This dissertation has explored the origins of the field of Behavioral Disorders via a qualitative approach. In order to collect data, interviews were conducted with respondents who were selected via purposeful sampling. All respondents have had a significant impact on the field of special education as evidenced by scholarship and leadership throughout their careers. Data analysis of the interview transcriptions was accomplished through the utilization of computer software. The data indicated six areas/topics that were seen among respondents as being significant to the development of the field of Behavioral Disorders.

Objectif - Le nombre de patients souffrant de la maladie d’Alzheimer augmente de plus en plus or il n'existe toujours pas de traitement qui puisse arrêter son évolution. L’objectif de l’étude est de mettre en évidence l’intérêt de dispositifs groupaux à médiation «chant», avec une méthodologie d’inspiration psychodynamique, sur les troubles psycho-comportementaux et la dépression des personnes atteintes de la maladie d’Alzheimer à un stade avancé (MMS ≤ 10). Méthode - Nous avons constitué 10 groupes de 6 à 8 femmes âgées chacun, bénéficiant d’une participation à un groupe thérapeutique de chant sur 12 séances hebdomadaires et 10 groupes « témoin » de 6 à 8 femmes âgées chacun, ne bénéficiant pas d’une participation à ces groupes. Tous les sujets ont été évalués (chant et témoin) en début et en fin de session de l’activité chant. Les outils utilisés sont le NPI (Inventaire Neuro Psychiatrique), l’échelle de Cornell et l’échelle de Cohen-Mansfield.Résultats - Pour les 61 sujets ayant participé aux groupes « chant », nous observons une amélioration significative (p < 0.01) à toutes les échelles mais la taille de l’effet (associée à la thérapie de groupe) est très grande.Conclusion - Nous avons pu mettre en évidence un impact statistiquement significatif des groupes de sociothérapie, à médiation « chant », sur la thymie et sur les troubles psycho-comportementaux. Cette amélioration a été constatée sur les trois échelles (NPI, CMAI, Cornell). / Aim - The number of patients with Alzheimer's disease increases more and more (a pathology for which there is still no treatment that can stop its progression). The aim of this study is to highlight the interest of "song mediated groupal therapy (psychodynamic inspired group therapy) on behavior disorders and depression when taking care of elderly people with Alzheimer's disease at an advanced stage.Method - We create 10 groups of 6 to 8 elderly women each that would participate to twelve overall therapy group seances at a single seance per week basis. These are named “singing groups”. We create 10 groups of 6 to 8 elderly women each the so called "control groups", that would not participate to the group therapy.We evaluate the groups (control and singing) twice; at the beginning and the end of the session. The tools that are used are the NPI (Neuro Psychiatric Inventory), the Cornell scale and the Cohen-Mansfield agitation inventory.Results - For the 61 subjects who participated to the “groups singing”, we observed a significant improvement (p <0.01) at all scales but the size effect (associated to the group therapy) is very large.Conclusion - In conclusion, we were able to demonstrate an impact on the humor and the psychobehavioral disorders, with a statistically significant impact with an acceptable number of subjects. This improvement was noticed on the three scales (NPI, CMAI, Cornell).

