State and local level implementation of schoolwide positive behavior support an examination of the Texas Behavior Support Initiative (TBSI) /Schultz, Edward K. Bullock, Lyndal M., January 2007 (has links)
Thesis (Ph. D.)--University of North Texas, May, 2007. / Title from title page display. Includes bibliographical references.
Driving under the influence of positive behavior support : a behavior management program for students who ride the school bus /Bronaugh, Louise J. January 2008 (has links)
Thesis (Ph. D.)--University of Oregon, 2008. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 100-104). Also available online in Scholars' Bank; and in ProQuest, free to University of Oregon users.
(has links) (PDF)
Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2009. / Includes bibliographical references.
Resistance at school : a sociological study of student misbehaviour in two Hong Kong secondary schools /Yeung, Oi-yan, January 2000 (has links)
Thesis (M. Phil.)--University of Hong Kong, 2000. / Includes bibliographical references.
The Classroom Check-up : a brief intervention to reduce current and future student problem behaviors through classroom teaching practices /Reinke, Wendy M. January 2005 (has links)
Thesis (Ph. D.)--University of Oregon, 2005. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 175-186). Also available for download via the World Wide Web; free to University of Oregon users.
Timely intervention before it's too hard an investigation into the effectiveness of off-site intervention programs for students exhibiting behavioural difficulties in mainstream schools /Clarke, Denise. January 2009 (has links)
Thesis (Ph.D.)--Victoria University (Melbourne, Vic.), 2009.
McKenna, Moira K.,
Thesis (Ph. D.)--University of Oregon, 2006. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 151-157). Also available for download via the World Wide Web; free to University of Oregon users.
Thesis (Ph. D.)--University of Washington, 2002. / Vita. Includes bibliographical references (leaves 130-146).
A personality profile of oppositional children as measured on selected scales of the personality inventory for childrenRapp, Doris J. January 1984 (has links)
The present study sought to investigate the personality characteristics of oppositional children, using the subscales of the Personality Inventory for Children (PIC) to plot a personality profile of oppositional children. Twelve of the 16 subscales were selected for inclusion in the study. Selection criteria were based upon how closely the items that made up each scale reflected aspects of the oppositional child's personality or environment, as described in related literature.A research design was developed that compared oppositional children to non-oppositional children. Oppositional type was determined by an interview with the parent who filled out the PIC on behalf of their child. The PICs were scored; the profiles were plotted and compared to an anticipated profile of oppositional children, using expected T score elevations.The data from this study were analyzed using multivariate and univariate statistics. The .05 level of significance was established as the critical probability level.Findings1) No significant interaction existed between the sex and oppositionaltype (oppositional or non-oppositional) of the child.2) Oppositional children were found to differ significantly on the 12subscales selected for inclusion in the study.3) Oppositional children were significantly higher on 11 of the 12subscales and significantly lower on one of them.ConclusionsA personality profile of oppositional children does exist on selected scales of the PIC. Oppositional children's personality characteristics can be described using these scales.On the basis of the findings, conclusions were drawn and speculations were made concerning the utilization of the PIC to describe personality characteristics of oppositional children and for the prediction of oppositional children's PIC profiles.
Domain specificity and perceived social support across raters for children with emotional and behavioral difficulties / Social support and emotional/behavioral difficultiesPopliger, Mina E. January 2005 (has links)
The perceived availability of social support has been documented as a protective mechanism among adults and adolescents but little work has been done with children with emotional and behavioral difficulties (EBD). The current research addressed this gap in literature with a sample of teacher-nominated children with EBD. Fifty-four children (43 males, 11 females), 56 parents, and 27 teachers completed questionnaires on perceived social support and behavioral, emotional, and social functioning. Results suggest a pattern of domain specific social support relating to domain specific adjustment outcomes. Furthermore, the importance of child ratings over parent and teacher ratings of social support was evident. Significant inter-rater differences were found on ratings of social support, despite directional agreement. Finally, children with higher ratings of social support reported more positive adjustment and less negative adjustment than children with lower support ratings. Interventions that are child-centered and domain specific are suggested.
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