Social emotional competence is an essential developmental skill recognized as the most critical for school and later success. Rising rates in behavioral referrals and preschool expulsion have brought increased attention to the importance of helping children develop social-emotional skills in the early years. In early childhood education a central factor of social-emotional/behavioral intervention is the competence of teachers to address children's needs. In order for the social-emotional needs of children to be addressed in early childhood classrooms, adequate preservice teacher training and support are needed. The current studies focused on preservice teacher training and support regarding social emotional assessment and behavior intervention. Two studies were included in this research: (1) an early childhood preservice teacher survey and (2) Social Emotional Assessment Measure (SEAM) Preschool Teaching Guide development and behavior support plan pilot study. The first study focused on early childhood preservice teachers' current knowledge and practices regarding social-emotional development and behavior support. Participants included 228 preservice teachers from early childhood education (ECE) and early childhood special education (ECSE) teacher training programs in 15 different states. ANOVA results and answer percentages and means revealed trends in training, implementation, and preparedness by program type and degree level. The second study addressed how to support early childhood teachers in the creation of behavior support plans linked to assessment results. It took place in two phases: (1) development of a preschool teaching guide for the SEAM, and (2) a behavior support plan pilot study using the SEAM Preschool Teaching Guide. Participants included 25 preservice early childhood teachers from ECE and ECSE programs. Results from a two-way repeated-measures ANOVA indicated that the teaching guide intervention significantly improved the behavior support plan quality scores of preservice teachers. Results were further analyzed by program type and degree level.

This study demonstrates a fully Bayesian approach to multilevel/hierarchical linear growth modeling using freely available software. Further, the study incorporates informative prior distributions for fixed effect estimates using an objective approach. The objective approach uses previous sample results to form prior distributions included in subsequent samples analyses, a process referred to as Bayesian updating. Further, a method for model checking is outlined based on fit indices including information criteria (i.e., Akaike information criterion, Bayesian information criterion, and deviance information criterion) and approximate Bayes factor calculations. For this demonstration, five distinct samples of schools in the process of implementing School-Wide Positive Behavior Interventions and Supports (SWPBIS) collected from 2008 to 2013 were used with the unit of analysis being the school. First, the within-year SWPBIS fidelity growth was modeled as a function of time measured in months from initial measurement occasion. Uninformative priors were used to estimate growth parameters for the 2008-09 sample, and both uninformative and informative priors based on previous years' samples were used to model data from the 2009-10, 2010-11, 2011-12, 2012-13 samples. Bayesian estimates were also compared to maximum likelihood (ML) estimates, and reliability information is provided. Second, an additional three examples demonstrated how to include predictors into the growth model with demonstrations for: (a) the inclusion of one school-level predictor (years implementing) of SWPBIS fidelity growth, (b) several school-level predictors (relative socio-economic status, size, and geographic location), and (c) school and district predictors (sustainability factors hypothesized to be related to implementation processes) in a three-level growth model. Interestingly, Bayesian models estimated with informative prior distributions in all cases resulted in more optimal fit indices than models estimated with uninformative prior distributions.

Research has shown that many of the disciplines typically included on early intervention/early childhood special education (EI/ECSE) teams receive minimal to no specialized training or coursework in EI/ECSE, and/or little emphasis or opportunity for interdisciplinary collaboration and instruction (Campbell, Chiarello, Wilcox, & Milbourne, 2009; Bruder & Dunst, 2005). As such, graduate students across IDEA related disciplines need more specific instruction and supervised experiences in collaborative service delivery, and evidenced-based social- communication interventions. The primary objective of this study was to examine the effectiveness of the Language and Play Everyday (LAPE) program as a model of cross-disciplinary training for graduate students in the Communication Disorders and Sciences (CDS) and Early Intervention/ Early Childhood Special Education (EIP) programs at the University of Oregon. Participants included four first-term graduate students (i.e., two from CDS; two from EIP) enrolled in the LAPE practicum during Fall 2016. Multiple outcome measures, including a pre-post competency/self-efficacy questionnaire as well as analysis of student-child interaction videos, were used to evaluate the degree to which students’ knowledge and use of child language development principles, language-enhancing strategies, and overall confidence changed throughout the 11-week practicum experience. Analysis of student-child interaction samples revealed that all students increased their use of language-enhancing strategies in group and/or individual play contexts directly following an initial LAPE training workshop, and again after an individualized coaching session. Pre-post competency and self-efficacy questionnaires indicated students made growth in both their overall confidence and knowledge of child language development and language-enhancing strategies across the 11-week practicum placement. Future recommendations include increasing opportunities for collaboration and sharing of discipline-related knowledge during training activities as well as providing continued opportunities for individualized coaching.

