本研究目的，在探討以行為症狀區分的ADHD次分類型，是否也能在認知功能上有其相對映的區辨？本研究以行為症狀量表DBRS，測量受試者在不專心注意與過動/易衝動向度上的行為症狀表現，以神經心理測驗GDS，測量受試者在不專心注意與過動/易衝動向度上的認知功能表現。 本研究假設認為，以行為症狀量表DBRS所區辨出的不同ADHD次分類型，在神經心理測驗GDS上，應具有不同的認知功能表現模式。透過對63名6~9歲的男性學齡受試者，由行為症狀量表DBRS區分ADHD次分類型，並以單因子變異數分析及Pearson積差相關等方式，檢驗不同次分類型間在神經心理測驗GDS上的認知功能差異與關係。 研究結果顯示，以DBRS所區分的次分類型，在GDS各相關認知功能指標上，都無法有效獲得顯著的差異與關係；大部分的測驗指標，皆未能有效支持本研究假設。研究結果顯示，在本研究樣本中，受試者母親在DBRS上填答的行為症狀表現，與受試者在神經心理測驗GDS上的認知功能表現，未能展現出一致及可茲對映的區辨能力。並在討論中針對此結果，提出可能的原因及相關的建議。 / The purpose of this study is to explore that if ADHD subtypes which are discriminated by behavioral symptoms could reflect the same discriminance on cognitive functions. In this study, the performance of inattention and hyperactive/impulsive behavioral symptoms are measured by the behavioral symptom scale, DBRS; and the performance of inattention and hyperactive/impulsive cognitive functions are measured by the neuropsychological testing, GDS. The hypotheses of this study are that the different ADHD subtypes which are measured by behavioral symptom scale, DBRS, should have different performance pattern of cognitive functions in GDS. This study sorts 63 male subjects, aged from 6 to 9 years old, into 4 subtypes and compares the differences by one way ANOVA and explores the relationships by Pearson product-moment correlation, so as to exam the cognitive differences and the relationships between subtypes on neuropsychological test, GDS. The results show that the subtypes which is discriminated by DBRS have no significant differences on most related cognitive-functioning indexes of GDS. Most testing indexes do not support the hypothese in this study. From the samples of this study the results show that the performance of behavioral symptoms on DBRS, based on mother's evaluation of subject's behavior, and subjects’ performance of cognitive functions on GDS do not have consistent or matched patern. The probabilistic explanation and related suggestion will be proposed in discussion.

Submitted by Lara Oliveira (lara@ufersa.edu.br) on 2017-04-10T19:19:25Z No. of bitstreams: 1 RafaelCS_DISSERT.pdf: 3240038 bytes, checksum: a153143f6eb3e6da1d442bbd9089c122 (MD5) / Approved for entry into archive by Vanessa Christiane (referencia@ufersa.edu.br) on 2017-04-13T14:41:47Z (GMT) No. of bitstreams: 1 RafaelCS_DISSERT.pdf: 3240038 bytes, checksum: a153143f6eb3e6da1d442bbd9089c122 (MD5) / Approved for entry into archive by Vanessa Christiane (referencia@ufersa.edu.br) on 2017-04-13T15:04:19Z (GMT) No. of bitstreams: 1 RafaelCS_DISSERT.pdf: 3240038 bytes, checksum: a153143f6eb3e6da1d442bbd9089c122 (MD5) / Made available in DSpace on 2017-04-13T15:04:46Z (GMT). No. of bitstreams: 1 RafaelCS_DISSERT.pdf: 3240038 bytes, checksum: a153143f6eb3e6da1d442bbd9089c122 (MD5) Previous issue date: 2016-09-27 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The growing evolution of technology in conjunction with its computing resources has provided new expectations in several areas of research such as industry, health and education. Such integration of technology in these environments combined with its widespread use has led to an increase in the volume of stored data. Therefore, researchers then realized the possibility of analyzing this large volume information in order to extract knowledge, so that this information can, for example, help to support on making decision. When applied in the education area, the collection, measurement and analysis of educational data to identify factors that may impact positively or negatively the teaching process are called Learning Analytics. Given this perspective, this work presents an assessment tool of behavioral actions of tutors teaching mode disciplines distance, so that through this be possible to evaluate the behavior of tutors and classes, as well as identify tutor behaviors that may or may not be related to the behavior of the class. With the information resulting from this work, one can better understand the impact of the behavior of tutors in the teaching mode groups at a distance, and enables pedagogical interventions guided in concise information in order to alleviate the problems faced by this type of education / A crescente evolução da tecnologia, em conjunto com seus recursos computacionais, tem propiciado novas expectativas em várias áreas de pesquisa, tais como na indústria, saúde e educação. A inserção da tecnologia nesses ambientes, combinada com sua larga utilização, tem gerado um aumento no volume dos dados armazenados. Diante disso, pesquisadores perceberam a possibilidade de analisar esse grande volume de informações a fim de extrair conhecimento, de modo que essas informações possam, por exemplo, auxiliar no suporte à tomada de decisão. Quando aplicadas no âmbito educacional, a coleta, a medição e a análise de dados educacionais, a fim de identificar fatores que possam impactar positivamente ou negativamente o processo de ensino, são denominadas Learning Analytics. Diante dessa perspectiva, o presente trabalho apresenta uma ferramenta de avaliação das ações comportamentais dos tutores de disciplinas da modalidade de ensino a distância, de modo que, por meio desta, seja possível avaliar os comportamentos de tutores e turmas, bem como identificar quais os comportamentos do tutor que podem ou não estarem relacionados com os comportamentos da turma. Com as informações resultantes deste trabalho, pode-se compreender melhor o impacto dos comportamentos dos tutores nas turmas da modalidade de ensino a distância, além de possibilitar intervenções pedagógicas pautadas em informações objetivas, a fim de atenuar os problemas enfrentados por essa modalidade de ensino / 2017-04-10

