital Commons, 2006. http://digitalcommons.fiu.edu/etd/3110.
Texto completoSeck, Mamadou Mansor. "PSYCHOSOCIAL CHARACTERISTICS OF VIOLENT JUVENILE OFFENDERS WITH SERIOUS MENTAL/BEHAVIORAL DISORDERS". Case Western Reserve University School of Graduate Studies / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=case1175886607.
Texto completoLee, Yu-Wen Grace. "Teacher Perceptions of Inclusionary Practices for Students with Emotional/behavioral Disorders". Thesis, University of North Texas, 2012. https://digital.library.unt.edu/ark:/67531/metadc149629/.
Texto completoMalmgren, Kimber W. "Cooperative learning as an academic intervention for students with behavioral disorders /". Thesis, Connect to this title online; UW restricted, 1997. http://hdl.handle.net/1773/7848.
Texto completoFrench, Rachel B. "Health and behavioral problems associated with symptoms of pediatric sleep disorders". [Tampa, Fla] : University of South Florida, 2008. http://purl.fcla.edu/usf/dc/et/SFE0002767.
Texto completoLeung, Yat (Gary) Hung. "Behavioral Health Disorders and the Quality of Diabetes Care: A Dissertation". eScholarship@UMMS, 2010. https://escholarship.umassmed.edu/gsbs_diss/456.
Texto completoHubbard, Jamie Helton. "Classroom Management Practices for Male African American Students with Behavioral Disorders". ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1588.
Texto completoFuller, Tyson David. "Insights into neurodevelopmental disorders: molecular and behavioral studies using the zebrafish". Diss., University of Iowa, 2019. https://ir.uiowa.edu/etd/6945.
Texto completoMcIntosh, Kent. "Academic, behavioral, and functional predictors of chronic problem behavior in elementary grades /". view abstract or download file of text, 2005. http://wwwlib.umi.com/cr/uoregon/fullcit?p3181113.
Texto completoTypescript. Includes vita and abstract. Includes bibliographical references (leaves 106-117). Also available for download via the World Wide Web; free to University of Oregon users.
Prokic, Anica. "Agression and co-morbid disorders among adults with an intellectual disability living in the community". Thesis, McGill University, 2011. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=104884.
Texto completoLes problèmes de santé physique et de santé mentale sont plus prévalents chez les personnes ayant une déficience intellectuelle (DI) que dans la population générale. Plusieurs études suggèrent qu'il existe des associations significatives entre les troubles concomitants et les comportements agressifs, mais peu d'entre elles ont considéré les multiples problèmes de santé physique et mentale ainsi que la sévérité de ceux-ci. L'objectif principal de cette étude consiste à identifier les associations entre différents types de comportements agressifs et une variété de problèmes de santé. Les données d'une étude antérieure portant sur les comportements agressifs de 296 hommes et femmes ayant une DI légère ou moyenne vivant dans la communauté avec des services spécialisés ont été utilisées. Les résultats démontrent que les personnes ayant une DI souffrant de plusieurs problèmes de santé physique et mentale sont plus susceptibles de manifester des comportements agressifs que ceux ayant de problèmes de santé physique et mentale moindres en nombre et en sévérité. Ces résultats peuvent fournir des pistes pour le développement de stratégies de prévention et d'intervention auprès de personnes ayant une DI qui manifestent des comportements agressifs ou qui sont susceptibles d'en manifester. En effet, l'état de santé actuel de la personne pourrait être systématiquement considéré lors du processus standardisé d'évaluation du fonctionnement intellectuel. La gestion des futurs comportements agressifs pourrait donc être entreprise en adressant prioritairement les problèmes de santé. Des études complémentaires pourraient inclure des individus provenant des deux milieux, en plus d'opter pour une approche diagnostique systématique et de porter une attention particulière à l'utilisation des médicaments psychotropes.
Daugherty, Chelsea. "The Knowledge and Awareness of Autism Spectrum Disorders within the Hispanic Community". Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/honors/46.
Texto completoChung, Po-Yee. "Functional behavioral assessment-based intervention for children with food refusal behavior /". view abstract or download file of text, 2003. http://wwwlib.umi.com/cr/uoregon/fullcit?p3113006.
Texto completoTypescript. Includes vita and abstract. Includes bibliographical references (leaves 155-172). Also available for download via the World Wide Web; free to University of Oregon users.
Schreck, Kimberly Anne. "Preliminary analysis of sleep disorders in children with developmental disabilities". The Ohio State University, 1997. http://rave.ohiolink.edu/etdc/view?acc_num=osu1392312368.
Texto completoWilder, Lynn K. "Student vs. teacher perception of student behavior for youth with emotional and behavioral disorders : accurate assessment". Virtual Press, 1999. http://liblink.bsu.edu/uhtbin/catkey/1159148.
Texto completoDepartment of Special Education
Snell, Carolyn. "A Daily Phone Diary Procedure to Assess Behavioral Engagement in the Treatment of Adolescent Anxiety and Depressive Disorders". Scholarly Repository, 2011. http://scholarlyrepository.miami.edu/oa_dissertations/700.
Texto completoScott, Jessica L. "Does SES Moderate the Relationship Between Temperament and Emotional and Behavioral Disorders?" Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etd/1386.
Texto completoKnowles, Christen. "The association of Working Alliance and Classroom Adjustment for Students with Emotional and Behavioral Disorders". Thesis, University of Oregon, 2018. http://hdl.handle.net/1794/23128.
Texto completoMukherjee, Anuja Divatia. "Examination of the accuracy of teacher judgments of academic and behavioral performance of students with emotional behavioral disorders". Diss., [Free access to full dissertation available to Lehigh users only.], 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3341188.
Texto completoPayne, Linda Donica, Lori J. Marks y Barry L. Bogan. "Using Curriculum-Based Assessment to Address the Academic and Behavioral Deficits of Students With Emotional and Behavioral Disorders". Digital Commons @ East Tennessee State University, 2007. https://dc.etsu.edu/etsu-works/3521.
Texto completo