School professionals are faced with addressing social behavioral concerns across multiple school settings with growing frequency. There is a need for efficient and effective methods to support students exhibiting challenging behavior. Tier -II interventions, such as Check-in/Check-out, can be implemented efficiently in schools with sufficient systems in place. However, these interventions are generally more effective for students whose problem behavior is more sensitive to adult attention. This study evaluated the effects of the Academic and Behavior Check-in/Check-out (ABC) intervention, a Tier-II intervention designed to provide additional support for students emitting behavior that is more sensitive to escape from academic tasks, relative to CICO using an ABAB reversal design. Functional assessment procedures corroborated that the behavior of three middle school students was in part motivated by escape from tasks. Implementation of ABC with all subjects resulted in improvements in academic engagement and reductions in problem behavior relative to CICO. Additionally, the ABC intervention was implemented with high fidelity and was rated favorably by stakeholders.

Submitted by Leticia Schettini (leticia@ufrrj.br) on 2017-04-24T14:23:01Z No. of bitstreams: 1 2016 - Carlos Augusto dos Santos Sousa.pdf: 2340153 bytes, checksum: 5ef373f242c2c4700a9a9e55280bc62c (MD5) / Made available in DSpace on 2017-04-24T14:23:01Z (GMT). No. of bitstreams: 1 2016 - Carlos Augusto dos Santos Sousa.pdf: 2340153 bytes, checksum: 5ef373f242c2c4700a9a9e55280bc62c (MD5) Previous issue date: 2016-02-03 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / Morphology studies provide knowledge that allow us to understand how animals interact with the natural environment or in captivity. In this context, the comparative anatomy of the formation of the brachial plexus awakens interest since the nineteenth century and remains one of the most intriguing topics of contemporary anatomy. The aim of this study was to describe the origin and the antimeric distribution of the brachial plexus nerves in Macaca mulatta, as well as the innervated muscles. Ten male rhesus monkeys (Macaca mulatta) were used, from the Non-human Primates? Breeding Department at the Laboratory Animals Breeding Centre (Cecal/Fiocruz), donated to the Animal Anatomy Department of the Rural Federal University of Rio de Janeiro (UFRRJ). The specimens were fixed in formaldehyde solution by infusion of 10% solution. They were subsequently wrapped in a low-density polythene container with 500 liters of formaldehyde 30% solution over a period of 12 months. After this period, they were washed in running water and subjected to X-ray examinations of the neck at the Small Animals Veterinary Hospital of the UFRRJ to characterize the number of cervical vertebrae. Then, they had both antimeres dissected aiming at the exposure of the origins and the nerves arising from the brachial plexus. Data were presented both in absolute frequency and in simple percentage. In 11 (55%) animals the resulting nerves were constituted by the connections between the ventral spinal branches C5, C6, C7, C8 and T1. In 5 (25%) animals, the participants roots were C4, C5, C6, C7, C8, T1 and T2. In 2 (10%) animals C5, C6, C7, C8, T1 and T2. In the other 2 (10%) animals the formation of the plexus was observed from C6, C7, C8, T1 and T2. The ventral branches formed three nerve trunks: cranial, middle and caudal. The suprascapular nerves, subscapular, axillary, musculocutaneous, radial, median, ulnar innervated the intrinsic muscles and the subclavian nerve innervated the thoracodorsal, medial cutaneous arm and forearm, long thoracic, cranial pectoral and caudal pectoral innervate extrinsic muscles. The results obtained in this study contribute to the comparative anatomy of primates and to the information for applied research, serving as basis for clinical and surgical procedures that uses this species as an animal model. / Estudos morfol?gicos fornecem conhecimentos que permitem entender o modo como os animais interagem com o ambiente natural ou em cativeiro. O objetivo desse estudo foi descrever a origem e a distribui??o antim?rica dos nervos do plexo braquial em Macaca mulatta, assim como dos m?sculos inervados. Foram utilizados 10 cad?veres de Macaca mulatta do