Children diagnosed with autism spectrum disorder (ASD) experience difficulties with social communication and restrictive, repetitive, and stereotyped behavior patterns that place them at an increased risk for developing challenging behaviors that warrant early intervention (American Psychiatric Association, 2013). These problems are unlikely to decrease without intervention. Research indicates that parents’ involvement in behaviorally based interventions improves the functioning of children with ASD (Horner, Carr, Strain, Todd, & Reid, 2002). . Parent-Child Interaction Therapy (Eyberg & Funderburk, 2011) is an empirically supported intervention for young children with disruptive behaviors. PCIT shares similarities with numerous proven ASD treatments including caregiver involvement, structure and predictable schedule, and the use of behavioral strategies (e.g., positive reinforcement, differential attention). As such, children with ASD are increasingly referred to PCIT. Researchers and clinicians have started to address the use of PCIT for targeting child compliance and social responsiveness in children with ASD. However, there is a need for research on the feasibility of PCIT for children with ASD and barriers to treatment participation for these families. The present study utilized a non-concurrent multiple baseline design with three parent-child dyads enrolled in PCIT to examine the degree of stability and immediacy of effect in caregivers parenting skill use and in patterns of challenging behaviors, ASD symptoms, and expressive communication exhibited by young children with ASD. Due to a significant attrition rate in the study, barriers to treatment participation were also examined. Findings suggested that PCIT improved children’s challenging behaviors and parent’s use of labeled praises.

The diagnosis of children with Attention Deficit Hyperactivity Disorder (ADHD) has increased over the last few years in Australia. ADHD is currently understood largely through a medical perspective, and in that context, the treatment recommended is stimulant medication. ADHD is a mental health label given to children who exhibit challenging behaviour. These children are diagnosed according to the categories stated in the Diagnostic Statistical Manual (DSM) – IV. To date, there is no medical test children can undertake to show that they ‘have’ ADHD. This research focuses on an alternative view of ADHD. Focussing upon families’ experience of ADHD, and the medicalisation of children’s behaviour, it argues that behaviour is socially influenced and constructed. It is because insufficient attention has been given to the family experience and the social implications of ADHD, that the child is often seen as ‘the problem’. The gap in our understanding of ADHD is situated in our understanding of the broader social context. To challenge this I will explore perceptions of the ‘good child’, ‘good mothers’ and the social consequences of inappropriate behaviour. Each family was interviewed five times every three months over a two-year period. Their stories and experiences are presented in this thesis.

This scientific essay starts in a story where you get to follow me in my work by three situations with creative problem behavior at the special school where I work. The story culminates in a dilemma where I ask myself questions about how I look at my actions and my thoughts about the student. I break down and put these thoughts into three questions: What is my student's perspective and how will it affect my actions? How can I explain my actions and attitude of the student from ethical perspective? How do my practical knowledge look like in the narrative situations and why do I act like I do? My approach is to get answers to the questions by the reflection of the text itself, the reflection group and supervisors, as well as through literature that I find relevant to the issues. The process is like a pendulum motion between text, reflection and new understanding. I look at my situations based on psychological theories about the treatment of persons within the autism spectrum of problems creative behavior. My ethical issues, I see from the theoretical perspective which includes Aristotle, Levinas and Kant. I find that the answer to my questions can be paired with my practical actions. I notice that by putting words to them I get a new understanding of my actions. I see that most of the acts I do is based on the knowledge of my student's perspective and I find similarities to my situations and my acts to the literature. I approach it as my works practical wisdom.

ABSTRACT EFFECT OF RESPONSE CARDS ON ACADEMIC OUTCOMES FOR HIGH SCHOOL STUDENTS WITHOUT DISABILITIES AND HIGH SCHOOL STUDENTS WITH DISABILITIES WHO EXHIBIT CHALLENGING BEHAVIORS by Ellen L. Duchaine Response cards (RC) support effective teaching strategies such as maintaining a brisk pace of instruction, increased opportunities to respond, immediate and frequent corrective feedback, and high rates of behavior specific praise statements; all of which have been effective in increasing student engagement for students with and without emotional and behavioral disorders (E/BD) (Emmer & Stough, 2001; Simonsen et al., 2008; Sutherland, Wehby, & Copeland, 2000). RC during academic instruction are successful in decreasing disruptive behavior, increasing student participation, and increasing academic achievement from the elementary school level to the university level. This study examined teacher implementation of RC at the high school level for students without disabilities and students with disabilities with a history of challenging behaviors (i.e., students with a disability and a behavior intervention plan) in general education classes required for high school graduation. The purpose of this study was to evaluate the effect of RC compared to hand raising (HR) in inclusive general education classrooms. An alternating treatment design was implemented to examine the potential functional relation between the use of RC, student engagement, and academic achievement. RC (i.e., 8” x 11” laminated write -on cards) were randomly alternated with the more traditional method of HR which allows one student to respond to each question asked by the teacher. Intervals of time on-task, attempted responses, next day quiz scores, and bi-weekly probe scores were measured and analyzed for target students without disabilities and target students with disabilities. In addition, individual scores of all students in the class were calculated to provide a class mean, allowing further analysis. All sessions were conducted by classroom teachers during daily reviews of academic content. The findings from this study support prior research indicating RC increases student engagement by increasing intervals of time on-task and attempted responses for the majority of students. In one class, three of four target students increased daily quiz scores by 10% or more using RC; and in the second class the mean for daily quiz scores was higher using RC. Although results on next-day quizzes were inconsistent, bi-weekly probes indicate RC increased retention of material learned over time.

