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1
Silva, Kathryn Joanne Morin. "Cognitive behavioral intervention for children with disruptive behavior disorders in residential treatment." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1698.
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Increasing numbers of children being referred for mental health services are exhibiting problematic behaviors that can be subsumed under the category of Disruptive Behavior Disorders. This study with its foundations in a post-positivist approach was designed to explore treatment effectiveness of cognitive behavioral intervention applied to adolescents at Oak Grove Institute, a residential treatment facility. This study hypothesized that Wexler's PRISM Model, with its integration of affect, would be instrumental in modifying disruptive behavior as measured at Oak Grove Institute. Although the small sample size precluded statistically significant findings, there were interesting results with respect to two dependant variables. Findings approached significance on measures of impulsivity and verbal aggression. That is, impulsivity and verbal aggression scores were lowered.
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Baker, Pamela 1962. "The Use of Self-Management Strategies in the Treatment of Children with Emotional and Behavioral Disorders." Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc278089/.
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The purpose of this study was to investigate the effects of self-management strategies as a means of reducing off-task and disruptive behaviors of elementary school children identified as emotionally disturbed or behavior disordered (E/BD). This study provided a practical approach for classroom teachers to implement self-management strategies in classes that include children identified as having E/BD.
Five elementary school children who were formally evaluated and enrolled in a special education classroom for students with E/BD were selected to participate in the study. The study also examined the effects of the self-management procedures when targeted behaviors were monitored by peers. Four resource students from the regular education class served as peer monitors.
An ABAB reversal design was used to assess the effectiveness of the self-management strategy in the special education classroom. A behavior rating scale was used at the beginning of the study to develop a baseline of student behavior and during the final phase of the intervention to measure progress.
The data indicated that the self-management strategies decreased the levels off-task and disruptive behaviors for all participating students. The findings of this study substantiates previous research that suggests self-management techniques help student to manage their own behaviors.
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Wolf, Roxanne Smith Richard G. "Multiple-respondent anecdotal assessments for behavior disorders an analysis of interrater agreement and correspondence with treatment outcomes /." [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-3596.
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Hainesworth, Michelle C. "The effectiveness of residential facilities for the treatment of disruptive behavior disorders." Morgantown, W. Va. : [West Virginia University Libraries], 2001. http://etd.wvu.edu/templates/showETD.cfm?recnum=1841.
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Thesis (Ph. D.)--West Virginia University, 2001.Title from document title page. Document formatted into pages; contains v, 131 p. Vita. Includes abstract. Includes bibliographical references (p. 102-118).
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Steinbach, Lisa. "Parent and teacher treatment integrity and conjoint behavioral consultation." Thesis, McGill University, 2000. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=31141.
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This present study examined parent and teacher treatment integrity during conjoint behavioral consultation (CBC) in the remediation of behavioral problems in children at home and at school. A primary purpose of the study examined the relationship between treatment integrity and treatment outcome. A second purpose was to investigate the association between the integrity with which interventions were implemented and treatment acceptability. More specifically, the relationships between parent and teacher treatment integrity and (a) time to effectiveness; and (b) intervention difficulty were examined. An A/B design was used and participants included 12 children, their parents, and their teachers. Results indicate that parent and teacher treatment integrity was moderately related to the effectiveness of interventions. Results also indicate that treatment integrity and parent and teacher perceptions of treatment acceptability were minimally related. However, strong relationships were found between treatment integrity and parent and teacher perceptions of time to effectiveness and a moderate relationship was found with treatment integrity and parent ratings of program difficulty. Moreover, the directions of the treatment integrity relationships with treatment acceptability and intervention difficulty factors were in the direction hypothesized with the exception of teacher perceptions of treatment acceptability. The theoretical and practical implications of these findings, limitations of this study, and future research directions are discussed.
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Fredericks, Irina. "An Evaluation of Functional Impairment among Children with Anxiety Disorders." FIU Digital Commons, 2011. http://digitalcommons.fiu.edu/etd/479.
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Despite a considerable progress in developing and testing psychosocial treatments to reduce youth anxiety disorders, much remains to learn about the relation between anxiety symptom reduction and change in youth functional impairment. The specific aims of this dissertation thus were to examine: (1) the relation between different levels of anxiety and youth functional impairment ratings; (2) incremental validity of the Children Global Assessment Scale (CGAS); (3) the mediating role of anxiety symptom reduction on youth functional impairment ratings; (4) the directionality of change between anxiety symptom reduction and youth functional impairment; (5) the moderating effects of youth age, sex, and ethnicity on the mediated relation between youth anxiety symptom reduction and change in functional impairment; and (6) an agreement (or lack thereof) between youths and their parents in their views of change in youth functional impairment vis-à-vis anxiety symptom reduction.
The results were analyzed using archival data set acquired from 183 youths and their mothers. Research questions were tested using SPSS and structural equation modeling techniques in Mplus.
The results supported the efficacy of psychosocial treatments to reduce the severity of youth anxiety symptoms and its associated functional impairment. Moreover, the results revealed that at posttreatment, youths who scored either low or medium on anxiety levels scored significantly lower on impairment, than youths who scored high on anxiety levels. Incremental validity of the CGAS was also revealed across all assessment points and informants in my sample. In addition, the results indicated the mediating role of anxiety symptom reduction with respect to change in youth functional impairment at posttest, regardless of the youth’s age, sex, and ethnicity. No significant findings were observed with regard to the bidirectionality and an informant disagreement vis-à-vis the relation between anxiety symptom reduction and change in functional impairment.
The study’s main contributions and potential implications on theoretical, empirical, and clinical levels are further discussed. The emphasis is on the need to enhance existing evidence-based treatments and develop innovative treatment models that will not only reduce youth’s symptoms (such anxiety) but also evoke genuine and palpable improvements in lives of youths and their families.
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Magee, Sandy K. (Sandy Kay). "Extinction Effects During Assessment and Treatment of Behavior Disorders in Applied Settings." Thesis, University of North Texas, 1998. https://digital.library.unt.edu/ark:/67531/metadc279085/.
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The main and side effects of extinction were evaluated in a multiple baseline design across the problem behaviors of two elementary school boys. For each subject, functional analysis procedures resulted in the occurrence and assessment of only one of several problem behaviors reported by teachers. Extinction treatment based on functional analysis outcomes was then applied to the assessed topography and resulted in the emergence of other inappropriate response forms. Each successive behavior was exposed to extinction and changes in previous and subsequent response forms were observed. Both main effects and indirect effects of extinction were examined. Findings are discussed regarding the covariation of responses and implications for the treatment of behavior disorders in applied settings.
