Thesis (Ph. D.)--University of Oregon, 2004. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 115-120). Also available for download via the World Wide Web; free to University of Oregon users.

A Doença Falciforme (DF) constitui patologia hematológica que leva a diversas complicações sistêmicas, sobretudo sequelas neurológicas e déficits cognitivos. Algumas pesquisas têm correlacionado exames de Imagem por Ressonância Magnética (IRM) e Doppler Transcraniano (DTC) com avaliações neuropsicológicas em crianças com DF, sinalizando prejuízos cognitivos específicos e déficit intelectual geral que tendem a predispor ao baixo desempenho acadêmico e maior índice de retenção escolar. No Brasil há alta prevalência dessa doença, tornando-se importante a realização de estudos em crianças, visto que o diagnóstico precoce de dificuldades neuropsicológicas possibilita intervenções de caráter preventivo e formulação de programas de reabilitação em quadros de disfunção cerebral. Objetivo: Caracterizar o desempenho neuropsicológico e comportamental de crianças com DF, na faixa de 7 a 12 anos. Pretende-se avaliar e descrever as principais funções cognitivas (atenção/função executiva, aprendizagem e memória, linguagem, processamento visoespacial, função sensoriomotora) e possíveis dificuldades comportamentais e correlacionar esses resultados com variáveis sociodemográficas e clínicas. Método: Participaram dessa pesquisa 60 crianças, compondo dois grupos de 30 voluntários (clínico e controle), pareados em função do sexo, origem escolar e idade. Foram utilizados como instrumentos de avaliação psicológica: QI Estimado do WISC III e Matrizes Progressivas Coloridas de Raven, NEPSY II - Avaliação Neuropsicológica do Desenvolvimento e o Child Behavior Checklist (CBCL). O Grupo Clínico realizou exame neurológico clínico, IRM, DTC e hemograma. Resultados: As crianças com DF apresentaram significativos prejuízos no desempenho intelectual geral e déficits em diversos domínios neuropsicológicos específicos, principalmente função executiva, linguagem, memória visoespacial e habilidade visoespacial, comparativamente ao Grupo Controle. Nos exames médicos do Grupo Clínico, todos DTC foram considerados dentro da faixa normal e na IRM houve prevalência de 24% da amostra com infarto cerebral silencioso (ICS). O comprometimento na capacidade intelectual geral, na memória narrativa e visoespacial e no processamento fonológico foram mais significativos no Grupo com ICS. Essas diversas alterações neuropsicológicas no Grupo Clínico tendem a predispor a dificuldades no desempenho acadêmico e maior repetência escolar. Além disso, houve evidências de significativos índices de problemas comportamentais e emocionais nas crianças com DF. Observou-se declínio cognitivo em distintas funções neuropsicológicas com o aumento da idade cronológica, porém não foi evidenciada influência das variáveis como sexo, tipo genético, tipo de medicação e índices do hemograma nos resultados neuropsicológicos e comportamentais das crianças. Esses resultados trazem relevantes implicações para o tratamento dos portadores de DF, pois ressaltam a importância do acompanhamento multiprofissional e a necessidade da realização da avaliação neuropsicológica e de adequada intervenção em centros de reabilitação, com objetivo de promover melhor qualidade de vida e condições favoráveis ao desenvolvimento dessas crianças (CAPES e FAPESP). / The Sickle Cell Disease (SCD) is a haematological pathology that leads to several systemic complications, especially neurological sequelae and cognitive deficits. Some studies have correlated exams of Magnetic Resonance Imaging (MRI) and Transcranial Doppler (TCD) ultrasonography with neuropsychological assessment in children with SCD, indicating specific cognitive impairments and general intellectual deficit that tend to predispose to poor academic performance and higher rates of school retention. In Brazil there is a high prevalence of this disease, making it important to conduct studies in children, since early diagnosis of neuropsychological difficulties enables preventive interventions and formulation of rehabilitation programs in frames of brain dysfunction. Objective: To characterize the behavioral and neuropsychological performance of children with SCD, in the range 7-12 years. Aims to assess and describe the main cognitive functions (attention / executive function, learning and memory, language, visuospatial processing, sensorimotor function) and possible behavioral difficulties and to correlate these results with clinical and sociodemographic variables. Method: In this study, participated 60 children, also composing two groups of 30 volunteers (clinical and control) matched for sex, age and school origin. Were used as instruments of psychological assessment: IQ Estimate the WISC III and Raven\'s Coloured Progressive Matrices, NEPSY II - Neuropsychological Development and Child Behavior Checklist (CBCL). The Clinical Group conducted clinical neurological examination, MRI, TCD and blood count. Results: Children with SCD in neuropsychological profile showed impairments in general intellectual functioning and deficits in several specific neuropsychological domains, especially executive function, language, visuospatial memory and visuospatial skills compared to the Control Group. In medical examinationof Clinical Group, all TCD were considered within the normal range and prevalence of MRI was 24% of the sample with silent cerebral infarction (ICS). The impairment in general intellectual ability, narrative and visuospatial memory and phonological processing were more significant in the Group with ICS. These diverse neuropsychological deficits in Clinical Group tend to predispose to difficulties in academic performance and increased school failure. Furthermore, there was evidence of significant levels of behavioral and emotional problems in children with SCD. Observed cognitive decline in various neuropsychological functions with increasing chronologic age, but it has not shown the influence of variables such as gender,iables such as gender, genetic type, type of medication and the blood count indices in neuropsychological and behavioral outcomes in these children. These results provide relevant implications for the treatment of patients with SCD, because it emphasizes the importance of multidisciplinary monitoring and the need to conduct neuropsychological assessment and adequate intervention in rehabilitation centers with the aim of promoting a better quality of life and favorable conditions for the development of these children. (CAPES e FAPESP).