The aim of this study was to gain a greater understanding of what social workers perceive to be mentally demanding and emotionally challenging work, and which strategies they use to handle it. I chose to interview six social workers, three of them had long experience of social work, and three of them had worked for less than a year. The justification for this choice wasthat I wanted to interview people with different experience of social work over time, to be able to see possible differences in what was perceived as mentally demanding and emotionally challenging work, and how it was handled. The social workers were interviewed with a semi structured interview manual. The results showed that the organization of the social service is not fitted to the work that social workers execute. This means that what is perceived as mentally demanding and emotionally challenging work largely depends on this. Experience of the profession does not necessarily affect what is perceived as mentally demanding and emotionally challenging work. However, longer work experience seems to benefit a social workers choice of strategies. This means that mentally demanding and emotionally challenging work in some cases is better handled by social workers with longer experience of the profession. The organization of the workplace can also affect which coping strategies that are being used, for example is time for reflection during working hours beneficial for the employees.

Concerning the entry into force of the Law 30225, new Public Contracting Law, and its rules of procedure, in this article, the author analyzes the institution of the right to challenge arbitrators in the field of public contracting. In his analysis, the author examines the right to challenge arbitrators as is set forth in other legal bodies, taking note of the issues that may be present with its transfer to the public contracting area –given its particularities–, and finally concludes that an urgent reform in this matter is needed. / A propósito de la entrada en vigencia de la Ley 30225, nueva Ley de Contrataciones del Estado, y su Reglamento, en el presente artículo, el autor analiza la institución del derecho de recusar árbitros en el ámbito de la contratación pública. En su análisis, el autor examina el derecho de recusar árbitros tal como está plasmado en otros cuerpos normativos, observando los problemas que puede plantear su traslado a la órbita de las contrataciones del Estado –dadas sus particularidades–, para finalmente concluir que hace falta una reforma urgente en esta materia.

Cette étude pilote est, à notre connaissance, le premier essai clinique qui vise à explorer les effets d’un programme d’accompagnement parental sur les CP chez les enfants de moins de 3 ans et à risque de TSA. Elle vise à évaluer les effets d'un essai contrôlé randomisé croisé portant sur un programme d’accompagnement parental de 12 semaines pour les enfants à risque de troubles du spectre autistique (ASD), sur leurs comportements problématiques (CP) et leurs comportements adaptatifs (CA). Les participants étaient 13 jeunes enfants (13 à 30 mois) et leurs parents. Ces dyades ont été assignées au hasard dans le “groupe d’intervention” (n = 8) ou dans le groupe “liste d’attente” (n = 5). L'intervention mise en place était basée sur le modèle du Early Start Denver for Parents (ESDM-P) et du Social Communication Emotional Regulation and Transactional Support (SCERTS). Les CP ont été évalués à l'aide de l’Évaluation Socioémotionelle des jeunes enfants (ESEJE) et les CA ont été évalués à l'aide du Système d’évaluation des comportements adaptatifs - 2ième édition (ABAS-II). Les analyses statistiques non paramétriques ne montrent aucun changement significatif au sein des groupes ou entre les groupes, pour les deux mesures. Même lorsque les participants, ayant tous reçu l’intervention, sont combinés en un seul échantillon (n =13), les résultats ne montrent aucune amélioration significative des CP et des CA. Les limites méthodologiques sont discutées. Plus d’études sont nécessaires afin d'évaluer les effets d’un programme d’accompagnement parental sur les comportements des enfants. / Abstract : Introduction: Autism spectrum disorder (ASD) is a neurodevelopmental disorder characterized by impairment in social interactions, social communication, and restricted or repetitive patterns of behaviors. Children with ASD exhibit more challenging behavior (CB) and less adaptive behavior (AB) than their peers without ASD. Having CP decrease exposition to positive social interactions, and decreases the opportunities for learning appropriate social behaviors. Parent-mediated intervention aims to provide parents with tools and strategies to promote social and communication skills in their child, and promotes AB. To our knowledge, no clinical randomized control trial documented the effect of a parent-mediated program on CB in children with ASD and aged less than three years old. Objective: Explore the effect of a 12 weeks parent-mediated program on CB and AB in children with ASD aged less than three years old. Method: This program includes strategies from the Early Start Denver Model (ESDM), and the Social Communication Emotional Regulation and Transactional Support (SCERTS). Participants were 13 families from Montreal and Eastern Township. The intervention groups (n = 8) received the intervention immediately, while the waiting list group (n = 5) waited an equivalent period of time before receiving the same intervention. CB were measured using the Infant-Toddler Social-Emotional Assessment (ITSEA), while AB were measured using the Adaptive Behavior Assessment System - Second Edition (ABAS-II). Results: When comparing the two groups, no differences were found for both outcome measures. Even when all participants were combined into one sample group, the intervention had no impact on the outcome measures. Conclusion: The intervention used in this study had no effect on CB and AB. Methodological limitations are discussed.

