The Influence of Parental Attributions and Parenting Behaviors on the Attributions Utilized by Children With and Without Attention-Deficit/Hyperactivity Disorder

Research suggests that the causal attributions utilized by children with attentiondeficit/ hyperactivity disorder (ADHD) differ from those of nonclinical children. Additionally, research indicates differences among the mothers of children with and without ADHD regarding parenting behaviors and attributions for child behavior. In this study, children\u27 s attributions , maternal attributions , and maternal discipline styles were examined in ADHD and non-ADHD populations Participants included 26 children diagnosed with ADHD and their mothers as well as a nonclinical sample of 24 children who had never been diagnosed with ADHD and their mothers. The results support the hypotheses that child and maternal attributions would differ between these two groups. The hypothesis that discipline styles would differ between the two groups was not supported Results suggest that while maternal discipline styles are correlated with children\u27s attributions, the nature of this association differs within AD.HD versus nonADHD populations

Addressing Disruptive Behaviors in the Preschool Classroom: An Adaptation of Parent-Child Interaction Therapy (PCIT) for Head Start Teachers

Several researchers have begun to investigate early intervention and prevention programs, seeking to alter the trajectory of early-onset behavior problems. While it appears that multi-modal programs are the most promising approach, researchers have only recently begun to evaluate programs that use a similar treatment approach across settings and there is currently little information about classroom-based treatments for disruptive behaviors among preschoolers. The purpose of this study was to develop a classroom-based intervention based on the Parent-Child Interaction Therapy (PCIT) model developed by Eyberg. In addition, this study provides an initial investigation of the efficacy of this program with an emphasis on evaluating changes in teacher behavior and treatment acceptability. The intervention was provided to a group of 26 teachers from 13 Head Start classrooms. Results indicated minimal changes in observed teaching behavior and no significant changes in teachers\u27 self-efficacy. Although the intervention was rated as being acceptable by teachers overall, ratings were somewhat lower for sessions dealing with child-directed activities; teacher comments indicated that this component was difficult to implement in the classroom. Observations of child behavior indicated reductions in both prosocial and disruptive behaviors. Teacher-completed rating scales indicated statistically significant reductions in disruptive child behaviors and child behavior problems, although the magnitude of these changes was generally small. The implications of these findings will be discussed and modifications will be proposed for increasing the effectiveness and acceptability of this intervention

Collaborative Home/School Interventions: Evidence-Based Solutions for Emotional, Behavioral, and Academic Problems

Parents can be invaluable partners in identifying students’ behavioral and learning needs and developing effective solutions. This book provides practical tools for collaborating with families to achieve the best outcomes for K–12 students. In a large-size format with lay-flat binding for easy reference and photocopying, the book includes more than 40 ready-to-use reproducibles. The volume is useful for school-based mental health professionals, who will learn how to build positive home/school relationships, actively involve parents in assessment and intervention, and overcome barriers to collaboration. This is the latest research on what works in treating internalizing, externalizing, and academic difficulties is translated into clear-cut recommendations for practice.https://digitalcommons.usu.edu/usufaculty_monographs/1005/thumbnail.jp

Assessment of Disruptive Behaviors in Preschoolers: Psychometric Properties of the Disruptive Behavior Disorders Rating Scale and School Situations Questionnaire

Disruptive behavior disorders (e.g., attention-deficit/hyperactivity disorder and oppositional defiant disorder) are increasingly being diagnosed in preschool children. However, the assessment and differential diagnosis of these disorders presents several challenges to clinicians. For example, most rating scales used to help diagnose such problems were developed using school age children. Thus, the psychometric properties of many commonly used assessment tools have yet to be investigated with a preschool population. The purpose of this study is to investigate the psychometric properties of the Disruptive Behavior Disorders Rating Scale (DBDRS) and the School Situations Questionnaire (SSQ) when used with a community sample of at-risk pre school children. Results indicate that both measures have adequate psychometric properties for use with preschoolers. Additionally, as with school-age populations, a three-factor solution, with factors reflecting inattentive, hyperactive-impulsive, and oppositional defiant behaviors, was the best fit for the DBDRS data. Implications for clinicians are discussed, as are limitations and suggestions for future research

Factor Structure of DSM-IV Attention Deficit-Hyperactivity Symptoms: A Confirmatory Factor Analysis of the ADHD-SRS

Since the inception of DSM-IV considerable research has focused on the conceptualization of attention deficit-hyperactivity disorder (ADHD) as a multidimensional construct. This study utilized confirmatory factor analysis (CFA) to examine the adequacy of fit for the two-factor model (hyperactivity/impulsivity and inattention) previously specified for the ADHD Symptoms Rating Scale (ADHD-SRS), Parent Version. The invariance of this model across gender was then examined using a second, independent sample of children. The results indicate that a two-factor model provides the best fit for the data using the ADHD-SRS. Additionally, findings suggested that this model is invariant across gender. These results provide support both for the psychometric properties of the ADHD-SRS and the subtypes of ADHD specified in the DSM-IV

Initial geophysical and geological assessment of an industry 3D seismic survey covering the JAPEX/JNOC/GSC Mallik 5L-38 gas hydrate research well

Industry 3D seismic covers the JAPEX/JNOC/GSC et al. Mallik 5L-38 gas hydrate well. Interpretation supported by biostratigraphy indicates a normally-faulted anticline with 5L-38 occupying the northern downthrown crest. This EW-striking fault, near 5L-38, has 800 m throw interpreted 700 m below gas hydrate levels. Fault offset at 5L-38 gas hydrate levels is probably several hundred metres less, because syn-depositional fault movement during or after Late Eocene time is suggested. Down hole velocity surveys at Imperial Mallik wells, P-59, J-37 and A-06, infer 105, 225, and 135 m gas hydrate, respectively, compared to 116 m known at 5L-38. Gas hydrate seismic characterization includes: multiple, generally weak, near-horizontal events; amplitude features on geologic reflectors; amplitude “blanking” and; chaotic vertical reflective zones surrounding faults. Recognized data contamination include amplitude-frequency degradation beneath lakes and reverberated energy. Noted are spatial correspondence of some subsurface faults with position/orientation of surface lakes, suggesting a possible genetic link