This study evaluated the implementation of the school-based Prevent-Teach-Reinforce (PTR) model within multi-tiered systems of support (MTSS) for elementary school students engaging in high levels of problem behavior. Three students and their classroom teachers in two public schools participated in the team-based PTR process during which they engaged in teaming and goal setting, functional behavior assessment, intervention, and evaluation. A multiple baseline across participants design was used to evaluate the impact of using the PTR model on student problem and replacement behaviors. Direct and indirect observations of student behaviors were conducted across target and generalization academic time periods. Findings indicate that the PTR intervention effectively reduced problem behavior and increased replacement behavior for all three participating students in both target and generalization academic time periods. Social validity assessments with the participating teachers and students indicated high levels of acceptability of and satisfaction with the PTR intervention goals, procedures, and outcomes. Implications for using the PTR model within MTSS for students who are not responding to Tier 2 interventions are discussed.

This study examined teacher perceptions of an intervention including a daily behavior report (DBRC) with a measure of treatment integrity present (Experimental Group) and without a measure of treatment integrity present (Control Group) The study was conducted in an analog (i.e., vignettes) online format with teacher participants from a southeastern school district. Each participant was presented with a vignette describing a student with problem classroom behaviors, a summary functional behavior assessment, and a sample behavior intervention plan including a DBRC. Only the Experimental Group was then presented with a direct observation measure of treatment integrity correlating to the DBRC. All teacher participants then rated the intervention using the Usage Rating Profile-Intervention (URP-I). On average teachers evaluated both the DBRC intervention with and without a treatment integrity component positively (i.e., means ranged from slightly agree to agree across all measures). A t-test indicated that no statistically significant differences existed between the Experimental and Control Groups’ total scores on the URP-I. This indicated that the measure of treatment integrity did not impact teachers’ ratings of the intervention on the URP-I. A MANOVA procedure found no statistically significant differences in teachers’ ratings of the intervention using each of the four factor scores of the URP-I (i.e., Acceptability, Understanding, Feasibility, and Systems Support). A multiple regression procedure used to examine various raters’ demographic characteristics found no statistically significant predictability for URP-I scores based on race, grades taught, years experience, and teaching setting (special/gifted versus general education). Cautious generalizations should be made due to limitations including the analog nature of the study, limited geographical area and participant characteristics. Additionally, the URP-I, a direct observation treatment integrity checklist, and a behavior intervention plan with an emphasis on a DBRC were all used. Use of other variables such as different interventions, rating scales and treatment integrity measures should be investigated. Suggestions for future research include conducting similar lines of research in naturalistic settings with school teachers and children, continued research in the different ways to collect treatment integrity research, and conducting acceptability and teacher perception research for other behavior interventions, target behaviors, and with other teacher groups.

