The framework of this study was monitoring classroom management strategies and student behaviors in the classroom, then providing strategies and feedback to increase effective classroom management and decrease problem student behaviors. There were 15 evidence–based practices that were researched and used in the study. Specifically teachers were asked to focus on 5 of them. These practices were: using 5 positive feedback comments to 1 negative comment; having classroom rules and expectations that were posted, taught, practiced, consistent, and positively reinforced; using an attention getting cue that had been taught, practiced and positively reinforced; having continuous active supervision including moving and scanning; and managing minor problem behaviors positively, consistently and quickly. Teachers filled out a self–assessment tool on how well they think they implemented these strategies in the classroom, and then received coaching sessions on how to use them more effectively in the classroom. These coaching sessions were given throughout the study as teachers had days where they needed positive reinforcement themselves. The results of these coaching sessions and the use of the strategies are presented in this study.

published_or_final_version / Education / Master / Master of Education

Under federal law, students with disabilities have the right to be educated in classrooms with students without disabilities. For students with autism, social, communication, and behavioral deficits make inclusion difficult. The severity of deficits change over time, and therefore, so too do the effects of these deficits upon inclusion. Although most research indicates autism symptoms improve with age, some studies suggest symptoms worsen, thereby affecting classroom placement. Students with autism use a multitude of interventions, most of which are not evidenced-based. Behavioral interventions are among the small number of treatments that can decrease autism severity and foster inclusion. However, behavioral interventions have not been compared to other widely used treatments, and in practice, they are rarely used in isolation. The purpose of the present study was threefold. First, relations between age, and autism severity were examined. Second, the study investigated whether relations between autism severity and time spent in regular education classrooms differed according to age. Third, it investigated types of treatments students used, and whether using behavioral treatments moderated relations between age, autism severity and amount of time in regular education classrooms. Using a national database (Interactive Autism Network), data about the severity of social, communication and behavior deficits, treatment type, and amount of time spent in regular education classrooms were extracted from school-age students (n = 2646) with autism. The results of the study showed that as age increased, social deficits increased. Furthermore, younger students, and students with more severe social impairment spent less time in regular education classrooms. Age also predicted use of behavioral treatment, and students who used behavioral treatment spent more time in special education classrooms. The findings of this study reflect the current climate of autism knowledge, which emphasizes early, intensive intervention. Consequently, students who were younger, and used behavioral treatments, were likely to be in special education classrooms that could maximize individualization, and associated treatment benefits. This is important, as social deficits increase with age, and reduce the amount of time students spend in inclusive classrooms. Additional studies are needed to further understand how behavioral treatment, compared to or used in conjunction with other commonly used treatments, affects inclusion. / Department of Educational Psychology

Thesis (M. Ed.)--University of Hong Kong, 1993.

Thesis (M.Ed.)--University of Hong Kong, 1993. / Also available in print.

Training programs designed to remediate eating deficits of higher level patients have involved some combination of verbal instructions, manual guidance, modeling, and reinforcement. Training methods which incorporate relaxation and imagery to facilitate behavior change have received little attention with this population. The current study was designed to explore the use of relaxation and suggestions as a training strategy to modify the shoveling behavior of moderately and mildly retarded institutionalized clients. Three treatment methods, relaxation-suggestion with reinforcement, modeling-instruction with reinforcement, and relaxation-suggestion alone, were compared. A greater reduction in shoveling behavior was hypothesized for the modeling-instruction with reinforcement group than for either of the relaxation-suggestion groups, and a greater reduction in shoveling behavior was hypothesized for the relaxation suggestion with reinforcement group than for the relaxation-suggestion alone group.

The purpose of this study is to research behavior problems of children in foster care and to identify teaching strategies and techniques for teachers who have foster children in their classrooms and experience difficulties working with them. The project examines the types of behavior problems displayed by abused children.

