<p>This was a cross-sectional study done in Lagos, Nigeria on 114 dentists. The aim of the study was to describe the knowledge and attitudes of dentists towards the concept of evidence-based dentistry (EBD). This study also attempted to create an awareness of this concept in the minds of previously uninformed dentists as well as demonstrate its need in continuous professional education via seminars, updates, lectures and short-term courses in Lagos, Nigeria.</p>

The purpose of this embedded mixed methods collective case study was to explore eight kindergarten, first, and second grade teachers’ experiences partnering with families of their students who are at risk for emotional or behavioral disorders (EBDs). The teachers worked in two high-poverty, non-accredited Title-1 schools in an urban city. The study was part of a federally funded intervention called Behavioral, Emotional, and Social Training: Competent Learners Achieving School Success (BEST in CLASS- Elementary; BiC-E; Sutherland et al., 2017), which is targeted for students at risk for the development of EBDs. It uses evidence- based instructional practices to decrease students’ problem behaviors and increase their engagement. Teachers had BiC-E coaches help them implement a Home-School Partnership manual and process with 1 to 2 families of students at risk for EBDs. The teachers completed pretest measures, followed by a collection of weekly coaching reports for 15 weeks, then posttest measures and posttest interviews were conducted. The study intended to (a) learn more about teachers’ perspectives of partnering with families of their most challenging student and (b) help expand the literature about home-school partnership strategies for teachers to use with their families of students at risk for EBD. Mixed methods analyses revealed three keys to teachers’ successes in partnering with families: a) using the Home-School Partnership process with the CARES Framework encouraged more than just communication, it built empathy, cultural awareness, and effective communication strategies, b) presence of coaches promoted family- teacher partnerships, and c) encouragement of a partnership approach for teachers and families underscored the strengths both partners provided. A conceptual framework illustrated the complicated nature of these partnerships and underscored further study of this under-studied topic. Themes from the qualitative components shed light on the importance of congruence in the roles and expectations for both families and teachers in the partnership. Implications for policy and practice are discussed. Findings help inform the scant literature on targeted home- school partnership processes for teachers and families of students at risk for EBD.

Magister Scientiae Dentium - MSc(Dent) / This was a cross-sectional study done in Lagos, Nigeria on 114 dentists. The aim of the study was to describe the knowledge and attitudes of dentists towards the concept of evidence-based dentistry (EBD). This study also attempted to create an awareness of this concept in the minds of previously uninformed dentists as well as demonstrate its need in continuous professional education via seminars, updates, lectures and short-term courses in Lagos, Nigeria. / South Africa

The purpose of this study was to investigate teachers levels of training, perceptions of competence, and past and present practices regarding reading assessment for student with emotional and/or behavioural disorders (EBD). For the purpose of the study, EBD was defined as, a disability characterized by behavioural or emotional responses in school programs so different from appropriate age, cultural, or ethnic norms that they adversely affect educational performance, including academic, social, vocational or personal skills (Forness & Knitzer, 1992, p. 13). An adapted version of the survey entitled, A National Survey of the Training and Practice of School Psychologists in Reading Assessment and Intervention (Machek & Nelson, 2007) was distributed to approximately 200 teachers employed by a large urban school division in Western Canada. One hundred and seventy-five educators responded to a 24-question survey designed to explore teachers perceptions of reading instruction, intervention, and assessment for typically achieving students and students with EBD.<p> Descriptive analyses and analyses of variance (ANOVAs) were used to examine the mean responses of teachers levels or training, perceptions of competence, and past and present reading assessment practices. Teachers with varied levels of teaching experience and specialized training were found to have received little training (university and professional development) in the area of reading instruction and reading assessment for students with EBD. Furthermore, educators believed they have a low level of expertise and confidence in the area of reading assessment and instruction, and believed they would benefit from additional training.