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Chung, Ng Lai-kuen Hannah. "Training chinese parents as agents of behavioural change for their children: an exploration evaluation study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1985. http://hub.hku.hk/bib/B29648154.
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Choi, Hye-sung. "The effects of functional assessment and treatment on problem behaviors of one student with autism /." Digital version accessible at:, 2000. http://wwwlib.umi.com/cr/utexas/main.
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Durrant, Sarah L. "Characteristics of Children With Behavior Disorders Who Drop Out of Therapy." Thesis, University of North Texas, 1999. https://digital.library.unt.edu/ark:/67531/metadc278887/.
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The purpose of this study was to examine the characteristics that distinguish children with behavior disorders who drop out of psychotherapy treatment from those who remain in treatment. The sample included 379 children (268 male and 111 female) who were diagnosed with a behavior disorder at Dallas County Mental Health/Mental Retardation (MH/MR), a community mental health clinic in Dallas, Texas. The results indicated that certain characteristics increased the likelihood that a child would drop out
of therapy, including reliance on aid, the presence of maternal psychopathology, and more severe externalizing and internalizing behaviors. This study also found that younger children with behavior disorders had a greater probability of dropping out of treatment. Minority status, gender, parent marital status, and referral source were not found to be associated with dropping out of treatment. Future studies should focus on specific interventions that clinicians could employ to deter premature termination from treatment.
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Wayland, Leigh Ann Louise. "Treatment of children with problem behaviors : the efficacy of conjoint behavioral consultation versus videotape therapy and the impact on parent-teacher collaboration." Thesis, McGill University, 2001. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=38096.
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The purpose of the present study was to compare the effectiveness of three indirect models of service delivery in treating children with externalizing and internalizing behavior problems: the highly individualized behavioral consultation model (CBC); minimal consultation with videotape therapy (GVT); and self-administered videotape therapy only (VT). This study also sought to ascertain whether parent and teacher consultation increases parental involvement in their children's education. Specifically, the relationship between perceived self-efficacy and mothers' involvement in their children's education was examined. Thirty-five preschool and elementary school children, their mothers, and teachers were assigned to one of the three treatment conditions. An A-B repeated measures group research design was used to analyze the effectiveness of consultation. Outcome variables included mothers' and teachers' direct observation of target behavior, their ratings of social skills, internalizing, externalizing, and general problem behaviors, and an observational measure of child deviance behaviors and parenting skills. Results indicated that children's target behaviors improved from baseline to treatment in all three treatment conditions. Overall, children's social skills increased and behavior problems decreased over the course of treatment. Pretreatment and posttreatment self-efficacy was assessed via rating scales. Although results suggest that parent and teacher self-efficacy did not change as a result of treatment, self-efficacy ratings were associated with more hours of mother involvement in educational activities per week. These results are discussed in light of their practical and theoretical implications.
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Gearity, Anne Redmond. "An exploratory study using self-regulation of arousal and mutual regulation as a paradigm for child treatment and staff training." Click here for text online. The Institute of Clinical Social Work Dissertations website, 2003. http://www.icsw.edu/_dissertations/gearity_2003.pdf.
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Dissertation (Ph.D.) -- The Institute for Clinical Social Work, 2003.A dissertation submitted to the faculty of the Institute of Clinical Social Work in partial fulfillment for the degree of Doctor of Philosophy.
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Wolf, Roxanne. "Multiple-respondent anecdotal assessments for behavior disorders; An analysis of interrater agreement and correspondence with treatment outcomes." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc3596/.
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The current study was designed to further evaluate the usefulness of anecdotal assessments. The goal of this study was to evaluate the overall agreement between multiple respondents on the primary function of aberrant behavior using the Motivation Assessment Scale (MAS) and the Functional Analysis Screening Tool (FAST) and, if agreement was obtained, to assess the effectiveness of treatment based on the outcome of the assessments. Results showed that anecdotal assessments were able to identify the general type of contingency maintaining two participants' problem behavior. However, for one participant the assessments did not correctly identify the specific form of reinforcement (attention or tangible items) that maintained the aberrant behavior.
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Watt, Bruce David Psychology Faculty of Science UNSW. "Enhancing treatment participation among families of conduct problem children referred to mental health services." Awarded by:University of New South Wales. Psychology, 2007. http://handle.unsw.edu.au/1959.4/29464.
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Children with antisocial, aggressive and disruptive behaviours pose considerable concern to families, educators and the wider community. A major barrier to implementing effective interventions is treatment non-attendance and attrition. The dissertation examines treatment participation among children with conduct problems, and their families, referred to child and youth mental health services. First, a model of treatment engagement was proposed that included Structural strategies (clinic service operations, such as service accessibility) and Therapy Process strategies (aspects of the interaction between the clinician and the family of the referred child). Consistent with the model of engagement, parent-report and clinician-report measures were developed and evaluated in the local Queensland Child and Adolescent Mental Health Services. The next study explored and manipulated Structural aspects in a randomised control trial evaluating the impact of telephone reminder calls. Families of children with conduct problems, in comparison to children without conduct problems, were more likely to miss appointments and to drop out of treatment. The low rate of treatment attendance for conduct problem children was diminished among those assigned to the telephone reminder condition. In the final study, the impact of a clinician training program covering the proposed engagement model was evaluated. Utilising a multiple-staggered baseline design, the training impact on clinician behaviour (n = 30) and client outcomes (n = 221) was evaluated across three mental health services. The training program was associated with a significant increase in clinicians' appraisal and use of the engagement strategies based on clinician report and chart audit measures, but not on the parent report measure. In comparison to clients referred during a baseline period, clients referred after the clinician training program had significantly higher rates of treatment attendance and lower attrition. Greater improvement in mental health functioning was found for clients referred after the training intervention on the clinician rated measure, but not for the parent report of child psychopathology. The study was limited by the use of previously un-validated engagement measures, lack of follow-up for outcome measures, and non-random allocation to conditions. The staggering of interventions across clinics and the comparability of client groups, however, minimised potential confounding explanations. Overall the results show that targeting Structural and Therapy Process aspects can enhance engagement, reduce drop-out, and improve selected outcomes in the treatment of child conduct problems.
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Marin, Carla E. "Parental Involvement and Group Cognitive Behavioral Treatment for Anxiety Disorders in Children and Adolescents: Treatment Specificity and Mediation Effects." FIU Digital Commons, 2010. http://digitalcommons.fiu.edu/etd/256.
