- 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.
Search results
Showing 321 to 330 of 332 (0.097 seconds)| 321 |
Rozvoj komunikační schopnosti u dětí s autismem pomocí Verbálního chování - aplikované behaviorální analýzy / Developing Communication Skills in Children with Autism Using Verbal Behavior - Applied Behavior AnalysisChrapková, Kateřina January 2016 (has links)
TITLE: Developing Communication Skills in Children with Autism Using Verbal Behavior - Applied Behavior Analysis AUTHOR: Bc. Kateřina Chrapková DEPARTMENT: The Department of Special Education SUPERVISOR: doc. PaedDr. Jiřina Klenková, Ph.D. ABSTRACT: This thesis deals with the development of communication skills in children with autism using Verbal Behavior - Applied Behavioral Analysis (VB-ABA). The aim of this work is to introduce VB-ABA approach as an effective intervention for people with Autism Spectrum Disorders (ASD). It is a monographic work with emphasis on a theory. The empirical part consist evaluative single-case study. The thesis is devided into six theoretical and one empirical chapter. The first theoretical chapter presents the issue of communication in a view of behaviorism and compares this approach with classical linguistics. The second chapter describes theories of language acquisition and language development from behavioral and linguistic perspective. The third chapter discusses the development of children's speech in the context of ontogeny and its functions. The fourth chapter deals with the issue of communication skills in the context of ASD. The fifth chapter introduces evidence based practice and provides information on current international research of interventions for persons...
|
| 322 |
Incarceration and Reintegration: How It Impacts Mental HealthMarier, April M, Reyes, Alex Alfredo 01 June 2014 (has links)
ABSTRACT
Background: Previous criminal justice policies have been non-effective leading to overpopulated prisons and unsuccessful reintegration. There is a lack of effective supportive and/or rehabilitative services resulting in high rates of recidivism and mental health implications. Objective: This study investigated the perceived impact that incarceration and reintegration with little to no supportive and/or rehabilitative services has on the mental health status of an individual. The emphasis was on participant perception and not on professional reports because of underreporting and lack of attention to mental health in the criminal justice system. Methods: Focus groups in the Inland Empire and Coachella Valley were held to gather preliminary data used to develop the survey for this study. The survey was distributed to 88 male and female ex-offenders over the age of 18 who were no longer on probation or parole. Secondary data from United Way 211 and California State Reentry Initiative was collected to report current trends of supportive and/or rehabilitative services. Results: Incarceration was found to negatively impact perceived mental health status, but reintegration was not. Supportive and/or rehabilitative services continue to be rarely offered and accessed, but when accessed, perceived mental health status is better. Supportive and/or rehabilitative services are more readily available. People who are using these services are improving their quality of life, becoming productive members of society, and preventing recidivism. Conclusions: A paradigm shift is currently under way to reduce recidivism by improving supportive and/or rehabilitative services during incarceration and reintegration. Many offenders are receiving services as an alternative to incarceration, recidivism rates are being reduced, and ex-offenders are becoming productive members of society. The field of social work is an integral part of reentry services and should continue advocating for policies and services that support reintegration efforts at the micro and macro level.
|
| 323 |
MINORITIES' PERCEPTIONS OF CHILD PROTECTIVE SERVICESHicks, Vernae Elaine 01 June 2016 (has links)
The study examined minority persons’ views and experiences with Child Protective Services (CPS) in the community. This study used a qualitative design with face‑to‑face interviews with 12 participants in the community. This study used the “Post‑Positivist” data analysis, which is qualitative in evaluation and explained each participant’s subjective reality.
The study found that most participants were satisfied with the results and were dissatisfied with the process in and of itself. Overall the study found that most participants felt that there was some sort of a disconnect with social workers in reference to cultural competency. Miscommunication between the social workers at agencies and parents could have played a significant role in why participants had these experiences. However, most participants felt that the agency helped with services that ultimately left the participants feeling a sense of awareness about the purpose of the agency. The study suggests that implementing a program that would allow the community to be informed of all the programs that Child Protective Services can provide be critical in aiding and empowering the members of the community and in helping reduce CPS caseloads significantly.
|
| 324 |
STUDENT CENSORSHIP IN THE SOCIAL WORK CLASSROOMSKozlowski, Lisa 01 June 2017 (has links)
Through the evolution of the field of social work, a divide in its ideologies has emerged and certain political and ideological groups such as the religious and conservatives have become underrepresented. As a result, over the years the liberal philosophies have emerged as the dominant group. This has led to a decrease in diversity within the field. Recognition of biases in the field of social work is difficult. Through a qualitative analysis method, this study was meant to explore if social work students feel they are free to share openly in the classroom, and if they are accepting of all ideologies or are there biases towards any ideologies or beliefs by the students. This study used a qualitative method data collection approach, which consisted of a six-member focus group with a demographics questionnaire. The findings of this research has brought to the surface that there are more liberal ideologies and less moderate or conservative viewpoints being shared in the classrooms because of self-censorship. The potential impact of this study is to increase awareness that there are underrepresented groups within the MSW population, which decreases the diversity in the field of social work.
