The purpose of this study was to explore parental views on the efficacy of parent-child interaction therapy. Research indicates that early intervention and prevention is essential when treating children with disruptive behaviors. Intervening at an early age prevents the disruptive behaviors from progressing into more complex disorders that can occur in the teenage and adult years. This study utilized a quantitative method to better understand if parents identified as parent-child interaction therapy as effective. This study consisted of 29 parent-child dyads that had completed parent-child interaction therapy and reported their satisfaction with parent-child interaction therapy through the use of parent-stress index scores. Results indicated that parent-child interaction therapy was viewed as successful by parents. However, success of parent-child interaction therapy is only applicable to certain domains that were chosen in this study; limiting the generalizability of overall success of parent-child interaction therapy. Parent-child interaction therapy has shown success in strengthening the parent-child dyad and decreasing disruptive behaviors such as distractibility and hyperactivity. It is recommended that parent-child interaction therapy continue to be utilized by professionals and focus on all the domains rather than selected domains.

Disruptive Mood Dysregulation Disorder (DMDD) is a new addition to the DSM-5, characterized by severe persistent irritability and frequent temper tantrums. This research project aimed to answer the question, “What impacts social workers’ perspectives of DMDD?” by using a positivist approach and collecting quantitative data. Participants (n=26) were sent an electronic survey created with Google Forms. This self-administered survey asked questions regarding demographic information, and asked participants to rate seven statements regarding DMDD using a Likert-type scale. SPSS Statistics Subscription was used to analyze the data through univariate statistics, bivariate statistics in the form of a one-way ANOVA, and multiple regression. The hypothesis of the research study was that as years of clinical experience increased, social workers’ perspectives on DMDD would become increasingly negative. This hypothesis was not supported by the findings of this research study. Although the study was limited by a small sample size, some interesting data was revealed and further research is needed to investigate this topic. The majority of participants, 19 out of 26, had positive perception scores, indicating a positive perspective on DMDD. Additionally, participants unanimously agreed that prior to DMDD’s introduction, Bipolar Disorder was over-diagnosed in children. More research is needed to investigate why perspectives seem to tend towards the positive, and if this is true for the larger population of clinical social workers.

Children exhibiting conduct problems comprise the largest source of referrals to children's mental health services in this county. Significant research has been conducted in an attempt to identify specific risk factors that result in increased vulnerability of a child developing conduct problems. Knowledge of these factors increases our ability to identify young children who are at greater risk for developing conduct problems. The treatment for conduct problems that possesses the greatest amount of empirical support is behavioral parent training. Yet behavioral parent training fails to address behaviors and risk factors that are present during a child's early development. Preventative behavioral parent training is a very brief primary prevention strategy designed to prevent the development of chronic and age-inappropriate display of conduct problems. This project was an initial longitudinal assessment examining the merits of preventative behavioral parent training as a primary prevention strategy for young children at-risk of developing conduct problems. Results demonstrated that prevention participants were engaging in normative rates of noncompliance and tantruming at 6-month follow-up, whereas comparison children showed a general worsening in their disruptive behaviors over time.

Disruptive behavior disorders including Attention-Deficit/Hyperactivity Disorder (ADHD), Conduct Disorder (CD), and Oppositional Defiant Disorder (ODD), are listed among the most common reasons youth are referred for mental health services (Centers for Disease Control & Prevention [CDC], 2016b; Kazdin, Mazurick, Siegel, & 1994). Parent-Child Interaction Therapy (PCIT) is one intervention that has been found to reduce clinically significant levels of disruptive behavior. The purpose of the current study was to determine the form of change, typical change trajectory, and individual variation in change for disruptive behavior across the two phases of PCIT; the Child-Directed Interaction (CDI) and Parent-Directed Interaction (PDI) phases. In addition, the current study determined which child and caregiver characteristics were associated with variation in change across CDI and PDI. Participants included a total of 75 children in PCIT between the ages of 2 to 8 years. Children and their caregiver(s) attended PCIT weekly at a university-based, outpatient clinic. The Eyberg Child Behavior Inventory (ECBI) was completed at every treatment session to indicate the intensity of disruptive behavior. Child and caregiver characteristics including the caregiver and the child’s gender, the caregiver’s income and marital status, the caregiver’s relationship with the child, the number of caregivers in PCIT, the child’s primary diagnosis, and the child’s medication status, were obtained through medical record abstraction. Results indicated the form of change in disruptive behavior, as measured on the ECBI Intensity scale, was linear in CDI and curvilinear in PDI. The average trajectory indicated disruptive behavior decreased throughout PCIT treatment. The decrease in ECBI Intensity scores during CDI was statistically significant, as well as the variance in children’s ECBI Intensity scores at the beginning of PDI. Caregiver marital status significantly predicted the ECBI Intensity score, which was higher for the divorced or separated group at the first session of PDI than other groups. Caregiver type also significantly predicted the ECBI Intensity score. When the caregiver was a grandparent, the ECBI Intensity score was lowest at the first session of PDI. However, the change in the ECBI Intensity slope for the biological parent group was steeper in comparison when transitioning from CDI to PDI, and less steep throughout PDI, than the grandparent group. Number of caregivers also was a significant predictor, with more caregivers present in PCIT indicating a greater decrease in the ECBI Intensity score. Significant child characteristic predictors were diagnosis code and medication status. For a diagnosis of Other (e.g., Adjustment Disorder, Selective Mutism), the ECBI Intensity score at the intercept was less than the ODD; ADHD; and Other Specified/Unspecified Disruptive, Impulse-Control, and CD groups; and higher than the Autism Spectrum Disorder/Social Pragmatic Communication Disorder group. A medication status of combined (greater than one psychopharmacological medication prescribed) indicated a higher ECBI Intensity score at the intercept, in comparison to the other groups. There was also a steeper change in slope throughout PDI when the diagnosis was ADHD in comparison to the ASD/SCD group. Last, when the medication status was single (one psychopharmacological medication prescribed), the change in slope during CDI for the ECBI Intensity score was steeper than the combined medication group. In summary, findings indicated disruptive behavior decreased during PCIT. However, clinicians and families may expect a slight increase in disruptive behavior at the beginning of PDI, or to see a slower rate of change in behavior, before the rate of change eventually speeds up and disruptive behavior decreases. Clinicians may see differences in the rate of change during PCIT based on caregiver and child characteristics and should use this information to guide discussions with families in the future. Future research should be conducted to determine if results may be replicated across different participant groups. Future studies may also follow-up on the maintenance of treatment gains after completing PCIT based on differences in rate of change for various caregiver and child characteristics examined in the current study.