Submitted by Cristiane Chim (cristiane.chim@ucpel.edu.br) on 2018-07-19T13:23:08Z No. of bitstreams: 1 Camilla Oleiro da Costa.pdf: 1634217 bytes, checksum: 4f4fa51fa8a0e3057d06d806291d420d (MD5) / Made available in DSpace on 2018-07-19T13:23:08Z (GMT). No. of bitstreams: 1 Camilla Oleiro da Costa.pdf: 1634217 bytes, checksum: 4f4fa51fa8a0e3057d06d806291d420d (MD5) Previous issue date: 2017-01-17 / Conselho Nacional de Pesquisa e Desenvolvimento Científico e Tecnológico - CNPq# / #-2555911436985713659# / #600 / The health and children development are always relevant issues. In childhood and adolescence, the main problems related to mental health are disorders of conduct, attention, hyperactivity and emotional. Occupational performance is the ability of individuals to perform routine activities and to perform roles and tasks. The children have a smaller repertoire of occupations when compared to adults. However, with them develop, they begin to perform more complex tasks until they reach the total repertoire of activities, within their possibilities. The emotional and behavioral disorders can influence the development of children and, consequently, change their occupational performance. The perception about the occupational performance of children, then, can be related to the presence of emotional and behavioral disorders. Objective: Relate the more frequent mental health problems in the child population with the perception of caregivers of children regarding their occupational performance. Methodology: Cross-sectional study with pairs of schoolchildren of the municipal network with eight years old and their main caregivers. Instruments: A sociodemographic questionnaire was used for the sample of children. For the caregivers were used a sociodemographic questionnaire, the Strengths and Difficulties Questionnaire (SDQ) and the Canadian Occupational Performance Measure (COPM). Data analysis: Qualitative variables were described by frequency and quantitative variables by mean and standard deviation. For the comparison of the dichotomous and numerical variables, the T-test was used and for the analysis of the continuous variables the Spearman correlation coefficient was used. Values of p <0.05 were considered statistically significant. Results: The averages of occupational performance and satisfaction with the performance of the children were 5.96 (+2.2) and 5.99 (+2.93), respectively. It was found that receive social benefit (p = 0.011) and live with the mother (p = 0.048) were associated with occupational performance below average in children. The total mean SDQ was 15.5 (+8). The subscale of emotional symptoms had an average of 3.85 (+2.72) points, the subscale of conduct problems of 2.88 (+2.1) points, the subscale hyperactivity 5.3 (+2.8) points, the subscale of relationship problems with colleagues of 3.4 (+2.7) points and the subscale of pro-social behavior averaged 8.8 (+1.4) points. It was found weak correlation between the average occupational performance and the subscales and total SDQ. However, it was evidenced that the worse occupational performance, more emotional and behavioral problems the child presents. / A saúde e o desenvolvimento infantil são assuntos sempre pertinentes. Na infância e adolescência, os principais problemas relacionados à saúde mental são os transtornos de conduta, de atenção, de hiperatividade e emocionais. O desempenho ocupacional é a capacidade que os indivíduos têm de realizar atividades rotineiras e de desempenhar papeis e tarefas. As crianças têm um repertório menor de ocupações quando comparadas aos adultos. Entretanto, ao se desenvolverem, passam a executar tarefas mais complexas até atingirem o repertório total de atividades, dentro de suas possibilidades. Os transtornos emocionais e comportamentais podem influenciar o desenvolvimento das crianças e, consequentemente, alterar seu desempenho ocupacional. A percepção sobre o desempenho ocupacional de crianças, então, pode estar relacionada a presença de transtornos emocionais e comportamentais. Objetivo: Relacionar problemas de saúde mental mais frequentes na população infantil com a percepção de cuidadores de crianças a respeito do desempenho ocupacional das mesmas. Metodologia: Estudo transversal com pares de crianças escolares da rede municipal de oito anos e seus cuidadores principais. Instrumentos: Para a amostra de crianças foi utilizado um questionário sociodemográfico. Para os cuidadores foram utilizados um questionário sociodemográfico, o Strengths and Difficulties Questionnaire (SDQ) e a Medida Canadense de Desempenho Ocupacional (COPM). Análise dos dados: As variáveis qualitativas foram descritas por frequência e as variáveis quantitativas por média e desvio padrão. Para comparação das variáveis dicotômicas e numéricas foi utilizado o Teste T e para análise das variáveis contínuas foi utilizado o coeficiente de correlação de Spearman. Os valores de p<0,05 foram considerados estatisticamente significativos. Resultados: As médias de desempenho ocupacional e satisfação com o desempenho das crianças foram de 5,96 (+2,2) e 5,99 (+2,93), respectivamente. Verificou-se que receber benefício social 6 (p = 0,011) e morar com a mãe (p = 0,048) foram associados ao desempenho ocupacional abaixo da média nas crianças. A média total do SDQ foi de 15,5 (+8). A subescala de sintomas emocionais teve média de 3,85 (+2,72) pontos, a subescala de problemas de conduta de 2,88 (+2,1) pontos, a subescala de hiperatividade de 5,3 (+2,8) pontos, a subescala de problemas de relacionamento com os colegas de 3,4 (+2,7) pontos e a subescala de comportamento pró-social teve média de 8,8 (+1,4) pontos). Foi encontrada fraca correlação entre a média de desempenho ocupacional e as subescalas e total do SDQ. Todavia, evidenciou-se que quanto pior o desempenho ocupacional, mais problemas emocionais e comportamentais a criança apresenta.

