The Effects of Coping-Modelling Problem Solving and Contingency Management Procedures on the Positive and Negative Interactions of Learning Disabled and Attention Deficit Disordered Children with an Autistic Peer

This study focused on mother-child interactions during a problem-solving task to determine whether (a) mothers of learning-disabled children engage in conversational buffering to facilitate their child's participation in the task, and (b) whether learning-disabled children differ from nondisabled children in their use of language with their mothers. The results of this study provide some evidence that mothers of both learning-disabled and nondisabled children engage in conversational buffering, although there were few differences between the mothers of the learning-disabled and nondisabled children. Differences between learning-disabled and nondisabled children showed that the learning-disabled were more likely to agree with and less likely to disagree with their mothers than were the nondisabled children. These findings provide some evidence of maternal conversational buffering and suggest that learning-disabled children's previously reported unassertive conversational style in peer interactions extends to talk with their mothers.

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Session 13: Parent Coaching Session 1: Between Adolescent Sessions 3–5

Overcoming ADHD in Adolescence ◽

10.1093/med-psych/9780190854522.003.0014 ◽

2020 ◽

pp. 161-168

Author(s):

Susan E. Sprich ◽

Steven A. Safren

Keyword(s):

Attention Deficit Hyperactivity Disorder ◽

Parenting Style ◽

Attention Deficit ◽

Management System ◽

Behavioral Therapy ◽

Contingency Management ◽

Parent Coaching ◽

Hyperactivity Disorder ◽

Limit Setting ◽

Coaching Session

This chapter describes the first optional parent coaching session. The primary goal of this session is to assess parent motivation for and hopefulness about cognitive behavioral therapy (CBT) in helping their adolescent with attention-deficit/hyperactivity disorder (ADHD). The therapist can also discuss services that the adolescent is currently receiving at school, help the parents decide if other services are needed, and talk about how to advocate for these services. Other topics discussed in this chapter are how the contingency management system is working, how to address any issues with this system that may have come up, parenting style, and limit-setting with adolescents.

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Interventions for Positively Reinforced School Refusal Behavior

Helping School Refusing Children and Their Parents ◽

10.1093/med-psych/9780190662059.003.0006 ◽

2018 ◽

pp. 122-147

Author(s):

Christopher A. Kearney

Keyword(s):

Problem Solving ◽

Positive Reinforcement ◽

Contingency Management ◽

School Refusal ◽

School Refusal Behavior ◽

Family Work ◽

Family Based

This chapter covers contingency management and family-based practices for children refusing school for positive reinforcement outside of school. Detailed recommendations are made for instituting morning routines, attending to appropriate behaviors, providing incentives and disincentives as needed, and altering parent commands. In addition, family work can include agreements for problem-solving and enhanced communication, such as contracts, as well as work with parents to modify academic requirements in line with a particular youth’s attendance status and potential pathway toward graduation. Other recommendations include escorting youth to school, increasing supervision, helping a youth refuse offers to miss school, and implementing attendance journals, among others.

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Pedagogy for modelling problem solving in engineering dynamics: a social semiotic analysis of a lecturer’s multimodal language use

European Journal of Engineering Education ◽

10.1080/03043797.2019.1657068 ◽

2019 ◽

Vol 45 (4) ◽

pp. 631-652

Author(s):

Kate le Roux ◽

Bruce Kloot

Keyword(s):

Problem Solving ◽

Language Use ◽

Semiotic Analysis ◽

Modelling Problem ◽

Multimodal Language

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