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Dissertations / Theses on the topic 'Problem children Curriculum evaluation'

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Published: 4 June 2021

Last updated: 5 February 2022

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1

Cheng, Wing-kei Joe. "Curriculum evaluation of a pilot project for senior secondary students in a school for social development." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B37315729.

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2

Cheng, Wing-kei Joe, and 鄭永基. "Curriculum evaluation of a pilot project for senior secondary studentsin a school for social development." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B37315729.

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3

DeLeon, Adam James. "A curriculum of non-routine problems in the middle school." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2592.

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This project is a study to determine if a group of middle school students can improve their problem solving ability by means of curriculum of nonroutine problems that was presented over a six month period.

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4

Sher, Nancy Green. "Activity based assessment : facilitating curriculum linkage between eligibility evaluation and intervention /." view abstract or download file of text, 2000. http://wwwlib.umi.com/cr/uoregon/fullcit?p9998049.

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Thesis (Ph. D.)--University of Oregon, 2000.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 188-200). Also available for download via the World Wide Web; free to University of Oregon users. Address: http://wwwlib.umi.com/cr/uoregon/fullcit?p9998049.

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5

Smolkowski, Keith. "An evaluation of school-wide positive behavior support in middle schools with the Oregon Healthy Teens student survey /." view abstract or download file of text, 2006. http://proquest.umi.com/pqdweb?did=1196411111&sid=2&Fmt=2&clientId=11238&RQT=309&VName=PQD.

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Thesis (Ph. D.)--University of Oregon, 2006.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 87-98). Also available for download via the World Wide Web; free to University of Oregon users.

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6

Jefferson, Gretchen L. "An evaluation of the generalized effects of training teachers of young children to use functional assessment in combination with behavioral consultation to remediate problematic classroom behaviors /." view abstract or download file of text, 2001. http://wwwlib.umi.com/cr/uoregon/fullcit?p3018375.

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Thesis (Ph. D.)--University of Oregon, 2001.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 133-139). Also available for download via the World Wide Web; free to University of Oregon users.

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7

Pedraza, Antonio M. (Antonio Morales). "Effects of Citizenship Curriculum Training on Ninth-Grade Discipline-Problem Students." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc331956/.

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This study was conducted to measure the effects of classroom instruction entitled Citizenship curriculum Training on high school discipline. Data for this study were collected and analyzed for fifty-eight ninth-grade students who had been referred to the principal's office three or more times the semester prior to the experimental treatment. An experimental group of twenty-nine students received citizenship curriculum instruction. The control group of twenty-nine students received only the school's traditional curriculum during second period class. Two teachers presented the citizenship curriculum training which included instructional units on beliefs, attitudes, emotions, anger, decision-making, communications, confrontation, positive attention, stress, peer pressure, authority figures, getting along in school, and the society game. Data were collected relative to grade-point average, absences, discipline referrals, and attitude toward high school as measured by the Remitters High School Attitude Scale. T-tests for correlated samples and analysis of covariance examined the effects of the Citizenship Curriculum Training on the four variables measured. The .05 level of significance was used to test the four hypotheses. The results of the study indicate that Citizenship Curriculum Training does not improve the students' gradepoint averages, absentee rate, lower the number of discipline referrals, and does not improve students' attitude as measured by the Remitters High School Attitude Scale. It is recommended that similar studies be conducted to address the problems of grade-point average, number of discipline referrals to the office, high absentee rate, and attitudes toward high school by teaching discipline students in small classes with a curriculum that aims at improving these specific problems. Future studies should collect the posttest data the first grading period following the experimental treatment to test for immediate results.

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8

Ng'ang'a, Kanyuru Alfred. "An investigtion of adults' interactions centered on children learning mathematics a case of two elementary schools /." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2006. http://proquest.umi.com/login?COPT=REJTPTU0NWQmSU5UPTAmVkVSPTI=&clientId=3739.

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9

Bogdanov, Daniil. "A Comparative Evaluation of Metaheuristic Approaches to the Problem of Curriculum-Based Course Timetabling." Thesis, KTH, Skolan för teknikvetenskap (SCI), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-168009.

