| Papers [1-15] of 28 :: [Page 1 of 2] | | Go to page : 1 2 —> | Search results on "TEACHING DEFIANT": |
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Teaching Defiant Students, 2007.
This paper discusses classroom strategies for teaching defiant students, looking at rules, consequences and rewards.
4,383 words (approx. 17.5 pages), 8 sources, MLA, $ 115.95
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Abstract
In this article, the writer examines successful working scenarios that keep defiant students in the classroom and cause them to be a positive element in the classroom. The writer notes that classroom discipline is reported to be the number one concern of Americans regarding the public school system. The opinions are wide and varied. This paper examines how to create and maintain student discipline with emphasis on the defiant student. The writer concludes that reinforcement of positive behavior is critical while ignoring negative behavior is best practice. Further, the writer maintains that the student who is disruptive is many times attention-seeking therefore ignoring the 'bad' behavior while commending 'good' behavior is effective in making behavioral changes possible for the defiant child in the classroom.
Outline:
Chapter One
Research Question
Purpose of Study
Background
Statement of Problem
Significance of Study
Research Question
Definitions
Chapter Two
Historical Overview
Figure 1
Figure 2
Current Findings
Rules
Consequences and Rewards
Summary of Literature Review
Chapter Three
Classroom Application
Methodology
Bibliography
From the Paper
"It is shown in Figure 1 that the manifestation of the behaviors is different with different ages. Generally children will lessen in deviancy of behavior, reach a plateau or reverse to a level that is less serious in nature. In order that the child effectively counter development of behavior that is disruptive the child must acquire several different pro-social developmental tasks. The first of these the child must learn is to solve interpersonal problems without aggression either verbally or physically. Secondly the child must master the developmental task of being honest and learning to respect the property of others."
"A model for the developmental pathways in disruptive and delinquent behavior was developed by Loeber and Scaling (1985) in their meta-analysis of 28 studies of disruptive child behaviors which were rated by parents and teachers. Three ratings of disruptive behavior exist in this model with overt behavior on one pole and covert behavior on the other and disobedience placed precisely in the middle of the scale."
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Defiant and Destructive Behavior, 2004.
A review of several research studies into defiant and destructive behavior.
900 words (approx. 3.6 pages), 3 sources, MLA, $ 31.95
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Abstract
This paper discusses the phenomenon of defiant and destructive behavior among adolescents. The paper examines research done by Hill Walker that addresses the growing problem of anti-social behavior in schools and its impact on safety, effectiveness, and ecology in those schools. The paper presents Robert J. Harrison's research on overt categorical aggression in children and adolescents referred for psychiatric consultation. A more recent study by Ester Schaler Buchholz, which linked adolescent self-image and related behavioral decisions, is also covered in the paper.
From the Paper
"Defiant and destructive behaviour is prevalent enough among adolescents that it has been the subject of myriad research investigations in recent years. Some of the research attempts to explain the behaviour itself, while other research attempts instead to offer corrective actions for what it views a priori as a significant problem in society. Walker, in a study reported in the journal Exceptional Children in 2000, address ?the growing problem of antisocial behavior in schools and its impact on safety, effectiveness, and ecology? in those schools. Walker?s work also focused on screening and early intervention for children and adolescents at risk for adopting antisocial patterns of behaviours."
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Oppositional Defiant Disorder, 2007.
This paper discusses the behaviors and treatment options associated with oppositional defiant disorder.
2,099 words (approx. 8.4 pages), 5 sources, APA, $ 65.95
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Abstract
This paper describes oppositional defiant disorder, which is a complicated psychiatric problem that may occur in children or adolescents. The behaviors associated with this disorder are discussed, as well as the possible physiological roots of the problem. Treatment options are presented, which include therapy. The author concludes optimistically that this disorder may be overcome with appropriate intervention.
Outline
Definition
Studies
Treatment
Summary
From the Paper
"A study was also done on "Mary", a 4 year old who developed oppositional defiant disorder in the setting of her military father's deployment to Bosnia (Daly, 2002). Mary's initial presentation was that of frequent temper tantrums and the tendency to hold her bowel movements, often resulting in soiling. The child demonstrated controlling and defiant behavior, escalating frequently into temper tantrums and frequent arguments with her mother. It is of note that the child demonstrated little difficulty at school and got along well with her six year old sister. Mary would frequently direct her mother on what to eat, and what clothes to wear, and demand that her mother get off the telephone, throwing a temper tantrum if her needs we not met. It is of note that the child, although noted to be very verbal in school reports and play, was unlikely to express her feelings surrounding her father's absence, and frequently would deny feelings of sadness even when her activity in play therapy would indicate the opposite was true."
