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Relevant bibliographies by topics / Behavior disorders in children. Behavior disorders in adolescence. Social skills / Dissertations / Theses

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Dissertations / Theses on the topic 'Behavior disorders in children. Behavior disorders in adolescence. Social skills'

Author: Grafiati

Published: 4 June 2021

Last updated: 16 February 2022

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1

Dodge, Beth. "A literature review of social skills training interventions for students with emotional/behavioral disorders." Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008dodgeb.pdf.

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2

Gray, James. "Classroom disruption and social skills." Thesis, University of Oxford, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.711592.

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3

Cooper, Karen L. "Executive functions and social skills in children and adolescents with Attention-Deficit/Hyperactivity Disorder (AD/HD) a pilot test of Barkley's model of behavioral inhibition /." [Gainesville, Fla.] : University of Florida, 2004. http://purl.fcla.edu/fcla/etd/UFE0006505.

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Thesis (M.S.)--University of Florida, 2004.<br>Typescript. Title from title page of source document. Document formatted into pages; contains 49 pages. Includes Vita. Includes bibliographical references.

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4

Wilhite, Shannon. "Effects of the Why Try Social Skills Program on Students with Emotional and Behavioral Disorders at an Alternative Campus." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc33212/.

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Approximately 20% of students with emotional and behavioral disorders (E/BD) are sent to an alternative campus for their lack of social competence. Social skills training (SST) is an evidence-based intervention to help increase social competence for students with E/BD, but there is limited research that addresses SST for students with E/BD at alternative campuses. A mixed-methods design was utilized to examine SST at an alternative campus for students with E/BD. Pre-intervention data were collected for students' attendance, grades, office disciplinary referrals, and behavioral rating scales, a

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5

Samalot-Rivera, Amaury. "The effect of social skill instruction on sport and game related behaviors of children and adolescents with emotional or behavioral disorders." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1186774990.

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6

Lavery, Kristin A. "The relationship between social skills, social phobia and behavior disorders in adolescents /." View online, 1997. http://repository.eiu.edu/theses/docs/32211130738310.pdf.

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7

Samalot, Rivera Amaury. "The effect of social skill instruction on sport and game related behaviors of children and adolescents with emotional or behavioral disorders." The Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=osu1186774990.

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8

Whipple, Diane L. "Effectiveness of social competence promotion on disruptive behavior : a quantitative review /." View online ; access limited to URI, 2007. http://0-digitalcommons.uri.edu.helin.uri.edu/dissertations/AAI3277010.

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9

Kaufman, Noah Krsna. "Skill change as a mediator of treatment efficacy for depressed and conduct-disordered youth /." view abstract or download file of text, 2003. http://wwwlib.umi.com/cr/uoregon/fullcit?p3095255.

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Thesis (Ph. D.)--University of Oregon, 2003.<br>Typescript. Includes vita and abstract. Includes bibliographical references (leaves 88-103). Also available for download via the World Wide Web; free to University of Oregon users.

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10

Smith, Benjamin William. "Problem behavior within the context of peer delivered consequences /." view abstract or download file of text, 2000. http://wwwlib.umi.com/cr/uoregon/fullcit?p9986761.

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Thesis (Ph. D.)--University of Oregon, 2000.<br>Typescript. Includes vita and abstract. Includes bibliographical references (leaves 149-157). Also available for download via the World Wide Web; free to University of Oregon users.

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Powers, Lisa J. "Examining effects of targeted group social skills intervention in schools with and without school wide systems of positive behavior support /." free to MU campus, to others for purchase, 2003. http://wwwlib.umi.com/cr/mo/fullcit?p3115581.

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12

Dorham, Carole LaRue. "Future orientation as a protective factor in the relationship between deviant peer association and adolescent adjustment /." view abstract or download file of text, 2005. http://wwwlib.umi.com/cr/uoregon/fullcit?p3190513.

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Thesis (Ph. D.)--University of Oregon, 2005.<br>Typescript. Includes vita and abstract. Includes bibliographical references (leaves 110-116). Also available for download via the World Wide Web; free to University of Oregon users.

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13

Chen, Kaili. "Social Skills Intervention for Students with Emotional/Behavioral Disorders Aged Six through Twelve Years: A Combination of a Literature-Based Curriculum and Telecommunications." Thesis, University of North Texas, 2004. https://digital.library.unt.edu/ark:/67531/metadc4466/.