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Phobic and anxiety disorders are one of the most common, if not the most common and debilitating psychopathological conditions found among children and adolescents. As a result, a treatment research literature has accumulated showing the efficacy of cognitive behavioral treatment (CBT) for reducing anxiety disorders in youth. This dissertation study compared a CBT with parent and child (i.e., PCBT) and child group CBT (i.e., GCBT). These two treatment approaches were compared due to the recognition that a child’s context has an effect on the development, course, and outcome of childhood psychopathology and functional status. The specific aims of this dissertation were to examine treatment specificity and mediation effects of parent and peer contextual variables. The sample consisted of 183 youth and their mothers. Research questions were analyzed using analysis of variance for treatment outcome, and structural equation modeling, accounting for clustering effects, for treatment specificity and mediation effects. Results indicated that both PCBT and GCBT produced positive treatment outcomes across all indices of change (i.e., clinically significant improvement, anxiety symptom reduction) and across all informants (i.e., youths and parents) with no significant differences between treatment conditions. Results also showed partial treatment specific effects of positive peer relationships in GCBT. PCBT also showed partial treatment specific effects of parental psychological control. Mediation effects were only observed in GCBT; positive peer interactions mediated treatment response. The results support the use CBT with parents and peers for treating childhood anxiety. The findings’ implications are further discussed in terms of the need to conduct further meditational treatment outcome designs in order to continue to advance theory and research in child and anxiety treatment.
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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 situations as possible in order to enhance the transfer of training. The purpose of the study was to investigate the social competence of students aged from six to twelve, diagnosed with emotional/behavioral disorders (E/BD) in a public self-contained school setting, and to increase the students' social competence by using a literature-based method that employs multiage grouping, impersonation, and telecommunications. By providing intensive, literature-based training in a multiage classroom, the SST gave students opportunities to practice skills in a natural, real-life environment and, therefore, increased the likelihood of generalizing these skills in other settings. The employment of impersonation and telecommunications also enhanced students' acquisition of social skills and their interests to learn.
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Dahman, Deanne R. "Locus of control among conduct disorder and oppositional defiant students enrolled in an outpatient day treatment program." Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999dahmand.pdf.
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Hudson, Taryn M. "The effects of differing levels of treatment integrity on students' academic engaged time." Diss., UC access only, 2009. http://proquest.umi.com/pqdweb?did=1904964621&sid=1&Fmt=7&clientId=48051&RQT=309&VName=PQD.
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Thesis (Ph. D.)--University of California, Riverside, 2009.Includes abstract. Includes bibliographical references (leaves 58-65). Issued in print and online. Available via ProQuest Digital Dissertations.
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Lee, Nicole Lynn. "Evaluating a Day Treatment Program for Children with Serious Emotional Disorders." VCU Scholars Compass, 2004. http://scholarscompass.vcu.edu/etd/955.
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The current study used a longitudinal design to evaluate a day treatment program for children with serious emotional disorder located in Richmond, Virginia (N = 101). Child and Adolescent Functional Assessment Scale (Hodges, 1984, 1999) results were analyzed from children who had attended the program for at least six months. Repeated Measures Analysis of Variance tests indicated that children attending YDT for nine months improved their overall functioning F(2, 217) = 26.23, p = .01 as well as their functioning at school F(3,279)= 10.822, p =.01, home F(3, 244) = 6.120, p = .01, and in the community F(3, 238) = 4.158, p =.01. In addition, children improved their thinking F(2, 232) = 5.595, p = .01, behavior toward others F(3, 279)= 24.230, p = .01 and decreased the amount of self-harm F(1, 121) = 7.546, p =.01. Children began YDT with an average total CAFAS score of score of 85.90; however, after nine months of treatment, children dropped 20.40 points to an average CAFAS score of 65.50 points. Results indicate that even the most functionally impaired children in the sample demonstrated some level of improvement. Implications for social work micro and macro practice are included.
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Hung, Mei-ling Apple. "The factors affecting treatment-seeking behaviors of dysphonic teachers." Click to view the E-thesis via HKU Scholars Hub, 2007. http://lookup.lib.hku.hk/lookup/bib/B42004962.
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Thesis (B.Sc)--University of Hong Kong, 2007."A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, June 30, 2007." Includes bibliographical references (p. 29-30). Also available in print.
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Mudau, Mpheletshedzeni Joyce. "Strategies and attitudes of teachers towards learners with behaviour problems in rural areas of the Limpopo Privince, South Africa." Thesis, Stellenbosch : Stellenbosch University, 2002. http://hdl.handle.net/10019.1/53065.
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Thesis (MEd)--Stellenbosch University, 2002.ENGLISH ABSTRACT: This .study is .almed at exploring teacher attitudes towards learners presenting with behavior problems and the subsequent strategies they use to manage such problems. Teachers under consideration are from the Limpopo Province, South Africa. In order to better understand the impact of such attitudes and strategies, theoretical underpinnings from the literature as well as the effect of training are also considered. Data gathered from this study was analysed by means of SPSS using descriptive statistics. High levels of behavioural problems appear to be present in the respondents' classrooms, with most teachers attempting to deal with these issues in a contextual manner. Furthermore, those respondents who have received training would appear to be doing so more than those teachers who have not received training. Results of this study also highlight areas on which future research could focus. These include teacher emotions and the effect training has on these emotions.
AFRIKAANSE OPSOMMING: Hierdie studie het ten doelom onderwysers se houdings te ondersoek teenoor leerders met gedragsprobleme en die strategieë wat hulle gebruik om sulke probleme te hanteer. Die onderwysers is woonagtig in die Limpopo Provinsie, Suid Afrika. Deur gebruik te maak van beskrywende statistiek, is die data wat ingesamel is deur middel van die SPSSprogram verwerk. Dit blyk dat die voorkoms van gedragsprobleme hoog is en dat onderwysers dit op uiteenlopende maniere binne konteks hanteer. Die studie het verder getoon dat die respondente wat opleiding ontvang het die probleme meer effektief hanteer as daardie respondente wat nie opleiding ontvang het nie. Die studie beklemtoon die belang van die houdings van onderwysers in die hantering van gedragsprobleme in die klaskamer en maak ook aanbevelings vir verdere navorsing in hierdie verband.
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Priddis, Lynn E. "The effects of participation in a socio-psychoeducational resource centre programme on the school behaviour of primary school boys with behavioural and emotional problems." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1992. https://ro.ecu.edu.au/theses/1134.
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This study examined the relationship between child and family factors, treatment approaches, and behavioural outcomes in a socio-psychoeducational resource centre for children with behavioural and emotional problems. Twenty four boys aged between five and twelve years on entrance to the centre were rated on “A Children's Behaviour Questionnaire for Completion by Teachers - Child Scale B” (Rutter, 1967). Data was also collected on the following variables: reading achievement, intelligence, problem severity, problem type, family disturbance, family involvement, and child living situation. On the basis of the type of problem the boys presented with they were selected for an additional therapy programme. Baseline data was collected from the referring school, on entrance to the programme, at six, monthly intervals whilst enrolled in the centre, on exit from the programme, and at follow-up three to four years after exit from the programme. Descriptive statistics or the child and family variables at entrance, exit, and follow-up are reported. Data on the main outcome variable was analysed using repeated measures ANOVA and multiple regression analyses. Results show that the S.P.E.R. Centre had behavioural improvement similar to other published studies. The older, more intelligent boys, and those selected for regular individual therapy sessions, tended to fare best.