The aims of this thesis are to investigate the factors influencing treatment fidelity of health behaviour change (HBC) interventions. The thesis will focus on HBC interventions delivered by practice nurses (PNs) and health care assistants (HCAs) to patients within general practice, although the findings will be explored within the context of the wider treatment fidelity literature. The thesis comprises five studies, focussed on exploring, enhancing and assessing fidelity of delivery and receipt of HBC interventions. Through developing an enhanced understanding of these areas of treatment fidelity, the thesis will also make recommendations for strategies to enhance and assess fidelity of delivery and receipt of future HBC interventions. Study one is a meta-synthesis of qualitative studies that explored the views and experiences of nurses who had delivered HBC interventions with a focus on how this can inform future delivery of HBC interventions. Study two is an Interpretative Phenomenological Analysis of PNs’/HCAs’ experiences of helping patients to change their health behaviours within the context of their routine care, and before and after delivery of an intervention to facilitate increased walking. Study three reports a quantitative assessment of delivery of intervention techniques to facilitate increased walking, as specified in an intervention protocol, by PNs/HCAs. Study four explores PNs’/HCAs’ views and experiences of the factors that influenced their delivery of the walking intervention. Study five investigates treatment receipt, by exploring patients’ understanding of, and experiences of receiving the walking intervention. The key findings from this research are that delivery and receipt of HBC interventions within general practice are influenced by a range of factors that include the providers’ confidence and skills, the patients’ expectations and/or engagement with the intervention and the general practice within which the intervention is delivered. A number of these factors are difficult to influence and so research teams need to develop a range of strategies to enhance delivery and receipt of HBC interventions. These may include appropriate preparation for providers to deliver the intervention, the provision of a simple intervention resource to support delivery of the intervention and the development of strategies to enhance patients’ understanding of intervention techniques.

