Rozprawy doktorskie: „Behavioral disorders”

1

Rice, Judy A. "Pediatric Behavioral Health Disorders". Digital Commons @ East Tennessee State University, 2002. https://dc.etsu.edu/etsu-works/7610.

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Beaudoin, 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.

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Burnett, Steven Wayne. "School achievement for students with behavioral disorders". Lynchburg, Va. : Liberty University, 2010. http://digitalcommons.liberty.edu.

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4

Elizondo, 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/.

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5

Clark, 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.

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Silva, 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.

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Increasing numbers of children being referred for mental health services are exhibiting problematic behaviors that can be subsumed under the category of Disruptive Behavior Disorders. This study with its foundations in a post-positivist approach was designed to explore treatment effectiveness of cognitive behavioral intervention applied to adolescents at Oak Grove Institute, a residential treatment facility. This study hypothesized that Wexler's PRISM Model, with its integration of affect, would be instrumental in modifying disruptive behavior as measured at Oak Grove Institute. Although the small sample size precluded statistically significant findings, there were interesting results with respect to two dependant variables. Findings approached significance on measures of impulsivity and verbal aggression. That is, impulsivity and verbal aggression scores were lowered.

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7

Hinkel, Patricia L. "Perspectives on Educating Students with Emotional-behavioral Disorders". Kent State University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=kent1227380078.

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8

Banks, Oakley Dean. "Emotional and Behavioral Disorders Screening in Utah Schools". BYU ScholarsArchive, 2019. https://scholarsarchive.byu.edu/etd/7509.

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This descriptive study provides insight on the prevalence of Emotional and Behavioral Disorders (EBD) screening and school psychologists' roles in that screening process in Utah schools. EBD screening plays an important role in implementing Multi-Tiered System of Supports (MTSS). An electronic questionnaire was sent to 260 practicing Utah school psychologists. A total of 89 of those school psychologists completed the survey resulting in a 34% participation rate. Twelve percent (n=11) of participants reported that EBD screening was happening in their schools. Participants reported that the lack of resources to address student needs, the lack of administrative support, and the school having too many other concerns were barriers to EBD screening implementation. Survey results also reported that successful EBD screening consisted of a combined effort consisting of teams, administration, and school districts. Additionally, school psychologists reported that their role in EBD screening should mainly be focused on data interpretation and intervention implementation. The goal of this thesis project was to increase awareness of how universal EBD screening was occurring in Utah schools.

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9

Troughton, 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.

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The purpose of this study was to determine if there was a functional relation between the Cognitive-Behavioral Therapy-Based intervention curriculum, Tools for Getting Along (Smith & Daunic, 2012), and Externalizing Behaviors exhibited by students with EBD served in special education. Four students, nominated by their teacher and principal and receiving services in special education for behavioral goals addressing Externalizing Behaviors, participated in this single-subject, multiple-baseline study. Data collected to answer the research question were Systematic Direct Observations, Direct Behavior Ratings, The Strengths and Difficulties Questionnaire (Goodman, 1997), and the Social Problem-Solving Inventory-Revised (D’Zurilla et al. 2002). Participants began receiving Tools for Getting Along instruction in staggered intervals based on their baseline SDO, DBR, and consulting with their special education teacher. The SDQ and SPSI-R:S were administered pre- and post-intervention. Data indicated that although two students showed some improvements on DBR, there was not a functional relation between TFGA and Externalizing Behaviors. However, SDQ and SPSI-R:S sub-scale data did indicate some individual improvements. In addition to individual participant improvements, a number of implications for future research were noted from social validity data completed by the special education teacher, treatment fidelity observations, and in order to address the limitations of the study.

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Taliaferro, Linda Kay. "Psychiatric Disorders as Potential Predictors in Medical Disease Development". ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/939.

