Self-instruction as a treatment for hyperactivity : an assessment of response generalization

Three hyperactive boys were treated with a self-instruction treatment package utilizing a case study design with a 2 week follow-up. Generalization measures were made to the participants\u27 classroom using the modified Stony Brook observation code. Adjunct measures included three rating scales (completed by the participants\u27 teachers and mothers) and participant performance on the Matching Familiar Figures Test. Treatment session measures and social validity measures were also taken. Following treatment, all participants\u27 level of appropriate behavior increased over baseline levels and was maintained during a 2 week follow-up. These results indicate that self-instruction training resulted in response generaliztion, a significant addition to self-instruction research. However, results from the rating scales and MFFT showed no change in behavior after treatment and in some cases indicated that the participants\u27 behavior worsened. Participants\u27 grades also did not improve. These contradictory results are discussed and suggestions for further research are made

The relation between knowledge of ADHD and treatment acceptability in a multi-disciplinary pediatric clinic

Behavior modification and medication have been proven to be the most effective interventions for children with ADHD. For these treatments to be effective, utilization of mental health care services as well as compliance with treatment recommendations is necessary. There has been shown lower care utilization among minorities for the treatment of behavioral disorders. In addition, lack of adherence among these populations to ADHD treatment is not explained by SES, parenting stress, or family coping. An alternative explanation may be parental knowledge of ADHD and opinions of commonly used treatments. The present investigation examined the effect of a brief knowledge intervention aimed at increasing knowledge of ADHD on treatment acceptability of commonly utilized treatments for ADHD in a low SES, minority population seeking initial services at a multidisciplinary behavior clinic for ADHD. Participants included 48 female guardians. They completed a demographic questionnaire, the Conners\u27 Parent Rating Scale-Revised: Long Form (CPRS-R:L), six Treatment Evaluation Inventory - Short Forms (TEI-SF), and an Attention-Deficit/Hyperactivity Disorder Knowledge Survey (AKOS-R). Upon their next visit to the clinic, participants were randomly assigned to one of two groups. One group received an educational video intervention while the other group watched a control video. Following the videos, all participants again completed six TEI-SF\u27s and the AKOS-R. Results revealed that parent ratings of their child\u27s behavior did not correlate with treatment acceptability ratings. Baseline knowledge was low and increased significantly for the experimental group when compared to the control group demonstrating good treatment integrity, F (1, 45) = 29.37, p = .01. A significant negative correlation was identified between changes in knowledge as assessed by the AKOS-R and the changes in the TEI-SF diet intervention (r = -.43, p = .01, r2 = .19). Change in knowledge accounted for 18% of the change in treatment acceptability of the diet intervention (R2 = .18). Changes in knowledge scores did not otherwise relate to changes in treatment acceptability ratings. Overall, it appears that adding a parental educational component to the treatment of children with ADHD will not lead to increased acceptability of empirically supported treatments with this population

Elementary Teachers\u27 Perceptions on How Positive Behavioral Interventions and Supports (PBIS) Relate to Academic Achievement

This phenomenological research study reviews elementary teachers’ perceptions on how Positive Behavioral Interventions and Supports (PBIS) relate to academic achievement. Researchers have identified the need for effective behavioral management plans to assist teachers with student discipline concerns and academic achievement. PBIS provides an effective framework for accomplishing these outcomes. Purposeful sampling identified 10 participants for individual interviews and completing a Qualtrics survey. During the 1:1 interviews, participants expressed their perceived ideas and experiences with PBIS as a behavioral management framework that was used to manage behavior and improve student academic achievement. The surveys provided an additional analysis of the participants’ perceptions of PBIS and academic achievement. The findings indicated a strong correlation between PBIS and academic achievement. The study concluded that elementary teachers perceived PBIS to be an effective behavioral management resource for student discipline and achievement when supported by administrators or the PBIS team, used consistently, and with fidelity. However, the study reveals that many of the participants believed PBIS does not provide effective strategies to improve achievement to assist with severely behaved or non-compliant students. With more training, guidance, and assistance from the PBIS team, teachers may be able to create a strategic plan to improve the achievement levels of non-compliant students

Improved Academic Achievement and Self-Efficacy through the Participation in Extracurricular Activities of University Students Previously Diagnosed with ADHD: A Hermeneutic Phenomenological Study

