Rozprawy doktorskie na temat „Challenging behaviour”
Utwórz poprawne odniesienie w stylach APA, MLA, Chicago, Harvard i wielu innych
Sprawdź 50 najlepszych rozpraw doktorskich naukowych na temat „Challenging behaviour”.
Przycisk „Dodaj do bibliografii” jest dostępny obok każdej pracy w bibliografii. Użyj go – a my automatycznie utworzymy odniesienie bibliograficzne do wybranej pracy w stylu cytowania, którego potrzebujesz: APA, MLA, Harvard, Chicago, Vancouver itp.
Możesz również pobrać pełny tekst publikacji naukowej w formacie „.pdf” i przeczytać adnotację do pracy online, jeśli odpowiednie parametry są dostępne w metadanych.
Przeglądaj rozprawy doktorskie z różnych dziedzin i twórz odpowiednie bibliografie.
Powis, Laurie Anne. "Challenging behaviour in Phelan-McDermid syndrome". Thesis, University of Birmingham, 2013. http://etheses.bham.ac.uk//id/eprint/4405/.
Pełny tekst źródłaNoone, Stephen J. "Analysis of staff explanations about challenging behaviour". Thesis, Bangor University, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.364557.
Pełny tekst źródłaHobley, Victoria. "Constructing identities : examining discourse of challenging behaviour". Thesis, University of Nottingham, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.439454.
Pełny tekst źródłaAllen, David. "Challenging behaviour in people with learning disabilities". Thesis, University of Surrey, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.388791.
Pełny tekst źródłaHerron, Denise. "The attributional style of paid carers of people with learning disabilities". Thesis, University of East Anglia, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.300067.
Pełny tekst źródłaLangley, Dene John. "Student challenging behaviour and its impact on classroom culture: An investigation into how challenging behaviour can affect the learning culture in New Zealand primary schools". The University of Waikato, 2009. http://hdl.handle.net/10289/2796.
Pełny tekst źródłaNavarathna, Rajitha Dharshana Bandara. "Robust recognition of human behaviour in challenging environments". Thesis, Queensland University of Technology, 2014. https://eprints.qut.edu.au/66235/1/Rajitha%20Dharshana%20Bandara_Navarathna_Thesis.pdf.
Pełny tekst źródłaLavan, Gary. "Capable special school environments for behaviour that challenges". Thesis, University of Exeter, 2012. http://hdl.handle.net/10036/4012.
Pełny tekst źródłaRussell, Paul. "Carer responses to challenging behaviour : the role of optimism". Thesis, Lancaster University, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.423986.
Pełny tekst źródłaShackleton, Amanda. "An investigation into the effects of a training course regarding dealing with aggression on direct care staff in a learning disabilities service". Thesis, Bangor University, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.318574.
Pełny tekst źródłaSayer, Jane Louise. "Challenging behaviour : a cluster randomised controlled trial of the effectiveness of a staff training package in the assessment and treatment of challenging behaviour". Thesis, King's College London (University of London), 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.419463.
Pełny tekst źródłaBathurst, Neil. "Staff responses to challenging behaviour : an evaluation of behaviour analytic concepts and intervention strategies". Thesis, University of Plymouth, 1997. http://hdl.handle.net/10026.1/2593.
Pełny tekst źródłaJacobs, Linda Jane. "Inclusion and challenging behaviour : a study of primary teachers' perspectives". Thesis, University of Southampton, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.403812.
Pełny tekst źródłaHorne, Sharon. "Challenging behaviour and staff stress : exploring the mechanism of action". Thesis, University of Southampton, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.268652.
Pełny tekst źródłaSmith, Ginny. "Challenging behaviour in people with intellectual disabilities and sensory impairment". Thesis, University of Kent, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.498862.
Pełny tekst źródłaNewman, Rachel. "Nursing staff responses to challenging behaviour : attributions, emotions and evaluations". Thesis, University of Southampton, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.326774.
Pełny tekst źródłaBowring, Darren Lee. "A total population study of challenging behaviour and evaluation of Positive Behavioural Support outcomes". Thesis, Bangor University, 2018. https://research.bangor.ac.uk/portal/en/theses/a-total-population-study-of-challenging-behaviour-and-evaluation-of-positive-behavioural-support-outcomes(8204b937-d416-4652-ac7c-0aeeccf2b51e).html.
