Thesis (M.A.)--University of Delaware, 2006. / Principal faculty advisor: Roger Kobak, Dept. of Psychology. Includes bibliographical references.

The primary providers of services to Texas children with emotional/behavioral issues are local juvenile probation departments, Texas Youth Commission, Department of Family and Protective Services, local Mental Health Authorities, and school districts. These agencies currently face a variety of issues that impede their ability to deliver effective services. Responses to these issues have included narrowing eligibility criteria and imposing limits on the number of clients served at one time. Unfortunately, many of the individuals who need assistance are unable to access services and eventually find themselves in other less appropriate systems, such as foster care and juvenile justice. This is especially true for rural areas, which often lack the resources found in urban counties. Many believe the solution involves closing the “gaps” in services through interorganizational relationships. However, cooperative efforts require a substantial amount of commitment, time, effort and resources. More often than not, this is a difficult endeavor, especially given the barriers to rural service delivery, funding issues, and state level issues. Concept Mapping was employed to identify and assess the impact of factors that affect service providers’ ability to engage in interorganizational relationships, as well as deliver services to children who are at risk of or possess emotional/behavioral issues. The primary providers of services to Texas children with emotional/behavioral issues are local juvenile probation departments, Texas Youth Commission, Department of Family and Protective Services, local Mental Health Authorities, and school districts. These agencies currently face a variety of issues that impede their ability to deliver effective services. Responses to these issues have included narrowing eligibility criteria and imposing limits on the number of clients served at one time. Unfortunately, many of the individuals who need assistance are unable to access services and eventually find themselves in other less appropriate systems, such as foster care and juvenile justice. This is especially true for rural areas, which often lack the resources found in urban counties. Many believe the solution involves closing the “gaps” in services through interorganizational relationships. However, cooperative efforts require a substantial amount of commitment, time, effort and resources. More often than not, this is a difficult endeavor, especially given the barriers to rural service delivery, funding issues, and state level issues. Concept Mapping was employed to identify and assess the impact of factors that affect service providers’ ability to engage in interorganizational relationships, as well as deliver services to children who are at risk of or possess emotional/behavioral issues. / text

This study examined the effects of the second level (intermediate acoustical processing of rhyming words) and the third level (deep-semantic processing of words in sentences) of "levels of processing" framework on memory performance of four types of students (52 "normal" students, 50 students with learning disabilities, 25 students with mild mental handicap, and 25 students with emotional handicap). Statistical analysis revealed that "normal" students and students with emotional handicap performed significantly higher than students with mild mental handicap. However, the analysis did not reveal significant differences among "normal" students, students with learning disabilities, and students with emotional handicap. Nor were there significant differences between students with learning disabilities and those with mild mental handicap. Further, the statistical analysis revealed that the interaction among the four groups of students, encoding levels of processing, and types of retrieval cues was not significant. However, a significant interaction was found between types of retrieval cues and encoding levels of processing. The data on the memory test showed that the mean number correct for all students was the highest when stimulus words were presented and encoded semantically and retrieved using a congruent semantic cue. A mismatch between encoding processing conditions and retrieval cues produced poor memory performance regardless of levels of processing. The findings indicate that appropriate use of levels of processing, congruity, and encoding specificity for retrieval cues enhances recall of information. Recommendations for classroom instructions and future research are discussed. / Department of Special Education

The purpose of the study was to establish diagnostic validity for a modified version of the Classroom Adjustment Rating Scale (CARS). To do this, two a priori multivariate contrasts were specified in order to detect differences on the three CARS scales between three groups of pupils. Subjects were 170 normal (NORM), 125 Learning Disabled (LD), and 48 Emotionally Handicapped (EH) elementary age boys who were rated by their classroom teachers. The original CARS was modified by maintaining and adding items that had high correlations with the original three scales of Acting-Out, Shy-Anxious, and Learning Problems. Results with both the CARS and modified CARS (MCARS) indicated a significant multivariate contrast between the NORM group and a weighted combination of the LD and EH groups. Also, a significant multivariate contrast between the LD and EH group resulted for the CARS and MCARS. Follow-up with discriminant analysis found 71.4% of all boys correctly classified by the original CARS scales. However, the MCARS scales resulted in only a slight improvement in overall correct classification, with 72.3% of boys correctly classified. Teacher-judged intelligence, social class, and prosocial classroom behavior were included as possible biasing variables. It was found that the set of prosocial items had considerable impact on the ratings of EH boys, thus demonstrating the importance of including positive behaviors on a rating scale.

Thesis project (D. Min.)--Denver Seminary, 2005. / Includes bibliographical references (leaves 243-268).

Thesis--Ph. D.--University of Western Sydney, Macarthur, 1994. / Includes bibliographical references (p. 296-343).

Thesis (MA(Social Work and Criminology))-University of Pretoria, 2006. / Includes bibliographical references.

Thesis (M.S.)--University of Michigan, 1974.

Thesis (Ph. D.)--University of Utah, 2001. / Includes bibliographical references (leaves [117]-125). Also available online (PDF file) by a subscription to the set or by purchasing the individual file.

Thesis (M.S.)--University of Michigan, 1974.