The purpose of this study was to investigate teachers levels of training, perceptions of competence, and past and present practices regarding reading assessment for student with emotional and/or behavioural disorders (EBD). For the purpose of the study, EBD was defined as, a disability characterized by behavioural or emotional responses in school programs so different from appropriate age, cultural, or ethnic norms that they adversely affect educational performance, including academic, social, vocational or personal skills (Forness & Knitzer, 1992, p. 13). An adapted version of the survey entitled, A National Survey of the Training and Practice of School Psychologists in Reading Assessment and Intervention (Machek & Nelson, 2007) was distributed to approximately 200 teachers employed by a large urban school division in Western Canada. One hundred and seventy-five educators responded to a 24-question survey designed to explore teachers perceptions of reading instruction, intervention, and assessment for typically achieving students and students with EBD.<p> Descriptive analyses and analyses of variance (ANOVAs) were used to examine the mean responses of teachers levels or training, perceptions of competence, and past and present reading assessment practices. Teachers with varied levels of teaching experience and specialized training were found to have received little training (university and professional development) in the area of reading instruction and reading assessment for students with EBD. Furthermore, educators believed they have a low level of expertise and confidence in the area of reading assessment and instruction, and believed they would benefit from additional training.

Les extrémités des chromosomes eucaryotes linéaires ont une structure nucléoprotéique particulière, et sont appelées télomères. Étant donnés leur structure et le mécanisme semi-conservatif de la réplication de l’ADN, la longueur des séquences télomériques est instable. Au fil des divisions cellulaires, les réplications successives de l’ADN entraînent une réduction progressive des séquences télomériques. Des télomères courts ne sont plus fonctionnels, ce qui entraîne l’arrêt du cycle cellulaire et de l’instabilité génomique. Il est donc essentiel de prévenir ce raccourcissement. Une enzyme spécialisée rallonge les télomères : la télomérase. La télomérase est une ribonucléoprotéine (RNP) qui maintient les télomères par un mécanisme d’ajout de répétitions de la séquence télomérique. Afin de former un complexe actif, les sous-unités protéiques de l’enzyme doivent s’assembler autour d’un ARN non-codant, nommé Tlc1 chez la levure Saccharomyces cerevisiae. Cependant, le fait que la RNP nécessite plusieurs sous-unités pour son activité implique un assemblage précis et coordonné. Peu de données existent au sujet de l’assemblage de la RNP en un complexe actif, mais il semble qu’un trafic nucléo-cytoplasmique soit requis dans le cycle fonctionnel de l’enzyme. Caractériser le mécanisme d’assemblage de la télomérase permettra de mieux comprendre les phénomènes de régulation de l’activité de l’enzyme, et donc du maintien des télomères chez S. cerevisiae. À cette fin, j’ai d’abord vérifié l’état stoechiométrique de l’enzyme in vivo par des méthodes de FISH sur des molécules individuelles. J’ai ainsi pu montrer que la télomérase ne comportait qu’un seul ARN Tlc1. Ces données in vivo corrèlent avec des données publiées précédemment grâce à des techniques de biochimie, et suggèrent que l’enzyme n’est composée que de complexes individuels contenant une seule copie de chaque sous-unité protéique. Dans le but d’étudier les mécanismes d’assemblage de la télomérase, j’ai aussi développé un système de contrôle de la transcription d’une forme taguée de Tlc1. Cet outil génétique, basé sur les systèmes Cre-Lox et MS2-GFP, permet l’insertion d’un tag MS2 dans le gène TLC1. Ce tag donne la possibilité de suivre des ARN Tlc1 in vivo et en temps réel par microscopie confocale à spinning-disk. Ce système, baptisé CrEMGaT, a permis de montrer que l’insertion du tag dans le gène entraîne l’apparition de Tlc1-MS2, et que ces ARN forment des agrégats nucléaires ayant des caractéristiques similaires aux T-Recs précédemment caractérisés lors d’une collaboration avec le Pr Chartrand. De plus, des résultats préliminaires obtenus avec le CrEMGaT suggèrent que les ARN Tlc1-MS2 finissent leur cycle fonctionnel au cytoplasme. Dans l’ensemble, les données produites et l’outil développé au cours de cette thèse donnent une meilleure idée de l’état d’assemblage de la télomérase. / Abstract : In the eukaryotic kingdom, the extremities of the linear chromosomes have a particular nucleoproteic structure, and are called telomeres. Because of this structure and the semi-conservative nature of DNA replication, telomere length is unstable. DNA replications during consecutive cell divisions leads to a progressive shortening of telomeric sequences. Below a certain threshold, telomeres are not functional, triggering cell-cycle arrest and genomic instability. It is therefore essential to prevent this shortening. A specialized enzyme elongates telomeres: Telomerase. Telomerase is a ribonucleoprotein (RNP) that adds repeats of the telomeric sequence to the end of telomeres. The enzyme formation requires protein subunits to assemble onto a scaffolding ncRNA, Tlc1 in Saccharomyces cerevisiae. The fact that several subunits are needed for RNP activity implies a precise and coordinated assembly occurs. However, data are lacking about telomerase assembly into an active complex, but different observations point towards a nucleo-cytoplasmic trafficking requirement during the enzyme life-cycle. Characteristics about telomerase assembly mechanism would provide useful information in the quest for understanding the phenomena regulating the enzyme activity, and therefore telomere maintenance in S. cerevisiae. Engaged in this quest, I first verified telomerase stoichiometry in vivo. By quantitative single-molecule FISH, the results showed that the enzyme only contains one Tlc1 RNA per RNP in the cell. These in vivo data correlate with previous publications which, based on biochemical experiments, suggested single copies of the different subunits are present in the complex. Taken together, these findings are dismantling a previous dogma that stipulated telomerase is composed of two complexes, and suggest telomerase quaternary arrangement stays simple. Aiming to study telomerase assembly mechanisms, I also developed an inducible genetic system governing the transcription of a tagged version of Tlc1 (i.e. Tlc1-MS2). This system, based on the Cre-Lox and MS2-GFP systems, allows to control the insertion of a MS2 tag into the TLC1 gene. In this system, dubbed CrEMGaT, the genetic insertion is controllable and indeed leads to Tlc1-MS2 appearance. It is then possible to track these tagged RNAs in vivo and in real time with a spinning disk confocal microscope. Furthermore, these RNAs form nuclear aggregates with characteristics of the T-Recs previously described in a collaboration between our lab and Pr Chartrand’s. Finally, preliminary data obtained with the CrEMGaT suggest cytoplasm is the last cellular compartment visited by Tlc1-MS2 RNA. Overall, these data and the system developed during my thesis will give insights into telomerase assembly in vivo.