Pełny tekst źródłaMartin, Neil. "Behavioural effects of long-term multi-sensory stimulation : the benefits of the #Snoezelen' experience". Thesis, University of Reading, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.389642.
Pełny tekst źródłaAnderson, Maggie. "The importance of ambivalence : caring for people with learning disabilities who engage in self injurious behaviour". Thesis, Open University, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.336977.
Pełny tekst źródłaRahman, Barzan. "An applied behaviour analytic approach to challenging behaviours shown by survivors of traumatic brain injury". Thesis, University of Birmingham, 2009. http://etheses.bham.ac.uk//id/eprint/302/.
Pełny tekst źródłaPlows, Victoria. "Challenging interactions : an ethnographic study of behaviour in the youth club". Thesis, University of Edinburgh, 2010. http://hdl.handle.net/1842/5847.
Pełny tekst źródłaLucas, Victoria L. "The causal attributions of classroom staff toward the challenging behaviour of children with learning disabilities : assessing attributions using vignette methodology or real incidents of challenging behaviour". Thesis, University of East Anglia, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.426881.
Pełny tekst źródłaSpencer, Alison. "Gender effects and aggressive challenging behaviour in people with learning disabilities". Thesis, Open University, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.390561.
Pełny tekst źródłaKurki, K. (Kristiina). "Young children’s emotion and behaviour regulation in socio-emotionally challenging situations". Doctoral thesis, Oulun yliopisto, 2017. http://urn.fi/urn:isbn:9789526216973.
Pełny tekst źródłaTiivistelmä Tässä väitöstutkimuksessa tutkitaan päiväkoti- ja peruskouluikäisten lasten tunteiden ja käyttäytymisen säätelyä koulussa ja avoimessa päiväkodissa. Tavoitteena on selvittää erityisesti, miten lasten tunteiden ja käyttäytymisen säätely ilmenee oppimiseen tai sosiaalisiin tilanteisiin liittyvissä sosio-emotionaalisissa haasteissa ja ymmärtää lasten tunteiden ja käyttäytymisen säätelyyn vaikuttavia yksilöllisiä ja vuorovaikutuksellisia tekijöitä. Tutkimus toteutettiin kahdessa kontekstissa: peruskoulussa ja avoimessa päiväkodissa. Se koostuu kolmesta empiirisestä osatutkimuksesta, joiden tulokset on raportoitu kolmessa artikkelissa. Osatutkimuksessa I selvitettiin millaisia sosio-emotionaalisia haasteita lapset kokivat peruskoulun luokkahuonetilanteissa ja miten he käyttivät tunnesäätelystrategioita näissä tilanteissa. Osatutkimus II tutki, miten opettajat säätelivät lasten tunteita ja käyttäytymistä haasteellisissa tilanteissa avoimessa päiväkodissa ja miten tietoisia he olivat käyttämistään strategioista. Osatutkimus III selvitti puolestaan, millaisia säätelystrategioita lapset käyttivät samoissa sosio-emotionaalisesti haastavissa tilanteissa. Osatutkimus selvitti myös, miten lasten käyttämät strategiat olivat yhteydessä vuorovaikutukseen opettajan ja ikätoverien kanssa. Tutkimuksen aineistona käytettiin video-taltiointeja autenttisista koulu- ja päiväkotitilanteista, opettajille järjestettyjä videostimuloituja haastatteluja ja lasten sosiaalista kompetenssia arvioivaa kyselyä. Tutkimustulokset osoittavat, että lapset käyttävät monenlaisia tunne- ja käyttäytymisen säätelystrategioita haasteellisissa tilanteissa. Päiväkoti-ikäisten lasten säätelystrategiat pyrkivät enimmäkseen vaikuttamaan muiden toimintaan, kun taas kouluikäiset, erityisesti sosiaalisesti taitavat lapset, säätelevät haasteellisissa tilanteissa enemmän itseään kuin ympäristöä. Tulosten mukaan opettajat kohdistavat säätelystrategiansa haasteellisissa tilanteissa enemmän lasten toimintaan kuin heidän tunteisiinsa. Kaiken kaikkiaan tulokset osoittavat, että lasten säätelystrategioihin vaikuttavat sekä heidän omat taitonsa että opettajien aktiivinen puuttuminen ja vuorovaikutus ikätoverien kanssa. Tutkimus korostaa opettajan tuen merkitystä lasten tunteiden säätelyprosesseissa lasten koulun ja varhaiskasvatuksen arjessa
McClintock, Karen J. "The characteristics of children with intellectual disabilities who show challenging behaviour". Thesis, University of Birmingham, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.408354.
