Der Essstörungen im Kindesalter-Fragebogen (Eating Disorders in Youth-Questionnaire; EDY-Q) ist ein aus 14 Items bestehendes Instrument zur Erfassung von restriktiven Essproblemen bei 8-13-jährigen Kindern im Selbstbericht. Die Items basieren auf den Kriterien der Störung mit Vermeidung oder Einschränkung der Nahrungseinschränkung (Avoidant/Restrictive Food Intake Disorder; ARFID), definiert im Diagnostischen und Statistischen Manual Psychischer Störungen, 5. Auflage (DSM-5; American Psychiatric Association, 2013), auf den „Great Ormond Street“-Kriterien (Bryant-Waugh & Lask, 1995) und auf der Literatur zu restriktiven Essproblemen mit Beginn im frühen Lebensalter. Zwölf der 14 Items des EDY-Q erfassen Symptome von ARFID, inklusive der drei vorgeschlagenen Varianten (Bryant-Waugh, Markham, Kreipe & Walsh, 2010) Nahrungsvermeidung mit emotionaler Störung (food avoidance emotional disorder; FAED), selektives Essen (selective eating; SE) und funktionelle Dysphagie (functional dysphagia; FD). Zwei zusätzliche Items erfassen Pica und die Ruminationsstörung, zwei weitere Fütter- und Essstörungen mit Beginn im frühen Lebensalter, die im DSM-5 beschrieben sind (American Psychiatric Association, 2013).

The Eating Disorders in Youth-Questionnaire (EDY-Q) is a 14-item instrument for assessing early-onset restrictive eating disturbances in 8-13 year old children via self-report. The items are based on: the criteria for Avoidant/Restrictive Food Intake Disorder (ARFID) in the Diagnostic and Statistical Manual of Mental Disorders Fifth Edition (DSM-5; American Psychiatric Association APA, 2013); the Great Ormond Street criteria (Bryant-Waugh & Lask, 1995); and literature on early-onset restrictive eating disturbances. The EDY-Q consists of fourteen items, twelve of which cover ARFID symptomatology, including its three proposed variants (Bryant-Waugh, Markham, Kreipe & Walsh, 2010), food avoidance emotional disorder (FAED), selective eating (SE), and functional dysphagia (FD). Two additional items briefly address Pica and Rumination Disorder, two other early-onset feeding or eating disorders described in the DSM-5 (APA, 2013). The English version of the EDY-Q was translated from the German version (van Dyck & Hilbert, 2016) by AH. This translation was controlled by a retranslation procedure through a licensed translator.

This thesis consists of two completely separate parts. In Part I, we look at disorder in fastionic conductors, and in Part II we examine the pseudoquadrupole effect in ordered magnets. Part I looks at two aspects of the disordered state in fastionics, where the disorder is due to ions moving off their regular sites to positions close to other regular sites, a feature especially characteristic of the fluorites. The first aspect is how Coulomb interactions could be responsible for the co-operative behaviour of defects which causes the transition to fastionic behaviour. We look at this with a model of charged defects on a lattice, applying techniques involving classical diagrammatic perturbation theory to find the free energy of our model system. Using elementary thermodynamics, we show how this model can predict co-operative behaviour. The second aspect is the nature of the disorder above the fastionic transition. We look at disorder in lead fluoride using a molecular dynamics simulation with an interionic potential that we obtained. We use the simulation to examine the distribution of anions in both real space and k space. Simulations have been made on the other fluorites CaF₂ and SrCl₂ and it is possible that the high dielectric constant of lead fluoride might lead to qualitatively different behaviour. Our results show that this is not the case and we find defect concentrations similar to those obtained from CaF₂ and SrCl₂. Our Is space analysis however gives defect concentrations an order of magnitude larger, in approximate agreement with experiment. In Part II we set up a theory for the pseudoquadrupole effect in cubic ferromagnets and show that it is related to the difference in longitudinal and transverse magnetic susceptibilities. Model calculations are performed for a Heisenberg ferromagnet using molecular field theory near the critical temperature t_c, and spin wave theory at low temperatures; and the itinerant model at absolute zero and t_c. We find that the pseudoquadrupole effect in iron and nickel and at impurities in these metals appears to be very much less than measured quadrupole effects. We also look at the effect in GdAl₂ and show that it can not explain a temperature dependent quadrupole interaction seen experimentally We therefore conclude that the observed quadrupole effects are due to real electric field gradients.