Behavior disorders has varied conceptual and methodological roots. Effective answers to working with students with EBD require pragmatic solutions. One of the most productive approaches has been the behavioral model and single subject methodology. Using research on EBD preschoolers as a focus, we review methodological history, exemplary research findings, and critical issues.

The population consisting of young people with Behavioral/Emotional/Learning challenges typically experiences poorer outcomes related to employment, in part due to lower performance levels. Effective strategies, which have a positive impact on work performance for this population, are needed. Goal setting has been used to bring about behavior change, or increase 'motivation', in many fields of study. Goal setting can be conceptualized as an establishing operation (EO), which increases the reinforcing value of goal achievement, and thereby increases the probability of the occurrence of behaviors related to reaching the goal, i.e., task completion. This study empirically examined the impact of a goal setting procedure on work-related behaviors through the use of a singlecase experimental design, to detect the individual results of the goal setting intervention, which included the manipulation of environmental events to explain behavior change, or 'motivation'. It was hypothesized that the goal setting procedure would have a positive impact on work performance for these young people with challenges in a work-type setting. Results showed that the goal setting procedure did have a positive impact on the work performance of both participants, especially when additional prompts were included in the goal setting procedure. Although goal setting may serve as an EO, the goal setting procedure, which included additional elements such as prompts and feedback, seemed to be more effective.

All youth are faced with many social issues and problems on a daily basis, and youth in foster care are often less equipped than their peers to make good decisions for themselves. The SODAS problem solving method is a component of the Transition to Independence Process (TIP) model and is intended for personnel to use with youth to help them make better decisions when faced with difficult situations. The SODAS method is designed to guide youth through a problem solving method for a current situation, and over time to acquire improved problem solving skills. Three caregivers at a group facility for youth in foster care were trained in the use of the SODAS method using Behavioral Skills Training (BST) and were evaluated by the researchers in their use of SODAS in simulated role plays with the researchers and with youth participants to test for generalization of the SODAS method to novel situations. Results showed substantial improvement of caregiver application of the steps on the SODAS method from baseline to the post-training condition when researchers simulated the youth's role. Results also showed that caregiver proficiency generalized to novel situations presented by youth participants during their role play probes.

This thesis consists of a single subject multiple baseline study of a math intervention for students with behavioral challenges. Students with behavioral challenges were given instruction using a concrete, representational, abstract (CRA) sequence in Algebra problems requiring transformations on both sides of the equation. This study examined maintenance of those skills. Results indicate that while accuracy decreased from the post-intervention to maintenance phases, scores remained well-above baseline levels indicating that the students retained understanding of the concepts taught. In a social validity survey, participants indicated that they liked the intervention, found it beneficial, and sometimes use it in their classes. / text