|
| 325 |
Emotion, community development, and the physical environment: An experimental investigation of measurementsBoone, George E 01 January 2013 (has links)
A wide range of research fields have studied how emotions and behavior are affected by the physical environment. This gestalt theorist approach of experimental research as well seeks to measure emotion (using the valence-arousal scale) and micro-scale community development interactions when weighted physical environment factors are adjusted. Community development (CD) interactions at the micro-scale have received but slight attention from scholars in the CD research field and this study aims partially to investigate developing objective measures from social observations. CD interactions from recordings along with self-reported emotion through surveys in four quasi-experimental groups (where the environments were constructed based on peer-reviewed literature to cause emotional reactions) and one control group made up the data collected for this experiment. While the results of this experiment displayed apparent convincing quantitative differences in both CD interactions and emotion when the physical environment was manipulated, the results of a one-way ANOVA indicated no statistical significance to either dependent variable. The conclusions suggest limiting the physical factors of the environment to produce more precise changes as a result of the manipulated quasi environments.
|
| 326 |
It's Going to be Different, but It's Going to be Okay: Caregiver Perspectives on Autism, Culture and Accessing CareOtwori, Beverly N. 12 1900 (has links)
Through ethnography influenced by public health and anthropological theory, I explored the cultural perceptions of autism among eight caregivers whose children received services from a local Dallas-Fort Worth autism treatment organization. Participant observations and semi-structured interviews with caregivers and program employees provided a rich and nuanced view into the state of care currently available in the DFW area while also highlighting areas for improvement. This research will be used to not only identify the barriers faced by North Texas Families while seeking out care,but also the strategies the organization uses when connecting with families from different backgrounds.
|
| 327 |
Looking for Quantitative and Qualitative Measures of Teaching Interactions: A Preliminary AnalysisWeir, Jade R 05 1900 (has links)
Indicators of quality early intensive behavioral intervention (EIBI) include comprehensive interventions, adequately trained staff, high rates of effective instruction delivery, happy interactions between children and their teachers, and socially valid outcomes. When these are in place, high quality EIBI is more likely to increase progress that children with autism make during treatment. When not in place, progress is not as likely, as rapid, or as meaningful. To date, there is limited research regarding the correlation between these indicators of high-quality EIBI and the degree to which their effects are meaningful to direct consumers. The purpose of this methodological study was to compare direct, quantitative measures of teaching interactions (child initiations, teacher initiations, child affect, teacher affect) with qualitative measures (stakeholder ratings of teacher effectiveness, amount of opportunities for interaction and interest in the child) of teaching interactions to determine what sets the occasion for expert stakeholders to describe a teaching interaction as effective, quality therapy.
|
| 328 |
Exploring Elementary Principals’ Discipline Decisions: Is Function a Consideration?Shepherd, Nicole L. January 2022 (has links)
No description available.
|
| 329 |
Contribution as Method: A Book Talk for Foreign-Born American Patriots: Sixteen Volunteer Leaders in the Revolutionary WarLyons, Renee' C. 13 June 2014 (has links)
Constituting a proposal for a book talk associated with the scholarly title Foreign-Born American Patriots: Sixteen Volunteer Leaders of the Revolutionary War, the presenter of this session (and author of the book) will introduce the scholarly work to participants for the purpose of highlighting research based in contribution, rather than interpretation. The author will detail the means by which the investigation of human experience and work product, storylines/patterns, and social cause may provide the context for creative scholarly works. The author will also reveal the unique contribution of Foreign Born American Patriots to historical and Southern Studies discourse, the book serving, up through the date of this proposal, as the only collective work regarding those foreigners who helped the newly formed United States defeat the British Army (many battles fought in the Southern States).
|
| 330 |
A Collaborative Approach to Address Student Behavior and Academic Achievement across SystemsOkereke, Beverly Ngozi 01 September 2016 (has links)
Academic achievement and in-classroom behaviors are two significant child outcomes that affect student success in school. According to Systems Theory, in order to truly understand the factors that affect these outcomes for children, one must look to the major systems that encapsulate the child (including their school and home environments). This project is a meta-analytic review that examined the effectiveness of measures representing each system in predicting child achievement and behavior: School-Wide Positive Behavior Supports (SWPBS) for the school as a system, level of parent involvement (high versus low) for the home system, and student motivation (intrinsic versus extrinsic) for the child system. Archival research was used to examine children who attended K-12 schools in various Westernized countries. A total of 15 studies were examined to compute the effect sizes which were combined to examine the relative strength of each factor on the two outcome variables. For academic achievement, it was found that effect sizes were very large for SWPBS (0.768) and student motivation (0.807), and were large (0.589) for parent involvement. For behavior, SWPBS was associated with a very large effect size (-0.780). In other words, SWPBS is strongly associated with both increased academic achievement and decreased problem behavior, whereas parent involvement and student motivation are strongly associated with increased academic achievement. A suggested systems approach including the school counselor is proposed that meshes the effects of these three child systems into a more fluid, collaborative model that address child academic achievement and behavioral concerns.
|
Page generated in 0.291 seconds