Paraprofessionals spend the most time with the neediest students, but receive the least amount of training and support. All target students in the study had developmental disabilities, were between the ages of three and five, and had a history of challenging behavior. Paraprofessionals in the study were recruited because they had the least experience and training administering behavior support plans (BSPs) in their setting. A multi-level consultation model was used to train paraprofessionals (i.e., teaching assistants) to implement individualized BSPs. First, paraprofessionals were trained in a one-on-one setting how to implement the BSPs using behavioral skills training. Next, adherence to the BSP was monitored by independent observers and additional support was delivered contingent on meeting an adherence criterion. Through a cascading logic, data showed that paraprofessionals engaged in immediately and significantly higher levels of BSP adherence following application of the multilevel consultation model, and as a result, students engaged in immediately and significantly lower rates of challenging behavior (Tau-U = -.97 to -1), which maintained over time. Further, all adult participants rated the procedures as highly acceptable. Thus, with minimal training provided to each paraprofessional across the study (M = 151.2 minutes), and dramatic observed changes in challenging behavior, the multilevel consultation model proved highly efficient, effective, and acceptable.

The current study used a quasi-experimental comparison group pre/post-test design to examine the effectiveness of the Language and Play Everyday (LAPE) program for improving EI/ECSE practitioners’ knowledge, use of, and confidence in using Caregiver Implemented-Naturalistic Communication Interventions (CI-NCIs). Participants included 20 EI/ECSE practitioners across IDEA-related disciplines, eight with prior LAPE experience. 10 practitioners took part in a new, more intensive LAPE program, and 10 did not. Analysis of pre/post-questionnaires revealed that practitioners with prior LAPE experience reported significantly higher use of CI-NCI skills and mean self-efficacy ratings than those without LAPE experience. Practitioners who participated in the new, more intensive program used significantly more skills and scored significantly better on a knowledge test than those who did not participate, even when controlling for prior LAPE experience. These findings indicate that the LAPE program is a promising model to train EI/ECSE practitioners across disciplines in CI-NCIs.

O colostro é fonte de energia e imunidade aos leitões neonatos. Para que a ingestão de colostro seja satisfatória, de modo a garantir a sobrevivência e ganho de peso dos leitões, as porcas devem produzir colostro suficiente para suprir as necessidades de toda a leitegada. O objetivo deste estudo foi avaliar fatores relacionados à fêmea, à leitegada e ao trabalho de parto que poderiam influenciar a produção de colostro em suínos. Foram utilizadas 96 matrizes suínas Camborough 25® com ordem de parto 1 a 7 e parição espontânea. As fêmeas e as leitegadas foram acompanhadas até 24 h após o início do parto. A produção de colostro foi estimada pela soma do consumo individual dos leitões, baseado no ganho de peso durante o primeiro dia de vida. O modelo de regressão múltipla explicou 28% da produção de colostro, sendo 24% explicados pelo peso total dos leitões nascidos vivos e 4% pela largura do primeiro par de tetos. O peso total dos leitões nascidos vivos foi correlacionado com o número total de leitões nascidos (r= 0,73) e nascidos vivos (r= 0,83). Quando separadas em duas classes de produção de colostro (ALTAPCOL; >3,4 kg; n = 50 vs BAIXAPCOL; ≤3,4 kg; n = 46), as fêmeas BAIXAPCOL tiveram menor número de leitões nascidos vivos e menor peso da leitegada viva (P<0,05). Por análise de regressão logística, foi verificado que fêmeas de OP 1, 2 e >3 apresentaram maior chance (P≤0,05) de estar no grupo BAIXAPCOL do que as fêmeas de OP 3. Fêmeas com mais de uma intervenção obstétrica no parto tiveram maior chance (P<0,05) de serem fêmeas BAIXAPCOL, em comparação ao grupo de fêmeas sem intervenções no parto. Este estudo evidenciou que o fator que mais influencia a produção de colostro é o peso total da leitegada viva, indiretamente representando o número de leitões amamentados pela porca. / Colostrum provides newborn piglets with energy and with passive immunity. An adequate colostrum intake, in order to fulfill the needs of piglets and then ensure their survival and weight gain, depends on sow’s ability to produce enough colostrum for the whole litter. The aim of this study was to evaluate factors involved on colostrum yield variability related to the sow, the litter and farrowing process. The experiment was conducted with 96 Camborough 25® sows of parities one to seven whose farrowing was spontaneous. Sows and their litters were followed until 24 h after farrowing onset. Colostrum production was estimated by summing up colostrum intake of each piglet of the litter. Colostrum ingestion by individual piglets was estimated using piglet weight gain during the first 24 h of life. The multiple regression model explained 28% of variation in colostrum yield, with 24% and 4% of variation being explained by the litter weight at birth and the width of first mammary glands, respectively. Litter weight at birth was positively correlated with the number of total born (r = 0.73) and liveborn piglets (r = 0.83).When separated into two classes of colostrum yield (HIGHPROD; >3.4 kg; n= 50 vs LOWPROD; ≤3.4 kg; n= 46), LOWPROD sows had lighter litters and fewer total born and liveborn piglets (P < 0.05). The logistic regression analysis showed that sows from parities 1, 2 and >3 had greater odds (P ≤ 0.05) to be in the LOWPROD group than parity 3. Sows with two or more obstetrical interventions had higher odds (P < 0.05) of belonging to the LOWPROD group than sows without interventions at farrowing. This study showed that litter weight at birth is the most important factor involved in colostrum yield variability, indirectly representing the number of piglets nursed by the sow.