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Millions of individuals suffer disability or death from immune-based inflammatory diseases. If psychiatric disorders could be empirically linked to the prediction of immune-based inflammatory diseases, there would be a basis for promoting disease prevention measures for individuals diagnosed with one of four psychiatric disorders. Psychoneuroimmunology provided the theoretical base for understanding emotionally induced medical disease development. In this quantitative study, a parallel archival research design was used to investigate the degree to which generalized anxiety disorder, posttraumatic stress disorder, major depression recurrent, and dysthymic disorder predicted the presence of atherosclerosis, cardiovascular heart disease, rheumatoid arthritis, cancer, and type II diabetes. There were 1,209 electronic medical records of adult patients obtained through purposive stratified sampling. A secondary data analysis was employed using descriptive cross tabulation, chi-square test of independence, and multinomial logistic regression. The findings revealed major depression recurrent was a statistically significant predictor for atherosclerosis, rheumatoid arthritis, type II diabetes and cancer. Generalized anxiety disorder was a statistically significant predictor for cancer. The results can promote positive social change by providing information that could be used to develop assessment plans that identity individuals who are at risk of developing the comorbid diseases. The prevention programs could effectively be used to minimize the subsequent development of inflammatory diseases, which in turn could decrease the onset of the medical diseases among individuals with psychiatric disorders.

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11

Baker, 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/.

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The purpose of this study was to investigate the effects of self-management strategies as a means of reducing off-task and disruptive behaviors of elementary school children identified as emotionally disturbed or behavior disordered (E/BD). This study provided a practical approach for classroom teachers to implement self-management strategies in classes that include children identified as having E/BD. Five elementary school children who were formally evaluated and enrolled in a special education classroom for students with E/BD were selected to participate in the study. The study also examined the effects of the self-management procedures when targeted behaviors were monitored by peers. Four resource students from the regular education class served as peer monitors. An ABAB reversal design was used to assess the effectiveness of the self-management strategy in the special education classroom. A behavior rating scale was used at the beginning of the study to develop a baseline of student behavior and during the final phase of the intervention to measure progress. The data indicated that the self-management strategies decreased the levels off-task and disruptive behaviors for all participating students. The findings of this study substantiates previous research that suggests self-management techniques help student to manage their own behaviors.

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12

Couvillon, 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/.

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This research study examined how education service providers conduct functional behavioral assessments and utilize behavior intervention plans to address the social and emotional needs of students with challenging behaviors. The data are based on a 20-item survey administered to educators who identified themselves as working with students diagnosed with emotional and behavioral disorders. The results and implications of the survey are discussed and evaluated to the review of literature conducted prior to the study. Recommendations for future research are also explored.

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13

Thompson, 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.

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14

Rothfork, 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.

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The 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.

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15

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/.

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Youth with emotional or behavioral disorders (EBD) have poorer outcomes compared to their peers with and without disabilities. As a result, the federal government has mandated transition services to improve supports and ultimately student outcomes. Using data from the National Longitudinal Transition Study-2 (NLTS-2), this secondary analysis looked at services provided to youth with EBD (n = 410). The purpose of the study was to show a relationship between utilization of multiple services and the attainment of paid employment, and/or attending post-secondary education. Results indicate relationships between receiving financial services, tutoring and educational services and vocational services with attending a post-secondary institution. Logistic regression indicated a relationship between time, age and amount or services with paid employment. These results indicate the need for continuous, systematic and linked services for youth with EBD well into their twenties.

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16

Arch, 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.

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17

Cavallini, Adriane Ito de Queiroz. "Sudden Gains in Cognitive-Behavioral Therapy for Eating Disorders". BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/2466.

