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Dissertations / Theses on the topic 'Developmentally disabled'

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Published: 4 June 2021

Last updated: 31 July 2024

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1

Dumas, Shelley White. "Participant perceptions in using a person-centered planning process to access services and supports /." Digital version accessible at:, 2000. http://wwwlib.umi.com/cr/utexas/main.

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2

Neely-Barnes, Susan L. "Consumer choice in developmental disability services : assessing the impact on quality of life indicators /." Thesis, Connect to this title online; UW restricted, 2005. http://hdl.handle.net/1773/8135.

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3

Walker, Jacqueline G. "Auditory discrimination learning with developmentally disabled persons." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0005/NQ41630.pdf.

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4

Feicht, Kimberly Jane. "Sexual abuse prevention for developmentally disabled women." Scholarly Commons, 1993. https://scholarlycommons.pacific.edu/uop_etds/2773.

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The purpose of the present study was to evaluate a program designed to teach developmentally disabled women the self-protective skills necessary to prevent sexual abuse. Twenty developmentally disabled women participated in the study and were randomly assigned to either the control or experimental group. Both groups were given a pretest to measure any preexisting self-protective skills. The experimental group participated in a seven session program. The training program used the following behavior modification techniques to teach the self-protective skills: modeling, role-playing, and verbal and physical prompts. To test the self-protective skills learned, both groups were given a posttest. The experimental group's role-play mean increased from pretest to posttest while the control group's role-play mean decreased. The predicted testing by treatment interaction effect was significant. To test the retention of the self-protective skills learned, a follow-up role-play test was given to the experimental group 3 weeks later. There was no significant difference between the group's pretest mean and their follow-up mean which shows that there was no retention of the skills learned.

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5

Coutryer, Sharon M. "Perceptions of Careproviders Concerning the Normalization/Developmental Model's Replacement of the Medical Model as the Basis for Providing Education and Training to the Institutionalized Adult with Developmental Disabilities." Thesis, University of North Texas, 1993. https://digital.library.unt.edu/ark:/67531/metadc278655/.

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Previous research suggests that careproviders' attitudes and perceptions significantly influence the type and quality of services received by institutionalized adults with developmental disabilities (IADD). This study explored attitudes careproviders hold concerning training needs of the IADD and their service model orientation. It traced the history of training people with developmental disabilities and provided a brief review of the medical, developmental, and normalization models of service delivery. The conceptual framework upon which this study was based proposed that staff perceptions and orientation concerning service delivery to the IADD can be conceptually related to five factors in a research model. They were identified as: (a) careprovider's characteristics; (b) working environment; (c) previous careprovider experience; (d) developmental disability history within the careprovider's family; and (e) self-reporting of a service delivery orientation. This study examined only a portion of this model (factors a, b, and e). The response sample included 370 professionals and paraprofessionals, aged 17 to 72 years, who were employed at a large residential facility serving individuals with developmental disabilities in Denton, Texas. The respondents were predominantly female (76.5%), Caucasian (72.2%) with slightly less than 75% having more than a high school diploma. The instrument, a self-administered questionnaire, consisted of three parts; Careprovider's Service Model Orientation; Careprovider's Perception of Training Needs; and, Demographic Information. Data were analyzed through the use of regression, chi square, and analysis of variance tests. Findings revealed several significant relationships between: professional status and perceptions of training needs of the IADD; professional status and service model orientation; professional status and reported service model orientation; professional status and attitude toward the medical model; and, professional status and attitude toward the developmental model. Significant relationships were not found for four additional hypotheses that were included the study.

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6

Lau, Wai-yee Aster, and 劉慧儀. "Factors associated with children having developmental concerns from parents and physicians: a retrospectivecohort study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B45172614.

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7

Craig, Vicki J. "Screening for undiagnosed hypertension in the developmentally disabled." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/mq31192.pdf.

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8

Chenaille, Tiffany. "Abuse of developmentally disabled children| a preventative program." Thesis, State University of New York Empire State College, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=1543687.