Thesis (PhD)--University of Stellenbosch, 2005. / ENGLISH ABSTRACT: The positive relationship between physical activity and recreation and a reduction in risk factors for youth has extensive historical roots. The definition of youth in an at-risk context has evolved over the years and may be conceptualized on a continuum ranging from low risk to chronic deviance. Many factors predispose youth to behavioural risk factors. These predisposing factors include variables related to the individual (self), family, peers, school, and community. The current situation in Namibia suggests that there is need for concern about youth in an at-risk context, and that efforts to minimize risk factors for youth will provide diverse personal and social benefits. Strategies involving physical activity and recreation appear particularly promising in minimizing risk factors for youth. Physical activity and recreational participation can provide positive benefits related to psychological health, physical health, familial interaction, peer influence, academic performance, community development, and other lifestyle behaviours. The documentation supporting the enormous potential of physical activity and recreational programmes to positively influence youth in an at-risk context cannot be ignored. The 305 participants in the survey and the 35 participants from the Physically Active Youth (PAY) Group provided invaluable input into this research. All participants provided unique insight. Throughout the research it became increasingly apparent that there is incredible potential for physical activity initiatives to positively impact on youth in an at-risk context. Physical activity can help youth in an at-risk context by improving self-esteem, providing positive role models, teaching teamwork and social skills, promoting self-confidence, providing a sense of belonging. reducing risk factors for disease, giving youth something constructive to do, providing a means of releasing stress, promoting positive morals and values, teaching cognitive, leadership and life skills, providing a sense of community, fostering family support, and promoting the wellness of youth. At the end of the PAY pilot project all learners showed remarkable increases in their fitness levels, their attitudes changed towards being more positive and the programme showed a passing rate of 91%. Many organizations are currently providing programmes or services that directly or indirectly impact on youth in an at-risk context. There was a general consensus that these efforts is in need of government policy that will result in better coordination of such programmes. Successful programmes need to have youth spearheading the initiative. Programmes also need to be flexible, accommodating, inexpensive (or free), with good leadership and community support. Programmes directed towards youth in an at-risk context should be non-threatening, emphasizing participation, and not competition. The research evidence suggest that there is a need to empower marginalized youth, provide good leadership, establish parental support, provide increased government support, develop partnerships, create youth centres, reform current programming initiatives to reflect the needs of youth in an at-risk context, and continue research are some of the primary concerns. The need to approach youth in an at-risk context issues holistically was also a pervasive attitude. Physical activity and recreation can provide both prevention and intervention functions. / AFRIKAANSE OPSOMMING: Die positiewe verhouding tussen liggaamlike aktiwiteit en ontspanning en 'n afname in risikofaktore vir die jeug het 'n omvangryke geskiedenis. Die definisie van jeugdiges binne 'n risiko-konteks het oor die jare heen ontwikkel en kan gekonseptualiseer word op 'n kontinuum wat van laerisiko- tot chroniese afwyking strek. Daar is baie faktore wat die jeug vatbaar maak vir risiko ten opsigte van gedrag. Hierdie predisponerende faktore sluit veranderlikes in wat verband hou met die individu (self), die gesin, die portuurgroep, die skool en die gemeenskap. In die huidige situasie in Namibië is daar aanduidings dat daar rede vir kommer is wat betref jeugdiges binne 'n risiko-konteks, en dat pogings om risikofaktore vir die jeug te minimaliseer baie voordeel inhou, op persoonlike sowel as sosiale vlak. Dit blyk dat strategieë wat liggaamlike aktiwiteit en deelname in ontspanningsbedrywighede insluit, veel kan bydra om risikofaktore vir die jeug te minimaliseer. Liggaamlike aktiwiteit en deelname aan ontspanningsbedrywighede kan bydra tot die bevordering van die geestes- en liggaamlike gesondheid, gesinsinteraksie, invloed van die portuurgroep, akademiese prestasie, gemeenskapsontwikkeling, asook ander vorme van lewenstylgedrag van jongmense. Die dokumentasie oor die geweldige potensiaal wat liggaamlike aktiwiteit en ontspanningsprogramme het om die jeug op 'n positiewe wyse te beïnvloed, mag nie misken word nie. Die 305 deelnemers aan die ondersoek, en die 35 deelnemers van die Liggaamlikaktiewe Groep (Engels: Physically Active Youth Group oftewel PAY Group) het waardevolle insette tot hierdie navorsing gemaak. Elke deelnemer het 'n unieke insig bygedra. Namate daar met die navorsing gevorder is, het dit toenemend duidelik geword dat daar 'n ongelooflike potensiaal bestaan vir inisiatiewe vir liggaamlike aktiwiteite om 'n positiewe uitwerking te hê op jeugdiges binne 'n risiko-konteks. Liggaamlike aktiwiteit kan jeugdiges binne 'n risiko-konteks help deur hul gevoel van eiewaarde te verhoog, positiewe rolmodelle te verskaf, vir hulle spanwerk en sosiale vaardighede aan te leer, hul selfvertroue te bevorder, hulle te laat voel dat hulle êrens behoort, risikofaktore vir siekte te verminder, hulle iets opbouends te gee om hulle mee besig te hou, 'n manier te bied waarop hulle van stres ontslae kan raak, positiewe sedes en waardes te leer, kognitiewe, leierskaps- en lewensvaardighede te leer. 'n gemeenskapsbewustheid te kweek, gesinsondersteuning te bevorder, en ook hulle algemene welstand te bevorder. Aan die einde van die PAY-projek het al die leerders 'n merkwaardige verhoging in hul fiksheidsvlakke getoon, en was hulle houding baie meer positief. Die program het 'n slaagsyfer van 91% gehad. Daar is tans baie organisasies wat programme of dienste aanbied wat direk óf indirek 'n invloed het op jeugdiges binne 'n risiko-konteks. Daar was eenstemmigheid dat hierdie poging op regeringsbeleid moet kan steun wat tot beter koordinering van sodanige programme sal lei. In suksesvolle programme moet jeugdiges aan die voorpunt van die inisiatiewe wees. Programme behoort soepel en aanpasbaar te wees, hulle moet óf bekostigbaar óf gratis wees, en daar moet sterk leierskap en gemeenskapsondersteuning wees. Programme wat op jeugdiges binne 'n risiko-konteks gerig is moet deelnemers nie bedreig laat voel nie, en behoort deelname eerder as wedywering te beklemtoon. Die navorsing het bewys dat daar 'n behoefte is om gemarginaliseerde jeugdiges te bemagtig, om goeie leierskap daar te stel, om ouerondersteuning te vestig, om verhoogde regeringsondersteuning te verskaf, om vennootskappe te ontwikkel, om jeugsentrums te skep, om huidige programinisiatiewe te omskep sodat hulle die behoeftes van jeugdiges binne 'n risiko-konteks weerspieël, en om met navorsing voort te gaan. Hierdie is sommige van die primêre sake wat aandag vereis. 'n Houding wat deurgaans voorgekom het, was die noodsaaklikheid daarvan om kwessies rakende jeugdiges binne 'n risiko-konteks holisties te benader. Liggamlike aktiwiteit en ontspanning' kan beide voorkomings- en intervensiefunksies bied.

The effects of graduated exposure, modeling and contingent social attention on tolerance to skincare products were evaluated with two boys with autism who displayed tactile defensiveness. Upon each presentation step of skincare products the number of positive and negative responses and successful step completion were measured. Procedures included modeling, presenting graduated opportunities, and providing social attention for step completion. Step advancement occurred if a child engaged in a step independently, without excessive refusals. A changing criterion design and a multiple baseline were employed to evaluate effects of this treatment package. Children demonstrated more positive and fewer negative responses as they completed the graduated steps. Effects maintained in follow-up observations.