<p>Årsakene til at mennesker med psykisk utviklingshemming utvikler utfordrende atferd er mange og sammensatte. Biologiske, psykologiske og miljømessige faktorer bidrar hver for seg eller sammen til at atferden oppstår. Uri Bronfenbrenners økologiske modell for sosial utvikling beskriver faktorer som kan påvirker atferd. Det handler om nære relasjoner og om omkringliggende systemers innvirkning på relasjonene. Studiens hensikt har vært å beskrive kommunalt ansatte omsorgsgiveres erfaringer med økologiske faktorers betydning for å kunne mestre og forebygge for utfordrende atferd hos mennesker med psykisk utviklingshemming. Åtte omsorgsgivere fra seks ulike omsorgsmiljøer har blitt intervjuet om sine erfaringer. Studien er gjennomført etter kvalitativ forskningsmetode. Materialet har blitt samlet inn og analysert etter hermeneutisk tilnærming. Omsorgsyternes erfaringer med økologiske faktorers betydning i omsorgsarbeidet er tydeliggjort i fem beskrivningskategorier: Tøff hverdag, Ulik tilnærming - nesten samme praksis, Ulike miljøer, Trygt arbeidsmiljø og Lukkede miljøer. Studien viser at økologiske faktorer påvirker forekomst av utfordrende atferd hos mennesker med psykisk utviklingshemming. Bevisstheten om de enkelte faktorenes betydning kan bidra til å utvikle forebyggende tiltak i omsorgsmiljøene.</p> / <p>The causes behind the development of challenging behaviour in people with learning disability are numerous and complex. This type of behaviour is prompted by a combination of biological, psychological and environmental variables. The ecological model proposed by Uri Bronfenbrenner for social development describes variables that can influence behaviour, mainly the close relations between people and how surrounding systems influence those relations. The purpose of this study is to describe how caretakers, employed by various municipalities, have used ecological factors and drawn experience from them in handling and preventing challenging behaviour in people with learning disability. Eight caretakers from six different environments have been interviewed on their practical experience. The study has been carried out with qualitative research techniques. The material has been collected and analyzed according to a hermeneutical approach. The caretakers` experience of the importance of ecological factors in the caregiving tasks is demonstrated in five description categories: Difficult daily tasks, Different approach- almost same practice, Different environments, Safe working environment and Closed environments. The study demonstrates that ecological factors influence the incidence of challenging behaviour in people with learning disability. Being conscious of the importance of the various factors may promote the development of preventive measures in the caretaking environments.</p>

Introduction: Knowledge and attributions are frequently cited as variables which may help to understand staff responses to challenging behaviour in people with a learning disability. Previous research has found only partial support for Weiner‟s (1980, 1986) model of helping behaviour within a learning disability context. The study developed a clinical definition of „helping behaviour‟, and examined knowledge of challenging behaviour and the combination of attributions from Weiner‟s (1980, 1986) model in predicting staff helping behaviour. In addition the emotion regulation strategies of cognitive reappraisal and expressive suppression were investigated in moderating the relationship between attributions and helping behaviour, developing an overarching framework between attributions, staff stress and positive staff approaches to challenging behaviour. Method: One hundred and seven support staff completed self-report measures of knowledge of the term and management of challenging behaviour, causal attributions, emotion regulation style and behavioural response to challenging behaviour. Results: Knowledge and helpful attributions were significantly correlated with helping behaviour, however, when regressed onto helping behaviour, only knowledge significantly contributed to the variance. No significant correlations were found between emotion regulation styles and attributions. No moderating or mediating effect was found for emotion regulation styles on the relationship between attributions and helping behaviour.