A lack of social competence is one of the primary characteristics of children diagnosed with autism spectrum disorder (ASD). This pervasive lack of social competence can cause individuals with ASD to struggle to develop meaningful social relationships with peers and adults across their lifetime. Thus, learning appropriate socialization skills is an essential component in the education of this population. The purpose of the current study was to provide an initial investigation into the effectiveness of a comprehensive social skills training intervention on the social competence of young children with ASD using direct recording methods. Eight students with ASD between the ages of 5 and 7 years, with current placements in self-contained kindergarten or first grade classrooms in the public school setting participated in a 12 week intervention. The intervention implemented was “The Incredible Flexible You: A Social Thinking Curriculum for Preschool and Early Elementary Years” (Hendrix, Palmer, Tarshis, & Winner, 2013), a packaged, multi-sensory social skills training program developed to promote the social competence of young children with ASD. The intervention was presented daily for approximately 20 minutes in a small group school setting. Using a concurrent multiple baseline across participants single-case research design, the research study aimed to evaluate the effectiveness of the program upon the participant’s positive social initiations, positive social responses, and active engagement during recess. Observational data were collected utilizing both a frequency behavior count system and a timed interval behavioral observation system. Additionally, data were collected via the Autism Social Skills Profile (ASSP; Bellini & Hopf, 2007) through pre- and post-intervention parent forms to determine the effects of the program on the overall social functioning of the participants. Procedural fidelity was collected throughout the research, and social validity was also assessed utilizing the Behavior Intervention Rating Profile (BIRP, Von Brock & Elliott, 1987). Overall, participants made slight gains in social competency, yet the data did not support a functional relation between the intervention and dependent variables. Individual participant progress was discussed in detail. Limitations of the study and implications for practice and future research in social competency for young children with ASD were further discussed.

published_or_final_version / Psychology / Master / Master of Philosophy

The purpose of this project is to critically analyze and review parent training interventions published between the years 2000 to 2013 focused on enhancing social and communicative behaviors in young children between 3 to 10 years old with autism spectrum disorder. All studies involved a form of parent training in combination with an intervention type such as pivotal response training, milieu approach and naturalistic approaches. Overall, each study yielded positive outcomes for children with ASD, but data collection strategies, target goals, and outcome measures were variable. This review included an in-depth analysis of 16 studies of parent intervention programs evaluated based on their goals, methodology, and effectiveness of parent training on the children with ASD’s language skills. The review will present a set of guidelines for parents and professionals to use when deciding on the most effective and efficient parent training therapy for families who have children with ASD. Critically evaluating the available empirical research can help parents, therapists, and researchers more effectively consider viable options for parent training programs tailored to support the needs of children with ASD. Tables will summarize the findings to make the information more accessible. Implications for future research will follow the literature review. / text

published_or_final_version / Clinical Psychology / Master / Master of Social Sciences

No description available.

The purpose of this study was to investigate post-traumatic stress disorder among Guatemalan and Salvadoran refugees living in Tucson, Arizona. The questions that guided the study were: (1) Does post-traumatic stress disorder exist among Central American refugees living in Tucson? (2) If so, how does it manifest itself in this population? (3) What counseling or other therapeutic interventions may be helpful for Central Americans experiencing post-traumatic stress disorder? Six Guatemalan and Salvadoran refugees who had reportedly experienced major stressors participated in a semi-structured interview and responded to a health questionnaire based upon post-traumatic stress disorder symptoms. Findings indicate that five out of six participants were experiencing patterns of stress-induced symptoms which were consistent with a DSM III diagnosis of "Post-Traumatic Stress Disorder". Recommendations for intervention with Central American individuals experiencing post-traumatic stress disorder are presented.

No description available.