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Oppositional Defiant Disorder, 1992.
An examination of the difficulty related to study, diagnosis and treatment of oppositional defiant disorder (ODD).
1,350 words (approx. 5.4 pages), 7 sources, $ 47.95
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From the Paper
"Abstract
Oppositional defiant disorder (ODD) is examined in terms of definition, etiology, problems associated with diagnosis and study, and treatment. Oppositional defiant disorder is a disorder that involves symptoms which, when they occur at a certain developmental stage, are considered normal, but when they persist or occur at a later stage of development, they are signs of the disorder. There are a number of problems raised with reference to the study of ODD, notably the question of its specific relationship to a more severe disorder, conduct disorder. There is evidence that the two are linked developmentally so that ODD may lead to conduct disorder, but there is also evidence that they may be two distinct issues."
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Oppositional Defiant Disorder, 2002.
An overview of this behavioral disorder, including symptoms, treatment, and future studies.
1,650 words (approx. 6.6 pages), 4 sources, $ 62.95
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Abstract
What has become known as Oppositional Defiant Disorder (ODD) once was included with a range of other, similar behaviors in the classification of sociopath and delinquency. However, as psychology has been able to define and categorize increasingly specific forms of behavior, ODD has begun to receive some very individualized attention. Over the past two decades, the research into this behavioral disorder, which becomes very apparent within the school system, has increased. It is the purpose of this paper to discuss the diagnosis, treatment, and outlook for this problematic disorder.
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Oppositional Defiant Disorder (ODD), 2003.
Presents an analysis and definitions of ODD.
900 words (approx. 3.6 pages), 5 sources, $ 31.95
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Abstract
Discusses the pattern of negative, disobedient behaviors in a child or adolescent. Examines problems caused by the condition at school, work, and in social situations. Cites possible causes of ODD, its symptoms, and gender differences.
From the Paper
"Oppositional Defiant Disorder (ODD) is a pattern of defiant, negative, hostile, disobedient behaviors in a child or adolescent which lasts for at least six months (Doermann, 1999). The condition causes problems at school or..."
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Siblings of Autistic Children, 2005.
An investigation to determine whether children with an autistic sibling are at greater risk for developing conduct disorder, oppositional defiant disorder and antisocial behavior.
4,691 words (approx. 18.8 pages), 26 sources, APA, $ 120.95
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Abstract
This study examines the psychological well-being and sibling relationships in adolescent siblings who have a brother or sister with an autism spectrum disorder. In examining these children, the paper attempts to determine the incidence of children who experience conduct disorder, oppositional defiant disorder and antisocial behavior who also have autistic siblings as well as what factors tend to contribute to an increased incidence of these conditions in otherwise-normal siblings of autistic children. Finally, the study attempts to identify clinical interventions that have been proven effective in helping the entire family in general, and otherwise-normal siblings in particular, in the past.
Introduction
Background of the Problem
Statement of the Problem
Purpose of the Study
Significance of the Study
Research Questions
Limitations and Delimitations
Definitions
Summary
Preliminary Literature Review
Methodology
Description of the Study Approach
Data-gathering Method and Database of Study
From the Paper
"The number of children who have been diagnosed with autism has increased sharply in recent years; the data had suggested that autism occurs in at least one of every 1,000 children; however, more recent studies demonstrated a prevalence rate that was two- to three-times higher than these earlier estimates. According to Mayes, "Autistic spectrum disorders occur much more frequently in males than females, with the exception of Rett Syndrome, a rare and severe disorder only occurring in females" (p. 92). Autism often occurs in combination with other mental impairments, such as mental retardation, seizure disorders, and attention deficit-hyperactivity/disorder. Furthermore, autism is often misdiagnosed or not diagnosed, but once the condition is diagnosed, the most effective response is early, aggressive intervention focusing on social and communicative deficits; however, older individuals with autism may also gain some benefit from structured interventions."
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"Oroonoko" ( Aphra Behn ) & "Native Son" ( Richard Wright ), 1999.
Compares protagonists & the authors' conception of them as defiant men fighting racism.
1,800 words (approx. 7.2 pages), 2 sources, $ 63.95
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From the Paper
"This study will compare Oroonoko in Aphra Behn's Oroonoko and Bigger Thomas in Richard Wright's Native Son, focusing on the authors' views and their conception of the characters in relation to racism. The study will argue that both authors have created courageous and defiant black men determined to resist racism with any means necessary, although Behn has also created a black man designed to show that blacks are and/or can be more civilized, more humane than the white people who claim to be the representatives of civilization and society.