Transitioning into adulthood is an exciting and challenging time for emerging adults, and is even more difficult for young adults with emotional and behavioral difficulties (EBD). Even though the number of transition-aged individuals with EBD is significant, few studies have explored the experiences of this population engaged in educational activities, and there is limited information regarding the personal experiences of emerging adults with EBD. The purpose of the study is to acquire a better understanding of the experiences of young adults diagnosed with an EBD who are working toward their academic goals. Further, this study may give voice to individuals who have not had the opportunity to share their experiences and beliefs. The researcher employed phenomenological research methods for this study. The purpose of phenomenology is to describe, rather than explain phenomena (Ehrich, 2003). Five participants, aged 18 to 25, and diagnosed with an Axis I disorder in the DSM-IV-TR, were selected using purposeful sampling. The researcher conducted one in-depth interview with the participants, and a brief follow up interview. Data were analyzed using the following seven steps: preliminary grouping, reduction and elimination, clustering the invariant constituents, identification and validation of the invariant constituents and themes by application, construction of an analysis and development of impressions of each participant, and construction of a composite description of the meanings and essences of the experience, representing the group as a whole. Although living with an EBD is a "continuous struggle," it also provides opportunities for feelings of success and empowerment. Salient aspects of living with an EBD include its effect on the self, impact on relationships, and managing treatment, such as medication and therapy. Participants also discussed how EBD impacts their transition experiences and their ability to achieve their goals; relevant themes included academic challenges, issues regarding seeking assistance, and their selection of career choices. The participants are able to manage these challenges because of the supports they have received and coping strategies they have developed. Furthermore, their own personality traits, such as determination, belief in themselves, and goal orientation have been integral in their journey towards achieving their academic and career goals.

While current psychological theory and research suggest conceptual associations between bullying and behavioral disorders, there is a gap in the literature examining such relationships. Although contemporary theories of aggression describe emotional, social, and cognitive risk factors that are common both, associations between bully-victim patterns and ODD have not been studied to date. This exploratory study addressed this gap by surveying 27 teachers to assess their reports of aggressive behaviors and socioemotional patterns of 58 male middle school students who were identified through school investigations as involved in bullying incidents. Between-group differences for students classified as bullies, victims, or bully-victims were examined for symptoms of behavioral disorders (including ODD) and types of aggression (proactive, reactive). Measures included the Bully Behavior questionnaire, SNAP-IV, and Teacher Rating Scale. Kruskal-Wallis analyses of between-group differences indicated that, in general, bullies and bully-victims scored higher than victims on measures of behavioral symptoms and aggression but did not differ from each other on any behavioral disorders or types of aggression. Findings may reflect difficulties with measurement instruments sensitive enough to identify differences between bully and bully-victim behaviors, and with limitations to teachers' observations of students' interpersonal behaviors. Further, current school investigations do not adequately recognize bully-victim patterns. However, this study's attention to possible unique risks of behavioral disorders in bully-victim behavior patterns can inform schools, families, and communities to consider these risk factors and in their efforts to offer more effective approaches for prevention and intervention.

The purpose of this study was to determine if there was a functional relation between the Cognitive-Behavioral Therapy-Based intervention curriculum, Tools for Getting Along (Smith & Daunic, 2012), and Externalizing Behaviors exhibited by students with EBD served in special education. Four students, nominated by their teacher and principal and receiving services in special education for behavioral goals addressing Externalizing Behaviors, participated in this single-subject, multiple-baseline study. Data collected to answer the research question were Systematic Direct Observations, Direct Behavior Ratings, The Strengths and Difficulties Questionnaire (Goodman, 1997), and the Social Problem-Solving Inventory-Revised (D’Zurilla et al. 2002). Participants began receiving Tools for Getting Along instruction in staggered intervals based on their baseline SDO, DBR, and consulting with their special education teacher. The SDQ and SPSI-R:S were administered pre- and post-intervention. Data indicated that although two students showed some improvements on DBR, there was not a functional relation between TFGA and Externalizing Behaviors. However, SDQ and SPSI-R:S sub-scale data did indicate some individual improvements. In addition to individual participant improvements, a number of implications for future research were noted from social validity data completed by the special education teacher, treatment fidelity observations, and in order to address the limitations of the study.

Students with emotional and behavioral disorders (EBD) have very poor long-term outcomes. Non-contingent reinforcement (NCR) has been used to successfully reduce problem behaviors. NCR is frequently used with populations with severe disabilities and in hospital settings using function based reinforcers. Very few studies have applied the use of NCR to EBD populations, and to students whose cognitive scores fall within the normal range. No studies have examined the use of preferred tangible reinforcers delivered non-contingently with participants with EBD or in classroom settings. This study measured the effects of delivering tangible reinforcers selected through preference assessments on the disruptive and on-task behaviors of three students with EBD in the classroom setting. Results indicate the use of preferred tangibles delivered on a fixed-schedule can be effective in reducing disruptive behavior in the classroom without reducing on-task behaviors, and may, in fact, be effective in increasing on-task behaviors in the classroom.