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Cornwell, Sonya L. "Pediatric Feeding Disorders: A Controlled Comparison of Multidisciplinary Inpatient and Outpatient Treatment of Gastrostomy Tube Dependent Children." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc33140/.
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The efficacy of multidisciplinary inpatient and outpatient treatment for transitioning children with severe pediatric feeding disorders from gastrostomy tube dependency to oral nutrition was investigated utilizing caloric and fluid intakes as an outcome measure. The study involved 29 children ages 12 months to 5 years of age with gastrostomy tube dependency. Treatments were provided by speech therapists, occupational therapist, dietician and psychologist for a 30 day period. Four treatment groups were evaluated and average intakes compared at 4 observation periods including pretreatment, initiation of treatment, completion of treatment at 30 days and 4 month follow-up. Children receiving inpatient treatment for feeding disorders evidenced significant differences in oral caloric intake from pretreatment to discharge than outpatient treatment (p < .01) and wait list control group (p = .04). Oral caloric intake from discharge to 4 month follow up yielded no significant differences indicating treatment gains were maintained. Change in environment and caretaker showed a significant effect for the inpatient group (d = 1.89). Effects of treatment by age and weight at 4 month follow up were also analyzed.
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Santucci, Lauren C. "A randomized-controlled trial of a one-week summer treatment program for childhood separation anxiety disorder." Thesis, Boston University, 2012. https://hdl.handle.net/2144/32054.
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Thesis (Ph.D.)--Boston UniversityPLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
Separation anxiety disorder (SAD) is the most common and impairing childhood anxiety disorder. Left untreated, SAD is associated with heightened risk for the development of additional internalizing disorders as well as impairments in educational attainment and social functioning. Numerous clinical trials have demonstrated the efficacy of cognitive-behavior therapy (CBT) for the treatment of childhood anxiety disorders, including SAD. However, additional research is needed to enhance the compatibility (e.g., fit of the treatment to the patient population) and ultimate uptake of evidence-based interventions for anxious youth. The current research evaluates the feasibility and preliminary efficacy of an intensive, cognitive-behavioral intervention for school-aged girls with SAD provided within the novel context of a one-week camp-like setting. This alternative treatment format was predicated on evidence supporting the need for treatments that allow for creative and developmentally-sensitive applications of intervention components, incorporate a child's social context, target relevant parenting variables, and provide additional models for treatment delivery. Twenty-nine female children aged 7 to 12 with a principal or co-principal diagnosis of SAD were randomized to an immediate treatment (n = 15) or waitlist (i.e., delayed treatment; n = 14) condition during the course of this randomized-controlled trial. Measures were administered at pretreatment/ pre-waitlist, post-treatment/post-waitlist, and six weeks following treatment to assess changes in symptom reports, functional outcomes, and overall program satisfaction. Analyses of covariance were conducted to assess effects of treatment condition and repeated measures analyses of variance were conducted to evaluate change over the three data collection time points. Relative to waitlist, children in the immediate treatment group evidenced significant reductions in SAD severity by clinician report on a diagnostic interview measure. Moreover, treatment gains strengthened over time. Contrary to hypotheses, children receiving the intervention did not display significantly greater improvements relative to waitlist on parent-rated fear and avoidance scores or on parent or child self-report measures. Potential explanations for non-significant findings are discussed. Overall, the intervention's positive therapeutic response on SAD diagnostic status and severity suggests one possible delivery model for surmounting difficulties faced in the dissemination of standard, weekly treatments for this condition.
2031-01-02
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Kroytor, Anya. "Does behavioral treatment for children with social anxiety disorder change vocal characteristics?" Honors in the Major Thesis, University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/573.
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Children with Social Anxiety Disorder (SAD) characterized by persistent shyness and anxiety in social or performance situation, exhibit social skills deficits. These deficits include difficulty initiating conversations, maintaining eye contact, and taking turns when speaking, which in turn leads to impairments in their daily interactions and development of peer relationships (Greco, 2005; Miers, 2010). Although there are many subjective assessments for treatment outcomes for children with SAD, in order to become more thorough and effective when assessing treatment outcomes, more objective measures of actual behaviors are needed. This study uses digital vocal analysis to examine vocal parameters associated with anxiety such as pitch and volume in children with SAD pre and post treatment. Measuring vocal parameters during role-play behavioral assessment tasks allowed us to examine whether the software was capable of detecting differences in vocal characteristics that are consistent with the clinical presentation of the disorder. Children with SAD showed differences in vocal characteristics pre to post treatment, in regards to pitch, pitch variability, volume, and volume variability. There were significant changes in volume pre to post treatment, however the changes in pitch, pitch variability, and volume variability were not significant. These results suggest that post SET-C treatment, certain vocal characteristics, (one of the social skills deficits exhibited by children with SAD) improved. Implications of the findings are discussed.B.S.
Bachelors
Sciences
Psychology
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Finn, Cindy A. "Remediating behavior problems of young children : the impact of parent treatment acceptability and the efficacy of conjoint behavioral consultation and videotape therapy." Thesis, McGill University, 2000. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=36768.
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The present study was an exploratory investigation of the efficacy and acceptability of a parent-teacher mediated intervention program for young boys demonstrating externalizing behavior problems. A primary purpose of the study was to compare the efficacy of three indirect models of service delivery: a highly individualized behavioral consultation model (BC); group videotape therapy with minimal consultation (GVT); and a self-administered videotape therapy (VT) program. A second purpose was to investigate the acceptability and satisfaction with these programs as evaluated by parents. More specifically, the relationships between treatment acceptability and outcome as well as factors influencing parent treatment acceptability were examined. Thirty preschool and elementary school children, their parents, and teachers were assigned to one of three intervention conditions (BC, VT, and GVT). A total of 37 parents (29 mothers, 7 fathers, 1 grandmother) participated in the delivery of intervention services over an 8 to 10 week period. An A-B research design was used to analyze the effectiveness of consultation. Outcome variables included parent and teacher ratings of social skills and problem behaviors as well as direct observations. Results indicated that children's target behaviors improved from baseline to treatment in all three intervention conditions. Pretest and posttest parent treatment acceptability was assessed via rating scales, and at the end of the program parents also completed a satisfaction questionnaire. During the intervention phase, a brief semi-structured interview was used to assess parental perceptions of acceptability. High acceptability and satisfaction ratings were reported by parents in all three intervention conditions. There was partial support indicating a relationship between treatment effectiveness and acceptability but there was little evidence of an association between parental perceptions of problem-solving skill, parenting competence, an
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Barrett, Vicki R. "Suburban and rural elementary teachers' knowledge of the role of Ritalin in the treatment of elementary students with Attention Deficit Hyperactivity Disorder." Huntington, WV : [Marshall University Libraries], 2002. http://www.marshall.edu/etd/descript.asp?ref=94.