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Timetabling is an active area of research and used in a wide range of applications. As the development of most of these applications is on its way towards automation, the need for automated timetabling increases. Despite many years of research and development of automated approaches, solving NP-hard problems such as timetabling problems remains a challenge. Metaheuristic-based approaches to these problems are constantly being refined and further developed as the complexity of these applications increases. But despite the increase in complexity, the time it takes for these algorithms to solve these problems is constantly being challenged. While this thesis covers the fundamentals in metaheuristic approaches to the problem of timetabling, its main focus is to compare how two known metaheuristic algorithms, Tabu Searchand Simulated Annealing, perform across different scales of resources that are to be scheduled. To attempt fairness, similar implementations of these two algorithms were made in order to eliminate systematic biases. For each set of resources the algorithms solves a timetabling problem under a limited amount of time and computational capacity. The collective quality of all the produced timetables were compared. The results show that Simulated Annealing perform slightly better in the majority of the instances but with little margin for the collective quality of all tables. Despite trying to set a common ground for the these similar metaheuristic approaches, the underlying difficulties in comparing algorithms are discussed.
Schemaläggning är ett aktivt forskningsområde och har ett stort antal tillämpningsområden. Då utvecklingen av de flesta av dessa tillämpningar är på väg mot automatisering, ökar behovet avautomatiserad schemaläggning. Trots många års forskning och utveckling av automatiserade tillvägagångssätt, är det fortfarande en utmaning att lösa NP-svåra problem såsom schemaläggningsproblem. Metaheuristiska metoder som löser dessa problem förfinas ständigt och vidare utvecklasi takt med ökande komplexitet i de tillämpningar dem löser. Men trots den ökade komplexiteten utmanas ständigt tiden det tar för dessa algoritmer att lösa dessa problem. Då denna avhandling behandlar grunderna i metaheuristiska tillvägagångssätt till schemaläggningsproblem, är dess huvudsakliga fokus att jämföra hur två kända metaheuristiska algoritmer,Tabu Search och Simulated Annealing, presterar vid olika skalor av de resurser som skall schemaläggas. För att göra jämförelsen rättvis, implementerades dessa två algoritmer likartat vilket syftar till att eliminera systematiska fel. För varje uppsättning av resurser löser algoritmerna ett schemaläggningsproblem under en begränsad tid och beräkningskapacitet. Den kollektiva kvalitén hos de producerade tidtabellerna jämförs. Resultaten visar att Simulated Annealing presterar något bättre i de flesta av fallen men med lite marginal sett till den kollektivakvalitén hos respektive algoritm. Trots försök att fastställa en gemensam grund för dessa liknande metoder, diskuteras de underliggande svårigheterna i att jämföra algoritmer.

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10

Jenkins, Emily Elizabeth. "EVALUATION OF THE EFFICACY OF THE PEAK-T CURRICULUM WITH CHILDREN WITH AUTISM." OpenSIUC, 2018. https://opensiuc.lib.siu.edu/theses/2290.

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This was a single-case study which evaluated the effects of PEAK-T on two children with Autism. A total of 6 programs were trained between the two participants using a Multiple Baseline Design across skills. This evaluation was conducted using the subtest materials provided in the PEAK-T modules and through full assessments. The assessments were used to identify the appropriate skill level of each participant and they were used to evaluate whether the skills were maintained. The participants had no prior exposure to any of the PEAK-T programs as demonstrated by the participants baseline scores. The results of the study showed that programming of multiple exemplars resulted in acquisition of novel skills in both participants and that the skills were maintained. Both Participants demonstrated mastery of their programs and a total of 4 programs between two participants were added to the participants repertoire.

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11

Perkins, Crysta. "A Comparative Evaluation of Functional Analytic Methods." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1157622/.

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The individual functional analysis (FA) is the most widely used method to identify variables that influence the occurrence of problem behavior. Researchers often modify the FA after the analysis reveals undifferentiated responding. The interview-informed synthesized contingency analysis (IISCA) is one of the most substantial variations of the FA that builds upon the FA modifications. We evaluated the use of the two different functional analytic methods, the FA and IISCA, and the subsequent function-based treatment to reduce problem behavior for three children with autism spectrum disorder (ASD). The individual FA and the IISCA demonstrated differentiated responding for all participants. The treatment based on the results from the traditional FA was effective for all children. We discuss the implications of these findings.

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12

Bunting, Tia Wheatley. "Development and evaluation of a technology integrated social skills curriculum." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 188 p, 2009. http://proquest.umi.com/pqdweb?did=1818417611&sid=3&Fmt=2&clientId=8331&RQT=309&VName=PQD.

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13

Blair, Kwang-Sun Cho 1958. "Context-based functional assessment and intervention for preschool-age children with problem behaviors in childcare." Diss., The University of Arizona, 1996. http://hdl.handle.net/10150/282277.

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A context-based functional assessment was conducted to identify variables that influenced the problem behaviors of four preschool age children in a childcare center, and the effects of intervention programs which were developed based on the assessment results were evaluated. Generality to non-targeted situations and children was also investigated. In addition, treatment acceptability was assessed to determine the acceptability of the intervention procedures. Structured interviews and observations were employed to develop hypotheses about relevant variables. The hypotheses were tested using a combination of reversal and multielement designs. Antecedent variables (preference, task length, availability of centers, and social skills) and a consequent variable (attention) were manipulated to determine their effects on problem and appropriate behaviors during preacademic and table activities. Preference was a common variable that influenced the problem behaviors of all of the participating children. However, for one child, a complex interaction among variables (preference, social skills, and attention) was demonstrated. A combination of multiple-baseline and multielement designs was used during the intervention phase to evaluate the intervention effects across children and teachers and to compare the two stages of intervention. The assessment-based interventions reduced the problem behaviors of the children and the negative interactions of teachers, and increased positive teacher interaction. In addition, generality was demonstrated to non-targeted activities and children. The results also demonstrated that the intervention procedures could successfully be applied by multiple teachers with multiple children. Finally, the acceptability of the intervention procedures was high across teachers and children.

