Thesis (Ph.D.)--University of Washington, 2001. / Vita. Includes bibliographical references (leaves 116-126).

Thesis (Ph. D.)--University of Oregon, 2001. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 150-159). Also available for download via the World Wide Web; free to University of Oregon users.

Thesis (Ph. D.)--University of Oregon, 2003. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 118-123). Also available for download via the World Wide Web; free to University of Oregon users.

Thesis (Ed. D.)--West Virginia University, 2001. / Title from document title page. Document formatted into pages; contains v, 147 p. : ill. Vita. Includes abstract. Includes bibliographical references (p. 85-96).

Thesis (Ph. D.)--University of Missouri-Columbia, 2002. / Typescript. Vita. Includes bibliographical references (leaves 180-197). Also available on the Internet.

Thesis (Ph.D.)--Mississippi State University. Department of Counseling, Educational Psychology and Special Education. / Title from title screen. Includes bibliographical references.

Thesis (Ph. D.)--University of Missouri-Columbia, 2002. / Typescript. Vita. Includes bibliographical references (leaves 180-197). Also available on the Internet.

The purpose of this study was to contribute to the literature by examining a systematic set of methods to assess and treat the problem behavior of young at-risk children. This study examined the use of the Decision Model (Umbreit, Ferro, Liaupsin, & Lane, 2007) with two kindergarten students and one first grade student who were exhibiting chronic behavior problems despite implementation of interventions through their school's existing support system. The study was conducted across three phases including: Phase I (Descriptive Functional Assessment), Phase II (Intervention Development/Testing) and Phase III (Intervention Implementation). Interventions in Phase III, were systematically introduced to each student using a Multiple Baseline Design. The Decision Model was used to develop interventions that resulted in reductions in each child's disruptive behavior and increases in on-task academic behavior. Social validity was examined using the TARF-R and resulted in high acceptability ratings from each teacher responsible for implementing the intervention for each student. Limitations and directions for future research are discussed.

This study examined the efficacy of the Decision Model (Umbreit, Ferro, Liaupsin, & Lane, 2007) for the development of function-based interventions for young children receiving special education services in inclusive preschool settings. Findings suggested interventions using the Decision Model were effective at decreasing the disruptive behavior of 3 young boys within inclusive early childhood classrooms. On-task behavior increased for each child following intervention implementation. Largest increases were noted with a 4.9 year-old with Autism and a 4 year-old with Down Syndrome. Data also suggested that the level of on-task behavior coincided with levels of intervention implementation. On-task behavior of a 3.9 year-old with language delay, demonstrated substantial increases when the intervention was implemented properly, but not when intervention elements were left out. Implications for future research were discussed.

Ces trois etudes, basees sur un scheme d'apprentissage social, visaient le developpement d'instruments d'evaluation et d'intervention aupres de personnes agees vivant dans la communaute. / La premiere etude a demontre qu'une intervention aupres de gens lors de la pre-retraite peut contribue a l'augmentation des attentes d'efficacite de soi, particulierement en ce qui a trait a leur planification d'activites satisfaisantes. Cette recherche a aussi indique l'utilite d'avoir recours a des groupe de pairs comme modele pour promouvoir l'adaptation a la vie de retraite. / La seconde avait pour objet de comparer les attentes sociales de deux groupes de femmes (jeunes, agees) face aux consequences de l'affirmation de soi. Les femmes plus agees choisissaient moins souvent de s'affirmer car elles ne croyaient pas que ceci provoquerait chez les autres les comportements desires. Les plus jeunes etaient plus portes a s'attendre a une reaction negative de la part de leurs amis. Les deux groupes anticipaient une augmentation de leur egard-de-soi suite a la mise en action de comportements affirmatifs. / La troisieme etude utilisait un scheme a cas unique pour evaluer l'effet d'une intervention d'habiletes sociales sur six femmes agees. Il s'agissait de modifier les comportements-cibles individuels par le truchement de techniques behaviorales (tels que repetition, modelage et retroaction); de selectionner des objectifs specifiques a l'environnement natural de chaque sujet; et de faire de la restructuration cognitive. Les resultats obtenus indiquaient l'efficacite du traitement pour ameliorer et maintenir les comportements cibles chez tous les sujets et ce, pour toutes les mesures utilisees a divers intervalles de temps. Cette etude illustre egalement l'application d'une telle methodologie dans un milieu clinique.