Students with emotional and behavioral disorders (E/BD) display severe social and academic deficits that can adversely affect their academic performance in mathematics and result in higher rates of failure throughout their schooling compared to other students with disabilities (U.S. Department of Education, 2005; Webber & Plotts, 2008). Furthermore, students with E/BD are at a greater risk of being served in more exclusionary and restrictive settings compared to their peers as a result of their poor social skills and chronic disruptive behaviors (Gagnon & Leone, 2005; Furney, Hasazi, Clark-Keefe, & Hartnett, 2003; U.S. Department of Education, 2005; Whorton, Siders, Fowler, & Naylor, 2000). This is of great concern as students with E/BD often receive lower grades, fail more classes, have higher drop-out rates, have fewer employment opportunities, and have increased involvement in the legal system (Bullock & Gable, 2006; Cullinan & Sabornie, 2004; Jolivette, Stichter, Nelson, Scott, & Liaupsin, 2000; Kauffman, 2001). The purpose of this study was to analyze the effect of the equal additions algorithm on subtraction with regrouping on the subtraction performance of fourth-grade students with E/BD and mathematics difficulties. The equal additions algorithm was taught using a direct instruction technique. This study investigated 3 participants at the fourth grade level in a residential treatment facility which serves students with E/BD. A multiprobe multiple baseline across participants design was used for this study. Assessments used for this study included (a) Woodcock Johnson III (WJIII), (b) the ENRIGHT, (c) a student questionnaire, (d) baseline probes, and (e) an error analysis student profile. Data was analyzed by visual analysis. The results suggest that when the equal additions algorithm was systematically implemented students were able to successfully complete subtraction with regrouping problems and errors dramatically decreased. Limitations and future for research directions are discussed.

ABSTRACT TECHNICAL AND APPLIED FEATURES OF FUNCTIONAL BEHAVIORAL ASSESSMENTS AND BEHAVIOR INTERVENTION PLANS by Shannon M. Hawkins When conducted correctly, functional behavior assessments (FBAs) can help professionals intervene with problem behavior using function-based interventions. Despite the fact that researchers have shown that effective interventions are based on function, recent investigators have found that most behavioral intervention plans (BIPs) are written without regard to the function of students’ problem behaviors as documented in their FBAs. This study was conducted to examine the overall technical adequacy of FBAs and BIPs within one educational system to evaluate reliance on the outcomes of FBAs in the development of BIPs. The technical and applied features of a randomly selected sample of 134 FBA/BIPs of students with disabilities, ages 3-21 years, who were receiving services due to their severe emotional and behavioral disorders (SEBD) or autism spectrum disorders (ASD) within the Georgia Network of Educational and Therapeutic Services (GNETS) were analyzed. In addition, similarities and differences between function-based strategies specified in BIPs were examined. Logistic regression was used to reveal the probability that a given behavioral function can predict which intervention(s) might be chosen. A series of chi-square tests of independence and a multinomial logistic regression model were used to examine how BIP component variables, demographic variables, behavioral function variables, and behavioral intervention variables related to each other statistically. Components described as critical in research literature for conducting FBAs and developing BIPs were absent from a significant number of the student files. Results suggest few of the prescribed interventions were likely to be related to function. The findings extend research on FBAs and BIPs, particularly as they are used with students with SEBD and autism, documenting that a significant number of BIPs are developed without regard of the function of the problem behavior.

Students with ED often exhibit disruptive behavior in the classroom that adversely affects the learning environment (Cook, Gresham, Kern, Barreras, Thornton, & Crews, 2008). Culturally and linguistically diverse (CLD) students tend to be over-represented in this category of disability. Despite the fact that the majority of students identified with ED are male, females do represent 23.6% of this population (U.S. Department of Education, 1998; Yell, Meadows, Drasgow, & Shriner, 2009). Additionally, a large number of individuals with ED are high school age (Wagner, Friend, Bursuck, Kutash, Duchnowski, Sumi, & Epstein, 2006). Interventions used with this population have often been punitive in nature, designed to control behavior rather than to help an individual improve (Newcomer, 2003). Efforts of the No Child Left Behind (NCLB) Act of 2001 and the Individual with Disabilities Act (IDEA) require the use of scientifically-based practices when addressing academic and behavioral goals. A variety of interventions for students with ED have been investigated. While many of these interventions produce degrees of positive change, they often demand a great deal of time and effort from the teacher (Wagner et al., 2006). Video self-modeling (VSM) is an intervention involving an individual watching him/herself on video demonstrating desired and appropriate behavior. It has been proven successful with other challenging populations (e.g., individuals with autism) (Buggey, 2005). Few studies of VSM have been conducted with secondary students with ED. The present study was designed to analyze the effects that VSM had on four secondary CLD students with ED across a variety of behaviors, including laughing obnoxiously out loud, using profanity, and requesting help. Multiple baseline designs across students were used to evaluate performance. The results indicated all four participants exhibited immediate and significant gains upon implementation of the VSM intervention, and that those gains were maintained after cessation of intervention. The findings suggest that VSM may represent a positive behavior change intervention worthy of consideration for CLD secondary students with ED. / text