The present study examined the effectiveness of Parent-Child Interaction Therapy in improving the behavioral outcomes in young children with autism spectrum disorder. Using a non-concurrent multiple baseline design with four mother-child dyads, the study determined the impact of PCIT on the frequency and severity of young children’s challenging behaviors, mothers’ positive parenting practices, and mothers’ satisfaction with treatment. Outcome measures included the Eyberg Child Behavior Inventory, Child Behavior Checklist, Dyadic Parent-Child Interaction Coding System, and Therapy Attitude Inventory. Results from visual analysis and hierarchical linear modeling indicated a treatment effect for mothers’ use of labeled praises (b = 14.79, p = 0.01), reflections (b = 9.93, p < .0001), and behavior descriptions (b = 13.13, p = 0.01). Mothers conveyed high levels of satisfaction with PCIT and reported improvements in their relationship with their child, as well as in their child’s major behavior problems and compliance. Children’s challenging behaviors declined in frequency and severity; however, these decreases were not statistically significant. The findings of this study indicate that PCIT improves mothers’ parenting practices and is a highly satisfactory treatment for mothers of children with ASD. Future studies should incorporate measures specific to ASD symptoms and measures of challenging behaviors from multiple caregivers, such as teachers. Studies should also employ more rigorous statistical methods to determine the average length of treatment required to reduce challenging behaviors in children with ASD.

Brazilian public institutions are facing recovery actions to encourage a greater appreciation of its human resources through the development of new organizational policies. Even with all this development, there is still a lack of quantitative information updated, when available, present difficult concepts comparisons difficult. On the other hand, the relationship between job satisfaction and performance has attracted much attention throughout the history of industrial and organizational psychology. Many researchers believe that there is a causal relationship between satisfaction and performance, empirical studies, however, has not confirmed whether or not this relationship. This study aims to determine the impact of factors. The determinants of job satisfaction on the performance of individual server‟s administrative staff of a federal institution of higher education. The analysis was conducted through questionnaires server administrative staff of the Federal University of Santa Maria - UFSM in Santa Maria / RS, randomly, in its various sectors. The present study was carried out taking as basis the questionnaire developed by Valle (2007) and rotated with the method PLS Path Modeling (PLS-PM). The results of the study indicate the latent variable Challenging Work as primarily responsible for the performance perceived by the server. The low coefficient of determination suggests that the determinants of job satisfaction have little impact on the performance perceived by the Institution's servers. These results corroborate previous studies. / As instituições públicas brasileiras estão voltadas para ações em busca de uma maior valorização de seus recursos humanos, por meio do desenvolvimento de novas políticas organizacionais. Mesmo com todo esse desenvolvimento, ainda há uma carência de informações quantitativas atualizadas que, quando disponíveis, apresentam conceitos difíceis dificultando comparações. Por outro lado, a relação entre satisfação no trabalho e o desempenho tem atraído muita atenção ao longo da história da psicologia industrial e organizacional. Muitos pesquisadores acreditam que exista uma relação causal entre satisfação e desempenho, os estudos empíricos, entretanto, ainda não confirmaram a existência ou não dessa relação. Este trabalho tem como objetivo verificar o impacto dos fatores. Os determinantes da satisfação no trabalho sobre o desempenho individual dos servidores técnico- administrativos de uma Instituição Federal de Ensino Superior. A análise foi realizada por meio de questionários aplicados em servidores técnico-administrativos da Universidade Federal de Santa Maria - UFSM, em Santa Maria/RS, de forma aleatória, em seus diversos setores. O presente estudo foi realizado tomando-se por base o questionário desenvolvido por Valle (2007) e rodados com o método PLS Path Modeling (PLS-PM). Os resultados obtidos no estudo apontaram para a variável latente Trabalho Desafiador como principal responsável pelo desempenho percebido pelo servidor. O baixo coeficiente de determinação do modelo sugere que os fatores determinantes de satisfação no trabalho têm pouco impacto no desempenho percebido pelos servidores da Instituição. Estes resultados corroboram com estudos realizados anteriormente.