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The present study examined whether or not the temporal pattern of symptom change defined as sudden gains is applicable to and has significant ramifications for understanding recovery from eating disorders. Sudden gains were defined as stable and clinically significant changes that take place between two sessions of treatment. Data for the current study were drawn from an efficacy study of CBT for eating disorders which included session-by-session measures of eating disorder symptomatology. Predictors of sudden gains were measured by an observer coded scale that included ratings of therapist use interventions, client change in behaviors and beliefs, client engagement, and homework completion. Three research questions were addressed: First, is the phenomenon of sudden gains present in CBT for eating disorders? Second, do sudden gains in CBT for eating disorders follow the three-stage model proposed for sudden gain recovery in other disorders (i.e., cognitive changes during critical sessions => sudden gains => upward spiral that includes further cognitive changes and greater long-term symptom improvement (Tang & DeRubeis, 1999b)? Third, what are the predictors of sudden gains in CBT for eating disorders that distinguish the critical session that takes place right before the sudden gain? Findings suggest that many eating disordered clients (62%) experienced at least one sudden gain during the course of CBT treatment. Three distinct types of sudden gains were identified: total symptom sudden gains, eating-related sudden gains, and body-related sudden gains. The average magnitude of these sudden gains was large representing on average 35% of total symptom improvement. Clients who experienced total symptom and body-related sudden gains demonstrated fewer eating disordered symptoms than the other clients at posttreatment. During the session preceding the sudden gain, therapists had increased levels of cognitive interventions and empathy, and clients experienced more cognitive changes and increased motivation.

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18

VanDyke, James William. "Client Experiencing in Cognitive-Behavioral Treatment for Eating Disorders". BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/3636.

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Depth of client experiencing has been associated with positive therapeutic outcomes across theoretical orientations. Experiencing describes a particular mode of cognitive-affective processing in which clients use internal felt experience as the basis for self-examination and the resolution of personally significant issues. Given evidence that eating disorders are associated with particular disruptions of cognitive-affective processing, it is likely that experiencing plays a role in the successful treatment of eating pathology. However, no study to date has examined the relationship between experiencing and outcome in eating disorder treatment. The purposes of the current study were to examine depth of client experiencing during cognitive-behavioral treatment for eating disorders and to investigate the relationship between experiencing and outcome. Regression analyses suggested no significant relationship between depth of experiencing and outcome. However, results indicated that a restricted range of experiencing occurred during the treatment, which may have limited the possibility of detecting a relationship. A number of factors that may have contributed to the restricted range of experiencing in the sample are considered and discussed.

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19

Greer, 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.

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20

Wolf, 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.

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21

Imlay, 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.

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22

Anderson, 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.

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Thesis (Ph. D.)--West Virginia University, 1999.
Title from document title page. Document formatted into pages; contains x, 181 p. : ill. (some col.). Vita. Includes abstract. Includes bibliographical references (p. 59-67).

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23

Eicher, John Dickinson. "Examining the Genetic Underpinnings of Commonly Comorbid Language Disorders". Thesis, Yale University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3580677.

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Impairments 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.

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24

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/.

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A review of the literature regarding behavioral characteristics and underlying factors for behaviorally disordered (BD) students revealed that both elementary school aged and secondary school aged BD students may be able to be described by a similar factor structure. Utilizing ratings obtained on a national sample of BD students with the Behavioral Dimensions Rating Scale (BDRS). Research Edition, the pattern of item ratings for students in grades kindergarten through five (K-5) and grades six through eleven (6-11) was examined to confirm this literature-based theory. Multigroup simultaneous confirmatory factor analysis using maximum likelihood estimation procedures was utilized to compare the covariance structures of students in grades K-5 and grades 6-11. A goodness-of-fit index revealed that the covariance matrices of the two groups were invariant. Since the same factor structure could be used to describe BD students in grades K-5 and grades 6-11, the means for the two groups were compared using Hotelling's T^2 statistic for two independent samples. The analysis resulted in finding a significant difference between the two groups' means. A univariate F test was conducted for the behavioral dimensions to locate the source of the mean difference. A significant difference was found only for Factor I: Aggressive/Acting Out, indicating that teachers perceive these types of behavior to be more problematic for students in grades K-5. No significant differences were found between the two groups' means on Factor II: Socially Withdrawn, Factor III: Irresponsible/Inattentive, or Factor IV: Fearful/Anxious. This investigation has demonstrated that teachers can use the BDRS, Research Edition with confidence when assessing the behaviors of both elementary and secondary school aged students. Areas for further investigation include an examination for invariance across (a) more narrowly defined grade distributions, (b) gender, and (c) socioeconomic status.

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25

Bak, 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.

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Students 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.

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26

Janzen, Jessica F. "Parent and teacher involvement: children with emotional and behavioral disorders". Kansas State University, 2014. http://hdl.handle.net/2097/17602.