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14

Lai, Kam Yan. "The impact of prior knowledge on the mathematics learning of newly arrived children (NACs) from mainland China in Hong Kong." Thesis, University of Bristol, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.343352.

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15

Carlson, Alyssa Justine. "Evaluation of a Nutrition and Physical Activity-Based Curriculum on Children?s Lifestyle Choices." Thesis, North Dakota State University, 2017. https://hdl.handle.net/10365/28681.

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This study assessed the effectiveness of the ?On the Move to Better Health? program, specifically whether it promoted 4th to 6th grade North Dakota students, as well as their families, to make healthier lifestyle choices. ?On the Move,? NDSU Extension Service?s five-lesson nutrition and physical activity-based public health intervention program, was taught in 211 elementary school classrooms throughout North Dakota. Both students and parents were given presurveys at the beginning of the program and postsurveys at the end. Students increased their fruit intake, vegetable intake, and amount of time spent being physically active over the course of the 5-week program. They also decreased their sugary beverage consumption and time spent being sedentary. This study also examined parental involvement in the ?On the Move? program. Most parents found the ?On the Move? family newsletters helpful and informative. Additionally, parents reported their children increased consumption of fruits and vegetables after the program.

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16

Branscum, Paul Wesley. "An Outcome and Process Evaluation of ‘Food Fit:’ A Theory Based Childhood Overweight Prevention Curriculum." Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1211391771.

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17

Clements, Larry Eugene. "An evaluation of the elementary Sunday school curriculum of the American Baptist Association." Theological Research Exchange Network (TREN), 2007. http://www.tren.com/search.cfm?p001-1133.

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Tate, Stephen Lee. "Effect of the Prepare curriculum on the social competency of children in residential treatment." Online full text .pdf document, available to Fuller patrons only, 2002. http://www.tren.com.

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19

Warner, Julie Anne. "An Outcome and Follow-up Evaluation of ‘Food Fit’: A Theory Based Childhood Overweight Prevention Curriculum." Columbus, Ohio : Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1243963290.

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20

Hawken, Leanne S. "Evaluation of a targeted group intervention within a school-wide system of behavior support /." view abstract or download file of text, 2002. http://wwwlib.umi.com/cr/uoregon/fullcit?p3055691//.

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Thesis (Ph. D.)--University of Oregon, 2002.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 99-105). Also available for download via the World Wide Web; free to University of Oregon users.

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21

Alger, Megan W. "Evaluating early numeracy skills in preschool children| A program evaluation of rural Head Start classrooms." Thesis, Alfred University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3714783.

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Early numeracy skills are a critical component of daily preschool instruction, according to the National Council of Teachers of Mathematics (NCTM; 2002); however, there is variability in how mathematics-driven instruction is implemented in the preschool classroom (Graham, Nash, & Paul, 1997; Brown, Malfese, & Molfese, 2008). Research indicates that children from low income backgrounds who qualify for Head Start programs do not make comparable growth in early numeracy skill development when compared to children from higher SES levels (Puma, et. al., 2012). The objective of this dissertation was to evaluate a selected mathematics curriculum utilized by the Happy Faces Head Start1 program, after program data indicated that children’s mathematics achievement was below established targets (Happy Faces Head Start, 2012). Results indicated that the curriculum, Mathematics: A Creative Curriculum Approach, which was implemented in rural Head Start classrooms did not show significant gains in math skills compared to children in the control group.

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22

Leung, Sai-kit Thomas. "A case study on the implementation of the personal and social development curriculum within a social development school in Hong Kong." Click to view the E-thesis via HKUTO, 2003. http://sunzi.lib.hku.hk/hkuto/record/B31963456.

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23

Macy, Marisa Angela. "Using a curriculum-based assessment to determine eligibility for early intervention services /." view abstract or download file of text, 2004. http://wwwlib.umi.com/cr/uoregon/fullcit?p3147826.

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Thesis (Ph. D.)--University of Oregon, 2004.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 190-202). Also available for download via the World Wide Web; free to University of Oregon users.

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24

Borgmeier, Christopher J. "An evaluation of informant confidence ratings as a predictive measure of the accuracy of hypotheses from functional assessment interviews /." view abstract or download file of text, 2003. http://wwwlib.umi.com/cr/uoregon/fullcit?p3095236.