Abstract This doctoral thesis discusses the creation of professional identity of education developers working in the crossroads of administration and school development work. The subjects of the study work as class or subject teachers, and as education developers in Support Services at the Department of Education. The study also examines the impacts of a peer mentoring group based on narrative and action based methods on the creation of professional identity. The theoretical and methodological basis of this study is narrative. The goal, challenge and learning narratives identified were then analysed using content analysis. The creation of developer identity is seen as a series of reflecting and processing events that challenge one’s identity. Professional identity is examined as being created through a narrative, and the research data has been created through narration. Challenges emerge at the crossroads of administration and school – in the arena of interaction. Managing these challenges is described as evolution in knowledge, skills and operating methods as well as beliefs, attitudes and feelings. The learning stories created in the reflection process describe change, which is required for managing challenging situations. The goal narratives emphasise expertise, the power to influence and being a peer. The education developers describe themselves as walking alongside teachers, as peers. Three developer identities were recognised in the education developers’ narratives: the critical developer, the flexible developer and the self-developer. The critical developer is motivated by being competent in an expert position. The flexible developer feels that being a teacher is an integral part of the identity of an education developer. The work is about expressing oneself. The self-developer’s identity includes the aspect of enhancing one’s own expertise. She or he has an optimistic attitude towards the changes of the job. Using the peer mentoring group to support the development of professional identity required trust amongst the group members to enable them to share critical events that challenge one’s identity in the group. This study is an important and topical address to the dialogue on the ways to support the professional growth and career development of teachers as well as the development of continuous education. / Tiivistelmä Väitöskirjassa tarkastellaan opetustoimen kehittäjäopettajan identiteetin rakentumista opetustoimen hallinnon ja koulujen kehittämistyön tukemisen välimaastossa. Tutkimuksen kehittäjäopettajat toimivat kouluillaan luokan- tai aineenopettajina ja koko opetustoimessa kehittäjäopettajina. Tutkimuksessa selvitetään myös, mikä merkitys kerrontaan ja toiminnallisiin menetelmiin perustuvalla vertaismentorointiryhmällä on identiteetin rakentumisessa. Tutkimuksen teoreettisena ja metodologisena lähtökohtana on kerronta. Luennassa tunnistettua tavoite-, haaste- ja oppimiskerrontaa on analysoitu sisällöllisesti. Kehittäjäidentiteetin rakentumisessa on tärkeällä sijalla identiteettiä haastavien tapahtumien reflektointi. Ammatillinen identiteetti nähdään kerronnan kautta rakentuvana, ja tutkimusaineisto on syntynyt kerronnassa. Haasteita syntyy hallinnon ja koulun välimaastossa, vuorovaikutusareenalla. Haasteista selviäminen kerrotaan muutoksena tiedoissa, taidoissa ja toimintatavoissa sekä uskomuksissa, asenteissa ja tunteissa. Reflektoinnissa syntyvät oppimiskertomukset kuvaavat muutosta, jota haastavista tilanteista selviäminen edellyttää. Tavoitekerronnassa korostuvat asiantuntijuus, vaikuttaminen ja vertaisuus. Kehittäjäopettajat kuvaavat itseään opettajan rinnalla kulkijoina ja vertaisina. Kerronnasta tunnistetaan kolme kehittäjäidentiteettiä: kriittinen, joustava ja itsensä kehittäjä. Joustavalle kehittäjälle opettajuus on kiinteä osa kehittäjäopettajan identiteettiä ja kehittäjän työ itsensä toteuttamista. Kriittistä kehittäjää motivoi päteminen asiantuntijatehtävissä. Itsensä kehittäjän identiteettiin liittyy oman asiantuntijuuden vahvistaminen, optimistinen suhtautuminen muutoksiin ja oman urapolun suunnittelu. Vertaismentorointiryhmän toimiminen ammatillisen identiteetin rakentumisen tukena edellyttää luottamuksen syntymistä, jotta kriittisiä, identiteettiä haastavia tapahtumia pystytään jakamaan ryhmässä. Tutkimus on tärkeä ja ajankohtainen puheenvuoro keskusteltaessa opettajien ammatillisen kasvun ja urakehityksen tukemisen keinoista sekä täydennyskoulutuksen kehittämisestä.