It is an unchangeable fact that all industries in the world have to face the severe global competitions. This include all traditional industries in Taiwan which had created the "Taiwan Economic Miracle" in the past tens years. But most of traditional industries have been going to the end of their products¡¦ life cycle through long period. Facing the challenge of the global competitions and the threat of low cost from Mainland China, South-East Asia countries, and India, innovation is the only one method to help traditional industries get rid of the follower and keep long term competition. To increase the creativity in a enterprise is the way to maintain competitive forces. But it takes times, labors, and capital investments for accumulation and creation of technology. It also conceal a lot of risks. Therefore, the strategy of most companies will invest their resources on the sustaining innovation instead of the disruptive innovation. Because the sustaining innovation will not fail normally. But actually, The disruptive innovation is the real key point to decide whether the company can sustain or not in the future. The distinctive features of global competitions are that enterprises have to offer the product and service with low cost and differentiation compared with competitors. Here are many good traditional chemical companies in Taiwan share their 80% of R&D resources in the sustaining innovation and 20% in the disruptive innovation. Companies can reach their strategic target of lowering cost and differentiation through sustaining innovation. The disruptive innovation let companies to create a brand-new business for the future market. The 80/20 model can be as a reference for all traditional industries. The knowledge-creating companies utilize knowledge to build their wealth is the smartest method. And the R&D people possess the most important character in this sector. But R&D people also need to work closely together with other departments people in company to create synergy effectiveness. Because the different personal ethos of R&D people and characteristics of R&D works, the way how to promote the efficiency among the R&D people and other people is through the mechanism of knowledge management. In the era of Knowledge-Based Economy, step up the innovation of technology, accumulate and utilize the intellectual properties are the ways to increase the enterprises competitive forces.

This dissertation seeks to understand how organizations adopt a disruptive technology, open source software. Five cross-sectional case studies at municipal governments were performed using a theoretical model based off of eight organizational adoption theories. Results of the case studies highlight how each construct from each theory was present at the organizations. However each construct was of variable influence based upon organizational characteristics and the time or stage of adoption.

A student response system is a technology that allows an entire classroom of students to respond to questions and receive immediate feedback from teachers during instruction. However, little research has examined the use of student response systems to support student behavior in elementary schools. This study focused on using an electronic student response system to improve class-wide behavior in two general elementary school classrooms. An ABAB and ABA reversal designs embedded within a multiple baseline design across classrooms was employed to evaluate the outcome of the intervention. Although limited, the results indicated that the classroom teachers implemented the electronic student response system with fidelity, and their implementation of the intervention resulted in reduced disruption and increased academic engagement. Social validity data indicated that the electronic response system intervention was acceptable to both teachers and students to some degree.

In this paper, I explore what competencies are required for a company with broad-based, discontinuous, high-technology products. Many of the competencies the company must support are seemingly contradictory. Some examples include managing deliberate versus emergent strategy, market focus versus disruptive design, and exploration versus exploitation. I propose a specific organizational structure to support such paradoxical competencies for a company with these characteristic broad, discontinuous, high-technology products. / text

In this study, the effects of two secondary tier positive behavioral support strategies, teacher praise notes (TPNs) and peer praise notes (PPNs), were investigated using an alternating treatments single-subject design in residential classroom settings with eight elementary students with emotional and behavioral disorders (E/BD) in grades one through five who displayed disruptive behaviors. These students were selected based on the following criteria: (a) identified as using attention-seeking behaviors to disrupt classroom instruction, and (b) accrued an average of three or more office discipline referrals (ODRs) during classroom instruction since the beginning of the semester. Teacher praise notes are notes written by the teacher to a student regarding observed appropriate classroom behaviors while peer praise notes are written by the students to peers of their choice regarding observed appropriate behaviors. The type of praise notes were counterbalanced across each session. Duration recording was used to record the length of disruption per student during all sessions. Data were analyzed by visual analysis. The results suggest that TPNs and PPNs decreased disruptive behaviors of the students with E/BD in a residential setting; however, there was minimal to no fractionation between the two interventions. Limitations and future for research directions are discussed.

The current study obtained teacher and parent ratings of callous unemotional (CU) traits and aggression of 118 low socio economic middle school children at Time 1 and investigated the extent to which these variables individually and combined were able to predict school disruptive behaviours as by rated their teachers in Time 2 using multiple regression. Other Time 2 school variables were also assessed for their ability to add to the predictive model using stepwise hierarchical regression. The results showed both aggression and CU traits were predictive, but that CU traits did not explain additional variance over and above aggression. Two school variables were found to also explain additional variance over and above aggression at a statistically significant level. The first, that subtracted the total number of antisocial peers from total number of prosocial peers, was a stronger predictor than antisocial peers. The second, caregiver’s involvement in assisting their child with school homework, was assumed to represent parental support. Interpretations, limitations and areas for future research are discussed.