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Thesis (Ph. D.)--University of Oregon, 2003.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 146-151). Also available for download via the World Wide Web; free to University of Oregon users.

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25

Steiner, Gyla M. "An evaluation of an elementary behavior intervention program : one district's attempt to intervene with aggressive children in elementary schools /." Thesis, Connect to this title online; UW restricted, 2001. http://hdl.handle.net/1773/7666.

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Saroyan-Farivar, Alenoush. "The review process in formative evaluation of instructional text : the role of content experts and instructional designers." Thesis, McGill University, 1989. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=75906.

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This study explores and describes the processes of formative evaluation as carried out by content experts and instructional designers. It assumes that formative evaluation is an ill-defined, complex, problem solving task. Six experts (three Content Experts and three Instructional Designers), participated in this descriptive study. Subjects reviewed and revised a unit from a draft version of a self-instructional module on microbiology, while thinking aloud. Two coding schemes were developed and applied to the think-aloud protocols. Overall inter-coder reliability exceeded 89%. Qualitative data were used to describe the processes of formative evaluation, convergence patterns, and the degree of specificity of comments across subjects. Results suggest that there were between group differences in task representation, in the employed strategies, and in features of the text which were commented upon more frequently. Within group similarities in the outcome of formative evaluation were salient on a superficial level. Within group differences were more apparent when comments were compared qualitatively.

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Avila, LeAnn S. "Evaluation of the Teaching Tools for Young Children with Challenging Behavior (TTYC): Improving Classroom Behavior in Young Children." Scholar Commons, 2018. https://scholarcommons.usf.edu/etd/7603.

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The Teaching Tools for Young Children with Challenging Behavior (TTYC) presents a useful tool to disseminate evidence-based practices into the classroom setting for teachers to create lasting behavioral changes in young children. This study aims to further examine the use of TTYC by classroom teachers for students ages 4-6 years old with and without disabilities who had difficulty engaging in classroom routines or activities. A multiple-baseline across participants design was employed to demonstrate the outcomes of the TTYC in increasing appropriate classroom behavior and reducing problem behavior of the target children. The results indicated that the teachers’ fidelity of implementing the behavior intervention plans designed using the TTYC was relatively high with the exception of a few sessions. The teachers’ implementation of the plans resulted in increased appropriate classroom behavior and decreased problem behavior for all three child participants. The data indicated an association between implementation fidelity and changes in child behavior. When the teachers had difficulty implementing the steps for implementing intervention strategies, the children’s problem behavior increased, resulting in decreases in appropriate classroom behavior. Keywords: problem behavior, young children, teaching tools for young children, manualized behavioral intervention, classroom behavior

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28

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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Pulgaron, Elizabeth Rose Barakat Lamia. "Evaluation of a problem-solving intervention at a pediatric summer camp : a randomized controlled trial /." Philadelphia, Pa. : Drexel University, 2009. http://hdl.handle.net/1860/3019.

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Boshoff, Tanya. "The compilation and evaluation of a creativity programme for children in middle childhood / Tanya Boshoff." North-West University, 2006. http://hdl.handle.net/10394/23.

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31

Wilhite, Kathi. "The relationship between scores of students with emotional disabilties on the Behavioral Objective Sequence and current service intensity." Virtual Press, 2000. http://liblink.bsu.edu/uhtbin/catkey/1191111.

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This study investigated the relationship between student scores on the Behavioral Objective Sequence (BOS) and student placement, the relationship of BOS scores to teacher variables, and the relationship of BOS scores to student variables. Participants in the study were 47 special education teachers serving students with Emotional Disabilities (ED). The teachers reported BOS total and subscale scores for 141 ED students. Student and teacher demographic data was collected. A significant relationship was identified between BOS total scores and student placement. A significant relationship was found between five of the six BOS subscale scores and placement. Student variables, with the exception of socioeconomic status, were not found to have a significant relationship to BOS scores or placement. Teacher variables were not found to have a significant relationship to BOS scores. The results of this investigation indicate that the BOS may be a useful tool for IEP team use in determining appropriate placement for students withED.
Department of Special Education

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32

Bushman, Bryan B. "Does Teaching Problem-Solving Skills Matter?: An Evaluation of Problem-Solving Skills Training for the Treatment of Social and Behavioral Problems in Children." DigitalCommons@USU, 2007. https://digitalcommons.usu.edu/etd/6126.