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This project proposes a program designed to reduce the likelihood of abuse to children with developmental disabilities by teaching and training their parents. It begins with the evidence of abuse of children with developmental disabilities. The causes behind higher than average abuse rates are enumerated. The correlation between parental stress and abuse is covered. Violence prevention programs for schools, inmates and children are reviewed for viability. Components of these programs may be useful for a program focused on children with developmental disabilities. Violence prevention programs that serve children with developmental disabilities are reviewed. Possible solutions for reducing stress in general and in relation to raising a child with developmental disabilities are addressed.

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9

Gilligan, Catherine Agnes. "Admission to the sacraments for the developmentally disabled." Theological Research Exchange Network (TREN), 1999. http://www.tren.com.

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10

Harden, L. A. "Effective ministry with deaf and developmentally disabled adults." Online full text .pdf document, available to Fuller patrons only, 2000. http://www.tren.com.

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11

Nowak, Reneé André. "Self-determination skills used by individuals with developmental disabilities : perceptions of adults with developmental disabilities and advocates /." Thesis, Connect to this title online; UW restricted, 1995. http://hdl.handle.net/1773/7910.

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12

Schulz, Scott J. "A descriptive study of employment of persons with developmental disabilities in western Wisconsin group homes." Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998schulzs.pdf.

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13

Finlay, Ryan. "Facilitating communication in a developmentally delayed child /." Full text available online, 2009. http://www.lib.rowan.edu/find/theses.

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14

Bahrami, Nahid Anna, and Pamela Lynne Shiner. "A study on the children of the developmentally disabled." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/798.

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15

Bowman, Rachel Anne. "Quality of life assessment for young children with developmental disabilities and their families development of a quality of life questionnaire /." Morgantown, W. Va. : [West Virginia University Libraries], 2001. http://etd.wvu.edu/templates/showETD.cfm?recnum=2100.

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Thesis (Ph. D.)--West Virginia University, 2001.
Title from document title page. Document formatted into pages; contains vii, 180 p. Vita. Includes abstract. Includes bibliographical references (p. 71-81).

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16

Cacace, Stacey Ann. "An examination of preschool services and programs for children with disabilities in North Carolina school districts." Diss., This resource online, 1994. http://scholar.lib.vt.edu/theses/available/etd-06062008-171303/.

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17

Jones, Jaclyn Leia. "The effects of social involvement on work performance of adults with developmental disabilities." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2294.

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18

Ellison, Deborah. "Mother-child interactions with developmentally disabled children, an intervention study." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0010/NQ42515.pdf.

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19

Eng, Theary C. "Aging developmentally disabled individuals and their caregiver needs| A curriculum." Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1587894.

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The growing trend for housing individuals who are developmentally disabled has been focused on community based housing; giving them an opportunity to live a less restricted lifestyle. With this shift of care, families who take on caregiving roles deal with insurmountable issues because of limited support and lack of services. Caregivers are faced with challenges such as impulsive behaviors, daily caregiving duties, and concerns about the future. These in turn take a toll on their physical and mental health. The purpose of this project was to develop a curriculum for current and future family caregivers; with the aim of helping them to empower themselves and care recipients, to ultimately reduce barriers of communication within families, to address caregiving concerns, and to provide peer support throughout the curriculum. This curriculum includes three modules that educate caregivers about planning for the future, legal concerns, and community resources.

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20

Achatz, Daniel R. "Supported employment: A manual for Community Industries." CSUSB ScholarWorks, 1989. https://scholarworks.lib.csusb.edu/etd-project/503.

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21

Nguyen, Carol A. "Assessment of a preventive care program for developmentally disabled patients a thesis /." San Antonio : UTHSC, 2008. http://learningobjects.library.uthscsa.edu/cdm4/item_viewer.php?CISOROOT=/theses&CISOPTR=35&CISOBOX=1&REC=1.

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22

Kearney, Penelope M., of Western Sydney Nepean University, and Faculty of Nursing and Health Studies. "Between joy and sorrow : being the parent of a child with a developmental disability." THESIS_FNHS_XXX_Kearney_P.xml, 1996. http://handle.uws.edu.au:8081/1959.7/793.