sexo masculino, oriundos do Servi?o de Cria??o de Primatas N?o Humanos do Centro de Cria??o de Animais de Laborat?rio (Cecal/Fiocruz) doados a ?rea de Anatomia Animal da Universidade Federal Rural do Rio de Janeiro (UFRRJ). Os esp?cimes foram fixados com perfus?o de solu??o de formalde?do a 10%. Posteriormente, foram acondicionados em caixas de polietileno de baixa densidade com capacidade de 500 litros contendo solu??o de formalde?do a 30% por um per?odo de 12 meses. Ap?s este per?odo, foram lavados em ?gua corrente e submetidos a exames radiogr?ficos da regi?o cervical no Hospital Veterin?rio de Pequenos Animais da UFRRJ para a caracteriza??o do n?mero de v?rtebras cervicais. Em seguida, foram dissecados at? a exposi??o das origens e dos nervos oriundos do plexo braquial. Os dados foram representados em frequ?ncia absoluta e percentual simples. Em 11 (55%) os nervos resultantes foram constitu?dos das conex?es entre os ramos espinhais ventrais de C5, C6, C7, C8 e T1. Em 5 (25%) as ra?zes participantes foram C4, C5, C6, C7, C8, T1 e T2. Em 2 (10%) de C5, C6, C7, C8, T1 e T2. Em outros 2 (10%) verificamos a constitui??o do plexo a partir de C6, C7, C8, T1 e T2. Os ramos ventrais formaram tr?s troncos nervosos: cranial, m?dio e caudal. Os nervos supraescapular, subescapulares, axilar, musculocut?neo, radial, mediano, ulnar inervaram a musculatura intr?nseca e os nervos subcl?vios, toracodorsal, tor?cico longo, peitoral cranial e peitoral caudal inervaram a musculatura extr?nseca. Tamb?m foram registrados os nervos cut?neos oriundos do plexo braquial, sendo eles o nervo cut?neo medial do bra?o, nervo cut?neo medial do antebra?o e ramos para a musculatura cut?nea do tronco. Os dados descritos neste estudo contribuem para a anatomia comparada de primatas e fornecem informa??es para a pesquisa aplicada, servindo como base para procedimentos cl?nico-cir?rgicos em que venha a se utilizar esta esp?cie como modelo experimental.

xiii, 99 p. : ill. (some col.) / Check-in-check-out (CICO) has been demonstrated to produce decreases in problematic behaviors and increases in academic engagement when used as a secondary intervention within a school-wide positive behavior support (SWPBS) framework. In general, research has suggested that CICO is most effective for children whose problem behaviors are sensitive to adult attention without modifications. However, research is lacking on secondary interventions intended for students whose problem behaviors are hypothesized to be maintained by escape or avoidance of academic tasks. Drawing from research on the utility of function-based interventions and the teaching of functional replacement behaviors to decrease problem behaviors and increase appropriate skills, a secondary intervention, Breaks are Better (BrB), was designed that builds off core features of CICO but also includes function-based components for addressing problem behavior maintained by task avoidance. Modifications included 1) defining specific expectations that were incompatible with problematic behavior during academic routines and 2) providing students with functional replacement behaviors that allowed them to recruit both brief breaks and help. Effectiveness of BrB was examined using an ABAB design across three participants whose off-task behaviors were hypothesized to be maintained, in part, by task avoidance or escape. The current study examined the following primary research questions: 1) is there a functional relation between the implementation of BrB and reduced rates of off-task behavior, and 2) is there a functional relation between the implementation of BrB and increases in the use of alternative replacement behaviors (help and break)? A functional relation was documented between the implementation of the BrB intervention and reductions in off-task behavior for two out of three participants (Gregg and Alex). However, for Diego, off-task behavior was somewhat variable during the final intervention phase. Results from the collection of contextual fit and social validity data indicated that students, teachers, and parents viewed BrB as effective, worth the required effort, and contextually appropriate for use in this school. / Committee in charge: Cynthia M. Anderson, Chairperson; Rick Albin, Member; Laura Lee McIntyre, Member; Jennifer Pfeifer, Outside Member