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Parent training combined with problem solving skills training has been proposed as a comprehensive treatment for childhood oppositional behaviors, poor child social skills, and parental stress . The current study compared Parent Training + Problem Solving Skills Training with a Parent Training + nondirective condition. Parents of 32 children first attended Parent Training . After the parents completed Parent Training, children were randomly assigned to individual therapy in either a Problem Solving Skills Training condition or a nondirective condition. Data comparisons between the groups were made at postindividual therapy and at 6-week follow-up. Results indicated that children in the Problem Solving Skills Training condition improved more than their counterparts regarding parent-reported, parent-observed, and child-reported social skills. Children in the Problem Solving Skills Training condition also improved more than children in the nondirective condition on parent-observed oppositional behaviors ; however , children in the non-directive condition demonstrated more improvement than their Problem Solving Skills Training counterparts on parent-reported measures of oppositional behaviors . There were no differences between the groups regarding parental stress. The clinical implications and limitations of these findings are discussed.

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Turtura, Jessica E. 1982. "An Evaluation of a Secondary Intervention for Reducing Problem Behaviors and Improving Academic Outcomes in Schools." Thesis, University of Oregon, 2011. http://hdl.handle.net/1794/11146.

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xiv, 100 p. : ill. (some col.) A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number.
Schools today are faced with a growing number of student discipline problems and increasing rates of academic underachievement. To effectively meet the needs of all students, schools must utilize strategies and interventions that are both effective and efficient. Secondary interventions are designed to support students who are at risk for developing more severe behavior and academic problems. One secondary intervention that is supported by a growing research base is the Check-in/Check-out (CICO) program. Research has shown CICO to be most effective for students sensitive to adult attention; CICO is less effective-without modification, for students whose problem behavior is maintained by escape or avoidance from academic tasks. The present study addressed this gap in the literature by evaluating a modified version of CICO, designed as a comprehensive, targeted intervention for students exhibiting both academic and behavioral difficulties in school. This modified version of CICO, Academics and Behavior Check-in/Check-out (ABC), was specifically designed for students with organizational skill deficits that contribute to their problem behavior in school. The present study examined (1) if a functional relation exists between ABC and reductions in problem behavior, and (2) the effects of implementation of ABC on class work and homework completion and accuracy. A reversal design was used to evaluate the efficacy of ABC. Results indicated that ABC was functionally related to reductions in classroom problem behavior in all three participants. In addition, indirect measures suggested that ABC resulted in increased teacher ratings of student class work and homework completion and accuracy. Teacher ratings were generally higher for both work completion and accuracy during ABC phases when compared with baseline ratings. Practical and conceptual implications, as well as future research, will be discussed.
Committee in charge: Cynthia Anderson, Chairperson; Jeffrey Sprague, Member; Robert Horner, Member; Philip Fisher, Outside Member

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Basham, Annika J. "A Comparative Evaluation of Outcomes between Indirect Analyses and Functional Analytic Procedures." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1248485/.

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While descriptive assessment outcomes show limited correspondence with experimental analysis outcomes, they are still often used in the treatment of problem behavior. The most effective way of treating problem behavior is by manipulating its controlling variables; however, if descriptive analyses are not depicting accurate environment-behavior relations, then treatments based off of descriptive analysis results have a higher chance of failing. The current study looks to replicate and extend the literature on utility descriptive assessments by analyzing three different data analysis methods. Three children with a diagnosis of autism were exposed to two types of experimental analyses. Following experimental analyses, descriptive assessments were completed and analyzed to determine correlations between the behavior and environmental events. The results from the three investigated data analysis methods were then compared to the outcomes of the experimental analyses.

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Lam, Wing-chi, and 林穎姿. "The design and evaluation of a curriculum based intervention program aiming at promoting preschoolers' executive functioning and emotion regulation skills." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/209532.

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Executive Function (EF) is a highly complex, interrelated set of the cognitive process composed of multiple components: attention (sustain and selective), cognitive flexibility, working memory, inhibitory control (simple and complex) and problem-solving skill. These skills play a crucial role in the development where deficit in EF could lead to academic failure and a lifelong dissatisfaction. Research has found integral relationship between EF and emotion regulation(ER) suggesting children with weak EF skills are likely exhibit weak ER abilities. The current study is aimed to evaluate the effectiveness of a curriculum-based intervention program designed to promote EF skills and through that, increase children’s ER abilities. Program design includes group and individual activities placed in play corners within classroom setting. Seventy-eight preschoolers from 3 Hong Kong nursery schools were divided into control and program group. A multi-informant pre- and post- program evaluation including teacher questionnaires and a battery of EF and ER tasks completed by participants was used. The program group completed a 20-weeks program delivered by trained classroom teacher. Program benefits are found in promoting working memory, inhibitory control, “Hot” EF problem-solving and cognitive flexibility skills. Improvements in ER abilities and decreased of overall emotion, and behavioral post-program is also found. The gains in ER are observed to be correlates with gain in problem-solving and inhibitory control of EF components.
published_or_final_version
Educational Psychology
Doctoral
Doctor of Psychology

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36

Gutter, Pamela Beth. "An evaluation of a multiple gating program screening for developmental problems in a preschool population /." Columbus, Ohio : Ohio State University, 2003. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1067900442.

