Tesis sobre el tema "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/.
Texto completoHoll, Rachel. "Attributional change in mothers of children with conduct problem behaviours". Thesis, University of Leicester, 1999. http://hdl.handle.net/2381/31289.
Texto completoVan, 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.
Texto completoLavitch, 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.
Texto completoAshton, Jean y 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.
Texto completoDoctor of Philosophy (PhD)
Hanham, Jose Manu Education Faculty of Arts & 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.
Texto completoJohnson, 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.
Texto completoRoxell, 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.
Texto completoIn 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.
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.
Texto completoRoman, 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.
Texto completoHunter, Tracey A. y n/a. "A Longitudinal Path Model of Children's Depression and Externalising Problems as Outcomes of Behaviours, Peer Rejection, and Peer-Related Attributions and Perceptions". Griffith University. School of Psychology, 2005. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20060309.114836.
Texto completoHunter, Tracey A. "A Longitudinal Path Model of Children's Depression and Externalising Problems as Outcomes of Behaviours, Peer Rejection, and Peer-Related Attributions and Perceptions". Thesis, Griffith University, 2005. http://hdl.handle.net/10072/366979.
Texto completoThesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Psychology
Full Text
Stadler, Sophia. "Child disruptive behaviour problems, problem perception and help-seeking behaviour". Master's thesis, University of Cape Town, 2017. http://hdl.handle.net/11427/26942.
Texto completoSmith, Ian C. "The relationship between social problem solving skills, maladaptive behaviours, verbal skills and autobiographical memory retrieval style in a sample of people with mild learning disabilities". Thesis, Bangor University, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.327522.
Texto completoArabaci, Engin. "Motstånd och problem vid implementeringen av ERP-system : En litteraturstudie av förändringshantering och motstånd vid implementeringen av ett ERP-system. Studien ger även förslag på förebyggande åtgärder baserat på dokumenterade fallstudier". Thesis, Uppsala universitet, Institutionen för informatik och media, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-142718.
Texto completoPurpose – The purpose of this paper was to identify factors that give rise to resistance behaviours when implementing ERP-systems. The purpose was also to find ways to prevent these resistance behaviours.Methodology – This paper was conducted through examination and use of a methodology called documents. The paper was built upon existing secondary data. The secondary data was made up of articles and books from world leading academic journals in the area of ERP-implementation.Findings and results – The findings of this paper suggests that all ERP-implementations will face human resistance of some kind and that the treatment of these resistance behaviours is crucial for a successful implementation project. The paper identified important resistance factors that need to be handled: Low commitment from top management, inadequate training and education, a project group with little influence, experience and skills, poor change management and passive management styles, system quality, system reliability, poor business vision and poor strategy plans. The paper also identified the planning phase of an ERP-implementation to be the most crucial phase in the whole project. The paper presents ways to prevent the resistance threat through some important factors: A clear business plan and vision of the project is needed and this vision must be visible to people using the system, strong support from top management and the board is needed for funding and influence on lower levels of organizations, good anticipation of changes in processes connected to the implementation, support and communication with relevant stakeholders, a strong and influential project group, training and education to overcome knowledge barriers and developed change management strategies.Originality – This paper provides an examination and summary of the most critical factors that influence resistance behaviours when implementing an ERP-system and also provides a model that can be used in organizations when facing an implementation project.Keywords – ERP, ERP-implementation, resistance behaviours, ERP-implementation phases.
Grimes, Samantha. "An evaluation of Aggression Replacement Training : the impact of a multi-component, CBT-based intervention on the problem behaviours, pro-social skills and moral development of pupils in English secondary schools". Thesis, University of Nottingham, 2015. http://eprints.nottingham.ac.uk/30479/.
Texto completoSneddon, Penny L. "Sleep Problems in Young Children With and Without Behavior Problems". DigitalCommons@USU, 2007. https://digitalcommons.usu.edu/etd/6127.
Texto completoKsinan, Jiskrova Gabriela. "LONGITUDINAL ASSOCIATIONS BETWEEN SLEEP FUNCTIONING AND ADOLESCENT ADJUSTMENT". UKnowledge, 2018. https://uknowledge.uky.edu/hes_etds/65.
