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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.

Effects of human relations training on the personal, social, and classroom adjustment of elementary school children with behavior problems.

Garner, Howard Glenn, January 1970 (has links)
Thesis--University of Florida. / Description based on print version record. Manuscript copy. Vita. Bibliography: leaves 114-120.

Treating children with conduct problems : examining changes in parental knowledge of behavioural principles and parenting skills utilizing conjoint behavioural consultation

Illsley, Staci D. January 1997 (has links)
This study examined the efficacy of conjoint behavioural consultation (CBC) with children evidencing conduct problems, the impact of CBC in enhancing parental knowledge of behavioural principles, and whether knowledge of behavioural principles is related to improved parenting skills. An A/B design was used and participants included 5 boys (ages 3, 3, 5, 5, and 6) and their parents. Children evidenced improvements in their target behaviours from baseline to treatment (effect sizes = -0.54 to -2.10). Overall, children's social skills increased (Reliable Change Indices [RCI] = -3.66 to 3.05), problem behaviours decreased, and externalizing difficulties decreased (RCI = -0.24 to -3.74). Parents used more praise, less critical statements, and less no-opportunity commands following treatment. Parental knowledge of behavioural principles improved significantly for 2 parents (RCI's = 0.00 to 8.77). Also, increased parental knowledge of behavioural principles was related to increased use of praise (r = 0.95, p < .05). Results are discussed in light of their practical and theoretical implications.

Psychophysiological concomitants of attention in hyperactive children / Attention in hyperactive children.

Cohen, Nancy J. January 1970 (has links)
No description available.

A personality profile of oppositional children as measured on selected scales of the personality inventory for children

Rapp, 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 difficulties

Popliger, 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.

Emergent inclusion for middle-level students with severe problem behavior : a qualitative study of policy and supports /

DeVault, Gigi. January 1998 (has links)
Thesis (Ph. D.)--University of Washington, 1998. / Vita. Includes bibliographical references (leaves [324]-335).

New horizons an experimental education prototype for adjudicated and/or behaviorally disordered children /

Hlasny, Jason G. January 1998 (has links) (PDF)
Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 1998. / Includes bibliographical references.

Effects of in-service training on teachers' knowledge and practices regarding identifying and making a focus of concern students exhibiting internalizing problems /

Davis, Christine Anne, January 2004 (has links)
Thesis (Ph. D.)--University of Oregon, 2004. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 133-144). Also available for download via the World Wide Web; free to University of Oregon users.

Teacher trainee personality characteristics related to perception of problem behavior in elementary school children

De Moura, Maria Lucia Seidl, January 1973 (has links)
Thesis (M.S.)--University of Wisconsin--Madison, 1973. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

The effect of a cognitive self-instructional training approach on reducing disruptive behavior in young children

Coats, Kevin I. January 1977 (has links)
Thesis--Wisconsin. / Includes bibliographical references (leaves 110-122).

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