Thesis (Ph.D.)--York University, 2004. Graduate Programme in Psychology. / Typescript. Includes bibliographical references (leaves 73-82). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://wwwlib.umi.com/cr/yorku/fullcit?pNQ99188

Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2006. / Includes bibliographical references.

Thesis (Ph. D.)--Illinois State University, 2006. / Title from title page screen, viewed on June 8, 2007. Dissertation Committee: Laura E. Berk (chair), Karla Doepke, Stacey Jones Bock, Dawn McBride. Includes bibliographical references (leaves 168-175) and abstract. Also available in print.

Few studies have systematically evaluated whether preferences can reliably be identified using brief procedures. Typically, studies have used brief procedures to select potential reinforcers for use in intervention procedures. A total of 17 food and leisure paired-choice preference assessments were administered to 10 subjects in order to evaluate the extent to which the results of a brief (i.e., single-session) assessment correspond with those from more extended procedures (i.e., 5 sessions). Eleven out of the 17 brief and extended assessments identified the same stimulus as the most preferred (highest rank). Outcomes suggest that a brief assessment can be useful when a single, potent reinforcing stimulus is desired, and an extended assessment should be conducted when a larger number of preferred stimuli is desired.

This study used a single case design to explore the relationship between individual child-centered play therapy on children with developmental delays by examining its effectiveness in: 1) increasing measured developmental age; 2) reducing problematic behaviors related to developmental delays; and 3) increasing developmentally appropriate behaviors. Three participants were assessed weekly with both developmental and behavioral measures during the three phases of the study: baseline, intervention, and follow up. Additionally, parents of the participants completed behavioral measures at pretest, midpoint, and posttest administrations. The participant's weekly standard scores were graphed and results were examined separately using visual analyses. Changes between phases: non-intervention baseline, intervention, and non-intervention follow-up were examined; specifically, the level, trend, and variability of the data across the phases were examined. Each of the three participants served as their own control group in this single case analysis and their results, and all three of the participants demonstrated improvement on the developmental measures after receiving the play therapy intervention. Results from this single case analysis suggest the need for further replication, use and reporting of single case interventions and designs, to promote the efficacy of counseling interventions and to potentially enhance the literature and research base for evidence based interventions.

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This study examined the effects of a support group for parents of autistic children on the parents' reported stress levels.