Texto completoWilliams, Deirdre. "Cognitive functioning in children with language impairment and/or hyperactivity". Thesis, University of East Anglia, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.320779.
Texto completoWiggs, Luci. "Sleep problems and daytime behaviour in children with severe learning disabilities". Thesis, University of Oxford, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.320113.
Texto completoWyatt, Christopher Don. "Responding to problem behaviors at school: A psychosocial approach". CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1855.
Texto completoDominguez, Escalon Ximena. "Learning Behaviors Mediating the Relationship between Behavior Problems and Educational Outcomes". Scholarly Repository, 2008. http://scholarlyrepository.miami.edu/oa_theses/117.
Texto completoKam, Chi-ming. "A study on teacher's attributions and helping behaviours for students with behavioural problems". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1992. http://hub.hku.hk/bib/B29788948.
Texto completoCardoso, Bruna Moraes. "Problemas emocionais e de comportamento e relações familiares em adolescentes". Universidade do Vale do Rio do Sinos, 2010. http://www.repositorio.jesuita.org.br/handle/UNISINOS/2915.
Texto completoNenhuma
Aspectos do Sistema Familiar como o Conflito Conjugal e a saúde mental dos pais têm sido relacionados a Problemas Emocionais e de Comportamento em adolescentes (PEC), manifestados por meio dos sintomas Internalizantes e Externalizantes. Este estudo teve como objetivo investigar os PEC e sua relação com aspectos do Sistema Familiar (Clima Familiar) na visão de adolescentes e seus pais. Participaram do estudo 187 estudantes (112 do sexo feminino e 75 do sexo masculino), 165 mães e 102 pais. A idade dos adolescentes variou de 11 a 16 anos (Média=12,89 DP=1,08). As mães tinham uma idade média de 39,3 anos (DP=6,8) e os pais 42,4 anos (DP=9,4). Os participantes foram avaliados através da aplicação de um questionário com questões sociodemográficas, do Inventário de Auto-Avaliação de Jovens de 11 a 18 anos (YSR, Youth Self-Report), do Inventário de Auto-Avaliação de Adultos de 18 a 59 anos (ASR, Adult Self-Report) e do Inventário do Clima Familiar (ICF). Os dados foram analisados por meio de estatísticas paramétric
Many aspects of the family system such as marital conflict and parental mental health have been associated to adolescents’ emotional and behavioural problems (EPB) manifested by internalizing and externalizing symptoms. The present study aimed to investigate the EPB and its relation to aspects of the family system (family climate) according to adolescents and their parents’s view. The study investigated 187 students (112 females and 75 males), 165 mothers and 102 fathers. The adolescents’ ages ranged from 11 to 16 (Average = 12,89 SD = 1,08), the mothers’ average age was 39,3 (SD = 6,8) and the fathers’ average age was 42,4 (SD = 9,4). Participants aging from 11 to 18 were assessed through a questionnaire with socio demographic questions from Youth Self-Report Inventory (YSR, Youth Self-Report), adults from 18 to 59 years old answered questions from an Adult Self-Report Inventory (ASR, adult Self-Report) and from a Familiar Climate Inventory (FAI). Parametric statistics were used to analyze the data. The resu
McCalla, M. Katherine. "The role of maternal behavior and toddler compliance in the development of problem behaviors". View electronic thesis (PDF), 2009. http://dl.uncw.edu/etd/2009-2/rp/mccallam/mmccalla.pdf.
Texto completoSamaitienė, Rūta. "Rolando epilepsija sergančių vaikų EEG pakitimų, miego bei elgesio sutrikimų ir klinikinių charakteristikų sąsajos". Doctoral thesis, Lithuanian Academic Libraries Network (LABT), 2013. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2013~D_20130919_161212-43923.
