Thesis (Ph. D.)--University of Texas at Austin, 2001. / Vita. Includes bibliographical references (leaves 141-150). Available also in a digital version from Dissertation Abstracts.

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This study examined the efficacy of conjoint behavioural consultation (CBC) with children who are socially withdrawn, the generalization of treatment gains across home, school, and a play session, and whether treatment gains are positively associated with teacher and parent ratings of goal attainment. An A-B design was used and participants included 5 boys (ages 7, 5, 6, 5, and 6) and their parents and teachers. Children evidenced improvements in target behaviour from baseline to treatment at home or at school (effect sizes = $-$6.48 to +1.77). Preliminary evidence was obtained indicating that treatment gains generalize to non treatment settings, however z scores were not significant. Overall, children's social skills increased, problem behaviour decreased, and internalizing difficulties decreased (Reliable Change Indices $-$4.71 to 4.75). In addition, preliminary evidence of the positive relationship between effect size and perceptions of goal attainment was obtained. Results are discussed in light of their practical and theoretical implications.

The current study was designed to examine characteristics associated with interaction in group versus dyads in middle childhood. Two classes of children in grades one through five participated in the study. Children were identified by their peers as participating in groups or dyads. Teachers then rated the characteristics of these children. Analyses of children interacting in groups versus dyads showed that both boys and girls in groups were perceived to be more competitive, to value their friends more, to receive more attention from peers and to be more emotionally expressive than children interacting in dyads. It was also found that boys in both groups and dyads were perceived to lack more self-control and to be more active and loud than girls. The measures of self-confidence, lack of self-control, emotional difficulties, activity level, and thoughtfulness did not differ for children who interacted in groups versus dyads. Findings are discussed in terms of the functions of group versus dyadic interaction.

Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2008. / Includes bibliographical references.

Thesis--Columbia University. / Bibliography: leaves 124-126.

Thesis (M.S.)--Brigham Young University. Dept. of Marriage, Family, and Human Development, 2007. / Includes bibliographical references (p. 29-33).

Thesis (M.A.)--University of Delaware, 2008. / Principal faculty advisor: Mary Dozier, Dept. of Psychology. Includes bibliographical references.

Thesis (Ph. D. in Psychology)--Vanderbilt University, May 2006. / Title from title screen. Includes bibliographical references.

Thesis (M. Psych. Clin.)--University of Queensland, 2004. / Includes bibliographical references.