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Ferguson, Christopher J. "The moderating role of externalizing behavior problems as a predictor of treatment outcome for children with phobic disorders." FIU Digital Commons, 1996. http://digitalcommons.fiu.edu/etd/3293.
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This study examined the role of impulsive and oppositional behaviors in the treatment of phobic disorders. Children and adolescents with phobic disorders were randomly assigned to one of three treatment conditions: 1) Self- Control, which focused on training the child in the use of appropriate cognitive strategies to facilitate child exposure toward feared stimuli; 2) Contingency Management, which focused on training the parent in the use of appropriate contingencies to facilitate child exposure toward feared stimuli and 3) Education/Support, a control condition. Children were assessed for externalizing behavior problems using the CBCL externalizing sub-scale. It was hypothesized that children who were rated as having high externalizing behavior problems will show less treatment success for anxiety, particularly within the self-control treatment condition, than children without high externalizing behavior problems. Significant moderating effects on treatment effectiveness were found for high externalizing behaviors with respect to severity of clinical diagnosis, as well as on child-report measures. Furthermore, an examination of means indicated that children with high externalizing behavior problems showed less improvement in treatment across all treatment conditions.
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Cornwell, Sonya. "Pediatric feeding disorders: Efficacy of multidisciplinary inpatient treatment of gastrostomy tube dependent children." Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc9113/.
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Efficacy of multidisciplinary inpatient treatment of feeding disordered children was sought through retrospective chart review of 40 G-tube dependent children ages 22 months to 7 years. Premature births were 55% of the sample ranging from 23 to 36 weeks gestation. The majority of co-occurring medical conditions included congenital anomalies (50%), gastroesophageal reflux disease (25%) and chronic lung disease (25%). Treatment effect analyzed from pre and post treatment measures of oral and G-tube caloric intakes resulted in a significant difference from admission to discharge for both oral intake, t (39) = 5.76, p < 0.001, d = 1.02, and G-tube dependency, t(39) = 10.94, p < 0.001, d = 2.03 with both showing strong treatment effects. Results indicated a highly reliable and valid method of treating severe pediatric feeding disorders.
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Williams, Sandra. "Mediational Effects in Cognitive Behavioral Treatment for Anxiety Disorders in Children and Adolescents." FIU Digital Commons, 2010. http://digitalcommons.fiu.edu/etd/323.
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The current study examined whether variables that have been found to influence treatment outcome serve as mediators of a child and adolescent cognitive behavioral treatment (CBT) anxiety program at multiple time points throughout the intervention. The study also examined mediating variables measured at multiple time points during treatment to determine the time lags necessary for changes in the mediator variable to translate into changes on treatment gains. Participants were 168 youth (ages 6 to 16 years; 54% males) and their mothers who presented to the Child Anxiety and Phobia Program (CAPP) at Florida International University (FIU). Overall, results indicate that the mediators at multiple time points influenced youth anxiety in a fluctuating manner, such that a decrease in skills at one given session caused changes in youth anxiety at a later session. This dynamic between the mediator and outcome may be reflective of the process of therapeutic change and suggests that skills gained from session to session took time to exert their effect on youth anxiety. The methodology employed helps to elucidate how variables mediate treatment outcome in youth anxiety disorders.
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Meany-Walen, Kristin K. "Adlerian Play Therapy: Effectiveness on Disruptive Behaviors of Early Elementary-Aged Children." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc30494/.
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Approximately 20% of children experience serious mental health problems severe enough to meet diagnosis criteria, and less than one third of these children receive the services they need. Identifying effective school-based counseling interventions provides a viable and accessible solution, especially for families with financial barriers. This randomized, controlled outcome study examined the effectiveness of Adlerian play therapy (AdPT) compared to reading mentoring (RM) with 58 kindergarten through third grade students who qualified with clinical levels of disruptive behavior in the classroom. Participants were identified as 48% Latino, 33% European American, and 19% African American. Approximately four-fifths of participants were male. Children were randomly assigned to AdPT (experimental group) or RM (active control group) for 16 sessions of treatment. Children in both groups participated in twice weekly, individual, 30-minute interventions that took place in their schools. Results from a two (group) by two (repeated measures) split plot ANOVA indicated that, compared to the RM group over time, the AdPT group demonstrated statistically significant improvement on (a) disruptive behaviors in the classroom, as directly observed by objective raters and as reported by teachers, and (b) stress in the teacher-child relationship, as reported by teachers. Teachers and observers were blinded to children's treatment group assignment. AdPT demonstrated moderate to large effect sizes on all measures, indicating the practical significance of treatment. Further, 72% of children receiving AdPT improved from clinical/borderline levels of disruptive behavior problems to more normative functioning post-intervention, demonstrating the clinical significance of results. Whereas further research is warranted, results from this preliminary study are promising and support the use of AdPT in elementary schools to meet the needs of children exhibiting disruptive classroom behavior.
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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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Sinai, Daniela. "Parenting practices and treatment acceptability of conjoint behavioral consultation and videotape therapy." Thesis, McGill University, 2001. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=33927.
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This study examined the effectiveness and acceptability of conjoint behavioral consultation (CBC) and videotape therapy (VT) in the remediation of behavior problems in children. Further, this investigation sought to examine changes in parental practices such as levels of involvement, limit setting, and autonomy granting, following participation in either CBC or VT. An A/B design was used and participants included six boys between the ages of three and nine, and their parents. Based on parental observations in the home, children in both conditions evidenced a reduction in their target behaviors from baseline to treatment (effect sizes = -0.10 to -3.27). Parental perceptions of treatment acceptability of both interventions were high at pretest ( M = 62.57, SD = 3.95) and at posttest (M = 63.37, SD = 5.09) for the entire sample. Overall, parents perceived themselves as involved in their children's lives, as well as able to set limits for them and promote their autonomy. The theoretical and practical implications of these findings, limitations of the study, and future research directions are discussed.