Texto completoAlthough patients with benign Rolandic epilepsy (RE) exhibit a benign course of the disease, some of them display sleep and behavioural problems. Seventy five patients with RE, aged 6–11 years, were included in this study. The patients were divided into two subgroups according to the presence of seizures over the preceding 6 months. The comparison group comprised 32 patients without epilepsy and with similar characteristics in terms of age and sex. All patients underwent evaluation of sleep (Sleep Disturbance Scale for Children) and behaviour (Lithuanian version of Child Behaviour Checklist). We examined the sleep and behavioural problems in correlation with the clinical data, EEG data, and simple visual-motor reaction time data. We automatically and manually analysed EEG in the collaboration with Vilnius University Faculty of Mathematics and Informatics. Only patients who had had seizures over the preceding 6 months displayed significantly higher scores for sleep problems (disorders of excessive daytime sleepiness, disorders of sleep breathing, and disorders of sleep-wake transition, longer sleep onset latency), and behavioural problems (social problems, thought problems, attention problems, and aggressive behavior) than the patients of the comparison group. Behavioural problems were associated with the longer epilepsy duration, more frequent and more severe seizures, sleep problems and sleep EEG data (spike frequency >35/min and spike focus, spreading to the other than... [to full text]
Dirsė, Laura. "13 - 16 m. paauglių, turinčių mišrių elgesio ir emocinių sutrikimų, internalių ir eksternalių problemų lygis ir įvairovė". Master's thesis, Lithuanian Academic Libraries Network (LABT), 2007. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2007~D_20070816_165327-21109.
Texto completoThe aim of the work is to ascertain the level and variety of internal and external problems of 13 – 16 years teenagers having medley behavior and emotional problems. In the beginning of the research was raised hypothesis, that the level of behavior and emotional problems is elevated for teenagers having medley behavior and emotional problems, than for teenagers do not having these problems. In order to achieve the aim we have raised these main objectives: to evaluate the level and variety of internal and external problems of 13 – 16 years teenagers having medley behavior and emotional problems. To evaluate the level and variety of anxiety of 13 – 16 years teenagers having medley behavior and emotional problems. The research was carried out applying these research methods: standardized questionnaire by Achenbach (1991) – Your Self –Report (YSR 11 / 18), Child Behavior Checklist (CBCL 4 / 18); standardized MASC - Multidimensional Anxiety Scale for Children and DAP : SPED Draw A Person : Screening Procedure for Emotional Disturbance. 92 13 -16 years teenagers participated in the research. 52 teenagers, having medley behavior and emotional problems and 40 teenagers do not having these problems. Participated in the research and 52 parents of teenagers, having medley behavior and emotional problems and 40 parents of teenagers, do not having these problems. After the research we carried out, that teenagers, having medley behavior and emotional problems experience more... [to full text]
Edvardsson, Lotta y Johanna Drejare. "Behavioural and emotional problems and physical activity in early school-age children born preterm". Thesis, Umeå universitet, Institutionen för psykologi, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-135431.
Texto completoSyftet med denna studie var att undersöka relationer mellan beteende och emotionella problem samt fysisk aktivitet i tidig skolålder hos prematura barn i jämförelse med fullgångna barn. Urvalet bestod av 131 barn i åldern 6–9 (medelvärde 7.8, inklusive 54 % flickor). Deltagarna blev indelade i fyra grupper beroende på gestationsålder: extremt prematura (22–27 veckor), mycket prematura (28–33 veckor), måttligt prematura (34–37 veckor) och kontrollgruppen som bestod av fullgångna barn (38–42 veckor). Datamaterialet inhämtades från föräldrarnas skattningar på enkäten Child Behaviour Checklist (CBCL). Resultaten visade att barn som fötts extremt prematurt skattades ha signifikant mer symtom av depression, ADHD och uppförandestörning jämfört med mycket och måttligt prematura samt fullgångna barn. Barnen som fötts extremt prematurt utövade även mer individuella idrotter och mindre lagidrotter, vilket var speciellt tydligt för barn med höga skattningar på skalorna ADHD och trotssyndrom. Sammanfattningsvis har barn födda extremt prematurt mer emotionella och beteendemässiga problem jämfört barn med längre gestationsålder, och utifrån det behövs mer fokus på att utforma lämpliga interventioner för att förebygga och behandla dessa problem. Även om fysisk aktivitet inte visade sig minska med lägre gestationsålder i vårt urval är det troligt att större skillnader kommer visa sig när barnen blir äldre och vidare undersökningar krävs för att avgöra hur fysisk aktivitet kan tänkas påverka utfallen för prematura barn.
Peterson, Janet Walker. "Networked generation youth's information seeking process: An examination of cognitive, affective and physical behaviors and problem solving techniques". Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc6063/.