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Thesis (Ph. D.)--Ohio State University, 2003.
Title from first page of PDF file. Document formatted into pages; contains xi, 86 p.; also includes graphics. Includes abstract and vita. Advisor: Antoinette Miranda, College of Education. Includes bibliographical references (p. 82-86).

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37

Williams, E. Marion, and n/a. "An evaluation of the worth of a partial withdrawal enrichment program for gifted children based on Maker's curriculum principles." University of Canberra. Education, 1986. http://erl.canberra.edu.au./public/adt-AUC20061110.133018.

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As a means of addressing observed inadequacies in school curricula, the Catholic Special Education and Guidance Service, Brisbane Catholic Education Office in 1980 established a partial withdrawal centre for counsellor-selected gifted children. The Learning Enrichment Centre (L.E.C.) aimed to - 1) meet the needs of enrolled gifted students by - a) providing appropriate learning experiences; and b) providing an administrative arrangement (partial withdrawal) which afforded them the opportunity to interact with like minds; 2) meet the needs of the system by - a) developing and evaluating units of work for gifted students; b) conducting workshops, seminars and in-service days for teachers. In 1984 the L.E.C. curriculum was designed and implemented in accordance with Maker's model of curriculum modification for gifted students (Maker, 1982). This model outlines a set of principles which Maker claims, recognize the characteristics and needs of gifted students and guide the development of a qualitatively different curriculum. In making decisions about design and implementation of Maker's curriculum modifications, factors related to the setting, the teachers and the students were considered. The overall purpose of the Study was to assist teachers in making rational decisions about future L.E.C. provision. In particular the Study was to collect information on the worth of the program - its relative strengths and weaknesses - and the influence on the curriculum of the administrative arrangement. The program was evaluated by ascertaining levels of satisfaction typically expressed by the students. Of secondary concern was whether the organisational arrangement of partial withdrawal had inhibited or enhanced the program's intentions. It was acknowledged that unfavourable attitudes of parents, classroom teachers or peers could conceivably alter students' receptivity of the program. In Term 4, two parallel questionnaires, one addressing the L.E.C., the other the regular classroom, were administered to the students. By comparing responses on matching items, levels of satisfaction with the L.E.C. curriculum were determined. Selected items on the L.E.C. instrument were further to reveal how students felt about the administrative provision and whether classroom teachers and peers were perceived to be supportive. Subsequent to program completion, a questionnaire was mailed to parents bo ascertain their support for the program by asking them how their child's emotional behaviour had changed as a result of LEC attendance. Also they were to indicate whether they preferred that enrichment occur in the regular classroom or partial withdrawal setting. To confirm the students' impressions of classroom teacher support and interest, parents were requested to comment on their understanding of it. Student responses indicated that they found their LEC experiences to be particularly interesting and enjoyable, and the LEC teachers to be kind, helpful, friendly and fair. These perceptions differed significantly from their perceptions of school. Elements of the Maker model which were consistently most valued by the group were the Process modifications, 'Freedom of Choice' and 'Higher Levels of Thinking'. Parents proved to be supportive of the LEC program. Although some would have preferred classroom enrichment to partial withdrawal, they felt that schools could not currently provide it. It was the students' viewpoint that interactions with peers and classroom teachers were not adversely affected by their LEC participation. Classroom teachers were seen to be generally supportive and interested - a perception incidentally not shared by parents and LEC teachers. Perceived positive attitudes towards their LEC involvement most likely enhanced student satisfaction with the program. The evaluation unequivocally indicated that the LEC program based on Maker's model appealed to the students. Though withdrawal from class possibly contributed to program satisfaction, the level of satisfaction was very high and could not be attributed solely to hidden curriculum efects (the organisational arrangement). The Study concluded that use of the Maker model as a guide for developing LEC curricula should continue but that parent and classroom teacher attitudes towards the administrative arrangement should be regularly monitored as they appeared to have the potential to enhance or reduce students' receptivity of the program. As a result of Study, various procedures for the conduct of future evaluations were recommended.

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38

Vo, Hongchau. "The Evaluation of Tablets to Increase Compliance and Decrease Problem Behaviors in Children Diagnosed with Autism Spectrum Disorder." Scholar Commons, 2015. http://scholarcommons.usf.edu/etd/6046.

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The purpose of this study was to replicate the effects of the study by Neely et al. (2013) and also determine if the tablet served as a reinforcer for three participants with escape maintained behaviors. A multiple baseline with an alternating treatment design was utilized in the first phase in which academic work was completed on either traditional materials or the tablet. The following phases for each participant were dependent on the prior phase, with a final choice phase. All participants showed lower levels of problem behaviors and higher levels of compliance when tablets were introduced contingent upon completing work. For all participants, the tablet was chosen 100% of the time, and two participants had 100% accuracy and compliance while using the tablet.