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Dahan, Jessica. "Individual Child Cognitive Behavioral Treatment versus Child-Parent Cognitive Behavioral Treatments for Anxiety Disorders in Children and Adolescents: Comparative Outcomes." FIU Digital Commons, 2013. http://digitalcommons.fiu.edu/etd/963.
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Anxiety disorders; such as separation anxiety disorder, generalized anxiety disorder, social phobia and specific phobia, are widespread in children and adolescents. Cognitive behavioral therapy (CBT) has been shown to be effective in reducing excessive fears and anxieties in children and adolescents. Research has produced equivocal findings that involving parents in treatment of child anxiety enhances effects over individual CBT (ICBT). The present dissertation study examined whether parental involvement can enhance individual treatment effect if the parent conditions are streamlined by targeting specific parental variables. The first parent condition, Parent Reinforcement Skills Training (RFST), involved increasing mothers’ use of positive reinforcement and decreasing use of negative reinforcement. The second parent condition, Parent Relationship Skill Training (RLST), involved increasing maternal child acceptance and decreasing maternal control (or increasing autonomy granting). Results of the present dissertation findings support the use of all three treatment conditions (ICBT, RLST, RFST) for child anxiety; that is, significant reductions in anxiety were found in each of the three treatment conditions. No significant differences were found between treatment conditions with respect to diagnostic recovery rate, clinician rating, and parent rating of child anxiety. Significant differences between conditions were found on child self rating of anxiety, with some evidence to support the superiority of RLST and RFST to ICBT. These findings support the efficacy of individual, as well as parent involved CBT, and provide mixed evidence with respect to the superiority of parent involved CBT over ICBT. The conceptual, empirical, and clinical implications of the findings are discussed.
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Slider, Brandi. "The effect of an applied behavior analysis based treatment on the participation of a kindergarten student with autism spectrum disorder in a general education classroom." Morgantown, W. Va. : [West Virginia University Libraries], 2009. http://hdl.handle.net/10450/10301.
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Thesis (M.A.)--West Virginia University, 2009.Title from document title page. Document formatted into pages; contains iii, 35 p. : col. ill. Includes abstract. Includes bibliographical references (p. 30-32). WVU users: Also available in print for a fee.
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Bechor, Michele. "Identifying and Intervening on Neural Markers of Attention to Threat in Children with Anxiety Disorders." FIU Digital Commons, 2018. https://digitalcommons.fiu.edu/etd/3776.
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Objective: Attention Bias Modification Training (ABMT) for anxiety aims to train attention away from threatening stimuli and toward neutral stimuli. Although ABMT shows promising anxiety reduction effects in children and adolescents, no study has examined its influence on neural indicators of attention measured using event-related potentials (ERPs) in children or adolescents (i.e., youths). The present study examined the influence of ABMT on the P1, N170, P2 and P3 ERP components during completion of the emotional faces dot probe task in youths with anxiety disorders who failed to respond to cognitive behavioral therapy. Method: Thirty youths (M age = 11.97, SD = 2.89) with primary DSM-IV-TR anxiety disorders completed the dot probe task while undergoing electroencephalogram (EEG) to obtain ERPs before, immediately after, and eight weeks after eight sessions of either ABMT (n = 14) or a control task regimen (CT), (n = 16). Results: At post-treatment, statistically significant effects were found for P1 and P3 mean amplitudes: P1 was significantly higher during trials showing neutral-neutral (NN) face pairs in the ABMT arm than in the CT arm; P3 was significantly higher during trials showing NN face pairs than during trials showing neutral-threat (NT) face pairs in the ABMT arm, but not the CT arm. At eight-week follow-up, participants in both arms showed significantly higher (more negative) N170 responses for NN trials than for NT trials. Conclusions: Attention Bias Modification Treatment led to increases in neural processing of neutral stimuli in early and late stage attentional processing, as measured by the P1 and P3 components, respectively. These components during the dot probe task are promising neural markers of ABMT’s effects on attentional processing in youth with anxiety disorders.
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Cederlund, Rio. "Social anxiety disorder in children and adolescents : assessment, maintaining factors, and treatment." Doctoral thesis, Stockholms universitet, Psykologiska institutionen, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-93932.
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The present dissertation consists of three empirical studies on social anxiety disorder (SAD) in a sample of Swedish children and adolescents. Based on findings made in a large behavior treatment study, the thesis contributes to the field of research on childhood SAD by investigating a factor that maintains the disorder, ways to measure and screen for diagnosis, and the treatment of the disorder. Study I investigated whether giving an educational course to the parents of socially anxious children would lead to a better outcome of a behavior-treatment study consisting of individual and group treatment components such as exposure in-vivo and social skills training, compared to a condition where only children were treated and the parents received no educational course. Another purpose of Study I was to investigate what influence, if any, co-morbidity has on treatment outcome. The results showed that there was no significant difference between the two treatment groups on any of the primary or secondary outcome measures. Further, the comorbid disorders did not impair the SAD treatment but was rather associated with further improvement, and despite the sole focus on SAD, there was significant improvement in the comorbid disorders. Study II tested the psychometric properties of the Social Phobia and Anxiety Inventory for Children in a sample of children with SAD. The results indicated that the instrument is a both valid and reliable measure. Further, a three-factor solution represented the three areas of SAD commonly found in adult studies, i.e. fear of performance, observation, and interaction situations. Study III explored threat perception and interpretation bias by means of an ambiguous stories task. The results showed that children with SAD deviated significantly from a non-anxious control peer group with regard to their interpretations. Post treatment the threat perception bias was altered in a normal direction, and one year after treatment termination, the SAD sample ratings were comparable to those of the non-anxious children.At the time of the doctoral defense, the following paper was unpublished and had a status as follows: Paper 1: Manuscript.
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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 supported the research in the literature that music lowered the anxiety levels in all individuals, resulting in increased learning.
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Hathcote, Andrea Raye Dubre. "Programming for Students with Emotional/Behavioral Disorders: The Importance, Usage and Preparedness for Implementation of Evidence-Based Interventions Based on Practitioner Perceptions." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc30462/.
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Implementation of evidence-based practices in Texas schools was examined through a survey disseminated through 495 special education directors in 20 state educational service centers. The district-level directors were asked to forward the survey to all personnel providing direct or indirect services to students with EBD. Survey participants were asked to rate 27 evidence-based interventions for students with EBD in three categories on a 5-point Likert scale: (a) importance of the intervention; (b) frequency of use of the intervention; and (c) preparedness to implement the intervention. With a response rate of 32% and representation from all 20 educational service center areas, data were analyzed through simple frequency statistics to determine that most respondents were public school special educators who had been in their current position for 5 years or less. They identified a climate that supports successful teaching and learning and clear rules/expectations as very important. They reported using procedures for the use of physical restraint most frequently, and being most well-prepared to implement clear rules/expectations. A canonical correlation analysis revealed an inverse relationship between importance ratings of tertiary level interventions and frequency of use and preparedness to implement primary level interventions which implies that while practitioners rate tertiary level interventions as important, they are more likely to be well-prepared to implement primary level interventions and to do so with more frequency. Additionally, a review of literature is provided and results and analysis of the survey are discussed as well as recommendations for the future.