Texto completoArcan, Kuntay. "Psychological Predictors Of Problem Gambling Behaviors". Phd thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614363/index.pdf.
Texto completoCheng, Grace Y. T. y n/a. "Measuring electronic information systems: the use of the information behaviour model". University of Canberra. Information Management and Tourism, 2002. http://erl.canberra.edu.au./public/adt-AUC20050628.150806.
Texto completoBellefontaine, Sarah. "A Meta-Analytic Examination of Behavioural Parenting Interventions in the Treatment of Children's Behaviour Problems". Thèse, Université d'Ottawa / University of Ottawa, 2013. http://hdl.handle.net/10393/26172.
Texto completoMonzalve, Manuel. "EXAMINING THE RELATION BETWEEN CONTEXTUAL FIT AND IMPLEMENTATION FIDELITY ON BEHAVIOR SUPPORT PLANS AND STUDENT OUTCOMES". Thesis, University of Oregon, 2016. http://hdl.handle.net/1794/20684.
Texto completoSabaté, Tomàs Marta. "Els CREI de Catalunya. Intervenció, perfil i evolució dels joves atesos". Doctoral thesis, Universitat Autònoma de Barcelona, 2018. http://hdl.handle.net/10803/663942.
Texto completoLos Centros Residenciales de Educación Intensiva (CREI) son una tipología de recurso residencial especializado existente en Catalunya para jóvenes con problemas graves de comportamiento, sobre los que no se ha realizado ninguna investigación específica hasta el momento. Es por ello que la Direcció General d’Atenció a la Infància i l’Adolescència (DGAIA), organismo dependiente del Departament de Treball, Afers Socials i Famílies de la Generalitat de Catalunya encargó la realización del presente estudio con la finalidad de adentrarse en los CREI y así entender cómo funcionan, qué perfil de jóvenes acogen y cuál es la evolución que dichos jóvenes protagonizan durante su estancia. Además, se profundizó en las trayectorias de aquellos jóvenes que evolucionaron positivamente analizando los factores que podrían haber tenido una incidencia significativa. En este estudio exploratorio hemos utilizado un diseño transeccional mixto, que combina la metodología cualitativa y cuantitativa. La recogida de datos se hizo a través de los equipos directivos y profesionales de los centros mediante la observación, un cuestionario y entrevistas semiestructuradas. Los datos obtenidos se organizaron en tres bloques. En el primero de ellos se identificaron similitudes y diferencias referentes a la organización y el funcionamiento de los centros. En el segundo bloque, se identificó que, durante los tres años previos a la realización del estudio, la mediana de edad de ingreso era de 15.4 años (SD=1.4) y solían proceder de CRAE, centro de acogida o domicilio familiar. El tiempo medio de estancia era de 14.4 meses (SD=10.10) y más de la mitad de los jóvenes se fugó en alguna ocasión durante su internamiento, consumía algún tóxico y se conocía que había cometido algún delito. Ya en el centro un 47.8% realizaron una mejora progresiva; un 44.9% no presentó mejora significativa; y un 7.3% inició su proceso con una mejora pero acabó truncado su proceso. La mediana de edad de salida fue de 16.6 años (SD=1.10) y de los que se conocía el destino de salida, solían retornar al domicilio familiar o a CRAE, u otros recursos residenciales de transición a la autonomía, o acababan internados en un Centro educativo del Departament de Justícia. Los principales motivos por los que estos jóvenes fueron desinternados fueron la pérdida de plaza por fuga de larga duración, la finalización de proceso, la mayoría de edad y el traslado a otro centro que se adaptara mejor a sus características. En el tercer bloque se profundizó en aquellos casos que residieron en los CREI durante un año o más. Los análisis mostraron que los jóvenes que habían evolucionado positivamente eran aquellos que mayoritariamente se habían adaptado al funcionamiento del centro de forma muy temprana, crearon un vínculo positivo con los profesionales, tenían buena relación con personas de fuera del centro y tenían amigos dentro del CREI, asistían a recursos externos, residieron más tiempo en los centros, desinternándose por haber finalizado su proceso y el destino más frecuente fue el retorno a domicilio o a CRAE. En pocos casos consumían estupefacientes, se les conocían delitos o se fugaron del centro. Por otro lado los jóvenes que no mejoraron significativamente eran aquellos que mayoritariamente consumían drogas, habían cometido algún delito, se fugaban, no tenían ninguna persona disponible fuera del centro y si la tenían la relación con ellas era desorganizada/negligente, y al salir del centro ingresaban en un centro educativo del Departament de Justícia o volvían al domicilio familiar. Los resultados de nuestra investigación pueden aportar información relevante que facilite a los profesionales vinculados a estos centros reflexionar sobre su práctica y evolucionar hacia el diseño y la implementación de intervenciones y estrategias que incrementen su impacto positivo.