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Master of Science
Department 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.

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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.

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Schizophrenia is a debilitating mental disorder that causes a large economic burden and is prevalent across all cultures and countries around the world. Although both environmental factors and genetics are known to play an important role in the etiology of schizophrenia, the exact role of genetics and its interaction with environmental factors in an individual’s predisposition to develop schizophrenia is poorly understood. Schizophrenia is characterized by symptoms that include positive symptoms (e.g. delusions, hallucinations, disorganized thinking and speech), negative symptoms (e.g. avolition, anhedonia, depressive-like behavior), and cognitive dysfunctions (e.g. executive functioning deficits in learning and memory, attention, and vigilance). Genomic screening has identified polymorphisms of the vesicular monoamine transporter 1 (VMAT1) gene (SLC18A1) that are associated with schizophrenia and bipolar disorder. The current study represents the first extensive phenotyping of both young and aged mice in which the VMAT1 gene (SLC18A1) has been deleted. The results demonstrated behavioral effects of deleting the VMAT1 gene that may relate to aspects of schizophrenic-like behavioral changes in this model. Specifically, young VMAT1 knockout mice displayed significant deficits in sensorimotor gating in the prepulse inhibition (PPI) task and in the acquisition of operant learning in the autoshaping task. When exposed to a mild stressor (24 hours of food deprivation), young VMAT1 knockout mice displayed a significant reduction in locomotor activity that was not evident under free-feeding conditions. Thus, young VMAT1 knockout mice showed deficits in tasks that model positive symptoms and cognitive deficits seen in schizophrenia; however, they did not display differences in behaviors related to models of the negative symptoms of schizophrenia or deficits in tasks designed to measure motor skills. While less extensive phenotyping was conducted in aged VMAT1 knockout mice, there were no significant deficits evident in any of the assays conducted in older animals. These findings demonstrated that deletion of the VMAT1 gene has behavioral effects that appear to be mediated by changes in brain monoamine function and changes in response to stressors (i.e. food deprivation) that may reflect changes in adrenal gland monoamine function.

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Russell, 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.

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Thesis (Ph. D.)--University of Oregon, 2006.
Typescript. 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.

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29

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.

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Quality 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.

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30

Scaglia, Fiorella. "Parent Training for two Mothers of Children with Autism Spectrum Disorders". OpenSIUC, 2012. https://opensiuc.lib.siu.edu/theses/850.

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Behavioral skills training (BST) has been widely used to effectively and quickly instruct learners with limited knowledge in behavior analytic skills. A training package composed of didactic instruction presented via PowerPoint, modeling, rehearsal, feedback and in vivo components were utilized to instruct two mothers of children with autism spectrum disorders to deliver learning trials with their child to contrive MOs to increase their manding repertoires. A multiple probe across participants design was used to assess the effects of BST on the participant's performance. Prior to the beginning of the study, participants were instructed to systematically identify child's reinforcers by delivering a paired choice preference assessment. Mothers were involved in choosing the manding targets used in the child's instruction. BST was effective in demonstrating rapid acquisition of skills taught to both mothers compared to baseline performances. Although child's behavior increased over pretest measures, it did not improve significantly due variable responding. Time constraints and child's excessive variable responding lead to termination of the study.

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31

Pidruzny, Jacquelyn N. "Children with Autism Spectrum Disorders and Violent Media". University of Toledo / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1404317555.

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32

Duverge, Marielle V. "Adherence in family cognitive behavioral therapy among youths with anxiety disorders". FIU Digital Commons, 2006. http://digitalcommons.fiu.edu/etd/3110.

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The purpose of this thesis was to assess the agreement between youths and therapists on homework adherence. Kappas were computed for sessions 4 through 12. Agreement ranged from poor (κ = .22) in session 4 to excellent (κ = .83) in session 6, with percent agreement ranging from 69.9% to 95.6%. All other sessions fluctuated from excellent to fair to good. Additionally, homework completion was examined as a function of youth characteristics according to both reporters. An independent sample t-test determined there were no significant differences in percent completion according to both reporters, except for parent income according to therapists. Possible explanations for discrepancies in agreement are discussed. It is suggested that in order to avoid discrepancies between youth and therapist reports, it may be necessary for therapists to clearly set rules and enlist the help of parents in order to ensure homework completion throughout therapy.