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Man, Lo Lai-ping Laurene. "Facilitating change in Chinese family systems an application of structural family therapy in the treatment of five Chinese family systems in Hong Kong with children with conduct disorders /." Click to view the E-thesis via HKUTO, 1988. http://sunzi.lib.hku.hk/hkuto/record/B31975562.
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Kehoe, William A. "Comparative effects of sertraline and methylphenidate on attention and behavior in children with attention deficit hyperactivity disorder." Scholarly Commons, 1996. https://scholarlycommons.pacific.edu/uop_etds/2294.
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The effects of sertraline and methylphenidate on attention and behavior in children with attention deficit hyperactivity disorder were compared. Thirty-two children were randomly assigned to treatment with methylphenidate 20 mg per day, sertraline 50 mg per day, or a waiting list control group. Baseline testing included the Wechsler Intelligence Scale for Children, Children's Depression Inventory, Conners Parent and Teacher Rating Scales (CPRS and CTRS), Gordon Diagnostic System (GDS), and the Test of Variables of Attention (TOV A). After at least 2 weeks of medication the CPRS, CTRS, GDS, and TOVA were repeated. Analyses ofthe data using repeated measures ANOVAs revealed no significant main effects of treatment group on any of the primary outcome variables. However, several significant interaction effects of treatment group and trial period were noted. Children given methylphenidate showed significant improvement on measures of both attention and impulsivity/hyperactivity. Children in the sertraline group improved significantly on subscale 3 ofthe CPRS which measures impulsivity/hyperactivity, and showed a trend toward improvement in attention. Children in the control group did not improve significantly on measures of attention or impulsivity/hyperactivity. Both medications were well tolerated. These results suggest that methylphenidate is a more effective medication for ADHD than sertraline. However, the trend toward improvement with sertraline suggests that further clinical trials are warranted.
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O'Keefe, Aimee Marie. "The effectiveness of play therapy in a school-based counseling program." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1686.
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This research project attempted to determine whether play therapy used to treat elementary and junior high school children in a School-Based Counseling program is effective. There is conflicting evidence in the literature as to the effectiveness of therapy with children, especially play therapy. This project used a qualitative design to evaluate play therapy used in a School-Base Counseling program (SBC). Randomly selected case files from the 1998-99 academic year were analyzed using questions considering demographic information for each child, the reason the child was referred to the program, the intervention used by the therapist, and the outcomes of therapy. The results of this project are inconclusive, but support the need for more research to be conducted in the area of play therapy.
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Sidol, Craig. "Evaluating the Effect of Poor Sleep Efficiency and Next-Day Behavior Among Children with Attention Deficit/Hyperactivity Disorder." University of Cincinnati / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1593266430686674.
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Clayton, Kimberly Yates. "USING A TREATMENT PACKAGE TO TEACH REQUEST BEHAVIOR TO YOUNG CHILDREN WITH COMPLEX COMMUNICATION NEEDS." UKnowledge, 2015. http://uknowledge.uky.edu/edsrc_etds/15.
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Three preschoolers with limited or no verbal language were taught to request preferred objects using an adapted Picture Exchange Communication System (Bondy & Frost, 1998) and elements of peer mediated instruction and intervention (Neitzel, 2008) (PECS/PMII). These two interventions have been established as evidence based practices, but have not previously been taught and implemented by one adult and a preschool child in a preschool classroom. Same-aged peers were the communicative partners for the picture exchange. A teacher served as the facilitator of the exchanges. A multiple probe (days) across participants design was utilized to determine the effectiveness of the intervention. The percentage of successful exchanges/requests made by the target child using the adapted PECS/PMII method was evaluated to determine the effectiveness of the intervention when implemented by a same-aged peer. The target children not only made requests to the criterion level, two of the three increased their appropriate verbal responses. The same-aged peers were able to effectively implement the steps for PECS phase 1.
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Knap, Kimberly A. "Parent-Child Interaction Therapy for Children with Autism Spectrum Disorder: An Analysis of Behavioral Patterns and Treatment Barriers." Scholar Commons, 2018. https://scholarcommons.usf.edu/etd/7317.
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Children diagnosed with autism spectrum disorder (ASD) experience difficulties with social communication and restrictive, repetitive, and stereotyped behavior patterns that place them at an increased risk for developing challenging behaviors that warrant early intervention (American Psychiatric Association, 2013). These problems are unlikely to decrease without intervention. Research indicates that parents’ involvement in behaviorally based interventions improves the functioning of children with ASD (Horner, Carr, Strain, Todd, & Reid, 2002). . Parent-Child Interaction Therapy (Eyberg & Funderburk, 2011) is an empirically supported intervention for young children with disruptive behaviors. PCIT shares similarities with numerous proven ASD treatments including caregiver involvement, structure and predictable schedule, and the use of behavioral strategies (e.g., positive reinforcement, differential attention). As such, children with ASD are increasingly referred to PCIT. Researchers and clinicians have started to address the use of PCIT for targeting child compliance and social responsiveness in children with ASD. However, there is a need for research on the feasibility of PCIT for children with ASD and barriers to treatment participation for these families. The present study utilized a non-concurrent multiple baseline design with three parent-child dyads enrolled in PCIT to examine the degree of stability and immediacy of effect in caregivers parenting skill use and in patterns of challenging behaviors, ASD symptoms, and expressive communication exhibited by young children with ASD. Due to a significant attrition rate in the study, barriers to treatment participation were also examined. Findings suggested that PCIT improved children’s challenging behaviors and parent’s use of labeled praises.
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Rennie, Robyn Lynette. "A Comparison Study of Individual and Group Play Therapy In Treating Kindergarten Children with Adjustment Problems." Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2504/.
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This study was designed to determine the effectiveness of individual child-centered play therapy in the elementary school in: 1) enhancing the self-concept of kindergarten children who are experiencing adjustment difficulties; 2) decreasing the overall behavioral problems of kindergarten children experiencing adjustment difficulties 3) decreasing externalizing behavior problems such as aggression and delinquency of kindergarten children experiencing adjustment difficulties; 4) decreasing the internalizing behavior problems such as withdrawal, somatic complaints, anxiety and depression of kindergarten children experiencing adjustment difficulties; 5) increasing parental perception of change in the problematic behaviors of kindergarten children experiencing adjustment difficulties; and 6) enhancing self-control in kindergarten children experiencing adjustment difficulties. A secondary objective was to compare the participants involved in individual child-centered play therapy with participants in a previous study who were involved in child-centered group play therapy on the above named dimensions.
