Functional analysis is an experimental method used to assess the environmental causes of behaviour by systematically manipulating the antecedents and consequences for that behaviour and observing their effects on the behaviour. The number of published studies on function analysis has increased as well as the number of studies that aimed to teach this procedure. This study aimed to evaluate the efficacy of a self-instructional manual on teaching university students and staff who work with people with developmental disabilities to conduct functional analysis as described by Iwata et al. (1982/1994). Specifically, I compared the effectiveness of a self-instructional manual to a procedural description of functional analysis described in the method section of the above paper. In Experiment 1, the self-instructional manual was evaluated using a concurrent multiple probe design across groups of three and two participants, totaling 11 participants. Participants received the method description during baseline, self-instructional manual during the intervention, and video modeling (for some participants) after the manual. Simulated assessments were conducted after each phase and a retention/generalization assessment was conducted after 1 to 4 weeks. Overall, mean correct performance across participants and conditions during simulated assessments were 73% after studying the method description, 92% after the self-instructional manual, and 94% correct after video modeling. Retention and generalization assessments (2 simulated and 7 client assessments) averaged 80% correct. In Experiment 2, the manual was modified based on the errors made in Experiment 1 and its efficacy was evaluated using a concurrent multiple probe design across two participants, and a concurrent multiple probe design across functional analysis conditions replicated across five participants. Overall, mean correct performance across participants and conditions during simulated assessments were 58% after studying the method description, 88% after the self-instructional manual, and 95% correct after video modeling. Retention and generalization assessments (2 simulated and 7 client assessments) averaged 91% correct. The results suggest that the self-instructional manual shows promise and further research is warranted. / February 2017

An ethological study was undertaken in two primary schools in Natal to assess the effect of schistosome infections on the ordinary behaviour of schoolchildren in endemic areas. The following topics are discussed :- 1. The life cycle of the parasite, the possibility of an evolved tolerance of it, the likely limits of such tolerance, the possibility of selective exposure of certain kinds of children to the parasite, and the role of severity of infection in impairment. 2. Appropriate measures for investigating the impairment of the human host centring around the measurement of activity in the context of social interaction. 3. An ethological approach to evaluating human response to disease. Results indicate that there is selective exposure of more active, sociable children to the disease. In low-level infections of both Schistosoma haematobium and Schistosoma mansoni there is little evidence of a drop in energetic activity under normal conditions. In subjects with higher egg counts or simultaneous infections with both schistosomes, activity levels drop generally, and especially under hot, humid weather conditions where the drop in activity is greater than that for control subjects. This work throws doubt on earlier studies indicating that the parasite had no behavioural effect on humans: these studies did not control for selective exposure and may have used methods of low sensitivity and doubtful relevance to everyday life. / Thesis (Ph.D.)-University of Natal, 1981.

This thesis addresses itself to the problem of observing, interpreting and explaining ongoing behaviour in the natural environment. It maintains that the ,intention of the actor is the primary characteristic of behaviour and is concerned with how observers attribute intentions to the actions of others. Naive observers were asked to segment the behaviour of infants exhibited to them on a video tape and having done so to describe that behaviour in their own terms. The behaviour sequences selected for observation were relatively "simple",i.e. the behaviour of infants and young children, in order to gain some possible guidelines for a study of more "complex" adult behaviour. The sequences were interpreted on two levels, at the perceptual level and at the level of meaning. It was assumed that by instructing subjects to divide the observed behaviour into perceived segments and subsequently to describe those segments, that some guidelines as to how to proceed with a study of action would emerge. The findings suggest that "naive observers do identify meaningful segments in the ongoing stream of behaviour but that inter-observer agreement about the precise timing of the changes was not high, a finding which differs from studies on adult behaviour. Attributed meanings were also individual, suggesting that the actions observed are not tied specifically to the physical movements of the child but are subject to a range of meaning depending on the observer's individual interpretation. General trends in meaning were, however, observed for the children of different ages. These trends were identified by categorizing the attributions into "functional" categories, developed from a study of early utterances and are assumed to be continuous with later "uses" that language serves. / Thesis (M.A.)-University of Natal, Durban, 1982.

