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Biomedical subjects

K Esveldt-Dawson

Publications and source records attributed to K Esveldt-Dawson.

16 recordsLinked to original sources
PubMed1984

Poor peer interactions and social isolation: a case report of successful in vivo social skills training on a child psychiatric inpatient unit.

The effects of social skills training comprising didactic instructions, coaching, modeling, feedback and reinforcement were examined in a child diagnosed Conduct Disorder and Attention Deficit Disorder in whom social isolation and poor peer interactions were prominent features. Treatment was implemented in the specific settings in which deficient social performance was noted using a multiple baseline design. Application of social skills training led to increased rates of appropriate interactions with peers and decreased rates of playing alone. In addition, pre- and posttreatment scores on the Child Behavior Checklist and School Behavior Checklist showed significantly decreased dysfunctional behaviors after training. Follow-up contact 1 and 12 months following discharge indicated that the child continued to socialize more with peers and to show improved adjustment.

Adaptation, Psychological↗
PubMed1983

Child and parent evaluations of depression and aggression in psychiatric inpatient children.

This investigation examined the agreement between children and their parents on measures of depression and aggression. A total of 120 inpatient children (ages 7-13) and their mothers and fathers independently completed self-report and interview measures that focused on the children's dysfunction. Children and their parents differed in their ratings of each symptom area, with children providing significantly less severe ratings than their parents. Children who met DSM III criteria for major depression or conduct disorder were significantly higher in their ratings of depression and aggression than children without these diagnoses, as reflected in both child and parent ratings. Child and parent ratings correlated in the low to moderate range on measures of children's symptoms, whereas mother and father ratings correlated in the moderate to high range. The correspondence between children and parents did not vary as a function of symptom area (depression and aggression) or assessment format (self-report and interviews). The results suggest that children are able to rate the severity of their dysfunction, although they tend to provide lower-bound estimates than do their parents.

Adolescent↗
PubMed1983

Correspondence of teacher ratings and direct observations of classroom behavior of psychiatric inpatient children.

The present investigation examined the correspondence of teacher ratings and direct observations of classroom behavior. Teachers, extraclass raters, and observers completed standard rating scales and/or measures of overt classroom behaviors of psychiatric inpatient children (N = 32). The study assessed if the correspondence between ratings and direct observations was influenced by who evaluates the child (teachers, raters) and the assessment format (general ratings, discrete behaviors). The results indicated that (1) measures from different assessors correlated in the low to moderate range, (2) data from extraclass raters corresponded more closely with direct observations than with data from teachers, (3) teacher and rater estimates of overt child behavior did not correlate more highly with direct observations than did standard rating scales, and (4) teachers and raters viewed child behavior as more appropriate than direct observations indicated. Measures from teachers, raters, and observers readily distinguished attention deficit disorder children with hyperactivity from their peers. However, teacher evaluations delineated these children more sharply than other assessors.

Adolescent↗
PubMed1982

Treatment of phobias in a hospitalized child.

A 12-year-old girl, hospitalized on a psychiatric intensive care unit, was treated for phobias of school and unfamiliar males. Treatment focused on decreasing several avoidance responses and increasing prosocial approach responses. Treatment consisted of instruction, performance feedback, participant modeling and social reinforcement. Marked changes were evident when treatment was introduced in a multiple-baseline design across several phobic and prosocial behaviors. Treatment effects generalized beyond the persons and situation included in training, were reflected in overall global ratings by persons unfamiliar with the treatment, and were maintained up to a 7-week follow-up when the child returned to the hospital for reassessment. Contact with the child 21 weeks after discharge indicated that the gains were reflected in school attendance and social interaction in everyday situations.

Behavior Therapy↗
PubMed1980

Increasing spelling achievement: an analysis of treatment procedures utilizing an alternating treatments design.

Two studies which examine the effectiveness of spelling remediation procedures are reported. In both studies, an alternating treatment design was employed. In the first study, positive practice overcorrection plus positive reinforcement was compared to positive practice alone and a no-remediation control condition. In the second study, positive practice plus positive reinforcement was compared to a traditional corrective procedure plus positive reinforcement and a traditional procedure when used alone. Results of both studies indicated that the combined positive practice plus positive reinforcement procedure was more efficient and that it was preferred by the children. Following brief training under this combined procedure, all children demonstrated 100% spelling accuracy.

Adolescent↗