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33

Seck, 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.

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34

Lee, 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/.

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The present study examined variables affecting teachers’ perceptions of inclusionary practices for students with emotional and behavioral disorders (E/BD) in three areas: inclusion of students with E/BD, behaviors of students with E/BD, and teacher efficacy. Teachers listed in the database of one Education Service Center located in north central Texas which represented 66 school districts, completed the online Survey on Teacher Perceptions of Inclusionary Practices for Students with Emotional/Behavioral Disorders. Findings of the study showed that (a) teaching experience was a significant predictor of teacher’s perceptions regarding the inclusion of students with E/BD, (b) student age was a significant predictor of teachers’ perceptions regarding behaviors of students with E/BD, (c) special education teachers are more likely to have a higher degree of perceptions on the subscale that measures their efficacy than general education teachers, and (d) the number of special education courses taken by general education teachers did not have a significant effect on teachers’ perceptions.

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Malmgren, 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.

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36

French, 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.

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Leung, Yat (Gary) Hung. "Behavioral Health Disorders and the Quality of Diabetes Care: A Dissertation". eScholarship@UMMS, 2010. https://escholarship.umassmed.edu/gsbs_diss/456.

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Both diabetes and behavioral health disorders (mental and substance use disorders) are significant health issues in the United States. While previous studies have shown worse health outcomes in people with diabetes and co-occurring behavioral health disorders (BHDs) than those with diabetes alone, it is unclear whether the quality of diabetes care was poorer in the presence of co-occurring BHDs. Although previous research has observed a trend of positive outcomes in people with comprehensive diabetes care, there is a lack of evidence about whether that mode of care delivery can improve outcomes in people with co-occurring BHDs. Therefore, further studies are necessary. Using a combined dataset from Medicare and Medicaid claims for Massachusetts residents, this study compared the quality of diabetes care (e.g., having at least 1 hemoglobin A1c test) and diabetes outcomes (e.g., eye complications) among Medicare and Medicaid beneficiaries with diabetes and co-occurring BHDs to those with diabetes alone in Massachusetts in 2005. The results showed a mixed picture on the relationships between BHDs and diabetes outcomes. While substance use disorders had adverse impact on adherence to quality measures (e.g., 20% less likely to attain full adherence, p0.05). Findings from this dissertation research suggest that disparities exist in the quality of diabetes care and health outcomes between people with substance use disorders and those without. The mode of care delivery needs to be further examined so that interventions can be designed to improve the outcomes of people with diabetes.

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Hubbard, Jamie Helton. "Classroom Management Practices for Male African American Students with Behavioral Disorders". ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1588.

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Male African American students with disabilities in a South Carolina school district have received a greater proportion of discipline referrals and exclusionary consequences than have other demographic groups. The purpose of this sequential mixed methods study was to explore classroom management strategies that may reduce this disproportionality. The conceptual framework was Skinner's applied behavior theory, which states that to change behavior, the environment must be changed. The qualitative guiding question investigated teacher beliefs about best classroom management practices. The quantitative research questions were intended to provide a description of discipline preferences. Quantitative data were collected through the Behavior and Instructional Management Scale (BIMS) survey (n = 20). Qualitative data were gathered from interviews with and observations of teachers of male African American students with behavioral disorders. Descriptive statistics of 20 BIMS responses indicated that participants' self -reported preferences were instructional management strategies and approaches that emphasized organizing the learning environment. Qualitative interview and observation data were analyzed using axial coding and a matrix. Findings indicated that although participants could identify disciplinary best practices, they lacked confidence to implement them. Based on these results, a professional development workshop for teachers was developed to implement research-based classroom management practices. This project will introduce social change for teachers by improving their efficacy in managing challenging behaviors and increasing instructional time. Students will also benefit from improved productivity in the learning environment.

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Fuller, Tyson David. "Insights into neurodevelopmental disorders: molecular and behavioral studies using the zebrafish". Diss., University of Iowa, 2019. https://ir.uiowa.edu/etd/6945.

