Thesis (M.S.)--University of Michigan, 1991.

Thesis (Ph. D.)--University of Wisconsin, 1972. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliography.

This study examined the effectiveness of the LEAST Approach to Discipline with junior high school teachers having behaviorally disordered pupils in their classes. The sample consisted of twenty junior high school teachers who were paired on the basis of quantity and problem severity of behaviorally disordered pupils in their classes. Each matched pair was split and randomly assigned to the experimental and control group. Treatment consisted of eight hours of training in the LEAST approach. Subsequently, each experimental teacher was observed in class and given feedback regarding his application of the LEAST approach. The control group received no treatment. Following treatment, a two-month data collection period ensued. During this time data was collected for both groups on seven dependent variables. Specifically these were (1) teacher deviancy management skills, (2) pupil perception of the classroom environment, (3) pupil compliance, (4) office referrals, (5) teacher-parent conferences, (6) pupil absences and (7) non completed assignments.

D.Litt. et Phil. (Psychology) / It is an accepted fact that the incidence of coronary heart disease has reached endemic proportions in South Africa. One of the fastest growing clinical populations in this domain is that of the coronary artery bypass patient. As a result the facilities catering to the biomedical needs of this population are amongst the most sophisticated in the world. However, facilities for the effective psychosocial rehabilitation of these patients are relatively scarce. When they are addressed they tend to focus essentially on secondary emotional factors impeding reintegration back into society. A sadly neglected psychosocial factor and independent risk factor is that of the Type A behaviour pattern. Extensive research in this area has not only found this behaviour pattern to be detrimental to effective rehabilitation but has also found it to be instrumental in the reocclusion of grafted blood vessels resulting in an elevated re-operation rate as well as putting these patients at risk for a potentially fatal coronary event. In an attempt to address this problem a rehabilitation group intervention program adapted for South African conditions was launched. This program was based on the Recurrent Coronary Prone Prevention Project intended for the treatment of post-myocardial infarct patients in San Francisco. Essentially the aim of the project was to ascertain whether this intervention could be applied effectively to the coronary artery bypass population and whether its duration could significantly shortened so as to be more economically viable given the limited economic resources characteristic of the health care services in this country. The modified programme was administered to a group of 13 post-coronary artery bypass graft patients at two local cardiac rehabilitation centres. A second group of 10 patients at these same centres served as a no-treatment waiting list control group, while simultaneously undergoing an aerobic exercise and cardiovascular counselling programme. Results of the study indicate the modified programme to be highly successful in modifying Type A behaviour and its components within the South African context in the post coronary artery bypass patient samples exposed to it. Comparisons of the experimental and control groups after the intervention showed statistically significant differences on the majority of measures. Thus it was- concluded that the modified programme has the potential to be an invaluable aid in the treatment of .this population in South Africa. Presently, however, this sample is being monitored longitudinally in order to ensure that the treatment benefits remain.

Ph.D. (Education) / Education in the United Kingdom is divided into three stages which are: primary, secondary, further and higher education. Learners’ compulsory education lasts for 11 years. Legal schooling ages are starting from five years to 16 years. Within that period learners must obtain full-time education that is suitable to their age, ability, capacity and their special educational needs (SEN). If a learner does not attend a school, the local education authority (LEA) must be satisfied that other appropriate provision is available for them. Transferring age from primary to secondary school is at the age of 11 years. Most secondary schools in the United Kingdom are comprehensive; which means that they do not operate a selective entrance system. However, in some parts of the United Kingdom, grammar school systems operates which usually requires learners to pass an entrance examination based on their ability.

Magister Educationis - MEd / This study focused on improving the learners behaviour through classroom management and the implementation of human rights awareness as an intervention strategy. The purpose of the research was to prevent learners from misbehaving through the implementation of different teaching strategies. Learners transgression will not stop completely and a second objective was to use the implementation of human rights awareness as an intervention strategy if the learners behaviour become unacceptable. The strategies the educators has to instigate were primarily considered to be those associated with classroom management. / South Africa

This thesis is concerned with changing behaviour patterns of a number of unemployed disadvantaged youth associated with an intervention strategy called Career Start. Career Start uses computer-based technology in its instructional program, which attempts to address simultaneously three significant barriers to youth employment. These barriers are grade level attainment, low self-esteem, and destructive attitudes towards work. The participants in Career Start numbered 169 youths between the ages of 15 and 24. All had been classified as severely employment disadvantaged by the classification methods of Employment and Immigration Canada. The youths were interviewed to ascertain specific background characteristics and the reasons why they were unemployed. They were also tested before and after participation in the program to determine whether or not barriers to employment had been reduced. There was some evidence of improvement in academic scores, primarily in the language and mathematics areas. In addition, there was a reduction in the barriers to employment as measured by the Vocational Opinion Index. The Culture Free Self-Esteem Index also showed that the self-esteem of the participants was raised after participation in the program. The employment objectives of Employment and Immigration Canada were also taken into consideration during the study. During the first year the objectives were exceeded by 36 percent of the subjects and, during the first nine-month period of the second year, the objectives were again exceeded. Data were statistically analyzed using the Chi-square Test for Independence, the Non Parametric Sign Test, cross-tabulations, and frequency tables. The study indicated that Career Start had the potential to be a successful intervention strategy in addressing the problems of unemployed and disadvantaged youth. The research also generated a number of related issues in need of further study. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate

This study evaluates archival data from a home intervention with an at-risk preschool child and her family. The intervention model studied was created by the Developmental Research Lab at Texas Christian University. Data was collected prior to and during the first 4 weeks of intervention to assess change in parent-child interaction, behavior and neurochemical profile. Measures used include coding of videotape recordings of the intervention, neurotransmitter levels taken via subject urine samples, Child Behavior Checklist, Parent Stress Index, and ACTeRS Parent Form. Results suggest positive change in parent-child interaction, behavior and neurochemical profile. However, consistent growth was not observed in several neurochemical results. Future studies should assess the entirety of the home intervention model and with a larger sample size.

The purpose of this study is to investigate the effectiveness of a treatment package to teach a child with autism to willingly accept skin care products conducive to health and normal everyday living. The current study uses graduated exposure, modeling and contingent social attention to teach the child to accept the application of skin care products previously avoided. Results of the study showed that the participant tolerated criterion amounts of all target stimuli with both experimenter and parent. Follow-up probes revealed maintenance of the behaviors with only two out of the three target skin care products.

As more toddlers are being diagnosed with autism there is an increased need for very early intervention. Preliminary research on interventions suggests toddlers can make important developmental progress and that parents can be part of the intervention process. The purpose of this study was to systematically replicate a parent training program reported by Alai-Rosales et al. (2009). Specifically, the present study taught parents a set of teaching strategies that included arranging the environment, setting up learning opportunities, and using positive reinforcement. Baseline-intervention conditions were replicated across four parent-toddler dyads in order to assess the effects of training on parent and child behaviors. Results indicated increases in parent teaching behaviors, the child targeted behavior (facial orientation), as well as a non-targeted skill, joint attention. Findings are discussed in relation to the challenges of intervention and considerations for future research.