Les systèmes de navigation par satellites GNSS ne cessent d’évoluer et ils sont déjà utilisés dans de nombreuses applications. Avec la venue des nouveaux systèmes Galileo et BeiDou ainsi que la modernisation des systèmes GPS et GLONASS, de nouveaux satellites ainsi que de nombreuses nouvelles fréquences et de nouveaux signaux feront leur apparition dans les prochaines années et qui vont encore ouvrir la porte à d’innombrables nouvelles applications. L’évolution rapide de la téléphonie mobile nécessite une meilleure exploitation des systèmes de navigation et de positionnement dans les environnements urbains.Jusqu'à maintenant, les signaux de navigation GPS ne peuvent pas être bien captés dans les environnements urbains. Les niveaux des signaux y sont très faibles et il est presque impossible d’acquérir et de poursuivre les signaux de façon autonome à cause de l'importance des obstacles. De plus, le positionnement à l’intérieur et dans les environnements urbains sont aussi soumis aux problèmes de multi-trajets, de masquage, d’interférences et de brouillages. Dans ces conditions, il faut pouvoir traiter des signaux très dégradés ou très courts qui ne permettent pas au récepteur d’effectuer le processus de poursuite. Ainsi, cela nous conduit à la nécessité de repenser l'architecture du récepteur GNSS pour les applications modernes.Ce projet de thèse consiste à développer de nouvelles méthodes et architectures de récepteur GNSS de haute sensibilité et robuste aux dégradations des signaux tout en concevant de nouveaux algorithmes intégrés dans un récepteur GNSS hybride capable de fonctionner dans les environnements urbains profonds ou « intérieurs ».La méthodologie prévoit l’utilisation de la nouvelle approche de « détection collective (CD) » ou « acquisition collaborative ». L'approche collaborative qui traite tous les signaux multi-satellites ouvre une solution intéressante. De nombreuses techniques existent dans la littérature pour résoudre les problèmes de positionnement dans les environnements urbains, mais nous proposons la nouvelle approche de détection collective en raison de sa performance en tant que méthode de positionnement direct et méthode d'acquisition de haute sensibilité, par l'application de la détection vectorielle de tous les satellites visibles. En effet, la bonne combinaison des valeurs de corrélation de plusieurs satellites peut réduire le niveau de C/N0 requis des signaux satellites par les algorithmes standards de traitement (acquisition et poursuite) qui ne peuvent pas être acquis individuellement mais permettent de contribuer de manière constructive à une solution collective de positionnement pour chaque utilisateur. L’objectif est de détecter collaborativement les satellites. La combinaison de différents signaux GNSS peut considérablement augmenter la sensibilité d'acquisition du récepteur. Malgré les avantages de cette approche, elle présente également des inconvénients tels que la charge de calcul élevée en raison du grand nombre de points candidats dans le domaine position/biais d’horloge. Ainsi, le travail proposé dans cette thèse consiste à réduire la complexité du CD en optimisant la recherche de points candidats dans le domaine position/biais d’horloge. Enfin, l'objectif est d'appliquer l'approche de détection collective au positionnement GNSS coopératif pour la navigation moderne dans des environnements difficiles. Pour cela, des algorithmes d'exploitation optimale des ressources du récepteur en sélectionnant les meilleurs satellites ou la station de référence seront développés selon certains critères tels que le niveau du rapport signal sur bruit (C/N_0), l’angle d’élévation des satellites ainsi que la configuration géométrique des satellites visibles. L’objectif final est de proposer une nouvelle architecture de récepteur cognitif de haute sensibilité permettant de recevoir de façon optimale les nouveaux signaux GNSS. / GNSS satellite navigation systems are constantly evolving and have been already used in many applications. With the advent of the new systems Galileo and BeiDou as well as the modernization of GPS and GLONASS systems, new satellites and numerous new frequencies and signals will appear in the coming years and will open door to countless new applications that are currently impossible. The rapid evolution of mobile telephony and personal navigation devices (PND) requires better use of navigation systems in non-ideal environments, especially the need for positioning in deep urban area. On the one hand, users are waiting for a high positioning accuracy, because of the proximity to various points of interest. On the other hand, urban environment brings specific difficulties in receiving GNSS signals.GNSS navigation signals cannot be properly captured in urban and "indoor" environments. Signal levels are very low and it is almost impossible to acquire and track signals autonomously because of the strong attenuation of signals due to obstacles. In addition, indoor and urban positioning are also subject to multipath problems, masking, interference and jamming. Under these conditions, we must be able to process highly degraded or very short signals that do not allow the receiver to go through the tracking process. Thus, this leads us to the need to rethink the architecture of GNSS receiver for modern applications.This thesis project consists of developing new GNSS methods and architectures of high sensitivity and robustness to signal degradations and designing new algorithms integrated into a hybrid GNSS receiver capable of operating in deep urban environments.The methodology involves the use of the new concept of “Collective Detection (CD)”, also called “collaborative acquisition”. The collaborative approach that treats multi-satellite signals all together opens an interesting solution. Many techniques exist in the literature to solve the problems of positioning in urban environments, but we propose the new Collective Detection approach because of its performance as both a Direct Positioning method, providing a coarse position/clock-bias solution directly from acquisition, and High-Sensitivity acquisition method, by application of vector detection of all satellites in view. Indeed, the correct combination of the correlation values of several satellites can reduce the required Carrier-to-Noise Ratio (C/N_0) level of the satellite signals which cannot be acquired individually by standard signal processing (acquisition and tracking) but make it possible to use them constructively to a positioning solution. The combination of different GNSS signals can considerably increase the acquisition sensitivity of the receiver. Despite the advantages of this approach, it also has drawbacks such as the high computational burden because of the large number of candidate points in the position/clock-bias domain. Thus, the work proposed in this thesis consists of reducing the complexity of the CD by optimizing the search for candidate points in position/clock-bias domain. Finally, the goal is to apply the CD approach to Cooperative GNSS Positioning for modern navigation in harsh environments. For that, algorithms for optimally exploiting receiver resources by selecting the best satellites or the reference station will be developed according to certain criteria such as the C/N_0 level, the elevation angle, and the geometric configuration of the visible satellites. The ultimate goal is to propose a design of a new smart receiver “High Sensitivity Cognitive GNSS Receiver (HS-CGR)” to optimally receive and process GNSS signals.