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Researchers have noted that by providing formal and informal social skills training (SST), the school can become a potential optimal setting that fosters the development of social competence in students with behavioral problems. Indeed, learning to get along with people is one of the most important skills that we can teach students. In order to maximize its effectiveness, SST must be motivating and personally relevant enough for students to want to use the skills. In addition, it must provide opportunities for learned skills to be practiced under varying conditions and in as close to natural s

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14

Ostmeyer-Kountzman, Katrina Francine. "Development and Testing of a Primary Tier Social Skills Program: Effects for Children with Exceptionalities." Diss., Virginia Tech, 2014. http://hdl.handle.net/10919/64287.

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School-wide positive behavior support (SWPBS), a tiered prevention model targeted at making educational environments safe and effective, is swiftly gaining popularity in the United States (Brandt, Chitiyo, May, 2012). This model aims to teach prosocial behavior through positively stated rules and expectations; however, there is little research examining social skills instruction using a tiered model (Schoenfield, Rutherford, Gable, Rock, 2008). This is of considerable concern for children with autism spectrum (ASD) and related social disorders as educators attempt to address the social needs

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15

Alcover, Van de Walle Carlota. "Study of social behavior through mixed methodology in the context of a social-skills program for children and adolescents with autism spectrum disorder in a community setting." Doctoral thesis, Universitat Ramon Llull, 2021. http://hdl.handle.net/10803/672168.

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Al llarg de l'última dècada s'han realitzat s'han realitzat nombrosos estudis per avaluar l'eficàcia dels grups d'intervenció en habilitats socials per a persones amb trastorn de l'espectre autista (TEA). Segueix existint molta controvèrsia sobre quins factors beneficien a determinats pacients i quina metodologia es fa servir per a detectar-los, específicament en els contextos comunitaris. Els objectius d'aquesta tesi van ser: valorar l'efecte de l'adaptació d'un programa d'habilitats socials per a infants i adolescents amb TEA en un context hospitalari, analitzant l'efectivitat de el programa

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16

Weatherill, Robin Pierce. "Does the mother-child relationship moderate the effects of domestic violence on preschool behavior problems and social competence?" online access from Digital Dissertation Consortium access full-text, 2007. http://libweb.cityu.edu.hk/cgi-bin/er/db/ddcdiss.pl?3282221.

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17

Gilles, Allyson A. "Treatment of Sleep Disturbances in Children with Autistic Disorder: Utilization of Behavioral Intervention, Social Story, and Picture Activity Schedule." Fogler Library, University of Maine, 2008. http://www.library.umaine.edu/theses/pdf/GillesAA2008.pdf.

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18

Perry, Robert Theodore. "The efficacy of attribution theory for prediciting [sic] MSW's orientations towards treating children with attention deficit disorders." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/2027.

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An overview of Attention Deficit Disorders is given along with a description of attribution theory and issues facing MSWs in CPS type settings. A questionnaire was administered to Masters of Social Workers (MSWs) employed by the Department of Children's Services, San Bernardino, California to test the hypothesis that Master of Social Work (MSW) workers attitudes towards children with Attention Deficit Disorders (ADD/ADHD) are affected by the perceived cause of the disorders.

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19

Boulie, Elizabeth M. "The Impact of Friendships and Mutual Antipathies on Children's Social Behavior and Social Cognition." TopSCHOLAR®, 2009. http://digitalcommons.wku.edu/theses/89/.

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20

Granadosin, Adrienne Felice D. "Frequency-based training in the acquisition and retention of reading skills in students with emotional and behavioral disorders." Scholarly Commons, 2007. https://scholarlycommons.pacific.edu/uop_etds/655.

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The behavioral and educational literature illustrate the effectiveness of frequency-based training, a procedure derived from Precision Teaching, in improving the reading skills of students with learning and developmental disabilities. The purpose of this study was to explore the effects of frequency-based training versus accuracy training in the acquisition and retention of Dolch words (sight word vocabulary) in students with emotional/ behavioral disorders. The study accounted for practice effects by yoking the number of timings run in the frequency building condition with the accuracy-only c

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21

James, Jennifer Anne. "Mentoring : secondary intervention for students at risk for emotional and behavioral disorders within a positive behavior support model /." BYU ScholarsArchive, 2008. https://scholarsarchive.byu.edu/etd/1493.