The experimental group, consisting of 14 kindergarten children experiencing adjustment difficulties, received 10-12, 30-minute individual play therapy sessions in a 12 week period in their elementary school. The comparison group, utilized from the 1999 McGuire study, consisted of 15 children with adjustment problems and received 12-14, 45-minute group play therapy sessions in 14 weeks in their elementary school. The control group, consisting of 13 children experiencing adjustment problems, received no play therapy intervention over a 12 week period.
An Analysis of Covariance revealed significant findings in 1 of the 6 hypotheses and one subscale hypothesis examining the effectiveness of individual play therapy versus the wait list control group. Specifically, children with adjustment problems in the experimental group exhibited a significant reduction in total behavior problems and a significant reduction in externalizing behavior problems as measured by the Child Behavior Checklist-Parent Form (CBCL). Additionally, an Analysis of Covariance revealed significant findings in 1 of the 6 hypotheses examining the comparison of the effectiveness of individual play therapy versus the group play therapy comparison group from McGuire (1999). Individual play therapy was significantly more effective than group play therapy in helping children maintain an acceptable level of classroom behaviors as perceived by teachers on the Early Childhood Behavior Scale (ECBS).
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Hendryx, Maggie. "A Further Evaluation of Individual and Synthesized Contingencies within Functional Analysis Methods." Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1505235/.
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A functional analysis (FA) is the most commonly used assessment methodology for identifying maintaining variables influencing problem behavior. However, if an FA does not produce clear differentiation, researchers and practitioners often then modify procedures to include additional individualized variables. The interview-informed synthesized contingency analysis (IISCA) provides a marked departure from FA methodology and aims to include individualized factors at the initiation of the assessment in order to more rapidly produce differentiation and clear results. We sought to further evaluate and compare the outcomes of two different functional analysis methods: the single-contingency functional analysis (FA) and the interview-informed synthesized contingency analysis (IISCA) to determine the function of problem behavior and evaluate the subsequent function-based treatment determined from the functional analysis results with two children diagnosed with autism spectrum disorder (ASD). Both participants engaged in problem behavior maintained by single-contingencies of reinforcement identified within the single-contingency FA and emphasized by the effectiveness of each single-contingency function-based treatment.
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Woo, Kit-ling, and 胡潔玲. "Teachers' use of classroom social behaviors observation scale (CSBOS) to identify children at risk for mild ASD and sub-clinical social deficits." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/209548.
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The present study aims at pushing the identification process earlier to preschool age for children on the mild end of Autism Spectrum Disorder (ASD) by validating teachers’ use of the 13-item Classroom Social Behaviors Observation Scale (CSBOS) (Au, Cheung, Tse, & Au, In Prep) that focuses on children’s peer interaction in class.
Seven teachers and 149 children in an international kindergarten in Hong Kong participated in the study. The “At-risk” group for mild cases of ASD was identified by using one standard deviations below the mean as the cutoff for CSBOS scores independently given by research assistants and teachers; the control group was formed by random selection from the non-“At-risk” group. Based on the teachers’ input, the CSBOS was revised to clarify its wording and make it more user-friendly (CSBOS-R). These children were also rated by their class teachers again – this time using the Social Responsiveness Scale (SRS) and CSBOS-R (the revised CSBOS; based on overall impression). . They were assessed individually by a clinical psychologist using the Autism Diagnostic Observation Schedule, and observed by a research assistant in the classroom with the revised CSBOS-R and time-sampling methodology.
Result showed that teacher’s CSBOS-R impression rating was highly correlated with children’s calibrated ADOS severity score (r(37)= -.62), and total SRS-2 score (r(40)= -.86). Teacher’s CSBOS-R impression rating correlated well with CSBOS-R rated by the clinical psychologist (r(18)= .82) and the research assistant (r(35)= .74). The result, therefore, validated teacher’s use of CSBOS-R in identifying preschool children at risk for mild ASD.published_or_final_version
Clinical Psychology
Master
Master of Social Sciences
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Orndorff, Jaimie C. "The Influence of Treatment Team Cohesion in the Success of In-home Mental Health Treatment for Children and Adolescents with Emotional and Behavioral Disorders." Antioch University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1288888936.
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Schumann, Brandy R. "Effects of Child-Centered Play Therapy and Curriculum-Based Small-Group Guidance on the Behaviors of Children Referred for Aggression in an Elementary School Setting." Thesis, University of North Texas, 2004. https://digital.library.unt.edu/ark:/67531/metadc4684/.
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The purpose of this study was to determine the effectiveness of child-centered play therapy and curriculum-based small-group guidance on the behaviors of aggressive children in an elementary school as determined by (a) the reduction of aggressive behaviors, (b) the decrease in internalizing problems, and (c) the decrease in externalizing problems of aggressive children. Two types of behavioral instruments, the Behavioral Assessment System for Children-Teacher Rating Scale/Parent Rating Scale and the Child Behavior Checklist-Caregiver/Teacher Report Form, were used to provide multiple measures of the same construct in this matched pretest-posttest comparison group experimental designed study. Qualitative data was also collected. The population studied was comprised of 37 volunteer children identified as aggressive in kindergarten through fourth grade, ages 5-12, who qualified for counseling services at a Title I public elementary school in North Texas . Children who were referred by teachers and parents, and met the required criteria, were matched in pairs on grade level and randomly assigned to one of the two real-world setting interventions; play therapy treatment group (n=20), which received 12-15 individual child-centered play therapy sessions, or the curriculum-based small-group guidance group (n=17), consisting of 12-19 lessons. Major strengths of the study included utilizing students referred for counseling due to behavioral difficulties (students demonstrating at-risk and clinically significant aggressive behaviors) and servicing them at school, a real-world setting. Another strength was the use of 30-minute play therapy and guidance sessions, which conform to typical school practice. Twelve hypotheses were tested using two-factor mixed repeated measures and eta squared. The data of this study tentatively support the effectiveness of both modalities in decreasing the aggressive behaviors, internalizing problems, and externalizing problems of aggressive children. The data seems to indicate that school-based child-centered play therapy is as effective at improving the behaviors of aggressive children as a nationally recognized guidance curriculum program. Qualitative data from the parents and teachers of the children demonstrated clinical significance, suggesting that school-based child-centered play therapy is more noticeably effective in reducing the aggressive behaviors of children. A control group is needed to determine conclusive results and discern possible effects of maturation.