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Operant modification of electrodermal responses : An analysis of individual behaviourHopkinson, P. January 1988 (has links)
No description available.
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The effects of parent-administered dry-bed training on the elimination of nocturnal enuresis in children /Bollard, Ross Jeffrey. January 1976 (has links) (PDF)
Thesis (Dip.App.Psych.) -- University of Adelaide, Dept. of Psychology, 1977.
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A comparative evaluation of the efficacy of desensitization and operant procedures in the treatment of students' irrational fears /Waters, Leonie Kay. January 1972 (has links) (PDF)
Thesis (B.A.(Hons.)) -- University of Adelaide, Dept. of Psychology, 1973.
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An investigation of the relative efficacies of a live modeling procedure and a combined sensitisation-operant conditioning procedure in reducing children's animal fears /Jenkins, Alan Hubert. January 1973 (has links) (PDF)
Thesis (B.Sc.Hons.) -- University of Adelaide, Department of Psychology, 1974.
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Assessing intervention measures for anti-social behaviour : A case study of secondary school in Lobatse, Botswana. / Heather Modiane SecheleSechele, Heather Modiane January 2012 (has links)
Intervention for students' antisocial behaviour is a challenging issue for teachers in secondary schools. Even though Government has implemented intervention measures in secondary schools to assist teachers in interveni.ng in curbing antisocial behaviour by students, the problems of student misconduct still prevail.
The purpose of this study was to investigate intervention measures employed to curb antisocial bebaviour by students in a secondary school in Lobatse Botswana. The researcher was interested in the types of intervention measures employed by teachers in the school and the effectiveness of those implemented by Government, which are the pastoral care and the guidance and counseling programmes. The researcher was interested in assessing the impact of these intervention measures in assisting teachers to curb antisocial behaviour by the students. To accomplish this aim seven teachers were purposively sampled as they were the relevant people affected by the area of study.
The research was conducted in the form of a case study. It was based on the qualitative approach in research. Multi methods of collecting data, such as interviews, document analysis and observation were used in order to ensure validity and reliability.
Based on the respc.nses from the empirical research, as well as personal observation, the results of the study revealed that, teachers mainly apply punitive measures to curb antisocial behaviour by students. The intervention measures of pastoral care and guidance and counseling experience challenges in implementing their interventions, teachers seem to rely more on the pastoral programme than on guidance and counseling to. assist in issues of student's problem behaviour.
Teachers indicated dissatisfaction with the input by the guidance and counseling programme. They complained about the inactiveness of the guidance department in assisting them to curb students' antisocial behaviour.
The research recommends that, the guidance and counseling programmes be upgraded. Teachers require in-service training on the application of intervention measures that are more positive and have a long term impact on students' behaviour. Teachers need to withdraw from implementing punitive measures like punishment, to curb students' antisocial behaviour. Intervention measures such as punishment have been seen to have a negative impact on the students as punitive measures may cause the students to become rebellious and stubborn.
Positive intervention measures have a lasting impact on students' characters and behaviour.
Positive interventions help to instill character traits such as responsibility and accountability in students'. So teachers need to adhere to such intervention measures when curbing students' antisocial behaviour. / Thesis (M.Ed) North-West University, Mafikeng Campus, 2012
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The impact of diversion programmes on behaviour modification to divertees in uMhlathuze – RichardsBayNkosi, Sithuthukile Sibusisiwe January 2012 (has links)
Submitted in fulfilment of the requirements of the Degree Master of Social Work in the Faculty of Arts in the Department of Social Work at the University Of Zululand, South Africa, 2012. / The introduction of diversion programmes in South Africa to assist with the tension of a strenuous criminal justice system has assisted beneficiaries of the programme in finding rehabilitation. Although the beliefs of communities and individuals differ as to the intent of the programme, while, others still feel the need for retribution. The impact of diversion programmes thus, cannot be ignored as only 25 per cent of youth having completed the programme will re-offend.
There are currently no systems in place in South Africa that could assist in the identification of repeated offenders (needing to be formally classified as recidivists). The degree of repetition in delivering services to the same individuals can, therefore, not be established, thus, leaving a gap in the effectiveness of crime prevention and management strategies.
