The study analyzed the impact of a social skills intervention pogram with adolescent students with learning disabilities attending a school for dyslexia in central Texas. Participants of the study were 8 students aged 11 through 13. Participants were equally assigned to the intervention and control groups based on their schedules. A six-session social skills intervention program was provided to students in the intervention condition during their enrichment hours, while the control students continued to attend their regular classroom activities during this period. Non-parametric test statistics (Wilcoxon signed-rank Test and Mann Whitney U) were utilized to assess within group differences from pre- to post-test and between group differences, respectively. The results of the study suggested that even though no statistically significant differences between control and intervention groups were observed at the pre-test, scores on the Social Problem Solving Inventory-Adolescent, at post-test indicated that the intervention group significantly outperformed the control group. Neither the control nor the intervention group demonstrated any significant improvement from pre- to post-test. / text

The problem investigated in this study was whether students who received computer-assisted reading instruction would display positive attitudes toward reading six or more months after the instruction was completed. A Likert attitude scale was administered to thirteen pre-adolescent and adolescent subjects to assess their attitudes toward reading six or more months after they had received computer-assisted instruction (CAI). In addition, a questionnaire was administered to the subjects' parents to determine their perception of the subjects' attitudes toward reading. Data obtained from the Likert scale indicated that the subjects' attitudes toward reading were neutral. An analysis of responses to the parent questionnaire revealed that the students' attitudes toward school-related reading were positive as a result of CAI. This study concluded that CAI had no apparent positive impact on the subjects' attitudes toward recreational reading.

The principal aims of the study were to investigate the determinants for alcohol use in adolescence and formulate a framework for intervention design, and to use this framework to design an interactive intervention to prevent alcohol misuse in adolescents. The first study was a focus group study with 27 11-14 year olds to gauge opinions related to alcohol use and the drinking environments. The results of the analysis supported a framework of the combination of the theory of planned behaviour (Ajzen, 1991), the prototype willingness model (Gibbons & Gerrard, 1995, 1997), the social norms approach (Perkins & Berkowitz, 1986). The second study was a pilot of a questionnaire based on the combined model constructs, personality characteristics associated with adolescent alcohol misuse and behavioural measures of frequency and quantity. The first pilot was with 19 adolescents aged 11-15, which indicated that three subscales needed amendment. The participants rated the scale as easy to complete. The second pilot with 31, 16-19 year olds indicated that the subscales were reliable. The third study was a quantitative longitudinal study to evaluate the threats to external validity. The cross sectional analysis (n=239) indicated that past behaviour, subjective norm, affective attitude, drinker image and typical peer frequency predicted intention to drink alcohol. The results of longitudinal study (n=60) indicated that there were no significant differences between variables at baseline. This supported the validity of the questionnaire for intervention evaluation. The most significant predictor of behaviour at follow-up was past behaviour and subjective norm at baseline. The fourth study was a focus group study with 15, 11-14 year old participants to gauge their opinions about computer games and using games for health interventions. The themes that were identified were used to formulate a conceptual framework for an interactive computer game. The fifth study was a quantitative evaluation of a preliminary interactive role-play study to examine interactive scenarios based on the environments identified in the alcohol focus group study and behaviour change techniques from the taxonomy for alcohol use (Michie, et al., 2012). The post-intervention results indicated a significant difference in perceptions of peer drinking norms. Overall, the research supported the use of a combined theory to predict and prevent alcohol use in adolescents and an interactive method for intervention.

This study investigates the teaching practices that three Grade 9 Applied Mathematics teachers use to increase student engagement and enhance student learning. Specifically, the study examines the factors within social and academic domains that teachers used to increase student engagement. Qualitative data were collected in the form of teacher interviews, classroom observations and teacher journals. The evidence from the study shows that all three teachers were cognizant of attributes of their early adolescent learners as the teachers sought to increase student engagement in their Grade 9 Applied Mathematics classes. Six major findings as suggested by the case studies can be summarized as follows: (1) developing student self-confidence is a critical component of increasing student engagement for early adolescent learners; (2) teachers may focus on one domain more than the other as a result of their personal comfort with that domain; (3) domains for student engagement and the factors found within these domains are not independent; (4) the Ontario Ministry of Education’s TIPS4RM resource is an effective way to increase student engagement; (5) technology is also an effective and relevant way to increase student engagement; and (6) the use of a framework for student achievement may support teachers efforts to increase student engagement. Implications from this study suggest that teachers should consider a variety of factors to increase student engagement in the Grade 9 Applied Mathematics class. Teachers can consider characteristics of their early adolescent learners, and factors for social and academic engagement. Teachers will favour approaches that parallel their personality and values and efforts in one factor may support another factor of student engagement. Suggestions for areas of further research are included at the end of the study.

