Zobrazeno 1 - 8
of 8
pro vyhledávání: '"Nicole Palardy"'
Publikováno v:
Journal of Early and Intensive Behavior Intervention. 3:196-210
The present study examined the social significance of changes resulting from teaching symbolic play skills to children with autism using Pivotal Response Training (PRT). Qualitatively obtained results from a previous study indicated that, following s
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::66d9731b4b4a5bb33d56f86345e9ac84
https://doi.org/10.1037/h0100332
https://doi.org/10.1037/h0100332
Publikováno v:
Journal of Early and Intensive Behavior Intervention. 1:47-56
Two anger management interventions for aggressive children, Anger Coping and Coping Power, are described in this review article, including conceptual underpinnings, session format and content, and outcome research findings. Important issues and consi
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::0db67389f4c5b37826c847b1ef320a1d
https://doi.org/10.1037/h0100283
https://doi.org/10.1037/h0100283
Autor:
Tammy D. Barry, Laura Grofer Klinger, Nicole Palardy, S. Douglas Bodin, Joycelyn M. Lee, Tiffany Gilmore
Publikováno v:
Journal of Autism and Developmental Disorders. 33:685-701
Although social skills group interventions for children with autism are common in outpatient clinic settings, little research has been conducted to determine the efficacy of such treatments. This study examined the effectiveness of an outpatient clin
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::bd982f73f25d756ab8f44e562378737c
https://doi.org/10.1023/b:jadd.0000006004.86556.e0
https://doi.org/10.1023/b:jadd.0000006004.86556.e0
Autor:
William F. Chaplin, Brian C. Kersh, Leslie A. Aaron, Michelle Y. Martin, Mireya Triana-Alexander, Adriana Sotolongo, Kristin R. Alberts, Derek F. Dewaal, Nicole Palardy, Leanne R. Cianfrini, Marla L. Domino, Graciela S. Alarcón, Laurence A. Bradley
Publikováno v:
Arthritis & Rheumatism. 45:362-371
Objective. To determine whether variables derived from the self-regulatory model of health and illness behavior accurately predict status as a patient or nonpatient with fibromyalgia (FM). Methods. Subjects were 79 patients who met American College o
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::55a0e8174d6ddcfc78321cb740ea95b8
https://doi.org/10.1002/1529-0131(200108)45:4<362::aid-art349>3.0.co
https://doi.org/10.1002/1529-0131(200108)45:4<362::aid-art349>3.0.co
Publikováno v:
Children's Health Care. 29:47-63
Bandura's (1982) self-efficacy theory was applied to explain the process by which self-efficacy for managing pediatric diseases can be enhanced. Adolescents (N = 143) diagnosed with insulin-dependent diabetes mellitus (IDDM) completed measures of adh
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::b6e903fe25fd5cbb0035e525396204f5
https://doi.org/10.1207/s15326888chc2901_4
https://doi.org/10.1207/s15326888chc2901_4
Publikováno v:
Journal of developmental and behavioral pediatrics : JDBP. 19(1)
Adolescents' health attitudes and adherence to treatment for insulin-dependent diabetes mellitus (IDDM) were evaluated using the protection motivation theory (PMT). We expected cognitive appraisals of adherence (self-efficacy for treatment management
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::f7fb14624bb661d3008c7a6488db7d5c
https://pubmed.ncbi.nlm.nih.gov/9524303
https://pubmed.ncbi.nlm.nih.gov/9524303
Publikováno v:
Diabetes Care. 27:1517-1517
Treatment for type 1 diabetes is often difficult for adolescents because of the multiple daily tasks required for successful management. Hence, adolescents who are more intrinsically motivated to manage their health might be more persistent with thei
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::6c7abfd62079321c945488028c8670c8
https://doi.org/10.2337/diacare.27.6.1517
https://doi.org/10.2337/diacare.27.6.1517
Publikováno v:
Journal of Early & Intensive Behavior Intervention; 2006, Vol. 3 Issue 2, p196-210, 15p