Children with disruptive behaviour disorders include a complex pattern of causation and comorbidity. As such, it is important to identify problems at early stages of development so that intervention can target relevant areas. Computerised assessments and interventions for children with disruptive behaviour disorders offer several advantages over traditional approaches. These include speed, accuracy, engagement, agreeability, and cost. The first chapter of this thesis discusses the utility of five computerised packages that could be used to screen populations for the disorders. It examines issues relating to test administration, reliability, agreeability, cost, and validity and makes appropriate recommendations. The second chapter describes an empirical study, which examined the effectiveness of a computerised token economy system to encourage learning in children with emotional and behavioural difficulties. This study also investigated the role of self-esteem in relation to learning problems and the disruptive behaviour disorders. The final chapter involves a discussion of new frontiers of mental health technology based on personal practice and reflection.
| Identifer | oai:union.ndltd.org:bl.uk/oai:ethos.bl.uk:538724 |
| Date | January 2010 |
| Creators | Gillan, David |
| Publisher | University of Warwick |
| Source Sets | Ethos UK |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Source | http://wrap.warwick.ac.uk/36742/ |
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