The aim of this study was to establish the impact (effectiveness) of diversion programmes on behaviour modification to divertees, with the purpose of formulating the perceptions of juvenile youth (young offenders) about diversion programmes.
The literature explored by the researcher reflects the creation of the Child Justice Court and its mandate, arguments arising from the creation and implementation of juvenile rehabilitation, the purposes of the implementation of diversion, behaviour modification of young offenders in the diversion programme, changes attributing to offender rehabilitation, support for juvenile rehabilitation and recidivism as a hindrance to behaviour change.
The findings of the study revealed that from the youth who were referred for diversion, at the end of the programme they had been instilled some aspect of change in their live, attitudes and behaviour. The programme has made them
active members in decision-taking roles in their lives and no longer relinquish such powers to their peers, leaving them vulnerable to peer pressure, therefore, making the cycle of offending never ending.
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Educators perceptions of the impact of the learning environment on the behaviour of learners diagnosed with attention deficit/hyperactivity disorder.Moodley, Caressa Alexandria. January 2009 (has links)
The purpose of this study was to investigate educators perceptions of the impact of the / Thesis (M.Ed.) - University of KwaZulu-Natal, Durban, 2009.
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The comparative effectiveness of two behaviour modification techniquesKalnins, Sharyn, n/a January 1983 (has links)
Using a reversal design with two primary school aged
children, the effectiveness in producing on-task behaviour
was compared for a token system and a cognitive behaviour system. In the token system, points were earned for on-task
behaviour at school which could be exchanged for rewards
chosen by the pupil and parents at home. The cognitive
program was conducted on an individual withdrawal basis
during which time the child was taught to "stop, look,
listen and think." With one child the token system preceded
the cognitive and with the other child the order of the
conditions was reversed. In both studies the token programs
proved to be more effective than the cognitive programs in
bringing about rapid and dramatic increase in on-task
behaviour. When introduced first, the cognitive program
appeared to produce better maintenance than when it followed
the token program. Additionally, the programs helped to
shift two of the teachers' attitudes towards the students
from being fairly negative to more positive, as recorded on
a Teachers Checklist.
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Duffield Place : development and evaluation of a programme for delinquent and acting-out childrenOlsen, Jerry, n/a January 1982 (has links)
This study combined a number of behaviour modification strategies into a programme aimed at changing
behaviours of delinquent and acting out children.
The programme was used at Duffield Place, a
small special school where such children were referred
when it was deemed that they could no longer be catered
for in their home schools.
An examination was made of the five main
theories of delinquency (Psychoanalytic, Biological,
Conditionability, Sociological and Social Learning) and
seven behavioural procedures commonly used with delinquent
and acting-out children (systematic adult attention and
feedback, token economies, contracting, stimulus change,
assertiveness training, time out and generalization
training). The first seven children to finish the
programme in 1981 were then examined, using a case study
approach, to answer two questions -
1. Can acting out and delinquent children be
removed from their home schools and be taught
various skills that will generalize when they
are returned to a home school?
2. Can the. programme be assessed by the staff
and consultants working at the centre?
Criteria used to evaluate effectiveness were
the number of offences involving police contact, whether
the child remained in school until he or she was fifteen
years old, whether the home school reported a decrease in
aggressive/disruptive behaviours and whether there was
an increase in measured self-esteem and attainments. Most
criteria were met with most children and maintained so the
evaluation met the needs of the public schools system.
However functional relationships between particular interventions
and behaviour changes were not established and
evaluation by personnel other than those at the centre
would be necessary to establish these relationships.
Results from programmes like that at Duffield Place
should provide a more complete theoretical basis for
working with delinquent and acting-out children.
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Operant-training of a totally dependant, profoundly handicapped and retarded three year old exhibiting "autistic-like" behaviour.Gagalowicz, Andrew. January 1979 (has links) (PDF)
Thesis (Dip. Applied Psychology)-- University of Adelaide, Dept. of Psychology, 1979. / Video tape film summary of experiments 1-3.
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