Thesis (Ph.D.)--York University, 2005. Graduate Programme in Psychology. / Typescript. Includes bibliographical references (leaves102-116). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://wwwlib.umi.com/cr/yorku/fullcit?pNR11574

Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2006. / Includes bibliographical references.

Thesis (Ed. D.)--Lehigh University, 2006. / Includes vita. Includes bibliographical references (leaves 84-96).

Thesis (M.A.)--Lancaster Bible College, 2008. / Abstract. Includes bibliographical references (leaves 52-57).

Thesis (Ph. D.)--University of Washington, 2000. / Vita. Includes bibliographical references (leaves 136-167).

xiv, 100 p. : ill. (some col.) A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number. / Schools today are faced with a growing number of student discipline problems and increasing rates of academic underachievement. To effectively meet the needs of all students, schools must utilize strategies and interventions that are both effective and efficient. Secondary interventions are designed to support students who are at risk for developing more severe behavior and academic problems. One secondary intervention that is supported by a growing research base is the Check-in/Check-out (CICO) program. Research has shown CICO to be most effective for students sensitive to adult attention; CICO is less effective-without modification, for students whose problem behavior is maintained by escape or avoidance from academic tasks. The present study addressed this gap in the literature by evaluating a modified version of CICO, designed as a comprehensive, targeted intervention for students exhibiting both academic and behavioral difficulties in school. This modified version of CICO, Academics and Behavior Check-in/Check-out (ABC), was specifically designed for students with organizational skill deficits that contribute to their problem behavior in school. The present study examined (1) if a functional relation exists between ABC and reductions in problem behavior, and (2) the effects of implementation of ABC on class work and homework completion and accuracy. A reversal design was used to evaluate the efficacy of ABC. Results indicated that ABC was functionally related to reductions in classroom problem behavior in all three participants. In addition, indirect measures suggested that ABC resulted in increased teacher ratings of student class work and homework completion and accuracy. Teacher ratings were generally higher for both work completion and accuracy during ABC phases when compared with baseline ratings. Practical and conceptual implications, as well as future research, will be discussed. / Committee in charge: Cynthia Anderson, Chairperson; Jeffrey Sprague, Member; Robert Horner, Member; Philip Fisher, Outside Member

In order to measure counselling effectiveness on three male primary school-aged children with behavior problems, an interrupted time-series analysis was done on each child's daily classroom behavior scores for a time period of three months. Three experimental subjects received 20 bi-weekly individual counselling sessions, while three primary-aged control male subjects (ages 7 and 8) from the same social learning classroom received no counselling intervention. The experimental subjects showed significant gradual increases in daily behavior point scores. This result indicated they made significant gains in displaying more appropriate school behaviors while the control subjects did not. Pre and post scores on the Piers-Harris Children's Self-Concept Scale (1969) and the Joseph Pre-School and Primary Self-Concept Screening Test (1979) indicated that the experimental subjects' self-concept scores decreased after three months of counselling; while the control subjects' self-concept scores slightly increased. Explanations for these results are discussed. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate

Behavioral difficulties in the early school years pose a risk to psychosocial functioning. The failure model suggests that peer rejection explains longitudinal associations between aggression and internalizing symptoms. The model postulates that aggression leads to increases in peer rejection, which, in turn, contributes to internalizing symptoms. This study tests pathways posited by the failure model, examining direct and indirect longitudinal effects. Direct effects models examined associations between reactive aggression and internalizing problems, reactive aggression and peer rejection, and peer rejection and internalizing symptoms. A mediation model examined the indirect effect of reactive aggression to internalizing symptoms, via peer rejection. Because distinct components of the failure model are presumed to share genetic influences, removing potential genetic contributions is important when examining the environmental influences over developmental pathways posited by the model. To this end, longitudinal tests were conducted with traditional (non-genetically controlled) and MZ twin difference (genetically controlled) designs. The latter disentangled nonshared environment effects from those for genetic factors from environmental factors. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2020. / FAU Electronic Theses and Dissertations Collection

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