Bakgrund: Forskning visar på att barn med funktionsnedsättningar vill delta i alla aktiviteter i skolan men att de inte kan. Detta kan bero på brist på anpassningar och stöd, insatser kopplade till arbetsterapeutens kompetensområden. I många länder är arbetsterapeuter anställda inom skolan men i Sverige är det mindre vanligt att en arbetsterapeut ingår i skolverksamheten.Syfte: Att beskriva hur arbetsterapeuter arbetar med barn med autismspektrumtillstånd i skolan. Metod: Studiedesignen som användes var scoping review. Datainsamlingen skedde genom en litteratursökning med sökord relevanta för syftet, sökningarna gjordes i databaserna AMED, PubMed, CINAHL, PsycINFO, Medline och ERIC. Litteratursökningen kompletterades med manuella sökningar i andra studiers referenslistor. Litteratursökningen resulterade i 14 artiklar samt 6 artiklar från de manuella sökningarna, vilket blev totalt 20 artiklar. Resultat: Studien resulterade i två övergripande kategorier; utredningar och interventioner, med sex underkategorier; intervju, observation, interventioner för utmanande beteende, hjälpmedel och träning i att använda hjälpmedel, sensoriska interventioner samt interventioner för sociala färdigheter. Slutsats är att det förekommer många interventioner för barn med autismspektrumtillstånd i skolan som kan bidra till att dessa barn får samma möjligheter att klara av skolan som andra. / Background: Research shows that children with disabilities wants to participate in all activities in school but that they can’t. This may be due to lack of adaptations and support, interventions linked to the occupational therapist's areas of competence. In many countries, occupational therapists are employees of the school, but in Sweden it is less common for an occupational therapist to be included in the school staff. Purpose: To describe how occupational therapists work with children with autism spectrum disorder in school. Method: The study design used was scoping review. The data collection was done through a literature search with keywords relevant to the purpose, the searches were made in the databases AMED, PubMed, CINAHL, PsycINFO, Medline and ERIC. The literature search was supplemented with manual searches in other studies reference lists. The literature search resulted in 14 articles and 6 articles from the manual searches, a total of 20 articles were included. Result: The study resulted in two overarching categories; investigations and interventions, with six subcategories; interview, observation, interventions for challenging behavior, aids and training in using assistive devices, interventions for sensory processing and interventions for social skills. Conclusion: there are many interventions for children with autism spectrum in school that can help these children to have the same opportunities to cope with school as others.