This thesis deals with neonatal pain and possibility of its reduction during three most painful interventions, to which newborns are exposed. The interventions were selected based on the study of literature, among them belongs collection of capillary blood for screening of newborns, insertion and removal of a gastric tube and airway suctioning of the newborn. Pain has protective reasons as it shall protect us from harming tissues. But sometimes it is necessary to cause pain for the purpose of performing a diagnostic or medical treatment. But there are some ways how to reduce pain at newborns. The theoretical part describes the basic facts about pain, its origin and transfer, importance and types of pain. This thesis also describes the specifics of fetus nervous system maturation during pregnancy. Furthermore, it mentions evaluation of pain manifestation and ways of treating it. Another sub-chapter contains a description of selected medical treatments and ways of palliating pain during their implementation. The last section is dedicated to clinical recommended procedures. The practical part of the work was carried out in four neonatal intensive care units. There were intentionally selected three respondents in each unit, with whom were led guided interviews which are recorded in chapter 4.2. Results of interviews with each respondent are summarized in transparent tables. This thesis had three objectives. The first objective was to compare the method of implementation of selected painful procedures at newborns in theory and practice. We wanted to know whether nursing procedures carried out in selected neonatal units correspond with procedures described in literature. By questioning and observation was found out that some respondents did not follow recommendations. The differences are described in chapter "Results and discussion". The second objective was to determine whether nurses at selected wards have selected performance standards and whether they are also interested in latest procedures of palliating pain at newborns. All respondents stated that performance standards are selected, but not all are prescribed only for newborns. Almost all respondents (except one) have stated that they were interested in new ways of reducing pain, but not all methods are listed in the standards. The third objective was to determine whether nurses abide selected nursing care standards and whether they employ their most recent knowledge about neonatal pain reduction in practice. By observiation was not found non-observance of standards, but also was not found implementation of new procedure knowledge that respondents stated in an interview. At the same time the respondents (except two) reported that there was no need to change the standards at selected performances. The outcome of this work is a new standard for each performance which was dealt with in this thesis. Standards were created eventhough the respondents stated that there was no need to change them. It is necessary to verify new standards in practice.

The challenge of facilitating a shift towards sustainable housing, food and mobility has been taken up by diverse community-based initiatives ranging from "top-down" approaches in low-carbon municipalities to "bottom-up" approaches in intentional communities. This paper compares intervention measures in four case study areas belonging to these two types, focusing on their potential of re-configuring daily housing, food, and mobility practices. Taking up critics on dominant intervention framings of diffusing low-carbon technical innovations and changing individual behavior, we draw on social practice theory for the empirical analysis of four case studies. Framing interventions in relation to re-configuring daily practices, the paper reveals differences and weaknesses of current low-carbon measures of community-based initiatives in Germany and Austria. Low-carbon municipalities mainly focus on introducing technologies and offering additional infrastructure and information to promote low-carbon practices. They avoid interfering into residents¿ daily lives and do not restrict carbon-intensive practices. In contrast, intentional communities base their interventions on the collective creation of shared visions, decisions, and rules and thus provide social and material structures, which foster everyday low-carbon practices and discourage carbon-intensive ones. The paper discusses the relevance of organizational and governance structures for implementing different types of low-carbon measures and points to opportunities for broadening current policy strategies.