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This thesis explores the experiences of parents who have children with significant developmental disabilities. A dissatisfaction with the interpretive power of dominant paradigms regarding parents' responses to their children with disabilities resulted in a study in which an interpretive methodology, informed by phenomenology, was used. The voices of six parents paint a picture which is at odds with prevalent assumptions of parental crisis and maladjustment. Whilst being conscious of their anguish and sorrow, these parents speak of hope, love, strength and joy. An interpretation of the parents' experience is presented in light of the themes of 'between joy and sorrow', 'hope and no hope' and 'defiance and despair'. This phenomenological interpretation provides insight and understanding and has implications for nursing practice, education and research
Master of Nursing (Hons)

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23

Smith, Heather Kathleen. "Church attendance of adults with developmental disabilities." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1362.

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24

Salz, Donald Lawrence. "Developing independent leisure behavior in severely and profoundly developmentally disabled adults." Scholarly Commons, 1993. https://scholarlycommons.pacific.edu/uop_etds/2941.

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Training in independent and age-appropriate leisure activities is part of a comprehensive program of active treatment for developmentally disabled adults. Increased leisure skills have been shown to reduce a variety of problem behaviors, enhance a variety of useful skills, and allow the developmentally disabled to assimilate into more normalized settings. However, the developmentally disabled individual's engagement in leisure activities is often restricted due to such things as their own skill deficits, as well as limited availability of materials. This study investigated the effects of two training methods on the leisure behavior of 16 institutionalized severely and profoundly developmentally disabled adults. It was demonstrated that teaching subjects, not only how to use leisure materials, but to self-initiate leisure activity, resulted in significantly more frequent and sustained independent leisure activity than teaching subjects only how to use leisure materials. Data on subjects' videotaped leisure behaviors were collected during Baseline, six days of sessions over two weeks, where subjects were exposed to, but not prompted to use, six different leisure activities. Overall ranks during Baseline were used to assign subjects to two equal treatment groups. Target subjects were taught to self-initiate leisure with a complete task analysis of the activities. The complete task analysis included the entire functional routine of taking out, using (curriculum skills), and putting away materials. Curriculum Instruction subjects were trained only in the use of the materials. The model for training both groups was based on the Behavior Skills Rating Scale. Training sessions were held on 27 days over six weeks. This was followed by six days of Post-training Observation with conditions identical to Baseline. The significance of the difference between groups' subjects' Post-training rankings were determined using the Mann-Whitney U. All analyses utilized two-tailed tests, with significance set at p $<$.05. Overall, Target group subjects ranked significantly higher than CI subjects during Post-training Observation. In addition, they ranked significantly higher in the number of sessions with initiated activity; latency before initiating activity; and sustained leisure activity. There was no significant difference in the supplemental skills of taking out and putting away materials.

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25

Majied, Shelita D. "SOCIAL SERVICE PROFESSIONALS PERSPECTIVES ON ASSESSING ABUSE AMONG THE DEVELOPMENTALLY DISABLED." CSUSB ScholarWorks, 2015. https://scholarworks.lib.csusb.edu/etd/172.

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There are substantial amounts of research on risk factors that contribute to abuse among adults with developmental disabilities. There are also studies that explore preventative measures and safety factors to help reduce abuse among the population. These relevant studies and research has examined the relationship between developmental disabilities, types of abuse, risk factors, effectiveness of risk assessments, and prevention. The main purpose of this study is to explore the problem of high abuse rates amongst this population and discuss social service professional’s perspective on the current preventative measures used to protect adults with developmental disabilities from abuse. For this quantitative study, the researcher distributed questionnaires to social service professionals to gauge their experiences with working with the developmentally disabled population, and assessing abuse. The data obtained from the questionnaires were analyzed for the purpose of giving a descriptive and exploratory view of the study. The key findings of the study showed the demographics of the participants and clients, abuse types and assessment techniques, and outcomes of abuse cases. There were no significant findings between variables, but the data showed that there is a break down in effective assessment techniques and procedures when assessing abuse among the developmentally disabled. Limitations and recommendations for social work practice were also discussed.

