Methods for the determining the functional properties of problem behaviors are necessary for the design of successful treatments. Many of the currently utilized methodologies are chosen based on their speed, ease of application or for the perceived risk-reduction they afford. However, when thoroughly analyzed many of these methods fall short of their intended purpose. The current study attempted to assess dangerous problem behavior through a functional assessment of functionally related precursor behaviors during analog sessions. Results indicate that for three participants, placing the reinforcing contingencies on these related precursor behaviors produced differentiated outcomes during the assessment. These outcomes matched the outcomes of assessments of the more dangerous problem behaviors.

Researchers have noted that by providing formal and informal social skills training (SST), the school can become a potential optimal setting that fosters the development of social competence in students with behavioral problems. Indeed, learning to get along with people is one of the most important skills that we can teach students. In order to maximize its effectiveness, SST must be motivating and personally relevant enough for students to want to use the skills. In addition, it must provide opportunities for learned skills to be practiced under varying conditions and in as close to natural situations as possible in order to enhance the transfer of training. The purpose of the study was to investigate the social competence of students aged from six to twelve, diagnosed with emotional/behavioral disorders (E/BD) in a public self-contained school setting, and to increase the students' social competence by using a literature-based method that employs multiage grouping, impersonation, and telecommunications. By providing intensive, literature-based training in a multiage classroom, the SST gave students opportunities to practice skills in a natural, real-life environment and, therefore, increased the likelihood of generalizing these skills in other settings. The employment of impersonation and telecommunications also enhanced students' acquisition of social skills and their interests to learn.

Play therapists use children’s natural symbolic play as a method of mental health treatment (Landreth, 2012). Meta-analysis research has demonstrated the effectiveness of treating children with play therapy (Bratton, Ray, Rhine, & Jones, 2005), and child-centered play therapy (CCPT) has proven to be an effective treatment for children with externalizing behaviors such as aggression and other disruptive behavior (Bratton & Ray, 2000; Bratton et al., 2005). Some studies have demonstrated the effectiveness of brief and short-term CCPT, such as twice weekly within two to three months (Blanco & Ray, 2011; Shen, 2002) and when delivered in an intensive format, conducting 12 sessions within three weeks (Jones & Landreth, 2002). In this current study, I sought to determine the effectiveness of intensive CCPT with children identified as having externalizing problem behaviors. Participants were recruited from public schools in the urban area of Darwin, Northern Territory, Australia area. A total of 24 participants completed the study: 18 boys and 6 girls aged 6 to 9 years old (M = 7); 17 Australian Caucasians, 1 English (UK) Caucasian, 1 Asian, 3 Hispanic/Latino, and 2 Biracial. Participants were randomly assigned: 12 to the experimental group and 12 to the wait-list control group. Children in the experimental group received 20 intensive CCPT sessions: twice daily for 10 days. For each child participant, a parent completed the Child Behavior Checklist (CBCL) and a teacher completed the CBCL Teacher’s Report Form (TRF) three times: at pretest, posttest, and one-week follow-up. Mixed between-within ANOVAs were conducted applying an alpha level of .05 to interpret statistical significant and η2 calculation to assess practical significance. Follow-up results indicated a statistically significant interaction effect on CBCL Externalizing score, F (2, 44) = 14.747, p < .001, with a large effect size of η2 = .277. Results also indicated a statistically significant interaction effect on the TRF Externalizing score, F (2, 44) = 4.042, p = .024, with a large effect size of η2 = .135. Therefore, both parents and teachers indicated that children with externalizing behaviors who received intensive CCPT showed a significant decrease in those behaviors. The results of this study indicate that when time and financial resources call for short-term, intensive CCPT for children with problematic externalizing behaviors, practitioners may use it with confidence that its effectiveness has been demonstrated through this research.

The purpose of this study was to investigate the effects of supplemental on-task and performance contingencies on the acquisition of math skills for elementary school children identified as seriously emotionally disturbed/behaviorally disordered, attention deficit disordered, and students without disabilities. Three experimental conditions were utilized, involving teacher-directed instruction with (a) no contingencies, (b) contingencies for academic performance, and (c) contingencies for academic performance and on-task behavior. The study was designed to measure the effects of these contingency conditions on the number of math problems solved accurately by the study's participants.

The purpose of this study was to investigate the effects of self-management strategies as a means of reducing off-task and disruptive behaviors of elementary school children identified as emotionally disturbed or behavior disordered (E/BD). This study provided a practical approach for classroom teachers to implement self-management strategies in classes that include children identified as having E/BD. Five elementary school children who were formally evaluated and enrolled in a special education classroom for students with E/BD were selected to participate in the study. The study also examined the effects of the self-management procedures when targeted behaviors were monitored by peers. Four resource students from the regular education class served as peer monitors. An ABAB reversal design was used to assess the effectiveness of the self-management strategy in the special education classroom. A behavior rating scale was used at the beginning of the study to develop a baseline of student behavior and during the final phase of the intervention to measure progress. The data indicated that the self-management strategies decreased the levels off-task and disruptive behaviors for all participating students. The findings of this study substantiates previous research that suggests self-management techniques help student to manage their own behaviors.

