行为科学理论在高校内部审计质量控制中的应用探析

探讨行为科学理论在高校内部审计质量控制中的具体运用,提出从人的心理与行为视角研究高校内部审计质量控制相关问题的新思路,即人是高校内部审计质量控制的关键因素之一;高校内部审计质量控制要切实关注审计关系人的合法利益诉求;构建和谐审计关系对于高校内部审计质量控制很重要。     

Teachers’ perceptions of the concomitance of emotional behavioural difficulties and learning disabilities in children referred for learning disabilities in Oman

Research has documented overlapping and coexisting characteristics of learning disabilities (LD) and emotional and behavioural difficulties (EBD). Such concomitance may impact teacher referrals of children at risk for LD which in turn may influence service delivery. Using the Learning Disabilities Diagnostic Inventory (LDDI) and the Strengths and Difficulties Questionnaire (SDQ), we examined teachers’ ratings of EBD and LD symptoms in 439 students referred for LD in elementary schools in Oman. A multivariate analysis of variance (MANOVA) showed that there were no gender differences in LD symptoms, whereas there were significant gender differences in teachers’ ratings of hyperactivity and conduct problems in referred children. There was an association between teachers’ ratings on the LDDI and SDQ dimensions, reflecting children’s concurrent display of LD and EBD symptoms. Implications are discussed within an Omani context in which there is a need to increase teachers’ awareness of the behavioural and emotional profile of children at risk for LD.     

Callous-unemotional interpersonal style in DSM-V: what does this mean for the UK SEBD population?

The definition of conduct disorder in The Diagnostic and Statistical Manual of Mental Disorders (5th ed.; DSMV) includes a new ‘limited prosocial emotions’ specifier, designed to assist in the identification of those with more severe and persistent difficulties and the better targeting of interventions. This study set out to investigate its relevance to pupils with social, emotional and behavioural difficulties (SEBD) in the United Kingdom who might meet the criteria for a diagnosis of conduct disorder (CD). Limited prosocial emotions were assessed using a measure of callous-unemotional (CU) interpersonal style, and their relationship with social behaviour, social status and self-concept was investigated among children aged 8–11 years with identified SEBD (N = 54) using teacher, peer and self-report measures. Findings demonstrated that higher scores on the specifier were associated with more severe problems in all but one of the domains investigated. Higher CU scores were positively associated with teacher and peer-assessed antisocial behaviour and with social rejection. The association between CU scores and social acceptance by peers was negative. However, associations between CU scores and self-perceptions, including social self-perception, were small and non-significant. Thus, despite being socially rejected and rated more negatively by peers than children with low CU levels, the social self-concept of children with elevated CU levels was not lower. Implications for assessment and the differentiation of interventions are considered.     

Behaviour intervention for a student with Tourette's Syndrome: a case study

In an increasingly inclusive and complex setting, professionals in the school workforce working with children presenting social, emotional and behavioural difficulties are managing difficulties that frequently reflect co‐morbidity and multiple‐disorder. This article reports practitioner‐led research taking place in a mainstream school in the USA exploring the behaviour management of a pupil presenting with Tourette's Syndrome (TS). The research takes the form of a case study of a teacher‐led intervention. The research introduced the use of functional behavioural assessment (FBA) and a peer support group as the basis of the intervention. This method was aimed at involving teachers more specifically and broadening practitioners' perspectives on the ‘reasons’ and ‘antecedents’ for behaviours being presented. An outcome of the research was the blended use of an FBA and a peer support group process to increase the interaction skills of a student with TS and supported inclusive education for the student.     

Understanding students' interactions: why varied social tasks matter

Many social interactions between school‐age children contain both competitive and cooperative elements. In order to gain a better understanding of how students at risk for emotional and behavioural difficulties (EBD) negotiate social exchanges in cooperative and competitive‐related tasks in comparison with non‐EBD students: (a) prosocial; (b) negative; and (c) conflict behaviours were assessed. Fifty‐seven children at risk for EBD and 57 comparison children participated in three different social tasks with non‐target partners. Both students and teachers completed a standardised behaviour checklist. Social ability and sex differences were considered. Results are discussed from a social‐cognitive framework, and practical implications will be highlighted.     

The Ford score

Abstract

We combined data from the Office for Standards in Education with those from a large national survey of child and adolescent mental health and developed a simple score that schools or LEAs could use to predict the level of emotional and behavioural difficulties that they are likely to encounter. The final Ford score is based on the rates of free school meals, exclusions, unauthorized absence and children with special educational needs. These data are collected routinely, so the Ford score could easily be calculated to provide estimates of the level of emotional and behavioural problems in mainstream schools without the use of additional resources. It needs further reliability and validity testing but could provide a means of allocating resources.     

The problem with people

An increasing number of children and young people are being excluded from school as a direct result of anger management problems. The research literature suggests that short cognitive‐behavioural intervention programmes may be effective in helping young people understand and control their anger. The aim of the current study was to evaluate the effectiveness of a short cognitive‐behavioural anger management intervention in reducing problem behaviours in school, and to identify factors that may facilitate or impede participant progress on such a programme. The sample comprised 12 young people (mean age 14y 2m) referred for anger problems in an inner‐city school in the north‐west of England. A phase change (baseline, intervention, follow‐up) design was implemented to measure changes in problem behaviours using the Revised Rutter Scale for Teachers. This was augmented by qualitative data gathered in interviews and non‐participant observations. Significant improvements in behaviour were observed as a result of the intervention, although for some domains this was not maintained at four‐week follow‐up. Analysis of qualitative data revealed a number of issues that might impact on the success of an intervention, including notions of power in the classroom, treatment readiness, and the importance of sharing thoughts, feelings and experiences with others. Despite limitations inherent in the research design, the intervention was deemed a success. However, our findings show the need for researchers and practitioners alike to ‘look beyond the child’ when hypothesising about the causes of anger problems in educational contexts.     

The role of vignettes in the research of emotional and behavioural difficulties

Abstract

The study of teachers’ perceptions, attributions and feel-KEYW ORDS ings could be best served by the use of the vignette technique. This follows from a methodological review of educational research, comparison of the vignette with other techniques and consideration of both the advantages and the pitfalls of the technique. A presentation to teachers of brief hypothetical scenarios, which constitute unobtrusive approximations of realistic situations, could elicit useful information about their thought processes, relevant to aspects of educating children with emotional and behavioural difficulties and to professional and educational development generally.     

Child-centred play therapy,by Risê Van Fleet,Andrea E. Sywulak and Cynthia Caparosa Sniscak

Research has identified a significant relationship between social, emotional and behavioural difficulties (SEBD) and speech, language and communication difficulties (SLCD). However, little has been published regarding the levels of knowledge and skill that practitioners working with pupils experiencing SEBD have in this important area, nor how they might more effectively detect and support SLCD in the children and young people with whom they work. This paper outlines a small-scale project intended to evaluate said knowledge and skills within an SEBD support team in central England, and to increase this team's effectiveness in detecting and supporting children experiencing SLCD.