The purpose of this study was to investigate the effects of individualized social story interventions on the social communication skills of three children with Asperger's Syndrome (AS). Using a multiple baseline across participants desing, three social stories were implemented and direct observations of the participants' identified target behaviors were collected three times per week during unstructured school activities (e.g, recess). Data revealed an increase in the social communication skills of two of the three participants when the treatment was implemented. In addition, maintenance of treatment effects was observed in two participants. These data support recommendations for using social stories to teach social skills to children diagnosed with autism spectrum disorders.

No description available.

No description available.

This qualitative study examined the perceptions and understandings of various stakeholders in the early childhood sector of Mississippi about kindergarten readiness in response to the implementation of more rigorous academic standards in kindergarten. The participants (N=20) in this study were parent/guardians and teachers at 2 elementary schools in Mississippi and various preschool programs that feed into them including public pre-K, private child care, and Head Start. These perceptions and understandings were compared with official documents including position statements of professional organizations and learning standards. The results of the study provide insight into the perceptions and understandings of the participants as they experience the readiness process from preschool through participation in kindergarten. The qualitative analysis showed that as more rigorous standards have been implemented in kindergarten, all stakeholder groups are experiencing high levels of pressure related to the testing and accountability requirements related to the standards. This has caused a mismatch between the stated values of kindergarten teachers and the practices they reportedly use as they shift to what I conceptualized as more environmental-behaviorist teaching methods versus the social-constructivist, play-based methods they believe to be more effective. The analysis also revealed a breakdown in communication as kindergarten teachers expect the other stakeholder groups to come to them to see what is happening in kindergarten. This is driven by a mismatch between the standards and actual practices. A surprising finding is that the perceived job satisfaction of preschool teachers seems to have improved as they see themselves in a more vital role in the readiness process. This study is organized into five chapters. Chapter I provides an overview and rationale for the study. Chapter II includes a review of the literature which includes historical perspectives about kindergarten readiness, theories of kindergarten readiness, domains of readiness, and stakeholder perspectives of kindergarten readiness. Chapter III provides the methodology for the study. Chapter IV presents the findings from the analysis of data. Chapter V provides a discussion of the findings, suggestions for future research, and implications for practice.

No description available.

No description available.

No description available.

While not included in the diagnostic classifications of sexual disorders in the Diagnostic and Statistical Manual of Mental Disorders (DSM), sexual addictions and compulsivities are increasingly being encountered by mental health professionals, and the field of sexual addictions is gaining wider acceptance (Delmonico & Carnes, 1999; Garos, 1997). Research shows the majority of people struggling with sexual addictions and compulsivities involving the Internet are married, heterosexual males (Cooper, Delmonico, & Burg, 2000), and that women who are married to these men are directly impacted by this problem (Schneider, 2000b). Although there is research on many issues relating to wives of sex addicts, there is currently a void in the research literature regarding the kinds of support women find most beneficial when dealing with a spouse's sexually addictive or compulsive behaviors. The primary purpose of this qualitative study was to identify the kinds of support women find most beneficial when dealing with a spouse's sexually addictive and compulsive behaviors. Using grounded theory methodology (Strauss & Corbin, 1990), twenty-two women from Canada and the United States were interviewed to find out what they found most helpful as they sought support to cope with a spouse's sexually addictive and compulsive behaviors. A theory of support for this population emerged from the data. It was found that women in affected marriages utilize two main categories of support, namely, coping supports, and change-oriented supports such as Recreational, Relational, Professional, Spiritual and Conceptual. Responding to problematic sexual behavior is moderated by numerous internal and external factors. Five common factors of positive support experiences were identified across the sample. These five common factors were: (a) Connection, (b) Advocacy, (c) Validation, (d) Education, and (e) Direction (CAVED). This study did not succeed in identifying distinct pathways of support for women who discover this problem versus those who have it disclosed to them, nor did this study identify specific treatment modalities that are effective. The results of this study provide a useful template for clinicians, support networks and researchers to begin understanding what is helpful and unhelpful when working with this population.

The railway vehicles are an increasing mean of transportation due to, its reduced impact on environment and high level of comfort provided. These reasons have contributed to settle a positive perception of railway traffic into the European society. In this upward context, the railway industrial sector tackles some important challenges; maintaining low operational costs and controlling the nuisance by-products of trains operation, the most important being railway noise. Track dynamic plays a main role for both issues, since a significant part of the operational costs are associated with the track maintenance tasks and, the noise generated by the track can be dominant in many operational situations. This explains why prediction tools are highly valued by railway companies. The work presented in this licentiate thesis proposes methodologies for accurate and efficient modelling of railway track dynamics. Two core axes have led the development of this task, on one hand, the rail modelling and, on the other hand, the characterisation of the finite length nature of track supports. Firstly, concerning the rail modelling technique, it has evolved under two major premises. On one hand, regarding the frequency domain, it should describe high frequency behaviour of the rail. In order to accomplish with this first premise, a model based on Timoshenko beam theory is used, which can accurately account for the vertical rail behaviour up to 2500 Hz. On the other hand, with respect to the time domain, the response should be smooth and free of discontinuities. This last condition is fulfilled by implementation of the Timoshenko local deformation. Secondly, a model of support that considers its finite length nature is sought. For this purpose, a Timoshenko element over elastic foundation is formulated. Thus, the common model of support, which is based on a concentrated connection, is substituted by a distributed model of support. In this way, several enhancements are achieved; the temporal contact force response is smoothed and a more realistic shape is obtained, the amplitude of the displacement due to the parametric excitation is reduced and the magnitude associated to the ‘pin-pin’ frequency is not overestimated. / <p>QC 20170522</p>

This descriptive study provides insight on the prevalence of Emotional and Behavioral Disorders (EBD) screening and school psychologists' roles in that screening process in Utah schools. EBD screening plays an important role in implementing Multi-Tiered System of Supports (MTSS). An electronic questionnaire was sent to 260 practicing Utah school psychologists. A total of 89 of those school psychologists completed the survey resulting in a 34% participation rate. Twelve percent (n=11) of participants reported that EBD screening was happening in their schools. Participants reported that the lack of resources to address student needs, the lack of administrative support, and the school having too many other concerns were barriers to EBD screening implementation. Survey results also reported that successful EBD screening consisted of a combined effort consisting of teams, administration, and school districts. Additionally, school psychologists reported that their role in EBD screening should mainly be focused on data interpretation and intervention implementation. The goal of this thesis project was to increase awareness of how universal EBD screening was occurring in Utah schools.