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26

James, Jasneth M. "Effects of Education on Pressure Ulcer Prevention in Developmentally Disabled Individuals." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2987.

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Pressure ulcers were a continuing concern among the nonverbal developmentally disabled population of a state institution. The lengthy use of wheelchairs, the inability to body shift, and physical and mental impairment were attributes of the target population that have been cited in the literature as contributing to pressure ulcer. The purpose of this quasi-experimental pretest/posttest project was to evaluate the effectiveness of an education intervention for direct care staff on the prevention treatment, and eradication of pressure ulcers among patients with developmental disabilities. Orem's self-care deficit theory, particularly the emphasis on the need for nursing staff to perform self-care activities for persons who are unable to manage the activities themselves, was the theoretical basis of the project. The Iowa model of evidence-based practice provided the evidence translation direction for the project. All licensed practical nurses and healthcare technicians employed by the institution were invited to participate in the education. Participants completed a pretest on pressure ulcer prevention and management knowledge before the education was presented, and after the educational component of the project concluded. Statistical significance of the differences in pretest to posttest scores was not calculated because the sample size was small (n = 37); however, all participants achieved 100% correct answers on the posttest up from a 50% mean score among licensed practical nurses and a mean score of 30% among health care technicians. Social change was evaluated within the institution by a decrease in new pressure ulcer cases to zero in the week following the education, and a commitment from the director of nursing to provide pressure ulcer education to all new direct care employees and refresher courses for continuing employees.

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27

Walker, Alexis Philbin. "Parenting Stress: A Comparison of Mothers and Fathers of Disabled and Non-Disabled Children." Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2686/.

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This study compared perceived levels of parenting stress between mothers and fathers of children with Attention-Deficit Hyperactivity Disorder (ADHD), children with developmental disabilities, and normally developing children. The relationship of certain demographic variables, such as Socio-economic Status (SES), number of children, years married, parent age, and child age, as well as social support with parenting stress was also examined for mothers and fathers of these three groups. Identification of factors related to parenting stress in fathers was of particular importance for this study, as fathers are often an underrepresented group within parenting research. Identifying effective methods for predicting high levels of parenting stress is important, as stress has been linked to psychological well-being, potential for abuse, and a greater likelihood of poor adjustment for both parent and child. Results from the present study comparing reported stress levels between groups of parents were supportive of previous studies indicating that parents of children with ADHD and developmentally disabilities experience significantly greater parenting stress, specifically with respect to child characteristics. Significant gender differences were also found between mothers and fathers in terms of parent characteristics related to stress. Fathers reported greater stress in the areas of attachment, while mothers reported more parent role restrictions. Additionally, significant negative relationships were found between parents' perceived helpfulness of informal social support and parenting stress scores in both mothers and fathers, affirming positive effects of social support on stress. Helpfulness of informal social support was also significantly predictive of parenting stress in both mothers and fathers across both the child and parent domains of the PSI, although, it had more predictive power with regard to parent related contributors to parenting stress. Family demographic factors, including age of the child and SES demonstrated some predictive power of parenting stress in mothers. Mothers with younger children and lower SES were more likely to report greater parenting stress. Implications of these results and future directions for research are also discussed.

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28

Luka, Miral. "Spiritual transformation in persons with developmental disabilities in l'Arche community koinonia as a vehicle for metanoia /." Theological Research Exchange Network (TREN), 2005. http://www.tren.com/search.cfm?p088-0131.

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29

Cox, Judith 1959. "Children with developmental disabilities : finding permanent homes." Thesis, McGill University, 2006. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=99561.

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Finding permanent homes for children with developmental disabilities (DD), whose parents have voluntarily relinquished their care, is a problem for social workers. Ontario adoption social workers at a biennial business meeting in November/04 (N = 49) were asked about possible solutions, using a questionnaire designed for this study; information was also collected on relevant experience and caseloads. Workers believed that: (1) a majority of parents who voluntarily relinquish the care of their child do so because of the burden of care and/or financial reasons; (2) subsidies would be more effective than open adoption in improving chances of adoption. Also, a significant number of these adoption workers did not have an experience with DD on which to base their casework decisions.
These findings highlight the need for specialist training on DD for social workers who deal with these children, and also the importance of subsidies for families who must care for them.