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Mentoring is an intervention growing in popularity with a weak research foundation. This study combines mentoring and social skill training within a positive behavior support framework. Targeting a fourth-grade, Latino student at risk for emotional and behavioral disorders, this single-subject study looks at his ability to master a specific social skill. The mentor served to reinforce social skill learning through practicing, role-playing, and goal setting. The student was chosen using the Systematic Screening for Behavior Disorders and the social skill was created using the School Social Beha

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22

Cho, Anna Robles-Goodwin Patsy Jane. "The relationship between maternal stress and mothers' perceptions of their preschool children's social behaviors a cross-cultural study of immigrant Korean mothers in the United States and Korean mothers in Korea /." [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-3987.

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23

Nicolosi, Cheryl Ann. "The effects of music on communication and behavior in children with autism." CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/3107.

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The research demonstrates that music therapy is an effective tool in the area of communication and behavior with children with autism and children with other learning disabilities. The hypothesis of this thesis predicted that music would enhance communication and decrease inappropriate behaviors. Qualitative data were gathered from interviews with music therapists and observations of students diagnosed with autism and other disabilities including attention deficit disorder, cerebral palsy, Down's syndrome, and other levels of mental retardation. Results supported the hypothesis and also suppor

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24

Quan, Patricia F. "A component analysis of behavioral skills training (BST) procedures in parent training." Scholarly Commons, 2015. https://scholarlycommons.pacific.edu/uop_etds/868.

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Collectively known as Behavioral Skills Training (BST), instruction, modeling, rehearsal, and feedback procedures are often used in parent training programs. A nonconcurrent multiple baseline, single-subject component analysis of BST procedures was conducted with 12 parents of children aged 2-4 years in their homes. Written instructions, video modeling, and rehearsal-feedback training conditions were counterbalanced and randomly assigned to each parent. The frequency and quality of parent praise were measured during structured free-play and cleanup observations. BST 6 procedures produced compa

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25

Salvo, Caroline Guisantes de. "Praticas educativas parentais e comportamentos de proteção e risco à sáude em adolescentes." Universidade de São Paulo, 2010. http://www.teses.usp.br/teses/disponiveis/47/47133/tde-30032010-141310/.

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As práticas educativas parentais são consideradas determinantes primários no desenvolvimento de comportamentos socialmente competentes, problemas de comportamento e comportamentos relacionados à saúde na infância. Na adolescência, a influência parental sobre esses comportamentos tem literatura divergente, visto que diversos autores acreditam que a influência parental continua central, enquanto outros defendem a idéia de que a principal determinação vem do grupo de pares. Diante desse contexto, o objetivo geral dessa pesquisa foi o de relacionar as práticas educativas maternas e paternas aos co

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26

Cho, Anna. "The relationship between maternal stress and mothers' perceptions of their preschool children's social behaviors: A cross-cultural study of immigrant Korean mothers in the United States and Korean mothers in Korea." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc3987/.

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The purpose of the study was to investigate the impact of maternal stress as it relates to the mothers' perceived social behaviors of their preschool children in both immigrant Korean families in the US and Korean families in Korea. The subjects included 49 immigrant Korean mothers in the US and 52 Korean mothers in Seoul, Korea. This study is relevant to current research because of the dramatically increasing Korean immigrants in the US and needed information concerning unique cultural and psychosocial needs of Korean-Americans. All mothers completed the Demographic Survey, Parenting Stress I

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27

Van, der Merwe Lize. "A psycho-educational programme for educators for the management of aggression in a secondary ESBD (emotional, social and behaviour disorders) school in the United Kingdom." Thesis, 2013. http://hdl.handle.net/10210/8371.

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Ph.D. (Education)<br>Education in the United Kingdom is divided into three stages which are: primary, secondary, further and higher education. Learners’ compulsory education lasts for 11 years. Legal schooling ages are starting from five years to 16 years. Within that period learners must obtain full-time education that is suitable to their age, ability, capacity and their special educational needs (SEN). If a learner does not attend a school, the local education authority (LEA) must be satisfied that other appropriate provision is available for them. Transferring age from primary to secondary

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28

Mathye, Lethabo Violet. "Guidelines for parents, teachers and professionals in the handling of rebellious children." Diss., 2000. http://hdl.handle.net/10500/18170.

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Rebelliousness is the act of defying lawful authority or a resistant way of relating to authority. It is seen by many as a normal way of development. The development of rebellious behavior actually starts in childhood and progresses through to adulthood. The study focuses on the manner in which the family and school handle the rebellious child and the negative effects that these have on the child's development. These problems may manifest in truancy, delinquency, negativism, runaway, antisocial behavior, alcohol and substance abuse and gang involvement. The results of the stu

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