Pełny tekst źródłaWilliamson, Andrew Ian. "Cognitive emotional analysis of support workers' reaction to challenging behaviour in adults with learning disabilities". Thesis, University of Edinburgh, 2008. http://hdl.handle.net/1842/4295.
Pełny tekst źródłaWoolls, Samantha. "Challenging behaviour in people with learning disabilities : the goodness of fit of Positive Behavioural Support plans". Thesis, Cardiff University, 2011. http://orca.cf.ac.uk/8689/.
Pełny tekst źródłaMossman, Dominique. "The relationship between challenging behaviour and the behaviour of others : a consideration of the role of emotion". Thesis, University of Southampton, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.340308.
Pełny tekst źródłaFripps, Linda Emily. "Challenging behaviour and inclusion in a secondary school : Perceptions, policies and practices". Thesis, Open University, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.534390.
Pełny tekst źródłaCameron, Brenda. "Teachers' narratives surrounding challenging behaviour in inclusive classroom settings : research project report". Thesis, University of Canterbury. School of Educational Studies and Human Development, 2004. http://hdl.handle.net/10092/3099.
Pełny tekst źródłaAl-Zyoudi, Mohammed Hamzeh. "Addressing the needs of pupils with challenging behaviour in Jordanian special schools". Thesis, Queen's University Belfast, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.395453.
Pełny tekst źródłaBartholomew, Susan Nicolet. "What is the relationship between challenging behaviour, staff burnout and job performance?" Thesis, University of Birmingham, 2014. http://etheses.bham.ac.uk//id/eprint/5282/.
Pełny tekst źródłaWaters, Paul. "Challenging behaviour assessment in individuals with intellectual disabilities and autism spectrum disorder". Thesis, University of Birmingham, 2016. http://etheses.bham.ac.uk//id/eprint/7046/.
Pełny tekst źródłaDavies, Louise. "The association between pain, low mood and challenging behaviour in intellectual disability". Thesis, University of Birmingham, 2012. http://etheses.bham.ac.uk//id/eprint/3902/.
Pełny tekst źródłaEden, Kate Elizabeth. "The association between pain and challenging behaviour in people with intellectual disability". Thesis, University of Birmingham, 2013. http://etheses.bham.ac.uk//id/eprint/3973/.
Pełny tekst źródłaPoole, Jennifer Amy Forbes. "Challenging common sense about nonsense : an integrational approach to schizophrenic language behaviour". Master's thesis, University of Cape Town, 2009. http://hdl.handle.net/11427/8993.
Pełny tekst źródłaDue to certain fundamental flaws, orthodox linguistics has not succeeded in producing a coherent account of 'schizophrenic language' - the host of symptoms that are alternatively characterised as evidence of formal thought disorder or labelled as disorganised speech, a disorder in itself. The most important of these flaws are its treatment of languages as fixed codes, which doubles as an explanation of how linguistic communication works, and its postulation of the mental structures that would be necessary if languages were indeed fixed codes, and communication a matter of encoding and decoding messages. In particular, orthodox linguistics has bolstered the now-dominant neo-Kraepelinian, biomedical account of schizophrenia, which treats utterances as symptoms that give clues to brain (dis)organisation and (dys) function. Integrational linguistics, which criticises the culturally based assumptions - collectively referred to as 'the language myth' - that are at the heart of the orthodox account of languages and language, provides an alternative. It sympathises with the growing trend in cognitive science and philosophy towards 'embodiment' and 'distributed cognition', which recognises that encultured entities like languages, minds, brains, bodies, and world are intrinsically defined by their co-evolution in the species, and co-emergence during an individual's development. Integrationists argue that by focusing in the first instance on second-order cultural constructs called 'languages', orthodox linguistics fails to give an account of the first-order experience of language users. This thesis approaches the topic of 'schizophrenic language' from a broadly integrationist perspective in order to demonstrate that because orthodox linguistics is so widely taken for granted in psychiatry, its biases inform current mainstream accounts of schizophrenic language, motivate the outright dismissal of interpersonal accounts, past and present, and provide a skewed picture of the phenomenon it purports to be describing, by ultimately constructing an individual-focused, deficit-based account of what is not, as opposed to what is. That is, by holding up orthodox linguistics' idealised version of communication and speakers (which has little applicability even to 'normal' language users), it uses deviation from the ideal as description and explanation, rather than recognising the strategies actually employed by schizophrenics in their attempts to make sense, even if these attempts fail. The alternative argued for here is to apply the tenets of integrationist linguistics to schizophrenic language behaviour, to give a fuller account of communication situations involving schizophrenics and normal interlocutors. As a result, this thesis calls for a reformulation of the idea that incomprehensibility stems from deviant speech, itself the product of an irrational brain. 'Sense', 'deviance' and 'irrationality' are a moment-to-moment metalinguistic appraisals made by language users, second-order cultural constructions that shape the speech community's response to certain individuals. Describing the speech of schizophrenics as 'deviant', 'irrational', or 'nonsensical' constrains their jointly-constructed capability of making sense using the resources (which may include other individual's minds) at their disposal. Integration linguistics thus brings into focus a moral and political dimension to such descriptions which is obscured by an orthodox linguistics-biased biomedical approach.