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30

Papa, Joseph L. "Effectiveness of Supported Living Arrangements on the level of independence of the developmentally disabled /." Click for abstract, 1998. http://library.ctstateu.edu/ccsu%5Ftheses/1501.html.

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Thesis (M.A.)--Central Connecticut State University, 1998.
Thesis advisor: Marc B. Goldstein. " ... in partial fulfillment of the requirements for the degree of Master of Arts [in Psychology]." Includes bibliographical references (leaves 39-41).

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31

English, Carie L. "Evaluation of the treatment utility of the analog functional analysis and the structured descriptive assessment." Morgantown, W. Va. : [West Virginia University Libraries], 2004. https://etd.wvu.edu/etd/controller.jsp?moduleName=documentdata&jsp%5FetdId=3386.

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Thesis (Ph. D.)--West Virginia University, 2004.
Title from document title page. Document formatted into pages; contains iv, 65 p. : ill. Includes abstract. Includes bibliographical references (p. 37-39).

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32

Kearney, Penelope M. "Between joy and sorrow : being the parent of a child with a developmental disability." Thesis, View thesis, 1996. http://handle.uws.edu.au:8081/1959.7/793.

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This thesis explores the experiences of parents who have children with significant developmental disabilities. A dissatisfaction with the interpretive power of dominant paradigms regarding parents' responses to their children with disabilities resulted in a study in which an interpretive methodology, informed by phenomenology, was used. The voices of six parents paint a picture which is at odds with prevalent assumptions of parental crisis and maladjustment. Whilst being conscious of their anguish and sorrow, these parents speak of hope, love, strength and joy. An interpretation of the parents' experience is presented in light of the themes of 'between joy and sorrow', 'hope and no hope' and 'defiance and despair'. This phenomenological interpretation provides insight and understanding and has implications for nursing practice, education and research

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33

Korzon, Deborah S. "Social relationships of mildly developmentally disabled young adults : correlations to emotional disturbances /." The Ohio State University, 1989. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487668215808615.

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34

Brown, Kathleen Susan. "Factors that influence the development of supports among adults with developmental disabilities." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/895.

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35

Cermak, Tracy. "Developmentally Disabled Older Adults in Georgia: Rural, Metropolitan, and Urban Long Term Housing Availability." Atlanta, Ga. : Georgia State University, 2009. http://digitalarchive.gsu.edu/gerontology_theses/15/.

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Thesis (M.A.)--Georgia State University, 2009.
Title from title page (Digital Archive@GSU, viewed July 29, 2010) Ann Pearman, committee chair; Erin Ruel, Dennis Thompson, committee members. Includes bibliographical references (p. 73-81).

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36

Iarocci, Grace. "Visual filtering and covert orienting in developmentally disabled persons with and without autism." Thesis, McGill University, 1994. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=26278.

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A forced choice reaction time (RT) task was used to examine the relations between covert orienting (shifts in attention independent of eye movement) and filtering (the inhibition of processing of irrelevant stimuli) components of attention in persons with autism (n = 12) and developmentally disabled persons without autism (n = 20). Conditions varied with regard to the validity of the cue (related to covert orienting) and presence of distractors (related to filtering). ?'he RT/p(correct) scores of both groups were longer in the distractor-present conditions and in conditions when a cue provided incorrect information regarding the location of the subsequent target (invalid cue). The RT/p(correct) scores of persons with autism as compared to developmentally disabled persons without autism were slower overall. However the pattern of performance of persons with autism was not significantly different from that of the developmentally disabled persons without autism. These results are inconsistent with the notions of specific deficits in covert orienting and filtering among persons with autism and indicate that certain attentional difficulties may not be unique to autism. Alternatively, they may also reflect differences in the specific mechanisms assessed in different studies. Findings are discussed in terms of the specificity of visual filtering and covert orienting impairments in autism.

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37

Garofano-Brown, April Ray Dee C. "Relationship between child centered play therapy and developmental levels of young children a single case analysis /." [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-5178.

