Attentional and intellectual deficits in unmedicated behavior-disordered adolescent inpatients

1996 ◽  
Vol 25 (1) ◽  
pp. 127-135 ◽  
Author(s):  
Daniel F. Becker ◽  
William S. Edell ◽  
Terry Ann Fujioka ◽  
Kenneth N. Levy ◽  
Thomas H. McGlashan
Keyword(s):  
Intellectual Deficits ◽  
Adolescent Inpatients ◽  
Behavior Disordered

BETRAYAL TRAUMA IN ADOLESCENT INPATIENTS

1998 ◽  
Vol 83 (7) ◽  
pp. 914 ◽  
Author(s):  
JEFFREY A. ATLAS
Keyword(s):  
Betrayal Trauma ◽  
Adolescent Inpatients

Omentin and visfatin in adolescent inpatients with anorexia nervosa; association with symptoms

Neuropeptides ◽  
2021 ◽  
Vol 86 ◽  
pp. 102133
Author(s):  
Marta Tyszkiewicz-Nwafor ◽  
Agata Dutkiewicz ◽  
Elzbieta Paszynska ◽  
Monika Dmitrzak-Weglarz ◽  
Agnieszka Slopien
Keyword(s):  
Anorexia Nervosa ◽  
Adolescent Inpatients

scholarly journals Factors related to cigarette smoking and intent to quit among adolescent inpatients with psychiatric and substance use disorders

2018 ◽  
Vol 186 ◽  
pp. 215-218 ◽  
Author(s):  
Haruka Minami ◽  
Erika Litvin Bloom ◽  
Hannah R. Brinkman ◽  
Ana M. Abrantes ◽  
Cara C. Young ◽  
...  
Keyword(s):  
Substance Use ◽  
Cigarette Smoking ◽  
Substance Use Disorders ◽  
Intent To Quit ◽  
Adolescent Inpatients

Reciprocity in the Teacher-Pupil and Peer Verbal Interactions of Learning Disabled, Behavior-Disordered, and Regular Education Students

1984 ◽  
Vol 7 (1) ◽  
pp. 30-38 ◽  
Author(s):  
Steven R. Moore ◽  
Richard L. Simpson
Keyword(s):  
Regular Education ◽  
Learning Disabled ◽  
Education Students ◽  
Student Interactions ◽  
Verbal Interactions ◽  
Teacher Aide ◽  
Target Behaviors ◽  
Observation Instrument ◽  
Teacher Student ◽  
Behavior Disordered

The purpose of this study was to examine the reciprocal interactions of learning disabled (LD), behavior-disordered (BD), and regular education students. The interactions of 15 students from each diagnostic group (LD, BD, regular education) and their peers, teachers, and classroom aides were observed using a behavior observation instrument designed to monitor (a) frequency of 14 target behaviors, (b) direction of the interaction (i.e., given to or received from), and (c) status of the party involved in the interaction (i.e., peer, teacher, aide). A correlational analysis indicated that negative peer-student interactions were reciprocal. In contrast, neither positive or negative teacher-student interactions nor positive peer-student interactions were reciprocal. First-order conditional probabilities (i.e., the probability of a statement being followed by a selected response) showed that BD, LD, and regular students responded to others in a similar manner. Likewise, the teachers of the three groups were similar in their responses to students. In all groups, positive, negative, and neutral statements were most likely to be followed either by an absence of a response or by a neutral response.

Comparison of Procedures for Promoting Reading Proficiency of Two Children with Behavioral and Learning Disorders

1980 ◽  
Vol 5 (2) ◽  
pp. 102-107 ◽  
Author(s):  
Robert A. Gable ◽  
Richard E. Shores
Keyword(s):  
Teaching Strategies ◽  
Oral Reading ◽  
Reading Proficiency ◽  
Learning Disorders ◽  
Learning Behavior ◽  
Reinforcement Schedules ◽  
Teacher Modeling ◽  
Teacher Praise ◽  
Proficiency Level ◽  
Behavior Disordered

This study investigated the effects of two discrete teaching strategies for developing proficiency in oral reading. The use of teacher praise contingent upon pupil correct responses was compared with teacher modeling of words erred. The results clearly indicate that, for two learning/behavior disordered youngsters approaching a proficiency level in oral reading, manipulation of reinforcement schedules was demonstrated to be the more effective approach.

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