This study investigated whether behavioural and cognitive dysfunction caused by mucopolysaccharidosis (MPS) IIIA can be detected early in affected dogs’ lives, and to describe the behaviours of these dogs. No other scientific papers have been published on this topic and the population of dogs examined in this study are the only MPS IIIA affected dog colony available worldwide for study. Three main tests were performed on the population of MPS IIIA affected dogs. Physical behavioural assessment tests were performed at six and eight weeks of age and from twenty weeks of age a cognitive function task was taught and then tested to measure the dogs’ performance. A previously validated questionnaire, the canine behavioural assessment and research questionnaire (C-BARQ), was completed at three, six and twelve months of age. The researchers in these studies were blinded to the MPS IIIA status of the dogs examined. The behaviours shown by the MPS IIIA puppies at six and eight weeks of age were not significantly different from the behaviours of the unaffected puppies. This finding supported the research of other MPS IIIA studies and suggests that clinical behavioural changes do not occur at such a young age. The behaviours shown by the MPS IIIA affected puppies appeared to be normal puppy behaviours similar to those described in previous research on puppies. The C-BARQ measured the behaviours shown by the MPS IIIA affected and unaffected dogs. Most of the MPS IIIA affected dogs’ behaviours were not significantly different from the unaffected dogs’ behaviours, but MPS IIIA affected dogs did retrieve significantly more than unaffected dogs at three months of age, and were less distractible at twelve months of age. It would be worth investigating these findings further to decide whether it suggests a subtle alteration in brain functioning. The cognitive function test showed a significant decrease in the success of the MPS IIIA affected dogs in the final maze test. This is the first study on dogs affected with MPS IIIA to find a decline in cognitive function before the occurrence of cerebellar clinical signs and this new knowledge may lead to future developments measuring therapy response and disease progression. The T-shaped maze testing may be valuable in future research on cognitive function in dogs with other diseases such as epilepsy. Thus this thesis provides valuable information on canine MPS IIIA and provides a foundation for future disease investigations.

One of the goals of cognitive rehabilitation following traumatic brain injury is to help people perform everyday tasks. However, options for the rigorous assessment of everyday cognitive effectiveness after rehabilitation are limited. Performance on neuropsychological tests is only moderately correlated with everyday functioning, while previous measures of everyday functioning include only fairly general estimates of overall cognitive functioning. The aim of the current study was to develop an ecologically valid measure that captured a number of subdomains of executive functioning, using systematic behavioural observation of an everyday task. The initial phase of the research involved identifying an everyday task that was sufficiently complex to ensure that executive functioning was utilised in the completion of the task. Participants with traumatic brain injury were then asked to prepare chocolate brownies, using a recipe provided, and a hot drink. Participants were allowed to use any compensatory strategy to help complete the task. Participant performance was directly observed by an examiner and videotaped for subsequent inter-rater reliability. Two independent raters assessed nine components of executive functioning. During this phase, the examiner manuals were modified improving inter-rater reliability. The final version of the measure was then trialled with participants with and without traumatic brain injury. Final inter-rater reliability indicated the approach had merit. Significant and moderate correlations were found between traditional measures of executive functioning and the everyday task. This study employed systematic behavioural observation to obtain fine-grained information regarding a person’s cognitive functioning. With further development, this approach may prove useful for targeting and monitoring specific functional difficulties during cognitive rehabilitation.

Please read the abstract in the section 00front of this document / Dissertation (MEd)--University of Pretoria, 2010. / Educational Psychology / MEd / Unrestricted

For decades there has been growing interest into the crime of child murders. Emphasis was placed on victims and those at risk. Not much focus was placed on perpetrators and their families. Evidence suggests that the family and social systems play a vital role in determining adult violent behaviour. This qualitative study aims to explore the experiences of convicted child murderers in their family and social system. Data was collected and analysed, using genogram interviews and analysis. Themes were highlighted using hermeneutic thematic analysis, within a post-modern paradigm. Results were presented in the form of genogram analysis and thematic content analysis. Prominent themes that arose were separation, rejection, abuse, neglect and substance abuse. These life experiences together with poor education are some of the characteristics that may have contributed to the child murderers actions towards children. / Psychology / M. A. (Clinical Psychology)

For decades there has been growing interest into the crime of child murders. Emphasis was placed on victims and those at risk. Not much focus was placed on perpetrators and their families. Evidence suggests that the family and social systems play a vital role in determining adult violent behaviour. This qualitative study aims to explore the experiences of convicted child murderers in their family and social system. Data was collected and analysed, using genogram interviews and analysis. Themes were highlighted using hermeneutic thematic analysis, within a post-modern paradigm. Results were presented in the form of genogram analysis and thematic content analysis. Prominent themes that arose were separation, rejection, abuse, neglect and substance abuse. These life experiences together with poor education are some of the characteristics that may have contributed to the child murderers actions towards children. / Psychology / M. A. (Clinical Psychology)