No description available.

The presence of challenging and violent behaviors that pose risks to the overall safety and the educational learning experience in the public education setting have been on the rise in recent years. Traditional reactive, coercive, and punitive measures to address these behaviors have been futile. Congress responded to the national increase in violent behaviors by implementing several acts, including zero tolerance policies, in an effort to diminish the rise in violent behaviors. Of significance to this study was the inclusion of Functional Behavior Assessment in the reauthorization of the Individuals with Disabilities Education Act in 1997. Unfortunately, FBA has the least legal grounding of all the disciplinary provisions of IDEA and has been questioned by experts in the field if sufficient empirical support exists for the generalization of the technology to all students and whether or not school personnel have the skills required to conduct FBA with integrity (Drasgow, Yell, Bradley, & Shriner 1999; Quinn, 2000; Scott et al., 2005; Skiba, 2002). The purpose of this research study was to obtain and analyze information regarding the perceptions of special education teachers in the Commonwealth of Virginia on the use of Functional Behavior Assessment with students with high incidence disabilities in public schools. A nonexperimental survey design using an online self-report survey was conducted with special education teachers in the eight superintendent regions in the Commonwealth of Virginia. The study examined the behaviors that most frequently prompt a FBA, if a relationship exists between the type and frequency of training and the perceived effectiveness of FBA, the relationship between teacher attributes of beliefs and self-efficacy and the overall perceived effectiveness of FBA, and how teachers perceive the overall FBA/BIP process in public schools. The survey was distributed electronically to special education teachers through the office of the special education director in each of the 132 school divisions in Virginia. A total of 373 special education teachers responded to the survey. Respondents perceive the extent to which FBA contributes to the effectiveness of interventions that reduce challenging behaviors of students and the effectiveness of current FBA methods in increasing positive replacement behaviors and improving learning/academic achievement in public schools moderately effective. Congruent with the literature, special education teachers reported that chronic problem behaviors and physically aggressive behaviors were most likely to prompt an FBA. Respondents indicated their knowledge base, training experiences, and background in FBA. Overall, the majority of special education teachers reported that the training that they have received in FBA was moderately to very effective. Respondents indicated that further training in all areas of FBA was needed using a dynamic team based process with post training support. The most frequently reported area of FBA that requires more training was developing function-based interventions while the least reported area of need was developing hypotheses about the functions of the behavior. Teacher beliefs and self-efficacy were examined to determine if these attributes predict a special educator’s perceived effectiveness of FBA. High levels of teacher self-efficacy were associated with increased views of perceived effectiveness of FBA in public schools. Two belief items were found to correlate with the perceived effectiveness of FBA. The results of this study have important implications for personnel development and training for future and current special educators as well as information that can be applied to the exploration of a standardized process for conducting FBA in public schools in Virginia.

No description available.

The thesis named Consultation teacher - student - parent at primary school with focus to providing feedback deals with specific role of consultations in the process of education as a form of cooperation between family and school. The aim of this thesis is to closer describe consultations teacher - student - parent in the extensive context and point out their potential in particular from the point of view of the formative assessment. It is a special educational opportunity that facilitates students' personal development and improvement in the process of learning via providing feedback which comes simultaneously from three sides. The theoretical part deals with defining term consultation teacher - student - parent, describing their functions and development as a communication platform. Part of the text offers an inspiring application of this untraditional appointment in Sweden. Attention is also focused to implementing students'sources that work as essential support for work with the formative feedback. The second, empirical part deals with reconstruction of three consultation meetings at primary school and reflects development of this event from the side of teacher, student as well as parent in the form of a case study. This research confirms the value of all three approaches and formation of...

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No description available.