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Neurodevelopmental disorders (ND) present a significant burden on society as over 5% of the US population is diagnosed with a ND. While environmental and biological factors have been associated with some cases of NDs, many still have unknown etiology. Strong comorbidities of NDs have been shown suggesting common biological processes of disease development. Sequencing technologies have allowed for the unprecedented identification of new candidate genes associated with NDs and many genes have been linked to multiple NDs. Developing robust methods to functionally validate these candidates is a critical next step for aiding patients with NDs. Using the zebrafish (Danio rerio), we characterized the developmental requirement of epilepsy candidate genes in the context of gene knockdown (KD). We demonstrated three different larval responses to pentylenetetrazol (PTZ) (hyperactive, hypoactive, or the same as control). We characterized the two genes resulting in a hyperactive response, Zinc Finger Homeobox 3 (ZFHX3) and Spectrin Repeat Domain Containing Nuclear Envelope Protein 1 (SYNE1), in greater detail. ZFHX3 is expressed in distinct brain regions during development and shows strong expression along nerve fiber tracts. SYNE1 shows broad expression during development that is enriched in the brain. Using CRISPR/Cas9 we generated a predicted null SYNE1 allele and recapitulated the seizure sensitivity phenotype in mutant larvae. Using a 60-hour behavioral assay we also demonstrate a generalized daytime hyperactivity in SYNE1 mutants. Our studies confirm ZFHX3 and SYNE1 as strong candidates for further study in epilepsy and suggest a role for SYNE1 in multiple NDs such as autism and attention-deficit/hyperactivity disorder.

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McIntosh, 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.

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Thesis (Ph. D.)--University of Oregon, 2005.
Typescript. 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.

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41

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.

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Mental and physical health problems are more prevalent among individuals with an intellectual disability (ID) than in the general population. Studies suggest that there may be significant associations between these co-morbid disorders and aggression, but only a few studies have taken into account multiple mental and physical problems, as well as their level of severity. The main goal of this study is to identify the associations between different types of aggressive behaviour and various types of health problems. Data from a previously conducted study on aggression among individuals with an ID were used to explore these associations among 296 men and women with mild and moderate ID living in the community and receiving ID services. The results show that individuals with ID who have more mental and physical health problems have higher odds of displaying aggressive behaviour than those with fewer and less severe health problems. These results can help guide future prevention and intervention strategies for persons with ID who display aggression or who are at risk to become aggressive. The individual's health problems can then be systematically assessed in addition to the standard assessments of intellectual functioning. Future aggressive behaviour may then be managed by addressing some of the health problems which may induce or be associated with aggression in individuals with ID. Further studies could include individuals from both settings, have a systematic diagnosis approach and pay special attention to psychotropic medication use.
Les 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.

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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.

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Based on past research of several different populations, it appears that there is a general lack of knowledge and awareness of Autism Spectrum Disorders (ASD’s). In order for people with autism to receive proper diagnosis, treatment, and have a high quality of life, it is important that everyone is aware and has high level of knowledge of autism. This study sought to measure the level of awareness and knowledge of autism with in the Hispanic community through a survey that addressed the characteristics and misconceptions of autism. The results showed that the majority of respondents correctly identified the characteristics of autism and correctly identified misconceptions as false. The results also showed that respondents had less knowledge of the misconceptions of autism than the characteristics of autism. This reveals that more information should be readily available about the misconceptions and characteristics of autism in order to ensure that those with autism are properly diagnosed, treated, and have a high quality of life.

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Chung, 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.

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Thesis (Ph. D.)--University of Oregon, 2003.
Typescript. 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.

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44

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.

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Wilder, 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.