This study investigates the teaching practices that three Grade 9 Applied Mathematics teachers use to increase student engagement and enhance student learning. Specifically, the study examines the factors within social and academic domains that teachers used to increase student engagement. Qualitative data were collected in the form of teacher interviews, classroom observations and teacher journals. The evidence from the study shows that all three teachers were cognizant of attributes of their early adolescent learners as the teachers sought to increase student engagement in their Grade 9 Applied Mathematics classes. Six major findings as suggested by the case studies can be summarized as follows: (1) developing student self-confidence is a critical component of increasing student engagement for early adolescent learners; (2) teachers may focus on one domain more than the other as a result of their personal comfort with that domain; (3) domains for student engagement and the factors found within these domains are not independent; (4) the Ontario Ministry of Education’s TIPS4RM resource is an effective way to increase student engagement; (5) technology is also an effective and relevant way to increase student engagement; and (6) the use of a framework for student achievement may support teachers efforts to increase student engagement. Implications from this study suggest that teachers should consider a variety of factors to increase student engagement in the Grade 9 Applied Mathematics class. Teachers can consider characteristics of their early adolescent learners, and factors for social and academic engagement. Teachers will favour approaches that parallel their personality and values and efforts in one factor may support another factor of student engagement. Suggestions for areas of further research are included at the end of the study.

Thesis (M.S.)--University of Michigan, 1969.

Thesis (M.S.P.H.)--University of Michigan, 1941.

Thesis (M.S.)--University of Michigan, 1969.

Thesis (M.S.P.H.)--University of Michigan, 1941.