In this study was analysed the conceptions about cancer and its treatment on the educational context under two aspects: in the hospital and at school, though active intervention of the pharmaceutical professional. In the hospital ambient was elected the pharmacy service of Santa Maria university hospital, in the chemotherapy department. The patients who were chosen were using the medicine imatinib mesylate, indicated to chronic myeloid leukemia (CML). In relation to the patients, was applied an initial questionnaire with the purpose to know what do they know about their disease, the treatment and the medicine action, with later return according with their doubts and difficulties, by means of resources like folders and others explanatory materials. At schools the primary goals was aimed to know what the students know about cancer and alert about the ways and the importance of prevention and the treatment. In this case, questionnaires were used as resources, before and after of the explanatory class. The students demonstrated some difficulty to answer what is cancer , where it occurs or how can be prevented. Regarding the patients, was found that most of them show difficulties to understand about their disease, their treatment or the medicine action. It can be concluded that the work demonstrated to be useful, both in the school as in the hospital due to coverage that the cancer reaches in the news and it would be very important to continue to this work, focusing mainly in the educative actions and prevention, in both environments. / Neste estudo foram analisadas as concepções sobre o câncer e o seu tratamento no contexto educacional, sob dois aspectos: no hospital e na escola através da intervenção ativa do profissional farmacêutico. No ambiente hospitalar foi eleito o Serviço de Farmácia do Hospital Universitário de Santa Maria, no setor de Quimioterapia. Foram escolhidos os pacientes que faziam uso do medicamento mesilato de imatinibe, indicado para leucemia mielóide crônica (LMC). Em relação aos pacientes, aplicou-se um questionário inicial, objetivando conhecer o que eles sabem sobre a sua doença, o tratamento e ação do medicamento, com retorno posterior de acordo com suas dúvidas e dificuldades por meio de recursos como: folders e outros materiais explicativos. Nas escolas os principais objetivos visavam conhecer o que os alunos sabem sobre o câncer e alertar sobre as maneiras e a importância da prevenção e o tratamento. Neste caso, foram usados recursos como questionários, antes e depois de aula explicativa. Os alunos demonstraram certa dificuldade em responder o que é câncer onde ele ocorre ou como pode ser prevenido. Quanto aos pacientes constatou-se que a grande maioria deles apresenta dificuldades para entender sobre sua doença, seu tratamento ou ação do medicamento. Pode-se concluir que o trabalho demonstrou ser proveitoso, tanto nas escolas quanto no hospital e também devido a abrangência que o câncer alcança na atualidade e seria muito importante que se pudesse dar uma continuidade ao mesmo, focando principalmente nas ações educativas e na prevenção. Isso, tanto na escola, como no hospital.

abstract: This study examined an adverse effect of an adolescent group intervention. Group interventions represent one of the most economical, convenient, and common solution to adolescent behavior problems, although prior findings from program evaluation studies have suggested that these groups can unexpectedly increase the externalizing behaviors that they were designed to reduce or prevent. The current study used data from a longitudinal, randomized controlled trial of the Bridges to High School / Puentes a La Secundaria Program, a multicomponent prevention program designed to reduce risk during the middle school transition, which has demonstrated positive effects across an array of outcomes. Data were collected at the beginning of 7th grade, with follow-up data collected at the end of the 7th, 8th, 9th, and 12th grade from a sample of Mexican American adolescents and their mothers. Analyses evaluated long-term effects on externalizing outcomes, trajectories of externalizing behaviors across adolescence, and potential mediators of observed effects. Results showed that the adverse effect that was originally observed based on adolescent self-report of externalizing symptoms at 1-year posttest among youth with high pretest externalizing symptoms was not maintained over time and was not reflected in changes in adolescents' trajectories of externalizing behaviors. Moreover, neither of the peer mediators that theory suggests would explain adverse effects were found to mediate the relationship between intervention status and externalizing symptoms at 1-year posttest. Finally, only beneficial effects were found on externalizing symptoms based on mother report. Together, these findings suggest that the Bridges intervention did not adversely affect adolescent problem behaviors and that future studies should use caution when interpreting unexpected adverse effects. / Dissertation/Thesis / Doctoral Dissertation Psychology 2015