Behn plays the role of narrator as well as character in her novel. The purpose of her work is to try to convince the reader that Oroonoko, the so-called "Royal Slave" is not the frightening and savage creature which Europeans fear he is, but is instead more civilized than the Europeans themselves. Behn, however, goes.."
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ADHD and ODD: A Case Study, 2008.
A case study of a child who has been diagnosed with attention deficit hyperactivity disorder and oppositional defiant disorder.
1,072 words (approx. 4.3 pages), 2 sources, MLA, $ 37.95
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Abstract
This paper discusses the case of a 6-year-old boy affected with ADHD and ODD. The author describes the boy's behavior, giving examples, and discusses several of the concerns of his parents and educators. The author explains the methods currently used by his teachers and parents to work with his disorders and increase his attention. The paper also provides suggestions for further improving his attention and his learning abilities.
From the Paper
"Reflected in Michael's inability to sit still during read aloud time, Michael also expresses no verbal desire to read silently, or even flip through picture books for more than a few minutes. Michael states to the EA frequently that he does not want to learn how to read because it is boring. The EA has in the past had no answer but more recently devised a way to help Michael understand the importance of reading by bringing simple instructions to school that accompany objects and items that almost cannot be used without a careful reading of the simple instructions."
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Case Study of Raymond & Margie, 2002.
This is a case study of a young child, Raymond, diagnosed with Oppositional Defiant Disorder; and a lady (Margie) who was diagnosed with a major depressive disorder.
4,801 words (approx. 19.2 pages), 5 sources, MLA, $ 122.95
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Abstract
Both individuals presented in this case study were diagnosed by a psychiatrist who provided therapeutic treatment. The paper provides information on the treatment provided and its affects. The writer discusses these case studies and the effect of the different treatments used in each case, and how each patient benefited differently from the therapies.
From the Paper
"Raymond is a seven-year-old African-American male. He was referred to the Children and Adolescent Psychiatric Service program at East Orange General Hospital through the elementary school he attends. The recommendation came from his teacher due to various occasions, within two months, in which he was suspended for fighting with other students. He also had a history of outbursts in class, such as cursing and swearing at the teacher and other adults, kicking and spitting at adults as well as classmates, and throwing objects such as books, desks, and chairs. Raymond was seen by the on staff psychiatrist and was diagnosed with Oppositional Defiant Disorder and Conduct Disorder. The psychiatrist also requested individual and group therapy as part of his treatment. The goal of treatment for Raymond would be to modify his behavior in a way that would be acceptable in society. It is expected for the patient to identify with the issues that had labeled him as high risk. With the help of therapy, Raymond should identify and verbalize feelings leading to disruptive behavior. The ultimate goal for Raymond is to be able to take control of his life in a productive manner that is conducive to himself and others. Margie is a 37 year-old African-American mother of two adult children. She had been treated by various therapeutic agencies. She came to the mental health clinic at East Orange General Hospital on a voluntary basis for her depression. The psychiatrist diagnosed Margie with Major Depressive Disorder with Anxiety Disorder. The psychiatrist recommended individual therapy. Margie?s treatment goal is to develop healthier, less destructive relationships. She needs to understand and work through her feelings of fear and inability to trust others. Margie needs to verbalize experiences that lead to, and maintain; anger, depressive moods, and abusive relations with others. She needs to develop healthier boundaries and sense of self."
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Michael Milken's White-Collar Crimes, 2000.
An analysis of the junk-bond trader's behavior in terms of sociologist Robert K. Nerton's theory of deviance, focusing on Milken's autocratic, defiant, ritualistic and innovative leadership style.
2,700 words (approx. 10.8 pages), 10 sources, $ 95.95
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From the Paper
"This research will examine Michael Milken's white-collar crimes and corporate deviance in terms of sociologist Robert K. Merton's theory of deviance. The research will set forth the context in which Milken's behavior patterns lend themselves to analysis from Merton's perspective and then discuss how shifts in Milken's behavior since the exposure of his white-collar crime can be explained by Merton's views.
Merton's conception of deviance is structured around the relationship between individual wants and needs on one hand and the ability to fulfill those wants, needs, and dreams on the other. According to Merton (25ff), the venue for fulfillment is society, and its class structure, institutions, cultural norms, and the position of the individual within the whole may facilitate, prevent, or retard fulfillment. Man, says Merton..."
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The Music of Today?s Youth, 2006.
An examination how music is affected by situations.