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Alamro, Ahmad Saleh. "The development and evaluation of integration of inter-sessional facilitated online discussion in problem-based learning in undergraduate medical school curriculum." Thesis, University of Leeds, 2014. http://etheses.whiterose.ac.uk/7657/.

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Problem-based learning (PBL) has been used extensively in medical education but its educational potential may not be fully realised due to several factors, including the variable interaction between students and tutors. Qassim Medical School (QMS) in Saudi Arabia implemented PBL 10 years ago. Three previous studies evaluating the Qassim curriculum have been published, which together with this researcher’s experience as a student at the same school, identified some difficulties and challenges with the collaborative learning aspect of PBL. A previous pilot study was conducted at QMS in 2010 exploring the integration of facilitated inter-sessional online discussion forums with PBL. The evaluation showed that students and tutors liked the integrated forums, and that the forums helped students to achieve the learning objectives effectively, enhanced collaboration, and increased use of learning resources. Students wanted the forums to be implemented in the other courses. Understanding the challenges and difficulties existing at QMS, the findings of the pilot study of integrated online discussions, and the lack of literature on the integration of the two teaching and learning methodologies have led to the development of the research question: ‘Does use of an inter-sessional facilitated online discussion forum between PBL sessions improve student learning?’ To address the research question, a conceptual model was developed, a training program was conducted, and a mixed-methods approach was applied. Analysis of the posts showed that knowledge construction occurs when discussion fora (DFs) are integrated between PBL sessions; student perception reported in this study validated the pilot study’s findings. This study gives insight for QMS and similar institutions that integration of facilitated DF can enhance students’ knowledge construction, overcome current issues with PBL, and improve student skills such as English writing.

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Donley, Kevin Scott. "Coding in the Curriculum: Learning Computational Practices and Concepts, Creative Problem Solving Skills, and Academic Content in Ten to Fourteen-Year-Old Children." Diss., Temple University Libraries, 2018. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/514678.

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Educational Psychology
Ph.D.
The fundamentals of computer science are increasingly important to consider as critical educational and occupational competencies, as evidenced by the rapid growth of computing capabilities and the proliferation of the Internet in the 21st century, combined with reimagined national education standards. Despite this technological and social transformation, the general education environment has yet to embrace widespread incorporation of computational concepts within traditional curricular content and instruction. Researchers have posited that exercises in computational thinking can result in gains in other academic areas (Baytak & Land, 2011; Olive, 1991), but their studies aimed at identifying any measurable educational benefits of teaching computational concepts to school age children have often lacked both sufficient experimental control and inclusion of psychometrically sound measures of cognitive abilities and academic achievement (Calao, Moreno-León, Correa, & Robles, 2015). The current study attempted to shed new light on the question of whether using a graphically-based computer coding environment and semi-structured curriculum –the Creative Computing Course in the Scratch programming language –can lead to demonstrable and significant changes in problem solving, creative thinking, and knowledge of computer programming concepts. The study introduced 24 youth in a summer educational program in Philadelphia, PA to the Scratch programming environment through structured lessons and open-ended projects for approximately 25 hours over the course of two weeks. A delayed treatment, control trial design was utilized to measure problem solving ability with a modified version of the Woodcock-Johnson Tests of Cognitive Abilities, Fourth Edition (WJ-IV), Concept Formation subtest, and the Kaufman Tests of Educational Achievement, Third Edition (KTEA-3) Math Concepts and Applications subtest. Creative problem solving was measured using a consensual assessment technique (Amabile, 1982). A pre-test and post-test of programming conceptual knowledge was used to understand how participants’ computational thinking skills influenced their learning. In addition, two questionnaires measuring computer use and the Type-T (Thrill) personality characteristic were given to participants to examine the relationship between risk-taking or differences in children’s usage of computing devices and their problem solving ability and creative thinking skills. There were no differences found among experimental and control groups on problem solving or creative thinking, although a substantial number of factors limited and qualified interpretation of the results. There was also no relationship between performance on a pre-test of computational thinking, and a post-test measuring specific computational thinking skills and curricular content. There were, however, significant, moderate to strong correlations among academic achievement as measured by state standardized test scores, the KTEA-3 Math Concepts and Applications subtest, and both the pre and post Creative Problem Solving test developed for the study. Also, higher levels of the Type T, or thrill-seeking, personality characteristic were associated with lower behavioral reinforcement token computer “chips," but there were no significant relationships among computer use and performance on assessments. The results of the current study supported retention of the null hypothesis, but were limited by small sample size, environmental and motivational issues, and problems with the implementation of the curriculum and selected measures. The results should, therefore, not be taken as conclusive evidence to support the notion that computer programming activities have no impact in other areas of cognitive functioning, mathematic conceptual knowledge, or creative thinking. Instead, the results may help future researchers to further refine their techniques to both deliver effective instruction in the Scratch programming environment, and also target assessments to more accurately measure learning.
Temple University--Theses

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Blair, Martin Edward. "Evaluation of Three Parent-Focused Disability Information and Healthy Lifestyle Curriculum Modules for Latino Parents of Children with Developmental Disabilities." DigitalCommons@USU, 2008. http://digitalcommons.usu.edu/etd/61.