Residential Centers for Intensive Education (CREI) are a type of specialized residential resource in Catalonia for young people with serious behavioral problems, over which no specific research has been carried out so far. For this reason, the Direcció General d’Atenció a la Infància i l’Adolescència (DGAIA), a body dependent on the Departament de Treball, Afers Socials i Famílies of the Generalitat of Catalonia, commissioned the realization of this study with the aim of getting in the CREIs and understand how they work, what is the profile of the attended youth and the evolution these young people make during their stay. Besides, the trajectories of those young people who evolved positively, analyzing the factors that could have had a significant impact were studied in depth. In this exploratory study we have used a mixed transactional design, which combines qualitative and quantitative methodology. The collection of data was made through the management teams and the professionals of the centers using semi-structured interviews, a questionnaire and the observation. The obtained data was organized in three phases. In the first one, we identified similarities and differences among centers regarding the organization and functioning. In the second phase, the three years prior to the study were considered and we identified that the main age of admission was 15.4 years (SD = 1.4) and the youngsters usually came from CRAE, care center or family home. The average time of stay was 14.4 months (SD = 10.10) and more than half of the young people escaped during their stay, had substance abuse and it was known that they had committed a crime. When in the center, 47.8% made a progressive improvement; 44.9% did not show any significant improvement; and 7.3% initiated the process with an improvement but ended up breaking its process. The main age of departure was 16.6 years (SD = 1.10) and those whose departure destination was known normally returned to their family home or to the CRAE, or went to other residential resources of transition to autonomy, or ended up in an educational center depending of the Department of Justice. The main reasons for leaving of these young people were the loss of placement due to a long-term scape, the end of their process, the majority of age and the transfer to another center that suited its characteristics best. In the third phase, those cases that resided in the CREI for one year or more were studied in depth.denThe analysis showed that young people who had evolved positively were those that had mostly adapted to the functioning of the center very quickly, created a positive bond with professionals, had a good relationship with people from the inside and the outside of the CREI, they assisted to external activities, they lived more time in the centers and they left the centers because they had finished their process, and the most frequent destiny was returning to the family home or CRAE. Only a few cases had substance abuse, committed crimes or escaped from the center. On the other hand, young people who did not improve significantly were those who mostly had substance abuse, had committed a crime, escaped from the center, had no available person outside the center and, when they had it, their relationship was disorganized or neglected. When leaving the center, these young people entered an educational center of the Department of Justice or returned to the family home. Our findings can provide relevant information that facilitates professionals linked to these centers to think about their practice and to evolve towards the design and implementation of interventions and strategies that increase their positive impact.
Dutton, Paul. "Does forage enrichment promote increased activity in captive capuchin monkeys (Cebus apella)?" Diss., Lincoln University, 2008. http://hdl.handle.net/10182/779.
Texto completoMiddleton, Melissa. "Match Between Parent and Child Temperament: Implications for Parenting Behaviors and Children's Behavior Problems". Doctoral diss., University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5438.
Texto completoID: 031001376; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Adviser: Kimberly Renk.; Title from PDF title page (viewed May 21, 2013).; Thesis (Ph.D.)--University of Central Florida, 2012.; Includes bibliographical references (p. 94-110).
Ph.D.
Doctorate
Psychology
Sciences
Psychology; Clinical Psychology
Williams, Corrie. "The Interplay of Prosocial and Conduct Problem Behaviour: Implications for Developmental and Life-Course Criminology". Thesis, Griffith University, 2021. http://hdl.handle.net/10072/402730.
Texto completoThesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Crim & Crim Justice
Arts, Education and Law
Full Text
Huset, Crystal. "Understanding the effectiveness of the functional behavior assessment process". Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008husetc.pdf.