Due to their transient nature of having short attention spans, causing disruptions in the classroom, and academic shortcomings, students diagnosed with ADHD need non-pharmacological methods to help them achieve academic success. The purpose of this hermeneutic phenomenological study was to describe the lived experiences of college undergraduate students at Arbiter University who have low senses of academic self-efficacy due to having been diagnosed with ADHD. A sample of 10 undergraduate students between the age range of 18 and 22 years old noted they all experienced academic difficulties due to their ADHD diagnosis, had low senses of self-efficacy, and participated in extracurricular activities. The theory that guided this study was Bandura’s theory on self-efficacy as it pertains to students’ belief in their ability to organize, execute, and accomplish tasks. A hermeneutic phenomenological study has been selected over a transcendental phenomenological study as the data collection methods for this study best fit a hermeneutic approach. To formulate triangulation, data were collected utilizing individual interviews, focus groups, and journal responses; and the data have been synthesized using the qualitative data analysis software (QDAS), Delve. Data analysis was conducted using the hermeneutic phenomenological approach described by van Manen. Themes of inferior educational experiences, coping strategies, and improved self-efficacy emerged among the participants. Participants also discussed their feelings of inadequacy when it came to achieving academic success. In separation, participants noted positive feelings when working out and having improved working memory when participating in extracurricular activities that attributed to achieving academic success

Efficacy of in-home Parent -Child Interaction Therapy

In recent years, there has been much discussion of the efficacy and effectiveness of mental health interventions for children as well as the transportation of empirically-supported treatments (ESTs) to field settings. While there have been efforts to improve dissemination of ESTs, little research has examined the efficacy of treatments in settings other than the traditional clinic. A logical initial step in this line of research is to examine whether the efficacy of ESTs can be demonstrated in community settings such as in the home environment. There are many hypothesized benefits to providing services in the home setting. Based on the promise of this approach, there are a multitude of home-based programs focused on an array of child outcomes (e.g., child development, child health, child abuse prevention) with various levels of success. Despite the potential of this treatment modality, few ESTs have been evaluated in the home setting. One EST that has examined efficacy in the home setting is Behavioral Parent Training (BPT). Parent-Child Interaction Therapy (PCIT) is one such BPT program designed to help families of children with disruptive behavior problems. The purpose of the study was to examine the efficacy of an in-home PCIT program using a single-subject, A/B design across subjects with staggered baselines. Five caregiver-child dyads were recruited for the study, and three completed treatment. Decreases in caregiver use of negative behavior and caregiver-reported child behavior problems were observed for completers. In addition, completers demonstrated increases in child compliance, caregiver use of positive behavior, and contingent praise. Data regarding caregivers\u27 reported parenting stress and caregiver proportion of direct commands was less convincing. All three dyads completing treatment reported satisfaction with the intervention. Clinical implications and future research directions are discussed

Disruptive Behaviors in Early Childhood: The Role of Parent Discipline and Parent Stress

Externalizing behavior problems during early childhood are fairly common, with approximately 10% to 15% of young children exhibiting at least mild to moderate disruptive behaviors. Of great significance, disruptive behaviors persist beyond early childhood for a substantial number of children and are related to impaired functioning 111 for children and families. Parent discipline and parent stress are two variables that have been examined in relation to children\u27s disruptive behaviors. While a significant body of research has documented the association between broad parental discipline strategies and behavior problems during early childhood, little research attention has been devoted to specific discipline techniques that may be related to disruptive behaviors. This study surveyed 30 parents of children with behavior problems and 57 parents of children without behavior problems about the discipline techniques they use with their preschool children. The relationships between the specific techniques parents use with their young children, parents\u27 perceived stress level, and parent-reported child behavior problems were examined. Telling the child no, corrective feedback, lecturing, and scolding were the discipline techniques parents reported using most often. The discipline techniques of corrective feedback and threats as well as parent stress emerged as significant predictors of disruptive behaviors. Conclusions and clinical implications of these findings are provided

The organisational and communication implications of electronic ordering systems for hospital pathology services