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38

Richardson, Shana S. "A developmental approach to sibling relationships disaggregating the components of sibling relationship quality over time for siblings of individuals with intellectual disability /." unrestricted, 2009. http://etd.gsu.edu/theses/available/etd-04172009-221954/.

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Thesis (M.A.)--Georgia State University, 2009.
Title from file title page. Frank Floyd, committee chair; Diana Robins, Chris Henrich, committee members. Description based on contents viewed Aug. 13, 2009. Includes bibliographical references (p. 69-75).

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39

Bond, Chelsea Marie. "A case study investigation of the physical activity levels of disabled students at a small Missoula, Montana middle school." Diss., [Missoula, Mont.] : The University of Montana, 2009. http://etd.lib.umt.edu/theses/available/etd-08252009-101920.

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40

Clear, Mike. "Public discourse personal reality : disablement and a re-search for caring culture /." View thesis View thesis, 1996. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030529.110649/index.html.

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Thesis (PhD. Philiosophy)--University of Western Sydney, Hawkesbury, 1996.
"This thesis is presented for the degree of Doctor of Philosophy, University of Western Sydney, 1996." Includes bibliographical references (p. 288-306).

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41

Easterling, Calvin Henry. "The Developmentally Disabled Elderly in Canada: Access to Health Care and Social Services." Thesis, University of North Texas, 1992. https://digital.library.unt.edu/ark:/67531/metadc332746/.

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The accessibility, predictors, and use of health care and social services among developmentally disabled elderly adults in Canada were examined using a nationally representative social survey. The first research hypothesis is that the independent variables will contribute significantly to the prediction of the dependent variables. A second hypothesis is that the slope of any given independent variable will not equal zero. The results of this research show that the illness (need) variables are the most predictive correlate of the utilization of health care and social services. The predisposing variables have secondary explanatory power, with the enabling variables accounting for the least amount of variance. The hypotheses were tested by step-wise multiple regression analysis using SPSS-X.

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42

Smith, Terry L. "Staff knowledge of client rights in West Virginia institutions for the developmentally disabled." Diss., Virginia Polytechnic Institute and State University, 1985. http://hdl.handle.net/10919/53585.

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Analysis of staff knowledge of client rights in West Virginia institutions for the developmentally disabled was undertaken in this study. Even with the identification of guaranteed rights for institutionalized individuals through federal and state legislation, standards, policies, and judicial decisions, whose findings have shown that violation of client rights continues to occur in most institutions. A review of the literature indicated that one possible cause for the continuation of rights violations may be the staff limited understanding of client rights. The literature also has revealed few studies have attempted an investigation in this area. This study involved 644 full-time staff who were representative of one of six different job categories. The staff were employed in one of three West Virginia institutions for the developmentally disabled. It was hypothesized that if differences in staff knowledge of client rights were identified, this information could be used to direct staff training and policy-making decisions and perhaps minimize the continuous violations of client rights. That significant differences in knowledge of client rights did exist when different job categories of staff were compared within each institution as well as across institutions. It was found that significant relationships in knowledge of client rights exist between staff with different job longevity rates, but the correlation was too low to be considered a reliable predictor of limited value. No significant differences in staff knowledge of client rights were found between the three institutions. The implication of these research findings and the future need for research in this area are discussed.
Ed. D.

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43

Cerda, Bartolome. "Peer relations of developmentally delayed children in a special education school." Thesis, McGill University, 1995. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=23326.

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Peer relationships of students with developmental disabilities in self-contained classrooms were investigated. Eighteen boys enrolled in three separate classrooms participated in the study. The mean chronological age of the boys in each class were 6.7, 8, and 7.7 years, and their mean mental ages were 4.6, 5.8. and 6.7 years. Peer relationship measures included sociometric measures such as peer ratings and sociograms and observational measures such as coordinated group activity and dyadic interaction. Spearman rank correlation coefficients were obtained. Peer ratings shared high correlations with cognitive variables such as I.Q., for the middle mental age class. Behavioral variables were correlated to peer ratings for the middle and the highest mental age classes. Dyadic interaction variables were correlated to peer ratings for the lowest and the middle mental age classes. The importance of including observational variables in addition to sociometric variables and the possible effects of group characteristics such as cohesiveness on the variables that determine peer ratings are discussed.