Texto completoLester, Leanne J. "Bullying and the transition from primary to secondary school". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2012. https://ro.ecu.edu.au/theses/546.
Texto completoSunday, Kelly L. "Adolescents with Problem Sexual Behavior". Thesis, Southern Connecticut State University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10189387.
Texto completoPrevious research has found that adolescents with problem sexual behavior (PSB) are a heterogeneous population, exhibiting a wide range of behaviors from noncontact offenses to penetrative acts. Perpetrators differ in levels of aggression and violence, and in both the gender and age of their victims. However, it has been found that there are certain biopsychosocial factors contributing to the likelihood that an adolescent will engage in PSB. The purpose of this literature review is to compile a comprehensive overview of these common characteristics of adolescents with PSB. Knowing the risk factors for PSB may help guide those in the mental health field to better understand adolescents who sexually offend, and choose appropriate treatment options for these offenders.
Mohr, Caroline 1952. "Behavioural and emotional problems in adults with intellectual disability : the developmental behaviour checklist for adults". Monash University, Dept. of Psychological Medicine, 2003. http://arrow.monash.edu.au/hdl/1959.1/5588.
Texto completoDe, Obeso Orendain Alberto. "Cognitive modelling of complex problem solving behaviour". Thesis, University of Sussex, 2014. http://sro.sussex.ac.uk/id/eprint/48917/.
Texto completoRussell, Teresa. "Alzheimer's disease : expressed concern for problem behaviors /". free to MU campus, to others for purchase, 1997. http://wwwlib.umi.com/cr/mo/fullcit?p1390668.
Texto completoSchultz, Edward K. Bullock Lyndal M. "State and local level implementation of schoolwide positive behavior support an examination of the Texas Behavior Support Initiative (TBSI) /". [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-3616.
Texto completoTsoukalas, Theodora. "Day-care, home care, parenting behaviours and behaviour problems in children aged between 2 and 3 years old /". Title page, contents and abstract only, 2000. http://web4.library.adelaide.edu.au/theses/09SPS/09spst8818.pdf.
Texto completoSmall, Kylie. "The Development of Interpersonal Problem Solving and Anger Management Skills in Boys with Early Onset Conduct Problems". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2011. https://ro.ecu.edu.au/theses/402.
Texto completoPritchett, Leah D. "Noncontingent Reinforcement and Decreasing Problem Behaviors with Students with Special Needs and Its Effect on Teacher Behavior". TopSCHOLAR®, 2017. http://digitalcommons.wku.edu/theses/1934.
Texto completoFerguson, Shirley y n/a. "An examination of a school based, multimodal program for middle primary boys with difficult behaviours". University of Canberra. Professional & Community Education, 1997. http://erl.canberra.edu.au./public/adt-AUC20060710.101053.
Texto completoAlves, Paula Cristina da Silva. "Os problemas comportamentais associados ao insucesso escolar em escolas da Unidade Orgânica de Rabo de Peixe: estudo de caso". Master's thesis, [s.n.], 2014. http://hdl.handle.net/10284/5016.
Texto completoCom o objetivo de identificar os principais tipos de problemas de comportamento existentes nas salas de aula e de compreender se todos os alunos com insucesso escolar apresentam problemas comportamentais, o presente estudo procura aprofundar a perceção de algumas das crianças e de alguns dos professores que integram a Escola Básica Integrada de Rabo de Peixe, ilha de S. Miguel, Região Autónoma dos Açores acerca dessa problemática. Trata-se de um estudo correlacional de caráter misto. A orientação metodológica adotada relaciona-se com uma abordagem quantitativa e qualitativa. Foi realizado um estudo, que envolveu quatro turmas do 1º ciclo do ensino básico, duas com um baixo rendimento escolar e duas com um bom rendimento escolar, e os respetivos professores, um total de 72 alunos e de 4 professores, tendo sido aplicadas a Escala de Disrupção Escolar Professada (EDEP) e a Escala de Disrupção Escolar Inferida (EDEI), elaboradas por Veiga (2001). As conclusões indicam que existe uma maior frequência nos problemas de comportamento do fator distração-transgressão. Os comportamentos mais evidenciados nas duas escalas constituem a falta de pontualidade e a falta de obediência aos professores e também a distração nas aulas e o falar sem autorização. Os problemas comportamentais e o mau rendimento escolar dos alunos estão correlacionados, assim como o seu baixo rendimento escolar e os seus comportamentos disruptivos. Sugerem, de igual modo, que o meio familiar é apontado pelos professores como a principal causa dos problemas de comportamento. Sugerem, de igual modo, que o meio familiar é apontado pelos professores como a principal causa dos problemas de comportamento.
