Dissertation/Thesis Abstract

Evaluation of therapeutic progress in at-risk youth in a behavioral day-treatment school program
by Yi, Melody S., Ph.D., Chapman University, 2012, 185; 3516990
Abstract (Summary)

This dissertation was an examination of the therapeutic progress of at-risk youth in a behavioral day treatment school program. Students with disruptive behavior disorders that include Attention Deficit Hyperactive Disorder (ADHD), Conduct Disorder (CD), and Oppositional Defiant Disorder (ODD) are at risk for numerous adjustment problems during adolescence and adulthood.

Twenty kindergarten through sixth grade students from the UC Irvine Child Development Center Day-Treatment School program were the participants. The students varied in age, grade, and clinical classification. They were all enrolled at the UCI CDC program for less than 12 months, within one school year (2010–2011). The study used a quasi-experimental repeated measures research design, in which the primary independent variable was the UCI CDC program. The secondary independent variables were parent and student attendance in the program. The dependent variables were: (a) clinical measure for ADHD and ODD, (b) disruptive behavior, (c) appropriate academic (on-task) engagement, and (d) reading rates.

The findings from the present study addressed some gaps in the literature on treatment progress in at-risk youth from an alternative educational setting. The current study provided information on parent ratings of their child's ADHD and ODD symptoms during a school year, and examined group and individual effects.

The hypothesis of improved parent ratings of their child's global productivity and compliance was partially supported. Five of these students showed significant improvement in overall productivity and compliance. The hypothesis was not supported that the students' disruptive behaviors at the treatment center would decrease over time. As hypothesized, the findings indicated that all but one student demonstrated improvement in appropriate academic engaged time. Additionally, the hypothesis that reading skills would increase over time was partially supported. All students improved in Initial Sound Fluency and Letter Naming Fluency. A few children improved in Phoneme Segmentation Fluency and Nonsense Word Fluency.

Finally, the hypothesis was not supported that parent and student attendance was correlated with global scores of compliance and productivity. No correlations were found between parent and student attendance with RCI outcomes. Similarly, no significant correlations were found between parent and student attendance and specific symptoms of ADHD and ODD.

Indexing (document details)
Advisor: Busse, Randy T.
Commitee: Brady, John, Curwen, Margaret S., Schuck, Sabrina E.B.
School: Chapman University
Department: College of Education Studies
School Location: United States -- California
Source: DAI-A 73/11(E), Dissertation Abstracts International
Subjects: Behavioral psychology, Educational psychology, Clinical psychology
Keywords: Alternative education, At risk, Attention deficit hyperactivity disorder (ADHD), Cognitive behavior therapy, Day treatment, Disruptive behavior disorders, Intervention & prevention, Psychosocial treatment
Publication Number: 3516990
ISBN: 978-1-267-46908-3
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