Fenwick, Annabelle S. C. "Carers' perceptions of challenging behaviour : relationships with emotions, psychological adjustment, coping responses and beliefs about behavioural interventions". Thesis, Cardiff University, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.342296.
Pełny tekst źródłaJones, Daniel. "Teachers' perceptions of 'challenging behaviour' and the usefulness of peer support training in helping teachers manage classroom behaviour". Thesis, University of Bristol, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.520302.
Pełny tekst źródłaCawley, James. "Natural repertoires of functional communication in children with learning disabilities and challenging behaviour". Thesis, University of Birmingham, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.397205.
Pełny tekst źródłaThomas, Susan. "Challenging behaviour in older adults : a study of care staff attributions and management". Thesis, University of Leicester, 2001. http://hdl.handle.net/2381/31323.
Pełny tekst źródłaTree, Joanne Leslie. "What helps students with challenging behaviour make a successful transfer to secondary school?" Thesis, UCL Institute of Education (IOE), 2011. http://eprints.ioe.ac.uk/19975/.
Pełny tekst źródłaCrossland, Tom Raymond. "Care-staff perceptions of challenging behaviour in adults with autism and learning disabilities". Thesis, University of Hull, 2009. http://hydra.hull.ac.uk/resources/hull:2473.
Pełny tekst źródłaOliver, Jane C. "Teacher resilience and the perspectives of secondary school teachers on pupils' challenging behaviour". Thesis, University of Sussex, 2010. http://sro.sussex.ac.uk/id/eprint/6282/.
Pełny tekst źródłaHowell, Hilary Helen. "Children with learning disabilities and challenging behaviour : an IPA study exploring how key stakeholders construct meanings around challenging behaviour and how this affects people's relationships and experiences of giving and receiving help". Thesis, University of East London, 2016. http://roar.uel.ac.uk/5019/.
Pełny tekst źródłaWatson, Tania Katrina. "Disability and challenging behaviour in schools : the necessity for a culpability model of disability". Thesis, University of Newcastle upon Tyne, 2017. http://hdl.handle.net/10443/3596.
Pełny tekst źródłaWaite, Jane Elisabeth. "The correlates of challenging behaviour in intellectual disabilities : child characteristics, parental cognitons and wellbeing". Thesis, University of Birmingham, 2013. http://etheses.bham.ac.uk//id/eprint/4514/.
Pełny tekst źródłaStewart, Inga. "Attributions regarding 'challenging behaviour' within an acquired brain injury setting : a grounded theory analysis". Thesis, University of Leicester, 2007. http://hdl.handle.net/2381/31246.
Pełny tekst źródłaBradshaw, Jill. "Staff attributions of challenging behaviour and perceptions of communication in adults with learning disabilities". Thesis, Manchester Metropolitan University, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.540985.
Pełny tekst źródłaFitz-Gerald, Emma Louise. "The impact of attributions on the understanding and management of challenging behaviour in schools". Thesis, University of Southampton, 2017. https://eprints.soton.ac.uk/417278/.
Pełny tekst źródłaHardiman, Rebecca Lyndsey. "Challenging behaviour in Fragile X Syndrome : investigating its association with environmental and physiological factors". Thesis, University of Kent, 2018. https://kar.kent.ac.uk/67561/.
Pełny tekst źródła