With the purpose of identify the main behavior problems that exist in the classrooms, and clarify if all the pupils with school failure have these same behavior problems; this study will try to analyze the perception of some of the children and some teachers who attend the “Escola Básica Integrada de Rabo de Peixe”, in S. Miguel island, Azores, Portugal, concerning this problematic. So, one has defined three main questions: Do all the pupils with school failure have behavior problems? What are the behavior problems that teachers have to face in the classroom? Is the familiar environment related with the existing behavior problems? The discussion contributes to theorize and to clarify the concepts of behavior problems and failure in a specific school context. The adopted methodology is related with a quantitative and qualitative approach. It was developed a study that involved four groups of Primary School; two of them with low academic performance and two with good scholar performance, with a total of 72 students and 4 teachers, having been applied the Scholar Disruption Scale Professed by Students (EDEP) and the Scholar Disruption Scale Inferred by Teachers (EDEI), elaborated by Veiga. (2001). The conclusions indicate that exist a bigger frequency in the behavior problems associated with the factor distraction-transgression. The most evident behaviors, in both scales, are the lack of punctuality, the lack of obedience towards teachers, the disturbance during lessons and also students chatting without teacher´s permission. Behavior problems and bad school results are correlated, as well as bad school results and disruptive behaviors. Similarly, suggest that familiar environment is referred, by teachers, the main cause of behavior problems.
Epaminondas, Felipe Rosa. "MODELAGEM DE COMPORTAMENTO PARA CONTROLE DA ESQUIZOFRENIA". Pontifícia Universidade Católica de Goiás, 2010. http://localhost:8080/tede/handle/tede/1274.
Texto completoThe objective of the present study was to utilize differential reinforcement of target behaviors in the repertoire of a person with the diagnosis of schizophrenia observing the general changes in his social repertoire and vocalizations. Procedures of Applied Behavior Analysis were used. The participant was a 47 years, single, semianalphabet male, descendant of a family with few economic resources and had been internalized in several psiquiatric institutions since he was 18. The participant was chosen based on direct observations of his behaviors in the institution. Three classes of problem behaviors were chosen to undergo intervention: low visual contact, low volume of voice and short sentences. The frequency of delusional speech was also quantified. The multiple baseline design was used to control de procedures. The interventions were made in individual sessions of free talks between the researcher and the participant. The researcher presented social reinforcements contingent to the target behaviors, changing it when it stabilized at a high frequency. The intervention proved effective to raise the frequency of the target behaviors. No alteration was observed on the delusional speech.
O objetivo do presente estudo foi utilizar o reforçamento diferencial de comportamentos alvos no repertório de uma pessoa com o diagnóstico de esquizofrenia observando as mudanças gerais em seu repertório social e suas vocalizações. Para essa finalidade foram utilizados os procedimentos da Análise Aplicada do Comportamento. O participante foi uma pessoa do sexo masculino, de 47 anos, viúvo, semi-analfabeto, descendente de família de poucos recursos econômicos e que houvera sido internado em várias instituições especializadas para tratamentos psiquiátricos desde os 18 anos de idade. A escolha do participante foi feita a partir de observações diretas dos seus comportamentos no pátio da instituição em que se encontrava. Foram selecionados três classes de comportamentos-problema para sofrerem intervenção: o baixo contato ocular, baixo volume de voz e falas curtas. Também foi quantificada a frequência de falas delirantes durante as sessões. Para o controle dos procedimentos foi utilizado o Delineamento de Linha de Base Múltipla. As intervenções foram feitas em sessões individuais de conversa livre entre o pesquisador e o participante. O pesquisador apresentava reforçadores sociais contingentes ao comportamento alvo, trocando o mesmo quando este se estabilizava em uma alta frequência. A intervenção se mostrou eficaz para aumentar a frequência dos comportamentos alvo. Nenhuma alteração foi observada quanto às falas delirantes.