923 words (approx. 3.7 pages), 2 sources, MLA, $ 32.95
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Abstract
In this paper the author examines how music is affected by situations and not situations by music. He highlights Rap music as the street music of the ghetto and mainstream pop music as that of the more affluent segment of society. He then examines punk rock as sharing a defiant tone that is characteristic of rap, but considered the music of white alternative rockers.The paper concludes with observation that music can tell a story if anyone listens.
From the Paper
"While it is true that songs like "Cop Killer" contain language that is objectionable and an exhortation to violent reactions to the injustices around them, most of those who listen to rap understand the nature of the lyrics. While parents of middle class and upper middle class teens worry that they will be influenced by the sordid nature of the music, those in the black neighborhoods know that this music is a predictable response to what ghetto teens see around them every day."
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The Price of Selfishness, 1998.
This paper is about the motives of the female characters in "Antigone".
1,017 words (approx. 4.1 pages), 3 sources, MLA, $ 35.95
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Abstract
The two main characters in "Antigone" are Antigone and Ismene. The paper points out that Ismene shows the mild side of feminine responses to life, while Antigone is the defiant, selfish side. It discusses how, therefore, Antigone is a character whose false motives and preoccupation with death hide her selfish longing for praise; this means that Antigone is not the hero that she is thought to be.
From the Paper
"The traits of female characters in literature are often a topic for debate. Women are often depicted as either a passive spectator afraid to upset a course of event, or as a defiant temptress who cannot see beyond her own goals. Neither of these viewpoints can be entirely true for real women, but they can serve to categorize the more one-dimensional characters that are depicted in some stories."
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The Forces of Nature, 2006.
This paper analyzes the power of nature in Robert Zemeckis' film "Cast Away" and Stephen Crane's novel "The Open Boat."
1,015 words (approx. 4.1 pages), 2 sources, MLA, $ 35.95
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Abstract
The writer of this paper examines the plots and main characters in both works while detailing the various similarities. Both stories revolve around the struggle to survive, both within and against nature, which becomes a dominant character in both respective tales. The writer contends that Crane's novel is naturalistic, as it describes circumstances where man learns the true power of nature. The same holds true for "Cast Away," which focuses on one man's survival against the elements of nature. This paper explores how both the main characters in each story are at first angry and defiant towards nature, yet within time, both become respectful and resigned to its forces. This paper discusses the powerful magnitude of the ocean in both works, while also detailing the fact that nature pays no attention to time, which seems to go by with agonizing slowness.
From the Paper
"In both works, time, of which nature pays no heed, goes by with agonizing slowness. Nature, after all, is indifferent to any of humanity's temporal, spatial, or physical needs, and reminds characters in these works of this often. The ordeal of "The Open Boat" is shorter than that of Cast Away, only one night as opposed to four years, but to the trapped men on the open sea, it feels interminable. They spend the night merely enduring their fate, guessing if someone has seen them from shore. In Cast Away, Chuck, in his pre-island life at FedEx, often told fellow employees, "Time is our enemy." Once alone on the island, however, it becomes Chuck's enemy (but eventually, his friend) in whole new ways. In both works, nature takes command of time, indifferent to human needs. Chuck initially spends his days just learning to survive."
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Nurtured Heart Approach, 2007.
This paper discusses the effects of the nurtured heart approach as a method of treating difficult children.
874 words (approx. 3.5 pages), 2 sources, MLA, $ 31.95
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Abstract
In this article, the writer explores the nurtured heart approach of behavior therapy. The writer explains that the topic of behavior disordered children has always been a volatile one. The writer then points out that experts in the fields of child psychology and education not only disagree how to treat the disorders, they sometimes disagree on whether the disorders even exist. The he writer examines Dr. Howard Glasser's approach to treating difficult children, including those who have been diagnosed with attention deficit disorder (ADHD), obsessive compulsive disorder (OCD), oppositional defiant disorder (ODD) and other behavior related disorders. The writer concludes that with the nurtured heart approach to behavior in a classroom, students will realize that negative behavior gets no response, while positive behavior gets compliments, rewards and credits.
Outline:
Introduction
What It Is
Conclusion
References
From the Paper
"The first thing the approach stresses is the fact that intense, or difficult children do not react normally to the basic rules of parenting. While parents of these children may be dedicated and trying everything they can to get these children turned around they are often faced with defiance and refusal to comply. It can be frustrating for the parents, the teachers and the children who are involved. It can also be difficult on remaining family members."
"The Nurtured Heart Approach believes that these children are programmed in a way that an entirely different approach is needed to make the child change behavior patterns, and consequently gain confidence in his or her ability to fit into society and succeed."
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