Kinder und Jugendliche mit Verhaltensauffälligkeiten stellen besondere Anforderungen an Sonderpädagogen in Schulen mit dem Förderschwerpunkt ‚Geistige Entwicklung’ und lassen Fragen sonderpädagogischer Professionalität und Professionalisierung bedeutsam werden. Die vorliegende qualitative empirische Untersuchung knüpft an ein strukturorientiertes Verständnis pädagogischer Professionalität in Anlehnung an systemtheoretische, strukturtheoretische sowie interaktionistisch orientierte Ansätze an. Das Erkenntnisinteresse ist darauf gerichtet, welchen besonderen professionellen Anforderungsstrukturen sich Sonderpädagogen im Umgang mit Schülern mit Verhaltensauffälligkeiten an Schulen mit dem Förderschwerpunkt ‚Geistige Entwicklung’ gegenübersehen, wie sie Verhaltensauffälligkeiten deuten und in welche professionellen Orientierungsrahmen diese Deutungsmuster eingelassen sind. Die Auswertungsergebnisse verweisen auf die komplexe Struktur sonderpädagogischer Professionalität, die sich zwischen der spezifischen Anforderungsstruktur pädagogischen Handelns, dem professionellen Orientierungsrahmen sowie den Falldeutungsmustern konstituiert. Vor dem Hintergrund dieses Wechselwirkungsverhältnisses eröffnen und verschließen sich bestimmte pädagogische Handlungsmöglichkeiten im Umgang mit Schülern mit Verhaltensauffälligkeiten. Auf der Grundlage der Ergebnisse werden Perspektiven für weiterführende Forschungsprojekte sowie die Gestaltung von Professionalisierungsangeboten in der Aus-, Fort- und Weiterbildung entworfen. / Children and young people with challenging behaviours make special demands on professional pedagogical practice at special-needs schools for pupils with intellectual disabilities and give importance to professionalism and professionalization. The qualitative empirical study ties in with a structure-oriented approach of pedagogic professionalism, based on system-theoretical, structural and interactionistic-oriented approaches. The study asks for challenges in interacting with pupils with challenging behaviours, how the special education teachers interpret challenging behaviours and in which professional framework for guidance these patterns of interpretation are set. The findings refer to the complex structure of special educational professionalism, which is constituted between specific demands on pedagogical practice, professional framework for guidance and patterns of interpretation. Against this background specific opportunities and limitations for educational practice with pupils with challenging behaviours are reconstructed. Based on the results perspectives for further research projects are conceptualized and conclusions on education, training and support in educational settings are drawn.

The purpose of this study was to investigate and highlight preschool teachers perceptions of challenging children in preschool. Furthermore, the study aims to increase knowledge about what´s most important when encountering with challenging children and which strategies and approaches that are advocated. In addition, the study aims to highlight children's thoughts on how they think the preschool's staff can respond to their needs in challenging situations. The analyses is based on a special educational field where the relational and categorical perspective has been used to interpret our material. The study was conducted through qualitative interviews with six preschool teachers and a group of eight preschoolers. The results show that it is difficult to interpret the concept of challenging children in preschool. However, the main results show that challenging children are often described as needing more time and adult attention in preschool than other children. The results also shows that the relationship between children and teachers is important, and awareness is needed when encountering challenging children. Furthermore, the study shows that advocated strategies consist of dividing the children into smaller groups, working preventively and using a low-affective approach. The work requires much planning and adaptation at both the individual, group and organizational level in order for challenging children to succeed and develop in preschool. From a child’s perspective the results show that it is important for the educator to see opportunities and base preschool planning on the child's interest. Finally, the results from a child’s perspective show that it is important that the educator tries to understand why the child becomes challenging and enables interactions between children.

Made available in DSpace on 2016-04-26T20:24:10Z (GMT). No. of bitstreams: 1 Ricardo Vick Fernandes Gomes.pdf: 1060377 bytes, checksum: b0be34bedb403b08d591990da0c1de45 (MD5) Previous issue date: 2016-02-16 / This work has as object the stay of execution and challenge to compliance with judgement of the solvent debtor of a determined amount and is justified by the entry into force, in the year 2016, of law n. 13.105/2015. It develops a study of these institutes detailing, when relevant, aspects related to their legal nature, hypothesis of use, inadmissibility and actions conditions, competence, terms and procedures, required warranties, suspensive effect, default hypothesis, judgment, legal fees and second phase stays of execution. It aims to find out how the new law regulated such institutes, what are the relevant changes from law n. 5.869/1973 and how those changes are expected to affect the civil process efficiency / Esse trabalho tem como objeto os embargos à execução e a impugnação ao cumprimento de sentença do devedor solvente de quantia certa e se justifica em razão da entrada em vigor, no ano de 2016, da lei n. 13.105/2015. Desenvolverá um estudo de referidos institutos detalhando, quando pertinente, aspectos relacionados a sua natureza jurídica, hipóteses de cabimento, pressupostos processuais e condições da ação, competência, prazos e procedimentos, segurança do juízo, efeito suspensivo, hipótese de revelia, julgamento, honorários advocatícios e embargos de segunda fase. Objetiva verificar qual a regulamentação dada aos institutos pela novel legislação, quais foram as alterações pertinentes em relação à lei n. 5.869/1973 e quais os efeitos esperados dessas alterações na eficiência do processo civil