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The purpose of this study was two-fold: (a) to determine whether the Behavioral Objective Sequence (BOS) (Braaten, 1998), when used as a rating scale, was a valid instrument for measuring the behaviors of students with EBD and (b) to determine whether there was a relationship between teachers' perceptions of behaviors of students with EBD and these students' perceptions of their own behaviors. Perceptions were measured using the BOS and the Child Behavior Checklist (CBCL) (Achenbach, 1991), a well-established instrument with reliability and validity. Demographic variables were examined as predictors of student versus teacher score discrepancies. Those shown to be predictive are student socioeconomic status, IQ score, length of time receiving special education services, grade and placement. The concurrent validity of the BOS is indicated by the comparison of scores on the BOS with scores on the CBCL. Participants were 62 youth with EBD and their 19 teachers from the Midwest.
Department of Special Education

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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.

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Anxiety and depressive disorders are common conditions for adolescents and are associated with significant impairments in functioning. Cognitive behavior therapy (CBT) is an effective treatment modality for these youth, and the behavioral components of CBT protocols, in particular, are thought to be one of the active mechanisms through which positive symptom changes are produced. However, few procedures are available to measure the behavioral changes taking place in adolescents’ daily lives as they make therapeutic progress. This study examined adolescents’ “behavioral engagement” throughout treatment, a construct defined as time spent in social, athletic and academic activities. Behavioral engagement was measured using the Daily Phone Diary (DPD), a validated measure of daily activities utilized in the child health literature, which employs the principles of Ecological Momentary Assessment (EMA). Twenty-four adolescents reported each activity they engaged in throughout the day, in chronological order, over the past 24 hours. Participants were diverse in their ages, ethnicities, socioeconomic statuses and internalizing disorder diagnoses. Activities were reported during phone calls scheduled before, during, and after treatment using a transdiagnostic formulation of CBT and, for a randomized subset of the sample (N=8), both before and following a Waitlist comparison condition. Results indicated that “behavioral engagement” is a construct that is measurable and that daily phone diaries are an acceptable method of data collection for this population. Based on theoretical and empirical literature, three key categories of activities on the DPD comprised behavioral engagement: 1) Time spent socially engaged with others; 2) Time spent on any physical or athletic activity; and 3) Time doing homework. Results supported good inter-rater reliability and potentially reasonable test-retest reliability; data collection via the DPD was feasible and acceptable in this context. Tests of convergent validity with other measures of anxiety and depressive symptoms suggested that prior to treatment, more time spent in some activity categories was associated with more internalizing symptoms for those with anxiety disorders only, but fewer internalizing symptoms for those with depression as well as anxiety. Tests of convergent validity with other measures of weekly mood were promising. Future studies will explore alternate definitions of behavioral engagement, examine this construct in a larger sample that has completed a full course of CBT, and explore this construct’s potential role as a mediator of clinical improvement.

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47

Scott, 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.

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This study explored whether the relationship between temperament and emotional and behavioral disorders (EBDs) is moderated by socioeconomic status (SES) in a sample of 73 children ages 5 through 15 years. Caregivers completed the Rothbart temperament surveys and the Child Behavior Checklist (CBCL). Indicators of SES included total household income and occupational status, while indicators of EBDs included the Internalizing Problems, Externalizing Problems, and Total Problems scales of the CBCL. Temperament variables included Fear, Frustration, Sadness, and Shyness. Hierarchical regression analyses revealed 4 regressions significant for moderation. A conclusion gleaned from these results is that the relationship between particular temperament dimensions and Externalizing Problems and Total Problems is stronger in low-SES children than high-SES children but only when taking into account occupational status.

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Knowles, 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.

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Teacher-student relationships can influence the academic, social, and behavioral adjustment of children and youth. Students with emotional/behavioral disorders (EBD) experience poor quality relationships with teachers. The current study explores the importance of working alliance (i.e., agreement on tasks and goals, bond) among teachers and their students. Seventy-six teacher-student dyads completed measures of classroom working alliance, perceptions of the student-teacher relationship, student engagement, and student behavior (i.e., externalizing and internalizing behavior). Findings indicated that (a) students and teachers have weak agreement about the quality of their alliance, (b) working alliance was associated with student engagement, and (c) students’ externalizing symptomology predicted teacher ratings of alliance. Interpretation of these findings, study limitations, and suggestions for future research and practice are discussed.

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Mukherjee, 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.

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Payne, Linda Donica, Lori J. Marks i 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.

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