Computerised Provider Order Entry (CPOE) systems provide clinicians with the ability to electronically enter hospital orders for laboratory tests and services. CPOE is able to integrate with hospital information systems and provide point of care decision support to users thereby making a potentially significant contribution to the efficiency and effectiveness of care delivery. The evidence of the impact of CPOE systems on pathology services is not extensive and insufficient attention has been paid to their effect on organisational and communication processes. This thesis aimed to investigate the implications of CPOE systems for pathology laboratories, their work processes and relationships with other hospital departments, using comparative examinations to identify the tasks they are involved in and the particular needs the laboratories expect to be filled by the new system. This longitudinal study of a CPOE system was carried out over three years using multiple cases from a hospital pathology service based at a large Sydney teaching hospital. Multi-methods using quantitative and qualitative data were employed to achieve triangulation of data, theory and methods. The findings provide evidence of a significant 14.3% reduction of laboratory turnaround times from 42 to 36 minutes when laboratory data for two months were compared before and after CPOE implementation. The findings also reveal changes in the pattern and organisation of information communication, highlighting transformations in the way that work is planned, negotiated and synchronised. These findings are drawn together in a comprehensive organisational communication framework that is highly relevant for developing a contingent and situational understanding of the impact of CPOE on pathology services

Internalizing Symptoms of Children and Parenting Practices: An Exploratory Study

Parenting practices are known to be associated with childhood behavior difficulties. Past research has focused on the association between parenting practices and externalizing behavior problems in children. The relationship between internalizing behavioral problems and parenting practices has received less empirical attention. The current study explored the connection between internalizing symptomology in children and parenting practices. Sixty-six parents and children between the ages of 8 and 12 were surveyed regarding internalizing symptomology and parenting practices. Results indicated that parents of children with internalizing symptomology displayed statistically significantly poorer parenting behaviors than did parents of children who were free of internalizing symptoms. Two parenting styles were statistically significantly correlated with internalizing symptoms in children: Overreactivity and lax parenting styles. No significant interaction was noted among gender, internalizing symptomology, and parenting practices. Clinical findings may suggest that parent training may be warranted for children with internalizing symptomology

Merging the theory and practice of restorative approaches in schools :an exploration of 'restorativeness' through qualitative research synthesis and appreciative inquiry

D. App. Ed. Psy ThesisThis thesis explores the understanding and enactment of restorative approaches (RAs) in educational settings. It is made up of three chapters; a literature review, an empirical research project and a bridging document linking them. Behaviour and discipline in schools, in the United Kingdom, has been a perennial concern of educators and politicians alike. Recently, an independent review exploring pupil behaviour in schools has expressly considered the important role of a school’s disciplinary culture on pupil behaviour and outcomes. RAs are being increasingly adopted by schools and educators to offer an alternative response to other forms of behaviour management systems in schools which have been identified as punitive. When implemented over a long period RAs are considered to have transformative potential, with schools being able to develop a relational ethos/culture. However, for this to occur, schools and educators need to understand and enact the conceptual values and philosophies underpinning RAs. How educators are conceptualising RAs whilst enacting them in school is the focus of a literature review in Chapter One. A qualitative research synthesis of six journal articles and doctoral theses is presented. The findings of each paper are analysed and synthesised to construct a broader understanding of how RAs are being conceptualised. Four key conceptualisations of RAs are presented: RAs as a tool, RAs as a process, RAs as a culture and RAs as an identify/belief. However, the synthesis goes beyond these conceptualisations and identifies how discourses of behaviour management and relationships discursively mediate these conceptualisations, whilst also recognising how the context of school further influences these. I propose and present a visual and metaphorical model, of a kaleidoscope, to understanding the fluid and shifting nature of how RAs are conceptualised. Implications for practitioners, who may be involved in facilitating training/development of RAs, are offered. These include an argument for the importance of developing educator understandings of the principles and philosophy underpinning RAs. Based on the findings from the literature review, I suggest educators require opportunities to explore and reflect on the values-base and principles of RAs before attempting to enact specific practices, such as restorative conferences. An empirical research project, in Chapter Three, describes an Appreciative Inquiry (AI) project which involved a small group of educators from a primary school: developing their own definition of ‘restorativeness’, exploring how the school is already ‘restorative’, and considering how they can build upon this to further develop RAs in their setting. An inductive thematic analysis, utilising a hybrid approach of semantic-latent coding and theme development sessions is presented. ‘Restorativeness’ at the school is tentatively suggested to be understood under five broad themes: developing mutual and reciprocal relationships, working ‘with’ the pupils, being self-aware and in-tune with emotions of self and others, fostering an affective school climate and collaborating to develop a iv community of ‘restorative’ practice. Further to this, insights and learnings from the AI process are considered, including the transformative possibilities. The project closes by considering the implications for professionals supporting the development of RAs in schools. These chapters are linked by a bridging document which outlines the theoretical, ethical, philosophical and methodological stance underpinning the empirical research project. The ideas of prospective and retrospective reflexivity are utilised to explore the developing researcher-practitioner identity which has influenced the project