This study examined the reliability and validity of the Teacher Attribution Measure for Early Elementary (TAM-EE), a measure adapted from the Preschool Teaching Attributions (PTA) measure, to assess the challenging behavior attributions of early elementary teachers. Like the PTA, the TAM-EE uses a series of student-specific behavior scenarios as prompts for teachers who then rate statements aligned with dimensions of attribution theory on a 6-point scale. A sample of 41 teachers completed the TAM-EE on 79 students in grades K-3 screened for risk of emotional and behavioral disorders (EBD). Teachers also completed reports of student behavior, self-efficacy, and perceptions of the student-teacher relationship. Results of a confirmatory factor analysis suggest that the two-factor model (Causal and Responsibility) used for the PTA was best fit. Combined with significant correlations with measures assessing teacher perceptions and practices, this study provides both an initial psychometric evaluation of the TAM-EE and additional support for the validity and reliability of the PTA.

This study was conducted to comparatively examine child specific expulsion rates and parent satisfaction of children who received early childhood mental health consultation (ECMHC) services delivered in 2 states for the 2012 program year: Maryland (unlicensed) and Delaware (licensed) . This current study examined secondary data to determine whether unlicensed (Maryland) ECMHC professionals are equally or more effective than licensed (Delaware) ECMHC professionals. Of the total number of child specific consultations or cases referred for services in Maryland (unlicensed), N = 370, n = 266 children avoided expulsion and were able to remain at their childcare placements while n = 17 children were expulsed. Of the total number of child specific consultations or cases referred for services in Delaware (licensed), N = 135, n = 119 children were able to remain in their childcare placements while n = 3 children were expulsed. The results of this study revealed that there is no statistically significant difference in expulsion rates between Unlicensed (Maryland) professionals and Licensed (Delaware) professionals. Results suggest that licensure status of ECMHC professionals has no affect on expulsion rate outcomes and should receive further examination. Additionally, results could support policy changes that could lead to a national credentialing process that would address the current gap in ECMHC services due to the shortage of qualified ECMHC professionals. This study was unable to determine the outcome of parent satisfaction due to missing data. Future direction should include replication using a mixed longitudinal study.

Personal inom gymnasiesärskolan arbetar i en verksamhet som kan vara farlig. Det är inte så ovanligt att personal möts av hot och våld i sin vardag. Elever gör rätt om de kan och frustration och stress i situationer som de upplever att de inte kan behärska kan leda till utmanande beteenden. Det är därför personalens uppgift att arbeta förebyggande för att elever inte ska behöva känna stress och frustration. Syftet med denna studie var således att få en fördjupad kunskap om hur personal inom gymnasiesärskolan kan arbeta proaktivt med elever och utmanande beteenden. Elever som upplever att lärmiljön är begriplig, hanterbar och meningsfull behöver inte känna stress och frustration. För att uppnå studiens syfte utfördes intervjuer med elva personal inom två gymnasiesärskolor. I personalens beskrivningar av sin verksamhet visar de att de har ett proaktivt förhållningssätt och att de med metoder, strategier och i sitt bemötande av elever aktivt försöker reducera belastningar så att elever inte ska behöva känna stress och frustration. Det finns dock ramfaktorer som innebär att personalen inte alltid lyckas i det proaktiva arbetet. / Personnel in upper secondary schools for students with special needs work in a field that can be dangerous. It is not uncommon for personnel to be faced with threats and violence in their everyday lives. Students do well if they can and frustration and stress in situations that they find that they cannot master can lead to challenging behaviors. It is therefore the task of the personnel to work preventively so that students do not have to feel stress and frustration. The aim of this study was thus to gain an in-depth knowledge of how personnel in the upper secondary school for students with special needs can work proactively to avoid stress and frustration among students. Pupils who feel that the learning environment is understandable, manageable and meaningful need not feel stress and frustration. To achieve the aim, interviews were carried out with eleven personnel within two upper secondary schools for students with special needs. In the personnel's descriptions of their activities, they show that they have a proactive approach and that, with methods, strategies and in their treatment of pupils, they actively try to reduce pressure so that students do not have to feel stress and frustration. However, there are framework factors that mean that the personnel does not always succeed in the proactive work.