xii, 93 p. : ill. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number. / Dropping out of high school may have individual as well as social implications. The process of dropping out is attributed to social and academic risk factors. Attendance, course completion and grade-point-average have been identified as key indicators of students off-track for graduation. This study utilized a single exploratory case design with embedded quantitative statistical analysis to understand the characteristics of 416 students transitioning from three middle schools to a large, suburban high school. Correlation and regression analyses were used to examine the relationship between 12 middle school indicators and ninth grade attendance, course completion, and grade-point-average. Findings suggested that middle school grade-point-average, course grade D, attendance, and ACT math scores were strong predictors of ninth grade performance. The major implications have highlighted key middle school risk indicators for identifying and providing intervention to transitioning students at risk of school failure. / Committee in charge: Gerald Tindal, Chairperson, Educational Leadership; Edward Kameenui, Member, Special Education and Clinical Sciences; Paul Yovanoff, Member, Educational Leadership; Robert 0 Brien, Outside Member, Sociology

La complexification des produits manufacturés notamment mécatroniques requiert la mise en place d’outils et méthodes pour la gestion de leur processus de conception. Ce processus va du cahier des charges à l’obtention de prototypes satisfaisant les exigences structurelles, fonctionnelles et comportementales. Pour développer des produits performants, sûrs de fonctionnement et à moindre coût tout en respectant les délais ce processus doit être maitrisé. Les travaux menés durant cette thèse ont pour objectif de proposer une démarche générique de conception et de modélisation de produits mécatroniques tout en permettant l’évaluation de leurs performances comportementales. La démarche proposée couvre tout le processus allant de la spécification des besoins à l’identification et l’élaboration de prototypes numériques des produits répondant à ces exigences. Elle est basée essentiellement sur trois étapes successives que sont la conception sémantique conceptuelle (CSC), la modélisation sémantique conceptuelle (MSC) et l’ingénierie de performances comportementales (IPC). Ces contributions théoriques sont ensuite implémentées dans un logiciel nommé Product-BPAS et développé dans cette thèse. / The increasing complexity of manufactured product such mechatronics products requires tools and methods to manage their design process. This process covers the steps going from the requirements specification to the definition of the digital mockup that fulfils the structural, functional and behavioral requirements. To develop high quality products with good performance and low cost while respecting delay this process must be optimized and mastered. The research conducted during this thesis is directed to propose a generic approach for mechatronics products design and behavioural performance assessment. This approach covers the process going from the specification of the requirements to the identification and the design of the digital mockups of the products that meet those requirements. This approach is essentially based on three successive steps that are conceptual semantic design (CSD), conceptual semantic modeling (CSM) and behavioral performance engineering (BPE). These theoretical contributions have been implemented in the Product- BPAS software for test and illustrate purposes.