Estudo descritivo, correlacional, cujos objetivos foram realizar a adaptação transcultural para México dos instrumentos Teenagee Inventory of Social Skills (TISS) e o Cuestionario de Evaluación de Dificultades Interpersonales en la Adolescencia (CEDIA) e identificar as características pessoais, familiares e sociais (competência social e dificuldades interpessoais) que podem influenciar o consumo de drogas em adolescentes escolares de Monterrey, N. L. México. Seguiram-se as etapas metodológicas para a adaptação transcultural: 1) Tradução, 2) Retrotradução, 3) Revisão por um comitê de especialistas 4) Aplicação de uma prova piloto e analise das propriedades psicométricas de validação e confiabilidade dos instrumentos TISS e CEDIA, numa amostra de 1.221 estudantes de ensino fundamental. Os resultados encontrados mostraram que o instrumento TISS é uma ferramenta confiável na avaliação da competência social, obtendo-se valores de consistência interna aceitáveis ao aplicar-se em adolescentes escolares mexicanos. As Inter-correlações entre as subescalas de conduta pró-social e anti-social demonstraram ser negativas e estatisticamente significativas, o que confirma a existência de domínios de condutas diferentes, além de verificar a existência de dois fatores através da análise fatorial aplicada ao instrumento TISS. Em relação ao Questionário CEDIA, encontraram-se adequadas propriedades psicométricas, elevada confiabilidade e valores aceitáveis do coeficiente Alpha de Cronbach para a escala total e cada uma das subescalas de dificuldades interpessoais (assertividade, relações heterossexuais, falar em público, relações familiares e relações com amigos), indicaram-se coeficientes de correlação positivos e significativos entre as subescalas; e se afirmou a natureza multidimensional do questionário CEDIA. Por outro lado, apresentaram-se diferenças significativas da conduta pró-social e antisocial segundo sexo, idade e escolaridade. Além de encontrar diferenças das dificuldades interpessoais segundo sexo e idade nos adolescentes. Em relação ao consumo de drogas legais alguma vez em sua vida, mais do 40,0% consumiu bebidas alcoólicas, 36,2% consumiu tabaco. Sobre às drogas ilegais, assinalou-se que 2,4% usaram inalantes, 2,0% experimentaram maconha e 0,8% consumiram cocaína alguma vez em sua vida. Não se encontraram diferenças de consumo de drogas por sexo. No entanto encontraram-se diferenças de consumo de tabaco nos adolescentes escolares por idade, escolaridade e ocupação e ou viver ou não com o pai. Identificou-se que mais do 80,0% apresentava muito baixa dependência de consumo de tabaco através do questionário FAGESTROM. Em relação ao consumo de álcool, os homens mostram mais alta proporção de consumo atual, destacando-se diferenças de consumo por idade e escolaridade. O instrumento AUDIT mostrou que mais do 30,0% apresentava consumo de álcool em risco, 14,8% dos participantes apresentaram sintomas de dependência e 29,7% manifestavam danos relacionados ao consumo de álcool. Em relação ao consumo de drogas ilegais não se apresentaram diferenças nas variáveis do estudo. Observou-se que quanto a maior conduta pró-social menor é o consumo de drogas nos adolescentes. Encontrou-se relação da conduta anti-social com o consumo de álcool e drogas ilícitas. As dificuldades interpessoais não apresentaram relação com o consumo de drogas. As variáveis que têm a probabilidade de predizer o consumo de tabaco, são idade, sexo, conduta anti-social, dificuldades interpessoais para falar em público e relações heterossexuais. Referente ao consumo de álcool, as variáveis que predizem o consumo são idade, sexo, escolaridade, conduta anti-social, dificuldades interpessoais na assertividade, relações heterossexuais, relações familiares e relações com amigos. Mostrou-se que a conduta anti-social é a única variável que tem a probabilidade de predizer o consumo de drogas ilícitas nos adolescentes escolares. / This descriptive, correlational study aimed to carry out the cross-cultural adaptation of the instruments Teenage Inventory of Social Skills (TISS) and the Questionnaire of Interpersonal Difficulties in Adolescence (QIDA), besides identifying the personal, family and social characteristics (social competence and interpersonal difficulties) that can influence drugs consumption among adolescents of school age in Monterrey, N. L. Mexico. The methodological steps were followed for the cross-cultural adaptation: 1) Translation, 2) Retro-translation, 3) Revision for a committee of specialists and finally the application of a pilot proof of the TISS and QIDA instruments, in a sample of 1221 secondary-school students. The results show that the TISS instrument is a reliable tool to assess social competence. Acceptable internal consistency values were obtained when applied to Mexican adolescent students. The intercorrelations between the prosocial and antisocial conduct subscales showed to be negative and statistically significant, which confirms the existence of different conduct domains, besides verifying the existence of two factors through the factorial analysis applied to the TISS instrument. As to the QIDA Questionnaire, adequate psychometric properties were found, as well as high reliability and acceptable values of Cronbach\'s Alpha for the total scale and for each of the interpersonal difficulty subscales (assertiveness, heterosexual relations, talking in public, family relationships and relationships with friends), with positive correlation coefficients between the subscales; and the multidimensional nature of the QIDA questionnaire was affirmed. On the other hand, significant differences in prosocial and antisocial conduct appeared according to gender, age, and education level. Moreover, differences in interpersonal difficulties were found depending on the adolescents\' gender and age. With respect to drugs consumption at some time in their life, more than 40% had consumed alcoholic beverages and 36.2% tobacco. What illegal drugs are concerned, 2.4% had used inhalants, 2.0% had experimented marihuana and 0.8% had consumed cocaine at some time in their life. No differences in drugs consumption were found according to gender. However, differences in tobacco consumption were found among the adolescent students depending on age, education level, occupation and living with the father or not. It was also identified that more than 80.0% presented very low dependence on tobacco consumption through the FAGESTROM questionnaire. As to alcohol consumption, men reported the highest level of current consumption, highlighting consumption differences according to age and education level. The AUDIT instrument showed that more than 30.0% presented hazardous alcohol consumption, 14.8% of participants displayed symptoms of addiction and 29.7% manifested damage related to alcohol consumption. What the consumption of illegal drugs is concerned, no differences were found in the study variables. It was observed that a higher level of prosocial conduct corresponded to a lower level of alcohol consumption among the adolescents. A relation was found between antisocial conduct and the consumption of alcohol and illegal drugs. Interpersonal difficulties did not reveal a relation with drugs consumption. It should be appointed that the variables with probability of predicting tobacco consumption were age, gender, antisocial conduct, interpersonal difficulties to talk in public and heterosexual relations. As to alcohol consumption, predicting variables were age, gender, education level, antisocial conduct, interpersonal difficulties related to assertiveness, heterosexual relations, family relationships and relationships with friends. It was shown that antisocial conduct was the only variable with probability to predict illegal drugs consumption in the adolescent students.