Thesis (Ph. D.)--University of Chicago, 2000. / Includes bibliographical references (p. 240-252). Also available on the Internet.

Thesis (Ph. D.)--University of Oregon, 2002. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 99-105). Also available for download via the World Wide Web; free to University of Oregon users.

Thesis (Ph. D.)--University of Oregon, 2002. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 140-147). Also available for download via the World Wide Web; free to University of Oregon users.

Objectives: The objective of this project is to examine the effectiveness of non-pharmacological intervention - behavioral therapy for ADHD children so as to determine whether this is as an alternative medical therapy for ADHD children. Background: Attention Deficit and Hyperactivity Disorder (ADHD) is the most common neurobehavioral disease in child. Symptoms can continue through adolescence and adulthood. Children suffering from ADHD disorders have symptoms of hyperactivity, failure to concentrate on activities and poor behavioral control. There are three sub-types of ADHD disorder, namely; hyperactive dominant type, inattentive dominant type and combined type. There are increasing numbers of children who are referred to child psychiatrists with an ADHD diagnosis internationally. In Hong Kong, ADHD contributes the majority of patients seen in child psychiatric clinics. The prevalence rate of ADHD in Hong Kong is 6.1% in primary school students and represents a similar rate to that reported worldwide. Methods: A literature search was conducted via Medline, PubMed and Google, to find relevant studies reviewing the effectiveness of non-pharmacological interventions for ADHD children. Result: Nine articles were identified that matched the inclusion criteria for this review. These studies concern behavioral interventions for ADHD children and include a range of behavioral and cognitive behavioral approaches. Two of these nine articles provided evidence that for pre-school children aged up to six years old, parent-training programs were effective in improving ADHD symptoms. Six of these nine articles provided evidence that for school aged children providing mixed Cognitive Behavioral Therapy (CBT) and Social Skills Training (SST) along with parallel group sessions for parents are beneficial to ADHD children. One of these nine articles provided evidence that CBT is beneficial in adopting appropriate coping skills in ADHD children. Conclusions: In views of the concerns about use of drug therapy for ADHD, behavioral intervention appears to be feasible and potentially effective as an alternative medicine for children with ADHD. / published_or_final_version / Public Health / Master / Master of Public Health

The primary purpose of the present study was to evaluate the effectiveness of a highly individualized conjoint behavioural consultation model with group videotape therapy as a means of decreasing externalizing behaviour problems of children with developmental disabilities. The effects of the intervention were examined via changes in children's target behaviors throughout the course of the intervention, along with pre-intervention and postintervention changes of problem behaviors on standardized measures, and during parentchild play observations. Parent outcome was evaluated by changes in parental knowledge of behavioural principles, changes in parental management skills, and parental discipline approaches. Finally, parental acceptability of the intervention was examined as well as the relationship between intervention acceptability and outcome. A multiple baseline research design was used with 22 children, their parents, and teachers. Results indicated that children's target behaviors improved from baseline to intervention. Moreover, parental knowledge of behavioral principles, parental discipline strategies, and behavioral management skills improved from pre-intervention to post-intervention. Further, high acceptability ratings were reported by parents at post-intervention. Finally, a positive relationship was found between intervention effectiveness and acceptability. Results are discussed in light of their implications and contributions to the literature in school psychology.

This study examined the efficacy of conjoint behavioural consultation (CBC) in the remediation of behavioural problems in children with cognitive disabilities. Further, this study sought to determine whether parents' knowledge of behavioural principles and behavioural management skills improved as a result of participating in CBC. An A/B design was utilized with 6 children (ages 7--10), their parents and teachers. Children evidenced improvements in their target behaviours from baseline to treatment at home or at school (effect sizes = -2.11 to +1.35). Overall, children evidenced improvements in social skills, problem behaviours, or externalizing behaviours (Reliable Change Indices [RCI] = -0.27 to 3.29). Moreover, knowledge of behavioural principles increased significantly for two parents at posttest when compared to pretest (RCI = 1.25 to 3.47). Also, parents used more praise statements, fewer critical statements, and fewer no-opportunity commands at posttest than at pretest. The theoretical and practical implications of these findings, limitations of this study, and future research directions are discussed.

Dissertation (Ph.D.) -- The Institute for Clinical Social Work, 2004. / A dissertation submitted to the faculty of the Institute of Clinical Social Work in partial fulfillment for the degree of Doctor of Philosophy.

Thesis (Ph.D.)--University of Rhode Island, 2007. / Includes bibliographical references (leaves 74-89).

Research paper (M.A.) -- Cardinal Stritch College -- Milwaukee, 1980. / A research paper submitted in partial fulfillment of the requirements for the degree of Master of Arts in Education (Education of Learning Disabled Children). Includes bibliographical references (p. 42-46).

Thesis (Ed.D.)--University of Central Florida, 2008. / Adviser: David N. Boote. Includes bibliographical references (p. 125-139).