Research has shown that students with emotional and behavioral disorders (EBD) typically have poor life outcomes. Students with EBD who are placed in an alternative education setting are likely to continue a path toward failure without carefully designed effective services. Existing studies have independently examined resilience in children and youth and alternative education settings. However, there is a gap in research examining resilience in students who have graduated from alternative education settings. Using semi-structured interviews, the present interpretive and descriptive qualitative study sought to explore factors of resilience in individuals who graduated from alternative education settings. The study sought to identify elements, specific to alternative education settings, that have contributed to resilience in young adulthood and to further our understanding of how alternative education placements have contributed to the participants’ current life status. Findings revealed three themes specific to alternative education settings that contributed to participants’ resilience: teachers who show that they care about their students, a positive learning environment, and a small student-teacher ratio where participants were able to get more one-on-one instruction. Additionally, two other themes arose from the data: having a supportive family and an innate sense of self.

This study was designed to determine the effectiveness of individual child-centered play therapy in the elementary school in: 1) enhancing the self-concept of kindergarten children who are experiencing adjustment difficulties; 2) decreasing the overall behavioral problems of kindergarten children experiencing adjustment difficulties 3) decreasing externalizing behavior problems such as aggression and delinquency of kindergarten children experiencing adjustment difficulties; 4) decreasing the internalizing behavior problems such as withdrawal, somatic complaints, anxiety and depression of kindergarten children experiencing adjustment difficulties; 5) increasing parental perception of change in the problematic behaviors of kindergarten children experiencing adjustment difficulties; and 6) enhancing self-control in kindergarten children experiencing adjustment difficulties. A secondary objective was to compare the participants involved in individual child-centered play therapy with participants in a previous study who were involved in child-centered group play therapy on the above named dimensions. The experimental group, consisting of 14 kindergarten children experiencing adjustment difficulties, received 10-12, 30-minute individual play therapy sessions in a 12 week period in their elementary school. The comparison group, utilized from the 1999 McGuire study, consisted of 15 children with adjustment problems and received 12-14, 45-minute group play therapy sessions in 14 weeks in their elementary school. The control group, consisting of 13 children experiencing adjustment problems, received no play therapy intervention over a 12 week period. An Analysis of Covariance revealed significant findings in 1 of the 6 hypotheses and one subscale hypothesis examining the effectiveness of individual play therapy versus the wait list control group. Specifically, children with adjustment problems in the experimental group exhibited a significant reduction in total behavior problems and a significant reduction in externalizing behavior problems as measured by the Child Behavior Checklist-Parent Form (CBCL). Additionally, an Analysis of Covariance revealed significant findings in 1 of the 6 hypotheses examining the comparison of the effectiveness of individual play therapy versus the group play therapy comparison group from McGuire (1999). Individual play therapy was significantly more effective than group play therapy in helping children maintain an acceptable level of classroom behaviors as perceived by teachers on the Early Childhood Behavior Scale (ECBS).

Metopic synostosis is a condition in which the metopic suture of the human cranium fuses prematurely and may be related to poor behavioral inhibition leading to behaviors commonly associated with Attention-Deficit Hyperactivity Disorder (ADHD). The purpose of this project was to examine the behavior patterns among children with a history of metopic synostosis. It was hypothesized that children with a history of metopic synostosis would exhibit many of the same behavioral patterns associated with ADHD. It was also hypothesized that children with a history of simple synostosis not involving the metopic suture would not evidence this type of behavioral pattern. In order to test these hypotheses, the behavior of three groups of children was compared including (1) children who had a history of metopic synostosis (M= 7.63 years, SD = 1.92 years), (2) children who had a history of simple craniosynostosis not involving the metopic suture (M= 7.54 years, SD = 1.88 years), and (3) a group of children diagnosed with ADHD (M=7.78 year, SD = 1.87 years). It was found using the Home and School versions of the Attention Deficit Disorders Evaluation Scale (ADDES) that children with a history of metopic synostosis demonstrate significantly more behavioral disturbances than children with a history of simple craniosynostosis not involving the metopic suture. Using the BASC Teacher Rating Form it was found that children with a history of metopic synostosis have a behavior pattern similar to children diagnosed with ADHD and a dissimilar behavior pattern compared to children who have a history of craniosynostosis not involving the metopic suture. Using the BASC Parent Rating Form it was found that children with a history of metopic synostosis have a behavior pattern dissimilar to children diagnosed with ADHD and a dissimilar behavior pattern compared to children who have a history of craniosynostosis not involving the metopic suture.

