No description available.

No description available.

No description available.

The primary purpose of the present study was to evaluate the effectiveness of a highly individualized conjoint behavioural consultation model with group videotape therapy as a means of decreasing externalizing behaviour problems of children with developmental disabilities. The effects of the intervention were examined via changes in children's target behaviors throughout the course of the intervention, along with pre-intervention and postintervention changes of problem behaviors on standardized measures, and during parentchild play observations. Parent outcome was evaluated by changes in parental knowledge of behavioural principles, changes in parental management skills, and parental discipline approaches. Finally, parental acceptability of the intervention was examined as well as the relationship between intervention acceptability and outcome. A multiple baseline research design was used with 22 children, their parents, and teachers. Results indicated that children's target behaviors improved from baseline to intervention. Moreover, parental knowledge of behavioral principles, parental discipline strategies, and behavioral management skills improved from pre-intervention to post-intervention. Further, high acceptability ratings were reported by parents at post-intervention. Finally, a positive relationship was found between intervention effectiveness and acceptability. Results are discussed in light of their implications and contributions to the literature in school psychology.

This study examined the efficacy of conjoint behavioural consultation (CBC) in the remediation of behavioural problems in children with cognitive disabilities. Further, this study sought to determine whether parents' knowledge of behavioural principles and behavioural management skills improved as a result of participating in CBC. An A/B design was utilized with 6 children (ages 7--10), their parents and teachers. Children evidenced improvements in their target behaviours from baseline to treatment at home or at school (effect sizes = -2.11 to +1.35). Overall, children evidenced improvements in social skills, problem behaviours, or externalizing behaviours (Reliable Change Indices [RCI] = -0.27 to 3.29). Moreover, knowledge of behavioural principles increased significantly for two parents at posttest when compared to pretest (RCI = 1.25 to 3.47). Also, parents used more praise statements, fewer critical statements, and fewer no-opportunity commands at posttest than at pretest. The theoretical and practical implications of these findings, limitations of this study, and future research directions are discussed.

No description available.

This study investigated the relationship between smoking cessation and cognitive factors of attributional style, self-efficacy and locus of control. The roles of examined as they contributed to the prediction of smoking status. Questionnaires designed to measure these cognitivevariables, were administered to participants of smoking cessation programs at two times during the study; immediately before participation in the smoking cessation program and immediately after completion of the program. Smoking status was assessed at these times, as well as via telephone twice after the program's completion. Subjects were obtained from 16 American Cancer Society smoking cessation clinics in the Southern California area. The results of stepwise discriminant analyses of variance successfully predicted smoking status at end-of-clinic and follow-up periods, using a combination of demographic, smoking behavior and cognitive predictors. Cross-validations of the predictive models also were able to predict smoking status at end-of-clinic and follow-up. Additional analyses included stepwise discriminant demographic and smoking behavior variables styles, as well as demographic and smoking behavior Cognitive Factors 5 analyses of participants who relapsed at follow-up, and a comparison of those who completed the program versus those who dropped out prematurely. Both analyses resulted in obtaining significant discriminant functions. A final analysis compared pre- and post-treatment responses on the cognitive measures via a 2 X 2 multiple analysis of variance (group X time). A significant interaction between group and time of assessment was obtained. / Department of Counseling Psychology and Guidance Services

This study investigated the effects of self-instruction and alternate response training on oppositional behavior. Four oppositional adolescent females in a community-based residential treatment facility were taught to self-instruct alternate responses to their oppositional behaviors by participating in a series of Behavior Skills Training (BST) sessions. Subjects were required to role-play situations which subjects indicated evoke the targeted behaviors, that is, swearing/namecalling, noncompliance with rules, and noncompliance with requests. These self-reported situations were a major component in developing the BST. A multiple baseline design across behaviors was used. As an additional experimental control, two nontreatment subjects were included in the data analysis. Although trend analyses were conducted, variability in the data precluded the possibility of drawing conclusions based on statistical correlation. However, functional analyses of the treatment effects indicated that the BST was effective in reducing the oppositional behaviors of the subjects in the treatment group. Thus these results support the efficacy of using self-instruction and alternate response training procedures to reduce the occurrence of oppositional behavior in adolescent females. / Department of Educational Psychology

Thesis (MPsych(Clin))--University of South Australia, 2000

Thesis (M.A.)--University of Nevada, Reno, 2007. / "August, 2007." Includes bibliographical references (leaves 27-31). Online version available on the World Wide Web.