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44

Atkins, Christine. "Just little things nurses' perceptions of quality of life for people with severe multiple impairments /." Connect to full text, 1998. http://hdl.handle.net/2123/395.

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Thesis (Ph. D.)--University of Sydney, 1999.
Title from title screen (viewed Apr. 21, 2008). Submitted in fulfilment of the requirements for the degree of Doctor of Philosophy to the Faculty of Nursing. Degree awarded 1999; thesis submitted 1998. Includes bibliography. Also available in print form.

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45

Kearney, Penelope M. "Between joy and sorrow : being the parent of a child with a developmental disabiliy /." View thesis, 1996. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030915.095704/index.html.

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46

Barnes, Kelly Anne. "Implicit learning in typical development and children with developmental disorders." Connect to Electronic Thesis (ProQuest), 2008. http://0-gateway.proquest.com.library.lausys.georgetown.edu/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3320707.

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Neher, Cathy Sue. "Service Innovation in a Voluntary Organization: Creating Work Opportunities for Severely Developmentally Disabled Adults." Digital Archive @ GSU, 2012. http://digitalarchive.gsu.edu/bus_admin_diss/1.

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Current literature on the developmentally disabled indicates they represent a large untapped labor pool that is significantly inhibited in its inclusion in the community. To address this unnecessary isolation, Right in the Community (RitC), a voluntary agency in Cobb County, Georgia, wanted to innovate its service offering by providing meaningful and sustainable work opportunities for those that are severely developmentally disabled. The Competing Values Framework (CVF) offers a dynamic and robust theoretical framework that has been adapted to explain many business factors in addition to organizational effectiveness. Based on a fourteen-month action research engagement at RitC, I adapted the CVF to concentrate on the dimensions of organizational focus, strategy formation and motivational traits to understand and guide service innovation in a voluntary organization. My research aided RitC’s development of a program to provide meaningful and sustainable work opportunities for those that are severely developmentally disabled. From a theoretical standpoint, I have added new knowledge on managing service innovation in voluntary organizations and adapted CVF for understanding and guiding service innovation in that particular context.

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Vieitez, Doreen E. "Teaching toy play to developmentally disabled adolescents : acquisition, difficulty, and generality of toy function." Virtual Press, 1986. http://liblink.bsu.edu/uhtbin/catkey/474401.

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The purpose of this study was to investigate the effects of a behavioral training program on the simple toy play responses of three adolescents with severe and profound mental retardation. Also investigated were possible differences in the difficulty in initial acquisition and generality of the five toy functions chosen: direct push, build, pull, indirect electronic push, and wind. Two toys in each functional category were used. Using a multiple baseline across subjects design, each subject was scored on appropriate toy play during each session. Baseline sessions consisted simply of presenting the toy to the, subject and requesting him/her to play with it. During treatment sessions, the training sequence consisted of a verbal stimulus, a verbal instruction, modeling, shadowing, partial graduated guidance, and full graduated guidance. All subjects received positive reinforcement (i.e., verbal and physical praise with or without edibles) following every appropriate response. Because all subjects reached the prespecified mastery level of each of the 10 toys, it was concluded that the training sequence was an efficient technology in teaching toy play responses. In addition, the relative difficulty among and generality within functions was discussed.

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Zayac, Ryan M. "Contriving establishing operations responsese of individuals with developmental disabilities during learning task /." Auburn, Ala., 2005. http://repo.lib.auburn.edu/2005%20Fall/Thesis/ZAYAC_RYAN_48.pdf.

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Zayac, Ryan M. Johnston James M. "Direct instruction reading effects of the Reading Mastery Plus - Level K program on preschool children with developmental delays /." Auburn, Ala, 2008. http://repo.lib.auburn.edu/EtdRoot/2008/SUMMER/Psychology/Dissertation/Zayac_Ryan_14.pdf.

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