The diploma thesis deals with the problems of nutrition of pupils of the second grade of primary school and the attitude of teachers who work with these pupils. Specifically, they are the pupils of a primary school focusing on the education of pupils with various special educational needs, in particular, with specific learning disabilities and associated disorders. The aim of this thesis is to explore the situation in the field of nourishment together with pupils' knowledge and attitudes of teachers to nourishment. The knowledge and attitudes to the nutrition are related to pupils of the second level of primary school, composition of diet and use of caffeine, cola and energy drinks. The theoretical part of the thesis is structured into two chapters. The first chapter deals with the problems of specific learning disabilities and behavior disorders in inclusive education, the second chapter deals with the issue of nutrition and health. The practical part of the thesis analyzes and evaluates data obtained through observation of school operation and internal school climate, questionnaires, worksheets and interviews. The practical part also includes the project and implementation of the project, which dealt with the topic of nourishment. The research investigates the knowledge and practical skills of...

O presente estudo teve como objetivo caracterizar o comportamento de jogadores que frequentam casas de bingo, videopoker e Jockey Club. Foram pesquisados 171 sujeitos, sendo 63 no Jockey Club, 65 em casas de bingo e 43 em casas de videopoker. Em cada categoria de jogo obtiveram-se 25 questionários classificados como jogadores patológicos pela escala SOGS. A maioria dos entrevistados eram de sexo masculino, casados, de religião católica, tinham 2o. grau ou superior completo e trabalhava em período integral. A média de idade foi de 40 anos e a mediana da renda foi R$ 4.000,00. Em ordem decrescente, os jogos mais praticados pelo menos uma vez na vida pelos jogadores pesquisados foram: loteria, bingo, cartas e corridas de cavalo. Jogadores patológicos e jogadores não patológicos não se diferenciaram quanto a nenhuma das características socio-demográficas pesquisadas, mas se diferenciaram quanto à prática de alguns jogos. Na vida, mais jogadores patológicos jogaram carta, em corridas de cavalo, videopoker e dados do que os não patológicos. Nos últimos 12 meses e nos últimos 30 dias, jogadores patológicos se diferenciaram por jogar mais videopoker. Esses jogadores também utilizaram mais dinheiro para apostar em um só dia, além declararem ter ganho quantias maiores de dinheiro no jogo. Quanto ao estado emocional relativo ao jogo, jogadores patológicos tendem a ficar mais ficam tensos antes de jogar e relatam sentimentos negativos durante e depois do jogo. Não patológicos sentem-se bem e tranquilos antes, relatam sentimentos neutros durante e positivos depois de jogar. Quando pararam de jogar por um tempo, jogadores patológicos relataram sentimentos negativos enquanto que os não patológicos relataram sentimentos neutros. Jogadores patológicos sentem mais falta do jogo quando param de jogar, mas poucos procuraram ajuda devido a problemas associados ao jogo. Pais de jogadores patológicos não se diferenciaram quanto ao fato de jogarem ou beberem demais de pais de jogadores não patológicos . Quando se analisa o uso de álcool e outras drogas, a única diferença significativa encontrada foi maior uso de tabaco na vida pelos jogadores patológicos. Os jogadores patológicos pesquisados no bingo, videopoker e Jockey Club foram também comparados entre si. As únicas diferenças significativas encontradas foram: presença de mais jogadores casados no bingo e jovens no videopoker; no Jockey Club, maior frequência de apostas em esportes, de discussão familiar por causa do dinheiro gasto no jogo e de empréstimo por agiotas. / In this study sociodemographic variables and gambling behavior of videopoker, bingo and horse-race gamblers were examined. One hundred seventy one subjects, 63 from the Jockey-Club of São Paulo, 65 from bingo clubs and 43 from videopoker clubs were administered a questionnaire adapted from the South Oacks Gambling Screen - SOGS, and 25 individuals of each group were classified as pathological gamblers. The majority of subjects were married catholic males, who had at least a high school degree and full-time jobs. Mean age was 40 years and median income was U$ 4000.00. In descending order, lottery, bingo, card games, and horse-race were the most frequent types of games played at least once by the subjects. Comparisons between pathological and non-pathological gamblers revealed no significant difference in any sociodemographic variables, but the two groups differed in their gambling activities. Pathological gamblers had played significantly more cards, bet on horses, played videopoker and dice games in their lives than the other group. Pathological gamblers also played significantly more videopoker in the previous month and previous year than non-pathological gamblers. They also bet more money in one day of gambling and also reported making more money from this activity than non-pathological gamblers. With respect to gambling-related emotions, pathological gamblers reported feeling tense before gambling and negative affects during and after gambling. The non-pathological group reported a sense of well being before gambling and neutral affects during and after it. Pathological-gamblers reported negative affects during periods when they stopped gambling, while neutral feelings were reported by the non-pathological group. The former also missed this activity more than the non-pathological group, but few sought help for problems associated with gambling. Gambling habits and alcohol use between parents of pathological and non-pathological gamblers were not significantly different. The two groups also did not differ in their use of alcohol and other drugs but tobacco, which was significantly more consumed in a lifetime by the pathological gambling subjects. Comparisons between bingo, videopoker and horse-race subgroups evidenced few significant differences. There were more married subjects in the bingo group and younger individuals in the videopoker group. The pathological gamblers interviewed at the Jockey Club reported higher frequency of bets in sports, of family arguments between family members because of the amount of money spent on gambling and more credit lines with bookies.