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Parents of children with disabilities need accurate information to help them provide tailored services and supports to their families. This is especially true for immigrant Latino families who tend to experience poor overall health and who tend to avoid formal services and supports. Based on input gathered from Latino parents of children with disabilities, a three module curriculum, 'Empowering Families,' was developed. Following a cultural appropriateness review of the curriculum and associated measurement instruments, revisions were made to the content and presentation procedure. This was followed by a field test of the curriculum with two groups of Latino parents/caregivers of children with developmental disabilities. Results from the training sessions with both groups indicate that the training resulted in moderate knowledge gains and that self-reported healthy lifestyle behaviors experienced minimal improvement. Overall health status was essentially unchanged. Participants rated the content very highly in terms of cultural appropriateness and usefulness.

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42

Tan, Frank G. "An evaluation of the curriculum Teaching Children Effectively(TM) Levels One and Two in effect by Child Evangelism Fellowship(R)." Theological Research Exchange Network (TREN), 1999. http://www.tren.com.

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43

Blair, Martin E. "Evaluation of Three Parent-Focused Disability Information and Healthy Lifestyle Curriculum Modules for Latino Parents of Children with Developmental Disabilities." DigitalCommons@USU, 2008. https://digitalcommons.usu.edu/etd/975.

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Parents of children with disabilities need accurate information to help them provide tailored services and supports to their families. This is especially true for immigrant Latino families who tend to experience poor overall health and who tend to avoid formal services and supports.Based on input gathered from Latino Parents of children with disabilities, a three module curriculum, "Empowering Families," was developed. Following a cultural appropriateness review of the curriculum and associated measurement instruments, revisions were made to the content and presentation procedure. This was followed by a field test of the curriculum with two groups of Latino parent/caregivers of children with developmental disabilities. Results from the training sessions with both groups indicate that the training resulted in moderate knowledge gains and that self-reported healthy lifestyle behaviors experience minimal improvement. Overall health status was essentially unchanged. Participants rated the content very highly in terms of cultural appropriateness and usefulness.

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44

Sharma, Manoj. "Evaluation of a coping intervention developing problem solving skills among upper elementary school children based on social cognitive theory /." The Ohio State University, 1997. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487947501134591.

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Glazer, Courtney Anne, and Adrianne Marie Vance. "Process evaluation of treatment with adolescents in residential treatment foster care." CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/3067.

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As the number of children in foster care without a familial placement continues to grow, the child welfare system is turning towards a new placement approach called Residential Treatment Foster Care. This study performed a process evaluation of 30 Residential Treatment Foster Care facilities in Los Angeles County that explored the four characteristics of case plan design, team decision-making, therapeutic intervention, staff training, and overall treatment effectiveness with regards to the number of Absences Without Leave (AWOL) and completion of treatment plan.

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西口, 利文, and Toshifumi Nishiguchi. "児童による教師の統制表出への評価に影響する要因." 名古屋大学教育学部, 1997. http://hdl.handle.net/2237/2870.

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Moomaw, Sally Coup. "Measuring Number Sense in Young Children." University of Cincinnati / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1204156224.

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Lam, Choi-ling, and 林賽玲. "An evaluation of a school based English Language Curriculum initiativeon the teaching of songs: a primary schoolcase study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B44391328.

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Leung, Sai-kit Thomas, and 梁世傑. "A case study on the implementation of the personal and social development curriculum within a social development school in HongKong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B31963456.

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Pilarz, Kathleen Marie. "Evaluation of The Efficacy of a Seven Week Public School Curriculum Based DIR/Floortime Parent Training Program for Parents of Children on The Autism Spectrum." Diss., Temple University Libraries, 2008. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/16870.

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Educational Psychology
Ph.D.
The purpose of this study was to investigate the effectiveness of a seven week DIR/Floortime parent training on (1) the quality of the parent-child dyad and (2) the child's developmental level. The results of this study provide support for the notion that short term parent training significantly increases the quality of the parent/child interaction and also significantly increases the developmental level of the child with Autism Spectrum Disorder. These significant results were evidenced on the first two levels and the total scores on both the Functional Emotional Assessment Scale - Child (FEAS) and the Neuro-Developmental Disorders of Relating and Communication Functional Emotional Developmental Levels (NDRC-FEDL).
Temple University--Theses

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